Works Consulted

Primary Sources

Alsbaugh, Vicki. "Interview With Mrs. Alsbaugh." Telephone interview. 11 May 2012. Through Nancy Mayeno, a five year old in the Japanese internment camps during WWII, I was able to contact Vicki Alsbaugh. This interview is a primary source because Vicki Alsbaugh is directly related to my topic, as she worked during WWII, and she was able to give first-hand accounts about her experiences during that time period.

Blakney, June. "Interview With Mrs. Blakney." Telephone interview. 12 May 2012. Through Nancy Mayeno, a five year old in the Japanese internment camps during WWII, I was able to contact June Blakney. This interview is a primary source because June Blakney is directly related to my topic, as she worked during WWII, and she was able to give firsthand accounts about her experiences during that time period.

Bubley, Esther. Washington, D.C. Sue, a Waitress at the Sea Grill Serving Beer. 1943. Library of Congress. Web. 16 Feb. 2012. This photograph is a primary source because it is from the time of WWII, the period I am studying. I used it in my interactive element on my revolution page. Carter, Frances. Interview with Dr. Carter. Telephone interview. 29 Nov. 2011. This interview was extremely helpful and was a great source. Dr. Carter was a Rosie the Riveter, so she had first-hand knowledge on being one that she contributed to my report. She is also a professor, so she provided a great analysis of the event.

Eckrem, Jeanne. "Interview With Mrs. Eckrem." Telephone interview. 11 May 2012.

Through

Nancy Mayeno, a five year old in the Japanese internment camps during WWII, I was able to contact Jeanne Eckrem. This interview is a primary source because Jeanne Eckrem is directly related to my topic, as she worked during WWII, and she was able to give first-hand accounts about her experiences during that time period.

Four Vagabonds. "Rosie the Riveter." Rec. 1942. Sentimental Journey - WWII Project. 1942. This recording of "Rosie the Riveter" is a primary source because it is from the time of my topic and directly relating to my topic. It is playing on the Rosie the Riveter page of my website.

Fox, Phyllis. "Interview With Mrs. Fox." Telephone interview. 12 May 2012.

Through Nancy

Mayeno, a five year old in the Japanese internment camps during WWII, I was able to contact Phyllis Fox. This interview is a primary source because Phyllis Fox is directly related to my topic, as she worked during WWII, and she was able to give first-hand accounts about her experiences during that time period.

Frisbee, Bill. "Interview with Mr. Frisbee." Telephone interview. 05 Apr. 2012. I called my grandparents to ask them if they remembered what their moms did during WWII. I was able to record my grandfather talking about his mom, and used it as audio in my website (with permission). It is a primary source because my grandfather remembers well his mother at work during WWII. I was able to use the recording in my website.

Frisbee, Margaret. "Interview with Mrs. Frisbee." Telephone interview. 05 Apr. 2012.

I called

my grandparents and asked them if they remembered their moms working during WWII.

My grandmother remembers her mom staying at home to watch the kids and her grandmother. I was able to record our interview and included a recording in my website. It is a primary source because it she was alive and remembers well when her mother stayed home and watched her and her siblings during WWII.

Howe, Yvonne. "Interview with Ms. Howe." Telephone interview. 04 Apr. 2012. I found Yvonne Howe in the 2012 Rosie calendar from the Museum of Flight and contacted her. This is a primary source because it is a first-hand account of my topic. I was able to use a quotation from our conversation in my website (with permission).

Johnson, Hugh S. "Reasons Explained for Their Rise in Gainful Employment." Centralia Daily Chronicle. 8 Feb. 1940: 12. Access Newspaper Archive. Web. 22 Nov. 2011. This article was important to my research for my report because it contained an opinionated view against women working during WWII and the events that may have resulted from it. It was useful to have different views to contrast in my report, so I am glad that I found this very informational resource.

