LESSON 8 Grades 4 - 12 INNOVENTIONS, INVENTIONS, AND IDEAS AFRICAN AMERICANS AND THEIR CONTRIBUTIONS TO TECHNOLOGY Lesson Duration: 2-3 Class Periods (30 – 50 Minutes) for Each Section Overarching Questions ................................................................................................................. 204 Content Theme ............................................................................................................................. 204 Standards/Essential Skills ............................................................................................................ 204 Objective ....................................................................................................................................... 204 Background Information: Innovations, Inventions, And Ideas ...................................................... 205 Key Questions .............................................................................................................................. 207 Vocabulary .................................................................................................................................... 207 Instructional Materials ................................................................................................................... 208 Differentiation and/or Modifications .............................................................................................. 208 Activity 1 - Language Arts: Vocabulary Development and Comprehension Skills ............. 208
Method of Delivery ........................................................................................................... 208
Procedure ........................................................................................................................ 208
Directions ......................................................................................................................... 209 Activity 2-Math and Science: Spending Campaign Funds ..................................................... 209
Method Of Delivery .......................................................................................................... 209
Procedure ........................................................................................................................ 209
Directions ......................................................................................................................... 209 Activity 3-Technology: Run A Campaign ................................................................................. 210
Method of Delivery ........................................................................................................... 210
Follow–Up ........................................................................................................................ 210
Assessment ..................................................................................................................... 210
Student Reflection and Debriefing Questions ................................................................. 210
Teacher Reflection .......................................................................................................... 210
Resources ........................................................................................................................ 211 Cross-Curricular Extension Activities ...................................................................................... 212
Language Arts Activity 1 .................................................................................................. 212 o Method of Delivery .............................................................................................. 212 o Procedure ........................................................................................................... 212 o Directions ............................................................................................................ 212
Social Studies Activity 2 .................................................................................................. 212 o Cooperative Learning Projects ........................................................................... 212 o Method of Delivery .............................................................................................. 212 o Procedure ........................................................................................................... 212
Option 1: Perform A Skit ........................................................................ 212 Option 2: Group Inventions ................................................................... 213 Option 3: Group Performance ............................................................... 213 Option 4: Peer Teaching........................................................................ 213
Activity Worksheet 8a ................................................................................................................ 214 Activity Worksheet 8b ................................................................................................................ 215
TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
LESSON 8 | Grades 4-12Innovations, Inventions, and Ideas
AFRICAN AMERICANS AND THEIR CONTRIBUTIONS TO TECHNOLOGYLesson Duration: 2-3 Class Periods (30 – 50 Minutes) for Each Section
OVERARCHING QUESTIONS: 1. Wherearewegoing? 2. Wherearewenowinourunderstanding ofthistopic? 3. Whyarewetryingtodiscovermore? 4. Howwillwegetthere? 5. Howwillweknowwehavearrivedatanynew understandingsaboutthistopic?
