Southern Women Trailblazers

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Educators' Guide

Lesson Plan: World War I and the Changing Face of Gender Roles

A lesson plan for grades 11 - 12 Social Studies - By Lee Adcock

Learning Outcomes

Students will explain the conditions that led to the rise of Progressivism.

Students will analyze how women made economic and political gains in the Progressive Period.

Students will assess the political, economic, social, and cultural effects of the war on the women's movement.

Students will analyze the significance of social, intellectual, and technological changes of gender conditions in the United States.

Students will describe challenges to traditional practices in gender.

Teacher Planning

Time required for lesson: Three 50-minute class periods (depending on length of film viewing.)

Materials/Resources

Printed transcripts of oral histories from Documenting the American South website.
http://www.lib.unc.edu/stories/women/

Technology Resources

• Computer with Internet connection (if streaming oral history excerpts directly from this site.)
• Speakers
• LCD projector
• TV/DVD player

Pre-Activities

Teachers should be prepared to present to students a contextual history of the women's movement.

Additionally, primary source documents should be ascertained and prepared for student discussion.

Teacher should be prepared to provide examples of WWI propaganda to students

Students should have basic knowledge of the history of the women's movement beginning with the origins of Republican Motherhood.

Activities

A. Teacher-led discussion on what does it mean to be a 'Progressive' based on prior student reading and knowledge.

1. Discuss how the goals and aims of the Progressives directly influenced the women's movement of the 20th century
2. In what ways did the progressive movement, prior to WWI, fail to deliver meaningful reform for women? What ways was it successful?
3. Create a class chart to identify major women's groups during the progressive era [key people and events]

B. Students will then work in collaborative groups to analyze and discuss both oral histories and the transcripts of oral histories from the Documenting the American South website. In addition, each group will provided answers to the following:

1. In what ways did World War I change the perception of women in the United States?
2. List three ways in which women significantly contributed to the war effort during the War era (1918-1920, 1941-1945)?
3. How did the end of World War I affect the status of women in the workforce?

Oral History Excerpt #1 Rosamonde R. Boyd
Oral History Excerpt #2 Guion Griffis Johnson
Oral history Excerpt #3: Kathrine Robinson Everett

C. Students will then work in collaborative groups to analyze and discuss both oral histories and the transcripts of oral histories from the Documenting the American South website. In addition, each group will provided answers to the following:

1. What challenges did women face during the interwar years (1920 - 1941)?
2. How did traditional notions of "motherhood" change after World War I?
3. What new opportunities began to emerge for women following World War I and World War II?

Oral History #1: Guion Griffis Johnson
Oral History #2: Mary Turner Lane
Oral History #3: Mary Turner Lane

D.Students will then work in collaborative groups to analyze and discuss both oral histories and the transcripts of oral histories from the Documenting the American South website. In addition, each group will provided answers to the following:

1. How would you define the term "trailblazer" and in what ways did women earn this title following World War I and World War II?
2. Compare and Contrast the perception of women prior to, during and following the war years (1918-1945).

Oral History #1: Kathrine Robinson Everett
Oral History #2: Bonnie E. Cone

Wrap-Up

Students and Teacher discuss ways in the actions and motives of women prior to and following World War I - World War II altered the status of women in the United States.

Assessment

Teachers should assess students using a discussion or participation rubric made available prior to beginning the lesson.

North Carolina Curriculum Alignment

United States History Grades 11 - 12

Competency Goal 7 - The Progressive Movement in the United States (1890-1914): The learner will analyze the economic, political, and social reforms of the Progressive Period.

• Objective 7.01 - Explain the conditions that led to the rise of Progressivism.
• Objective 7.02 - Analyze how different groups of Americans made economic and political gains in the Progressive Period.

Competency Goal 8 - The Great War and Its Aftermath (1914-1930): The learner will analyze United States involvement in World War I and the war's influence on international affairs during the 1920's.

• Objective 8.03 - Assess the political, economic, social, and cultural effects of the war on the United States and other nations.

Competency Goal 9 - Prosperity and Depression (1919-1939): The learner will appraise the economic, social, and political changes of the decades of "The Twenties" and "The Thirties."

• Objective 9.03 - Analyze the significance of social, intellectual, and technological changes of lifestyles in the United States.
• Objective 9.04 - Describe challenges to traditional practices in religion, race, and gender.