Grade 3 – Connecticut Heroes of World War I


TEACHER'S SNAPSHOT
Topic
Health and Medicine, Social Movements, WomenWorld War I
Theme
Using Evidence to Learn About the Past
Town
Hartford,
New Haven,
Wallingford, Washington
Related Search Terms
World War One, World War I, WWI, Great War, Home Front, Hero, Nurse, Flying Ace, Pilot, Stubby, Dog, Soldier, Monument, Memorial, Biography, Non-fiction, How Connecticut Fought the War, How Lives Changed, How We Documented the War, How We Moved On
Social Studies Frameworks
Grade 3 – Connecticut & Local History

Historical Background
What makes someone a hero? How do we remember people who have made important contributions to our communities, our state, and our nation? What can you do to make a contribution? This activity explores these questions through the lens of five World War I “heroes” from Connecticut—four human and one canine! The heroes featured are:
Raoul Lufbery, Flying Ace
Ruth Hovey, Nurse
William Service Bell, Corporal, U.S. Army Engineers
Stubby, Mascot of the 102nd Infantry
Edith Rossiter, War Relief Volunteer

D1: POTENTIAL COMPELLING QUESTION

What is the significance of Connecticut’s contribution to America’s story?

D1: POTENTIAL SUPPORTING QUESTIONS
  • What role have Connecticut people played in major events in American (or world) history?
  • What has Connecticut’s contribution to the nation been during wartime?
  • What makes someone a “hero”?
  • What characteristics do heroes have in common?
  • How do we remember people who have made contributions to our community, our state, or our nation?
D2: TOOL KIT

Things you will need to teach this lesson.

D3: INQUIRY ACTIVITY
  1. Start with a class discussion:
    • What makes someone a “hero”?
    • What characteristics do heroes have in common?
    • Who are heroes in our community, state, or nation today?
    • Record students’ responses to these questions.
  2. Explain that you will be looking at five individuals who lived in Connecticut about 100 years ago, around the time of World War I.
  3. Give students time to examine each of the portraits from the toolkit. You may look at them all on one day or break them up, studying a different individual (portrait and biography) each day. Ask students what they:
    OBSERVE—“what details can you notice about each portrait?”
    REFLECT—“what do you think about the individual based on what you see?” QUESTION—“what does this picture make you wonder?” Remind students of your initial discussion and ask, “Based on what you see, do you think this is a hero? Why or why not?”
  4. Distribute the mini-biographies. Again, you may want to break them up, studying a different individual each day. As students read, ask them to circle, underline, or highlight words or phrases that they think describe a “hero.”
D4: COMMUNICATING CONCLUSIONS
  • Students will use the “Connecticut Heroes of World War I” chart in the toolkit to organize their information about the individuals studied and indicate whether or not they feel each one qualifies as a “hero.”
  • Students will complete a graphic organizer of your choice (Venn diagram, double bubble, etc.) comparing and contrasting two or more of the individuals studied.
  • Students will select one of the individuals studied that they feel qualifies as a hero and design a monument to that person (or dog.)
ADDITIONAL RESOURCES
Places to GO
Things to DO
Websites to VISIT
Articles & Books to READ

This TeachITCT.org activity is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University.

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