CONTENT THEME: ExaminecontributionsfrompeoplewithdiversebackgroundsthathavecontributedtoAmerica’stechnologicalgrowthineconomicandscientificdevelopments.
STANDARDS/ESSENTIAL SKILLS:Allofthestandardslistedbelowaredirectlyrelated
toorcanbecloselyconnectedtothislesson.Dependingonthedirectiontheteacherwishestofocusthelesson,thesestandardsprovideafoundationforteacherstoadaptandimplementastandards-basedcurriculumapproachSocial Studies - IN 2007: K-8 HISTORY: 1.1.1, 6.1.4, Chronological Thinking, Historical Comprehension, Research (IN) 5.4.4, 6.1.14, 6.1.15, 6.1.17, 6.1.19, 8.1.27, 8.1.30, ECONOMICS: 4.4.2, 5.4.4, 8.4.5 8.4.6 High School: US HISTORY: 2.1, 2.2, 8.4, 9.2 9.5, ECONOMICS: 2.11 WORLD
GEOGRAPHY: 2.2, 4.8, 5.5 SOCIOLOGY: 6.2, 6.8, 6.9 Language Language Arts – IN 2006: Reading: Word Recognition and Vocabulary Development (IN 4.1.2, 5.1.3, 6.1.4, 7.1.3, 8.1.3), Writing: Informational, Research and Persuasive Texts– Response to Literature: (IN 5.5.2, 7.5.2, 8.5.2, 9.5.2)
Language Arts- Common Core 2010: CCR STANDARDS (Gr 4-12) are woven into activities: LITERATURE: Key Ideas and Details: 1, 2, 3, Craft and Structure: 4, 5, 6, Integration of Knowledge and Ideas: 7, 8, 9, Range of Reading and Level of Text Complexity: 10, WRITING: Text Types and Purposes: 1, 2, 3, Production and Distribution of Writing: 4, 5, 6, Research to Build and Present Knowledge: 7, 8, 9, Range of Writing: 9, SPEAKING AND LISTENING: Comprehension and Collaboration1, 2, 3, Presentation of Knowledge and Ideas 4, 5, 6, LANGUAGE: Conventions of Standard English 1, 2 Knowledge of Language 3, Vocabulary Acquisition
and Use 4, 5, 6 Math - IN 2000: Computation 4.2.1, 4.2.3, 4.2.9, 4.2.12, 5.2.1, 5.2.3, 5.2.6, 5.2.9, 6.2.1, 6.2.3, 6.2.9,7.2.3, 8.2.3, Common Core Standards 2010: Operations and Algebraic Thinking (OA) Grades 3,
4, 5, Expressions and Equations: (EE) Gr. 6, 7, 8, Mathematical Practices: 13 Science - IN Science 2000: 4.1.2, 4.1.7, 5.1.2, 5.1.7, 6.1.2, 6.1.7, 7.1.2, 7.1.7, 8.1.2, 8.1.7, 8.1.8 In Science 2010: Science, Engineering and Technology 2.4.2, 3.4.2, 4.4.4, 5.4.2, 6.4.2. 7.4.4, 8.4.3
OBJECTIVE:Thepurposeofthislessonistoexplorethenum-
erouswaysthatAfricanAmericanshavecontributedtoAmericanhistory,culture,andthegrowthoftech-nologyandentrepreneurship,and,alsotobecomefamiliarwithpatentsandtheirimportanceinbusinessandcommerce. The students will: 1. Identifyandusevocabularywordsrelated tothelesson. 2. Usethink,pair,sharestrategiestoreadBack- groundInformationontheinventorsinthe readingandtheprocessofobtainingapatent. 3. Researchanddiscussotherproductsor proceduresattributedtoAfrican-Americans. 4. Writeaboutthelinksbetweenthepastand presentinnovations. 5. Choosefromalistofoptionstocreateanessay, game,skit,poemorsongthatrecognizescon- temporaryinventionsanddevelopmentsof AfricanAmericansthathavebenefitedthe entirenationandworld. 6. Researchanddiscusscareeropportunitiescon- nectedtovariousfieldsofstudydiscussedinthe lesson. 7. PlanaPowerPointpresentationwithabudget thatjustifiesexpendituresusingtheObama campaignasamodel. 8. Createa4-pointrubricscaleassessingthePower- Pointpresentation:oralpresentation,written presentation,andgraphics. 9. Createrubricstoassessotherstudent- generatedprojects.
1861 President Lincoln appointed Frederick Douglass as an adviser for the emancipation of slaves during the Civil War. 1863 Abraham Lincoln’s Emancipation Proclamation 204
Garrett Morgan inventor of the gas mask in 1914
TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
BACKGROUND INFORMATION:INNOVATIONS, INVENTIONS, AND IDEAS
Creativepeoplethinkofnewideasthatneverexistedbeforeandfindwaystobenefitthem-selvesandothersbymakingtheirlivesand
workbetter,easierandmoreentertaining.Theylookatsomethingthatothershavecreatedtoseenewwaystoimproveorenhancehowitworks.Suchpeoplearecalledinventors, innovatorsandentre-preneurs.However,peoplewhojusttalkabouttheirideasanddon’tgoanyfurtheroftendon’tgetcreditforthewonderfulideastheydreamabout.
Evenifsomeonemakestheactualnewproductoramodeloftheirideaoriftheythinkthroughamethodtomakesomethingworkbetterordifferently,itwillnotensurethattheyreceivecreditfortheirwork.Ifinventorsarewise,theymustgoastepfurtheranddescribewhattheyhavedonethroughwordsandpictures.It’sthosepeoplewho“go the extra mile”todeveloptheirideasandtoregisterthoseideaswiththeUnitedStatesPatentOfficewhogetthecreditfortheirinnovationsandenhancements.
Whileitmayseemcomplicatedtoregisterforapatent,itisworththeefforttounderstandhowtodoitandprotecttheideasandintellectual propertythatiscreated.Inourculture,millionsofpatentshavebeengrantedandtechnologycontinuestobringchangestobusinessesandhomeseveryday.Theseinnovations,inturn,influencetheamountofmoneypeopleandcompaniesearnandwhobenefitsfromthismoney.TheU.S.PatentOfficeWebsitestates,“New inventions lead to new technologies, create new jobs, and
improve our quality of life.”Inordertokeepotherpeoplefromclaimingthat
theyinventedsomethingthatsomeoneelsecreated,ortostopotherpeoplefromgettingmoneyfromproductsthatothersuseandclaimastheirown,theinventorsmustfileforpatentstoprotecttheirrights.Apatentprotectstheinterestsoftheinventorfromotherpeoplewhoinfringeontheirideasandinventions.Ifsomeonestillgoesaheadandusesaproductormethodthatisapatented,itisillegalbecauseitinfringesupontheinventor’slegalrights.Theycanbetakentocourtandsued.
Apatentisagrantordocumentthatthegovern-mentgivestosomeonewhomakesaninventionsothatthey,alone,canmake,use,andselltheproduct.Anyoneelsewhowantstomake,useorselltheproductmusthavepermissionfromthepatentholderandpaythemmoneytousetheirideas.Apatentisgoodforasetperiodoftime.Whenthattimeisup,othershavetherighttousethatideamorefreely.
