• The National WWII Museum Blog
dividing bar

Archive for the ‘Education’ Category

dividing bar

February Classroom of the Month— Get in the Scrap!

dividing bar

Each month the Museum will feature a standout classroom participating in Get in the Scrap! Get in the Scrap! is a national service learning project about recycling and energy conservation, inspired by the scrapping efforts of students during World War II.  Each featured class does stellar work to make a difference in their school, home, community and even the planet!

For February, we’re featuring students at American Corner Karaganda group who are using Get in the Scrap! to help learn English in Kazakhstan.  The students and their teacher sat down to answer a few questions for us about their work with Get in the Scrap!

The American Corner Karaganda group with their 25 point prize — a Get in the Scrap! refrigerator magnet. Students also proudly display their Quote Promise Pix.

The American Corner Karaganda group with their 25 point prize — a Get in the Scrap! refrigerator magnet. Students also proudly display their Quote Promise Pix.

Team Name: KZ Junior Army

Number of Get in the Scrap! points thus far: 27

How has Get in the Scrap! been a good fit for your curriculum? Please explain: 

“The GITS service-learning project has been a strong edition to the free English courses that are provided at the Karaganda library that house the American Corner sponsored by the U.S. Embassy in Astana. I’ve used the lessons to improve intermediate to advanced English language learners in the community, but it has also expanded their learning on U.S. American History during WWII. It has spread an awareness of recycling and energy conservation as it pertains to the U.S. and Kazakhstan.  Mainly, it has connected the class participants with a love for learning science and how ecology is a global concern for humans worldwide.”

The students’ general consensus is Get in the Scrap! helps develops their English language skills. The students feel, “Get in the Scrap helps to know interesting topics and to improve communicating skills by discussing it” and “The program has helped me practice my speaking english by interacting with the teacher and other students.”

What has been your favorite activity? Why?

Quote Promise Pix, where students each make an individual promise to conserve energy or recycle. Some remarks from students:

“My favorite activity is making a promise because it helps up to set up goals.”

“Most of all I liked giving a promise.  I felt like I was able to contribute to saving of energy.”

“Giving a promise is my favorite activity because with #getinthescrap (hashtag) we can share with people around the world and it gives us that we are not alone.”

“I have enjoyed “to pledge” activity because I’ve been able to enrich my vocabulary and shared my ideas with my classmates.”

This is just one of the many amazing classrooms participating in the Get in the Scrap! national service learning project. You can learn more and sign up your classroom today at getinthescrap.org!

Post by Savannah Bamburg, Education Intern @ The National WWII Museum

dividing bar
dividing bar

SciTech Tuesday: Radar Research Led to Astronomical Discoveries

dividing bar

JS Hey died on 27 February of 2000, at the age of 81.

Born in Lancashire, England, he was the third son of a cotton manufacturer. He entered University of Manchester and got his degree in physics in 1930, and a masters in x-ray crystallography in 1931.

Hey taught physics at schools in Northern England until 1942, when he joined the Army Operational Research Group. We was assigned to work on radar jamming. At that point the Allies were using a form of radar with relatively long waves. Axis forces could not only detect this radar, but jam it. Using radar jamming two German warships had recently escaped through the English Channel. At the same time the Allies were losing an unsustainable tonnage of cargo to U-Boats in the Atlantic.

75 years ago this month Hey was monitoring radar jamming when he noticed a great deal of noise in the 4-8 m jamming Allied radar sets. Following the source, he noticed that it moved slowly, tracking the sun. Looking up meteorological data, he discovered that the Sun had a very active solar spot that day. Solar spots had been hypothesized to produce streams of ions and magnetic fields. Hey interpreted the phenomenon of the radar jamming as support of this hypothesis.

Development of radar using much shorter waves generated by the cavity magnetron allowed the Allies to avoid jamming by the Axis powers. Using this microwave radar Hey was tracking V2 rockets heading towards London in 1945 when he noticed transient radar echoes at about 60 miles of altitude. The echoes arrived at a rate of 5-10 per hour and persisted after the V2s were gone. It turned out the echoes were the vapor trails of meteors, and Hey showed that meteors could be tracked this way in the day when they were not visible to the eye.

