World War II

What three important Contributions did Minnesota make during WWII

and how were they important?
Overview: In this lesson, students analyze the readings to figure out what three events were most
Important to our efforts to help in World War II. They will then construct and essay naming these three
and explaining their importance using texted based evidence.
Grade Level: 6th Grade
Time: 1 class period
Materials:
Anticipatory Set WWII Spam Ads
Document A A War Won With Spam (and a Few Other Things)
Document B Loyal Linguists: Nisei of World War II Learned Japanese in Minnesota
Document C The Arsenal of Democracy
Guiding Questions
Essay Rubric
Objectives
Students will read sources to determine the three Important contributions Minnesota made
(SPAM, Fort Snelling Language program, The Iron Range)
Students will write a response to an investigative question detailing why they think these three
factors were important using text based evidence.
Minnesota Social Studies Benchmarks

6.4.4.21.4 Identify contributions of Minnesota and its people to World War II; describe the impact of the war on the home
front and Minnesota society after the war. (The Great Depression and World War II: 1920-1945)

Common Core Standards

CCSS.ELA-Literacy.RH.9-10.1 - Cite specific textual evidence to support analysis of primary and

secondary sources.

CCSS.ELA-Literacy.RH.9-10.2 - Determine the central ideas or information of a primary or

secondary source; provide an accurate summary of the source distinct from prior knowledge or

opinions.
CCSS.ELA-Literacy.RH.9-10.6 - Compare the point of view of two or more authors for how they
treat the same or similar topics, including which details they include and emphasize in their
respective accounts.

C3 Framework for Social Studies Standards

D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique
circumstances of time and place as well as broader historical contexts.
D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape peoples
perspectives.
D2.His.11.9-12. Critique the usefulness of historical sources for a specific historical inquiry
based on their maker, date, place of origin, intended audience, and purpose.
D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
D2.His.16.9-12 Integrate evidence from multiple relevant historical sources and interpretations
into a reasoned argument about the past.
D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or nonlinear), examples, and details with significant and pertinent information and data, while
acknowledging the strengths and weaknesses of the explanation given its purpose
Plan of Instruction
1. Anticipatory Set/Pre-Assessment: Display the Hormel ads to the students and ask them what
their first impressions of the so called miracle meat are. Ask if any have ever tried SPAM and if so

2.

3.
4.

5.

6.

let them describe it. If not describe the taste to them. (Slightly salty Ham Sausage) Inform them
of the negative connotation SPAM has to its name and Allow them to elaborate on it and share
their thoughts.
Instruct students that they will be reading three readings and discussing them in class to
discover the three main contributions that Minnesota made to WWII. Introduce the central
question: What were the three main contributions that Minnesota made to WWII and how were
they important? Inform them they will be writing an essay as homework for the class.
Distribute the Documents and Guiding Questions.
Begin the investigation by going over Document A together and answering the guiding questions
as a large group. Reflect on questions and statements brought up earlier and ask them what
they think this argument is trying to say about SPAM. (Although many found it distasteful, it had
a huge impact on the war.) Mention that spam was created in Austen Minnesota and how
versatile SPAM was during the war. (It was shipped everywhere and used as a ration not only for
Americans, but also or foreign Allies.)
Divide students into groups of 2-4. Have students complete the guiding questions for Document
B-C. After they have finished up their questions. Come back together and answer any questions
that they might have about the documents and suggest that students need to provide text based
arguments for there Essays.
Re-introduce the central question with the students: What three main contributions did
Minnesota make to WWII and how were they Important?
a. The main contributions are pretty self-explanatory but if you find they are having trouble
finding them it might be wise to suggest hints towards the big three contributions. (SPAM,
Fort Snelling Language program, The Iron Range)

Evaluation
Students should write an essay in which they attempt to use evidence from the historical sources to
support their thesis and answer the central question. Use the Essay Rubric found at the end of the
lesson to assess the essays.
Bibliography:
Zimmerman, Dwight. "A War Won With Spam (and a Few Other Things) | Defense Media
Network." Defense Media Network A War Won With Spam and a Few Other Things. Defense
Media Network, 09 May 2011. Web. 04 Apr.
2016. http://www.defensemedianetwork.com/stories/a-war-won-with-spam-and-a-few-otherthings/
Ano, Masaharu. "Loyal Linguists: Nisei of World War II Learned Japanese in Minnesota." Minnesota
History (Fall 1977): Print. Pg.282-83
Brunfelt, Pamela A. "The Arsenal of Democracy:." Range History. HomeTownFocus, Aug. 2007. Web. 04
Apr. 2016.
http://www.hometownfocus.us/news/2015-01-02/Range_History/

Anticipatory Set: Spam Ads from WWII

Document A: A War Won with Spam (and a Few Other Things)

Note to students: This document was posted long after the war but examines spams purpose in the war
and includes a witty comment from Dwight Eisenhower reflecting on spam as a General in the war.

A 1945 can of
SPAM

In 1937
Spam, a mixture of chopped pork shoulder, ham,
salt,
water, modified potato starch, and sodium nitrite,
was launched. With the signing of Lend-Lease in March 1941, shipments of

Spam were included in the aid

transported to Great Britain and the
Soviet Union. It was gratefully
accepted by both the military and
civilian populations. When America
entered the war, Spam became both
the boon and bane of troops. Because
it was so easy to transport in large
quantities, and had a long shelf life,
tons of it, ultimately more than 150
million pounds, accompanied them.
It wasnt long before the troops,
seemingly served Spam three times a
day, seven days a week for the
duration, got thoroughly sick of the
stuff. But the English defended Spam
later serving Spam in fine restaurants. After the war, Gen. Dwight Eisenhower
wrote a letter to a retired Hormel executive commenting on his companys
famous product.
During World War II, of course, I ate my share of Spam along with millions
of other soldiers. Ill even confess to a few unkind remarks about it. But as
former Commander-in-Chief, I believe I can still officially forgive you your
only sin: sending us so much of it.

