LESSON 8 Grades 4 - 12 INNOVENTIONS

Transcription

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
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TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
LESSON 8 | Grades 4-12
Innovations, Inventions, and Ideas
AFRICAN AMERICANS AND THEIR CONTRIBUTIONS TO TECHNOLOGY
Lesson Duration: 2-3 Class Periods (30 – 50 Minutes) for Each Section
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:
Garrett Morgan inventor of the gas mask in 1914
OVERARCHING QUESTIONS:
1. Where are we going?
2. Where are we now in our understanding of this topic?
3. Why are we trying to discover more?
4. How will we get there?
5. How will we know we have arrived at any new understandings about this topic?
CONTENT THEME:
Examine contributions from people with diverse
backgrounds that have contributed to America’s
technological growth in economic and scientific
developments.
STANDARDS/ESSENTIAL SKILLS:
All of the standards listed below are directly related
to or can be closely connected to this lesson. Depending
on the direction the teacher wishes to focus the lesson,
these standards provide a foundation for teachers to
adapt and implement a standards-based curriculum
approach
Social 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)
The purpose of this lesson is to explore the numerous ways that African Americans have contributed
to American history, culture, and the growth of technology and entrepreneurship, and, also to become
familiar with patents and their importance in business
and commerce.
The students will:
1. Identify and use vocabulary words related to the lesson.
2. Use think, pair, share strategies to read Back-
ground Information on the inventors in the reading and the process of obtaining a patent.
3. Research and discuss other products or procedures attributed to African-Americans.
4. Write about the links between the past and present innovations.
5. Choose from a list of options to create an essay,
game, skit, poem or song that recognizes con-
temporary inventions and developments of African Americans that have benefited the entire nation and world.
6. Research and discuss career opportunities con-
nected to various fields of study discussed in the lesson. 7. Plan a PowerPoint presentation with a budget that justifies expenditures using the Obama campaign as a model.
8. Create a 4-point rubric scale assessing the Power-
Point presentation: oral presentation, written presentation, and graphics.
9. Create rubrics to assess other student-
generated projects.
1861 President Lincoln appointed Frederick Douglass as an adviser for the emancipation of slaves during the Civil War. 1863 Abraham Lincoln’s Emancipation Proclamation
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Furnance - Alice Parker
Traffic light - Garrett Morgan
Lawn Mower - John Burr
Lasting machine - J.B. Matzeliger
Dust pan - Lloyd Ray
Mop - Thomas Stewart
Ironing board - Sarah Boone
Hot comb - Walter Sammons
BACKGROUND INFORMATION:
INNOVATIONS, INVENTIONS, AND IDEAS
C
reative people think of new ideas that never
existed before and find ways to benefit themselves and others by making their lives and
work better, easier and more entertaining. They look at something that others have created to see new
ways to improve or enhance how it works. Such
people are called inventors, innovators and entrepreneurs. However, people who just talk about their
ideas and don’t go any further often don’t get credit
for the wonderful ideas they dream about.
Even if someone makes the actual new product or a
model of their idea or if they think through a method
to make something work better or differently, it will
not ensure that they receive credit for their work. If
inventors are wise, they must go a step further and
describe what they have done through words and
pictures. It’s those people who “go the extra mile” to
develop their ideas and to register those ideas with
the United States Patent Office who get the credit for
their innovations and enhancements.
While it may seem complicated to register for a
patent, it is worth the effort to understand how to
do it and protect the ideas and intellectual property
that is created. In our culture, millions of patents
have been granted and technology continues to bring
changes to businesses and homes every day. These
innovations, in turn, influence the amount of money
people and companies earn and who benefits from this
money. The U.S. Patent Office Website states, “New
inventions lead to new technologies, create new jobs, and
improve our quality of life.”
In order to keep other people from claiming that
they invented something that someone else created, or
to stop other people from getting money from products
that others use and claim as their own, the inventors
must file for patents to protect their rights. A patent
protects the interests of the inventor from other
people who infringe on their ideas and inventions. If
someone still goes ahead and uses a product or method
that is a patented, it is illegal because it infringes
upon the inventor’s legal rights. They can be taken to
court and sued.
A patent is a grant or document that the government gives to someone who makes an invention so
that they, alone, can make, use, and sell the product.
