historical question - digital collections

Draw conclusions and explain how post World War One society impacted the roles and the country’s views of women? Developed July 2017

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Historical Question Using the primary source documents in this DBQ and what you already know about this subject in history, draw conclusions and explain how post World War One society impacted the roles and the country’s views of women? Introduction to DBQ Women have played an important role in our country’s history and have contributed to historical changes since the Revolution. This DBQ will focus on the advancements for women that occurred right after World War One and how the societal view of women changed. The 19th Amendment for a Women’s Right to Vote occurred on August 18th, 1920. Teacher reflections questions- Why was the war a change agent for Suffrage? What evidence supports the claim that WW1 helped to change the thoughts and viewpoints of women? How and why does a major event influence change? SC Standard(s) Social Studies Standard 1: Demonstrate an understanding of the economic, political, and social effects of expansion and industrialization on the United States and South Carolina between 1860–1910. 5.1.CC Summarize how imperialism and economic expansion impacted the experiences of different groups and shaped American cultural identities. English Language Arts 5.I. 3.1 Develop a plan of action for collecting relevant information from primary and secondary sources. 5.I. 3.2 Organize and categorize important information; collaborate to validate or revise thinking; report relevant findings. 5.I.4.1 Draw logical conclusions from relationships and patterns discovered during the inquiry process. 5.MC. 5.1 Quote accurately from a text to analyze meaning in and beyond the text. 5.LCCS.8.2 Apply knowledge of text features in multiple sources to gain meaning or solve a problem. 5.LCC.10.1 Compare and contrast a primary and secondary account of the same event or topic. 5.LCC.11.1 Apply knowledge of text structures across multiple texts to locate information and gain meaning. 5.LCC.11.2 Explain how an author uses reasons and evidence to support particular points, identifying which reasons and evidence support which points. 5.RC.12.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers. 5 W.Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content DOK Level 4 -Extended Thinking 3- Strategic Thinking


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Materials ● Chart Paper ● Access or copies of the documents ● Markers ● Paper and Pencil ● Dictionaries and/or electronic resource to define words

Teacher Guide World War One is not a huge standard in our 5th grade curriculum. Yet its impacts on society are felt even today. This DBQ helps the students see that a major event helped to push the Suffrage Movement to its height, the passing of the 19th Amendment on Aug. 18th, 1920. The students have been introduced to the Seneca Falls Convention but women like Elizabeth Cady Stanton and Susan B. Anthony’s legacy were not realized until society viewed women as capable of voting. As your students explore the documents they will see areas where women filled in the gaps while the men were away at war. They will hear politicians and journalists cry out the need to let them vote. They will see the attitudes change. As noted above, the students will utilize the Historical Thinking Skill of causation-tracing historical occurrences to their roots and analyzing the effects on environments, ideas and people. Also the students will learn the skills of evidence and context. Evidence-looking for details that explain the document. Context-creating connections between sources, events, and time periods to create a bigger picture in addition to adding to depth of knowledge. All three skills will be utilized to draw conclusions, but the Historical Question is wanting a causation answer. You, as the educator, can decide the way you would like to teach it to the class. Below will be a few suggestions for you to start thinking about. At the culmination of this DBQ, students should choose a Final Project Activity. These choices are not limited. Allow the students to use voice and choice in their activity. Activities should be chosen in accordance with student ability level. Final Project Ideas

● The student will write an essay answering the question using the documented evidence. ● The students can create a mind map depicting the answer for the question. ● The students will create a video depicting the answer. ● Graphic organizers with oral presentation of answer

Suggestions for Differentiation:

● In small groups or partners pass out all the documents and the Historical Question. Let the students explore the documents on their own using the guiding questions and come to their own conclusions. Then as a whole group discuss how the documents helped to answer the question. Then the small groups go back to their desks and create a chart or poster to answer the question to share out.

● Keep the students in groups but break the DBQ into segments and teach it one document at a time. You can use the guiding questions for the class discussion as you work through the documents. Then give the groups chart paper to answer the question.


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● Place the students in partners and give them the documents. Have the students work with the questions and documents and meet with each partnership. Then have them create a Google Doc to write an essay answering the question. Make sure they have an outline of the expectations on the essay. For example, begin by rewording the question into a statement, then create a thesis statement that answers the question. Then write the evidence and explanations to justify your thesis viewpoint. Then share out the essays with the class to discuss as a group.

