Paired Texts > Female WWII Pilots: The Original Fly Girls
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
This is the story of how the young and courageous Joan of Arc led the French to victory against the English in the 1400s.Pair “Female WWII Pilots: The Original Fly Girls” with “Joan of Arc: France’s Young Tragic Hero” “ and ask students to discuss attitudes on women in traditionally masculine roles/activities, especially in war? How do we remember women who fight?
High school football is an intense sport. Does that mean that girls shouldn't be allowed to play? In this 2013 article by journalist Josh Bean, locals in the Alabama community weigh in on this debate.Pair “Should Girls Be Allowed to Play High School Football?” with “Female WWII Pilots” and ask students to consider how gender roles and expectations may still be affecting our world. How much have times changed? What is different, and what remains the same?
In "Advice to the 'Newly Married Lady'" (1808), a doctor from the 19th century advises new wives to defer to their husbands.Pair “Advice to the Newly Married Lady” with “Female WWII Pilots” and ask students to consider the different characterizations of women in these two texts. What would the women in WASP likely have thought about Jennings’ advice?
This informational text introduces the practice of foot binding in China, its history, and the resistance to it.Pair this text on foot binding with “Female WW II Pilots.” When women stopped binding their feet, it made working easier for them. When women were allowed to become pilots, they were able to fly as well as men. What happens when barriers are taken away between women and men? Are there still barriers in society? Why might people want to keep them in place?
This article discusses the reasons behind popular resistance to the Vietnam War along with the ways people showed their disapproval (and, eventually, helped bring the war to an end).Pair “Resistance to the Vietnam War” with “Female WWII Pilots: The Original Fly Girls” and ask students to compare the way in which each text explores the roles of men and women during wartime. How does the description of the World War II war effort in the latter text compare to the portrayal of the resistance to the Vietnam War in the former piece? Is this specific to the issue of war, or are there other issues that bring people together and help them overcome prejudices? Historically, what sort of challenges have women faced when expressing their political opinions?
In "One Woman's War Efforts During WWII," a Jewish woman who left Germany for America, Lotte Magnus, is interviewed and describes her experiences coming to the United States and aiding in the war.Pair “Female WWII Pilots: The original Fly Girls” with “One Woman’s War Efforts During WWII” and ask students to explores the roles of women during war. How did women contribute to World War II? How were the elements that encouraged the women of WASP to contribute during World War II compare to the reasons Lotte Magnus enlisted in the army?
In "Tuskegee Airmen," Jessica McBirney focuses on the group of African-American pilots known as the Tuskegee Airmen, who were were critical to the success of the U.S. Army during World War II and whose accomplishments led to the desegregation of the military.Pair "Female WWII Pilots: The Original Fly Girls" with "Tuskegee Airmen" and ask students to compare the stories of these two groups of WWII pilots. What challenges did each group face as pilots during and after the war? How did the public perceive their accomplishments?
This NPR article showcases the achievements of the first two women to graduate from the United States Army Ranger School.Pair “Female WWII Pilots: The Original Fly Girls” with “First Female Army Rangers Say They Thought of ‘Future Generations of Women’” and ask students to think about how the women’s rights movement has developed and expanded throughout history, particularly in regards to women in the military. Haver and Griest noted that they felt especially motivated to succeed by the thought of paving the way for future women. How do the actions of women in both these articles contribute to the advancement of women’s equality in general?
The informational text "Introduction to World War II" discusses the causes of World War II, as well as its progression and conclusion.Pair “Female WWII Pilots: The Original Fly Girls” with “Introduction to WWII” ask students to discuss the different ways that women were given additional opportunities during WWII. How does this text explore the opportunity, as well as persisting discrimination, that existed during WWII?
In this interview, Wilma Hugunin discusses her experiences serving in the Women's Army Corps during WWII.Pair “Female WWII Pilots: The Original Fly Girls” with “Serving with the Women’s Army Corp” and ask students to consider the ways in which women were able to contribute during World War II. What similar characteristics can students identify between the women pilots discussed in “Female WWII Pilots” and Wilma Hugunin?
In the informational text "Frida Kahlo," Jessica McBirney discusses the life and artistic career of the famous Mexican artist, Frida Kahlo.Pair “Female WWII Pilots: The Original Fly Girls” with “Frida Kahlo” and ask students to discuss how both texts explore women challenging typical gender roles. What was expected of these women during their time? How did Kahlo use her art to challenge gender norms? How does this compare to the actions of the Women Airforce Service Pilots?
In the informational text "Amelia Earhart," Barrett Smith discusses the life, accomplishments, and lasting legacy of the famous female pilot, Amelia Earhart.Pair “Female WWII Pilots: The Original Fly Girls” with “Amelia Earhart” and ask students to discuss how Earhart and the Fly Girls were able to break down barriers in their generation. How did the women in each text handle setbacks? How did the Fly Girls face gender bias after the war? Would Earhart have faced the same bias, if she had survived?
In the informational text "Cracking Code Purple," Anna Ouhchy discusses the discovery of cryptanalyst Genevieve Grotjan during World War II.Pair “Female WWII Pilots: The Original Fly Girls” with “Cracking Code Purple” and ask students to discuss how both texts explore the contributions of women during World War II. Why were women uncommon in the jobs discussed in the two texts? Why were the actions of the women discussed in the two texts important to the war?
In the informational text "Working Moms Have Been A 'Thing' Since Ancient History," Michaeleen Doucleff discusses a study that sheds light on prehistoric women's work.Pair “Female WWII Pilots: The Original Fly Girls” with “Working Moms Have Been A ‘Thing’ Since Ancient History” to provide students with another example of women’s contributions that were overlooked by history. How could the women’s contributions in WWII have been treated differently if prehistoric studies examined both male and female skeletons earlier? What is the danger of overlooking women’s contributions as discussed in “Female WWII Pilots: The Original Fly Girls”? What lesson can be learned from both texts?
Sowers is the first woman to coach in a Super Bowl, yet she just wants to be known as a good football coach.Pair “Female WWII Pilots: The Original Fly Girls” with “Katie Sowers is the first woman to coach in a Super Bowl” and ask students to discuss how women in both articles overcame obstacles and defied the odds. What do Katie and the pilots have in common? What lessons can we learn from them as we continue to work towards gender equity in the US?