WWII and Math Power Point

8/9/2019 WWII and Math Power Point

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Collecting and Analyzing Data from History

Karla StuberMath 4401/04Spring 2010


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y http://www.youtube.com/watch?v=WhswqZh2Rc4&feature=related


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y Data Analysis and Probability

y Students will gather, organize, and display data and interpret graphs.

M5D2. Students will collect, organize, and display data using the most

appropriate graph.

y Economic Understandings

SS5E3 The student will describe how consumers and businesses interact

in the U. S. economy.

y a. Describe how competition, markets, and prices influence

peoples behavior.y b. Describe how people earn income by selling their labor to

businesses


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y Video from YouTube, Women at work WWII1943.

y Class set: Women at War: Redstone's WWIIFemale "Production Soldiers by Dr. KayleneHughes

y Class set large sheets of paper to makeposters

y

Class set of markersy Class set of rulers

y Pencils


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Students have been studying WWII and have a firm background

knowledge of the war effort going on at home. This activity is to

further enhance that knowledge.

1. We will watch the newsreel from WWII titled, Women at Work WWII, 1943. This will be a

hook activity to get the students interested in learning about the production workers in the

factories during WWII.

2. As a class we will read parts of the article, Women at War: Redstone's WWII Female

"Production Soldiers"by Dr. Kaylene Hughes , that I have pulled from the original.3. We will discuss the efforts taking place in the factories by the men and women, both black

and white, to support the war at home and overseas. Segregation of blacks and whites is

evident in the numbers of capable workers hired on to work in the factories.

4.I will place students in groups of 5. As a group, look back over the article and extract the data

on the factory workers.

5. Decide what the best type of graph is to make based on the information you have gathered.

6. Have 1 person in your group get a large sheet of paper, markers and rulers from me. Use your

own pencils and anything else you think you may need to construct a graph that you think willbest represent the data you have gathered as a group.

7. When everyone is finished, as a group you will present your poster to the class and tell us why

you chose the graph you did. You will explain your data and how you constructed your graph.

8. You will be graded on this as a group project so work together to solve all problems.


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y

y More than 50 years ago, fire trucks raced through Huntsville delivering an "Extra" edition of the localnewspaper. The 3 July 1941 Huntsville Times' banner headline trumpeted the construction of a $40 million

war plant on the southwestern edge of what was then a quiet town in northern Alabama. A month later, theArmy's Chemical Warfare Service broke ground on a new chemical munitions manufacturing and storagefacility named Huntsville Arsenal. Designed to supplement the production of the Army's only other chemicalmanufacturing plant at Edgewood Arsenal, Maryland, Huntsville Arsenal was the sole manufacturer ofcolored smoke munitions.

y

The women who sought employment at Huntsville and Redstone arsenals during WWII had economic,patriotic, and personal reasons for working. Although most of these women defense workers certainlyappreciated the opportunity to bring in money to help support their families, it was the desire to contribute tothe national war effort that gave these "soldiers of production" the incentive to work hard and long at theirassigned tasks. Marie Owens, a 31-year-old employee of Huntsville Arsenal whose husband was in the Army,expressed to a local reporter in May 1943 that, "I am interested in carrying on here while the boys do thefighting over there. It is not a question with me as to what I do, nor how hard I work. The harder I work forthem here, the sooner they will come home." This attitude of helping their husbands, sons, brothers,nephews, cousins, boyfriends, fiances, and neighbors to come out of the war unscathed as quickly as possible

was commonplace among the women at both Army war plants.

y The emphasis in the first two years of production at Huntsville Arsenal was for male help of both races to do

the heavy work, while white females were employed initially for production line work. Arsenal records notedthat no demand was made for large numbers of black female employees until the local labor market wasexhausted of white females. The lack of "...toilet facilities to take care of race distinctions peculiar to theSouth" was the reason given for this decision. By May 1944, Huntsville Arsenal's need for production,maintenance, and administrative personnel had accelerated greatly. That month civilian employment at thearsenal reached a WWII peak of 6,707 men and women. The ratio of male to female workers on 30 September1944 was 63 percent male (52 percent white and 11 percent black) and 37 percent female (26 percent white and11 percent black).


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Why do we collect and use data?

What questions can be answered using

graphs?

Can we show the same information in a

different format? Explain.

What kinds of information can we learn from

different types of graphs?


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I would start the student off on easier data; 25%,

50%, 15%, and 10%. I would have a graph set up

for them with the tick marks 0-100 on it. I would

explain to the child to think of a circle graph like aclock. The 0 is 12:00, the 25 is 3:00, the 50 is 6:00

and the 75 is 9:00. I would take the student

through the clock/graph step by step explaining

the percentages in relation to the hands of theclock.


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Students could research another area of

interest during WWII, i.e., how many

different types of airplanes flew missions

to Japan, how many soldiers were drafted

from each state, how many causalities

from each country, etc. and choose what

type of graph would be appropriate touse.


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Because the students are working in groups,

students with different learning styles will benefit

from the peer interaction. The students can worktogether on this project and share ideas. The

students who are ELL will benefit from working

in groups also. Sometimes it is better to let them

absorb from their fellow classmates than always

interfering. Because this is being gradedtogether, the other students will either help them

to understand the information or ask the teacher

for help. Help if necessary, but stand back and

let them work at their own pace. For disabled

children, have them work closely with a

classmate. They can let the classmate know

what they need help with. Assist if necessary.


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This is an example of the type of graph I would expect my students

to make from the data available in the article.


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Graphing : Gathering and Graphing DataTeacher Name: Ms. Stuber

Student Name: ________________________________________

CATEGORY 4 3 2 1

Neatness and

Attractiveness

Exceptionally welldesigned, neat, and

attractive. Colors that gowell together are used to

make the graph more

readable.

Neat and relativelyattractive.

Lines are neatly drawn butthe graph appears quite

plain.

Appears messy and"thrown together" in a

hurry. Lines are visiblycrooked.

Type of Graph

Chosen

Graph fits the data welland makes it easy to

interpret.

Graph is adequate anddoes not distort the data,

but interpretation of thedata is somewhat difficult.

Graph distorts the datasomewhat and

interpretation of the datais somewhat difficult.

Graph seriously distortsthe data making

interpretation almostimpossible.

Quality of Work Provides work of thehighest quality.

Provides high quality

work.

Provides work that

occasionally needs to beredone.

Provides work that usually

needs to be redone.

Time management Routinely uses time wellthroughout the project to

ensure things get done ontime.

Usually uses time wellthroughout the project, but

may have procrastinatedon one thing.

Tends to procrastinate,but always gets things

done by the deadlines.

Rarely gets things doneby the deadlines.

I would use a rubric on this project.

WWII and Math Power Point

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