JS Hey was not able to publish his results until after the war, for security reasons. Shortly after the war he was appointed to head the Army Operational Research Group, and he worked at the Royal Radar Establishment, where he continued his work in radio astronomy.

Posted by Rob Wallace, STEM Education Coordinator at The National WWII Museum

dividing bar

| Posted in Education, STEM | Comments Off

dividing bar

More than prepared: Girl Scouts during WWII

dividing bar

Home Front Friday is a regular series that highlights the can do spirit on the Home Front during World War II and illustrates how that spirit is still alive today!

The Girl Scout way and motto is described simply as “Be Prepared”. However, a more in depth description that was formed in 1947, according to the Girl Scout website, would be as follows:

“A Girl Scout is ready to help out wherever she is needed. Willingness to serve is not enough; you must know how to do the job well, even in an emergency”.

Perhaps that explanation and the year in which it was stated can be attributed to how the Girl Scouts along with the rest of America had just endured World War II and the attitude on the Home Front that was necessary. During the war years, every one’s help was needed and the Girl Scouts took their motto to heart by demonstrating the very Home Front spirit we like to highlight with this blog.

Girl Scouts were involved in helping the war effort in a variety of ways. They helped sell war bonds, tend victory gardens, and scrapped metals and fat to be reused. Girl Scouts also formed “Defense Institutes” for teaching women necessary skills and ways to comfort children during possible air raids. Troupes even made calendars instead of the Girl Scout cookies we all know and love today, so they could help with food rationing.

Girl Scout Calendar from 1945. Photo courtesy of the National WWII Museum collection.

Girl Scout Calendar from 1945. Photo courtesy of the National WWII Museum collection.

 

Inside of a Girl Scout Calendar. Photo courtesy of the National WWII Museum.

Inside of a Girl Scout Calendar. Photo courtesy of the National WWII Museum.

Their uniform even changed its look from a dress with a zipper to one with buttons because of metal shortages.

Intermediate Girl Scout Uniform style from 1938-1948. Photo courtesy of the National WWII Museum collection.

Intermediate Girl Scout Uniform style from 1938-1948. Photo courtesy of the National WWII Museum collection.

Girl Scout ads and catalog covers also had patriotic themes to them to support the war cause.

Equipment catalog cover from Spring 1942. Photo courtesy of Vintage Girl Scout website.

Equipment catalog cover from Spring 1942. Photo courtesy of Vintage Girl Scout website.

victor36

Equipment catalog cover from Fall 1943. Photo courtesy of Vintage Girl Scout website.

 

 

 

 

 

 

 

 

 

 

 

img529

Newspaper ad. Image courtesy of Vintage Girl Scout website.

The Girl Scouts kept the Home Front positive attitude alive during the war with all of these deeds and patriotism. Just as they are still keeping the same creed and way of helping people to this day. The museum celebrated National Girl Scout Day at the museum last March, where they made rag dolls with the troupes of scouts who visited the museum.

Girl Scout Day at the NWWII Museum. Photo courtesy of Lauren Handley.

Girl Scout Day at the NWWII Museum. Photo courtesy of Lauren Handley.

Girl Scout Day at the NWWII Museum. Photo courtesy of Lauren Handley.

Girl Scout Day at the NWWII Museum. Photo courtesy of Lauren Handley.

The rag doll activity incorporates some of the same ideas Girl Scouts and Americans had on the Home Front during the war by taking commonly found materials like cotton balls and scraps of fabric along with string or ribbon you have lying around and reusing them to make a doll. If you’d like to join in the fun and make a doll of your own, just follow the steps below! You can even help someone much like those Girl Scouts during the war years did by giving the doll to someone of your choosing and brightening their day. The Girl Scout slogan after all is, “Do a good turn daily” .

