What words would you use to describe these images?

Agree Learning Outcomes

Be able to explain the roles women played in helping Britain win World War One (All)

Be able to explain how WW1 changed the role of women (Most)

Be able to identify the message of a source, explaining what techniques are used to help get it’s message across (Some)

Presenting New Information

By March 1916, World War One had been in stalemate for around 18 months. Through enlistment around 3,000,000 men had signed up to join the British armed forces. However, due to the heavy number of casualties suffered on the Western Front and the dwindling numbers of men volunteering, the British Government decided to introduce conscription.

From 1916 to the end of the war around 2.3 million men were conscripted into the British Army. Therefore, during the course of the war over 5 million had men joined the armed forces.

Presenting New Information

However, the early 20th century was a male dominated society. Most of the jobs that helped keep the British armed forces in supply of vital resources such as shells, guns, ships and aircraft were held by men.

With so many men drafted into the army – there was a shortage of male workers to keep up with demand.

In order to solve this problem, the British Government turned to women.

Construct New Meaning

In order to establish what role women played during the First World War, you are now going to select a variety of evidence that will help you gain an understanding of:

The status of women before WW1.What roles women played during the war.The opinion of society.The impact that war work had on the status of women.

Using the sources, you should include any evidence that you feels help to answer any of the questions around your semantic map.

Extension questions (Level 5-7) are underlined on the map. The sources needed to answer these use more complex language.

What is the message of this poster?

How does it get it’s message across?

Apply to Demonstrate

Mark What do I need to do?

Level 3 Students identify relevant detail(s) from the source, but do not link them to the message.

Level 4 Students explain the message of the poster but does not link it to the source.

Level 5 Your answer explains the message of the poster and links it directly to the source. ‘E.g. The message of the poster is…. We can tell this because in the poster…’

Level 6 to 7 Your answer explains the message as above and also explains how it does it. You will comment about how it is designed or written, the images that are used, the language and tone.

Level 7 responses will comment on the emotion the poster is trying to create in the reader and the effect it may have on it’s intended audience.

Review

On a scale of 1 to 10, how big a role did each of these play in helping the Allies win the war?

What was the role of women during World War One?

Soldiers Weapons and ammunition

Women

Women WW1

What types of things were women forbidden from doing before World War One?

What were the traditional jobs undertaken by women before ww1?

What types of jobs did women undertake during the war?

Extension: What opinions did people have about women undertaking this new type of work? (Explain!)

Extension: How far did World War One change the role of women? (Great extent, slight extent, no extent.) Explain why!

How do you think this helped the effort to win the war?

‘It was not until 1910 that women were allowed to become accountants and bankers. However, there were still no women diplomats, barristers or judges. Women were allowed to become teachers. In 1861 over 72% of teachers were women, but teaching was a low status job and was also very badly paid. Women also became Nurses, typists, and shop assistants.’

http://www.spartacus.schoolnet.co

.uk/Wcareer.htm

‘Women rarely had careers and most

professions refused entry to women. In the middle of the

19th century it was virtually impossible

for women to become doctors,

engineers, architects, accountants or

bankers.’

www.johndclare.net

WAACThe Women’s Auxiliary

Army Corps was set up in January 1917. It took over many of the office jobs in the army, which freed the

men to fight.

VADFrom 1916 women

volunteered as members of the Voluntary Aid

Detatchments, where they worked behind enemy

lines as nurses.

‘I don’t like it, not one bit. A woman’s place should be in the home, with the

family. Not in a factory or on a farm. That’s man’s work

that is.’Frank Cairns was

interviewed by a newspaper in Leeds about the new

types of work being undertaken by women.

1916.

‘The highly skilled and dangerous work done by women during the war… was probably the greatest factor in the granting of the vote to women.’Gifford Lewis, a First World War historian, 1986.

The contribution women made during the war had an impact

on attitudes to women. Politicians and the general public alike recognised that women deserved greater

political rights. But it was not the only, and may not even have been the main, reason

why women received the vote. Think about it. The women who benefited in 1918 were mature

and married females. Young women who had contributed so much in the munitions factories and elsewhere were given no

recognition by the government.

http://www.bbc.co.uk/bitesize/higher/history/

britsuff/wwone/revision/1/Level 5-7

‘QualitySheet metal – Women’s work better than men’s outputAircraft Woodwork – Women equal to men in most areasCartridge Production – Women equal to menShell production – Women’s work poorer than men’s

QuantitySheet metal – Women’s production equal to 99% of men’s outputAircraft Woodwork – Women’s production equal to men’s outputCartridge Production – Women’s production equal to men’s output; in some cases 20% more than men’sShell Production – Women’s production behind that of men and boys’

A comparison of the quality and output of women and men by the National Employers’ Federation in 1918.

‘In every industrial district without exception there was continuous opposition [from men] to the introduction of women. In some cases this opposition was overt to the

point of striking; in other instances . . . It took the

insidious [sneaky, deceptive] form of refusal to instruct

women, or attempts to restrict the scope of their work or to

discredit their efforts.’

From a government report in 1919 on how effectively

women had been brought into industrial work

Level 5-7