Givingcreditfortechnological inventionsandenhancementscreatedintheUnitedStatesdatesbacktocolonialtimeswhentheU.S.Constitutionwaswritten.However,beforethattime,individualsdidnotbenefitorprofitfromtheirowninventionsunlessarulingking,monarchorlegislaturesaiditcouldhappen.WhentheUnitedStatespatentsystemwasestablishedonApril10,1790,PresidentGeorgeWashingtonsignedthebillthatpavedthewayforourmodernpatentsystem.Nowinventorshavetherighttoprofitfromtheirowninventionsortheenhancementmadeonsomeoneelse’sinvention.
Furnance - Alice Parker Lawn Mower - John Burr Lasting machine - J.B. Matzeliger Dust pan - Lloyd Ray
Hot comb - Walter SammonsIroning board - Sarah BooneMop - Thomas StewartTraffic light - Garrett Morgan
takes effect on January 1, legally freeing slaves in areas of the South still in rebellion against the United States. 1865 U.S. Congress ratifies the 13th Amendment abolishing slavery. 205
TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
LawbasedontheConstitutionprotectsthisrightinArticleI,Section8,Number8.(See the United States Constitution).
Althoughthelawwasinplace,mostoftheenslavedAfricansandtheirdescendentswhocreatedmanyinventionswerenotgrantedthesamerightsasWhitecitizens.Eventhoughtheinventionsbenefitedthenation’stechnologicalprogress,BlackpeopleusuallyreceivednocreditfortheirideasbecauseitwasillegalforenslavedAfricanAmericanstoholdpatentsfortheirwork.However,freeBlackmencouldgetpatents,butmostdidnotwanttodrawattentiontothemselvesbecausetheyfearedtheymightloosetheirmeansofearningmoney.
Inthelate1800saftertheCivilWar,aU.S.CongressmanfromSouthCarolinanamedGeorgeWashingtonMurrayspokeoutagainstthepracticeofnotrecognizingtheachievementsofBlackpeoplewhohadbeenrecentlyemancipated.Hewantedtheirtechnological contributionsrecognized,soheexplain-edhisreasonswhySouthernBlacksshouldbeallowedtoparticipateinRegionalandNationalExpositions(Expos)toshowwhattheyhadcreated.Murrayreadthenamesof92inventionsandinventorsintotheCongressionalRecordashedeliveredaspeechinCongressthatincludedthefollowingmessage:
Mr. Speaker, the colored people of this country want an opportunity to show that the progress, that the civilization which is now admired the world over, that the civilization which is now leading the world, that the civilization which all nations of the world look up to and imitate-the colored people, I say, want an opportunity to show that they, too, are part and parcel of that great civilization.(Notes taken from the Kid’s Pages of the USPTO Website).
FeelingsofprideaboundforsomewhentheyfindoutthatanAfricanAmericanhasregisteredapatentforascientificormedicaldiscoveryoridea.ThefollowinginformationaboutAfricanAmericaninventorscomesfromtheU.S.PatentandTrademarkOfficeWebsite.IntheircelebrationofapreviousBlackHistoryMonth,theylistedafewAfricanAmericansandtheiramazingpatents.
Knowingtheprogressourcountyhasmadeinunderstandingtheinequalitythatdiscriminationproduced,itcausesusasanation,tobegratefulthatlawsprotectandhonoreveryone’srightstolegalprotection.Someofthedescriptionsfoundonpatentsmayseemhardtopronounceandunderstand,butnevertheless,theyhaveimpactedournation’scommerceandadvancement.
Asyoureadaboutthepatentsbelowandtheirdescriptions,trytopicturewhattheinventionsmusthavelookedlike.TheDepartmentofCommerce’sUnitedStatesPatentandTrademarkOffice(USPTO)hasrecognizedsomeveryspecialAfricanAmericanswhoseinventionshavemadeagreatcontributionbyhelpingthiscountrybecomeoneofthemosttechnologicallyadvancednationsintheworld.Patentholdersinclude:
Granville T. Woods,borninColumbus,Ohioin1856,wasknownasthe“Black Edison.” Duringhislifetimehereceivedover30patentsandsuccessfullyfoughtsuitsbroughtagainsthimbyThomasEdisonfortherightstocertainelectricalinventions,includingrailwaytelegraphy(patent no. 388,803),whichalloweddispatcherstocommunicatebytelegraphandwarntrainengineersofoncomingtrains.AnotherofWood’sbetter-knowninventionsistheairbrake(patent no. 701,981).
Ivan Yaeger,whowasbornandstillresidesinMiami,receivedpatentno.4,685,928foranartificialarmandhandassemblyin1987.Thisrevolutionaryprostheticarmisdesignedtomovedrivemotorstoalevelthatimprovesrange,variety,andspeedofmotion,andallowsforbettertolerationbythewearer.
Dr. Patricia Bath,anophthalmologistfromNewYork,butlivinginLosAngeleswhenshereceivedherpatent,becamethefirstAfricanAmericanwomandoctortoreceiveapatentforamedicalinvention.Dr.Bath’spatent(no. 4,744,360),amethodforremovingcataractlenses,transformedeyesurgery,usingalaserdevicemakingtheproceduremoreaccurate.
