Visual Rhetoric Representing Rosie the Riveter: Myth and
This essay examines the World War II poster "We Can Do It!" commonly known as " Rosie the Riveter Today J. Howard Millersprint is a feminist icon. However .
VISUAL RHETORIC REPRESENTING ROSIE THE RIVETER: MYTH
This essay examines the World War II poster “We Can Do It!” commonly known as “Rosie the Riveter.” Today
The Evolution of the â•œWe Can Do Itâ•š Poster and American
The Evolution of the “We Can Do It” Poster and American Feminist Movements. Cover Page Footnote. Maureen Honey Creating Rosie the Riveter: Class
We Can Do It! Lesson
10 sept. 2016 Read the Big Task (see page 6 in this document). Write a paragraph in which you explain how Rosie the Riveter exemplifies patriotism. Support ...
Visual Rhetoric Representing Rosie the Riveter: Myth and
Visual Rhetoric Representing Rosie the Riveter: Myth and. Misconception in J. Howard Miller's "We Can Do It!" Poster. James J. Kimble Lester C. Olson.
Secrets of a Feminist Icon
You can even buy a “Rosie the Riveter” action figure complete with. “We Can Do It!” emblazoned on the packaging. One retailer
Rosie the Riveter (full version).pdf
Next have students stand in front of the blank “We Can Do It” poster one at a time to recreate it. Have a peer take their photo with their iPad. 3. After
Rosie the Riveter We Can Do It”
Monroe became “Rosie the Riveter” the symbol of the tough
Managing Rosie the Riveter: The Work between Strategic Planning
The World War II poster in which Rosie the Riveter rolling up her sleeve
The Evolution of the â•œWe Can Do Itâ•š Poster and American
rediscovered “Rosie the Riveter” and transformed the WWII era propaganda poster and her slogan "We Can Do It" into a symbol of women's.
[PDF] Rosie the Riveter (full version)pdf - Eisenhower Foundation
*students/teacher need a way to take their own photos *Have oversized mounted blank “We Can Do It” poster (available online) EXPLAIN: Take
[PDF] Rosie the Riveter
The iconic2 image that most people associate with Rosie the Riveter today is the “We Can Do It” poster created by J Howard Miller in 1942
[PDF] we can do it poster
Poster and film images glorified and glamorized the roles of working women and suggested that a woman's femininity did not have to be sacrificed The Rosie's
[PDF] Rosie the Riveter We Can Do It”
Rose Will Monroe was trying to flee poverty She piled her son and daughter onto a bus in 1942 Monroe was determined to find work at the Willow Run airplane
[PDF] Rosie the Riveter - INgov
Rosie the Riveter has become a cultural icon in the United States representing American women who worked in factories and shipyards during World War II
[PDF] VISUAL RHETORIC REPRESENTING ROSIE THE RIVETER
This essay examines the World War II poster “We Can Do It!” commonly known as “Rosie the Riveter ” Today J Howard Miller's print is a feminist icon
We Can Do It! A Semiotic Approach to J Howard Millers Rosie the
We Can Do It! A Semiotic Approach to J Howard Miller's Rosie the Riveter Poster and the Morale of World War II Era View PDF University of Tartu Press
[PDF] We Can Do It! Lesson
10 sept 2016 · Write a paragraph in which you explain how Rosie the Riveter exemplifies patriotism Support your explanation with details and ideas from the We
[PDF] Rosie the Riveter: The Embodiment of the American Womans
Howard Miller's “I Can Do It” poster featuring the character that became known to history as Rosie the Riveter Rosie's iconic image reminds Americans of
Why does Rosie the Riveter say We Can Do It?
"Rosie the Riveter" was an iconic poster of a female factory worker flexing her muscle, exhorting other women to join the World War II effort with the declaration that "We Can Do It" The “We Can Do It” poster was aimed at boosting morale among workers in the World War II factories producing war materiel.What is the idea of the We Can Do It poster?
Summary. This poster, produced by Westinghouse during World War II for the War Production Co-Ordinating Committee, was part of the national campaign in the United States to enlist women in the workforce.Is Rosie the Riveter copyright free?
You are free to use and modify as you'd like. The copyright has expired and the image is in the public domain. The “Rosie the Riveter” painting by Norman Rockwell, published as a magazine cover for the Saturday Evening Post in 1943, is under copyright held by Mr. Rockwell's estate.- Though displayed only briefly in Westinghouse factories, the poster in later year has become one of the most famous icons of World War II. As women were encouraged to take wartime jobs in defense industries, they became a celebrated symbol of female patriotism.
Difficulty: ܈ Easy ܆ Moderate ܆
Text Type:
܈ Informational ܆
Text Complexity:
Quantitative: N/A
Qualitative: While this poster has one simple sentence, the overall purpose of the poster is subtle and requires inferencing. The knowledge demands are moderate, incorporating some recognizable ideas and some challenging abstract concepts, such as patriotism.Writing Type:
܆ Argumentative ܈
About this Lesson
Do NOT read this to students.
