NWHM This Isn't Right Lesson Plan
Content Area/Online Exhibit:A History of Women in Industry
Grade Level: Secondary Grades
Lesson Prepared By: Jessie Regunberg
In this lesson students will learn about the kind of work women were involved in throughout American history. They will learn to ask themselves not just what women did, but why.
One class period and one homework assignment.
- Students will learn about women’s work during the Industrial Revolution, the Progressive Era, and the first part of the 20th century.
- Students will use their imaginations to create historically accurate character profiles.
- Students will have the opportunity to sort through a large amount of information and apply the parts that relate to their chosen jobs.
- Computer Lab…access to http://www.nwhm.org/online-exhibits/industry/womenindustry_intro.html
If a computer lab is not available, the teachers can print the Online Exhibit. Please note that the Online Exhibit is very long -- double sided copying is encouraged.
- Handout. [Available for download here].
Introduce the subject. Pass out handouts and go over the instructions. Explain to the students that they will have the class period to read through the Online Exhibit A History of Women in Industry and whatever time is left over to start the homework assignment.
I-d Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental or social change.
II-b Time, Continuity and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can identify and use key concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity.
IV-e Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity, so that the learner can examine the interactions of ethnic, national, or cultural influences in specific situations or events.
V-f Individuals, Groups and Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions, so that the learner can identify and analyze examples of tensions between expressions of individuality and group or institutional efforts to promote social conformity
IX-g Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence, so that the learner can describe and evaluate the role of international and multinational organizations in the global arena.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
7. Students conduct research on issues and interests by generating ideas and questions, as well as posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).