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WOMEN IN THE MILITARY: WILLING, ABLE, ESSENTIAL

TABLE OF CONTENTS

I. Introduction

II. Film Outline

III. Quiz

IV. Lesson #1: Introduction to Women in the Military

V. Lesson #2: Historical Look at Women in the Military

VI. Lesson #3: Rosie the Riveter: What’s My Line?

VII. Lesson #4: Women in the Military and Technology

VIII. Lesson #5: Women in the Military: Interview Project

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PREFACE TO FILM SERIES The Challenge American History educators are not provided the time and opportunity to match the plethora of discretionary, educational materials available online and through textbook companies with assigned their school curriculums and required state standards.

The Solution

The Veterans National Education Project (VNEP) has working with teams of curriculum development specialists, Intermediate Unit representatives, History educators, and veterans to develop an American history curriculum for use in school districts nation-wide. The curriculum is linear, chronological, ready-to-use educational product that will satisfy state and national standards and testing requirements. The four-phase plan includes: Phase I: Documentary Lesson Plans, Phase II: Modern American Units, Phase III: 20th Century American History Units, and Phase IV: Early American History Units. History educators will be able to use the entire curriculum or select parts of the curriculum they feel match what they do in their classrooms. The lesson plans and materials provided in Phase I provide supporting materials for educators utilizing our six films in their American history classroom. Each film has an accompanying outline, quiz and power point presentation, as well as five lesson plans, worksheets and assessment rubrics. These lesson plans are typically used in the American history classroom, but also have applications to sociology, gender studies, geography, economics, and political science classrooms as well. History is relevant. The past affects our present.

The VNEP consists of former military officers and educators who firmly believe that our greatest hopes for the future rest with an intelligent and informed citizenry, particularly as it relates to the education and preparation of our youngest citizens. Why do we believe that these stories – these historical voices – need to be heard? History is relevant. The past impacts our present. We need to understand the genesis of conflict: why it occurs; what went wrong; what went right so that we continue to move positively forward into the 21st century.

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Introduction to Women in the Military Willing, Able, Essential

Movie: Lesson Plans and Materials

The Movie Since America's founding days, women have been stepping forward to serve this country. From uncommon soldiers who disguised themselves to fight and nurses that faced horrific would to those who proudly wear the uniform today, women have always contributed to our military might. This is their story. It's a tale of war and peace... a quest for status and recognition... a patriotic journey to protect the freedoms we all cherish. The Curriculum There are five lesson plans, ten handouts, one quiz, one power point are created to accompany the movie, Women in the Military: Willing, Able and Essential. The lessons have been written to include national teaching standards from the areas of United States’ history, government and civics, and economics. Our lesson plans and materials also fit very nicely into a sociology or gender studies classroom as well. Throughout the lesson plans, you will find that we have purposely integrated cognitive, skill and affective objectives. Because we believe that students should take an active part in learning history, critical thinking skills are emphasized throughout the lesson plan series. The procedures in the lesson plan give the history educator suggestions on how to mix both traditional (content-centered) and progressive (student-centered) teaching methodologies. Numerous Ways to Incorporate This Curriculum into your Classroom The materials have been created to use as one unit or as stand-alone lessons. The power point presentation, for example, is created with full knowledge that slides will be deleted and added based upon an individual instructor’s needs. It is our hope that each educator will easily be able to pick and choose which activities are most appropriate for their classroom.

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Women in the Military: Willing, Able, Essential Movie Outline Part 1:

I. Introduction a. Women have fought to serve the country since its founding b. Disguised to fight c. Nurses d. Present day e. Rights and obligations of citizenship

II. The Early Years a. Revolutionary War

i. Many women followed male family members into war 1. Too poor to live on own

ii. Cooks and laundresses – free men to fight on field iii. Nurses iv. “Molly Pitcher”

1. Women would carry water to soldiers and cool cannons between fire

2. Mary Ludwig Hays – battle of Monmouth i. Husband struck down – took his place at the

cannon as rammer 3. Deborah Sampson – “Robert Shurtliff”

i. disguised herself to fight as a male soldier ii. fought for 3 years before being wounded

1. upon discovery was honorably discharged

b. Civil War i. Went to war to take care of domestic chores

ii. Patriotism, adventure, opportunity iii. Nurses

1. Many of them African Americans 2. Helped to supply hospitals and hospital ships 3. Clara Barton

a. American Red Cross 4. Dr. Mary Walker

a. Commissioned as a surgeon in the Civil War i. Eventually captured and held as a POW

ii. Only woman to be awarded the Congressional Medal of Honor

5. Sarah Edmunds & Loretta Valaquez a. Fought as male soldiers

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b. 400 disguised women would fight 6. Harriet Tubman – former slave

a. Led slaves to northern freedom b. Also served as a nurse, Union scout, and spy

