lesson 8 innoventions, inventions, and ideas african...

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


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


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


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,invention,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


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


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


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


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


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


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


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



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



GROUP 2

Name ______________________________________________________ Date ___________________





Mark Dean and Dennis Moeller


George Washington Carver

Charles Drew

Percy Julian

Elijah McCoy

Jan Ernst Matzeliger

Garrett Morgan

Dr. Patricia E. Bath

Charles Brooks

Lloyd Ray

216



GROUP 3

Name ______________________________________________________ Date ___________________





Henry Green Parks, Jr.


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

lesson 8 innoventions, inventions, and ideas african...

Documents