Travel on the Mississippi River by Steamboat

Above: Photo of Steamboat "War Eagle"

Above: Artifact Recovery Article

Above: Recovered "War Eagle" artifacts on display at the Winona County Historical Society

Above: Winona Republican-Herald article “Early Days of City Described by Orrin Smith”

Above: Winona Republican-Herald article “Captain Orrin Smith- Founder of Winona”

Lesson 2: Travel on the Mississippi River by Steamboat

Theme: The Mighty Mississippi

Sixth Grade

Time: 45 Minutes


Theme/Title of the day’s lesson with a brief description:
Travel on the Mississippi River by Steamboat: The students get to imagine what it would be like to travel by steamboat on the Mississippi River. They also get a brief introduction of how the Mississippi aided in the settlement and founding of Winona.

Materials/resources needed:
Sound clip of “Ben Hur” steamboat whistle
Photo of the famous steamboat “War Eagle”
Article “Divers Explore Hull of ‘War Eagle’ Probe Grave of Steamboat”
Photo of recovered artifacts from the “War Eagle”
Winona Republican-Herald article “Early Days of City Described by Orrin Smith”
Winona Republican-Herald article “Captain Orrin Smith- Founder of Winona”
“Journey Journals”
Pencils/Colored Pencils

Goal(s) for today’s lesson:
The students will know and understand the factors that led to the rapid settlement of Minnesota in the 19th Century and the changes the new Minnesotans brought with them.

Objectives for today’s lesson:
1. The students will identify the importance of rivers and the steamboat on the development of towns/cities along the Mississippi.
2. The students will identify physical features that either hindered or promoted the industrialization of Minnesota.

Procedures:

a. Introductory Experiences:

1. Ask the students to close their eyes, listen carefully and think of what sound they think they are hearing. Play the sound clip of the “Ben Hur” steamboat whistle (30 seconds)

Link to Ben Hur whistle: http://www.steamboats.org/whistle-calliope/eblow.html - (Ben Hur is the ninth steanboat pictured, moving down the page; click "MP3" next to speaker icon.)

2. Ask the students to share what they thought made that noise. (1 minute)
3. After the students have shared their thoughts, tell them that it was a whistle of a steamboat. Show the photo of the “War Eagle” explaining that it was a famous steamboat that traveled the Mississippi River and was used to transport goods to Winona, and also carried union troops during the Civil War from Winona. Tell the students that it ended up burning and sinking in 1870 (explaining this was common for steamboats, as they usually lived less than 5 years because of explosions, snags, and fires), and that the Winona Historical Society gathered artifacts during a dive and currently have them on display at their museum. Show the photo of the artifacts and read article about the dive: pass photo and article around so students can look more closely at them. (3.5 minutes)
b. Developmental Experiences:
1. Review what was learned about the Mississippi River the previous day, reminding the students which states it runs through or borders (Minnesota, Wisconsin, Iowa, Illinois, Missouri, Kentucky, Tennessee, Arkansas, Louisiana, and Mississippi), its length (2,320 miles), where it begins and ends (begins in Lake Itasca, Minnesota and empties into the Gulf of Mexico through Louisiana), and what the river was like during the early years of settlement (very unpopulated and full of wildlife). (3 minutes)
2. Read both Winona Republican-Herald articles (“Captain Orrin Smith- Founder of Winona” and “Early Days of City Described by Orrin Smith”) to the class asking them to point out the connection between what was said in the articles and what they have learned so far. (answers should be related to the steamboat travel on the Mississippi River, allowing for settlement in Winona) If the students are having trouble coming up with ideas, ask: What did Orrin Smith, the founder of Winona, give credit to for bringing settlers to the area? How did Orrin Smith bring supplies to Winona when it was first founded? (3 minutes)
3. Tell the students that throughout the unit they will be keeping a “Journey Journal” as they learn more about the Mississippi River. Read them the following situation:“It is 1856 and you are currently a citizen of Vicksburg Mississippi. You’ve heard of a prospering city in southeastern Minnesota called Winona and after hearing about its efficient transportation system (Mississippi River), its wheat milling, and lumber, you decide to move there in hopes of a better life. Your trip to Winona will be made aboard a steamboat on the Mississippi River, along with other citizens having the same dream. You will be keeping journal entries in your "Journey Journal" based on your journey to Winona, including what you hope to accomplish by traveling north, what your journey on the steamboat is like, which states you pass through on your trip, the types of people you are seeing, what the weather and your surroundings are like, and how far you think you travel each day.”-Explain to the students they can make up their own name for the steamboat in which they are aboard. Tell them to begin writing about their first day after departure from Vicksburg. Tell them they will have 15 minutes to write in their journals and encourage them to use their imaginations and have fun with the project. (16 minutes)
4. Once the students seem to be done writing in their journals, tell them to draw a picture of something they saw on their journey their first day that was important to them or made a lasting impression. Again, encourage the students to use their imaginations. (10 minutes)
c. Culminating Experiences:
Ask the students share their pictures with the rest of the class, explaining their favorite experience on their first day of their journey. Hang the pictures on the wall and collect the students “Journey Journals”. (8 minutes)

Assessments used during lesson:
1. Observe and listen to the students thoughts during the short review.
2. Observe and listen to the students thoughts and ideas after reading the newspaper articles to them.
3. Read the students “Journey Journals” to see if their ideas are in line with the material and ideas being presented to them.