7. Women as spies a. Belle Boyd, Rose Greenhow – confederate spies b. Pauline Cushman – union spy

i. Caught and escaped iv. Nursing schools begin to train women

c. Involvement in other military actions i. Tropical climates brought new need for nurses

1. Spanish rule in Caribbean and Pacific islands 2. Spanish American War

a. Hospital ships b. Many women physicians were forced to serve as nurses c. Horrible living conditions – typhoid, yellow fever d. Women serves as volunteers

ii. Conflicts enhanced view of women as valued professionals d. Women officially serve as members of the armed forces

i. Army Nurse Corps – 1901 ii. Navy Nurse Corps – 1908

III. The World Wars a. Opportunities

i. Mass education and office work ii. Allowed independence and an increase in sufficiency for women

b. World War I i. Women join the Navy in force as “yomenettes”

ii. Marionettes joined the Marine Corp as reserves freeing up men to go to war

iii. Over 10,000 Army nurses would be sent overseas 1. Witnesses to warfare (on the front lines)– chemical gases,

injured soldiers 2. Shortages of surgeons led 56 women to be contracted – big

step forward in recognition iv. Women still do not have right to vote

c. World War II i. In the military –

1. Following Pearl Harbor America mobilizes – Army/Navy nurses answer to call

2. Some already stationed in Philippines are left as POWs

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ii. On the home front – 1. Women filled the factories as men were drafted to serve 2. “Rosie the Riveter”

a. Fueled war production effort – worked on machinery and weapons

3. 1942 – WAAC (Women’s Army Auxiliary Corp)/WAC (Women’s Army Corp)

a. “Free A Man To Fight” b. Segregated

i. Officer Martha Putney – send to back of train while trying to get to an army base

iii. Roles – 1. Women began to fill many ‘non-traditional’ roles

a. Parachute – rigging b. ‘top secret’ projects such as the computer c. ‘fly girls’ – test flew planes, flew targets for practice,

etc 2. Women fill every role except that of combat

iv. Deployment – 1. Eisenhower asks women to fill clerical roles in war theaters 2. Evacuate soldiers from costly battles i.e., Iwo Jima – support

soldiers mentally and physically (LT Katherine Van Wagner) v. Post WWII –

1. Women return home to resume traditional roles yet enjoy a bit more freedom and independence

Part 2 – I. The Cold War

a. 1948 – all military women are given permanent status within the armed forces i. Integration Act – served as a basis for the mobilization of women

ii. Korea i. Nurses used in field camps – put in danger and forced to evacuate

with the troops a. Heroically braved battle fire and primitive living conditions

to care for the troops b. Once again assume a role in which allowed men to be free

to fight ii. American society had changed

a. No longer did the country feel patriotic towards warfare in Korea as they had in WWII

b. Active recruiting began to take place

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i. Women were kept away from the military by being excluded from the mainstream military, an all male draft, and unfriendly family policies

ii. High recruiting standards with emphasis on femininity

II. Vietnam i. Men were drafted – nurses needed ii. Nurses were unprepared and overwhelmed with the conditions in Vietnam iii. Advancements in equipment and techniques aided in saving many lives

a. Helicopter helped to evacuate patients b. Large quantities of blood and antibiotics

iv. Women began receiving promotions v. War became unpopular

a. Those involved would not receive recognition at home b. 1993 - Vietnam Women’s Memorial

III. Changing Times – 1970s a. The draft ends – all voluntary military

i. Military manpower needs ii. Quest for greater equality

i. Female participation in the armed forces soars b. Women’s Movement

i. Many restrictions removed – more options for women in the service ii. Skills open, jobs open – female cadets were admitted to the service

iii. Women enter mainstream military i. Trend to move towards more unconventional jobs ii. Become vital to military success

c. Grenada and Panama i. Signal first successful employment of integrated troops

IV. Desert Storm a. Iraq invades Kuwait

i. Large scale deployment of women in the military i. General (Dr.) Rhonda Cornum –survivor of Black Hawk

helicopter that was shot down ii. Showed that American public would accept the idea that women

could be captured or killed in times of war a. Balanced by the exceptional performance of the women

serving in the military ii. Women prove to be highly capable asset to the military