Accommodation/Modification possibilities:

● Arrange peer tutor/partnerships during/after the lesson ● Use Google Translate for ESL student ● Arrange multiple ways to accommodate assessments ● Extend time allowance ● For any other accommodations or modifications needed per student, review IEP, Gifted

Plans, 504 Plans, or ESL Plans as currently written

Literature (to use to build background knowledge if you need it): ● Jones, E. M. (2010). The Night Flyers. NY: Windmill Bks.

● Levine, B. S. (2002). When Christmas comes again the World War I diary of Simone Spencer. New York: Scholastic.

● Rockliff, M., & Hooper, H. (2016). Around America to win the vote: Two suffragists, a

kitten, and 10,000 miles. Somerville, MA: Candlewick Press

Historical Thinking Skill: Causation

Historical Thinking Skills are used by historians to study events from the past. These skills give a framework for students to think historically. You will find as you work through these skills that they mirror many ELA standards and will support Text Dependent Analysis. The Historical Thinking Skill addressed in this DBQ is Causation. Causation is tracing historical occurrences to their roots and analyzing the effects on environments, ideas and people. Students must take the various documents and analyze them for the change and attitude toward women in a post World War 1 society. They should connect the causation of The Great War to the passing of the 19th amendment giving women the right to vote. Also the students need to talk about how the roles of women changed after The Great War and why they believe that based on the documents provided. Websites to give you more background- http://historicalthinking.ca/historical-thinking-concepts http://teachinghistory.org/historical-thinking-intro Scaffolding of Historical Thinking Skills Teaching History is more than dates, events, and facts, it requires deep thinking, and looking at events/periods in history from different perspectives. A way to introduce history to students is to treat them like mysteries or cases they need to solve and this will motivate them to have a vested

http://historicalthinking.ca/historical-thinking-concepts

http://teachinghistory.org/historical-thinking-intro


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interest in their learning. It will become meaningful to them. The first step in teaching elementary students to think like a historian is to make sure they are able to delineate between fiction and evidence-based historical narratives. One way they can do this, they should be able to take all of the evidence and categorize it with the 5 W’s. After they have done this then they can ask the question, “ How are these things related?”. This teaches them how to synthesize the information. Teaching the historical thinking skills takes much modeling and practice, so the students will have a command of the skills. When analyzing a document, article, advertisement, political cartoon, graph/charts, or maps (should have a variety of text, audio and visual sources if applicable), gradual release should be used to demonstrate how to analyze the documents correctly. Students should be able to observe the item (in quadrants) record their findings (evidence) and then deduce a conclusion. With guidance, show the students how this event/period of time influences other things within the course of history. (Causation) They should also realize that an event going on in one place, but that other events can go on in others at the same time. (Continuity and Change over time). Teaching History is about using real primary and secondary sources, and taking the time to look over the plethora of historical resources that are available to us. It is more than just beginning a textbook and going from beginning to end. History requires a hands-on approach. To begin analyzing primary sources, the Library of Congress is a good place to start, and has a wonderful selection of graphic organizers to gets started. (http://www.loc.gov/teachers/usingprimarysources/guides.html) You will use all the Historical Thinking Skills with your evidence but the Historical Question on your DBQ may ask you to answer from the lens of one skill. The above links will give you an overview of the skills. These skills can be taught throughout the year. These skills grow critical thinking skills in not just social studies but will transfer into other subjects. Source A Baker, E. H. (1970, January 01). For every fighter a woman worker Y.W.C.A. : Back our second line of defense /. Retrieved July 17, 2017, from http://www.loc.gov/pictures/item/98507935/

http://www.loc.gov/teachers/usingprimarysources/guides.html


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Guiding Questions

1) When was the document created? What does that tell you? (Think about what is going on during this time period in history)

2) Look at the women….compare and contrast their clothing? What do you notice? What does each outfit symbolize?

