World War 1 Portfolio – Part 3

Justify how the newly found roles of women helped to provide for the first world war?


In 1914, when the first battle of World War 1 broke out, the government was scrambling to find men to go out on the battlefield.  As time went on, and men were lost at large numbers, civilians had to take their place.  The factories, farms, and homes were left abandoned as the men raced off to war to fight for their country.  How were they to survive if there was no one to run the company they left behind?  How were they to be provided with weapons, food and other resources if they could not work in the factories to make all of the much needed munitions and weapons?  There was only one solution – Women.  At first, society was hesitant for the women to begin working in the factories and taking over what was known as “man’s work” but they soon proved them wrong.

The women, only knowing domestic service up to this point, were trained to work in the munition factories, become mechanics and work on airplanes, build ships, take up positions in agriculture, and others.   According to statistics, “In July 1914, before the war broke out there were 3.2 million women in employment. This had risen to 5 million by January 1918” (Women in World).  Women became the working force from 1914 until 1918 and the men all over the world would not have been able to survive as long as they did. The women became nurses on the battlefield to care for any wounded soldier.  They worked in very dangerous conditions to help provide for the war and men fighting at war.  

In conclusion, if the women had not taken up all of the empty positions at almost every job during the war, there would have been devastating consequences.  First, there would have been little to no artillery for the soldiers to fight against their enemy with, besides the ones they already had.  Secondly, food would have become a much larger issue during the blockades if the women had not been behind on the home front to look for it, prepare it and send it to battle.  Not only did they provide food, money, resources and some one to look forward to coming home to, but they also provided aid for all of the wounded soldiers.  The women played a vital role throughout the first world war, and it changed their position in the eyes of society for the future because of it.

Propoganda Poster Women Using Wheelbarrow

If you wish to learn more about the role women played during the first world war, check out these links below!!

  1. 12 Interesting Facts about Women in The First World War
  2. Women in World War 1
  3. Women’s Roles in the First World War
  4. Women Navvies work on railroad

Works Cited

Women “navvies” Work on Railway Building in Coventry, England. N.d. CNN. Web. 28 Oct. 2016.

“Women In WW1 | WW1 Facts.” WW1 Facts. N.p., n.d. Web. 27 Oct. 2016.

“The Role of Women in World War 1.” The Role of Women in World War 1. N.p., n.d. Web. 24 Oct. 2016.

Mason, By Amanda. “12 Things You Didn’t Know About Women In The First World War.” Imperial War Museums. N.p., n.d. Web. 27 Oct. 2016.

 

Reflection on Media Fair

The media fair took place in Ms Barbour and Mr Kew’s rooms yesterday, June 8th 2016.  The media fair was an exhibition of sorts where everyone displayed their posters about their different topics for our final unit.  Everyone walked around and learned more about the different perspectives for trending issues in the world or topics that others found interesting.  Walking around, I spoke to Ayasa, Mimi, Sam, Krysta and Kate about their posters.

Ayasa

 Ayasa - McDonalds

Her topic for this unit was McDonalds.  On her poster, she had six different types of media to help show the different perspectives on McDonalds.  This included a parody, a tweet, a documentary, an advertisement, and editorial and an article.  The two sides to her topic were either that people were for McDonalds, or against it because of how unhealthy multiple sources found their food.  When talking with her, she told me that all of the sources that were against McDonalds included charts and statistics, which made them appear credible and not biased.

Mimi

Mimi - Caitlyn Jenner: Vanity Fair Cover

Mimi’s topic for this unit was Caitlyn Jenner: Vanity Fair Cover.  On her poster, she included five sources, an article, an editorial, a meme a video, and a tweet.  All of these sources show a different reaction to the cover of Vanity Fair Magazine.  When talking with Mimi, she told me that she thought it was very interesting that there was a meme made from this topic because meme’s are funny and are supposed to make people laugh.

Sam

Sam - Man buns

Sam’s topic for this unit was man buns.  This is a trending topic for mens fashion right now.  On her poster, she included six sources, a youtube video, an advertisement, a magazine, a tumblr post, a fashion blog, and a news article.  I really liked Sam’s topic and poster because it was visually appealing and personally, I do not mind man buns if the person can pull it off.  Talking with Sam, she told me that in one of her sources, the news article, that the writer goes against what he is saying.  He is writing about how he does not like them but then in his article, he is saying how he is jealous of the people who can wear them, probably because some women see them as more attractive.

Man buns Article

The main thing I learned from speaking with Sam was that she also approves of man buns if the person can pull them off and it does not make them appear creepy.