V. 9/11 – The War on Terror i. Many called upon to fight terror in Middle East

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i. Watkins – son follows mother into war ii. Vernice Armour – first female African American combat pilot iii. Sgt. Lee Ann Hester – first female awarded the Silver Star

ii. Women still excluded from direct combat roles i. Enemy fire can happen anywhere anytime

iii. Today – not sharp distinction between men and women i. Both leaders, soldiers, sailors, airmen, marines ii. Major Megan McClung – killed in roadside bomb

a. Women making the ultimate sacrifice i. Die serving a cause they believe in

VI. Women’s Memorial - Arlington National Cemetery a. Bravery, courage, honor, patriotism b. 2.5 million women past/present

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Women in the Military: Willing, Able, Essential

QUIZ

Multiple Choice:

1. “Molly Pitcher” describes women who would a. Work as nurses on the battlefields b. Disguise themselves as men in order to fight c. Carry water to soldiers and cool cannons between fire d. Sew patches into the men’s uniforms

2. During the Revolutionary War, many women followed male family members into war

because a. They were too poor to live on own b. They missed their husbands/brothers/fathers c. They did not want to be home alone d. They were bored

3. During the Spanish American War, many women physicians were

a. Treated with respect b. Asked to serve alongside male physicians c. Forced to serve at nurses d. Not allowed to serve on hospital ships

4. __________________ allowed independence and an increase in sufficiency for women.

a. Technology and factory work b. Mass education and office work c. Labor unions and political advancement d. Advances in healthcare and child care

5. “Rosie the Riveter” portrayed and symbolized women as

a. Domesticated - belonging in the household b. Equal - Fighting in the military c. Strong – Filling the factories to aide in production d. Weak – Standing by waiting for the men to return

6. President Eisenhower asked women to fill ______________ roles during WWII

a. Aviation b. Combat c. Clerical

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d. Domesticated

7. With the end of the draft, the military becomes ____________________. a. Voluntary b. Mandatory c. Strictly male d. Required

8. Which of the following signaled the first successful employment of integrated troops?

a. Korea b. Vietnam c. Grenada d. Iraq

9. ________________ brought about a large scale deployment of women in the military

a. The Cold War b. Desert Storm c. Bay of Pigs d. Operation Overlord

10. True or False. Today, women as still excluded from direct combat roles.

a. True b. False

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Lesson #1: Women in the Military – Introduction Standards:

8.1.12C Evaluate historical interpretation of events. 8.3.12C Evaluate how continuity and change has influenced United States history from 1890 to Present. 5.2.12C Interpret the causes of conflict in society.

Objectives:

1. The students will be able to analyze the participation of women during war efforts of the past and the present. 2. The students will be able to empathize with the women contributing to the war effort while struggling against the constraints of society. 3. The students will be able to effectively take notes representing the lecture.

Subject Matter: gender, discrimination, race, conflict, anatomy, combat, “passing” Materials:

• Chalkboard • Chalk • Computer • PowerPoint presentation • Television • Debate Handout and Rubric

Procedure:

1. Set: Students will copy down the essential question upon entering the classroom: • How did women contribute to various war efforts throughout American

history? 2. Media:

a. Students will view the film Women in the Military: Willing, Able, Essential (It is to be assumed that the instructor has already viewed this film and is familiar with its content).

b. Students will be asked to list many ways women contributed to the war effort as they watch the film. Their notes on this film will later be used for classroom activities and discussion.

3. PowerPoint Presentation:

a. The PowerPoint presentation will supplement the discussion provided to the students.

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b. Students will be expected to take notes on the PowerPoint. Few/limited wording on the PowerPoint is to encourage students to focus on the lecture, while writing key ideas and phrases listed on the slide.

c. The PowerPoint presentation begins with a quick review of the main events/ideas covered in the movie.

4. Discussion or Debate Activity: a. Present the following information to your students: Close to 90 percent of

military jobs are now open to the nearly 200,000 women who currently serve in the U.S. armed forces. Women fly helicopters and fighter jets, serve on combat ships, and command military police units. But they are not permitted to serve in units that engage in direct ground combat with the enemy. The debate concerning the role of women in the military is unique in that it concerns both the issue of equality for women and the issue of national defense.

b. Discussion Questions:

(1) Are there physical limitations and if so, can women be trained to overcome those limitations?

(2) Can women be effectively integrated in ground units? (3) Is the American psyche ready to send a mother or sister into combat?

5. Close: The instructor will complete a concise check for understanding by asking the

students what roles women have already played in the war effort in American history. Assessment:

1. The teacher will informally observe the students taking notes from PowerPoint. 2. The teacher will informally observe the students participating in class by answering

questions asked throughout the PowerPoint presentation. 3. The teacher will informally observe the students participating in the discussion.

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Women in Combat A DEBATE

A. Introduction: Close to 90 percent of military jobs are now open to the nearly 200,000 women who currently serve in the U.S. armed forces. Women fly helicopters and fighter jets, serve on combat ships, and command military police units. But they are not permitted to serve in units that engage in direct ground combat with the enemy. The debate concerning the role of women in the military is unique in that it concerns both the issue of equality for women and the issue of national defense.

