NTFD_Lesson_Plan-Letter_Analysis

NOT TOO FAR DISTANT LESSON GUIDE GRADES 7-12 Not Too Far Distant -Letter Analysis Lesson Plan PROGRAM OVERVIEW Nebraska State LESSON STRUCTURE Education Standards Lesson Introduction In this activity, students will analyze real SS 7.4.4 1) Display Document A: Envelope or provide copies for each student. letters written by World War II medic SS 8.4.2 Individually or in small groups, have students look at Document A SS HS.4.1.b (US) Clarence William to his wife, Gretchen. Using SS HS.4.1.c (US) and answer each guided question. Recommended time: 3-5 minutes. the analysis guide, students will learn more SS HS.4.4.b (US) about life as a soldier through Clarence’s SS HS.4.5.c (WLD) 2) Discuss each guided question as a class and demonstrate where students found evidence for each answer in Document A. stories and read between the lines to uncover more about life in combat. To be paired with Lesson Details Procedure the play Not Too Far Distant by Becky Boesen Time Requirement: 1) Introduce the documents: Explain to students that soldiers in WWII 45-90 minutes Grade Level: often wrote letters to their friends and family. These letters are LESSON OBJECTIVE primary sources that help us understand WWII. The letters of 7th - 12th grade Students will analyze the World War II letters Lesson Materials: Clarence Williams inspired the play, Not Too Far Distant. Letter Analysis Recommended time: 3-5 minutes. of Clarence Williams using the letter analysis model. Guided 2) Analyze the documents: Give students Documents B-D. Also, pass Documents A-D out one Letter Analysis Guide for each document. Have students Electronic version work individually or in small groups to read each document and PREREQUISITE KNOWLEDGE (bit.ly/NTFD- complete the Letter Analysis Guide. Recommended time: 30-75 Letters) or WWII (1939–1945) involved nearly every printed minutes. Post-It notes major country in the world. There were (optional) 3) Modification: Have students use the “read aloud” feature in the two sides, the Allies (the United States, digital version (bit.ly/NTFD-Letters). Read each document aloud to Great Britain, and the Soviet Union) and the class before students complete the Letter Analysis Guide. Pause to identify and define unknown words and phrases. the Axis powers (Germany, Italy, and Japan). Exit Ticket 1) Ask: What type of written documents will historians in one This war mainly took place in Europe and the Pacific. Starting in 1941, after the bombing of Pearl Harbor, the United States sent hundred years analyze to understand life today? soldiers, including those drafted, overseas to assist in the war 2) Give each student a Post-It note to record their answers. Have effort. students display Post-It notes in a common space as they leave the classroom. Recommended time: 3-5 minutes Document A: Envelope Pfc. C.O. Williams 37738879 Co A - 122d Medical Bn A.P.O. 411 c/o P.M. New York, New York Rec’d 2/10/45 Mrs. C.O. Williams PASSED BY 529 North 6th St. US Army Examiner Muskogee, Oklahoma 50819 Jan. 15. Lt. H H Zander Source: Clarence Williams Collection, Institute for Holocaust Education Guided Questions 1) How much did this letter cost to mail? How do you know? 2) How many days passed between when the letter was sent and when it was received? Why do you think it took so long for the letter to arrive? 3) Why do you think a U.S. Army Examiner needed to “pass” or approve the letter before it could be sent? Document B: Letter from Clarence Williams, January 15, 1945 Monday 15 January 45. Darling Wife — (1) Well honey we are still rolling, rolling over the deep blue sea. It has really been grand sailing today, beautiful sunshine and very warm. Also the water has been calm but I will still be glad when we again set foot on land for a change. (2) Honey I am surely getting homesick for some of your letters and hope there will be some waiting when we arrive at our destination. Also it will be a lot easier to find some thing to write about when we get there I think. Then again perhaps everything of interest will be censored as it now is. (3) We had a fairly good dinner tonite, nothing to rave about but better than usual. Had roast pork, noodles, asparagus, lettuce salad and some peaches for desert. Honey when I come back your going to be a very busy little girl in more ways than one. One of course will be cooking and what I mean I don’t believe I will ever get my fill of it. Was talking with one of the boys today and he remarked how well he liked hot biscuits with good steak gravy. It reminded me of many happy memories which I hope will soon return. (4) Just had to take time out for a cigarette and try to think of some thing new to write however can’t say it helped much. When we have a cigarette we either have to go up on deck or into the latrine and of course there is no smoking on deck after dark. Also every place we go of course we must wear our life Source: Clarence Williams Collection, Institute for Holocaust Education belts and pistol belt with a full canteen of water. Document B: Letter from Clarence Williams, January 15, 1945 (continued) (4) I am not complaining about that because it is a good safety feature but it does get tiresome dragging it around and hooking same on every one walking by in the narrow aisles. It will seem rather odd to be on land and be able to walk around again without elbowing your way. (5) I was thinking and wondering today if I told you on the phone about how I got to see the show at Radio City Music Hall that night. There was a crowd there over a block long all the time. As fast as people would go in more would follow in the line. When the theatre is filled (over 10,000) they merely close the doors. They keep the crowd roped in on the sidewalk to hold the line in order. I was standing near the door or entrance when an officer (Police) came along. He said, do you want to see the show, and of course I said I would like to very much. He lifted up the rope and said okay go under. I was third from the last in the theatre when they closed the doors. I thought it very nice of him being so considerate, don’t you? That’s one place we must visit when we go to New York. Well