Dr. James West,bornin1931inPrinceEdwardCounty,Va.,receivedpatentno.3,118,022in1964(while an employee at Bell Laboratories),alongwithGerhardSessler,fortheelectroacoustictransducer,anelectretmicrophone,whichofferedgreaterreliability,higherprecision,lowercostandsmallersize.Theelectretmicrophonerevolutionizedthemicrophoneindustry,withalmostonebillionmanufacturedeachyear;WestandSesslerwere
1865 Black Codes, (laws) passed by southern governments imposing severe restriction on freedmen, such as forbidding them to vote, testify against whites, carry weapons, and 206
TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
inductedintotheNationalInventorsHallofFamein1999. These patents, as well as the more than six million patents issued since the first one in 1790 and the 2.3 million trademarks registered since 1870, can be seen on the Department of Commerce’s U.S. Patent and Trademark Office Web site at www. uspto.gov. Last year USPTO issued 187,824 patents and registered 102,314 trademarks.
Oneexampleofhowtechnologyhaschangedourcountrycanbefoundinthe2008electionofBarackH.ObamaasthefirstAfricanAmericanpresident.Withallofthenewdevelopmentsandinnovationsincomputertechnology,the2008electioncampaignmarkedaturningpointinhowcandidatesraisedmoney.PresidentObama’scampaignusedtechnology,emailsandnewsupdatestoraisemillionsofdollarswithalargeamountofpeoplegivingsmallsumsofmoney.Hesentemailstomillionsofpeoplewhogavesmallcontributions.Withouttechnology,hischancesofbecomingpresidentwouldnothavebeenthesame.
Hisconnectiontotechnologyisaremindertoallofusthattechnologicaladvanceshavechangedoursocietyandourownpersonallives.
REFERENCES: US Patent and Trademark Office Website on African American Inventors http://www.uspto.gov/news/pr/2002/02-10.jsp
Open Secrets – Summary of 2008 Campaign Financial Information http://www.opensecrets.org/pres08/summary. php?cycle=2008&cid=N00009638
“Minority Inventors: America’s Tapestry of Innovation,”avideoproducedbytheUSPTOthat tellsthestoryofminorityinventorsofthepastand thepresent,isavailablefromtheagency’sOfficeof PublicAffairs(703/305-8341).
KEY QUESTIONS: 1. Whatistheimpactoftechnologyon Americansociety? 2. Whatareinventions?Whatarepatents? 3. Whyisitimportantforinventorstoregister theirpatents? 4. Whyisitimportanttorecognizethe contributionsofAfricanAmericaninnovators andinventors? 5. Whatspecificallyshouldweknowabout contributionsAfricanAmericanshavemade totechnology? 6. Howhastechnologyimpactedthewaythat welivetoday?List5ways. 7. Whataresomeoldandmorecontemporary inventionsthatwerecreatedbyAfrican- Americans? 8. Whatisoneinventionthatyouwouldlike toseecreatedorimproved?Whywouldyou choosethis? 9. Whydoweneedbudgetsandhowcan technologyhelpinplanningthem?
VOCABULARY: LanguageArts:analyze,discuss,identify,compare &contrast,predict,illustrate,exploreSocial StudiesandScience:patent,innovation,inven- tion,culture,commerce,entrepreneurship,history, technology,benefit,impact,contemporary,register, influence,significance,contribute,society, reflection,infringement.Math:prototype, revolutionize,budget,expenditures
work in certain occupations. 1866 Congress passes the Southern Homestead Act, opening public lands in Alabama, Mississippi, Louisiana, Arkansas and Florida to all settlers 207
TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
INSTRUCTIONAL MATERIALS: 1. Computers(internet access and PowerPoint software) 2. StudentJournals 3. Pencils/pens/markersforoverhead 4. Chartpaper/OverheadProjector 5. Largesheetsofchartposter/paperfor gameboards 6. StudentActivityWorksheets
DIFFERENTIATION AND/OR MODIFICATIONS: 1. Studentswillworkinpairsorsmallgroups onActivity1. 2. Studentsmaychoosetoworkindependently onreportsorwithasmallgroup,accordingto theirinterestsforportionsofthelesson onActivity3. 3. Keepitsimple.Pointoutproblemareas. Provideopportunitiestosay,hear,write,read, andactoutimportantconcepts andinformation. 4. Studentsmaywanttowriteapoemorsong aboutaninventor,aninventionorinnovation.
LANGUAGE ARTS ACTIVITY 1: VOCABULARY DEVELOPMENT AND COMPREHENSION SKILLSMETHOD OF DELIEVERY: –Usesmallgroupdiscussionandvocabularybuildingactivity,readingsheethandout,student-generatedtimelines
PROCEDURE: The teacher will: 1. Dividetheclassintosmallgroupsof 3–4students. 2. Pre-teachcriticalvocabularywordsfromthe BackgroundInformationthatarecrucialfor studentunderstandingofkeytopicsand concepts.Relatethenewvocabularywordsto knownwordsandideas. 3. Havestudentsmaintainaspiralnotebookwith thevocabularywordsandillustrationsthey willmake. 4. Havestudentslistallofthevocabularywords orprovidethemwithalist. 5. Allowstudentstohelpeachotherdefinethe words,andthenhavestudentstodrawa pictureassociatedwithfive(5)ofthewords thatarenewtothem. 6. PrepareBackgroundInformationandahandout thatfocusesontheinventorsmentionedin thestory.