B. Process:

1. Divide into three groups: a. Against Women in Combat (con) b. For Women in Combat (pro) c. Judge/Arbiters: run the debate and score points

2. Format:

a. Opening Statement b. Pro points c. Rebuttal d. Con points e. Rebuttal f. Closing remarks cons g. Closing remarks pros

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C. Discussion Questions: 1. Are there physical limitations and if so, can women be trained

to overcome those limitations? 2. Can women be effectively integrated in ground units? 3. Is the American psyche ready to send a mother or sister into

combat?

CLASSROOM DEBATE RUBRIC

� Levels of Performance

Criteria 1 2 3 4

1. Organization and Clarity:

viewpoints and responses are outlined both clearly and orderly.

Unclear in most parts

Clear in some parts but not over all

Most clear and orderly in all parts

Completely clear and orderly presentation

2. Use of Arguments:

reasons are given to support viewpoint.

Few or no relevant reasons given

Some relevant reasons given

Most reasons given: most relevant

Most relevant reasons given in support

3. Use of Examples and Facts:

examples and facts are given to support reasons.

Few or no relevant supporting examples/facts

Some relevant examples/facts given

Many examples/facts given: most relevant

Many relevant supporting examples and facts given

4. Use of Rebuttal:

arguments made by the other teams are responded to and dealt with effectively.

No effective counter-arguments made

Few effective counter-arguments made

Some effective counter-arguments made

Many effective counter-arguments made

5. Presentation Style:

tone of voice, use of gestures, and level of enthusiasm are convincing to audience.

Few style features were used; not convincingly

Few style features were used convincingly

All style features were used, most convincingly

All style features were used convincingly

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Lesson #2: Historical Look at Women in the Military

Standards: 8.1.12C Evaluate historical interpretation of events. 8.3.12A Identify and evaluate the political and cultural contributions of individuals and groups to United States history from 1890 to Present. 5.2.12C Interpret the causes of conflict in society.

Objectives:

1. The students will be able to analyze the participation of women during war efforts of the past and the present. 2. The students will be able to create a Venn diagram to organize information. 3. The students will be able to compare and contrast the roles of women and African Americans as support units throughout military history.

Subject Matter: gender roles, race, segregation, institutionalized discrimination Materials:

• Chalkboard • Chalk • Venn Diagram worksheet • Television • Media: Women in the Military: Willing, Able, Essential

Procedure:

1.Set: Students will answer the following question written on the board or overhead:

• Which wars do you believe American female soldiers have fought in? African-American soldiers fought in? (Ascertain how much the students already know about today’s lesson).

2. Media (optional): a. Students will view the film Women in the Military: Willing, Able,

Essential i. It is to be assumed that the instructor has already viewed this

film and is familiar with its content. ii. It is also to be assumed that the students have received

background information on African Americans in the military – see On the Wings of Freedom: The Tuskegee Airmen

b. Students will be asked to take notes on this film that will later be used for classroom activities and discussion.

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3. Venn Diagram Activity: a. Students will be given a Venn diagram worksheet to complete the activity. b. Working with a partner, students will be asked to use their classroom notes,

video notes, and any other materials in order to compare and contrast the roles of women and African Americans as support units in the military.

• What types of positions did they hold? • How were they viewed in society?

c. After students have completed their Venn Diagrams, they will be asked to come and fill in the information from their worksheets onto the Venn diagram that is on the overhead/blackboard.

d. The instructor will lead the class discussion as they go over the information together as a whole.

4. Close: Check for understanding – a. The instructor will ask students to answer the following before leaving the

classroom: recalling what we learned today about the history of the American military,

• What two characteristics are specific to the female military experience?

• What two characteristics are specific to African American military experience?

• What are three characteristics both groups share?

Assessment: 1. The instructor will informally observe the students taking notes on the video. 2. The instructor will informally observe the students working with one another to complete the Venn diagram. 3. The instructor will formally collect and assess the Venn diagrams.

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Name: _________________________________ Date: __________________________________

Venn Diagram

DIRECTIONS: Using the diagram provided, compare and contrast the roles of women and African Americans as support units in the military. What types of positions did they hold? How were they viewed in society?

Women Both African Americans

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Lesson #3: Rosie the Riveter – “What’s My Line?”

Standards: 8.1.12C Evaluate historical interpretation of events. 8.3.12A Identify and evaluate the political and cultural contributions of individuals and groups to United States history from 1890 to Present. 5.2.12C Interpret the causes of conflict in society.

