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The Wright Dream
Teaching with Primary Sources
Illinois State University
Pamela Thill
Warsaw Elementary School
Fall 2008
Teaching with Primary Sources
Illinois State University
Glass plate negatives from the Papers
of Wilbur and Orville Wright, Prints and Photographs Division,
Library of Congress. LC-W861-27
“The Wright Dream” is a lesson on Orville and Wilbur Wright and their journey from curious young boys to their first flight. It is designed to help students understand how their inventions contributed to the Industrial Revolution.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· understand important events and individuals of the early 20th century in the U.S.
· identify the accomplishments of notable individuals, the Wright brothers
· analyze historical information by sequencing events
· explain how new American technology of the early 1900’s changed the way of life of people around the world
· use a variety of information resources to synthesize, create, and communicate what they've learned on a timeline.
· take notes on the important events in the Wright Brothers’ lives while researching, and developing measurement skills while creating an accurate timeline.
· choose photos from loc.gov for timeline to match to events, and learn why the Wright brothers are so important in history
· learn about and use a variety of primary sources from the Library of Congress website
· differentiate between primary and secondary sources
Recommended time frame / 10 days (two weeks)
Grade level / 5th Grade
Curriculum fit / Social Studies: Industrial Revolution; Inventions; Theodore Roosevelt; Reform
Language Arts: Biography
Materials /
· Chart paper and markers for KWL chart
· Chart paper for listing important events· Macmillan/McGraw-Hill’s Our Nation – 5th grade text
· ReadWriteThink Time Line Tool· Graphic Organizer: KWL chart
· C.R.I.S.P. writing graphic organizer
· Crossword Puzzle on the Wright Brothers:
http://www.educationworld.com/a_lesson/TM/WS_lp320-02.pdf
Bookmarked Websites/ Internet Access:
· http://memory.loc.gov/ammem/wrighthtml/wrighthigh3.html
· The Wilbur and Orville Wright Papershttp://www.thehenryford.org/exhibits/wright/
· http://www.wright-house.com/wright-brothers/taleplane.html
· http://www.wright-house.com/wright-brothers/AirBib.html
· http://www.nasm.si.edu/wrightbrothers/
· http://wings.avkids.com/Book/Wright/
· http://www.fi.edu/wright/
· http://nomad.bookstore.ipgbook.com/explore-flight--products-9781619301764.php
· http://ueet.grc.nasa.gov/StudentSite/index.html
The Wright Brothers Game - (Designed with Macromedia Flash 6) found at www.classbrain.com
· Visit the museum room first and read the clues and descriptions very carefully. Then continue on to the game.
http://www.classbraingames.com/2009/12/wright-brothers-game/
Library books/Resources:
1. Wilbur and Orville Wright: The Flight to Adventure by: Louis Sabin; illustrated by John Lawn
2. The Story of The Flight at Kitty Hawk by R. Conrad Stein; illustrated by Len W. Meents
3. To Fly: The Story of the Wright Brothers by: Wendie C. Old
4. Dawn Over Kitty Hawk: A Novel of the Wright Brothers by: Walter J. Boyne
5. The Bishop’s Boys: A Life of Wilbur and Orville Wright by Tom D. Crouch
6. Kill Devil Hill: Discovering the Secret of the Wright Brothers by Harry Combs
· Timeline Rubric
Illinois State Learning Standards Back to Navigation Bar
Science:
GOAL 13: Understand the relationships among science, technology, and society in historical and contemporary contexts.
Language Arts:
GOAL 2: Read and understand literature representative of various societies, eras and ideas.
· 2.A. Students will understand how literary elements and techniques are used to convey meaning.
GOAL 3: Write to communicate for a variety of purposes.
· 3 C. Communicate ideas in writing to accomplish a variety of purposes
Social Studies:
GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.· 16.A. Students will be able to apply the skills of historical analysis and interpretation
Procedures Back to Navigation Bar
Day One: The Journey of Flight Begins
I will begin by asking some general questions which will lead to essential questions.
· What’s the easiest way to get to California for a vacation?
· Why? What makes one form of travel more efficient than another?
A discussion on travel will ensue, guiding students to see the values of traveling by air.
· What did we do before airplanes were invented?
· Did people travel as often and as far as they do now?
· Did people vacation as much as they do now?
· Why do people use airplanes? Business/work, Emergencies, Pleasure/vacation….
· Would you rather travel by car, train, or plane?
Discussion will lead students to realize the impact of the invention of airplanes on people across America.
· We will then complete a K-W-L chart as a class.
· Using chart paper, I will ask students to supply what they know about the invention of flight. Students will then suggest what we want to know or find out. We will list that in the W column. We will fill in the answers to those questions under the L column as we discover answers to what we want to learn.