Rag Doll Instructions

Materials:

  • Various lengths of fabric (pillow ticking, camouflage, leaves, red, yellow, black, blue)
    • 9×9 inch square of material for head and body
    • 13×9 inch rectangle of material for arms
    • 9×5 inch square of material for dress/clothing
    • 6 inch length of ribbon to secure dress/clothing
  • Dowels (small)
  • Scissors (dull, safety)
  • Twine (or thread)
  • Ribbon (various colors)
  • Cotton balls or tissue

Step 1:  Place the 9×9 inch square of material facing pattern downwards.  Place the TWO cotton balls into the middle of the 9×9 inch piece of material.

Step 2: Wrap the material around the cotton balls to create the doll’s head and body.

Step 3: To create the effect of a neck, twist the material beneath the doll’s head and tie a knot to hold it in place with the twine or string.  Leave the ends of the string long and loose as they will be used to attach the arms.

Step 1

Step 1

Step 2

Step 2

Step 3

Step 3

 

Step 4: Place the 13×9 inch rectangle of material facing pattern downwards.

Step 5: Use the small dowel to roll up the material – long-ways – like a carpet.

Step 6: After your material is rolled, remove the dowel.  This will be your two arms.  Tie a knot near each end to create hands.

Step 4

Step 4

Step 5

Step 5

Step 6

Step 6

Step 7: Center and place the arms against the knot on the doll’s neck.  Use the two long, loose ends of twine to secure the arms in place by crossing them over the arms and across the doll’s chest like a bandolier before tying them into a knot behind the doll’s back.

Step 8: Fold the selected 9×5 piece of material in half and snip a small triangle-shape into the middle of the seam to create a hole for the doll’s head.

Step 9: Unfold the material and slip over the doll’s head.

Step 10: Secure the dress/clothing in place by tying a knot around the doll’s waist using one of the lengths of ribbon.

Step 7

Step 7

Step 8

Step 8

Step 9

Step 9

Step 10

Step 10

Now you’re all done with making your rag doll! Enjoy!

Posted by Savannah Bamburg, Education Intern and Lauren Handley, Assistant Director of Education for Public Programs at The National WWII Museum.

dividing bar
dividing bar

Help Judge National History Day

dividing bar

National History Day JudgingThe National WWII Museum is looking for teachers and professors, historians, undergraduates and graduate students, museum professionals or anyone with a love of history and community to help judge this year’s National History Day contests!

National History Day is a year-long historical research contest for middle and high school students. Each year, students from across Louisiana create documentaries, research papers, performances, websites or exhibits based upon the annual contest theme. A major benefit to students participating in National History Day besides the fun and excitement of creating an original work is the outside review of that work by volunteer judges, who donate their time to review students’ projects, make suggestions for improvement and determine the entries that will advance to the next round of competition.

Judging is an integral part of the National History Day process. The feedback that students receive is critical to their growth as young researchers. Most of the students will not pursue history as their college major or career choice, however, the skills that the students hone in creating their National History Day projects will apply to any college or career path that they choose. The National WWII Museum is always looking for volunteers who possess both foundational knowledge of history and great communication skills to serve as judges. No prior experience is necessary besides an enthusiasm and interest in encouraging middle and high school students in their research and work!

Judges are needed for Regional Contests in New Orleans, Baton Rouge, Lafayette, Shreveport and Monroe as well as the State Contest in New Orleans which determines which students go on to represent Louisiana at the national competition in Washington D.C.. The dates for all Regional as well as the State Contest can be found below along with the sign-up form to serve as a National History Day judge.

2017 Louisiana History Day Contest Dates:

Baton Rouge: March 25, 2017

Lafayette: March 11, 2017

Monroe: March 11, 2017

New Orleans: March 25, 2017

Shreveport: March 11, 2017

Louisiana State History Day: April 8, 2017

The National History Day program is exciting and fun, however, the benefits for participation for students working with primary sources and performing original research are very real and can earn them rewards both inside and outside the classroom such as scholarship moneys, special prizes and even paid educational travel.  That said, none of this would be possible without the generous help and support of our volunteer contest judges.

Sign up now to judge National History Day!

Find out more about Louisiana’s National History Day program.