Objectives: 1. The students will be able to analyze the participation of women during war efforts of the past and the present. 2. The students will be able to comprehend the various roles of women throughout military history. 3. The students will be able to work together in groups to complete the What’s My Line? Activity. 4. The students will be able to create questions for a famous female and her involvement in the military in order to complete the What’s My Line? Activity.

Subject Matter: gender, roles, Medal of Honor, intelligence, entertainment, Non-traditional jobs Materials:

• Chalkboard • Chalk • Television • Media: Women in the Military: Willing, Able, Essential • Worksheet – “What’s My Line?” group task sheet and biographies

Procedure:

1.Set: Students will answer the following question written on the board or overhead: • What do you already know about the past/present involvement of women

in the military?

2. Media (optional): a. Students will view the film Women in the Military: Willing, Able, Essential b. It is to be assumed that the instructor has already viewed this film and is familiar with its content. c. Students will be asked to take notes on this film that will later be used for classroom activities and discussion.

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3.“What’s My Line?” Cooperative Group Activity: a. Students will break into groups of 4 or 5 depending on classroom size. Each

student will be assigned a role (leader, recorder, reporter, task manager). b. The instructor will show the class a short segments from a video clip of the

television show “What’s My Line?” to give students an example of what the activity will be about.

• http://www.bing.com/videos/watch/video/whats-my-line-eleanor-roosenvelt/7316669be241d50784a87316669be241d50784a8-191834030275?q=whats%20my%20line&FROM=LKVR5&GT1=LKVR5&FORM=LKVR11

c. After viewing the film, students will be given pictures and information pertaining to an important female and her contributions to past/present war efforts.

• Marlene Dietrich • Rosie the Riveter • Mary Walker • Sarah Edmunds • Leigh Ann Hester • Rhonda Cornum

d. Using the picture and the information given, students will create questions referring back to their assigned female. They will then partner up with another group to act out the game of “What’s My Line?”

4. Informal Discussion: a. The instructor will then have the students break their groups and return to

their assigned seats. b. The instructor will ask the students to share information about the female in

which they were assigned – • Who was/is this person? • What did they do to impact the war effort? • What sacrifices or dangers did they incur? • How was her role considered “unconventional”, if at all? • How did society view women during the time period of this particular

female’s service/actions? c. Students will be given a few minutes to write down their ideas before

discussion is resumed.

5. Close: Check for understanding – a. Exit Slip – Students will be asked to write down one way that women have

contributed to the war effort of the past and the present.

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b. The instructor will collect the exit slips at the door on the students’ way out of the classroom.

Assessment: 1. The instructor will informally observe the students taking notes on the video. 2. The instructor will informally observe the students participating in the What’s My Line? activity. 3. The instructor will informally observe the students working together in groups. 4. The instructor will formally collect the Exit Slips during the closing activity.

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Name: ___________________________ Date: ____________________________

“What’s My Line?”

DIRECTIONS: Each member of your group will assume one of the following roles:

Leader – ______________________________________

Recorder – ____________________________________

Reporter – ____________________________________

Task manager – ________________________________

“What’s My Line?” was a game show which originally ran in the U.S. from 1950 to 1967. The game challenged celebrity panelists to question contestants in order to determine their occupations. It was the longest-running game show in the history of United States. The rules of the game require panelists to ask questions which could only be answered by "yes" or "no". Using the picture and information provided, create _____ questions referring back to your group’s assigned female. Once you have completed the questions, partner up with another group and act out the game of “What’s My Line?” Remember, all questions must be able to be answered with a “yes” or “no”.

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Name: ___________________________ Date: ____________________________

Name: Maria Magdalene Dietrich - aka – “Marlene Dietrich” Date of Birth: December 27 1901 – Schöneberg, Berlin, Germany Death: May 6 1992 (age 90) – Paris, France Occupation: Actress/Singer Biography: Dietrich was known to have strong political views. She was also known to speak her mind. In interviews, she stated that she had been approached by the Nazi Party to return to Germany, but had turned them down. She was a devoted anti-Nazi, became an American citizen in 1939.

When the United States entered WWII, Dietrich became one of the first celebrities to promote the selling of war bonds. Although a fugitive of Germany, she traveled within miles of the German border to perform for the American troops. In 1944, She worked with the Morale Operations Branch of the Office of Strategic Services (OSS). She became a vital part of the Musac project, which produced musical propaganda broadcasts designed to demoralize enemy soldiers. Dietrich was the only performer aware that her recordings would be used by the OSS. She recorded a number of songs in German for the project, including the popular Lili Marleen.

