Grade: 4
Materials/Resources:
1. Reading passage entitled A Brief History of Steamboats taken from http://www.steamboats.com/
2. Newspaper pictures and articles (photocopies and overhead transparencies) about steamboats in Winona from the Winona Republican – Herald (papers ranging 1926-1940 from Winona Newspaper Project database)
a. Winona’s founder, Orrin Smith, and his steamboat, Nominee, landing Winona’s first settlers (from two papers)
b. Racing steamer named City of Winona
c. New, 5-deck steamer to make trips out of Winona
d. Streckfus excursion boats for vacation rides out of Winona port
3. Little Toot on the Mississippi book by Hardie Gramatky; Little Toot finds the old steamboats just in time to urge them out of retirement to save the bayou animals from the flooding Mississippi. (Winona Public Library)
4. Photocopy/transparency excerpts from Samuel Van Sant’s logbook of the Silver Wave steamboat (Winona Historical Society archives)
5. VHS player and television
a. The Great Steamboat Race VHS video [show for five minutes (from Owatonna Public Library or available for purchase online)]
b. War Eagle: A brief history of the steamboat 1854-1870 VHS video [show for five minutes (from La Crosse Historical society archives)]
6. Homework instructions worksheets
Goals: The children will learn about the characteristics and functions of steamboats from the 19th century time period.
Objectives:
1. The students will examine the characteristics and functions of steamboats.
2. The students will recognize the major role that steamboats played during the 19th century and how steamers contributed to the movement of people and goods.
Procedures:
1. Introductory experiences (6 min.)
a. Show The Great Steamboat Race video. Prior to the video explain:
· It is a reenactment of the famous 1870 steamboat race between the Natchez and the Robert E. Lee on the Mississippi River.
· The famous race is relived with a race between the Delta Queen and the Mississippi Queen.
2. Developmental experiences (29 min.)
a. Read the “brief history of steamboats” passage. (3 min.)
b. Pass around fictional book, Little Toot on the Mississippi, and photocopies of newspaper pictures and articles. (10 min.)
· Book is a fictional representation of steamboats on the Mississippi.
· Show newspaper transparencies with brief descriptions of steamboat pictures. Read newspaper captions.
c. Show the War Eagle video. (5 min.)
· Note the movement of people and goods to the various port towns.
· Note the boat’s frequent stops in La Crosse and other towns on the Upper Mississippi including Winona.
d. Pass around photocopy excerpts from Silver Wave logbook and show related transparencies. (11 min.)
· Note locations visited along the river and common ports (Winona highlighted).
· Note the time period and handwriting style (1880s).
· Note the pasted newspaper articles in the logbook (death notice, political satire of the time).
3. Culminating experiences (10 min.)
a. Pass out assignment directions hand-out. Instruct students to begin writing a one-page letter about steamboats as follows:
· role – from the perspective of a Winona resident in the 1880s
· audience – to your relatives back east
· topic – about anything you have recently learned about steamboats (physical characteristics-structure/beauty, uses-transportation/racing/vacations, common routes, famous steamboats, local impact)
· students may also write a narrative description of a trip on a steamboat
b. The students may refer to the materials (e.g. pictures, articles, logbook entries) used in the lesson for letter ideas and details.
c. Instruct students to finish the letter at home for the next day.
Assessments:
1. Teacher questioning and student dialogue during the lesson will be used to informally evaluate general understanding of steamboat characteristics and functions.
2. The students’ letter writing assignment will be used to assess individual understanding of steamboats’ characteristics, functions, and impact during their 19th century reign.
Homework instructions
Based on today’s exploration of steamboats, you will write a one-page letter about steamboats.
You will begin writing your letter in class and finish it at home for the next day.
Before writing, close your eyes and picture yourself in Winona in the 1880s. You have recently moved there from the east and are fascinated by steamboats. Write your letter using these basic guidelines:
a. You’re writing from the perspective of a new Winona resident in the 1880s.
b. You are writing to your relatives back east.
c. You are writing about anything you have recently learned about steamboats:
i. Physical characteristics – structure, beauty
ii. Functions – transportation, racing, moving goods, vacations
iii. Common routes between ports
iv. Famous or local steamboats
v. Local impact of steamboat traffic
vi. Anything else you find interesting about steamboats
d. Your letter may also include a narrative description of a trip on a steamboat.
You may refer to the materials (e.g. pictures, articles, logbook entries) used in the lesson for letter ideas and details. You may also extend your research at home through literature or Internet resources for more references.
