Winona-milling/logging (part of handout)

Ready, Set, Resources!!!

Description: Today my students will be exploring our new unit topic. We just got out of our last social studies unit about World War I, and we are flowingly moving into the next era. Our class touched lightly on the Great Depression, but my students don’t know very much about it. Before I move into another war, I want my students to be aware of our country’s current mental/physical state between the years of 1938 and 1945.

Materials: Old photo albums, magazines, Winona Historical society archives, newspaper articles, programs, letters, and floor plans, presentation expectations (some WHS archives included)

Grade: 6th grade

Goals: Students will gain more understanding about research and how to utilize key resources to help them understand distinct topics.

Objectives:

1) The student will be able to effectively browse through old archives and resources to find information.
2) The student will examine major social/political/economic issues through browsing the archives, briefly.

Procedure: (40 minutes)

Introductory Experiences: Explain to students briefly about what their new unit topic is going to be and the plan for today’s class. I will show my students the old archives I have previously pulled from different resources and places, and tell them what their job is for the day-the exploration of old newspaper and magazine articles, as well as photo albums, letters, and other archives, to get a better feel for the time period. (Some letters or journals may be derived from the Historical Society, but I haven’t decided yet). (5 minutes)

Developmental Experiences: (35 minutes)
1) Have the students get into partners and explore the available archives/resources together. Tell students to record any interesting information found as well as anything that seems important to our next unit topic of WWII. (15-20 minutes)
2) After the time is up, have students congregate back to the large class and go around the room asking students to share anything that they have found that interested them. I will then ask students if they have any questions about what they have found or read, and I am completely open to answering anything I can. Time could vary due to asking/answering questions about the new unit or about the current material being analyzed. (5-10 minutes)
3) Tell students to get back with their partners and join 2 other groups of partners (for a total of 6 people) and give them their assignment. Give students a grading rubric for their presentation. Students need to get into groups of 6 and chose a pressing topic between 1938 and 1945 found in either a newspaper or magazine article. Some of these topics could include but are not limited to: The Great Depression, our government at the time, Stock market crash, our country’s transition to war, among many other issues. Students will be expected to do research on their OWN TIME about the topic and bring a brief presentation of it with them to class the next day. Also: each group needs to be approved with me for each topic they are considering. (5 minutes)
4) After explaining assignment, I let the students get into their groups and perhaps talk about when they are meeting or what their topic may want to be, I open this time up for brainstorming. (5minutes)

Closure:
Lastly I will open up the floor for any questions about the assignment I just gave, about WWII in general, about research, the resources, etc. This is an open time for my students to express themselves and explore. (5 minutes-end of class)

Assessments:
I assigned my students a project that will enhance group-work skills as well as give the students each a chance to expose each other to a topic in history they probably never even knew existed. Due on day 4 of unit.


References:

Winona Historical Society Archives.
















Utilizing Key Resources Group Presentation

· Your group will find a newspaper or magazine article that is a pressing topic between the years of 1938 and 1945.
· Each group must compile research and put together information in a worthwhile presentation for the rest of the class, due on day 4 of unit.
· Each group’s presentation must include but is not limited to:

-Topic approved by teacher

-Accurate description of article

-Appropriate time period

-At least 2 visual aids

-Key people in article

-Why is this artifact important to the history of WWII?

-How did your topic influence the well-being of the United States?

· Your group presentation will be looking for all of these things, for a total of 50 points.

Lesson plan #3

Lauren Olita

Where on Earth?

Description: Through hands-on application during class time, students will learn the countries involved in World War II. They will identify the allied and axis powers, which countries are on what sides, and be able to identify them on a map.

Materials: colored pencils, pencils, World map and map of Minnesota, large classroom World map, pointer stick, chalk/chalkboard, WWII Industry handout, Winona Historical Society

Grade: 6th grade

Goal: students will gain a better understanding dealing with the geographic locations involved in World War II.

Objectives:

1) Students will be able to identify the allied and axis powers, as well as their corresponding countries.
2) Students will be able to locate countries involved in World War II on a world map.

3) Students will be able to identify key resources of countries involved in WWII according to their maps.

Procedure: (40 minutes)

Introductory Experiences: (3-5 minutes)
1) Randomly list major countries involved in World War II on the chalkboard.
2) Make a chart consisting of the labels of allied and axis powers.
3) Have students predict which country belongs in which category, pertaining to World

War II. These "guesses" should be verbalized to their neighbors in the classroom.

Developmental Experiences: (30-35 minutes)
1) Students will participate in a small discussion about which country belongs to either

Allied or axis powers. (5 minutes)
2) If student guesses the wrong side, simply correct them and write the final list on the chalkboard so it’s visible to all students. (5-10 minutes)
3) These are the possible answers.
Allied Axis
United States Germany
Britain Italy
France Japan
USSR Hungary

4) Pull down large class map of the world and question students where they think each country involved is located. Students should be volunteers, but call on them if needed. Have the student guess or “show” the class where the specific country asked of is located. (5-10 minutes)
5) If student incorrectly guesses the location of the country, simply correct them and move on to the rest of the lesson.
6) Directions: Give students WWII Industry hand-out. Pass out maps of the World as well as Minnesota. Students choose 2 different colors of colored pencils. With the World map, have students color axis power countries one color and allied power countries a different color, as well as label these countries. Then have students draw/label what some of the country's major industries are, according to the hand-out. Then have students color Winona County on the map of Minnesota, showing students where Winona is in relation to Minnesota and the rest of the World. Explain the importance of knowing where you are from, and knowing key resources may have great benefit in the future.(See maps provided, hand-out). (10-20 minutes)

Closure:
Wrap up the rest of today’s lesson with questions about location of the different countries involved in World War II.

Assessments:
Walk around classroom and ask students questions about the allied and axis
Powers of World War II and ask individual students to show teacher specific
Countries.

References:

http://www.infoplease.com/ipa/A0001288.html

http://upload.wikimedia.org/wikipedia/commons/c/c3/BlankMap-World.png