In this introduction to close reading, students examine a World War II poster for evidence of patriotism.
Materials:
Copies of the student text (see page 6 in this document) Copies of the text dependent questions (see page 7 in this document) Copies of the 3-2-1 graphic organizer (see compendium page 80) Copies of the Informational/Explanatory Writing Essentials (see compendium page 97) Copies of the Big Task Graphic Organizer (see page 8 in this document) Copies of the Words and Phrases for Academic Writing (see compendium pages 110-111) Copies of the Informative/Explanatory Writing Student Checklist (see compendium page 115)1 We Can Do It!
Phase 1: Key Ideas and Details
Orient
Step 1: Motivate (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Explain that students will "read" a World War II propaganda poster.Write the quote "We Can Do
It!" on the board and ask students to brainstorm adjectives that may describe a fictional World WarII character who says this (see
Character Quotes on compendium page 9).
Step 2: Introduce Big Task (܆Modeled, ܆ Shared, ܆ Collaborative, ܆Read the Big Task (see page
6 in this document).
Write a paragraph in which you explain how Rosie the Riveter exemplifies patriotism. Support your explanation with details and ideas from theWe Can Do It!
poster. A nnotate the Big Task. Step 3: Introduce TDQs (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ (See Step 6 below and TDQs 1-3 on page 7.) Step 4: Address Vocabulary (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Directly teach these words (see Vocabulary Direct Instruction on compendium page 34).Word/Phrase
AfterParagraph
or Line Student Friendly Explanation rivet PurposeStatement
metal pin used to fasten pieces of metal together riveter PurposeStatement
a worker who inserts and hammers rivets; a machine for driving rivets Step 5: Preview/Provide Context (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Read the purpose setting statement on the student text: As men were recruited into the armed forces during World War II, the U.S. government ne eded to fill vitally important factory and war production jobs. These industries heavily recruited women workers. The Westinghouse Electric Company produced a number of inspirational posters to boost worker morale and stress the patriotic need for women in the work force. The women depicted in these posters became known as Rosie the Riveter.2 We Can Do It!
Engage
Step 6: Read Sections and Answer TDQs (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ As students "read" the poster, annotate on the student text (seeAnnotating Text on compendium
page 51) and write answers to the text dependent questions on page 7 of this document. AfterParagraph or
LineTDQ Standard(s)
end of text What can the reader reasonably infer about the characterRosie?
RI.9-10.1
end of text What is the central idea of the poster and how is it shaped by specific details?RI.9-10.2
end of text How does the author help the reader understand the connections among ideas presented in the poster? Use examples to support your analysis.RI.9-10.3
Reflect
Step 7: Reflect (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Review the adjectives from Step 1, confirming accurate adjectives and revising inaccurate adjectives (seeCharacter Quotes on compendium page 9).
Step 8: Practice Fluent Reading (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Demonstrate how to read the slogan "We Can Do It!" with expression and have the class chorally read it several times (seeChoral Reading
on compendium page 72).3 We Can Do It!
Phase 2: Craft and Structure
Orient
Step 1: Review Key Ideas and Details (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Have students share their annotations and answers to the TDQs. Encourage them to ask, "Why did you write that?" and "steal" relevant information. Step 2: Review Big Task (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Review annotations and answers to TDQs from Phase 1 that might be useful in answering the Big Task. Step 3: Introduce TDQs (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ (See Step 5 below and TDQs 4-6 on page 7 in this document.) Step 4: Review Vocabulary (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Create analogies with essential vocabulary using the frame: rivet is to _____, as _____ is to _____ (see Word Analogies on compendium page 48).Engage
Step 5: Read Sections and Answer TDQs (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ As students "read" the poster, annotate on the student text (seeAnnotating Text on compendium
page 51) and write answers to the text dependent questions. AfterParagraph or
LineTDQ Standard(s)
end of text What does the author"s use of the word we reveal about his attitude toward the topic? Use examples from the poster to support your answer.RI.9-10.4
RI.9-10.1
end of text What is the author"s claim and how does the author develop and refine it?RI.9-10.5
end of text What is the author"s Argument? Is the author effective in advancing that argument? Why or why not? Cite evidence from the poster.RI.9-10.6
RI.9-10.1
Reflect
Step 6: Reflect (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Ask students to reflect on Phase 2 reading by listing 3 things they found out, 2 interesting things, and 1 question they still have (see3-2-1 on compendium pages 79-80).
Step 7: Practice Fluent Reading (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Review reading "We Can Do It!" with expression. Partner students and ask them to take turns reading the slogan with expression (seePaired Reading
on compendium page 73).4 We Can Do It!
Phase 3: Integration of Knowledge and Ideas
Orient
Step 1: Review Craft and Structure (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ c larify questions s tudents m ay still have ( ee 3-2-1 on c ompendium p age 7 9). Step 2: Review Big Task (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Review annotations and answers to TDQs from Phase 2 that might be useful in answering the Big Task. Step 3: Introduce TDQs (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ (See Step 5 below and TDQ 7 on page 7.) Step 4: Step 4: Review Vocabulary (܆Modeled, ܆ Shared, ܆ Collaborative, ܆Randomly ask one of the questions from the
Anything Goes vocabulary review strategy (see
Anything Goes on compendium page 41).
