Rosie’s Save The Day … Examining Women During WWII
Topics: US History, Women, Thinking Skills< Research
Audience: AP US History, College US History Students
Goal: To help students “think like a historian” and what it means to approach history through the lens of primary documents now made available with the addition of technology.
Reflection: The analysis of these visual communication assets benefits from adding primary sources. This hands-on empathetic approach to history helps the students connect the past to the present.
“This is such a great lesson plan, Danielle. I like history and, in particular, this period. I really enjoyed reviewing it. Your three objectives are written well and are supported within the lesson based on the materials provided and the activity. Nice job citing your sources and providing the links. I like how you start the lesson by approaching history through the lens of a historian – thinking Like a Historian. Great work getting the students involved with a Think, Pair, Share to answer the three questions you posed.
Next, your visual analysis activity using the images and six perspectives is great because it allows students to have a voice and share their thinking. I like how you integrate the short video to discuss many of your questions – focus, reliability, audience, the portrayal of women, etc. Love the letter activity for students to write a letter sharing with their families their experiences. Nice job on completing your lesson critique. Thanks for sharing!“
M. Lynn, Instructor
Develop a lesson design involving digital video as content. Use at least one short video clip in the lesson.
Critique the instructional principles applied to your lesson.
Students should …
- Use primary source documents (photographs, newsreels, posters, oral histories) to understand how demands on women changed during wartime.
- Examine visual cues in photos and posters for possible propaganda or persuasion tools at work.
- Demonstrate comprehension and practical research skills in their development of a letter from the perspective of a Rosie.
Evaluation / Assessment: The descriptiveness of letter home, accuracy of references, historical context
Tips for Other Teachers Using This Lesson:
This lesson could be broken into centers or segments to encourage individual learning opportunities.
For materials, resources and reference list download the lesson.
Lesson Critique – Did the lesson meet the principles?
Write learning outcomes/objectives that are specific, focused, and achievable. Yes, the objectives are specific and achievable.
Use short video clips (The optimal length is less than 2 minutes) to address each learning outcome. Segment or edit the video if necessary. Only use part of the program for teaching. Yes, the clip used in class is a primary document that is 1:37
Use multi-sensory media content: Use multiple video clips or other multimedia content (photos, PowerPoint, web pages, text, audio, etc.) or other reading resources (from the textbook, books, articles, etc.). The lesson utilizes photos, video clips, illustrated posters, and post-lesson reading resources.
Could you give students a personally meaningful objective or purpose for watching the video clip? For example: pose a challenge question, present a puzzle or problem to solve using the information presented in the video, and relate the learning objective or the video to the student’s personal experience or interest. The students must review primary documents with the lens of current expectations waived. The students should be able to express empathy as they prepare their “letter home.”
Ensure that including the digital video “adds value” to the lesson. Yes, the video adds value by allowing students to glimpse the time — fashion, attitude, perspective, and technology.