7. Usethecontextofsurroundingwordstoassist studentsindeterminingaword’smeaning. 8. Sharewithstudentssomeinventionsteachers haveseencreatedbeforemostoftheirstudents wereborn,suchas,computers,cellphones, videogames,andemail. 9. Distributematerialsthatwillallowstudentsto createavisualimageoftheinvention. 10.Helpstudentsconnectthelinkbetweenearly African-Americaninventionsandthe conveniencesandcomfortsthatwehavetoday. 11.PrepareenoughActivityWorksheetsforeach studenttohaveoneoftheworksheets.There couldbemorethanonegroupforeach groupnumber. 12.ProvideInternetaccessforstudentstoresearch thepeopleontheirgroupsheet. 13.Brainstormstrategiesonhowthegroupcan dividethelisttomaximizetheirtime. The students will: 1. Analyzemeaningsofthevocabularywords.
regardless of race. 1868 Congress passes the 14th Amendment, granting blacks full citizenship and equal civil rights. 1875 Congress passes the Civil Rights Act granting 208
TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
2. Addvocabularywordstoapersonaljournal 3. Workinsmallgroupstocreatepicturesof newwordstheylearn. 4. ReadtheBackgroundInformationon theinventors. 5. Discusshowinventionsfromthepasthave influencedtheirlives. 6. Discussnewinventionsthattheyhaveseen overthelastfewyearsoftheirlives. 7. Completearesearchprojectonagivenlistof AfricanAmericaninventors.DIRECTIONS: 1. Providestudentswithasetofthevocabulary words.Thesecanbewrittenontheboardor providedasahandout. 2. Allowstudentstodiscussthewordlistand providedefinitionsforallwords. 3. Havethemcreatepicturesforthewordsthey donotknow.Workasagroup. 4. Havestudentsdiscussthesignificanceofthe storytheyareabouttoread.Askstudentsto predictthethemeormainideaofthelesson beforetheybeginreadingitbasedonthe vocabularywords. 5. AllowstudentstoreadtheBackground Informationandcommentonwhattheythink aresomeofthemainideasfromthepassage. 6. Thendividetheclassintogroupsof3-4 studentseach. 7. Eachstudentinthegroupswillhaveoneofthe ActivityWorksheetsfoundattheendofthe lesson. 8. Eachstudentwilladdtheinformationpresented byothergroupmemberstotheirownchart. 9. UseInternetstiestogathermoreinformation abouttheinventorsandtheirinventions. 10.Allowstudenttoexploreadditionalinformation fromthereferencesitesorprovidestudents withmaterialsalreadydownloaded. 11.Havestudentsshareanddiscussmaterialsfound duringsmallgroupsandwholegroupsharing. 12.Askstudents: •Whohasbenefitedfromtheseinventions anddiscoveries? •Whatwasthecatalyst(or reason)formanyof theseinventions?
MATH AND SCIENCE ACTIVITY 2: SPENDING CAMPAIGN FUNDSMETHOD OF DELIVERY: –Directinstructionandpairedlearning:
PROCEDURE: The teacher will: 1. SharethestoryofhowPresidentObama receiveddonationsthroughtechnologyusing Facebook,EmailsandWebsites. 2. Distributeworksheet(seeRESOURCES section)onhowtoitemizeexpenditures forabudget. 3. Assignpartnersandprovidestudentswitha computertoresearchdifferenttypesofbudgets andcampaignexpenditures. 4. ProvidepairswithaUSBjumpdrivetosave theirPowerPointpresentations. 5. Havestudentsworktogetherinpairsandbe givendiscretionaryamountsofmoneyupto $250,000thattheywillhavetoplanabudget forexpendituresiftheywerepresidential candidates. 6. ThenthestudentwillcreateaPowerPoint presentationoftheirbudgetfortheircampaign expenditures. The students will: 1. Usethecomputertoresearchhowtouse campaignfundsandabudgettoexpendthem. 2. Planabudgetfordonationsupto$250,000for theuseofcampaignfunds. 3. CreateaPowerPointpresentationofdonations receivedfrompeopleandtellwherethey camefromandgiveabriefexplanationabout theusageofthedonations. 4. Displayabudgetfortheexpendituresandhow muchmoneywouldbesavedduetofollowing thebudget.
DIRECTIONS: 1. TellthestoryofhowPresidentObamareceived donationsthroughtechnologyusingFacebook, EmailsandWebsites. 2. Havestudentsworktogetherinpairs,eachpair willrecievediscretionarymoneyupto$250,000. Theywillhavetoplanabudgetforexpenditures iftheywerepresidentialcandidates. 3. Distributeworksheetonhowtheywillitemize expendituresforabudget.(SeeResource Handoutsattheendofthelesson.) 4. Assignpartnersandprovidestudentswitha computertoresearchdifferenttypesofbudgets andcampaignexpenditures. 5. Havestudentsplanabudgetusingthe donationsfromtheircampaignfund.
blacks the right to equal treatment in inns, public conveniences, public amusement places, and prohibits their exclusion from jury duty. 1880 Henry O. Flipper is the first 209
TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
Theycanincludeupto$250,000. 6. HavestudentscreateaPowerPointpresentation ofdonationsreceivedfrompeopleandtell wherethemoneycamefromandabrief explanationofhowthedonationswillbeused. 7. ProvidepartnerswithaUSBjumpdrivetosave theirPowerPointpresentations. 8. Havestudentspresenttheirpresentationto theentireclass.