Leland, B.B. "Interview with Mrs. Leland." Personal interview. 04 Apr. 2012. My dad and I went to our local Veterans of Foreign Wars Hall in Redmond, Washington, where I met B.B. Leland. Mrs. Leland was a telephone operator during World War II. It is a primary source because Mrs. Leland was alive during WWII and gives a firsthand account of my topic. My interview with her was important to my website because I was able to get information on the context of WWII and the view of someone who did not have a war production job during the war and was able to keep her same job after the war. I used quotations from this interview (with permission) on my website.

Mieth, Hansel. Rosie the Riveter, Mare Island Shipyard, CA. 1942. Library of Congress. Web. 16 Feb. 2012. This photograph is a primary source because it is from the time of WWII, the period I am studying. I used it in my interactive element on my revolution page.

Manpower. 1942. Office of War Information Bureau of Motion Pictures. Alexander Street Press. Web. 27 Dec. 2011. This video is a primary source because it relates directly to my topic and was a first-hand account. I used multiple clips from it in my website as multimedia.

Myrick, Mable. "Interview with Mrs. Myrick." E-mail interview. 07 Apr. 2012. My interview with Mrs. Myrick is a primary source because she experienced the time period I created my project on and she gave first-hand accounts of her experience. I had emailed Mrs. Myrick before the state competition, but I did not receive word from her until April 7th, and my website had been locked out on the 5th. However, as I moved on to the national competition, I was able to use the insights that Mrs. Myrick gave in my website as quotations (with permission).

Sibley, Shirley. "Interview With Mrs. Sibley." Telephone interview. 11 May 2012. Through Nancy Mayeno, a five year old in the Japanese internment camps during WWII, I was able to contact Shirley Sibley. This interview is a primary source because Shirley Sibley is directly related to my topic, as she worked during WWII, and she was able to give first-hand accounts about her experiences during that time period.

War Gardens for Victory. 1939-1945. Library of Congress. Web. 16 Feb. 2012. This video is a primary source because it relates directly to my topic and was a first-had account. I used multiple clips from it in my website as multimedia.

Womanpower. Military policewoman. 1942. Library of Congress. Web. 16 Feb. 2012. This photograph is a primary source because it is from the time of WWII, the period I am studying. I used it in my interactive element on my revolution page.

Palmer, Alfred T. Women Welders on the Way to Their Job at the Todd Erie Basin Dry Dock. 1943. Photograph. Library of Congress. Library of Congress. Web. 05 Apr. 2012. <http://http://www.loc.gov/pictures/item/owi2001045859/PP/>. This photograph of women welders during WWII is a primary source because it was from the time of my topic and directly related to my topic. It is in the photo gallery on the revolution page.

Roosevelt, Eleanor. ""My Day"." 1 Sept. (1942). Texas Woman's University. Web. 29 Dec. 2011. <http://www.twu.edu/downloads/library/myday_eleanor.pdf>. This source is primary because it is a first-had account from Eleanor Roosevelt during and about my topic. I used the image of the document in my website as a multimedia element.

"Roosevelt, Franklin D." Library of Congress. Prints and Photographs Division. American History Online. Facts On File, Inc. http://www.fofweb.com/activelink2.asp?ItemID=WE52&iPin=LPIC0060&SingleRecord =True (accessed January 9, 2012). This image is a picture of the United States 32nd president, Franklin D. Roosevelt. It did not lead to future research nor add to my information, but it did prove a relevant picture to include as a visual in my website. It is a primary source as Roosevelt was president during the Great Depression and During World War II.

Rosener, Ann. Women in Essential Services. Ethel Peterson, Twenty-Seven, an Expert Lift-Truck Operator at the Paraffine Company in Emeryville, California. Her Job Demands Manual Skill and Excellent Driving Judgment, for Sharp Curves Must Be Rounded and the Cargo Must Be Handled With Precision and Speed at All Times. 1943. Photograph. Library of Congress. Library of Congress. Web. 10 May 2012. <http://www.loc.gov/pictures/item/oem2002008213/PP/>. This photo is a primary

source because it is from the time that I am researching and directly relates to my topic. It is shown in the slide show on my Revolution page. It shows a woman operating a lifttruck.

