Founding Fragments: World War I Women's Uniform

How did women serve in uniform during World War I? In this episode, host Tory Altman joins Curator Margaret Vining of the Museum's Division of Armed Forces History to talk about women's service in the conflict, and how their contributions helped the cause of the woman suffrage movement.

Lydia Dickman's Sampler

By the 1700s, samplers depicting alphabets and numerals were worked by young women to learn the basic needlework skills needed to operate the family household.  The earliest dated sampler in the museum's collection was made in 1735 by Lydia Dickman of Boston, Massachusetts.   By the late 1700s and early 1800s, schools or academies for well-to-do young women flourished, and more elaborate pieces with decorative motifs such as verses, flowers, houses, religious, pastoral, and/or mourning scenes were being stitched. The parents of these young women proudly displayed their embroideries as showpieces of their work, talent, and status.

Objection and Answer

Take a closer look at some of the Smithsonian's collection of "objection and answer" banners that displayed arguments for and against women's suffrage. Part of an OurStory module entitled Winning the Vote for Women, this activity includes a worksheet that encourages discussion of the women's suffrage movement along with images of the banners themselves. OurStory is designed to help children and adults enjoy exploring history together through the use of children's literature, everyday objects, and hands-on activities.

Summer WAC Jacket

Khaki-colored tropical worsted material with a rolled collar with lapels, epaulets on the shoulders, two false horizontal breast pockets with small gold-colored metallic buttons, and two side pockets over the hips. The jacket is closed by four gold-colored metallic buttons. Staff sergeant chevrons are on the upper arm of both sleeves above the elbow, the Eighth Army Air Force patch is on the left shoulder, and four overseas bars indicate two years' service overseas. All buttons have the Great Seal of the United States on the front. The collar disk on the right lapel contains the letters "U.S." denoting United States; the collar disk on the left lapel contains the wings and propeller blade of an enlisted member of the Army Air Forces. Both disks are made from gold-colored metal. Ribbons over the left breast pocket represent the Army Good Conduct Medal, the Women's Army Corps Service Medal, and the European-African-Middle Eastern Campaign Medal.

This jacket was worn by Staff Sergeant Margaret C. Frank, WAC, who was assigned to the Eighth Air Force in England as a telephone operator from 1943 to 1945.

During World War II over 150,000 women served in the Women's Army Auxiliary Corps (WAAC) or Women's Army Corps (WAC). Special legislation was required before the women could serve in the army. The law authorizing the WAAC was signed by President Franklin Roosevelt in May 1942 and the first WAACs began training in July 1942. Initially WAACs were only assigned to duties in the continental United States. However, when General Dwight Eisenhower requested trained secretarial, clerical, and administrative personnel, a WAAC detachment was sent to his headquarters in North Africa in early 1943. A WAAC battalion was sent to England in spring 1943 to provide similar expertise to army and air forces units gathering for the invasion of Europe.

The status of the WAAC as an auxiliary, serving with but not in the army, was confusing and made many routine activities difficult. In mid-1943, Congress authorized the Women's Army Corps as a full-fledged army organization. All WAACs were either converted to WAC status or discharged. Women served in many jobs in addition to the secretarial, clerical, and administrative fields. They were assigned as drivers, mechanics, cooks, ordnance specialists, and radio operators; they worked in communications, logistics, public affairs, medical, intelligence, and many other specialties. They served in the United States and in all overseas theaters. Because of their exemplary record, women were made a part of the regular military establishment in 1948.

Use this Investigation Sheet to guide students through describing the object and analyzing its meaning.

The Suffragist Educators' Guide for the Classroom Videos

Through a set of three classroom videos, examine the actions taken by suffragists in 1917 as they fought to win the right to vote. Students will meet Rebecca, a historical character from Takoma Park, Maryland, who is grappling with the decision of whether, and if so how, she will join the movement. Using primary source analysis and class discussions, students will assess the suffragists’ arguments and strategies, and investigate the guiding question: What did it take for women to win the vote? 

This educators’ guide contains critical thinking questions, discussion prompts, and links to a collection of primary sources at Smithsonian’s Learning Lab. These resources guide students to explore how the suffragists used the First Amendment freedoms provided for citizens within the Constitution to take action, affect change, and reshape their democracy. 

Women in World War II

This collection teaches students about the changing role of women during World War II: their role in the workplace, increasing presence in the military, and participation in voluntary organizations that supported the war. Students should think about how these activities reinforced traditional notions of gender divisions while they also allowed women to experience new activities.