TECHNOLOGY ACTIVITY 3: RUN A CAMPAIGN METHOD OF DELIVERY –UseofInternet,studentproducts
Withintheguidelinesofyourschoolcorporation,createaFacebookaccountorothercommunicationtoolthecorporationmayprovideforclassdiscussionsandnetworking.Havestudentsgivetheirclassmatesthreereasonswhytheyshouldbepresident.Thentellclassmateshowmuchisneededtorunaneffectivecampaign.Showclassmatesthecalculationsusedfortheirprojectedbudgetsofhowtheywouldexpendthosedonations.
FOLLOW-UP: 1. Allowtimeforstudentstowriteandsharetheir personalreflections. 2. Havestudentswriteastorythatdetailssome- thingthattheywanttocreateandhowit wouldcontributetosocietyasawhole. 3. Studentsmaywanttowriteapoemorsong aboutaninventor,aninventionorinnovation. 4. BesurestudentscananswertheKeyQuestions. 5. AllowafewstudentstoanswerReflection Questionsaboutthelesson. 6. Bringclosuretothelessonbyencouraging studentstorememberthattheyallhave somethingtocontributetosocietyandthe world;thequestionis,whatwillthatbe?
ASSESSEMENT: 1. Studentswillwrite1-2paragraphsusingeach vocabularywordwhichshowstheirunder- standingofthewordsincludingcorrectspelling andusage. 2. Checkstudents’journalentriesandwritten reflectionsforunderstandingandsynthesisof thelessoncovered. 3. Useperformance-basedactivitiesandscore themwitharubriccreatedtoevaluatethe itemsincludedontherubric. 4. EachgrouppresentsPowerPointpresentation totheclassafterchoosingoneoftheextended activitiessuggested.
STUDENT REFLECTION AND DEBRIEFING QUESTIONS: Students will answer the following questions: 1. Whatwasthemainpointofthelesson? 2. WhatdidIlearnthatwasnewinformation? 3. WhatwillIdodifferentlybecauseofwhatI learnedfromthislesson? 4. Howcanbudgetshelptoorganizemyown personallife?
TEACHER REFLECTION: 1. Thestudentreceivedthenecessarymaterialsto completethelessons. 2. Thestudentsrecognizedaconnectiontothe lessontopicandwereabletoseehowitrelated totheirlives. 3. Thestudentssatisfactorilymetthelesson objectiveswhentheycompletedthe assignment,asmeasuredbytherelated statestandards.
African American to graduate from West Point. 1892 Ida B. Wells begins an anti-lynching crusade and is forced to leave Memphis. 1883 U.S. Supreme Court over 210
TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
4. Studentswereprovidedtimetocompleteaself- reflectiveassessmentactivityandwereableto answerquestionsabouttheirprogressrelated tothetopic. 5. Thislessonmadeconnectionswiththestudents’ everydaylivesandwasusefulandapplicablefor studentstouseatsometimeinthefuture.RESOURCES: Kid’s Page, Colors of Innovation:ontheUSPTO http://www.uspto.gov/web/offices/ac/ahrpa/opa/kids /ponder/ponder7.htm.
The Great Idea Finder: U.S. Patent System http://www.ideafinder.com/history/inventions /uspatent.htm
Invent Now-http://www.invent.org/
WEBSITE OF INVENTORS INCLUDED IN THE STUDENT ACTIVITY SHEETS Richard Spikes http://inventors.about.com/library/inventors/bl _Richard_Spikes.htm
http://emeagwali.com/african-american-inventors /african-american-inventors-woman-famous -scientists-black-pictures-female-biography-inventions -22.shtml http://tabacco.blog-city.com/americas_lies_of _omission_multitude_of_black_inventors_of_es.htm http://users.ipfw.edu/diclemej /THINGSWESHOULDKNOW.htm Garrett A. Morgan http://inventors.about.com/od/mstartinventors/a/ Garrett_Morgan.htm http://www.snopes.com/business/origins/blackinv.asp interesting
Elbert R. Robinson http://inventors.about.com/od/blackinventors/a/black _historyR_2.htm http://mrkash.com/activities/blackpeople.htmlinteresting http://emeagwali.com/african-american-inventors /african-american-inventors-woman-famous-scientists -black-pictures-female-biography-inventions-25 .shtml list Alice Parker http://inventors.about.com/library/inventor/blalice parker.htm
Michael Harvey http://en.wikipedia.org/wiki/Michael_C._Harvey Walter Sammons http://inventors.about.com/library/inventors/bl_Walter _Sammons.htm Thomas W. Stewart http://inventors.about.com/library/inventors/blmop.htm Jan Ernst Matzeliger http://inventors.about.com/od/photogallery/ig/African -American---M/Jan-Ernst-Matzeliger---Automat.htm John Burr http://inventors.about.com/library/inventors/bl_John _Albert_Burr.htm Charles Brooks http://inventors.about.com/od/photogallery/ig/Charles -Brooks---Photo-Gallery/ http://www.worldsweeper.com/History / BrooksSweeper.html http://www.keeba.org/BLACK_HISTORY1.html interesting Lloyd Ray http://inventors.about.com/library/inventors/bldust pen.htm Sarah Boone http://inventors.about.com/library/inventors/bl boone.htm http://inventors.about.com/od/blackinventors/Famous _Black_Inventors.htm Interesting
turns the Civil Rights Act of 1875. 1887 The practices of comprehensive racial segregation known as “Jim Crow” emerged, and racial separation becomes entrenched. 211
TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
CROSS – CURRICULAR EXTENSION ACTIVITIES
LANGUAGE ARTS ACTIVITY 1: USING VOCABULARY DEVELOPMENT AND COMPREHENSION SKILLS: BOARD GAMES OR CARD GAMES METHOD OF DELIVERY:–Modelinstructions;groupactivity;productdevelopment
PROCEDURE:The teacher will: 1. Helpstudentsplantomakeboardgamesorcard gamesaboutAfricanAmericaninventors. 2. Providematerialstocreatethestudents products. 3. Distribute9x12sheetsofvariouscolored constructionpapertostudentsandexplainthe directionstomaketheirgame. 4. Assignthefollowingtasksaccordingtothe skillsofindividualgroupmembers:making tokens,cards,playingboard,findingoutabout theeventsthatoccurredduringthetimethe productwasinvented/enhancedandthetime thepatentwasawarded(the ups and downs of the process),makingrules,monitoringplay. 5. Givestudentscleartimeparametersto completetheactualproject.