Rosener, Ann. Women in Essential Services. Ex-fountain Girl Anita Robinson Unloads Freight Cars at the Paraffine Company in Emeryville, California. She's One of Many Women Workers Who Are Taking Over Essential Jobs in Industry. 1943. Photograph. Library of Congress. Library of Congress. Web. 05 Apr. 2012. <http://http://www.loc.gov/pictures/item/oem2002008215/PP/>. This photograph of a woman unloading freight cars during WWII is a primary source because it is from the time period of my topic and directly related to it. It is in the slide show on the revolution page.

Rosener, Ann. Women in Essential Services. Formerly a Salesgirl, Librarian, and Sixth-Grade School Teacher, Grace Northrup, of San Francisco, Has Been Repairing and Serving Cars for the Past Six Months. She's Becoming an Expert in This Field Once Open Only to Men. 1943. Photograph. Library of Congress. Library of Congress. Web. 8 May 2012. <http://www.loc.gov/pictures/item/oem2002008212/PP/>. This photo is a primary

source because it is from the time that I am researching and directly relates to my topic. It is shown in the slide show on my Revolution page. It shows a woman repairing a car, which shows how women took on many different positions that they previously couldn't Rosener, Ann. Women in Essential Services. Member of the Oakland, California Women's Safety Traffic Reserve, Mrs. E.K. Sabel Helps to Relieve the Shortage of Traffic Policemen by Guarding School Zones. 1943. Photograph. Library of Congress. Library of Congress. Web. 10 May 2012. <http://www.loc.gov/pictures/item/oem2002008211/PP/>. This photograph is a primary source because it is a primary source because it is from the time that I am researching and directly relates to my topic. It is shown in the slide show on my Revolution page. It shows a woman volunteering as a cross guard so that more policemen may be free to work.

Rosener, Ann. Women in Essential Services. Ruth Anderson, San Francisco's Only Woman Radio News Reporter, Has Entered a Field Formerly Open Only to Men. A Graduate of Radio Soap Operas, Miss Anderson Began Her Newscasts Last October on a Probational Basis and Has Been Editing, Preparing and Broadcasting Reports on World News Ever since. 1943. Photograph. Library of Congress. Library of Congress. Web. 9 May 2012. <http://www.loc.gov/pictures/item/oem2002008221/PP/>. This photograph is a

primary source because it is a primary source because it is from the time that I am researching and directly relates to my topic. It is shown in the slide show on my Revolution page. It shows a woman working as a radio reporter during WWII.

Rosener, Ann. Women in Essential Services. Women Bus Drivers Help Expedite America's Transportation Problems. 1943. Photograph. Library of Congress. Library of Congress.

Web. 05 Apr. 2012. <http://www.loc.gov/pictures/item/oem2002008220/PP/>. This photograph of a woman driving a bus during the time of WWII is a primary source because it relates directly to my topic and was from the time period of my topic. It is in the photo gallery on the revolution page.

Shaffer, Frank. "Finance Trade and Industry: To the Ladies, Bless Them All." Charleston Daily Mail 26 Nov. 1965: 30. Web. 12 Oct. 2011. This newspaper article is a primary source because it is written during the timeframe of what I am researching is a firsthand account. This was useful to me because it gave information on how women are maintaining jobs after WWII ended and how they continue to work. It is important to my website because it discusses how women could work after WWII. Soviet Commissar Molotovs Secret Visit to the U.S. 1942. United Newsreel Cooperation. Alexander Street Press. Web. 27 Dec. 2011. I used the clip from this video titled Child Nurseries Release Women for War Work in my website as multimedia. It is a primary source because it relates directly to my topic and is a first-hand account of it.