 

For other questions on how to get involved with National History Day, contact the Museum’s Student Program’ Coordinator, Collin Makamson @ 504-528-1944 ext. 304 or historyday@nationalww2museum.org.

dividing bar
dividing bar

SciTech Tuesday: The 75th Anniversary of the Battle of Los Angeles

dividing bar

The night of February 24, 1942, and the hours before dawn of the 25th, the sky over Los Angeles was lit by search lights, the city was under a blackout, and more than 1.400 shells were shot from .50 caliber guns into the air. When the all-clear was sounded at 7:21 AM on the 25th, the only casualties were buildings and cars hit by shell fragments, and 3 civilians killed in car accidents.

The immediate cause of the false alarm was a rogue weather balloon. When spotted from the ground by nervous watchers, lit from underneath by search lights, it was identified as an enemy aircraft.

The real cause was nervousness and a heightened watchfulness that resulted from events on the previous day, a short ways up the California coast.

On the evening of February 23, President Roosevelt delivered a fireside chat radio broadcast. Less than three months since the attack on Pearl Harbor, the nation was anxious, and in the midst of preparations for war. In the speech, Roosevelt said “…the broad oceans which have been heralded in the past as our protection from attack have become endless battlefields on which we are constantly being challenged by our enemies.’’ In the weeks since Pearl Harbor the United States had heard more bad news of advancing Japanese forces across the Pacific Ocean and Asia, and U-boat attacks from the German Navy in the Atlantic.

Perhaps as a means to undermine Roosevelt’s confident speech, a Japanese submarine patrolling the West Coast surfaced offshore north of Santa Barbara, and launched 13 shells towards oil wells and equipment in Ellwood, CA. It completely missed the gasoline plant there, caused minor damage to the piers and wells, and stayed 2,500 yards offshore, but the submarine’s impact on popular anxiety was great. The night of the shelling the Army Air Force sent a handful of pursuit planes and bombers to find the submarine, but was loath to commit more forces.

Intelligence supplied by loyal Japanese Americans had suggested that there might be some action to disturb the President’s speech. It also suggested that Los Angeles might be attacked the next night. The state of readiness itself led to the false alarm.

Confused reports from the night of the event, secrecy after it, and anxiety led to many conspiracy theories. This might even be counted as one of the first major events in the history of UFO conspiracies. Radar sightings of the objects triggering the artillery fire suggested they were moving far too slowly to have been planes. The use of radar for these purposes was new, and inexperienced operators may have been part of the problem. Visual sighting under night conditions is unreliable. Without context objects like weather balloons in the sky, especially with uncertain lighting, are difficult to scale.

The event led to better coordination of civilian and military defenses on the West Coast, and to more surveillance of activities and objects around plants and other installations near the shore. It might also have contributed to popular sentiment in support of Japanese Internment. Roosevelt had authorized Executive Order 9066 just days before.

Posted by Rob Wallace, STEM Education Coordinator at The National WWII Museum

dividing bar

| Posted in Education, STEM | Comments Off

dividing bar

SciTech Tuesday: Radio and the Electromagnetic Spectrum

dividing bar

Today, TV screens are everywhere. There are several in most American homes, most restaurants and bars have them, they dominate the electronics sections of stores.

During WWII, radio filled that niche in electronics and mass communication. During national elections and other big events or disasters today, we gather around televisions to find out what is happening. During World War II, families gathered around radios. They had their days to hear their favorite programs, as I remember Sunday nights watching nature programs on TV with my family.

The technology underlying the radio and the television are basically the same. Manipulation of an electromagnetic field creates waves in a part of the electromagnetic spectrum at the transmitter. At some distance these waves are turned into an electrical current again by a receiver. In radios the receiver’s current makes a magnet attached to a paper or fabric cone move and generate sound waves. In the original televisions, the current was used in a cathode-ray tube (CRT) to make patterns on a phosphorescent screen. Today’s televisions put a current through a matrix of materials that responds to current by making different colors.

