• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
War women powerpoint

War women powerpoint






Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    War women powerpoint War women powerpoint Presentation Transcript

    • A WAC is a Soldier too!
      Jason Kreimer, Jason Conley, Steve Young, Emily Holmes, Misty Goetz
    • Why did we choose the WAC topic?
      Misty and Emily yelled that we wanted to do this.
      Jason K. ran up to the paper and signed us up first.
      Steve had a uniform.
      Jason C. didn’t care.
    • WAC learning objectives:
      Students will analyze the roles women filled during WWII.
      Students will learn information about the Women’s Auxiliary Corps including recruitment techniques.
      Students will compare and contrast the recruitment techniques with the recruitment techniques today.
      Students will apply the recruitment techniques to jobs today.
      Students will learn about the significance of the WAC Band.
    • What is a WAC?
      The Women's Army Auxiliary Corps (WAAC) was created May 15th, 1942.
      The Women's Army Corps, a U.S. army organization created to fill the noncombatant roles to meet the needs of the nation.
      Almost 100,000 had joined the WAC by 1945.
      On July 2nd, 1943, President Roosevelt signed the bill to drop “auxillary” from the title, making it the WAC from then on.
    • What is a WAC?
      Oveta Culp Hobby (right), was the first director of the Women's Auxiliary Army Corps (WAAC)—later known as the Women's Army Corps (WAC)—helped to pass the bill authorizing women's participation in the US Army along a difficult path through Congress.
    • WAC Life:
      • Trained 6 days a week, 52 hours a week, excluding homework.
      • -Women adjusted to barracks life despite being trained by society to become housewives and individuals.
      • Weekend dates were somewhat arranged by the military. “The Daytona Beach WAC camp on Saturday nights attracted male soldiers from posts as far as 150 miles away” (57).
      • -Took classes (broad based military curriculum), given “moral instruction,” Reporters trailed them.
      • Life Magazine reported, “you’ll find no inattention, hear no grumbling…you’ll find instead an enthusiasm which is contagious, and great pride” (53).
    • WAC life
      -WAC’s were prepared for 401 of the Army’s 625 occupational categories.
      -packing parachutes, printing pictures, clerical jobs, office jobs, phone operators, translate languages, etc. “Through the Wac’s hands pass messages destined to change the course of battles, to bring reinforcements to tired GI’s in the front lines, to send supplies to places where they are desperately needed” (63).
      Below: WACs at work in the photography section, Harlingen Army Gunnery School, Harlingen, Texas.
      Below: WACs StephenaPlechavy and Kitty Martis, 107th WAC Detachment, San Francisco Port of Embarkation, Fort Mason, California, July 1943.
    • Recruitment
      Applicants had to be U.S. citizens between the ages of 21 and 45 with no dependents, be at least five feet tall, and weigh 100 pounds or more. Over 35,000 women from all over the country applied for less than 1,000 anticipated positions.
      Recruiting was strong at first but tapered off by Christmas 1943.
      Oveta Culp Hobby began recruiting drives and enlisted the help of Women’s clubs and organizations.
      Specific drives were even held for Chinese and Japanese Americans (pg. 35.)
    • Recruitment
      • Age 21-44, (after change to the WAC in July 1943 the age was increased to 20-49)
      • US citizenship
      • Excellent character (2 character witnesses from responsible business or professional
      people required)
      • Good Health (tested during a physical examination)
      • average height and weight
      • Married or single
      • Dependants: no children under 14 years of age
      • Education: two years of high school or passing a mental alertness test where aptitude rating shows equivalent ability (The mental alertness test took about an hour. Applicants had to choose the right answer for the question out of four given answers)
      • Source: This is our war ... Join the WAAC (LX 93-RPB-2-26-43-500M)
    • Recruitment
      Drafting single women for the Army Corps was considered and a Gallup poll showed that women were in support of this.
      Congress and the War Department never seriously considered drafting women except for the nurse’s corps (pg 36.)