Dietrich was awarded the Presidential Medal of Freedom by the United States government in 1947. She was also awarded the Légion d’honneur by the French government to recognize her wartime work. She was a fashion icon as well as a screen icon who would be followed by many to come. Information adapted from: http://en.wikipedia.org/wiki/Marlene_Dietrich

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Name: ___________________________ Date: ____________________________

Name: Rosie the Riveter (fictional cultural icon) Date of Birth: The term "Rosie the Riveter" was first used in 1942 in a song by Redd Evans and John Jacob Loeb.

“All the day long, Whether rain or shine

She’s part of the assembly line. She’s making history, Working for victory Rosie the Riveter”

Occupation: Assembly line/factory worker, mechanic Biography: “Rosie the Riveters” took on male dominated trades during WWII in order to aide in the war effort. Rosie the Riveter was inspired by Rose Will Monroe, a woman from Kentucky who moved to Michigan during World War II. She worked as a riveter at an aircraft factory building B-29 and B-24 bombers for the U.S. Army Air Forces.

Films and posters depicting a female riveter appeared all over the country and were used to encourage women to go to work in support of the war effort. In 1942, Westinghouse Company’s War Production Coordinating Committee hired an artist from Pittsburgh , J. Howard Miller, to create a string of posters supporting the war effort. One of these posters became the famous “We Can Do It!” image. This image today is known as the “Rosie the Riveter,” though this was not the authors intention upon its creation. Miller based the “We Can Do It!” poster on a photograph taken of Michigan factory worker, Geraldine Doyle. Information adapted from: http://en.wikipedia.org/wiki/Rosie_the_Riveter

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Name: ___________________________ Date: ____________________________ Name: Mary Edwards Walker Date of Birth: November 26, 1832 – Oswego, New York Death: February 21, 1919 (age 86, natural causes) – Oswego, New York Occupation: Surgeon, United States Army Biography: At the beginning of the Civil War, Mary Walker volunteered as a civilian for the Union Army. The Army at the time had no female surgeons, so she was forced to practice as a nurse, also working as an unpaid field surgeon near the front lines. Eventually, she was awarded a commission as a civilian "Contract Acting Assistant Surgeon” in September 1863, becoming the first-ever female U.S. Army Surgeon. Following this commission, Mary Walker was appointed assistant surgeon of the 52nd Ohio Infantry. In order to treat civilians, she frequently crossed battle lines, resulting in her capture by Confederate troops on April 10, 1864. Walker was arrested as a spy and taken to Richmond, Virginia. Eventually she was released as part of a prisoner exchange. Walker often wore men’s clothing, and was arrested for dressing as a man several times. After the war, she became an author and speaker, supporting women’s rights, temperance, and health care. She is the only woman ever to receive the Medal of Honor. Information adapted from: http://en.wikipedia.org/wiki/Mary_Edwards_Walker

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Name: ___________________________ Date: ____________________________

Name: Sarah Emma Edmunds Date of Birth: December 1841 – Magaguadavic, New Brunswick, Canada Death: September 5, 1898 – La Porte, Texas Occupation: Union soldier, spy, and nurse Biography: Sarah Emma Edmunds left home after her abusive parents forced her to marry a man she hated. She settled in Flint, Michigan, where she enlisted in the 2nd Michigan Infantry during the American Civil War disguised as a man named "Franklin Flint Thompson." Edmunds was given the position of a spy for the Union.

Frequently traveling into enemy territory in order to gather intelligence, Franklin Thompson used many disguises such as an African American male and Irish immigrant girl. Edmunds eventually contracted malaria, and instead of being revealed as a woman in a military hospital, she left the army and went to a private hospital. Upon her recovery, she learned that “Frank Thompson” was considered a deserter, and decided to serve as a nurse in Washington D.C.

In 1886, she received a government pension of $12 a month for her previous military service, eventually receiving an honorable discharge.

Information adapted from: http://en.wikipedia.org/wiki/Sarah_Emma_Edmunds

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Name: ___________________________ Date: ____________________________

Name: Leigh Ann Hester Date of Birth: January 12, 1983 (age 28) – Bowling Green, Kentucky Occupation: Sergeant, Military Police Company – Kentucky Army National Guard Biography: Leigh Ann Hester received the Silver Star for her military actions in Iraq on March 20, 2005. While shadowing a convoy near the town of Salman Park, Iraq, Hester and her team were ambushed by approximately 50 insurgent fighters. The insurgents carried assault rifles, machine guns, and rocket propelled grenades. Hester skillfully moved her team through the "kill zone" and in turn attacked a trench with hand grenades and grenade launcher rounds. The assault lasted almost a half an hour, in which Hester had killed at least three of her attackers. By the time the fighting had commenced, 27 insurgents were dead, six wounded, and one captured. Leigh Ann Hester is the first female soldier to receive the Silver Star for outstanding bravery since World War II and the first ever to be cited for courage in close quarters combat. Information adapted from: http://en.wikipedia.org/wiki/Leigh_Ann_Hester

