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Grade Level 11

History and Social Studies:
11.7.3; Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers). 11.7.6 Developments in
Aviation
Describe major developments in aviation, weaponry, communication, and medicine and the war's impact on the location of American industry and use of resources.

Literature and Language Arts:
Reading Informational Materials 2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents .
Reflective Composition
2.3 Write reflective compositions:

Analyzing text
Critical thinking
Cause and effect
Expository critique
Making inference
Visual analysis
Write reflective composition
Research
March 28, 2006

Lessson Plan
Introduction
Background for Teacher
Guiding Questions
Learning Opportunities
Assessment
Guided Discussion Questions
Instructional Plan
Materials Needed
Groupings
Checking for Student Understanding
Guided Practice
Independent Practice
Closure
Extension
English Learners
G.A.T.E. Students

Links
Vocabulary
Pre-Post Test  | Blackline Master
Reflective Essay Rubric

The Dream of Flight; Library of Congress
History of Women Aviators - Smithsonian
Women in flight
World War I Aviation
March Air Museum History
Planes and Pilots of WWII
American Aces of WWII
Tuskegee Airmen of WWII
World War II Training films
Veterans History Project - Library of Congress
George Palmer Putnam Collection of Amelia Earhart Papers E-Archives -Purdue University Libraries
The Western Region Tuskegee Airmen Archive - University of California Riverside
April 15, 2007
Feedback and Evaluation
Email Lesson to friends or colleagues
 
Aviation Lesson Plan | 11th Grade Level
Download Complete Aviation Lesson Plan for 11th Grade Level | pdf xx kb

Connections in Aviation

Introduction:

The birth of man-powered flight occurred the same year Frank Miller opened his Mission style hotel. Mr. Miller, his guests, and the whole world would soon learn of Orville Wright’s 12 second flight on December 17, 1903. Riverside was headed for an “adventure in the skies” that continues 103 years later. Immediately fascinated with this invention was Frank Miller, who recognized that the world would be forever changed.

The Aviation Artifacts of the Mission Inn Foundation commemorates those who bravely advanced the world of flight; beginning with the Wright Brothers and chronicling the efforts of those determined men and women who were willing to endanger their personal safety to keep the dream and reality of human flight alive.

Background for the teacher:

Frank Miller collection : At the beginning of the 20th Century, other countries were also experimenting with aircraft, including France, Britain, Germany, and Italy. The United States Army and Navy knew they needed to expand their aviation programs. Planes, airfields and trained flyers were needed. Could the Army be persuaded to establish an airfield in Riverside?

Frank Miller and his guests were thrilled to learn of Orville Wright’s 12-second flight on December 17, 1903, the same year Miller opened his mission-styled hotel. Riverside was headed for an adventure in the skies that continues over 100 years later.

Despite the successes of the Wright Brothers and many other Americans, France, Britain, Germany, and Italy were at the forefront of aviation. The Army and the Navy were seeking to expand their fledgling aviation programs in the United States. Planes, airfields and trained flyers were needed. Could the Army be persuaded to establish an airfield in Riverside? Many believed it was possible, including Frank Miller, who had successfully helped establish Riverside County, the Citrus Experiment Station (now UC Riverside), the Sherman Indian School and of course, the Mission Inn. Miller and other community leaders convinced the U.S. government to locate an airfield east of Riverside. With the backing of the Riverside Chamber of Commerce, Frank Miller signed the deed transferring 640 acres of Alessandro Ranch to the Army Signal Corps. The first military plane landed at the new airfield on March 1, 1918, and by July, cadets were in training. Thus began an extraordinary part of Riverside County’s military history.

In a letter to friend General Hap Arnold, Dewitt Hutchings (Frank Miller’s son-in-law) once described himself as “Air Minded.” Although the term was not exclusive to the Miller-Hutchings family, they were the embodiment of it. They embraced flight with unmatched enthusiasm. The result was an extensive and eclectic military and civilian aviation collection, comprised of travel brochures, souvenirs, insignias, photographs, and a variety of other materials (even a bottle of Graf Zeppelin oil). The Miller-Hutchings had a circle of friends who shared their “Air Mindedness," including many associated with March Field, such as Generals Hap Arnold and Jimmy Doolittle. The family also had collected memories of flights to South America, Europe, Asia, and points beyond.

The family's aviation-related objects were displayed in several locations throughout the hotel. Many were exhibited in a small structure called the “Pilot’s Roost” located above the St. Cecilia Chapel (opposite the entrance to the St. Francis Chapel). A small conference and dining room reserved for the military housed even more flight-themed objects.

In 1932, the International Shrine of Aviators was opened, encompassing the St. Francis Chapel and the adjoining St. Francis Atrio; the Atrio hosts the Famous Fliers’ Wall, which was used by the Miller-Hutchings family to recognize notable aviators. Today, 151 fliers or groups of fliers—most of whom were in attendance for their induction ceremonies--are honored there. Each aviator’s signature is etched onto a 10-inch wide pair of copper wings attached to the wall.

The "Air Mindedness" of the Miller-Hutchings family brought a soaring new element to the Mission Inn, and helped Riverside fly boldly into the future.

