Mississippi River Maps

1878

1963

Grade: 4

Materials/Resources:
1. Pirate maps (3 transparencies)
2. Defining maps passage
3. Maps of the Upper Mississippi River from an 1878 bound collection by Frank S. Eastman found in Winona Historical Society archives - (transparencies and photocopy packets)
4. Maps of the Upper Mississippi River from a 1963 publication of the U.S. Army Engineers found in Winona Historical Society archives - (transparencies and photocopy packets)
5. Construction paper, crayons, markers, colored pencils
6. Drawing/writing project handouts

Goals: The children will examine the geographic features represented on maps of the Mississippi River from different time periods.

Objectives:
1. The students will be able to identify map geographical characteristics and symbols.
2. The students will compare and contrast map characteristics from two different time periods and recognize similarities and differences between them.

Procedures:
1. Introductory experiences (6 min.)
a. Display the pirate treasure map transparencies (about 2 min. for each one)
· Ask students to identify and describe the map’s geographic characteristics
o For example: land, water, trees, mountains
· Ask students to identify map symbols and explain their meaning (if they can)
o “X” identifies the treasure
o compass rose indicates direction
o dotted line shows path to treasure

2. Developmental experiences (25 min.)
a. Read passage which loosely defines maps. (2 min.)
b. Pass out photocopy packets of 1878 maps and show transparencies. (10 min.)
· The maps are different sections of the Upper Mississippi.
· Ask students to identify and describe geographic characteristics from the maps in the packet.
o For example: land, water, cities, roads, RR tracks, dams, bridges, islands, other land formations
o If not mentioned by students, note the unique characteristics of the 1878 maps: rock bluffs, steamboat channel, wrecks
c. Pass out photocopy packets of 1963 maps and show transparencies. (13 min.)
· These maps are also different sections of the Upper Mississippi.
· Ask students to identify and describe geographic characteristics from the maps in the packet.
o Note the characteristics similar to those in the 1878 maps: land, water, cities, roads, RR tracks, dams, bridges, islands, other land formations
o Note the characteristics unique to the 1963 maps: locks, water depths, fuel stops, buoys, lights, levees, embankments
o Encourage students to compare like sections of the Mississippi River between older and newer maps.
o Discuss possible reasons for the changes.

3. Culminating experiences (14 min.)
a. Give students drawing/writing handouts and construction paper. Instruct students to draw river maps according to the following criteria, as listed on the handout:
· Draw in geographical characteristics you might see on a typical 1878 river map in appropriate locations using one color.
· With another color, draw in geographical characteristics you might see on a typical 1963 river map in appropriate locations.
· Symbols used must be explained with a map key.
· Since certain characteristics are common to both eras, there will be some overlap. Color choice for these kinds of items (e.g. roads, cities, bridges) is at the discretion of the student.
· Final step in completing the map is coloring the water and land areas. Students must use some shade of blue for water and some Earth tone color for the land. Colored pencils are recommended for this step.
b. The students may refer to the photocopy packets.
c. For homework, students must complete their map details and write two 3-4 sentence paragraphs on map characteristics.
· First paragraph will contain personal observations about the unique characteristics/symbols of the 1878 maps.
· Second paragraph will be the same about the 1963 maps.

Assessments:
1. During discussion of map characteristics, teacher questioning and student dialogue will be used to informally evaluate general understanding of what maps “tell” us.The students’ drawn maps and paragraphs on map characteristics/symbols will be used to assess individual understanding of basic map information.
Defining maps passage

A map is a picture or representation of a place. There are many different kinds of maps that show different information. No one map can show every characteristic of a place. Since maps represent areas that are much larger than the map itself, they are printed to a smaller scale and use small symbols to represent landmarks or watermarks. Most maps use a common set of symbols to represent certain features like roads, cities, railroad tracks, parks, and many other things worth locating. Water maps also denote water depths, dams, bridges, islands, and other objects related to water. Mapping has become very popular and has evolved from rough, hand-printed estimates to exact satellite images. Today we will look at maps from two different time periods to find similarities and differences.


Drawing/Writing handout instructions

Drawing

1. On construction paper, use markers, crayons, or colored pencils to draw a fictitious river.
2. Using one particular color, fill in geographical characteristics you might expect to see on a typical 1878 river map.
3. Using another color, fill in geographical characteristics you might expect to see on a typical 1963 river map.
4. Characteristics that are common to both time periods (e.g. roads, cities, bridges) may be colored using either of the two previous colors.
5. Map characteristics should be drawn in appropriate locations to best of your knowledge.
6. Lightly shade water areas with some shade of blue and land areas with some Earth tone color.

Writing

1. Write two 3-4 sentence paragraphs on map characteristics.
2. In your first paragraph, describe personal observations about the unique characteristics and symbols of the 1878 maps.
3. In your second paragraph, describe personal observations about the unique characteristics and symbols of the 1963 maps.

Mississippi River Steamboats

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.