darling, I am again out of news so will say that’s all for now. "Bye, Bye" Worlds of Love Clarence. Source: Clarence Williams Collection, Institute for Holocaust Education Document C: Letter from Clarence Williams, February 22, 1945 22 February 1945. Thursday Dearest Gretchen — I didn’t get a chance to write you last night or rather I was so tired that I slept through from shortly after chow until I went on C.Q. ... ...There has been very little damage to the buildings here but I have seen several small communities with hardly a building left standing. Practically every large bridge either highway or railroad has been destroyed and temporarily rebuilt by our engineers. Many were destroyed by our equipment to halt the retreating Germans. I have also seen scores of railroad locomotion and box cars that were bombed and wrecked. The more of this you see the more you get to feeling that war is so unnecessary and costly... ...I finally received my laundry today, the boys at Personnel picked it up and sent same out to me. It seems good to have all clean clothes again and the French lady did a good job even to pressing my OD’s after washing....We have to take them soap with our laundry as they get only four very small bars per month for their usage on rations. Well darling this is about all my news for today so will close. Will tell you again that I am constantly thinking of you and loving you. Source: Clarence Williams Collection, Bye for now Victory Mail or V-Mail Institute for Holocaust Education All my used microfilm to send letters during WWII. Use the QR code to learn Love more about V-Mail. Clarence. Document D: Letter from Clarence Williams, April 30, 1945 (excerpt) Monday 30 April 45. My Honey — Well another month has passed and the war continues but I sincerely believe the end is now in sight and not too far distant... ...Had a new experience today that I will never forget as long as I live. I had read a lot about concentration camps and the brutal treatment given the prisoners but often wondered if it were all true. Now I can vouch for it. The camp covered an area of probably ten square blocks and much of it was surrounded by high cement walls with barbed wire on top and electric wires over those. A railroad runs through the camp and we saw an entire train of box cars with dead human bodies that they had no time to dispose of... ...Inside the camp was one building used as a crematory rather it was built especially for that purpose. It had one room for showers where the prisoners could get wet and open up the pores of their skin then into the gas chamber. Here they were killed, removed and stacked like cardwood until they could be shoved in the ovens. They were stacked in four rooms and the boys estimated around 700 to 800 bodies awaiting cremating. Those laying in the box cars were nothing but skin and bone and on many, the thighs of their legs weren’t as big as my Source: Clarence Williams Collection, Institute for Holocaust Education forearm. Document D: Letter from Clarence Williams, April 30, 1945 (excerpt) Inside the camp they had factories, machine shops, hospital, and foundries where they used the slave labor guarded by SS Troops to make the tools of war etc. In the largest single section of the camp was several thousand prisoners from every country in Europe and even some Americans. They were now displaying all their national flags and it was very colorful...Around this section was barbed wire entanglements and cement pill boxes for the guards every few yards. There was also a deep ditch surrounding the section inside the wire. Outside there was a moat running around the section. They told us the men on the train had been riding without food for 18 days and the prisoners told us they worked 7 days a week from 5:00 AM until 8:00 PM. There were several guards still laying around the grounds where they had been killed. Most of them they didn’t bother to shoot but merely beat them to death with rifle butts when our troops took over. Thousands of our troops visited the camp today and I doubt very much if there will be another SS Trooper taken prisoner. It is almost unbelievable that any one could be hardened to the point of doing the brutal things they did and it certainly gives one a different viewpoint toward the German people. This is all probably boring to you but you just can’t picture such sights Source: Clarence Williams Collection, Institute for Holocaust Education without seeing them with your own eyes. Well darling guess that will be all for today except to tell you again I love you worlds. Always Yours Clarence. Letter Analysis Guide Find an interactive, digital Letter Analysis Process version of these letters at bit.ly/NTFD-Letters Step 1: Observe the letter Observe the letter Find information about the letter itself. Make sense of the letter Step 2: Make sense of the letter Think about the people writing and reading the letter. Step 3: Use the letter as Historical evidence Use the letter as historical evidence. Connect what is being written in the letter to what is happening in the world at the time. Observe the letter Step 1: Observe the letter 1) Who wrote this letter? 3) When was this letter written? 2) Who was the intended audience for this letter? 4) Where was the letter written? Make sense of the letter Step 2: Make sense of the letter 1) Why was this letter written? 2) What else was happening at the time this was created? How do those events help you understand why it was created? Letter Analysis Guide Make sense of the letter Step 2: Make sense of the letter 3) What does this letter tell you about the author’s experiences? 4) What does this letter teach you about the experiences of American soldiers during WWII? Use the letter as historical evidence. Step 3: Use the letter as historical evidence 1) What evidence does the author present that you should “fact 3) What perspectives do you bring to this topic and source? check” (verify as true)? How does your identity and the time in which you live affect your perspective? 2) This primary source shows one perspective of a historical event. What other perspectives could you examine? NTFD_Lesson_Plan-Letter_Analysis