Guiding Questions:

  1. How does aviation affect your life today?
  2. Would those involved in aviation development more likely be fearless or reckless?
Learning OpportunitiesWhat do you expect your students to do by the end of this lesson? (Objective):

As a component during instruction on America’s participation in World War II, upon completing this lesson, students will be able to:

  • Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces.
  • Describe and discuss major developments in aviation.
  • Verify and clarify facts presented in other types of expository texts by using a variety of documents.
  • Write a reflective composition in which student relates to developments in aviation.

Assessment: (What evidence will let you know that each and every student has achieved this objective?)

Write a Reflective Composition

Our understanding of the natural world is greatly influenced by results of scientific experiments. From flying a kite to the space shuttle, we have realized the dream of human flight. The ability to fly has not only changed the civilian world, but also changed the face of combat, particularly World War I and World War II. Write a reflective essay detailing how you feel about aviation technology and how it has affected your life. Be sure to connect to your own experience, and the significance to broader themes in life.

Use the Reflective Essay Rubric.

Guided Discussion Questions:

To introduce the topic of aviation and how developments in aviation, changed the world both militarily and in civilian life, encourage discussion of the following:

  1. How did the developments in aviation change warfare in World War I?
  2. How might the outcome of World War II been different had it not been for the involvement of aviation?
  3. What challenges did early pilots in World War I and World War II face? What type of person must one be to overcome these challenges?
  4. In what ways does aviation affect our lives today?

Instructional Plan How will the lesson be structured? What strategies will be used? (Instruction Input):

  • Teacher peruses the above Introduction.
  • Teacher familiarizes self with information from website, which describes each artifact.
  • Whole class direct instruction during initial questioning – tapping into prior knowledge.
  • Whole class direct instruction for viewing artifacts from website – contextual clues.

Materials needed to teach this lesson:

  • Mission Inn Museum website viewed on classroom LCD projector students may view from home or on classroom computer in small groups.
  • Computer access for Internet research resources.
  • Library resources.

Groupings that will be used in this lesson:

  • Whole class for checking for prior knowledge, guided questions, viewing artifacts, introducing prompt.
  • Small groups to gather research materials.
  • Independent writing of reflective composition.
  • Working in small groups of peer review of first draft.

Checking for student understanding:

Opportunities for students to practice the skill/concept: (Guided practice):

Explain that Frank Miller, local entrepreneur, was described as “air minded” because of his interest and passion for developments in aviation. Besides founding the Mission Inn in Riverside in 1903, Miller was instrumental in persuading the United States Departments of the Army and Nary to establish a military base in the county in 1918. Link to Miller Family for primary source photographs.  Even before World War I, Mr. Miller dedicated much of his Mission Inn to honor the men and women involved at the time and for those influential in future aviation endeavors. Show Early Flight, March Field, Endorsement of Passenger Flight.

Show the Aviator Wall and explain the creation and structure of this wall. Ask students if any names sound familiar as you review the list. You may wish to point out John Glenn, Eddie Rickenbacher, Chuck Yeager, Charles Lindbergh, the WASPS, Orville Wright , and Amelia Earhart.

Discuss the idea that although these aviators displayed a fearless spirit and innovation, a sense of bravery was also necessary to accomplish the feats involved. Imagine flying in a dirigible as large as a cruise ship. Show and describe the Zeppelin and in particular the Hindenburg.

Instruct students to select an aviator on which to read and respond with an analysis of what characteristics were evident that enabled the aviator to make the accomplishments noted.

Opportunities for students to practice the skill/concept independently: (Independent Practice):

Our understanding of the natural world is greatly influenced by results of scientific experiments. From flying a kite to the space shuttle, we have realized the dream of human flight. The ability to fly has not only changed the civilian world, but also changed the face of combat, particularly World War I and World War II. Write a reflective essay detailing how you feel about aviation technology and how it has affected your life. Be sure to connect to your own experience, and the significance to broader themes in life.

Opportunities for students to reflect, summarize, clarify, or explain learning: (Closure)

  • What difference did advances in aviation make in the outcome of World War I?

Extension:

  • Create a multimedia presentation on the developments in aviation, using at least ten resources from the Mission Inn collection.
  • Design a stained glass window in honor of an aviator of your choosing.
  • World War I: 11th Grade Webquest.
    http://facstaff.unca.edu/mcglinn/WWIwebquest.htm
  • Create a design for a selected aviator’s “wings” to be placed on the Famous Fliers Wall. Also, write a dedication that might be used while wings are placed on that wall.
English Learners:

Beginning : After listening to informational article on a selected aviator, student will write a simple paragraph to demonstrate factual understanding of the text.

Intermediate: Narrate sequence of events in article on selected aviator and communicate significance to audience.

Advanced : Write a reflective essay, demonstrating understanding of developments in aviation and how those developments affect daily life.

G.A.T.E. Students:

  • Discuss with students; what characteristics must be present in an individual to accomplish a feat that requires threat to personal safety? Is that person fearless or careless?
  • How did aviation change the face of combat? Is that change positive or negative?
  • How would our world be different if we did not have the ability to fly? Write a fictional narrative of a life without aviation.
  • Who were the critics of the Wright Brothers? What was their criticism? Was it justified, in your view?

 
 
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