The students will: 1. Workingroupstocreatetheassignment. 2. Createaboardgameorothertypesofgames, suchasacardgameaboutAfricanAmerican inventors. 3. Useforanexample:Playersmightloseaturn orpointsifittooktheinventornumeroustimes togetapatent.Theymightgainspacesifthe inventorinvented/enhancedmanyproducts/ proceduresandreceivedseveralpatents. 4. Usetheinformationfromtheirgroup’sActivity Worksheetasonesourcetocreatequestionsor contentfortheirgame. 5. Createascoringrubricwithteacherguidance forassessment.
DIRECTIONS: 1. Modelmakingtheboardgamewiththe studentsthroughtheuseofoverhead, chalkboardorsmartboard.
2. Havestudentshelpcreatearubricsotheyknow theexpectationsfortheproject. 3.Provideeachgroupwithaccesstotherubric. 4. Group5-6studentstogethertoworkonagame anditsdirections. 5. Havestudentsgatherinformationaboutthe inventorsintheirgamefocus. 6. Choosewhichoptiontheywilltaketomake eitheraboardorcardgame.
1. Discusstherulesforthegame. 2. Usetheconstructionpapertocreatethegame ofAfrican-Americaninventorsandmakethe rulesforthegame. 3. Setatimerforvariousphasesofthegame tobecompleted. 4. Settimerfor10-minuteintervalsforthe purposeofrotating. 5. Playthegamewitheachotherintheir cooperativegroupfor10minutes. 6. Passtheirgameboardontoanothergroupto playfor10minutes. 7. Keepthegamesforfutureuse.
SOCIAL STUDIES ACTIVITY 2: COOPERATIVE LEARNING PROJECTS METHOD OF DELIVERY:–DirectInstructionandsmallgroups;Individualorgroupchoices,skitactivity;studentgeneratedproductsandperformances
PROCEDURE:Studentsmaychoosefromonethefouroptions
listedbelowandpresenttheirprojecttotheclass.
OPTION 1: PERFORM A SKIT The teacher will: 1. Findandreadashortskittothestudentsto buildpriorknowledgeabouthowsomeone wouldgoaboutcreatingaproduct. 2. Discusshowtoreadfordifferentpartsoftheskit. 3. Selectstudentsforthepartanddoa5-minute reader’stheatrewiththeskit.
The students will: 1. Discussthestepsforcreatinganinventionand registeringtheinventiontogetapatent.
212
TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
2. Writeandperformaskitwheretheyinvent/ enhanceaproductandseekapatentfor theinvention. 3. Useadifferenthistoricaltimeperiodasthe basisforeachgroup’sskitandprovidedetails thataccuratelyreflectcustoms,language,and thesettingoftheperiod. 4. Createthecooperativelearningassessment rubricwithteacherguidance.
OPTION 2: GROUP INVENTIONS The students will: 1. Createalistofinventionsthatcanbegrouped thematically. 2. Takeacategorysuchastransportation, communicationorfuelandlisthowtechnology hasleadtochangesthroughouttheyears. 3. Determinehowtheinventionshavechanged orshiftedsincethepatentwasmentionedin theBackgroundInformation.
OPTION 3: GROUP PERFORMANCE The students will: 1. Workingroupstocreateapoemorsongthat recognizescontemporaryinventionsanddev- elopmentsofAfrican-Americansthathave benefitedtheentirenationandworld. 2. Sharethecreationwiththewholeclass.
OPTION 4: PEER TEACHING The teacher will: 1. Havestudentsplantoteachoneanother informationaboutinnovation,inventions, inventors,andideas. 2. Useteacherguided/modeledstrategiestoteach thelesson. 3. Providetest-takingstrategiesforvariousformats oftest-items. 4. Helpstudentsdeviseanappropriateassessment: quiz,oraldiscussion,multiplechoicequestions, true/falsequestions,summarizing,etc.fortheir classmatestouse. 5. Createascoringrubricwithteacherguidance forassessment.
