WWII Fun and Games

Parachutes were not used until WWII because in WWI planes were new and they were afraid that if pilots had the option of the parachute that they would be more likely to use them when they could land the plane safely instead. They wanted to avoid loss of plane, which were still fairly new and expensive. Since parachutes were used in WWII, we started out our WWII games with them.

We also talked about the use of camouflage, and played hiding games so they could see how much harder or easier it is to see someone depending on how much they blended into the background. We experimented with color. One would  be the spotter. The other should have a variety of colored clothing, such as red, brown, white, checkered or striped, and then spread out to hide in a natural area, such as wooded, field, etc. Do not have them hide too far away or outside designated boundaries. The spotters should try to locate those “camouflaged.” Reverse roles so each has a chance to be a spotter. Spotters do not move and should remain visible to all. Then we used the same game to hide by molding their body shape to natural surrounding like trees, rocks, bushes or terrain. Youth can lay along a log or curl up next to a rock. Lastly, they tried hiding by making themselves big or small. They made themselves big next to a large tree or small by laying low to the ground. Then they used all three examples and the spotter turn his backs for 5 seconds to the hider. During this time, the hider tried to move closer to the spotter to see how close to the spotter he could get without being detected.

We made paper tanks.

Although tanks have been used for years (DiVinci sketched plans for them!), the distinctive look that we are used to was first used in WWII.

We also looked at bombs a lot. We experimented with the physics of bombs. We made water bombs. 

We played a mine game.

To play this game, you will need a good-sized outdoor area. If your backyard is small, you could play this at a park or playground. You will also need some object to serve as obstacles. Most of the time, they will just be there in your environment, but if you just have an open space, you can add items from your recycle bin or some soft sports equipment such as plastic cones; and a blindfold. 

Set up the “minefield” by placing “mines” (large paper cups, empty plastic bottles, cones, soft foam balls, etc.) in many places all over the space. Once the minefield is set up, divide your students into pairs. In each pair, one person will be blindfolded and will be not allowed to see or talk. As you supervise the activity, try to inspire the students and emphasize the importance of trust and safety. Promote a serious environment. The goal is for each blindfolded person to get from one side of the field to the other. He or she must safely avoid touching the “mines,” by carefully listening to the verbal guidance of their partners. The blindfolded person can not talk; he or she just listens and walks. The guider can’t touch his or her partner, but he or she can speak to his partner and use whatever verbal strategy he or she wishes. After a pair successfully reaches the other side of the minefield, swap roles and repeat the process.

After the long battle with water bombs, my soldiers had a soldier's lunch, complete with dried foods and "lollies" (an English term that is short for lollipop, and actually means any kind of hard candy, which was given to soldier because the stood up to heat and gave the soldiers quick sugar energy.)