The original radio waves transmitted by Marconi in the 1890s could only travel a couple of miles. Since then, engineers have developed ways to make all sorts of different electromagnetic waves. These made radio better, but also made RADAR possible, and microwaves, and x-ray machines (the first x-rays were made with radioactive material but now they use electronically generated energy).

We are constantly in fields of anthropogenic electromagnetic waves. They come unintentionally from the electricity in the buildings we live in. The come intentionally from all sorts of devices. The many remote controls in a home, the cell phones, wireless phones, Wi-Fi routers, Bluetooth devices—all of these use electromagnetic waves to communicate at a distance. (As an aside, land-line phones and cable signals come into your home as electrical currents, but satellite services uses waves).

Much of the consumer technology of the last century has been about finding better and better ways to harness electromagnetic waves. Amplitude modulation (AM) of waves was replaced by Frequency Modulation (FM)—although AM is still used and has its uses. Broadcasters have recently been adding HD signals, which can contain more information in waves. That’s why multiple broadcast “stations” can be received at a single frequency of waves.

World War II was a huge time for the expansion of this engineering. Necessity then for portable radios drove miniaturization and vacuum-tube technology. RADAR development created shorter wavelength generation. Cleaning up radio reception led to the discovery of cosmic background radiation and also led to radio astronomy.

Compared to 75 years ago, the technology we use today to communicate and entertain may seem completely different. But in essence it is still the manipulation of electricity to make electromagnetic waves to be received at a distance.

You can find archived radio news broadcasts from WWII here.

Posted by Rob Wallace, STEM Education Coordinator at The National WWII Museum.

dividing bar

| Posted in Education, STEM | Comments Off

dividing bar

Home Front Friday: A Wartime Inauguration Sparks Inspiration

dividing bar

Home Front Friday is a regular series that highlights the can do spirit on the Home Front during World War II and illustrates how that spirit is still alive today!

On January 20, 1945, President Franklin Delano Roosevelt was sworn in for a fourth term, which was cut short on April 12 of the same year due to his decline in health and passing. No president in the history of presidents had been sworn in for a fourth term, or even a third for that matter. It had always been two terms, but in the case of President Roosevelt, the American public did not want to defer from their familiar and trusted leader during a tense time of economic struggles and outbreak of war. Today, January 20, 2017, we are swearing in a new American who will begin their first term as President of the United States. Inauguration ceremonies began with George Washington, and since then have served as the day that an elected official is customarily sworn in and then addresses the American public with a speech laying out their goals and plans for the next four years. If you’re looking to learn more about the history of the induction on this January 20, 2017 inauguration of yet another President, follow this link.

In 1941, President Roosevelt was inaugurated for his third term as President. This was essentially about a whole year before Pearl Harbor was attacked and the formation of a direct U.S. relationship with the war. Floods of people gathered in front of the Capitol ready to listen to how Roosevelt will make his historic third term a four years of working to, “save the Nation and its institutions from disruption from without.” America was a nation of people made up of soon to be enlisted or drafted men and working civilians who banded together in the fight to preserve democracy and end the war on Nazi domination and Japanese expansion in the name of liberty.

FDR delivering his inaugural address on January 20, 1941. Photo courtesy of the Library of Congress.

FDR delivering his inaugural address on January 20, 1941. Photo courtesy of the Library of Congress.

January 20, 1941. Photo courtesy of Library of Congress.

January 20, 1941. Photo courtesy of Library of Congress.

The years that followed this 1941 Inauguration Ceremony changed the United States from a neutral nation determined to stay out of the conflict to a united front, apart of a group of Allies, fighting in battle, losing lives, and persevering both on the battlefront and Home Front. Therefore, the somber, very low key and laid-back atmosphere of President Roosevelt’s Inauguration on January 20, 1945 was not a surprise. His heal was declining, and WWII was reaching a close. The Allies were going to emerge victorious, but no attention could be deferred from the war until their boys were home and safe from the constant threat of danger in Europe and the Pacific.

