Objectives:
To develop and appreciation of the contributions made by Women to World War I
To understand the challenges and obstacles that the women faced in order to achieve their goals
To understand the historical framework in which each of these women lived and worked
To read to understand, practice the comprehension skills compare and contrast, sequence of events, using a text to make judgements and inferences and to draw conclusions, extracting main ideas and individual facts from a text, making text- to- self connections
To use persuasive language in writing
To work collaboratively and effectively in learning groups
For "A Healing Touch" (pages 4-7)
1. Discussion: Have students discuss the role of women in World War I as nurses and caregivers. Students can consider the following questions to help guide their discussion:
2. Activity 1: Have students work in collaborative groups to create a brochure encouraging women to go to Europe and volunteer with the American Red Cross, YMCA or the Salvation Army. The brochure should outline the different jobs that the volunteers could have. The brochure should consist of both pictures and text that depict women performing these important jobs. It is also important that the brochure is written in persuasive language that will convince women that their presence is essential to help in the effort.
3. Activity 2: Tell students to pretend that they are a nurse for the American Red Cross, YMCA or the Salvation Army during World War I. Their task is to write a journal entry from the perspective of a nurse after a day of work. They should write about their experiences including as many facts from the article as possible. Students should be encouraged to use their imagination to try to describe the feelings and emotions that they would experience if they were in WWI themselves.
For "Pitching in Over There" (pages 14-15)
1. Discussion: After reading the article, engage the students in a discussion about how American women weren't the only women active during World War I. Have them talk about the contributions of the women described in the article and the high price they paid for their involvement.
2. Activity: Explain to the students that they are going to work collaboratively in groups to write a short skit (2-3 minutes) about their life of Edith Cavell, Mata Hari or Maria Bochkareva. Tell students that before beginning, they must re-read the article carefully so that they can get as much information as possible. Each skit must include all of the important information from the article about the person's life. Whatever details they don't have they can make up. Each group can then present their skit to the class.
For "Enlisting the Aid of the Yeomanettes" (pages 16-18)
Activity: Have students carefully read the article and answer the following comprehension questions:
Why did Josephus Daniels see the need to enlist women into the Navy?
How did he sidestep the laws restricting women from joining the Navy?
What tasks did the Yeoman (F) perform in the Navy?
Josephus Daniels was opposed to the nickname Yeomanettes. Why? How do you feel about the nickname?
Given the tremendous role that the Yeomen (F) played in assisting the Navy during World War I, why do you think the women were sent home after the end of World War I? Why were their duties seen as "emergency wartime service?" Why was the Naval Reserve Act revised in 1925?
For "Answering the Call" (pages 20-23)
1. Discussion: Ask students to think of times when they have traveled to a museum. Ask them to think about the exhibits they have visited and the information they learned from them. How did you learn the information in the exhibit (reading, listening to a voice, looking at pictures, etc.)? Were there any artifacts? How were they engaging to the visitor? How were they organized?
2. Activity: Tell the student that they are going to be working in pairs to design and exhibit for the Museum of American history on the Hello Girls. Each pair will be large sheets of butcher paper where they will draw their design. Their task is to create an exhibit that addresses the following questions:
How will you display this information so that visitors can learn as much as possible?
How will you draw people in to learn about the Hello Girls? How will you keep them interested?
How will the exhibit be organized so that visitors will be able to learn the information without becoming confused?
Inform students that they can use the article "A 60 Year Battle" (pages 39-41) to help them.
For "Women for Peace" (pages 29)
1. Discussion: Engage students in a discussion about differing opinions about the war.Explain that though there were many people who were in support of the war effort in Europe, there were many individuals who believed strongly in pacifism. Have the students discuss some of the consequences of having opinions that differ from the majority.
2. Activity: Have the students work in collaborative groups to research other famous pacifists in history. Have them write a short report, orally present their findings, or asa class create a timeline.
For "The Suffrage War" (pages 36-38)
Discussion: Discuss with students the war that was raging in the United States regarding voting rights for women. Have them discuss the following questions:
What hypocrisy did the suffragists see within the United States government? Why do you think that Carrie Chapman Catt believe that the NAWSA had to to publicly support for patriotism at the same time that they were rallying for suffrage?
How did some women use militant tactics in order to be heard? Do you agree with the tactics used by the NWP? Do you think they were effective?
Activity: Tell students that they will be working in collaborative groups to write a letter to President Wilson requesting that he endorse the federal women's suffrage amendment. Letters must outline reasons why women should be granted the right to vote.
Students may use the information in this article as well as any other article in this issue of COBBLESTONE to assist in their writing.
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