WWII

Role of women during WWII

Grade 8

Class: Social Studies

Unit: WWII
Teacher: Nuzhat Farooqui
Objectives: Students will view video clips about the role of women during
WWII. Through this lesson students will develop an understanding of how WWI I
changed womens role in society.
Students will research on the internet and will create a character sketch of one
significant American woman from WWII and will demonstrate knowledge of
womens contributions to the WWII effort. Students will contribute to the group
presentation by speaking at least once during the presentation.

Standards:
SOCIAL STUDIES: E.1.1 - Participation of women in the workplace reshaped
American industry.
TECHNOLOGY 8.SE.1.1. Analyze ethical behavior (copyright, not plagiarizing,
netiquette) when using resources.
8.SI.1 Evaluate information resources based on specific criteria.
8.TT.1 Use technology and other resources for assigned task.
Technology ISTE.S:
1.b: Create original works as a means of personal or group expression
2.a: Interact, collaborate and publish with peers, experts or others, employing a
variety of digital environments and media
d: Contribute to project teams to produce original works or solve problems
3.b: Locate, organize, analyze, evaluate, synthesize, and ethically use
information for a variety of sources and media
4.b: Plan and manage activities to develop a solution or complete a project.
LANGUAGE ARTS:
CCSS.ELA-LITERACY.SL.8.4: Integrate multimedia and visual displays into
presentations to clarify information, strengthen claims and evidence, and add
interest.
CC.SS.ELA-LITERACY.SL.8.6: Adapt speech to a variety of contexts and
tasks, demonstrating command of formal English when indicated or appropriate.
Materials: Women in WWII propaganda poster online

5 laptops for group work

Character sketch graphic organizer

Printed directions for character sketch activity (as needed by students).

Assessment rubric for group presentation

Duration: Two classes of 50 minutes

Anticipatory Set:
Brain storming: How WWII changed the role of the American women.
Have students work with partner and research about the following questions:
A. What items were needed for American to pursue the enemy in WWII?
B. What jobs were needed to supply war needs?
C. How did some womens lives change during the 1920?
D. Were those changes permanent? In what ways did the Great Depression
affect womens lives?

Teaching:
Input.
Teacher will introduce the character sketch activity:

Students will be split into 5 groups each group will have a different
woman from WWII to research.

First, students must create a character sketch by filling out a graphic

organizer including the following information:
Womans name & picture
Description/personal information of woman
Womans significance in WWII
Important events in the womans life

Next, students must create a 1-slide PowerPoint presentation using their

internet research to introduce their character and the significance that
character played in WWII. Students can use images to enhance their slide.

In their groups, students will give a 3 minute presentation about their

character. Everyone in the group must speak at least once.

Students must decide on roles for everyone in the group: leader,

timekeeper, note-taker, internet searcher, PowerPoint maker

How this lesson will enhance literacy awareness & students learning:
1.
This lesson will enhance students learning because students will research
one woman from WWII and then present their information to the class. By
listening to the other groups presentations, students will learn about several
women besides the one they researched. This lesson will also enhance students
learning by allowing them to see how women contributed to the WWII effort in
many different ways which brought about changing roles for women.
2.
This lesson will enhance students literacy awareness because students will
be interacting with several different forms of text. First, students will use the
internet to read and research about their woman. Next, students will use pictures,
symbols, quotations, and facts to create a visual character sketch about their
woman. The character sketch graphic organizer will help students to organize
their information and include the most important details on their slide.
Checking for Understanding
1. Did students work productively and cooperatively in their groups?
2. Did students demonstrate knowledge of the contribution their assigned women
played in WWII?
3. Did students include all required aspects of the characters sketch on the slide?
Questioning Strategies
Ask students what they would have liked to do/not liked to do during the War.
Guided Practice:
Students will fill out a graphic organizer by conducting research on one of the
selected women during WWII.
Closure: Remind to students to finish up their research by tomorrow and be ready
with the slide poster by tomorrow.
Independent Practice: On the second day for homework, each student will
analyze the data in the Womens Employment by Industry. The students will
research the data from the women employed in industrial groups or services in
1940 and during WWII (19944-45) and analyze and interpret the documents. This
data can be found in Women workers in 10 war production area and their Post
war Employment plans US Department of labor, womens bureau, bulletin No.
209. Continued employment after the War. This information can also be found on
the website, historymatters.gmu.edu/d/7027. Then answer the following questions:

1.1. What was the overall increase in womens employment?

2. 2. In which industries did employment increase the most and the least?
3. 3. How do you think these changes affected womens lives?

Grading Rubric for Poster

Content

5
Content is
accurate and
all required
information
is presented
in a logical
order.

Presentatio Presentation
n
flows well
and logically.
Presentation
reflects
extensive
use of tools
in a creative
way.
Each
members
information
is

4
Content is
accurate but
some
required
information
is missing
and/or not
presented in
a logical
order, but is
still generally
easy to
follow.
Presentation
flows well.
Tools are
used
correctly
Each
members
information
is
represented
and
identified
with their

3
Content is
accurate but
some
required
information is
missing
and/or not
presented in
a logical
order, making
it difficult to
follow.

2
Content is
questionable.
Information is
not presented
in a logical
order, making
it difficult to
follow.

1
Content is
inaccurate.
Information is
not presented
in a logical
order, making
it difficult to
follow.

Presentation
flows well.
Some tools
are used to
show
acceptable
understandin
g.
Each
members
information is
represented
and identified

Presentation
is
unorganized.
Tools are not
used in a
relevant
manner.
Lacking some
of the
members
information/
and or
information is

Presentation
has no flow.
Insufficient
information
and lacking
some of the
members
information.

Pictures,
Clip Art
Backgroun
d
Mechanics

represented
and
identified
with their
name.
Images are
appropriate.
Layout is
pleasing to
the eye.
No spelling
errors. No
grammar
errors. Text
is in authors
own words.

name.
Overall
presentation
is
interesting.
Images are
appropriate.
Layout is
cluttered.

with their
name.

not identified

Most images
are
appropriate

Images are
inappropriate
or layout is
messy.

No images

Few spelling
errors. Few
grammar
errors. Text
is in authors
own words.

Some
spelling
errors. Some
grammar
errors.
Text is in
authors own
words.

Some spelling
errors. Some
grammar
errors. Most of
text is in
authors own
words.

Many spelling
and or
grammar
errors. Text is
copied.

Name(s)_______________________________
Subject_______________________________

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