At the Inauguration in 1945, there was a short parade and a cold brunch. President Roosevelt did not host a long parade that traveled through the whole of Washington, D.C. to the White House due to the rationing of gasoline and the Home Front’s dedication to the only purposeful use of the valuable gallons of gasoline. In his 1945 address, Roosevelt stated:

“We have learned to be citizens of the world, members of the human community.

We have learned the simple truth, as Emerson said, that, ‘The only way to have a friend is to be one.'”

Photo courtesy of cnn.com.

FDR delivering his speech on January 20, 1945. Photo courtesy of cnn.com.

These are some pretty iconic words, and definitely a phrase that we can hold us accountable today. It  never hurts to receive a nice reminder or wake up call from either a person of the past, like Roosevelt, or from your own friends that you see every day. Sometimes we need a little reminder that we are in this life together and taking it day by day as one nation, under God. Everyday is different and never easy, but as Roosevelt said, we are members of a human community and its up to us to treat one another with the respect each person deserves. Roosevelt captured the embodiment of the Home Front spirit with that quote; the “we can do it” attitude and unification of so many people for a common cause during WWII. For his full speech, follow this link.

In honor of Roosevelt’s speech, here are 7 ways you can be an even better citizen of the world and be a kind friend to those around you:

1. Hold the door for those behind you. That extra five seconds in  your life you use to wait for someone behind you could make all the positive difference in someone else’s day.

2. Write down three good things that happened to you during the day.

3. Definitely say “please” and “thank you.” Manners go a long way.

4. SMILE! (at everyone, even throw a stranger a soft smile. It may just brighten their day.)

5. Call a friend or family member and tell them that you appreciate them.

6. Learn something new. Whether its a language, recipe, or craft. Go ahead and try it out and see how much you’re capable of. It’ll bring you some joy and could inspire someone else to try something they’ve been wanting to do.

7. Pay it forward. However you may like. Pay a visit to the Pay It Forward site and learn more.

There are so many more than 7 ways to practice gratitude and appreciation for one another, so if you’re looking for other ways, follow this link to a Huffington Post article that’ll have you feeing inspired. 

Posted by Camille Weber, Education Intern and Lauren Handley, Assistant Director of Education for Public Programs at The National WWII Museum.

dividing bar
dividing bar

SciTech Tuesday: Sikorsky and the helicopter.

dividing bar

On 14 January 1942 Sikorsky Aircraft successfully flew for the first time the contraption later called the YR-4 (or the Hoverfly in England). This rotary winged craft became the first mass-produced helicopter.

In a test flight it went from the company’s Connecticut headquarters to Wright Air Field in Ohio (over 700 miles) with a ceiling of 12,000 feet and a top speed of 90 mph. Within a year the US Army Air Force and the Royal Navy were testing prototypes. After the engine capacity was increased (to 165 hp) and stability improved by increasing the rotor length and displacement of the tail rotor, the helicopter went to training and field testing.

The first mission in which the YR-4 was used was a combat rescue mission in the China=Burma theater in April of 1943. Throughout the war it was used primarily for rescue missions.

Igor Sikorsky, who designed this craft, was a Russian immigrant born in Ukraine in 1889. His story is one that reflects many from the time, and resonates today. He studied engineering in Paris and Kiev, and established a successful company building aircraft, including bombers for Russian forces in WWI. He briefly worked for the French forces in Russia as an engineer, but believing the October Revolution to threaten both his career and life, he emigrated to the US in 1919. He worked as a school teacher in NY  until he obtained a position on the engineering faculty at the University of Rhode Island in 1933. In 1923, with backing from Russian expats like Rachmaninov, he formed the Sikorsky Manufacturing Company and built the one of the first dual-engined planes in the US. This plane, the S-29, carried 14 passengers and could fly at 115mph. His company was acquired by United Aircraft and Transport Company (today’s United Technologies Corporation) in 1929, and he helped them make the boat-planes that Pan-Am used for its cross-Atlantic routes.

He married in 1924 and became a naturalized citizen in 1928. He lived until 1972. Always a devout Russian Orthodox Christian, he authored 3 books, one about his helicopters, and two about theology.

