(H)our History Lesson: Evansville, Indiana: Comparing and Connecting WWII Home Front cities

Sailors and townspeople at the LST shipyard, aboard an LST. Evansville made more LSTs than any other shipyard in the country. In its 3 years of operation, it built 24 ships, 167 LSTs, and 35 other war crafts. A fire swept through the plant in January 1946 and today nothing remains of this operation.

Credit: University of Southern Indiana, Rice Library Digital Collections

About this Lesson

This lesson is part of a series teaching about the World War II home front, with Evansville, Indiana designated as an American World War II Heritage City. The lesson contains photographs, two readings, optional media activity, and a culminating mastery project. The first reading shares how Evansville was recognized for its contributions during the war, and the second reading connects the region to the designation of a Heritage City. There is an optional review reading and documentaries to learn more about the city during World War II. The culminating project contributes to learners’ understandings of the city as a WWII Heritage City, with the opportunity to combine lesson themes from the three other lessons in the Evansville lesson collection. This is to summarize the city’s contributions and encourage connections to the overall U.S. home front efforts.

Objectives:

In a culminating product:

1. Identify important World War II home front locations and organizations in Evansville, Indiana and describe their historical significance
2. Explain the significance of war manufacturing in Evansville in contributing to the Allied Forces defenses.
3. Summarize the contributions and volunteerism of Evansville civilians, making sure to include details on contributions by women and African Americans.
4. Optional: Describe similarities and differences of Evansville and other Heritage city(s) / World War II home front(s).

Materials for Students:

1. Photos
2. Readings 1, 2 & media activity link
3. Maps, project materials (as needed)
4. Student graphic organizers (See photo 5 at end of lesson, for reference)

Instructions for Student Graphic Organizers

1. Create Comparison Matrices for your students to use. To compare two cities, create a one-page sheet with three columns and four rows.  Label the left column Theme/Topic and the other columns City 1 and City 2.  For a Comparison Matrix for three cities simply add an additional column. 

2. Create two Single-Point Rubrics to assist students’ self-assessment. One is for assessing proficiency in meeting teacher-selected standards. One is for assessing proficiency in meeting objectives. 

3. For the rubric on standards, create a one-page sheet with three columns and four rows of content. Label the first column “Areas for Improvement,” the second column, “Proficient (Meeting Standard),” and the third column, “Areas of Exceeding Standard.”  Leave the first and third columns blank.  In each row of the second column identify a Standard and indicate a space for noting the evidence for meeting the standard.  Include a space at the bottom of the page for assigning points for each column. 

4. For the rubric on objectives, create a one-page sheet with three columns and four rows of content. Label the first column “Areas for Improving toward Objective,” the second column, “Proficient (Meeting Objective),” and the third column, “Areas of Exceeding Objective.” Leave the first and third columns blank. In the four rows of the second column identify these four objectives:  

• Identify important World War II home front locations and organizations in Evansville, Indiana and describe their historical significance 
• Explain the significance of war manufacturing in Evansville in contributing to the Allied Forces defenses. 
• Summarize the contributions and volunteerism of Evansville civilians, making sure to include details on contributions by women and African Americans. 
• Optional: Describe similarities and differences of Evansville and other Heritage city(s) / World War II home front(s). 

 Include a space at the bottom of the page for assigning points for each column. See the last photo of this lesson for reference. 

Chrysler Corporation in 1950. During the war it had transitioned to the Chrysler Ordnance Plant, producing about 96 percent of all .45-caliber ammunition in the U.S. After, it returned to producing Plymouth until 1959, when the factory closed.

Chrysler Corporation in 1950. During the war it had transitioned to the Chrysler Ordnance Plant, producing about 96 percent of all .45-caliber ammunition in the U.S. After, it returned to producing Plymouth until 1959, when the factory closed.

Getting Started: Essential Question

Why was Evansville chosen as an American World War II Heritage City, and what are its similarities and differences to other home front cities?

Quotation to consider:

“The navy has made a commitment to deliver to our commanders overseas a certain number of LST’s. Your share of this commitment for April and May is a total of 17 LST’s. . . The local shipyard’s quota is higher than that of any other shipyard building LST’s, it was said. . . A navy representative declared that ‘since the LST is probably the most urgently needed naval vessel in the present phase of the war, and since this yard is leading in the output of these ships, it should be considered that Evansville’s obligation during April and May is a compliment to the people in this shipyard by being one of the greatest single responsibilities among our country’s shipbuilders."