    • Recruitment Brochure
    • Recruitment Application
    • Recruitment Video
      At 1:15 into video.
    • This photo is a WAC recruiting poster. 239 kinds of jobs for women!
    • Women’s Auxillary Corp Band
    • WAC Band
      By early 1943, there were five bands composed entirely of women.
      Eventually the only Army Band made up entirely of women, was the 14th Army WAC Band.
      The band’s regular duties included performing for regimental parades, march outs, retreats, battalion reviews, basic training graduations, officer training orientations and graduations, opening and closing ceremonies, post functions, charity events, and community concerts.
      The 404th Army band was made up of 19 African American women.
    • Women’s Army Corps Song Book
      The WAC Is A Soldier Too
      While you fight for us, we've a part we can play,
      For the WAC is a soldier too.
      We can type and file in the Army way,
      For the WAC is a soldier too.
      We can drive a truck. take our place in the mess,
      We'll be there to see this through,
      We'll replace you men while you fight at the front
      For the WAC is a soldier too.
      Pallas Athene, Goddess of Victory,
      History tells her part in War,
      And our own Statue of Liberty
      Shows what we are fighting for.
      Spread the news around that we're victory bound,
      With our hearts we pledge anew
      We'll replace you men while you fight at the front
      For the WAC is a soldier too.
    • Donna Mae Baldenecker, first WAAC bugler, Fort Des Moines, Iowa
    • WAC Band Playing
    • WAC Lesson Plan
      1) Divide class into small groups
      2) Have each group analyze the “WAC is a Soldier Too!” song and lyrics. Have the class sing out loud as a group.
      3) Have each group read and discuss propaganda brochures and the impact on women’s roles in society.
      4) Each group will create a propaganda brochure reflecting on a non-female dominated profession today and use
      different techniques to create a piece to encourage women to enter that specific profession.
      5) Syllabus: time: 2 days to complete – 1 instruction/work and 1 work/presentation
      6) Brochure must have at least one of each:
      Informational text
      Propaganda techniques
      Recruitment information
      Focus on argument for memorial
      7) Pre-lesson background information will include key terms/vocabulary; lecture and discussion.
      Differentiated instruction: Students will be provided with a template for the brochure and a list of professions to choose from.
      Extension: Students will write a persuasive essay or speech that goes along with their brochure.
      With Extension
    • Standards
      • Grade Level Indicators and Benchmarks:
      • Grade 4 Theme: Ohio in the United States: Historical Thinking and Skills
      • Grade 7 Theme: World Studies: Historical Thinking and Skills
      • Grade 8 Theme: U.S. Studies: Historical Thinking and Skills
      • Ohio Standards: Grade 10 History: 20th Century Conflict: Analyze the impact of U.S. participation in World War Ii, with emphasis on the change from isolationism to international involvement including the reaction to the attack on Pearl Harbor.
      • 20th Century Conflict: Analyze the impact of U.S. participation in World War II with emphasis on: Events on the home front to support the war effort, including industrial mobilization, women and minorities in the workforce.
      • Social Studies Skills and Methods
      • 1. Detect bias and propaganda in primary and secondary sources of information.
      • History
      • Analyze the impact of U.S. participation in World War II with emphasis on:
      a. Events on the home front to support the war effort, including industrial mobilization, women and minorities in the workforce;
    • Bibliography
      National Women’s History Museum
      Are You Missing A Chance Like This? University Libraries, The University of North Carolina at Greensboro (UNCG). Web. 16 June 2011. <http://library.uncg.edu/dp/wv/results28.aspx?i=3829>.
      Application for Enlistment, Women's Army Corps, Circa. 1944. The Betty H. Carter Women Veterans Historical Project. The University of North Carolina, Greensboro. Web. 16 June 2011. <http://library.uncg.edu/dp/wv/results28.aspx?i=4399&s=2>.
      Wetherford, Doris. American Women and World War II. Edison, New Jersey. 1990.