History

1. Maps should reflect the information in the timeline.

2. You might wish to broaden the discussion by asking students what weather-related stories they recall from books, movies, and television, such as the classic Jack London story, "To Build a Fire," or the book (and later movie) The Perfect Storm.

Economics

1. Students should explain the reasons for their actions. You might want to challenge students by noting that in 1938, Americans had suffered through nearly a decade of the Great Depression and/or by asking if students would be more tempted to permit or join in the looting if they knew the store owner was insured.

2. You might point out that a part of the Red Cross Web site is devoted to youth services and includes information on volunteer opportunities with the Red Cross.

Geography

1. Maps should correspond to the information in the description.

2. Note that some of the documents retrieved will not be related to specific cases of disaster relief. Students also could try searching by the name of your community.

Civics

1. You might have each student make his or her own prediction for that day, based on the forecasts, and assign bonus points to the student whose prediction is most accurate.

2. So that students understand the legitimate importance of the Munich crisis of 1938, you also might want to ask them what they know about it and discuss its role in leading to the start of World War II in Europe.