Krysta

Krysta - Plastic Surgery

Krysta’s topic was plastic surgery.  She had five sources on her poster, a debate, a meme, a poster advertisement, a piece of art and a magazine.  Talking with Krysta, she said that people usually get plastic surgery because they feel insecure.  She also said that some people get plastic surgery because they have been bullied because of the way they look.  I learned that the main reason for plastic surgery is insecurity, and before speaking with her, I assumed that it was only because the celebrities or person involved wanted to do it.

Kate

Kate - Cather in the Rye

Kate’s topic for the media fair was the novel, The Catcher In The Rye, written by J.D. Salinger.  She included seven different sources, a comic, a video, a magazine, a review, an educational journal, an article, and a blog post.  I learned that this book has been banned because it is believed to influence people in their decision making process and that it turns people into killers.  Also that this book has a very negative connotation.   Kate told me that this book has only been found on one person, the killer of John Lennon but this is where this negative connotation comes from.  This was all very interesting because I have never read the book before.

The media fair was very interesting and I learned a lot more about topics that are trending or that others found interesting to explore.  My personal favorite was Sam’s because of how it looked and I found her topic interesting.  In the end, this media fair was a cool way for us, as students to view other peoples work instead of doing verbal presentations in front of the whole class.  This way, we were able to choose which topics we were interested in and which ones we wanted to learn more about.

Human Experimentation

What’s the story?

     In the year 1946, 819 pregnant women were fed radioactive iron to help develop diet and supplement guidelines for expectant mothers and their unborn children in the future.  This experiment was done for Vanderbilt, located in Nashville Tennessee, University’s nutrition study.  The official experiment would begin at the expectant mother’s second prenatal visit to the doctor.  At this appointment, they were given iron, which the doctors and experimenters would track and observe throughout the rest of their pregnancy (Tennessee-Vanderbilt Nutrition …).

What were they trying to discover from this experiment?

     The point of this experiment was to observe, analyse and determine how much iron was absorbed by women during pregnancy.  This was to understand and develop guidelines for their and their baby’s health.  The university already had some knowledge about the dietary and vitamin needs of an expecting mother, but they wanted to know more.  To test the amount of iron that had been absorbed into the blood, the doctors would draw blood to run tests and after the children were born, they would test the amount of radioactivity that the infant had absorbed (Tennessee-Vanderbilt Nutrition …).  

Is it ethical ?

     This experiment would be considered unethical for a few reasons.  First, the women involved in the experiment were not informed that they were participating.  Therefore, they did not give their consent and the people doing the experiment did not respect the patients and their needs or security.  They just assumed that it was okay to perform this test.  Secondly, it was assumed that the amount of radioactive iron that they consumed was healthy.  After doing research, according to NYTimes, “While it would not be acceptable today to give radioactive isotopes to pregnant women”, it apparently was acceptable back then because the doctors had done research and prepared beforehand , that does not make it ethical (Schneider).  Thirdly, the experimenter does not have an open mind because they are not as worried about the expecting mother and their child, but more for the results because that is what matters.  

How else could this information be gathered?

      Today, this information could be gathered possibly the same way, but make sure that the women who are going to be involved have given their consent.  If the women are willing to participate and they know the risks, and the end product will help future pregnant women and science, then the experiment could be seen as ethical.  In order for this experiment to be approved and to be considered ethical, the experimenters must have worked out all of the side effects, the worst thing that could happen and how the experiment was useful in science and the future.  

Works Cited

Schneider, Keith. “Scientists Share in Pain Of Experiment Debates.” The New York

     Times. The New York Times, 01 Mar. 1994. Web. 19 Apr. 2016.

“Tennessee-Vanderbilt Nutrition Study and Follow-up: Research on Pregnant

    Women.” The National Security Archive. Advisory Committee Staff, 19 May 1995. Web. 19 Apr. 2016.

Chapitre 8 Mise en Traine

Exercise 1 – Tu as compris? 
1. Where did Sandrine move from? Where does she live now?

– Sandrine moved from a small village in Côte d’Ivoire and now lives in Abidjan.

2. Where does Koffi live? Does he like it there?

-Koffi lives in Abidjan.  He likes it and says it will take her two weeks to fall in love with it.

3. What was it like where Sandrine used to live? What did she do there?

– Where she used to live was very small.  She went to a small middle school with 15 students.   For fun, she would listen to music, organise festivals, sing and dance.

4. According to Sandrine, what is Abidjan like?

– According to Sandrine, in Abidjan, the people are more alone than together and they live in apartments.