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Name: _____________________________ Date: ______________________________

Name: Rhonda Cornum Ph.D., M.D. Date of Birth: Born October 31, 1954 – Dayton, OH Occupation: US Army Brigadier General, Director of Comprehensive Soldier Fitness

Biography: In 1990, Rhonda Cornum volunteered to go to the Persian Gulf as a flight surgeon with the 101st Airborne Division. The U.S. was preparing to go to war in order to fend off the Iraqi invasion of Kuwait. While out on an attempt to rescue an injured fighter pilot with a broken leg, Cornum's Black Hawk helicopter was shot down over Iraq. The helicopter crashed at 140 miles per hour.

Five of the eight crew members died in the crash. Cornum was shot in the shoulder and both arms were broken. She could not stand, as she had torn a ligament in her leg. She was captured by Iraqi soldiers and taken to a prison in the city of Basra. During the drive to the prison, Cornum was sexually assaulted by an Iraqi soldier. She was unable to fight back due to both of her broken arms. Rhonda Cornum was held prisoner for eight days. Although she was repeatedly interrogated, she refused to release any classified information. Cornum was released by her captors on March 5, 1991, a week after the war ended.

Information*adapted*from:*http://en.wikipedia.org/wiki/Rhonda_Cornum$

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Lesson #4: Women in the Military & Technology

Standards: 8.1.12A Evaluate chronological thinking. 8.1.12C Evaluate historical interpretation of events. 8.3.12C Evaluate how continuity and change has influenced United States history from 1890 to Present.

Objectives: 1. The students will be able to analyze the participation of women during war efforts of the past and the present. 2. The students will be able to create a timeline illustrating how technology has influenced women in war. 3. The students will be able to explain how technology has changed the role of women in modern warfare.

Subject Matter: gender, chronology, technology, warfare, combat Materials:

• Chalkboard • Chalk • Television • Media: Women in the Military: Willing, Able, Essential • Timeline task sheet

Procedure:

1. Set: Students will copy the essential question written on the board or overhead: • How has technology influenced the role of women in war?

2. Media (optional):

a. Students will view the film Women in the Military: Willing, Able, Essential. It is to be assumed that the instructor has already viewed this film and is familiar with its content. Students will be asked to take notes on this film that will later be used for classroom activities and discussion.

3. Timeline Activity: a. Students will create a timeline depicting five different wars from the film. b. Using the timeline, students will define the role of women in each conflict and

explain how technology has changed that role. Students will be expected to use specific examples while justifying each role and how technology has influenced it.

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4. Close: Check for understanding – a. Students will be asked an essential final question – b. Explain the insignificance of gender in modern warfare through the evolution of

technology.

Assessment: 1. The instructor will informally observe the students taking notes on the video. 2. The instructor will informally observe the students creating and plotting their timelines. 3. The instructor will formally collect the timelines and the essential final question.

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Name: _________________________ Date:______________________

Timeline Activity DIRECTIONS: Using the timeline, plot five different wars from the film. For each conflict, define the role of women and explain how technology has changed that role.

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Lesson #5: Interview Project

Standards: 8.1.12C Evaluate historical interpretation of events. 8.3.12A Identify and evaluate the political and cultural contributions of individuals and groups to United States history from 1890 to Present. 6.3.12A Analyze actions taken as a result of scarcity issues in the regional, national, and international economies.

Objectives: 1. The students will be able to interpret historical events using a primary source. 2. The students will be able to create a list of interview questions in order to complete the activity. 3. The students will be able to use their interview to compile a comprehensive summary answer to the essential question of the lesson.

Subject Matter: gender, primary document, combat, pink collar jobs, community Materials:

• Chalkboard • Chalk • Tape recorder (optional) • Television • Media: Women in the Military: Willing, Able, Essential • Interview Project Handout and Rubric

Procedure:

1. Set: Students will copy down the question and think pair share their answers to the question written on the board or overhead:

• How have women been essential to the military throughout our history? (Students should be able to answer this question by the end of the class period)

2. Media (optional): Students will view the film Women in the Military: Willing, Able, Essential. It is to be assumed that the instructor has already viewed this film and is familiar with its content. Students will be asked to take notes on this film that will later be used for classroom activities and discussion.

3.Interview Project: a. Students will be asked to find a female within the community to interview and

learn their point of view on female action within the military and how they, or someone they knew, contributed to an American war effort.