The students will: 1. UsePeerTeachingtoshareinformation. 2. Selectoneoftheinventorsfromthelessonto peer-teachinformationtootherstudents. 3. Useteacherguided/modeledstrategiestoteach
thelessonanddeviseanappropriateassessment: quiz,oraldiscussion,multiplechoicequestions, true/falsequestions,summarizing,etc. 4. Createascoringrubricwithteacherguidance forassessment. 5. Usetheworksheetsattheendofthislesson tochooseonepersontoresearchandreport theirfindingsbacktotheclassinmoredetail thangivenontheActivityWorksheet.
Jan Ernst Matzelinger
213
TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
ACTIVITY WORKSHEET LESSON 8INNOVATIONS, INVENTIONS, AND IDEAS
Name __________________________________________________________ Date ______________________
According to information about the 2006 election, President Barrack H. Obama’s use of technology transformed the presidential election campaign. Barrack Obama, an African-American, became the 44th President of the United States of America in 2009. He used technology to connect with people from all walks of life through emails, Facebook, and his own personal website. He revolutionized how campaign funds and donations could be collected and secured through the use of the medium called technology.
Directions: Complete the budget below and mix expenditures that might be used in an election.
Campaign Expenditures - Itemized Expenditures Worksheet
Item Needed for Campaign Dollars Spent per item Reason for Expenditure
Food $60,000.00 Had to feed staff in campaign office
214
TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
ACTIVITY WORKSHEET LESSON 8INNOVATIONS, INVENTIONS, AND IDEAS
GROUP 1
Name ______________________________________________________ Date ___________________
When you can do the common things in life in an uncommon way, you will command the attention of the world. - George Washington Carver
COLORS OF INNOVATION: Celebrating the Diversity of America’s Creativity-African American Innovators DIRECTIONS: Work in teams to complete this exercise in class or as a homework assignment. Visit the Kid’s Page, Colors of Innovation: on the USPTO site to find lists of notable African American inventors who may not be well known for their technological creations. Use the information found on the site as a starting place to discover what each person below created:
See: http://www.uspto.gov/web/offices/ac/ahrpa/opa/kids/ponder/ponder7.htm
GROUP 1’s LIST CONTRIBUTION INTERESTING FACTS
He was born in 1791 and was the first Black person to receive a patent for an invention. He was 30 years old.
Received a patent on a dry cleaning process
Thomas L. Jennings
Judy W. Reed
Sarah E. Goode
Henry Blair
Lewis Howard Latimer
Granville T. Woods
Dr. Meredith Groudine
Sarah Boone
John Burr
List the occupations you discovered during this search for African American Innovators.
215
TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
ACTIVITY WORKSHEET LESSON 8INNOVATIONS, INVENTIONS, AND IDEAS
GROUP 2
Name ______________________________________________________ Date ___________________
When you can do the common things in life in an uncommon way, you will command the attention of the world. - George Washington Carver
COLORS OF INNOVATION: Celebrating the Diversity of America’s Creativity-African American Innovators DIRECTIONS: Work in teams to complete this exercise in class or as a homework assignment. Visit the Kid’s Page, Colors of Innovation: on the USPTO site to find lists of notable African American inventors who may not be well known for their technological creations. Use the information found on the site as a starting place to discover what each person below created:
See: http://www.uspto.gov/web/offices/ac/ahrpa/opa/kids/ponder/ponder7.htm
GROUP 2’s LIST CONTRIBUTION INTERESTING FACTS
Mark Dean and Dennis Moeller
List the occupations you discovered during this search for African American Innovators.
George Washington Carver
Charles Drew
Percy Julian
Elijah McCoy
Jan Ernst Matzeliger
Garrett Morgan
Dr. Patricia E. Bath
Charles Brooks
Lloyd Ray
216
TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
ACTIVITY WORKSHEET LESSON 8INNOVATIONS, INVENTIONS, AND IDEAS
GROUP 3
Name ______________________________________________________ Date ___________________
When you can do the common things in life in an uncommon way, you will command the attention of the world. - George Washington Carver
COLORS OF INNOVATION: Celebrating the Diversity of America’s Creativity-African American Innovators DIRECTIONS: Work in teams to complete this exercise in class or as a homework assignment. Visit the Kid’s Page, Colors of Innovation: on the USPTO site to find lists of notable African American inventors who may not be well known for their technological creations. Use the information found on the site as a starting place to discover what each person below created:
See: http://www.uspto.gov/web/offices/ac/ahrpa/opa/kids/ponder/ponder7.htm
GROUP 3’s LIST CONTRIBUTION INTERESTING FACTS
Henry Green Parks, Jr.
List the occupations you discovered during this search for African American Innovators.
Sarah Breedleve McWilliams Walker (Madame C.J. Walker)
Marjorie Joyner
James E. West
Dr. Frank Crossley
Michel F. Molaire
Valerie L. Thomas
Alice Parker
Michael Harvey
Walter Sammons
Thomas W. Stewart
217