St. Ann's Circle, "Predicts Millions of Women in War Work This Year." Cedar Rapids Tribune 2. Apr. 1942: 6. Web. 12 Oct. 2011. This is a primary source because it is a newspaper article from the period of time I am doing my project on. This article relates to my topic because it explains the necessity of women to join the workforce and hold war related production occupations. It also explains the opinions of a woman who believes women should receive equal opportunities as men in the work force.

Strictly Personal. 1963. United States Army. Web. 27 Dec. 2011. I used the version of the song Colonel Bogey March from this Womens Army Corp training video in my Website. The original song related to my topic, was important to WWII and a first-hand account from it, so this source is primary.

U.S. Bombers Blast Jap Bases. 1942. United Newsreel Cooperation. Alexander Street Press. Web. 27 Dec. 2011. I used the clip from this video titled America Salutes Women Workers in War Efforts in my website as multimedia. It is a primary source because it relates directly to my topic and is a first-hand account of it.

U.S. Congress. "Lend-Lease Act." United States Statutes at Large, 77th Cong. 1st. Sess. p. 3133. American History Online. Facts On File, Inc. http://www.fofweb.com/activelink2.asp? ItemID=WE52&iPin=E01020&SingleRecord=True (accessed January 12, 2012). This document helped me to get a historical context of the United States on the Second World War. It is a primary source because it is directly related to my topic as it discusses World War II, which was the cause of the revolution, reaction, and reform I discuss. It was not a very important source in my research, although it was primary.

U.S. Congress. "Neutrality Act, 1939." United States Statutes at Large, 76th Cong., Sess. II, Chp. 2, p. 4-12. American History Online. Facts On File, Inc. http://www.fofweb.com/activelink2.asp? ItemID=WE52&iPin=E01900&SingleRecord=True (accessed January 13, 2012). This is a primary source, as it is a U.S. Congress document from the time of my topic. It

provided background information and historical context from World War II. It was not very important to my research, although it did provide needed facts and a primary source.

"U.S. Film Recruits Women into the Industrial Sector during World War II." The WPA Film Library. WMV video file. American History Online. Facts On File, Inc. <http://www.fofweb.com/activelink2.asp?ItemID=WE52&iPin=WPA0374&SingleRecor d=True> (accessed October 16, 2011). This video is a primary source because it was made in the timeframe of my topic, being produced in 1943, and is a firsthand opinion and experience related to my topic. It explains the different roles in the work force women are taking as more job opportunities open up because of men fighting overseas in WWII. It also explains the worries people are having because women are working because they feel men will not be able to get their jobs back when they come back from the war or feel that by women working, no one will be taking care of the homes and husbands will not be able to support their wives. I was able to get an insight of how and why some of society in the USA opposed women joining the work force.

Williams, Adel. "Interview with Adel Williams." Telephone interview. 10 May 2012.

My

interview with Mrs. Williams is a primary source because Mrs. Williams can give her first-hand accounts of WWII and she experienced the time period I did my project on. This interview was extremely helpful because some of what Mrs. Williams said fit the topic of a couple of my pages exactly, so I was able to use the audio of the recording of my interview (with permission) of her, which meant I was able to use less text, allowing me to not go over the word limit.

"Women in the Armed Forces and War Industry during World War II." The WPA Film Library. WMV video file. American History Online. Facts On File, Inc. <http://www.fofweb.com/activelink2.asp?ItemID=WE52&iPin=WPA0373&SingleRecor d=True> (accessed October 16, 2011). This video is a primary source because it was created at the time of the topic I am researching, having been produced in 1943. It relates to my topic on the jobs of women being impacted by WWII because it explains the new roles women are taking on now that most men are fighting and less people are available on the home front to work. It also shows how women can receive training to do war related production jobs and why women would want to do those types of jobs. It was useful to my research because I received some opinions of women who were in war related production through watching it.

Woman Working on Airplane Engine During World War II. 1943. Photograph. Library of Congress. Library of Congress. Web. 10 May 2012. <http://www.loc.gov/pictures/item/2002706310/>. This photo is a primary source

because it is from the time that I am researching and directly relates to my topic. It is shown in the slide show on my Revolution page. It shows a woman working on an airplane engine.