3) What message do you believe the artist is trying to send by painting it? 4) What questions do you have that this document has not answered? Write them down for

further inquiry. Source B


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United War Work Telephone Brigade. "United War Work Campaign, Women's Work Division, State of Wisconsin, United War Work Telephone Brigade." (Milwaukee? Wis: The Brigade, 1918); online facsimile athttp://www.wisconsinhistory.org/turningpoints/search.asp?id=1021

This is an advertisement/article explaining the United war Work Campaign.

http://www.wisconsinhistory.org/turningpoints/search.asp?id=1021


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Transcript of United War Work Campaign, Women's Work Division, State of Wisconsin, United War Work Telephone Brigade ….. United War Work Campaign WOMAN'S WORK DIVISION State of Wisconsin UNITED WAR WORK TELEPHONE BRIGADE '' Hello. . . Is that Mrs. B— 1 Oh, I'm so glad to get you, for you are always so busy. . . Yes, we are all working at top speed these days in war work of one kind or another. I don't know any slackers, do you? . . . But we always manage to do a little bit more, don't we? And I am just calling up to tell you about the Campaign . . . What? . . . Oh, the Fourth Liberty Loan Campaign is all over now, you know. What I wanted to tell you about just now is the For The Boys Over There United War Work Campaign Nov. 11-19,1918 $1 a week too much to spend for the cheer and comfort of our soldier and sailor lads, do you ? "Even if a victorious peace should come in a year," said Mr. Rockefeller, "it would be another twelve months before our men can be returned home. ……."Now that we are nearing the end, the need for the care of the boys in France is greater than ever before. Any relaxation now of our united efforts in their behalf will mean that our men may come home wounded in soul. These organizations will be vital to the manhood of our men overseas for at least twelve months after peace is declared." ….."Well, it would take hours for me to tell you, for every one of these organizations is doing- big things, but perhaps I could give you a 'bird's-eye view' —for I don't think very many people realize that the Y. M. C. A., all have 'huts,' not only at the train- BOARD ing camps in this country, but over there at the front. ; . . Yes, they have, and these huts serve for almost every sort of thing you can think of. The preachers, priests and rabbis hold services in them for soldiers ; they are clubs when the men want to read, write or rest; theatres when they have motion pictures, plays, concerts, lectures, etc.; gymnasiums when used for athletics and recreation, and schools when classes in French and all the other branches the boys want to study, are conducted. Guiding Questions

1) What conclusions can you draw from this document? 2) Does it give you more information about Source A? 3) What connections can you make about both documents? How do both documents relate? 4) Why do you believe this document was chosen?


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Source C

Women seated at table, inspecting 45 automatic pistol parts, at Colt's Patent Fire Arms Plant, Hartford, Connecticut

Published between 1914 and 1918 from the Library of Congress’s Prints and Photographs Catalog

Guiding Questions

1) Look closely at the photograph...What details do you find? 2) What are the women doing in the photograph? 3) Where are they? Is there anything unusual going on? 4) How does it tie to our Historical Question? 5) What other questions do you have that the documents do not answer?


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Source D Excerpt from Elizabeth Cady Stanton’s Solitude of Self This was an address that Elizabeth Cady Stanton made in front of the Committee of the Judiciary of the United States Congress in 1892 …..The strongest reason why we ask for woman a voice in the government under which she

lives; in the religion she is asked to believe; equality in social life, where she is the chief factor; a

place in the trades and professions, where she may earn her bread, is because of her birthright to

self-sovereignty; because, as an individual, she must rely on herself. No matter how much

women prefer to lean, to be protected and supported, nor how much men desire to have them do

so, they must make the voyage of life alone, and for safety in an emergency they must know

something of the laws of navigation. To guide our own craft, we must be captain, pilot, engineer;

with chart and compass to stand at the wheel; to match the wind and waves and know when to

take in the sail, and to read the signs in the firmament over all. It matters not whether the solitary

voyager is man or woman.

Nature having endowed them equally, leaves them to their own skill and judgment in the hour of

danger, and, if not equal to the occasion, alike they perish…..

Stanton, E. C., United States Congress. House Committee Of The Judiciary, Catt, C. C. &

National American Woman Suffrage Association Collection. (1915) Solitude of Self. [Washington: Government Printing Office] [Pdf] Retrieved from the Library of Congress: https://www.loc.gov/item/93838358/.