- Local Shipyard Quota of 17 LSTs in April And May, Set by Knox, Highest in Nation; Navy Secretary in Message Warns Against ‘Too Little Too Late,’ Evansville Press, April 9, 1944, p.1

“I don’t think they really had to motivate the people. We were all motivated. When we went in out there we went in to do a job, and we stood up and did it. That’s just who the people were. Everybody. You didn’t have anybody laying back and not wanting to work. Everybody just did their part.”

• Imogene Sue, worker at Republic Aviation in Evansville for two years as a riveter, selling bonds, and carrying plane parts along the assembly line [Oral History Interview by University of Southern Indiana]

Read to Connect

Reading 1: Historic Ship Newspaper

Teacher Tip: The event in the article, the naming of a ship, takes place in Sturgeon Bay, Wisconsin; however, support students in understanding the connection and main idea. The contributions of Evansville as a war production city were known nationwide and recognized by another shipyard during the war. 

Ship Bearing City’s Name Now Afloat 

USS Evansville Launching at Port in Wisconsin Called ‘Perfect’ 

The Evansville Courier, November 28, 1943, pp. 1-2 

Sturgeon Bay, Wis., Nov. 27 – With as much poise as a rehearsed performer, the sleek 303-foot modern frigate USS Evansville took to the water here at noon today at the yard of the Leathem D. Smith Shipbuilding company. Bow and stern of the vessel entered the water squarely together in a side launching. The vessel heeled over modestly, then quickly righted herself amid a tumultuous blast of whistles from the shipyard cranes as they acknowledged the launching with traditional salute. . . 

In Freedom’s Cause 

‘To you, a modern man-of-war, I say it is an honor to christen any ship that flies the flag of America,’ Mrs. Maybelle Reichert Davis said as she raised the traditional champagne bottle to christen the U.S.S. Evansville. 

‘But I am especially honored,’ she said, ‘because you are destined to join our gallant fleet where my husband, Ensign Donald Davis, is now at sea. 

‘You will sail in the cause of freedom for which the men and women in the uniforms of the United Nations are giving their labor and their lives. 

‘They will not fail, nor shall we fail them. Here is our proof.’ 

Just before she struck the ship’s bow, Mrs. Davis said: ‘In the name of my city and to the honor and valor of my husband and his comrades—on board—in the air—and ashore—I christen the frigate Evansville. 

Reviews City’s History 

Mrs. Davis’ father, Mayor Manson L. Reichert, made a brief talk just prior to the launching. He reviewed the history of Evansville from a river crossing through its woodworking and furniture manufacturing era and later multiple industrialization to its present war work involving the manufacture of LST ships, Thunderbolt fighter planes, shells, ammunition, bridges, landing docks, uniforms and parachutes. 

‘We in Evansville understand the pride of you, the men and women who have built this fine ship,’ he said. ‘We share your sense of accomplishment as she goes down the ways . . . when this vessel takes to sea the people of Evansville will share your pride in her. First, because she will strengthen our already powerful fleet, and too, because she bears our name. 

‘Most important of all, I think, is the fact that the faster we build such splendid ships and other weapons of war, the sooner we will have our boys back home.’ 

Burch Makes Response 

Comptroller A.V. Burch in a response stressed the common bond between Sturgeon Bay and Evansville in the fact that ‘we both build ships and are doing all we can to help win the war,’ 

‘This war was thrust upon us,’ he declared, ‘and because we value the principles of freedom handed down to us by our forefathers, we are now defending them. I pray it will not end until the light of liberty and justice shines brightly throughout the world.’ 

He brought to people of Sturgeon Bay ‘greetings from 150,000 Evansville people’ and congratulated those having a part in building the frigate Evansville. 

He concluded: ‘May God bless this ship and its crew wherever it sails, and we pray for safe return with work well done.”  . . .

Reading 2: Heritage City Designation

Excerpt from: “House Report 115-998, “To Direct the Secretary of the Interior to Annually Designate at Least One City in The United States as An ‘American World War II Heritage City,’ and for other purposes” (October 30, 2018) 

“. . .PURPOSE OF THE BILL 

The purpose of H.R. 6118 is to direct the Secretary of the Interior to annually designate at least one city in the United States as an ``American World War II Heritage City''. 

BACKGROUND AND NEED FOR LEGISLATION 

    On December 7, 1941, military forces of the Empire of Japan attacked the U.S. Naval Fleet and ground bases at Pearl Harbor in Hawaii. On December 8, 1941, one day after what President Roosevelt referred to as, ``a date which will live in infamy,'' the United States declared war against the Empire of Japan. Three days later, on December 11, 1941, Japan's ally, Germany, declared war on the United States. Sixteen million Americans, mostly young working-age men, served in the military during World War II, out of an overall United States population of 113 million. 