Materials/Resources:
1. Reading passage entitled A Brief History of Steamboats taken from http://www.steamboats.com/
2. Newspaper pictures and articles (photocopies and overhead transparencies) about steamboats in Winona from the Winona Republican – Herald (papers ranging 1926-1940 from Winona Newspaper Project database)
a. Winona’s founder, Orrin Smith, and his steamboat, Nominee, landing Winona’s first settlers (from two papers)
b. Racing steamer named City of Winona
c. New, 5-deck steamer to make trips out of Winona
d. Streckfus excursion boats for vacation rides out of Winona port
3. Little Toot on the Mississippi book by Hardie Gramatky; Little Toot finds the old steamboats just in time to urge them out of retirement to save the bayou animals from the flooding Mississippi. (Winona Public Library)
4. Photocopy/transparency excerpts from Samuel Van Sant’s logbook of the Silver Wave steamboat (Winona Historical Society archives)
5. VHS player and television
a. The Great Steamboat Race VHS video [show for five minutes (from Owatonna Public Library or available for purchase online)]
b. War Eagle: A brief history of the steamboat 1854-1870 VHS video [show for five minutes (from La Crosse Historical society archives)]
6. Homework instructions worksheets
Goals: The children will learn about the characteristics and functions of steamboats from the 19th century time period.
Objectives:
1. The students will examine the characteristics and functions of steamboats.
2. The students will recognize the major role that steamboats played during the 19th century and how steamers contributed to the movement of people and goods.
Procedures:
1. Introductory experiences (6 min.)
a. Show The Great Steamboat Race video. Prior to the video explain:
· It is a reenactment of the famous 1870 steamboat race between the Natchez and the Robert E. Lee on the Mississippi River.
· The famous race is relived with a race between the Delta Queen and the Mississippi Queen.
2. Developmental experiences (29 min.)
a. Read the “brief history of steamboats” passage. (3 min.)
b. Pass around fictional book, Little Toot on the Mississippi, and photocopies of newspaper pictures and articles. (10 min.)
· Book is a fictional representation of steamboats on the Mississippi.
· Show newspaper transparencies with brief descriptions of steamboat pictures. Read newspaper captions.
c. Show the War Eagle video. (5 min.)
· Note the movement of people and goods to the various port towns.
· Note the boat’s frequent stops in La Crosse and other towns on the Upper Mississippi including Winona.
d. Pass around photocopy excerpts from Silver Wave logbook and show related transparencies. (11 min.)
· Note locations visited along the river and common ports (Winona highlighted).
· Note the time period and handwriting style (1880s).
· Note the pasted newspaper articles in the logbook (death notice, political satire of the time).
3. Culminating experiences (10 min.)
a. Pass out assignment directions hand-out. Instruct students to begin writing a one-page letter about steamboats as follows:
· role – from the perspective of a Winona resident in the 1880s
· audience – to your relatives back east
· topic – about anything you have recently learned about steamboats (physical characteristics-structure/beauty, uses-transportation/racing/vacations, common routes, famous steamboats, local impact)
· students may also write a narrative description of a trip on a steamboat
b. The students may refer to the materials (e.g. pictures, articles, logbook entries) used in the lesson for letter ideas and details.
c. Instruct students to finish the letter at home for the next day.
Assessments:
1. Teacher questioning and student dialogue during the lesson will be used to informally evaluate general understanding of steamboat characteristics and functions.
2. The students’ letter writing assignment will be used to assess individual understanding of steamboats’ characteristics, functions, and impact during their 19th century reign.
Homework instructionsBased on today’s exploration of steamboats, you will write a one-page letter about steamboats.
You will begin writing your letter in class and finish it at home for the next day.
Before writing, close your eyes and picture yourself in Winona in the 1880s. You have recently moved there from the east and are fascinated by steamboats. Write your letter using these basic guidelines:
a. You’re writing from the perspective of a new Winona resident in the 1880s.
b. You are writing to your relatives back east.
c. You are writing about anything you have recently learned about steamboats:
i. Physical characteristics – structure, beauty
ii. Functions – transportation, racing, moving goods, vacations
iii. Common routes between ports
iv. Famous or local steamboats
v. Local impact of steamboat traffic
vi. Anything else you find interesting about steamboats
d. Your letter may also include a narrative description of a trip on a steamboat.
You may refer to the materials (e.g. pictures, articles, logbook entries) used in the lesson for letter ideas and details. You may also extend your research at home through literature or Internet resources for more references.
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