Vocabulary:
Lends-Lease Act- Congress authorized the sale, lease, transfer, or exchange of arms and supplies to any
country whose defense the president deems vital to the defense of the United States.
Boon-a thing that is helpful or beneficial.
Bane-a cause of great distress or annoyance.

Document B: Loyal Linguists: Nisei of World War II Learned Japanese in

Minnesota
Note to students: This Document is a personal account that details what the operations of Fort
Snellings Military Intelligence Service Language School were Nisei learned to speak Japanese, Chinese,
and Korean to help the US.

The school training period was now divided into six and nine month courses,
depending on the ability of each student. In some sections, and in exceptional
cases, the school term was drastically shortened "from six to eight weeks." Not
only were regular class hours maintained on weekdays and evenings, but
Saturday mornings, which traditionally bad been reserved for examinations, were
now utilized for additional instruction.
Practical training was provided by using actual documents sent to the MISLS
from the battle fronts and by interpreting and translating Japanese messages
actually intercepted by a short-wave radio station at the MISLS. This was
constantly beamed on Tokyo and picked up all broadcasts from the Japanese
capital. In addition to its vital role as a training source, the radio shack functioned
as a direct source of information about the enemy. Messages broadcast by Tokyo
were intercepted, recorded, translated, and forwarded to Washington, D.C , within
a matter of hours.
Vocabulary:
MISLS- Military Intelligence Service Language School
Nisei- Second Generation Japanese Americans

Document C: The Arsenal of Democracy

Note to students: This document goes over just how much Iron Minnesota contributed to the war and
how the war couldnt have been won without Minnesota Iron from the Mesabi Iron Range

At the beginning of the war, the steel industry could manufacture 81.6 million
tons of steel or 34.2 percent more than the Axis nations. By 1945 infusions of
government money into the American steel industry increased capacity to 95.5
million tons and the total capacity of the Allies to 138.5 million tons. Between
1941 and the end of 1944, the United States produced an astounding 467,300,000
tons of steel, witch wouldnt have been possible without iron ore from
Minnesotas Mesabi Iron Range , the source of the worlds largest iron deposit.
As the parent of steel, iron ore is the foundation of a complex civilization. As
the linchpin of the entire war economy, Minnesota produced 333,467,970 gross
tons of iron ore or seventy percent of the total output between 1941 and 1945. So
much iron ore was produced in the U.S. between 1941 and 1945 that Nearly
One-Half Billion Tons was shipped to the steel mills. Records were set and
broken regularly, and the pace was breathtaking. At the Hull- Rust Mine, for
example, on August 23-24, 1943 (during a 24-hour period), train crews on 245
trains moved 2,679 ore cars filled with 120,555 gross tons of ore out of the pit. In
one day, the mine produced more ore than eight other states produced in all of
1942! During that day, a train left or entered the Hull-Rust pit every three
minutes. When the trains reached the ore docks in Two Harbors, Duluth or
Superior, the ore was loaded into ships very quickly.
The U. S. economy meant victory, and the world knew it. At the Tehran
Conference in 1943, Josef Stalin said: Without American production we [the
Allies] could never have won this war.
Vocabulary:
Axis Nations-a group of countries that opposed the Allied powers in World War II, including Germany,
Italy, and Japan as well as Bulgaria, Hungary, Romania, and Yugoslavia
Allied Nations-b. The nations, primarily Great Britain, France, the Soviet Union, and the United States,
allied against the Axis during World War II.
Lynchpin-a person or thing vital to an enterprise or organization.

Graphic Organizer for Document Analysis

Document

Why was this

source published?

How does this sources

topic apply to WWII?

What evidence can

you find in this
source to support
this claim?

Document
A

Document
B

Document
C

According to your investigation, what are the top three contributions that Minnesota make to
WWII
1.
2.
3.

Assessment
Student essays will be assessed using the following rubric
4 Essay = A
o Introductory paragraph has background information, a thesis and a
roadmap that introduces the analytical categories to be developed

o Body paragraphs are clearly organized and arranged in the order of the
thesis roadmap
o Body paragraphs contain topic sentences, transitional sentences and
conclusion sentences
o Uses information from ALL of the sources reviewed in class
o Includes citations when using evidence from sources
o Evidence and analysis are used in each body paragraph that supports the
thesis.
o Demonstrates an analysis of close detail, synthesis and contextualization
o Essay is well written with few or no errors in sentence structure, spelling,
punctuation, and capitalization
3 Essay = B
o Same as 4, EXCEPT
o Essay uses a majority of the sources, but is unable to use ALL
o Central argument or analysis is missing from one of the body paragraphs
o Essay does not have the in-depth analysis required for a 4; some nuances,
details, contexts or syntheses were left unexplored in the argument.
o Is well written but includes some errors in grammar and spelling
2 Essay = C
o Addresses the question but lacks some focus
o Introductory paragraph is functional. Thesis statement is recognizable
o Main ideas are divided into body paragraphs
o References some of the documents, but there could easily be more
o Does not clearly explain how evidence answers the question
o Is generally written with complete sentences, but contains too many errors
in verb tense, agreement, punctuation, spelling, and capitalization
1 Essay = D
o Unable to address the question
o Lacks a clear thesis
o Organization is unclear. Body paragraphs are not organized around a set
of main ideas.
o Makes references to few documents. Documents are often misunderstood
o Contains serious errors in sentences structure and mechanics

Adapted from: Brady, Chip and Roden, Phil. Mini-Qs in American History, Volume 1. The
DBQ Project, 2009.