Faces of the Home Front:
Women and Minorities
This lesson plan focuses on the changing roles of women and minorities on the Home Front during World War II.
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Goals and Objectives
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California Content Standard11.7.5- Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler's atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
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Common Core Literacy Standards
CCSS.ELA-Literacy.RH.11-12.7
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.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. CCSS.ELA-Literacy.WHST.11-12.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. |
Driving Historical QuestionHow did different people experience the Home Front during WWII?
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Content Delivery (Method of Instruction) ‖ Time: 15 min
FacesoftheHomeFront
More presentations from Jessica Buckle
Teacher ties introduction activity to the lesson topic and gives PowerPoint lecture on the changing roles of women and minorities in American society on the Home Front during WWII. Teacher will utilize choral responses to ask questions to keep students alert and engaged during the presentation and physically touch/point to parts of the presentation that identify the most important points-both of these are research proven effective methods to help all students but most especially struggling learners and EL students with comprehension.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 3 days
60 minutes will be spent on the Primary Source Analysis stations between two class periods.
At each station, students will analyze primary source documents and answer the corresponding questions on a different group (women, Mexican Americans, and African Americans) and discuss the documents and their answers with their group members in order to complete the graphic organizer handouts. Students will be given 20 minutes at each station to analyze and discuss the documents and then will be told to rotate stations. Students will get through one station and begin the second, which will be finished the following day. Teacher will walk around the class monitoring student progress, offering help as needed, and keeping students on task.
One class period will be given to work on the Poster Project, which will be done according to a distributed rubric and expectation guide, which will need to be finished as homework if they do not finish it in the time allotted.
One class period will be spent presenting the Poster Projects in small groups.
At each station, students will analyze primary source documents and answer the corresponding questions on a different group (women, Mexican Americans, and African Americans) and discuss the documents and their answers with their group members in order to complete the graphic organizer handouts. Students will be given 20 minutes at each station to analyze and discuss the documents and then will be told to rotate stations. Students will get through one station and begin the second, which will be finished the following day. Teacher will walk around the class monitoring student progress, offering help as needed, and keeping students on task.
One class period will be given to work on the Poster Project, which will be done according to a distributed rubric and expectation guide, which will need to be finished as homework if they do not finish it in the time allotted.
One class period will be spent presenting the Poster Projects in small groups.
Primary Source StationsMore presentations from Jessica Buckle PosterProjectMore presentations from Jessica Buckle |
HomeFrontGroupMapMore presentations from Jessica Buckle GroupPresMore presentations from Jessica Buckle |
Lesson Closure ‖ Time: 4 min
Teacher will ask students to reflect on what they learned in this unit (such as the number of women entering the workforce, the industries women workers moved into, the great migration of African Americans to cities in the north from the south, the Bracero program, the zoot suit riots, etc.), if other students’ presentations presented anything new or in a way that they hadn’t previously thought about, how the changes impacted roles today, and what things they’d like to know more about.
Assessments (Formative and Summative):
Formative: The Group Map graphic organizer students complete for each group will help them in completing their poster project and inform the teacher about students’ comprehension of the material being covered. The teacher will also walk around the classroom as students are working and observe and listen to students’ responses checking for their understanding. Class discussions also serve as a formative assessment because they allow the teacher to see where the students are with their content comprehension.
Summative: The poster project will allow students to demonstrate the knowledge they have acquired about a specific groups’ changing role in American society on The Home Front, using common core literacy reading and writing skills to synthesize their analysis of primary sources
Summative: The poster project will allow students to demonstrate the knowledge they have acquired about a specific groups’ changing role in American society on The Home Front, using common core literacy reading and writing skills to synthesize their analysis of primary sources
Accommodations for English Learners, Striving Readers and Students with Special Needs
Using think-write-pair share helps EL students, striving readers, and students with special needs to exchange information and ideas with others through oral collaborative discussions on a range of social and academic topics. Using vocabulary, critical thinking questions, and choral responses during the Power Point presentation helps EL students’, striving readers’, and students with special needs’ comprehension. The group work is set up in a way where EL students can collaborate with native English speakers and advanced students and striving readers collaborate with advanced students. Advanced students will be in groups with members who are EL students and are struggling so they can offer support to help their group members’ comprehension. Advanced students also have the ability to do further independent research for their poster project. The poster presentation is designed in a way that allows EL students, striving readers, and students with special needs to express information and ideas in formal oral presentations on academic topics while lowering the affective filter. This allows them to complete the same assignment without feeling different or singled out. Individual help on classwork, individual differentiation to promote understanding, or presentation practice will be given by the teacher to students who are in need.
Resources (Books, Websites, Handouts, Materials)
Faces of the Home Front: Women and Minorities PowerPoint presentation
Graphic organizer handouts
Station primary source documents
Poster Project Guidelines and Grading Rubric
Virtual Poster Presentation Handout
Example virtual poster on Easel.ly.com
propaganda poster, overhead projector, station signs, chrome books, and textbooks
Graphic organizer handouts
Station primary source documents
Poster Project Guidelines and Grading Rubric
Virtual Poster Presentation Handout
Example virtual poster on Easel.ly.com
propaganda poster, overhead projector, station signs, chrome books, and textbooks