Secondary Sources

Colman, Penny. Rosie The Riveter: Women Working on the Home Front in World War II. New York: Crown Publishers, 1995. Print. This book is a secondary source because it was

written after the time period I am writing about and is not a firsthand experience or opinion, but is written based off of experiences. The book explains the role women took during WWII on the USA home front and how their positions changed. It explained the new opportunities available to them and their impact on the war. It was valuable to my project as I used many quotations from it and statistics. I also used multiple pictures from it, including the three appearing under the main title on every page.

Frahm, Jill. "Women's Status and Rights, 19291945." In Jeffries, John W., and Gary B. Nash, eds. Encyclopedia of American History: The Great Depression and World War II, 1929 to 1945, Revised Edition (Volume VIII). New York: Facts On File, Inc., 2010. American History Online. Facts On File, Inc. <http://www.fofweb.com/activelink2.asp?ItemID=WE52&iPin=EAHVIII334&SingleRe cord=True> (accessed October 16, 2011). This is a secondary source because it was written after the time period I am creating my website on and is not a firsthand experience from that time. This source is relevant to my topic because it explains how the social position and view of women changed and reformed during the Great Depression and WWII. It also explained how the positions of women in the work force changed. I used several quotations from it in my website, so it is a significant source.

Giel, Janet Z. "Women's Movement." World Book. Chicago: World Book, 2011. 383. Print. This encyclopedia entry is a secondary source because it was not written in the time period of the subject I am writing about and is not a firsthand experience on it. It contained information on how women have been gaining rights and have been receiving more and more equal standards to men over the past centuries. It was important to my

project because a part of it explained how WWII impacted women and how employment rates for women during that time increased.

Harvey, Sheridan. "Rosie the Riveter: Real Women Workers in World War II." Journeys & Crossings Library of Congress. loc.gov, 20 July 2010. Library of Congress. Web. 10 Jan. 2012. <http://www.loc.gov/rr/program/journey/rosie-transcript.html>. I used this source for information on Rosie the Riveter and as an analysis of women working during World War II. I also used it to write up most of the text on my Rosie the Riveter page. It was a secondary resource because it was not made during World War II.

Hartmann, "Women, war, and the limits of change." National Forum. 01 Sep. 1995: 15. eLibrary. Web. 07 Dec. 2011. This article was valuable to my research as it contained many facts and statistics, which are important in any report. This article effectively displayed both sides of any disputes on the idea of women working during WWII, and did not really take sides. That supplies me with accurate information and the contrasting of different opinions, while at the same time hinting that most change did not occur until World War II ended.

Hoppes, Jonna. Just Doing My Job: Stories of Service From WWII. Santa Monica, CA: Santa Monica Press, 2006: 160-170. This novel was very helpful to my research, as it was made of primary sources in the form of personal experiences, although it was a secondary source. I found personal opinions and have more reasons of why women would want to work during WWII that was valuable to my report. It was important to find personal experiences and personal viewpoints of an event, as it adds different viewpoints to my report, and this selection from the book did that.

Jeffries, John W. "American home front during World War II." In Jeffries, John W., and Gary B. Nash, eds. Encyclopedia of American History: The Great Depression and World War II, 1929 to 1945, Revised Edition (Volume VIII). New York: Facts On File, Inc., 2010. American History Online. Facts On File, Inc. <http://www.fofweb.com/activelink2.asp?ItemID=WE52&iPin=EAHVIII339&SingleRe cord=True> (accessed October 16, 2011). This article is a secondary source because it was not written during the time period of my subject and is not a firsthand experience. It is related to my topic because it explained how men had to leave to fight in WWII, handing over the supplying for the workforce to women. It also explained how women received new job opportunities because of the war. I was able to use this because I got a better insight of the bigger picture on why women had to fill in for the men and it contained needed background information.

