Khaki-colored tropical worsted material with a rolled collar with lapels, epaulets on the shoulde
Women in World War II
Grade Range: 6-12
Resource Type(s): Reference Materials, Primary Sources, Interactives & Media, Lessons & Activities
Duration: 60 minutes
Date Posted:
10/14/2016
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.
National Standards
United States History Standards (Grades 5-12)
Historical Thinking Standards (Grades 5-12)
Common Core State Standards (Grades K-12)
CCR Anchor Standards for Writing
CCSS.ELA-Literacy.CCRA.W.1 (Text Types and Purposes): Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.CCRA.W.2 (Text Types and Purposes): Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4 (Production and Distribution of Writing): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.8 (Research to Build and Present Knowledge): Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.2 (Text Types and Purposes): Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4 (Production and Distribution of Writing): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.8 (Research to Build and Present Knowledge): Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Common Core State Standards (Grades 6-8)
Literacy in History/Social Studies (Grades 6-8)
CCSS.ELA-Literacy.RH.6-8.1 (Key Ideas and Details): Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.7 (Integration of Knowledge and Ideas): Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.7 (Integration of Knowledge and Ideas): Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Common Core State Standards (Grades 9-10)
Literacy in History/Social Studies (Grades 9-10)
CCSS.ELA-Literacy.RH.9-10.1 (Key Ideas and Details): Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.7 (Integration of Knowledge and Ideas): Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
CCSS.ELA-Literacy.RH.9-10.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.7 (Integration of Knowledge and Ideas): Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Common Core State Standards (Grades 11-12)
Literacy in History/Social Studies (Grades 11-12)
CCSS.ELA-Literacy.RH.11-12.1 (Key Ideas and Details): Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.7 (Integration of Knowledge and Ideas): Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.7 (Integration of Knowledge and Ideas): Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 6-8)
3: Evaluating Sources and Using Evidence
D3.1.6-8. (Gathering and Evaluating Sources): Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
D3.3.6-8. (Developing Claims and Using Evidence): Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
D3.4.6-8. (Developing Claims and Using Evidence): Develop claims and counterclaims while pointing out the strengths and limitations of both.
D3.3.6-8. (Developing Claims and Using Evidence): Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
D3.4.6-8. (Developing Claims and Using Evidence): Develop claims and counterclaims while pointing out the strengths and limitations of both.
4: Communicating Conclusions and Taking Informed Action
D4.1.6-8. (Communicating and Critiquing Conclusions): Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
D4.2.6-8. (Communicating and Critiquing Conclusions): Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
D4.2.6-8. (Communicating and Critiquing Conclusions): Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 9-12)
3: Evaluating Sources and Using Evidence
D3.1.9-12. (Gathering and Evaluating Sources): Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
D3.4.9-12. (Developing Claims and Using Evidence): Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.
D3.4.9-12. (Developing Claims and Using Evidence): Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.
4: Communicating Conclusions and Taking Informed Action
D4.1.9-12. (Communicating and Critiquing Conclusions): Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
D4.2.9-12. (Communicating and Critiquing Conclusions): Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).
D4.2.9-12. (Communicating and Critiquing Conclusions): Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).
