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Women in the Workforce

Introduction

Over the centuries, women’s roles in the workforce have changed significantly. In the 1700s, a woman’s major responsibility was to care for her family and her household. Some women did work outside of the home, but they were the exceptions to the rule. As societal needs and expectations changed, women began to avail themselves of new employment opportunities. Over the centuries, historical events, new technologies, increased access to education, and societal changes have enabled—and sometimes required—women to play a greater role in the workforce.

Materials

Strategy

Before beginning the lesson, review and become familiar with the content of the online article Women and the Workforce.

1. Ask students, “How many of you have mothers or sisters who work outside of the home?” Once this has been determined, explain that women were not always a major part of the workforce outside of the home. Using your own knowledge and the information provided in the online article Women and the Workforce summarize for the class how women’s roles in the workforce have changed over the centuries. Be certain to discuss not only what the changes were, but how they were influenced by historical events or societal shifts.

2. Explain to students that they will examine several primary source images that illustrate the types of jobs available to women in the 1700s, 1800s, and 1900s. A follow-up discussion will highlight how women’s roles in the workforce have changed between the 1700s and today. Divide the class into six groups, give each student a copy of the Graphic Organizer: Women in the Workforce. Give each group one of the primary source images as follows:

3. Give students an opportunity to examine and discuss their assigned primary source image and record their findings in the appropriate columns of their graphic organizers.

4. Provide time for each group to share its findings with the class. During the group reports, other students should take notes in the appropriate columns of their graphic organizers. [NOTE: Display each primary source image for the class while it is being discussed.]

5. Summarize the information for the class, focusing on what has changed over time and what led to those changes. Conduct a class discussion about women’s current roles in the workforce. Discussion questions may include, but are no limited to:

  • What historical events influenced/led to changing women’s roles in the workforce in the 1700s, 1800s, and 1900s?
  • What kinds of jobs do women do today?
  • What has enabled women to take on these responsibilities?
  • What type of training has been necessary?
  • What do you believe women’s future roles in the workforce will be? What jobs will they hold? What training will they need?
  • What obstacles will need to be overcome?

6. If appropriate, this may be an opportunity to conduct a whole-class discussion about their future career options and what they will have to do to prepare for those job responsibilities.

Lesson Extension

Have students select a twenty-first-century career option and prepare a “Job Wanted” poster for it. The poster should specify the job requirements, tasks to be performed, training, and so on. Display students’ completed work around the room.

This lesson was written by Bill Fetsko, Curriculum Specialist, The Colonial Williamsburg Foundation, Williamsburg, Virginia