Kessler-Harris, Alice. Women Have Always Worked: A Historical Overview. Old Westbury, NY: The Feminist Press, 1981. 138-44. Print. This source is a secondary source because it wasnt written in the time that I am doing my project on and it is an analysis of the events, and not a first-hand account. It was helpful because I was able to use multiple quotations from it in my website on the Historical Context, Reaction, and It Began With Them.

Library of Congress Researchers. "Dorothea Lange's "Migrant Mother" Photographs in the Farm Security Administration Collection: An Overview." loc.gov. Library of Congress, 22 Oct. 2010. Web. 16 Jan. 2012. <http://www.loc.gov/rr/print/list/128_migm.html>. I used this website to find information about the photograph "Migrant Mother" which I included in

my website. It is a secondary source as it is an analysis of the event I am studying, not a first-hand account.

Microsoft. Fifty Stars and Thirteen Stripes Making the American Flag. Microsoft Clip Art. I used this Clip Art as the transition hyperlinks in-between my website pages. It is a secondary source because it is not directly related to my topic. It did not help me in my research.

Mishra, Patit Paban. "World War II." In Ackermann, Marsha E., Michael Schroeder, Janice J. Terry, Jiu-Hwa Lo Upshur, and Mark F. Whitters, eds. Encyclopedia of World History: Crisis and Achievement, 1900 to 1950, vol. 5. New York: Facts On File, Inc., 2008. Modern World History Online. Facts On File, Inc. http://www.fofweb.com/activelink2.asp? ItemID=WE53&iPin=WHV317&SingleRecord=True (accessed January 10, 2012). This article provided preliminary research and provided background information, historical context, and a bigger picture of the struggles world-wide as my topic was experienced. I used the information from it to help me understand what was going on historically and to add some information in text to my website. It is a secondary source because it was written after World War II and the time surrounding it and it provides an analysis of the event, rather than a firsthand experience.

Rupp, Leila J. Mobilizing Women For War: German and American Propaganda, 1939-1945. Princeton: Princeton University Press, 1978. Print. This book provided insightful information on propaganda during World War II in the US and Germany. It is a secondary source because it was written after the war and is an analysis of the event, not

a first-hand account. I used multiple pictures from the book in my website as multimedia.

Piehler, G. Kurt. "Women in the Navy: World War II." Daily Life through History. ABC-CLIO, 2011. Web. 15 Nov. 2011. This article provided information on one specific job women could work during World War II: working in the navy. The article was a contributor to my report as it provided a different view on jobs women could take during WWII and the extent of duties they were allowed to take while in that job. Reading this article also led to future research which aided my report.

Stokesbury, James L. "World War II." World Book Student. World Book, 2011. Web. 16 Oct. 2011. <http://www.worldbookonline.com/student/article?id=ar610460&st=world+war+ii+and+ jo>. This encyclopedia article is a secondary source because it is not a firsthand experience, nor was it written during the timeframe of my subject. The entry gave an overview of WWII, but I focused on the part that explained how the role of women changed over the course of WWII. This article was valuable to my research because it gave an overview of my topic and was a good "jumping off point" to find resources.

"World War II: Women in the Work Force during World War II." National Archives. N.p., n.d. Ask. Web. 15 Oct. 2011. <http://www.archives.gov/southeast/education/resources-bystate/wwii-women.html>. This viewpoint is a secondary source because it was not written at the time of its subject and is not a firsthand experience relating to the point. It gave an economic turn of how the increasing amount of jobs women received due to WWII impacted the USA. It gave important information to my research because of its

economic viewpoint and it was an overview that became a good reference point of my research.

Zeff, Dan. "Bridge on the River Kwai, The." World Book Student. World Book, 2012. Web. 11 Jan. 2012. <http://www.worldbookonline.com/student/article?id=ar748864&st=colonel+bogey+mar ch>. This article was a secondary source because it was not a first-hand experience. I used it to find more about the song "Colonel Bogey March" which I used on the "Home" page of my website.