Secondary / ESL Lesson Plan Template -- 2021-2022 Academic Year

Name: Russell Finelsen Lesson Topic: Women in WWI

Content Area: US History II Grade Level(s): 6th grade

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this particular lesson is situated within the current instructional sequence (i.e.,
unit), why this content is important for students to learn, and how you will convey the relevance and significance of this lesson to students.

This lesson will be taught in the third week of a three-week unit about World War I/WWI. Previously, students would have learned about the causes of the
war, the countries involved in the war, the major events and battles of the war, the major industrial changes during the war, and African Americans in WWI.
After this lesson, students will learn about the end of the war, including the Treaty of Versailles.

This content is important for students to learn because students should know how other groups were impacted by the war effort. Most people know that men
went overseas to fight in the war, but some might not know about the sacrifices and contributions women made to support the war effort. Women who
worked in factories helped the economy move forward instead of collapse and increased the supply of weapons. Women who stayed at home decreased meat
consumption so soldiers overseas could eat the meat. Women who enlisted and joined volunteer groups became doctors and telegraph workers overseas.
Despite this, even after the passing of the 19 th Amendment, women were discriminated against and faced bad working conditions. Overall, it is vital that
students know how women helped the nation during the war and how women as a group were affected.

I will convey the relevance and significance of this lesson to students by explaining to them that over time, women played a huge role in society, whether at
home, at work, or overseas, to help support our country, but despite this, even today, women faced discrimination and other negatives, like poor working
conditions. Still, women’s sacrifices were recognized during WWI, which partially led to the ratification of the 19 th Amendment that was fought for since the
1800s. Thus, I will explain to students that across US history, women have worked to support the nation, despite the societal challenges they face, and they
have fought to have their efforts recognized by the rest of the country.

VSOLs/CCSSs Addressed: (some of these overlap across grade levels or are not addressed in its entirety during this short lesson)

USII.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship
by
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;
d) using evidence to draw conclusions and make generalizations;
USII.5 The student will apply social science skills to understand the changing role of the United States from the late nineteenth century through
World War I by
c) evaluating and explaining the reasons for the United States’ involvement in World War I and its international leadership role at the
conclusion of the war.
 Learning Targets
As a result of this lesson, students will...

Explore the following ESSENTIAL QUESTIONS… UNDERSTAND THAT…

How did women support the World War I war effort? Students will understand that women took on an important role in society
during World War I. (U1)

KNOW… BE ABLE TO (DO)...

Students will know the specific jobs women filled to support the war effort. Students will be able to theorize how the economy and society was affected
(K1) when men joined the military effort. (D1)
Students will reflect on what challenges and successes women faced during
World War I. (D2)

Plan for Assessment

As you plan your lesson, think about what evidence you will gather to determine if students have mastered the lesson’s learning targets. Develop a plan for assessing the degree to which your
students have mastered the learning targets in this lesson. Your plan should include at least one formative assessment at a minimum, and may also include diagnostic/pre-assessment or
summative assessments depending on the nature of the learning targets and the placement of the lesson within the context of the unit. Please add/remove tables as needed.

Assessment #1

Learning target(s) for which you will collect data (write out):

Students will understand that women took on an important role in society during World War I. (U1)
Students will know the specific jobs women filled to support the war effort. (K1)
Students will be able to theorize how the economy and society was affected when men joined the military effort. (D1)
Students will reflect on what challenges and successes women faced during World War I. (D2)

Type of Assessment (choose and highlight one): Possible Options: ● Problem set
● Diagnostic Assessment or Pre-Assessment (before the lesson) ● Previous class work ● Strategic questioning
● Graphic organizer ● Learning/response log
● Formative Assessment (during the lesson) ● Journal entry ● Exit ticket
● Think/Pair/Share ● 3-2-1 countdown
● Summative Assessment (after the lesson) ● 1-minute essay ● Other (Practice Paragraph)
Specific Plan (What does the assessment entail, and what evidence will help you determine students’ progress towards the learning target(s)?):

Throughout the lesson, strategic questioning will be used to see if students understand the material. To start the lesson, students will answer questions based
off of a table of military enlistment, which will help them understand that men were enlisting in the military during World War I, which means that men were
not working in the factories. During the lesson, students will be asked several higher-order questions based on the slides and text of the PowerPoint. After the
lesson, students will be asked to reflect and think about how women helped the war effort and how they were affected by helping the war effort. If students
do not answer questions correctly, I will spend time reviewing the material and explaining the content in a different way so they understand the material
better and can answer the questions.

