Theme: What did Winonans do?
Description: In this lesson we will learn about what role some of the people in Winona played in World War II.
1. Materials:
a. Primary Documents
2. Goals: The students will understand the role that Winona played in the war.
3. Objectives:
a. The students will identify peoples’ roles in the war.
4. Procedure:
a. Introductory experiences: Review with the students the timeline that was created the first day of class. Have the students point out a few key dates or events and tell what happened. (Ten Minutes)
b. Developmental experiences: The information for these men can be found in the primary documents.
1. Tell students about Max Conrad. He was a teacher and an advocate for the Air Corps. He taught the first pilot that saw airtime during the war. (ten Minutes)
2. Talk to students about Ed Janikowski, who was a survivor of the Pearl Harbor attack. He was staffed on the Arizona. Have the students read the article from the Winona Daily News, on December 1, 1991. (Ten Minutes)
3. Tell students about Arthur Donahue, although he may not have been from Winona, he did receive his flight training. He was the first combat pilot; he enlisted in the British Air Force and was shot down over the British Channel. (Ten Minutes)
4. Many other Winona men fought in the war. Acknowledge that they had many different roles, but everyone worked toward the well being of the nation. All of these people could be considered a hero. (10 Minutes)
5. Students will write about their hero and why they are their heroes. (10 Minutes)
c. Closure: Review the different people and what their purpose was in the war.
Assessment: Collect the essays about heroes. Read these and decide if the student knows the material that was covered today.
Wednesday, December 12, 2007
Tuesday, December 11, 2007
Economic Lesson
Grade: 8
1. Theme: Economic hardships on the home front. This unit will discuss the economic hardships that people on the home front faced during World War II.
2. Materials:
a. Primary Documents
b. Attached worksheet
c. Internet
d. Library access
3. Goals: The students will understand the effect that World War II had on the economics of the United States during this time.
4. Objectives
a. The students will identify items that were rationed during World War II.
5. Procedure
a. Introductory experiences: Ask the students questions regarding items that they like. Examples include; what is your favorite food? What is your favorite shirt? Ask a variety of similar questions to a variety of students. After students have shared some of the modern conveniences that we use everyday discuss how during WWII these item were not readily available. Introduce the idea or rationing
b. Developmental experiences
1. Show students the picture of the ration packet. Discuss how the rations were used. Rations were used as a way to monitor the distribution of food during the war. Discuss why there was a need for rations. The need for rations stems from the increased need for the everyday goods overseas to provide resources to the troops who were fighting. Discuss how rationing affected every part of life. Show the remainder of the primary documents. Pass them around the class. Discuss what people did to help themselves in this time of rationing. People created “victory gardens” People recycled everything from clothes to envelopes. Also people started eating new foods. (15 minutes)
2. Hand out the attached work sheet. Give the students the directions. Students work individually on the work sheet using the available resources. (20 minutes)
3. Reconvene as a class. Discuss part two of the work sheet. Ask probing questions to gage the understanding of the rationing system. Review a good portion of the items that the students had on their lists and the reasons behind each item. (10 Minutes)
c. Closure: Collect the worksheets from the students. A student who has not spoken yet today will ask a question regarding today’s lesson.
6. Assessment: Informal assessment will take place as I view the students as they work individually on the worksheet, also as they participate in the class discussion. Formal assessment will take place as I view after class the worksheets that the students completed and handed in.
1. Theme: Economic hardships on the home front. This unit will discuss the economic hardships that people on the home front faced during World War II.
2. Materials:
a. Primary Documents
b. Attached worksheet
c. Internet
d. Library access
3. Goals: The students will understand the effect that World War II had on the economics of the United States during this time.
4. Objectives
a. The students will identify items that were rationed during World War II.
5. Procedure
a. Introductory experiences: Ask the students questions regarding items that they like. Examples include; what is your favorite food? What is your favorite shirt? Ask a variety of similar questions to a variety of students. After students have shared some of the modern conveniences that we use everyday discuss how during WWII these item were not readily available. Introduce the idea or rationing
b. Developmental experiences
1. Show students the picture of the ration packet. Discuss how the rations were used. Rations were used as a way to monitor the distribution of food during the war. Discuss why there was a need for rations. The need for rations stems from the increased need for the everyday goods overseas to provide resources to the troops who were fighting. Discuss how rationing affected every part of life. Show the remainder of the primary documents. Pass them around the class. Discuss what people did to help themselves in this time of rationing. People created “victory gardens” People recycled everything from clothes to envelopes. Also people started eating new foods. (15 minutes)
2. Hand out the attached work sheet. Give the students the directions. Students work individually on the work sheet using the available resources. (20 minutes)
3. Reconvene as a class. Discuss part two of the work sheet. Ask probing questions to gage the understanding of the rationing system. Review a good portion of the items that the students had on their lists and the reasons behind each item. (10 Minutes)
c. Closure: Collect the worksheets from the students. A student who has not spoken yet today will ask a question regarding today’s lesson.
6. Assessment: Informal assessment will take place as I view the students as they work individually on the worksheet, also as they participate in the class discussion. Formal assessment will take place as I view after class the worksheets that the students completed and handed in.
Rationing Worksheet
World War II Rationing
Part 1: Below is a list of items that were rationed during World War II. Describe how or why these items were rationed. What was the alternate use of the items, meaning how were they being used for the war. Use complete sentences and be sure that the answers given are complete and well thought out. You may use the Internet, books, newspaper articles, documents from the Winona Historical Society, and other reliable sources.
1. Sugar
2. Fuel Oil
3. Gasoline
4. Shoes
5. Tires
6. Nylons
7. Wood
8. Metal
9. Cloth
10. Meat
Part 2: On a separate sheet of paper make your own list of five new items not on the previous list that were rationed during the war. Describe how the item was used and why it was being rationed.
Part 1: Below is a list of items that were rationed during World War II. Describe how or why these items were rationed. What was the alternate use of the items, meaning how were they being used for the war. Use complete sentences and be sure that the answers given are complete and well thought out. You may use the Internet, books, newspaper articles, documents from the Winona Historical Society, and other reliable sources.
1. Sugar
2. Fuel Oil
3. Gasoline
4. Shoes
5. Tires
6. Nylons
7. Wood
8. Metal
9. Cloth
10. Meat
Part 2: On a separate sheet of paper make your own list of five new items not on the previous list that were rationed during the war. Describe how the item was used and why it was being rationed.
Resources
Possible Resources
Internet:
http://www.ameshistoricalsociety.org/exhibits/events/rationing.htm
http://www.worldwar2exraf.co.uk/Online%20Museum/Museum%20Docs/foodration.html
Books:
Grandma's Wartime Kitchen: World War II and the Way We Cooked
by Jean Anderson
Bombers and Mash: The Domestic Front, 1939-45
by Raynes Minns
Rationing
by Alison Cooper
Internet:
http://www.ameshistoricalsociety.org/exhibits/events/rationing.htm
http://www.worldwar2exraf.co.uk/Online%20Museum/Museum%20Docs/foodration.html
Books:
Grandma's Wartime Kitchen: World War II and the Way We Cooked
by Jean Anderson
Bombers and Mash: The Domestic Front, 1939-45
by Raynes Minns
Rationing
by Alison Cooper
Subscribe to:
Posts (Atom)