Day Two: The Industrial Age
· I will begin by reviewing the K-W-L chart.· We will make the connection of the “Invention to Flight” to the 5th Grade Social Studies Textbook Macmillan/McGraw-Hill’s Our Nation. Lesson 4: The Rough Rider President/ President Theodore Roosevelt.
· Students will read the chapter.
· We will do a 4-square vocabulary chart for the word “reform”.
· We will discuss changes in the U.S. during Roosevelt’s administration.
· Essential Question to answer using C.R.I.S.P. format in journal:
· Do you think President Roosevelt was more concerned with the welfare of people or companies? Explain. (The goal is for students to see that Roosevelt made the companies deal fairly with the people, so he was concerned about the welfare of the people).
· Discuss: How did the new American technology of the early 1900’s change the way of life of people around the world? Connect their answers to how people today depend on that very technology. (Point out that travel has been made faster and cheaper with the inventions of the car and the airplane).
· Read to the class: Wilbur and Orville Wright: The Flight to Adventure. (fill in any unanswered questions on the K-W-L chart)
· Have students point out the most important events in the Wright Brother’s lives as the teacher dates and writes the events on a piece of chart paper.
Day Three: Primary and Secondary Resources
· Using the Social Studies text, p. 516, Study Skills: Using Primary and Secondary Sources, students will read the two pages and excerpt on Jane Addams and the settlement house she founded in Chicago to help immigrants.
· Students will try the skill, extend the skill, and the teacher will review and access student’s knowledge by asking: What is a primary source? What is a secondary source? How can you tell that this textbook is a secondary source?
Day Four: Road to Discovery: www.loc.gov Website!
· We will move to the computer lab to view the www.loc.gov website to find primary sources on the Wright Brothers.
· Students will work together in teams to find primary sources on the Wright Brothers.
· I will guide the students through the website to American Memory and then to The Wilbur and Orville Wright Papers:
http://memory.loc.gov/ammem/wrighthtml/wrighthome.html
Once at The Wilbur and Orville Wright Papers Collection, students will be required to find:
· 4 photos of the Wright brothers; 2 as youth and 2 as grown men
· a picture of the bicycle shop where they worked as boys
· a letter
· a photo of the first flight at Kitty Hawk
· a newspaper article
· a postcard
· the Wright Family Tree
· Students will work in teams to find the primary sources above.
· They will copy and paste the item into a word chart and write down the sources’ title. These will be turned in for a grade.
Day Five: The Wright Timeline
· Students will return to the computer lab to complete their search for primary sources on the Wright Brothers.
· We will then look at the Wilbur and Orville Wright Brother Timeline at: http://memory.loc.gov/ammem/wrighthtml/wrighttime.html
· Students will see that this timeline is very detailed.
· Students will choose 10 events total that they feel were most important in the Wright Brothers’ lives, which contributed to the invention of the airplane.
· Students will begin planning their own timelines.
Days Six and Seven: Research and Timeline
Creation
· Students will be introduced to the timeline creator and be given directions on how to use it. The teacher will model its use.
http://www.readwritethink.org/materials/timeline/index.html
· Students will have this opportunity to explore other websites on The Wright Brothers to find the ten events they want to include on their timeline. A list of websites will be book marked for each student to keep them focused.
· Books on the Wright Brothers will also be available for students to look through at this time.
· Students will use days six and seven to research and create timelines. Timelines must include 10 events, along with descriptions and photos or other primary sources (letters, postcards, invitations….).
Day Eight: Presentation Day
· Students will present their timelines to the class.
Timelines will be graded using the Wright Brothers timeline rubric.
· We will end this day by applying what we know about the Wright Brothers by completing a crossword puzzle. I will hand out a printout of this puzzle and the clues for them to do on their own.
· Students will turn in the completed puzzle for a grade.
Day Nine: Final Flight, Connections, and Fun!
· If any questions had not yet been answered on the KWL chart, it is time to see if those can now be answered or further researched.
· Students will make connections today through discussion as to how The Industrial Age, President Theodore Roosevelt, and the Wright Brothers all connect.
· As a final fun activity, students will go to the computer lab to test their knowledge on the Wright Brothers by playing “The Wright Brother’s Game.”
http://www.classbrain.com/artgames/publish/wright_brothers_game.shtml
Day 10: Extension Activity
The National Paper Airplane Contest sponsored by Scholastic. Create your own paper airplanes per the directions given at the Scholastic website and have your own paper airplane contest.
http://teacher.scholastic.com/paperairplane/index.htm
Evaluation Back to Navigation Bar
· Primary Sources assignment will be graded: 20 points; one each for the source and one each for the sources title
· Timeline: Rubrics
· General Rubric for any Timeline: http://www.readwritethink.org/lesson_images/lesson398/rubric-timeline2.pdf
· The Wright Brothers timeline Rubric:
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1019460&
· Students will complete the crossword puzzle accurately. They will correctly respond to at least 10 of the 12 puzzle clues.