Lesson Sequence

Steps in the Lesson (including Modalities & Resources)
● You should include all steps in the lesson. Please list each step in a new row and indicate the estimated time
frame for completing the step.
● Scripting may or may not be included, but the plan should be explicit and clear enough that another person
would be able to teach from it.
● As you outline each step in the lesson, you should clarify the resources (digital and/or analog) and modalities
to be used. Please use consistent labeling for clarity.
● Guiding questions:
○ What will students be doing during each step?
○ What will you (the instructor) be doing during each step?
○ What directions will need to be provided to students to help them know what to do?
○ How will you transition from one activity to another?
○ How will you help the students see the relevance/importance of what they are learning?
○ Is the plan clear enough that another individual would be able to teach from it?
○ What grouping modes will be used during this step of the lesson -- whole group, small group, individual?
○ What specific digital and/or analog resources will be utilized during this step of the lesson?
Planning for Learner Diversity / Instructional Scaffolds
● You should identify specific ways you plan to ensure equity and
inclusion by building on learners’ diversity.
● Guiding questions:
○ How can you leverage students’ prior experiences and assets in this
step of the lesson?
○ How does this step address and build on learner diversity to ensure
equity?
○ What challenges/ opportunities/barriers might exist for individuals
or groups of learners in accessing content and learning activities in
this step of the lesson?
○ How will you utilize Universal Design for Learning (UDL) and/or
differentiation so that all students can access the content and
learning activities?
○ What feedback can you provide to acknowledge and value each
student’s contributions?

Time Steps in the Lesson (including Modalities & Resources Utilized) Planning for Student
frame Diversity / Instructional
Scaffolds

5 min Introduction to the lesson: As students walk in, they will pick up the notes sheet from the basket This introduction will see
next to the door, as a part of the already established bell-ringer routine in the classroom. After how much students
making sure students are seated and paying attention, I will direct them to the first slide of the remembered from
PowerPoint, which will include a graph of US military enlistment between 1914 and 1918. After previous lessons, and we
letting them look at the graph for a minute, I will ask them these questions: will connect that content
1. Is military enlistment between 1914 and 1918 increasing, decreasing, or staying around the to this lesson.
 same?
2. Why is military enlistment so low in 1914 and 1915, despite World War I having already
started?
3. Who do you think is joining the military?
These questions will tell me if students remember the details of US involvement in the war and the
Selective Service Act, which I can review if they do not remember. I will then connect this table to
women: if men are going to the front lines to fight in the war, they are not working in the factories,
which means those jobs are being taken over by women.

5 min Notes instructions: I will explain the goals and content of the lesson, and I will explain to students
how to fill out the notes sheet. A slide in the PowerPoint also provides instructions, which I will use
to help explain the directions.

30 min Lesson: I will lead a lesson about women in World War I. During the lesson, I will model to students Some students will be
how to fill out the notes sheet, as the PowerPoint shows the specific places where students should given a notes sheet that
be writing in important terms and phrases. During the lesson, I will walk around the classroom, will already be filled out
making sure students are taking notes and paying attention. During the lesson, I have included since they have behavioral
several questions which I will ask students, and I will call on students to raise their hands to answer. challenges, which will
These questions will be focused on critical thinking about the material, to get students thinking make it easier for them to
about why women worked in factories, enlisted in the military, or changed their cooking practices follow along to the lesson.
and how they were treated and impacted once they joined the war effort. During the lesson, I will
answer any questions that arise.

10 min Reflection: If students have no questions, I will ask students to reflect on the lesson and think about
their answers to two more questions:
1. How did women help the war effort?
2. How were women impacted due to their support for the war effort?
I will ask students to raise their hands to answer the question. This will serve as the culminative
summative assessment for the lesson, ensuring students understood the material for the lesson.
After these questions are answered, I will instruct and show students where to put their notes sheet
in their binder.
Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary instructional supplies, materials, and sources.
Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity.

Women in WWI PowerPoint

Women in WWI Notes Sheet
 Name
Date
Block
Notes: Women in WWI
Directions: Fill in the blanks below based on the PowerPoint. When
you see an underlined word in the PowerPoint, write in the word in the
blank on this sheet. 

1. Before WWI, men mostly worked in __________ and _____________. 

2. Women mostly were ______________. 

3. Women were not allowed to ________ or ____________________________. 

4. Congress passed the _________________________, which meant men aged

21-30 years old had to register for the draft. 

5. When men joined the war, they left behind jobs in the factories. Despite some

hesitancy, factory owners started to hire ________ to work in the factories. 

6. Women were paid ______ than men. Women worked in ___________

conditions. 

7. Women joined the _____________ and the ____________________. Women

enlisted in the Navy as _____________. 

8. The _____ Amendment was ratified in 1920, and it gave all women the right to

vote.