While an unprecedented number of Americans served in World War II, the country drastically increased its war production on the home front, serving not only the needs of the armed forces of the United States but her allies as well--in what President Franklin Roosevelt called ``The Arsenal of Democracy.'' The combination of millions serving in the military, during a period of necessary and drastic increases in production, led to significant social changes on the American home front. 

The World War II period resulted in the largest number of people migrating within the United States in the history of the country. Individuals and families relocated to industrial centers for good paying jobs out of a sense of patriotic duty. Many industrial centers became “boomtowns,'' growing at phenomenal rates. One example, the City of Richmond, California, grew from a population of under 24,000 to over 100,000 during the war. . . .” 

Women at work in the LST shipyard, aka Rosie the Riveters. In 1942 some 45 acres of riverfront property (approximately where Mead Johnson is now) was made into Evansville Shipyard.  At its height, over 19,00 were employed here, and Evansville made more LSTs than any other shipyard in the country.

Credit: University of Southern Indiana, Rice Library Digital Collections

Questions for Reading 1

1. Why is the naming of a ship for Evansville in another city, at another shipyard, significant?
2. What war work in Evansville is described in the text?
3. What does Evansville, Indiana have in common with Sturgeon Bay, Wisconsin?
4. How does this text connect to why Evansville is a designated Heritage City?

Questions for Reading 2

1. What was the purpose of the bill (H.R. 6118) according to the report?
2. Why do you think Evansville, Indiana was designated as a World War II Heritage City? Connect details from the bill and the first reading.
3. Are there other cities you think of when considering home front contributions during wartime? Which, and why?

Review Activities

Reading: Places of WWII History in Evansville, IN

To review some of the significant places of history in Evansville, IN from across the lessons, students can read and review Places of WWII History in Evansville, IN (U.S. National Park Service) (nps.gov).

Documentaries

To see and hear more about the history of Evansville during the war, including local perspectives, students can watch the following documentaries, made by the “Feel the History” Program at F.J. Reitz High School in Evansville, Indiana.

1. Evansville in WWII (14:17)
2. The History of Republic Aviation (7:47)

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Single-Point Rubric (Standards; Blank) [Teacher selects priority standards for assessment.]

Courtesy of Sarah Nestor Lane

Culminating Activity/Mastery Product

To demonstrate student understanding, support students in creating a final product that meets the following objectives:

1. Identify important World War II home front locations and organizations in Evansville, Indiana and describe their historical significance
2. Explain the significance of war manufacturing in Evansville in contributing to the Allied Forces defenses.
3. Summarize the contributions and volunteerism of Evansville civilians, making sure to include details on contributions by women and African Americans.
4. Optional: Describe similarities and differences of Evansville and other Heritage city(s) / World War II home front(s).

Mastery products should be:
. . . student-led; Students work as individuals or in collaborative groups.
. . . student-directed; Students are offered a variety of choices for product type.
. . . student-organized; Teacher facilitates by providing students with the comparison matrices and/or resource links from throughout the series of lessons.
. . . student-assessed; Teacher supports student self-assessment and reflection by providing students single-point rubrics to assess for meeting standards and/or lesson objectives.

Note: Depending on time and scope, the comparison of Evansville to another WWII Heritage or home front city(s) within the mastery product (objectives) may be omitted. However, comparing cities is recommended, as it connects students to a deeper understanding of the WWII home front.

Examples of mastery product choices include, but are not limited to:

• Written: Letter (opinion or informative), essay, poem, narratives, biography, articles, class book or children’s book, speech or debate (then presented orally), blog / website, plaque or historical displays, pamphlets or rack cards
• Graphic Organizers: timeline, flowcharts, mind or concept content maps, Venn diagrams, comparison matrices, posters
• Artistic Expression: song, dance, theater (ex. skits), 3-D models, dioramas, photo journal, stamp and coin designs, visual art, architecture/building or monument, museum design
• Media design and creation: podcast, historical markers, social media content, interactive virtual maps or tours, infographics, video, comic strips or graphics, game design, slideshows, digital scrapbook

Please view other World War II Heritage City Lessons for information and resources on other cities.

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This lesson was written by Sarah Nestor Lane, an educator and consultant with the Cultural Resources Office of Interpretation and Education, funded by the National Council on Public History's cooperative agreement with the National Park Service.