These two Google Forms were created by Nicolas and I for our 10th grade World History classes at Mountain View High School. For my class, these are the second and third lessons about the plague – this week the students got an introduction and next week on Monday and Tuesday they will be working with these two forms during their “on-demand” learning.
Link to form; “Analyzing the Black Plague Primary Sources”
Target Student Group: Grade 11, United States History
Lesson Context: Introduction
Lesson Delivery: Flipped Instruction
Instructional Intent: This Google form will be used to achieve instructional intent by providing students with an engaging introduction to the American Indian Movement. While students are learning about the Civil Rights Movement, which they likely will have learned about before 11th grade, I also want them to learn about the AIM which they likely will have not learned about yet. The two sources provide an insight into the type of content that AIM was creating and how it was being covered by media. This lesson will ask students to use their contextualization skills as they will be thinking about how AIM fit into the broader Civil Rights Movement and thinking about why it never gained as much traction as the movement for Black civil rights.
Context: This image is from 1943 and depicts five women working in the engine room onboard the USS Nereus.
Icebreaker Prompt: Analyze this image and write down three things that surprise you about this image. Why are these things surprising? Discuss what stood out to you with a partner.
Response: One thing that surprises me is that these women are wearing pants and overalls because during this time period women typically wore dresses. Another thing that surprised me is that there is a Black woman working on the same crew as four white women. This stood out to me because this photo was taken prior to the Civil Rights movement and segregation was still very common. Finally, I noticed that these women are doing mechanic work that would normally be considered a “man’s job” during these era. These anomalies lead me to conclude that the necessity of the war was greater than social norms and as a result women of various backgrounds had access to opportunities and spaces that they would normally have been denied if the men had not been at war.
Context: This cartoon is from 1943, the caption at the bottom reads “It’s either that, or time off until a day nursery is organzied!”
Icebreaker Prompt: After looking at this cartoon, brainstorm a list of questions. Rank them in order of interest, with (1) being the question you are most interested in knowing the answer to.
Response: Was the policy on absenteeism unfair to low-income female workers that could not afford childcare? Did female workers organize themselves into any sort of union to make demands such as having a day nursery? What kind of quotas were in place in these jobs – was there punishment or reward for not meeting or exceeding quotas? Were these job sites a dangerous environment for children? Did all female workforces during the war have male leadership/management?
Context: This photo depicts a WWII female Ambulance Transport Corps completing training in San Diego, California.
Icebreaker Prompt: After looking at the image, what do you think the people in this photograph are thinking or saying?
Response: Officer: “They’re stronger than I thought they would be……” Man in Stretcher: “This isn’t the worst task I’ve volunteered for” Women Carrying Stretcher: “This would be a lot easier if I wasn’t in a skirt”
On this day 100 years ago, women in the United States would have just earned the right to vote a mere ten days prior. The Suffrage Movement spanned decades, and most of the original suffragists who began their campaign in the mid 1800s would not live to see their efforts come to fruition in 1920. In order to push forward the 19th amendment after decades of struggle, members of the Suffrage Movement had to employ many political tactics to achieve their goal.
This image is from 1917, just three years after the end of the first World War. During the war, the United States under President Wilson fought against Germany in the name of freedom. Suffragists began calling President Wilson “Kaiser” to point out the hypocrisy in his support of freedom abroad before granting his female citizens full freedom at home. The word “Kaiser” would have had a deeply un-American connotation to the public at this time, and the suffragists intentionally made these comparisons to make their argument that not guaranteeing women the right to vote went against America’s democratic ideals.
This flag was the symbol of the National Woman’s Party. If the image was in color, one would see the flag in purple, white, and yellow – the colors of the Suffrage Movement. The NWP was the last major suffrage organization to be formed, just four years prior to the passing of the nineteenth amendment. They used visual demonstrations like their flag, a “ratification banner” on which they sewed a star for every state that had already granted woman suffrage, and a variety of protests and parades to draw attention to their cause.
While women’s right to vote was not granted on a national scale until 1920, many states passed their own suffrage amendments prior to that. The four states represented above were some of the earliest states to grant the right to vote to women in the late 1800s. Suffragists often pointed to the states that had already passed suffrage amendments as examples and the more states that passed their own, the more the pressure increased for a constitutional amendment to be passed.