March 15, 2016

THE BASICSTopic: Women in the Military

Articles “How big is opposition to women in combat units among Marines? This report explains.” (3/10) (The

Washington Post) “India’s Army Will Open All Combat Roles to Women, President says” (2/25) (Time) “Make women eligible for the draft? No, new legislation says: Ditch the system entirely” (2/11) (The

Washington Post) “A military draft for women? Yes, if needed. Fair is fair.” (opinion) (2/9) (Newsday) “Draft Registration for Women Would Stir a Sleepy Government Agency” (2/7) (The NY Times) “First Female Army Rangers Say They Thought of ‘Future Generations of Women’” (8/20/15) (NPR)

Questions to Consider How might women in the military be a metaphor for the changing role of women in many areas? Is the issue of women in the military a gender discrimination issue, a military preparedness issue,

a military standards issue, the role of the military in a democracy issue, a response to change in the roles of men and women issue, a protection of women issue, a financial issue, a decision on the draft as an instrument of national policy issue, or something else?

Why is including women in the military both a challenge and a caution? What is the Army doing to recruit more women? Will female recruiters help attract more women? What do the majority of women think about women in the military? What do men in combat troops think about women joining them? Does their response indicate

concern or bias? Why is this response significant? What are the experiences of women in the military in other countries? What would full equality look like for women in military service? What are the major concerns about including women in the military? Should women serve in

combat positions? Should standards be lowered to help women qualify for military service?

Are women in the military promoted to top positions? Is there a glass ceiling that women need to crack? Are there parts of the military where women cannot serve (submarines)?

How does the rise in technology in the military impact growing roles for women? Should special consideration be given to mothers and other women who are family caretakers? How do attitudes toward women in other countries affect military women who serve in those

locations (Saudi Arabia, et al)? Is the issue of military women serving in combat roles a political issue? Are women guaranteed a constitutional right to serve their county in direct active military combat? Should special arrangements be made to help women pass rigorous requirements in certain

combat roles? Why might the Supreme Court exempt the military from guaranteeing rights to women? Should women register for a military draft? Should there be a military draft?

THE EXTRASPre-teaching, Extensions & Further Reading

“Women in Combat: Some Lessons from Israel’s Military” (NPR) “Cautionary Lessons on Leading As A Woman in the Military” (Task & Purpose)

“United States Department of Defense Sexual Assault Prevention and Response Office” Lesson Plans

“Now That Women Can Serve in Combat Roles in the US Military, Should They Also Be Required to Register for the Draft?” (The Learning Network)

“Uncommon Soldiers: Women During the Civil War” (Scholastic)

“Women’s History” (Kids.gov)

What’s the Connection? Constitutional

“Constitution Check: Do women have a constitutional right to serve in military combat?” (Constitution Daily)

Oregon “Oregon recruit makes National Guard history” (Statesman Journal)

Students “3 rd female student earns Army’s prestigious Ranger tab” (ArmyTimes)

Oregon State Social Science Standards8.26. Examine a controversial event, issue, or problem from more than one perspective. HS.33. Explain the role of government in various current events.HS.35. Examine the pluralistic realities of society (e.g., race, poverty, gender, and age), recognizing issues of equity, and evaluating need for change. HS.59. Demonstrate the skills and dispositions needed to be a critical consumer of information.HS.60. Analyze an event, issue, problem, or phenomenon form varied or opposing perspectives or points of view.

CCSS Anchor Standards2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.6. Assess how point of view or purpose shapes the content and style of a text.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

We the People Lesson ConnectionsMiddle School, Level 2

Unit 6, Lesson 29: What are the rights and responsibilities of citizens? High School, Level 3

Unit 6, Lesson 38: What key challenges does the United States face in the future?