Women During World Women During World War II War II

By: Justin Cetro By: Justin Cetro

NJCCCS 6.1NJCCCS 6.1

US History: All students will acquire the US History: All students will acquire the knowledge and skills to think analytically knowledge and skills to think analytically about the past and present interactions of about the past and present interactions of people, cultures and the environment that people, cultures and the environment that shape the American Heritage. Such shape the American Heritage. Such knowledge and skills enable students to knowledge and skills enable students to make informed decisions that reflect make informed decisions that reflect fundamental rights and core democratic fundamental rights and core democratic values as productive citizens.values as productive citizens.

NJCCCS Strand D.NJCCCS Strand D. . History, . History, Culture, and PerspectivesCulture, and Perspectives

6.1.12.D.11.c 6.1.12.D.11.c Explain why women, African Americans, Explain why women, African Americans,

Native Americans, Asian Americans, and Native Americans, Asian Americans, and other minority groups often expressed a other minority groups often expressed a strong sense of nationalism despite the strong sense of nationalism despite the discrimination they experienced in the discrimination they experienced in the military and workforce.military and workforce.

ObjectivesObjectives

By the end of this lesson students will be By the end of this lesson students will be able to identify how the roles of women able to identify how the roles of women changed before, during, and after World changed before, during, and after World War II.War II.

This objective will be completed with the This objective will be completed with the help of the text book, articles, and various help of the text book, articles, and various video clips form you tube and movie clips video clips form you tube and movie clips form “A League of There Own.”form “A League of There Own.”

RationaleRationale

To have the students learn through To have the students learn through reading, writing and logical thinking.reading, writing and logical thinking.

DO NOW:DO NOW:

How many of your mothers, grandmothers, How many of your mothers, grandmothers, aunts work? If they do write down what aunts work? If they do write down what they do and how long they have been they do and how long they have been working.working.

Before World War IIBefore World War II

Women’s main job Women’s main job was to be a house was to be a house wife to cook, clean, wife to cook, clean, and raise the children and raise the children while the man of the while the man of the house went out to house went out to work.work.

World War IIWorld War II

With the men off at With the men off at war the factories war the factories needed workers to needed workers to make the materials make the materials needed for the war needed for the war and also for every day and also for every day use. With all of the use. With all of the men off fighting the men off fighting the war, women stepped war, women stepped in to fill the void in in to fill the void in the work force. the work force.

AssignmentAssignment

Paper: Explain why new jobs opened up Paper: Explain why new jobs opened up for women during the war, and also for women during the war, and also compare the benefits and problems that compare the benefits and problems that women working experienced. Did the War women working experienced. Did the War open up the door for women working open up the door for women working today, and are women treated the same today, and are women treated the same as they were during the war? This paper as they were during the war? This paper is a minimum of 2 pages. is a minimum of 2 pages.

CATEGORY 4 3 2 1

Focus on Assigned Topic

The entire story is related to the assigned topic and allows the reader to understand much more about the topic.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the story to the assigned topic.

Accuracy of Facts All facts presented in the story are accurate.

Almost all facts presented in the story are accurate.

Most facts presented in the story are accurate (at least 70%).

There are several factual errors in the story.

Requirements All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met.

Almost all (about 90%) the written requirements were met.

Most (about 75%) of the written requirements were met, but several were not.

Many requirements were not met.

Spelling and Punctuation

There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.

There is one spelling or punctuation error in the final draft.

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors

Teacher Name: Mr. Cetro

Student Name:     ________________________________________

Test Test

How would you prepare an all-male work How would you prepare an all-male work force to accept women workers? Write a force to accept women workers? Write a short guide that will convince the workers short guide that will convince the workers to accept the newcomers as equals. to accept the newcomers as equals.

Summative Assessment Summative Assessment

At the end of this lesson students will At the end of this lesson students will know how the roles of women changed know how the roles of women changed before, during, and after the war.before, during, and after the war.

Students will also have a better Students will also have a better understanding of how hard women worked understanding of how hard women worked while the war was going on.while the war was going on.

Students will also understand why women Students will also understand why women fought to get jobs. fought to get jobs.