Guiding Questions

1) How would you summarize the excerpt ? 2) Look at the date of the speech when it was given...how does it fit into our evidence

studied so far? 3) Are there any words that you do not know? Use the context clues around the word and

then use a dictionary to define. Source E

https://www.loc.gov/item/93838358/


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(1919) Why Shouldn't They Be Good Enough Now. [, Monographic. ,,:] [Notated Music] Retrieved from the Library of Congress, https://www.loc.gov/item/2014570602/

Transcript of “Why Shouldn't They Be Good Enough Now”



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Verse 1 When the nation heard the call to arms, Our men all respond as one.They deserted factories and farms, to march forward and beat the hun. Our women folks got busy right away now it is only fair to let them stay. Chorus They were good enough to work upon our railroads. They did everything to keep our boys inspired. The collected million selling stamps and war bonds, they helped to make the ammunition that was fired. When called upon we always found them ready. To drive an ambulance and a plough. If they were good enough before to help us win the war, why should they not be good enough now. Verse Two Just as long as this great world goes ‘round, The women will stand every test. When they are needed the most they will be found, more than willing to do their best. For justice and a cause they knows is right. Didn’t mother’s gladly send their sons to fight. Chorus They were good enough to send their clothes to Belgium, and they made the mask that saved our boys from gas. And on no man’s lands who served hotcakes and coffee. No one but the brave Salvation Army lass. All humanity is thankful to our women. They were loyal , staunch, and true to ev’ry vow. We might have had a greater loss, But for their work with the Red Cross, So why shouldn’t they be good enough now? Guiding Questions

1) What type document is this? 2) Look at the cover document and the title on it...what did you notice about it ? 3) Read the transcript...What conclusions can you draw from the text? 4) How does it tie into the Historical Question?


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Source F Fisher, H. (1918). Have you answered the Red Cross Christmas roll call? University of South

Carolina, Irvin Department of Rare Books and Special Collections. Retrieved from: http://digital.tcl.sc.edu/cdm/ref/collection/grtwrpstr/id/74.

Guiding Questions

1) Observe the document. What is the message displayed by the poster? 2) What do you see in the back of the poster? What is it trying to say about women? 3) Compare this source to Source A. How are they alike and how are they different? 4) How does this source fit into our evidence collected so far to help us toward an answer

for the Historical Question?

http://digital.tcl.sc.edu/cdm/ref/collection/grtwrpstr/id/74


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Source G The Lexington Progress Newspaper , Lexington Tenn. Dec. 15, 1916 Suffrage Items By Lillian Perrine Davis Already the west is won, for the map shows no black from Pacific to the Mississippi, except for Missouri, Arkansas and Texas- states belonging to the South. Either whole or partial suffrage reigns throughout every other corner of the West. And now the South is coming into line. The recent presidential election has open the eyes of Democracy. Statesman after Stateman have seen the light. Following the statesman other men are reconciled to the idea, and Southern women Who have feared that their men folk might think them unladylike if they took a stand for suffrage, need fear it no longer for the South is coming into line…. 1916, December 15. Suffrage items. The Lexington (Tennessee) Progress. Retrieved from:

http://chroniclingamerica.loc.gov/lccn/sn89058168/1916-12-15/ed-1/seq-6/.

Guiding Questions

1) What type of source is this? 2) When was it written, where and by whom? 3) What conclusion is the journalist hoping you will make? 4) What was the view of the Suffrage movement in the South compared to the West? 5) How does this help to answer our Historical Question?

http://chroniclingamerica.loc.gov/lccn/sn89058168/1916-12-15/ed-1/seq-6/


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Source H Excerpt from President Woodrow Wilson’s The State of the Union Address from 1918 …....And what shall we say of the women,-of their instant intelligence, quickening every task that they touched; their capacity for organization and cooperation, which gave their action discipline and enhanced the effectiveness of everything they attempted; their aptitude at tasks to which they had. never before set their hands; their utter self-sacrifice alike in what they did and in what they gave? Their contribution to the great result is beyond appraisal. They have added a new lustre to the annals of American womanhood. The least tribute we can pay them is to make them the equals of men in political rights as they have proved themselves their equals in every field of practical work they have entered, whether for themselves or for their country. These great days of completed achievement would be sadly marred were we to omit that act of justice. Besides the immense practical services they have rendered the women of the country have been the moving spirits in the systematic economies by which our people have voluntarily assisted to supply the suffering peoples of the world and the armies upon every front with food and everything else that we had that might serve the common cause. The details of such a story can never be fully written, but we carry them at our hearts and thank God that we can say that we are the kinsmen of such. Woodrow Wilson: Sixth Annual Message - December 2, 1918. (n.d.). Retrieved July 13, 2017, from http://www.presidency.ucsb.edu/ws/index.php?pid=29559 Guiding Questions