Answer Key: Across. 2. wing, 3. Kitty, 6. coin, 8. wind, 9. Dayton, 10. skating, 11. helicopter. Down. 1. printing, 4. minister, 5. bicycles, 7. Orville, 8. Wilbur
Extension Back to Navigation Bar
Create your own Paper Airplane
· Use Scholastic’s guidelines on making and flying your own paper airplanes.
· Each student makes two planes. One paper airplane should be designed to fly as far as possible. Build the other paper airplane to stay in the air as long as possible.· For helpful information on paper airplane aerodynamics, encourage students to check out "What Makes Paper Airplanes Fly?".
http://teacher.scholastic.com/paperairplane/index.htm
Primary Resources from the Library of Congress
Back to Navigation Bar
Image / Description / Citation / URL[Childhood portrait
of Wilbur Wright]. / Library of Congress, Prints and Photographs
Division, REPRODUCTION NUMBER:LC-DIG-ppprs-00676 (digital file from original)
/ http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(ppprs+00676))+@field(COLLID+wri))
Orville Wright, aged
9 1/2 years, taken at Cedar
Rapids/ S.T. Wiggins,
photographer, Cedar Rapids. / Library of Congress, Prints & Photographs Division, [reproduction number, LC-USZ62-125543 (b&w film copy neg.) / http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3c25543))+@field(COLLID+cph))
Letter from Herbert Hoover, General Correspondence: Hoover, Herbert, 1926, 1932 / General Correspondence: Hoover, Herbert, 1926, 1932
Wilbur and Orville Wright Papers, Manuscript Division, Library of Congress, Washington, D.C. / http://memory.loc.gov/cgi-bin/query/r?ammem/wright:@field(DOCID+@lit(wright002462))
Smithsonian Institution--Presentation Ceremony--17 December 1948, 1948-1949 / Smithsonian Institution--Presentation Ceremony--17 December 1948, 1948-1949, Wilbur and Orville Wright Papers, Manuscript Division, Library of Congress, Washington, D.C. / http://memory.loc.gov/cgi-bin/query/r?ammem/wright:@field(DOCID+@lit(wright002773))
**use page view to go to page #3
Letter from Herbert Hoover] General Correspondence: Hoover, Herbert, 1926, 1932 / The Wilbur and Orville Wright Papers. Manuscript Division, Library of Congress, Washington, D.C. / http://memory.loc.gov/cgi-bin/ampage?collId=mwright&fileName=03/03125/mwright03125.db&recNum=1&itemLink=D?wright:1:./temp/~ammem_QFMN::
[Side view of Dan Tate, left, and Wilbur, right, flying the 1902 glider as a kite]. [1902 Sept. 19]. Glass negatives from the Papers of Wilbur and Orville Wright / Library of Congress, Prints & Photographs Division, [reproduction number, e.g., [LC-DIG-ppprs-00631 (digital file from original) / http://lcweb2.loc.gov/cgi-bin/query/i?pp/ils:@field(NUMBER+@band(ppprs+00631))
http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(ppprs+00631))+@field(COLLID+wri))
Orville Wright and
Edwin H. Sines,
neighbor and boyhood
friend, filing frames in the back of the Wright bicycle
shop]. [1897].wk, 1900. / Glass negatives from the Papers of Wilbur and Orville Wright, Prints and Photographs Division, Library of Congress. LC-W851-82 / http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(ppprs+00541))+@field(COLLID+wri))
Wright Machine / Library of Congress, Prints & Photographs Division, [reproduction number, LC-DIG-npcc-00150 (digital file from original photo) / http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(npcc+00150))+@field(COLLID+npco))
Wright in Daring Flights Rounds Liberty Statue; Curtiss Also Out; Dirigibles off for Albany," The Globe, 29 September 1909. / Scrapbooks; January-December 1909, Wilbur and Orville Wright Papers , Manuscript Division, Library of Congress, Washington, D.C. / http://memory.loc.gov/cgi-bin/ampage?collId=mwright&fileName=05/05002366/mwright05002366.db&recNum=0
Postcard, Wilbur Wright to Orville Wright, September 1908]. Family Papers: Correspondence--Wright, Wilbur, September 1908 / Wilbur and Orville Wright, Manuscript Division, Library of Congress, Washington, D.C. / http://memory.loc.gov/cgi-bin/ampage?collId=mwright&fileName=02/02067/mwright02067.db&recNum=42
Wilbur Wright, head-and-shoulders portrait, facing right / Prints and Photographs
Division, Library of Congress.
Reproduction number, LC-USZ62-108041 (b&w film copy neg.) / http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3c08041))+@field(COLLID+cph))
[Orville Wright, head-and-shoulders portrait, facing left] / Prints and Photographs
Division, Library of Congress, Reproduction number,
LC-USZ62-113757 (b&w film copy neg.) / http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3c13757))+@field(COLLID+cph))
Rubric