Goals & Objectives
Goals
California State Content Standards
11.7 Students analyze America's participation in World War II.
CCSS.ELA-LITERACY.WHST.11-12.2
Driving Historical Question
Goals
- Students will evaluate the role of women abroad and on the home front
- Students will examine the role of women and compare it to their role prior to the war on the home front
- Students will evaluate the lives of women who worked through the military in Europe and in the Pacific
California State Content Standards
11.7 Students analyze America's participation in World War II.
- 5. Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler's atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
CCSS.ELA-LITERACY.WHST.11-12.2
- Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes
- b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
- Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Driving Historical Question
- What roles did women step into/play during the war?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10 minutes
Day 1 Hook
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Vocabulary (Content Language Development) ‖ Time: Included during Content Delivery
Vocabulary will be addressed throughout the simulation, explained explicitly during the activity.
Vocabulary Terms:
Vocabulary Terms:
- Home Front
- Rations/Rationing
- Munitions
- Rosie the Riveter
- WASPs (Women Airforce Service Pilots)
- WACs (Women’s Army Corp)
- WAVES (Women Accepted for Volunteer Emergency Services—US Naval Women’s Reserve)
- SPARS (Coast Guard Women’s Reserve)
Content Delivery (Method of Instruction) ‖ Lecture (Day 1) & Simulation Activity (Day 2)
On the first day, students will engage in a brief lecture about women on the war front so as to transition smoothly from abroad to the home front. The lecture will delve into the varying organizations women could enlist in. On the second day, students will learn about women’s roles on the home front by completing the simulation activity. Depending on the level of technology available, this can be done with the whole class, in groups, or individually with either Ipads or in a computer lab. The simulation will be done in a similar manner to a “Choose-Your-Own-Adventure” book, using a PowerPoint presentation.
Students will read a brief synopsis of the activity before following a series of prompts that will guide them through the life of a woman during World War II. The activity can be completed multiple times with different outcomes. Based on their choices they may follow the life of a married mother on the American home front who carefully rations or a young woman entering a munitions factory. At the very beginning a few slides will provide information regarding most women’s lives prior to the start of World War II, setting students up to be able to complete a Venn Diagram comparing life before and during the war. As the students progress through the simulation, important events and groups will be highlighted and further explained to illustrate the impact women had on the war.
Students will read a brief synopsis of the activity before following a series of prompts that will guide them through the life of a woman during World War II. The activity can be completed multiple times with different outcomes. Based on their choices they may follow the life of a married mother on the American home front who carefully rations or a young woman entering a munitions factory. At the very beginning a few slides will provide information regarding most women’s lives prior to the start of World War II, setting students up to be able to complete a Venn Diagram comparing life before and during the war. As the students progress through the simulation, important events and groups will be highlighted and further explained to illustrate the impact women had on the war.
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Student Engagement (Critical Thinking & Student Activities) ‖ Time: 40 minutes
Students will read a brief synopsis of the activity before following a series of prompts that will guide them through the life of a woman during World War II. At the very beginning a few slides will provide information regarding most women’s lives prior to the start of World War II, setting students up to be able to complete a Venn Diagram comparing life before and during the war. (They will work on the Venn Diagram as they do the activity.) As the students progress through the simulation, important events and groups will be highlighted and further explained to illustrate the impact women had on the war.
On each slide, the student will be presented with several choices to choose from. They will pick one and click on the box attached to that decision, which will take them to the next slide and series of choices. Choices either take them abroad, to the European and Pacific Theaters, or keep them on the home front. Students will have complete control over their decisions and will follow the path to create the story of one woman's life during the war.
On each slide, the student will be presented with several choices to choose from. They will pick one and click on the box attached to that decision, which will take them to the next slide and series of choices. Choices either take them abroad, to the European and Pacific Theaters, or keep them on the home front. Students will have complete control over their decisions and will follow the path to create the story of one woman's life during the war.
Lesson Closure ‖ Time: 10 minutes
Class Discussion
- After the students have completed the activity, the teacher will call everyone back for discussion. She will ask each student to tell the class what their result was (their first one if they did the activity multiple times) and something that surprised them. The teacher will then ask probing questions regarding the differences between life before and during the war. Before students leave the classroom, they will hand in their Venn Diagram graphic organizer, briefly responding to the question, how did WWII change the lives of women.
Assessments (Formative & Summative)
Formative:
- Completion of Venn Diagram graphic organizer
- Discussion/Probing Questions
- Formal Essay answering the questions: What roles did women play in the war? How did women impact World War II?
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Language Learners, striving readers, and students with special needs will be supported during the course of the lesson through the structuring of the activities:
- Students with special needs, struggling readers, or English Language Learners can be grouped together with the teacher to provide additional
assistance. The PowerPoint simulation can be modified on a group by group or student by student basis, altered to best suit the needs of the students.
- The quick write at the end provides them a means in which to express themselves in a relatively anxiety free setting. (In addition, it is graded based upon participation rather than in terms of literary abilities. But additional comments can be given to help foster development.)
- The utilization of pictures within the PowerPoint will provide individual students who benefit from visual aids an opportunity to see a connection between an event and an action. This offers the ability to reiterate key academic vocabulary that individuals within the class may be unfamiliar with such as munitions and rationing.
- Vocabulary can be frontloaded, students provided with a list of words with their definitions.
Resources (Books, Websites, Handouts, Materials)
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