Engage
Step 5: Read Section and Answer TDQs (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ As students "read" the poster, annotate on the student text (seeAnnotating Text on compendium
page 51) and write answers to the text dependent questions. AfterParagraph or
LineTDQ Standard(s)
end of text What evidence is relevant/irrelevant to the author"s argument? Explain your reasoning.RI.9-10.8
Reflect
Step 6: Reflect (܆Modeled, ܆ Shared, ܆ Collaborative, ܆Review annotations and answers to TDQs to
identify any relevant information that might answer the Big Task. Step 7: Practice Fluent Reading (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Review reading "We Can Do It!" with expression. Partner students and ask them to take turns reading the slogan with expression (seePaired Reading
on compendium page 73).5 We Can Do It!
Phase 4: Argue or Inform/Explain
Orient
Step 1: Review Big Task (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Review the type of writing and content expected in the Big Task writing. Step 2: Review All Previous TDQs (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Review annotations and answers to TDQs that may be helpful when answering the Big Task, validating or redirecting as necessary. Step 3: Introduce/Review the Writing Essentials (܆Modeled, ܆ Shared, ܆ Introduce the Informational/Explanatory Essentials (see compendium page 97).Engage
Step 4: Prewrite (܆Modeled, ܆ Shared, ܆ Collaborative, ܆Fill out the
Big Task Graphic Organizer
(see page 8 in this document). Begin brainstorming details from the poster that exemplifies female patriotism. As students identify each detail, ask them to explain why it exemplifies patriotism. Step 5: Draft (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Have students draft their paragraphs. Encourage students to highlight academic language they might use in their paragraphs (seeWords and Phrases for Academic
Writing on compendium page
110-111).
Step 6: Revise/Edit (܆Modeled, ܆ Shared, ܆ Collaborative, ܆ Encourage students to proofread their paragraphs using theInformative/Explanatory Writing
Student Checklist (see compendium page 115).
Reflect
Step 7: Provide Individual Feedback
Confer with individual students to discuss their paragraphs based on theInformative-Explanatory
Rubric.
Step 8: Provide Group Feedback
Review overall strengths and weaknesses with class. Share effective use of academic language from one or two students' paragraphs. Share ineffective use of academic language from one or two students' paragraphs and brainstorm possible revisions.6 We Can Do It!
THE BIG TASK Write a paragraph in which you explain how Rosie the Riveter exemplifies patriotism. Support your explanation with details and ideas from theWe Can Do It! poster.
As men were recruited into the armed forces during World War II, the U.S. government needed to fillvitally important factory and war production jobs. These industries heavily recruited women workers. The
Westinghouse Electric Company produced a number of inspirational posters to boost worker morale and stress the patriotic need for women in the work force. The women depicted in these posters became known as Rosie the Riveter. W e Can Do It! by J. Howard Miller M iller, Howard J. We Can Do It! 1942. Poster. Westinghouse Electric Corporation: Pittsburg, PA. Retrieved from7 We Can Do It!
Phase 1 Questions
1.What can the reader reasonably infer about the character Rosie?
2.What is the central idea of the poster and how is it shaped by specific details?
3.How does the author help the reader understand the connections between ideas presented in the
poster? Use examples to support your analysis.Phase 2 Questions
4.What does the author's use of the word we reveal about his attitude toward the topic? Use
examples from the poster to support your answer.5.What is the author"s point of view and how does the author develop and refine it?
6.What is the author"s argument? Is the author effective in advancing that argument? Why or why
not? Cite evidence from the poster.Phase 3 Question 7.
What evidence is relevant/irrelevant to the author's argument? Explain your reasoning.8 We Can Do It!
Big Task Graphic Organizer
Before drafting your essay, use this template to help you:1. Annotate the prompt
2. Determine the type of writing expected
3. Consider the audience
4. Clarify your purpose/task
5. Capture ideas you want to include
The Big Task (Prompt)
Write a paragraph in which you explain how Rosie the Riveter exemplifies patriotism. Support your explanation with details and ideas from the We Can Do It! poster.Annotate the Prompt
Mark the words indicating the
type of writing.Mark the topic(s) of the task.
Mark the task expectations.
What type of writing am I creating? (Circle one.)
Argument
Informative/Explanatory
Narrative
Who is my audience?
Questions to Consider
What do I already know about the topic?
How have I handled similar tasks in the past?
What academic language will help me sound like an expert? What is my main/controlling idea OR argument (thesis statement)?What relevant ideas are worth including?
Evidence or ideas from the text, experiences
(3-5 bullets)Organize these ideas in a logical order.
Number each bullet.
Why are they worth including?
Analysis or elaboration
Ideas for my conclusion.
quotesdbs_dbs44.pdfusesText_44
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[PDF] analyser le graphique et déterminer l'intérêt de la mémoire immunitaire
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