Paired Texts > Rosie the Riveter
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.
In this interview, Wilma Hugunin discusses her experiences serving in the Women's Army Corps during WWII.Pair “Serving with the Women’s Army Corps” with “Rosie the Riveter” to provide students with an example of how one woman contributed during the war. What different types of jobs does Wilma Hugunin identify women taking part in during WWII? What inspired Hugunin to contribute to war efforts?
The informational text "Introduction to World War II" discusses the causes of World War II, as well as its progression and conclusion.Pair “Introduction to World War II” with “Rosie the Riveter” to provide students with additional information about World War II. How does “Introduction to World War II” help students better understand the need for additional labor during the war? Why do students think women were asked to leave the jobs they were once encouraged to fill at the end of the war?
This NPR article showcases the achievements of the first two women to graduate from the United States Army Ranger School.Pair “First Female Army Rangers Say They Thought of ‘Future Generations of Women’” with “Rosie the Riveter” and ask students to discuss how women’s roles in the military have evolved over time. How do students think Kristen Griest and Shaye Haver’s actions have contributed to the public’s views on women’s roles in the army?
In the informational text "The Power of Advertising," Shelby Ostergaard discusses how advertisements are developed and the effect they have on us.Pair “Rosie the Riveter” with “The Power of Advertising” and ask students to discuss whether or not they consider “Rosie” an advertisement. If so, what is she an advertisement for? Do students think that advertisements can have positive effects? Why or why not? What negative messages could Rosie’s image have communicated to some women?
In the informational text "Propaganda: Battling for the Mind" Shelby Ostergaard discussed several historical examples of propaganda and explores how it influences people today.Pair “Rosie the Riveter” with “Propaganda: Battling for the Mind” and ask students to discuss whether or not they consider Rosie a form of propaganda. Could this be considered an example of positive propaganda? Why or why not? If an advertising campaign can be said to aim toward positive goals, should it still be considered propaganda? Is it more legitimate than other forms of propaganda?
In the informational text "Amelia Earhart," Barrett Smith discusses the life, accomplishments, and lasting legacy of the famous female pilot, Amelia Earhart.Pair “Rosie the Riveter” with “Amelia Earhart” and ask students to discuss how both women became icons for female power and change. How did both Earhart and Rosie change how women were perceived by society? What kind of careers were women more likely and able to take on because of Earhart and Rosie? What changed in society to open the door for both Earhart and Rosie?
In the informational text "Women in the Civil Rights Movement," Barrett Smith discusses the role that women played in the Civil Rights Movement.Pair “Rosie the Riveter” with “Women in the Civil Rights Movement” and ask students to discuss how Black women were impacted by the demand for workers during World War II. How did Black women’s skin color impact the employment opportunities they had, in comparison to white women? In what ways were Black women excluded from participating fully in movements for women’s rights and civil rights?