 

Posted by Rob Wallace, STEM Education Coordinator at The National WWII Museum.

all images from Wikimedia Commons

dividing bar
dividing bar

January Classroom of the Month— Get in the Scrap!

dividing bar

Each month the Museum will feature a standout classroom participating in Get in the Scrap! Get in the Scrap! is a national service learning project about recycling and energy conservation, inspired by the scrapping efforts of students during World War II.  Each class featured has done stellar work to make a difference in their school, home, community and even the planet!

This month, we’re featuring students at Southern Magnolia Montessori School in Abita Springs, Louisiana.  The students and their teacher sat down to answer a few questions for us about their work with Get in the Scrap!

Southern Magnolia Montessori students with their haul from the Get in the Scrap! penny wars activity.  Students raised about $175 and donated to a variety of causes.

Southern Magnolia Montessori students with their haul from the Get in the Scrap! penny wars activity. Students raised about $175 and donated to a variety of causes.

GITS logo finalTeam Name: The We Can Do Its!

Number of Get in the Scrap! points thus far: 25

How has Get in the Scrap! been a good fit for your curriculum? Please explain: 

Get in the Scrap! perfectly echoes our school policies and lessons on caring for the environment. Plus, the students are extremely interested World War II— we have visited the Museum, attended the Air Power Expo, and scheduled two Red Ball Express visits in years past.

What has been your favorite activity? Why?

Penny Wars! They enjoyed the positive, healthy competition for a good cause. They donated to a local orphanage, to a classmate, and to their free enterprise project, Montessori Market. [Blogger’s note: At the school’s Montessori Market, students create and sell handmade goods and learn to budget.]

This is just one of the many amazing classrooms participating in the Get in the Scrap! national service learning project. You can learn more and sign up your classroom today at getinthescrap.org!

Post by Chrissy Gregg, Virtual Classroom Coordinator

dividing bar
dividing bar

Nominate a Student for the 2017 Billy Michal Student Leadership Award

dividing bar

billy-michal

Know a student doing great things in their school or community? Nominate them for the Billy Michal Student Leadership Award!

Each year as part of its American Spirit Awards, The National WWII Museum honors great Americans across multiple generations for their dedication to education, service and leadership.  This year The National WWII Museum is pleased to announce an important addition to the American Spirit Awards – the inaugural Billy Michal Student Leadership Award – to be given annually to one 8th – 12th grade student from each state and the District of Columbia who demonstrates the American Spirit in his or her community.

The values of leadership, teamwork, tolerance, creativity, and perseverance can and should be learned and lived by all Americans regardless of age. During World War II, when six-year-old Billy Michal from Zimmerman, Louisiana, helped his one-room school win a statewide scrap-metal collection contest, he understood that every citizen—no matter their age—could contribute to our victory in the War.

Billy Michal, 1943

Billy Michal, 1943

Billy’s example, and the actions of millions of other students on the Home Front, reminds us that service to country and community helps create active, engaged citizens. Through the Billy Michal Student Leadership Award, the Museum promotes these values to students nationwide and honors those who exemplify them, giving them an opportunity to be mentored by recipients of the American Spirit Awards, so that they may learn lessons of leadership and success.

The 51 selected student leaders will be flown to New Orleans along with a parent or chaperone, all expenses paid, to attend the 2017 American Spirit Awards event from June 8 – 10, 2017, where they will represent their state at the prestigious American Spirit Awards. Students will also have the opportunity to participate in leadership activities including a Q&A session with the American Spirit Awards recipients, explore New Orleans and the Museum, through spectacular behind-the-scenes experiences.

Applications for student nominees for the inaugural Billy Michal Student Leadership Award are now open.  Nominees should have a strong record of volunteerism, school and/or community activism, or implementing creative solutions to recognized problems. Nominations can be submitted by teachers, coaches, clergy, or other community leaders.  Nominations must be received no later than March 3, 2017.

 

Help us select the recipients of the 2017 Billy Michal Student Leadership Award!  Nominate a Student!

 

This post by Collin Makamson, Student Programs Coordinator @ The National WWII Museum

dividing bar
dividing bar