Women code-breakers changed the course of WWII by cracking Japanese codes that revealed the movements of people and supplies in the Pacific Islands. In this lesson, students will learn how specific information discovered led to a turning point when cryptographers were able to pinpoint the plans of the Pearl Harbor Attack’s “architect”, Admiral Yamomoto.Students will examine videos and articles to find out more about this episode in history. In pairs or small groups, they’ll look at the US Post Office’s newly revealed stamp commemorating it. They’ll identify what they think are the pros and cons of the stamp and then design their own. 

This program examines the critical roles that Black servicewomen played in the U.S. Armed Forces during World War II. Nearly 9,000 African American women served throughout the United States and in England under racially segregated and discriminatory conditions. Black servicewomen trained in all-Black units and were permitted only to compose a certain enlistment quota. They served largely in support roles and in positions of menial and manual labor. They were barred from the same advancement opportunities given to white women and almost entirely prohibited from serving overseas. And still, they served. Moreover, in their support of achieving Allied victory in 1945, Black women realized a link between promoting civil rights for African Americans in the Armed Forces and on the home front. 

Students will analyze how a portrait reflects the events and trends of its time and then create a portrait of a public female figure today.

Students will analyze how a portrait reflects the events and trends of its time and then create a portrait of a public female figure today.

Students will compare a painting depicting hatmakers at work to a portrait of a noblewoman of leisure. Next, pupils will write narratives from the perspectives of the women depicted in the paintings and then create a paper hat.

Students will discuss the evolution of women's work from the mid-19th century to the present day and then create an artwork depicting women in contemporary times.

This collection uses primary sources to explore Louisa May Alcott's novel, Little Women. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

The video "Femmes francophones, Pouvoir et developpement" provides insight on the evolving role of women in business and positions of power throughout the Francophone world. The activity accompanying the video allows students to shape their perceptions of the issues and achievements of Francophone women.

The National Register of Historic Places is the official list of the Nation's historic places worthy of preservation. Authorized by the National Historic Preservation Act of 1966, the National Park Service's National Register of Historic Places is part of a national program to coordinate and support public and private efforts to identify, evaluate, and protect America's historic and archeological resources.

Students explore a portrait of two historical princesses and consider the adornments the both wear. Each student compares these adornments to the decorative objects worn by a woman in their own lives and sketches a portrait of that woman, focusing on the objects of adornment she wears.

This program examines the contributions of American servicewomen to the Space Race. From the late 1950s through the 1960s, the United States engaged in the Space Race against the Soviet Union, each trying to become the first country to put a man on the moon. Early American astronauts were all men with a military background. NASA decided not to allow women to become astronauts during this period. Although they were excluded from space flight, women contributed to the Space Race in supporting roles, including Aerospace Nursing.

This collection uses primary sources to explore the poetry of Maya Angelou. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore Zora Neale Hurston's Their Eyes Were Watching God. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Students will compare and contrast four petitions in favor of woman suffrage to identify reasons why women wanted the right to vote.

This collection uses primary sources to explore Maxine Hong Kingston's The Woman Warrior. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

The purpose of this lesson is to deepen students' understanding of the impact women have on society. Women's roles in this country and third-world countries are explored.

This collection uses primary sources to explore women in the Civil War. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

During the late 1800s and early 1900s, the Temperance Movement fought to reduce consumption of alcohol. The movement began in the 1820s, rooted in Protestant churches, led by clergy and prominent laymen, and powered by women volunteers. More women were involved in temperance than any other cause in US history up to that point. Women’s involvement seemed natural since the movement targeted men’s alcohol abuse and how it harmed women and children. At first, the Temperance Movement sought to moderate drinking, then to promote resisting the temptation to drink. Later, the goal became outright prohibition of alcohol sales. This shift coincided with a large wave of immigrants from Southern, Central, and Eastern Europe, and some temperance advocates echoed the concerns of nativists as they objected to immigrants’ “wet” cultures and drinking customs. In addition, temperance advocates regarded urban saloons as hosts to a range of immoral behaviors beyond drunkenness, such as gambling, adultery, prostitution, profanity, and corruption.

Primary source analysis activity from Preservation Virginia's historic John Marshall House, which was the 1790 urban home of the fourth Chief Justice of the United States Supreme Court, his family, and 8-16 enslaved domestic servants until 1835. This activity presents three primary sources relevant to the John Marshall House that detail the variety of lived experiences of women in Early America. 

This infographic details the influence and changing culture of women in the sport of soccer. It is an empowering graphic that can be used in any level of Spanish with or without support.

If you believe students need support, use the circling technique of asking questions surrounding the information in the infographic. Start with yes/no questions, followed by either/or questions and lastly open ended questions.

From there, students can work alone or in pairs to answer the following questions:

1) ¿Cuál es el propósito de esta infografía?
2) ¿Cuántas más mujeres jugarán en 2019 que el año de esta infografía?
3) ¿Si hoy hay 3 veces más equipos que en 1991, ¿cuántos equipos más crees que habrán en 20 años?
4) ¿Cuántas chicas o mujeres conoces que juegan futbol?

After students report out as a class, have students research women in other sports to create their own infographic in the target language. Once complete, pass out the original infographic and a new one from a classmates and have the pair fill out a venn diagram to show the similarities and differences among women in different sports throughout the world.