Teaching World War I in the 21st Century 1 | Page 44
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Documents listed above
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Print one set of documents for each table group.
Materials:
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Evidence Chart
World War I and the 19th Amendment Rubric
Lesson Preparation:
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Print one Evidence Chart and one Rubric per student.
If possible, try to have work in groups with both genders to get a variety of ideas generated.
At a series of tables, have the students review each of the above documents. Each table group should contain three
to four students.
Procedure:
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Each table should have the evidence printed out or linked so the students can gather information.
Students can take notes on each piece or fill in the evidence chart.
Ultimately, the students should be able to gather sufficient evidence to answer the essential question in an essay,
within a larger class discussion, or as a documentary or presentation.
The Rubric has a basic scoring guide and a question for students to use on an essay.
Assessment Materials:
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Question: How did the contributions of women in the military and at home during World War I impact the passage
of the19th Amendment? In a well-written essay, use evidence from the documents provided to support your
argument.
Students can research primary or secondary source documents that would support one side or another of the
argument. You may want to direct their search to sites such as the Library of Congress (www.loc.gov) or the
National Archives (www.nara.gov).
Methods for Extension:
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For students with special needs or English language learners, model the collection and examination of evidence
with the students. Focus in on the Who? What? Where? Why? and When? Talk aloud about what you notice,
interesting points, and subtle points. Work with the students on gathering the evidence and documenting their
finds one piece at a time. Then look for common themes, ideas, and messages that emerge from the evidence.
Adaptations:
Scan for additional resources (including
links to the documents and materials) or
visit http://www.nhd.org/WWI.htm.
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Lesson Plans & Activities