5. What does Koffi offer to do?

– Koffi offers to show her around Abidjan.

 

Exercise 2 – Ville ou Village?

  1. «Il y avait des chèvres.»  – Ville
  2. «On organisait des fêtes.»  – Ville
  3. «C’est tellement grand!»  – Ville
  4. «Nous étions une cinquantaine d’élèves.»  
  5. «On vit dans des appartements.»  – Village
  6. «Les gens sont plus seuls.»  – Village

Exercise 3 – C’était le bon vieux temps

  1. «On se promenait ensemble.» – a
  2. «On chantait et on dansait.» – c
  3. «On se réunissait souvent.» – b

Exercise 4 – Cherche les expressions

  1. What does Sandrine say to …
    1. tell what she thinks of her life in the village?
    2. recall what she used to do?
    3. give her impressions of Abidjan?
  2. What does Koffi say to …
    1. ask how life was in Sandrine’s village?
    2. reassure Sandrine?

Answers:

1.1 – C’était merveilleux.

1.2 – C’était super.

1.3 – Ici à Abidjan, j’ai l’impression que les gens sont plus seuls qu’en brousse.

2.1 – C’était comment, là-bas dans ton village?

2.2 –  Si tu veux, je vais te faire voir tout. Je suis sûr que dans quelques semaines tu en tomberas amoureuse!

Exercise 5 – Et maintenant, à toi

Oui, j’ai démenagé trois fois. Je regrette les États-Unis parce que tout le monde parle l’anglais et je peux lire tout.  Non, je ne voudrais me déplacer maintenant parce que j’aime Japon.

 

Chapitre 7 Mise en Train

Activité 1

1.  How does Bruno feel at the beginning of the story?

– At the beginning of the story, he feels tired and out of energy.

2. What three things do Céline andHector ask him about?

– They ask him what time he goes to bed, did you eat breakfast this morning, and if he does any sports or exercise.

3. What do they suggest to help him feel better?

– They suggest he get more sleep, not skip meals, and to eat more fruits and vegetables.

4. Where do Hector and Bruno go? What do they do there?

– Hector and Bruno go to the gym and lift weights, ride the stationary bikes, and do cardio.

5. How does Bruno feel at the end of the story?

– At the end of the story, Bruno is not very happy because he hurt his ankle, and had to eat an drink things he did not want to.

 

Activité 2

  1. Bruno s’est couché vers…
    1. dix heures.
    2. onze heures et demie.
    3. minuit.
  2. Au petit déjeuner, Bruno…
    1. a mangé une pomme.
    2. a mangé des céréales.
    3. n’a rien mangé.
  3. D’après Céline, il est important de…
    1. se coucher tard.
    2. bien se nourrir.
    3. sauter des repas.
  4. Bruno fait du sport…
    1. rarement.
    2. souvent.
    3. de temps en temps.
  5. D’après Hector, pour élever le rythme cardiaque, il faut…
    1. s’échauffer.
    2. tonifier les muscles.
    3. faire de l’aérobic.
  6. Bruno s’est fait mal…
    1. à la main.
    2. à la cheville.
    3. à la tête.

 

Activité 3

What does Céline or Hector say to … 

1. find out what is wrong withBruno?

– Qu’est-ce que tu as, Bruno? Tu n’as pas l’air en forme.

2. give him advice?

– Il est important de bien se nourrir.

3. justify their advice?

– C’est bon pour toi.

4, offer encouragement?

– Courage!

What does Bruno say to …

1. tell how he’s feeling?

– Je me sens tout raplapla. Je suis fatigué.

2. express his discouragement?

– Ouf! Je suis déjà crevé.

3. complain about an injury?

– Non, pas terrible,  J’ai mal à la cheville.

4. express his annoyance with his friend?

– Ecoute! J’en ai marre de tes conseils!

 

Activité 4

1. “J’ai sauté le petit déjeuner ce matin.”

2. “Je me sens tout raplapla.”

3.  “Il est important de bien se nourrir.”

4. “Il faut tonifier ses muscles.”

 

Activité 5

Qu’est-ce que tu penses des conseils que les amis de Bruno lui donnent? Qu’est-ce que tu voudrais lui conseiller, toi? Qu’est-ce que tu fais quand tes amis te donnent des conseils sur ta santé?

Je pense les conseils que les amis de Bruno lui donnent sont un petit difficile pour Bruno parce qu’ils n’était pas très agréables.  Je voudrais lui conseiller faire des exercises et bien manger.  Mes amies ne me donnent pas des conseils sur ma santé.