The learners will identify the economic, geographic, political, and social situations in post-WWII United States and Germany and make comparisons between the situations found in these two countries. They will also explore the actions that the American people and the American Government took to improve their post-WWII situation. 

The learner will:

• define philanthropy and government philanthropy
• create a list of what many Americans and the American Government faced following WWII
• create a list of what many Germans and the German government faced following WWII
• enter all of this information into a grid for easy comparison
• discuss strategies the American people and the American Government used to improve their conditions post-WWII
• construct a poster depicting how the American people and the American Government came together to provide for the common good, post WWII.

Anticipatory Set

In large letters place the words COMMON GOOD, PHILANTHROPY and GOVERNMENT PHILANTHROPY on the display board. As the learners enter the classroom have the song "Letters from Home" playing. After everyone has settled replay the song telling the learners to listen closely for the lyrics. After listening to the song twice, ask the learners what they heard. Distribute printed copies, downloaded from http://anysonglyrics.com. Have the learners silently reading the lyrics and then encourage them to share what they think are the main themes of this song and why letters from home during a war might be important.  

 

• Pair up the learners and distribute a copy of "In the Aftermath of WWII" -Attachment One and instruct them to create a list of issues that they can recall from their earlier studies that many Americans, along with the United States government, faced following WWII. Have them record their recollections and  discuss why they think those situations were occurring in the United States at that time. After 5-8 minutes, reconvene as a whole class and ask for volunteers to share with the class what they discussed with their partners. 
  
  
• To fill in the gaps, present additional information regarding the topics as needed. For example, discuss why divorce http://www.divorcereform.org/rates.html and birth rates http://www.answers.com/topic/
  post-world-war-ii-baby-boom were elevated, why there was a housing shortage http://www.museumca.org/picturethis/4_10.html, and how women were forced out of the work place http://www.law.georgetown.edu/glh/lim.htm.
  
  
• Have the learners record any new information on their handout.
  
  
• Then have the learners return to their original partner and instruct them to create a list of issues that they can recall from their earlier studies that many Germans, along with the German government, faced following WWII. Have them record their recollections and discuss the reasons those situations were occurring in Germany at that time. After 5-8 minutes, reconvene as a whole class and ask for volunteers to share with the class what they discussed with their partners. 
  
  
• To fill in the gaps, present additional information regarding the topics as needed. For example, discuss why women were a large portion of the workforce http://www.centennialofflight.gov/
  essay/Air_Power/Women/AP31.htm why birth rates were elevated http://www.dw-world.de/dw/article/
  0,2144,1836769,00.html, how the government had decayed or was nonexistent, why the poverty level was elevated www.germannotes.com/hist_weimar.shtml , why there were housing shortages www.aicgs.org/resources/daad/1993030.sht, and how bombings had created towns of rubble .
  
  
• Have the learners record any new information on their handout. 
  
  
• Have the entire class discuss why there were similarities and differences between the outcomes of WWII for Germany and the United States, emphasizing the fact that while the United States considered the victorious country, still suffered from the war, as did Germany the defeated country.
  
  
• Have the learners define common good n. Involves individual citizens having the commitment and motivation to promote the welfare of the community (even if they must give up their own time, personal preferences or money) to work together with other members for the greater benefit of all; philanthropy v. the act of giving time, talent, and treasure to promote the common good; and, Government Philanthropy v.the authoritative administration of public policies that promote the common good. 
  
  
• Have the entire class create a list of what the American people and the American Government did for the common good, to help deal with the struggles and situations in the United States following WWII.
  
  
• Given what they now know, have the learners sketch out an "8 1/2 x 11" 'political' poster that would depict the relationship between the American people and the American government as they worked to provide for the common good in post- WWII. Encourage them to find ways to utilize some of the themes /ideas found in "Letters from Home" in their poster. (Teacher Note: This could be started in class and completed as homework to be handed in at the start of the next lesson.)

Song: "Letters from Home" by John Michael Montgomery Album: Letters from Home (found on borders.com). Lyrics found at  http://anysonglyrics.co