Technology Inventory Assignment. Gender Roles Post WW2 Lesson Plan

Gender Roles Post WW2 Lesson Plan
Zarshed Djamaliddinov
Hunter College, CUNY
Gender Roles Post WW2 Lesson Plan
Core Standards
* CCSS.ELA‐Literacy.RH.11‐12.1
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
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
Integrate and evaluate multiple sources of information presented in diverse formats and media, such as visually, quantitatively, and in textual format in order to address a question or solve a problem.
* CCSS.ELA‐Literacy.RH.11‐12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
AIM Question
1 Did women resume their traditional roles or proceeded on with their new roles post world war II?
Essential Questions
1 How did the role of women change after the WW2?
2 Have the men embraced women’s new roles in the field initially perceived to be masculine?
3 How did the WW2 empower women?
Learning Objectives
* Upon completion of the lesson, learners will be able to:
* Explain how women’s roles changed after WW2
* Explain how the society perceived these changes
* Explain how the WW2 empowered women
“Do Now” or Motivation
This exercise will be done through actively learn instructional tool.
Recap of the previous lesson
Students to brainstorm on some of the roles that women played during the WW2. Students to also discuss some of the sources they visited that highlight events of the WW2 and any specific roles that they sources mention besides those discussed in class. The exercise is meant to gauge the level of understanding of the learners and whether they did further reading outside the class sources. Those who list outside sources and how the sources discuss the role of women during the WW2 will be given a small token as a reward to motivate them and the rest of the class.
Initiate a discussion about modern roles of women
Students to list roles and professions they believe should be done by men, and those that should be done by women. The students should then list some of the renowned world female leaders. The session to end by the students listing some of the female leaders they know in their respective societies. The exercise is meant to prepare the learners to understand how women came to occupy such positions despite the traditional perception of women as being subordinate members of the society.
Predict the relationship between the roles during the WW2 and the modern world
Learners will read excerpts of the primary source as they note down the key words using Recite.com. They will then use the key words to try and explain their understanding of the story and whether there is any relationship between the role of women during the WW2 and the modern roles of women. For example, they will be expected to discuss how women have joined the leadership ranks. They will give an example of a rank at any level where the women is a leader.
Learning Resources
* KWL chart
* Computer with access to internet
* Graphic organizer
* Writing prompt
* Chalkboard
* Whiteboard
* Rubrics
Activities
* The learners will be given an empty KWL chart, where they will fill the “know” column with the facts that they already know about the war and the roles that women performed in the exercise. After filling the relevant information in the column, the students will then share out their responses to the rest of the class. The teacher will then lead the students in discussing the responses by asking them what they know about the topic. Students to fill the “Want to Know” column. The teacher will use annotation tools on PowerPoint and the whiteboard to distinguish the roles played by women before, during and after the war (10 min).
* Teacher to divide the students into groups and allowed to complete a gallery walk through different primary sources. The walk will include sources such as a comic strip about women after the WWII. This section will be supplemented by a Virtual Field Trip, where the learners will be taken through the country’s history in form of pictures and videos (10 minutes).
* Students to write a short prompt on the shift in the American society following participation of women in the WWII. In the prompt, students will be directed to create a short story about the reorganization of gender roles after the war. They will also be guided on how to create iMovie Trailers to explain their story (10 min).
* The prompts will be projected on a whiteboard, where the teacher will guide the discussio...