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b. Explain to students that historians form good questions to find out the most accurate information as possible. Today, they will be creating questions similar to the way a historian would.

c. Students must submit at list of 10 questions they plan to ask during their interview. The instructor will review and approve these questions.

• The instructor will provide sample questions such as: i. How were women portrayed in society during the time?

ii. What were ‘normal’ jobs for women at the time? iii. What do you remember most about the war?

• The teacher will instruct the students to order their questions by the most general to the most specific

• The teacher will also help the students determine if there is a type of question that is left out. In this way, the student interviewer will get the most out of the interview experience

d. Once students have completed their interview, they will be asked to summarize the information they have accumulated into a well-written response to the essential question:

• Are there any patterns in the answers that you see? • Does the interviewee have a bias? If so, what is it? • Overall, what would you say if how women have been essential or not

essential to the military throughout our history?

4. Classroom Discussion: a. The instructor will ask students to share some of the questions they asked

during their interviews, as well as some of the answers they had received. b. Students will be asked to share any information they acquired during their

interview that they found interesting or would add to the classroom discussion.

c. What does the interview experience about being a historian?

5.Close: Check for understanding – a. Exit Slip –Students will hand in their interviews and summaries as they exit

the classroom. While exiting, students will tell the instructor who they interviewed, what conflict they were involved in, and one interesting fact they learned during their interview.

Assessment: 1. The instructor will informally observe the students taking notes on the video. 2. The instructor will formally collect and review the students’ interview questions. 3. The instructor will formally collect and assess the students’ interviews. 4. The instructor will informally check for understanding as the students exit the classroom

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Learning about Perspective An Interview Project

Directions: Interviewee: Locate and make arrangements to interview an adult female within our community to learn their point of view about female action within the military and how they, or someone they knew, contributed to an American war effort. Interview Questions: Like historians, we are going to form effective questions for the purpose of uncovering the most accurate information as possible. Write and submit a list of ten questions you plan to ask during the interview. The instructor will review and approve these questions before the interview.

Sample questions: How were women portrayed in society during the time? What were ‘normal’ jobs for women at the time? What do you remember most about the war?

After gaining approval, you will order your questions from the most general question to the most specific question. Analysis: Once you have completed the interview, summarize the information you have accumulated into a well-written response to the following essential question:

Are there any patterns in the answers that you see? Does the interviewee have a bias? If so, what is it? Overall, what would you say as to how women have been essential or not essential to the military throughout our history?

Report: See the rubric on the next page for the criteria for writing the report.

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Research Paper Rubric Name: _____________________ Date: ________ Score: _____ Category Exceeds Standard Meets Standard Nearly Meets

Standard Does Not Meet Standard

No Evidence

Title Page Title Your Name, Teacher’s Name, Course Period, Date, Neatly finished

Evidence of four Evidence of 3 Evidence of 2 or less

Absent

Thesis Statement Clearly and concisely states the paper’s purpose in a single sentence, which is engaging, and thought provoking.

Clearly states the paper’s purpose in a single sentence. States the paper’s purpose in a single sentence.

States the paper’s purpose in a single sentence.

Incomplete and/or unfocused

Absent, no evidence

Introduction The introduction is engaging, states the main topic and previews the structure of the paper.

The introduction states the main topic and previews the structure of the paper.

The introduction states the main topic but does not adequately preview the structure of the paper.

There is no clear introduction or main topic and the structure of the paper is missing.

Absent, no evidence

Body Each paragraph has thoughtful supporting detail sentences that develop the main idea.

Each paragraph has sufficient supporting detail sentences that develop the main idea.

Each paragraph lacks supporting detail sentences.

Each paragraph fails to develop the main idea.

Not applicable

Organization- Structural Development of the Idea

Writer demonstrates logical and subtle sequencing of ideas through well-developed paragraphs; transitions are used to enhance organization.

Paragraph development present but not perfected.

Logical organization; organization of ideas not fully developed.

No evidence of structure or organization.

Not applicable

Conclusion The conclusion is engaging and restates the thesis. The conclusion restates the thesis.

The conclusion does not adequately restate the thesis.

Incomplete and/or unfocused.

The conclusion does not adequately restate the thesis.

Incomplete and/or unfocused. Absent

Mechanics No errors in punctuation, capitalization and spelling.

Almost no errors in punctuation, capitalization and spelling.

Many errors in punctuation, capitalization and spelling.

Numerous and distracting errors in punctuation, capitalization and spelling.

Not applicable

Usage

No errors sentence structure and word usage.

Almost no errors in sentence structure and word usage.

Many errors in sentence structure and word usage.

Numerous and distracting errors in sentence structure

Not applicable