1) What is the historical context of this document? 2) Who is speaking and who is the audience? 3) What is the speaker trying to say and how does it fit into our Historical Question?

http://www.presidency.ucsb.edu/ws/index.php?pid=29559


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Source I Political Cartoon- the Sky is Now Her Limit Cartoon shows a young woman carrying buckets on a yoke, looking up at ladder ascending up to the sky, bottom rungs labeled "Slavery," "House Drudgery," and "Shop Work." Top rungs labeled "Equal Suffrage," "Wage Equity," and "Presidency.(Library of Congress)

Bushnell, E. A. (1970, January 01). [The sky is now her limit]. Retrieved July 17, 2017, from http://www.loc.gov/pictures/item/2002716769/ Guiding Questions

1) What message is the artist trying to send? 2) When was it created? What is its significance? 3) What is symbolic about this drawing? What do each of the pictures and words mean? 4) How does this tie into our Historical Question? Does it give you more information to

formulate an answer? Resources


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(1919) Why Shouldn't They Be Good Enough Now. [, Monographic. ,,:] [Notated Music]

Retrieved from the Library of Congress, https://www.loc.gov/item/2014570602/

Baker, E. H. (1970, January 01). For every fighter a woman worker Y.W.C.A.: Back our second line of defense /. Retrieved July 17, 2017, from http://www.loc.gov/pictures/item/98507935/.

Bushnell, E. A. (1970, January 01). [The sky is now her limit]. Retrieved July 17, 2017, from

http://www.loc.gov/pictures/item/2002716769/. Centre for the Study of Historical Consciousness. (n.d.). Historical thinking concepts. Retrieved

from http://historicalthinking.ca/historical-thinking-concepts. Fisher, H. (1918). Have you answered the Red Cross Christmas roll call? University of South

Carolina, Irvin Department of Rare Books and Special Collections. Retrieved from: http://digital.tcl.sc.edu/cdm/ref/collection/grtwrpstr/id/74.

National History Education Clearinghouse. (2017). What is historical thinking? Retrieved from:

http://teachinghistory.org/historical-thinking-intro.

South Carolina Department of Education (2019). South Carolina social studies college- and career-ready standards [PDF document]. Retrieved from

https://ed.sc.gov/index.cfm?LinkServID=9677E07B-CFFE-6A5C-AA47F98625149ABC

Stanton, E. C., United States Congress. House Committee Of The Judiciary, Catt, C. C. & National American Woman Suffrage Association Collection. (1915) Solitude of Self. [Washington: Government Printing Office] [Pdf] Retrieved from the Library of Congress: https://www.loc.gov/item/93838358/.

Suffrage items. (1916, December 15). The Lexington (Tennessee) Progress. Retrieved from:

http://chroniclingamerica.loc.gov/lccn/sn89058168/1916-12-15/ed-1/seq-6/. United War Work Telephone Brigade. (1918). United War Work Campaign, Women's Work

Division, State of Wisconsin United War Work Telephone Brigade. Milwaukee, Wisconsin: The Brigade. Retrieved from: http://www.wisconsinhistory.org/turningpoints/search.asp?id=1021.

[Women seated at table, inspecting 45 automatic pistol parts, at Colt's Patent Fire Arms Plant,

Hartford, Connecticut]. , None. [Between 1914 and 1918] [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2006679078/.


http://www.loc.gov/pictures/item/98507935/

http://www.loc.gov/pictures/item/2002716769/

http://historicalthinking.ca/historical-thinking-concepts

http://digital.tcl.sc.edu/cdm/ref/collection/grtwrpstr/id/74

http://teachinghistory.org/historical-thinking-intro

https://ed.sc.gov/index.cfm?LinkServID=9677E07B-CFFE-6A5C-AA47F98625149ABC


http://chroniclingamerica.loc.gov/lccn/sn89058168/1916-12-15/ed-1/seq-6/

http://www.wisconsinhistory.org/turningpoints/search.asp?id=1021



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Woodrow Wilson: “Sixth Annual Message,” December 2, 1918. Online by Gerhard Peters and John T. Woolley, The American Presidency Project. http://www.presidency.ucsb.edu/ws/index.php?pid=29559.

http://www.presidency.ucsb.edu/ws/index.php?pid=29559

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