Anyone else who wants to make, use or sell the
product must have permission from the patent holder
and pay them money to use their ideas. A patent is
good for a set period of time. When that time is up,
others have the right to use that idea more freely.
Giving credit for technological inventions and
enhancements created in the United States dates
back to colonial times when the U.S. Constitution
was written. However, before that time, individuals
did not benefit or profit from their own inventions
unless a ruling king, monarch or legislature said
it could happen. When the United States patent
system was established on April 10, 1790, President
George Washington signed the bill that paved the
way for our modern patent system. Now inventors
have the right to profit from their own inventions or
the enhancement made on someone else’s invention.
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.
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Law based on the Constitution protects this right in
Article I, Section 8, Number 8. (See the United States
Constitution).
Although the law was in place, most of the
enslaved Africans and their descendents who created
many inventions were not granted the same rights as
White citizens. Even though the inventions benefited
the nation’s technological progress, Black people
usually received no credit for their ideas because it was
illegal for enslaved African Americans to hold patents
for their work. However, free Black men could get
patents, but most did not want to draw attention to
themselves because they feared they might loose their
means of earning money. In the late 1800s after the Civil War, a U.S.
Congressman from South Carolina named George
Washington Murray spoke out against the practice
of not recognizing the achievements of Black people
who had been recently emancipated. He wanted their
technological contributions recognized, so he explained his reasons why Southern Blacks should be allowed
to participate in Regional and National Expositions
(Expos) to show what they had created. Murray read
the names of 92 inventions and inventors into the
Congressional Record as he delivered a speech in
Congress that included the following message:
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).
Feelings of pride abound for some when they
find out that an African American has registered a
patent for a scientific or medical discovery or idea.
The following information about African American
inventors comes from the U.S. Patent and Trademark
Office Website. In their celebration of a previous
Black History Month, they listed a few African
Americans and their amazing patents.
Knowing the progress our county has made in
understanding the inequality that discrimination
produced, it causes us as a nation, to be grateful
that laws protect and honor everyone’s rights to
legal protection. Some of the descriptions found on
patents may seem hard to pronounce and understand,
but nevertheless, they have impacted our nation’s
commerce and advancement.
As you read about the patents below and their
descriptions, try to picture what the inventions must
have looked like. The Department of Commerce’s
United States Patent and Trademark Office (USPTO)
has recognized some very special African Americans
whose inventions have made a great contribution
by helping this country become one of the most
technologically advanced nations in the world. Patent
holders include:
Granville T. Woods, born in Columbus, Ohio in 1856, was
known as the “Black Edison.” During
his lifetime he received over 30
patents and successfully fought suits
brought against him by Thomas
Edison for the rights to certain
electrical inventions, including
railway telegraphy (patent no. 388,803), which
allowed dispatchers to communicate by telegraph and
warn train engineers of oncoming trains. Another
of Wood’s better-known inventions is the air brake
(patent no. 701,981).
Ivan Yaeger, who was born
and still resides in Miami, received
patent no. 4,685,928 for an artificial
arm and hand assembly in 1987.
This revolutionary prosthetic arm is
designed to move drive motors to a
level that improves range, variety,
and speed of motion, and allows for
better toleration by the wearer.
Dr. Patricia Bath, an
ophthalmologist from New York,
but living in Los Angeles when she
received her patent, became the first
African American woman doctor
to receive a patent for a medical
invention. Dr. Bath’s patent (no.
4,744,360), a method for removing
cataract lenses, transformed eye surgery, using a laser
device making the procedure more accurate.
Dr. James West, born in 1931 in
Prince Edward County, Va., received
patent no. 3,118,022 in 1964 (while
an employee at Bell Laboratories),
along with Gerhard Sessler, for
the electroacoustic transducer, an
electret microphone, which offered
greater reliability, higher precision, lower cost and
smaller size. The electret microphone revolutionized
the microphone industry, with almost one billion
manufactured each year; West and Sessler were
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
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His connection to technology is a reminder to all of us
that technological advances have changed our society
and our own personal lives.
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
inducted into the National Inventors Hall of Fame in
1999.
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.
One example of how technology has changed our
country can be found in the 2008 election of Barack
H. Obama as the first African American president.
With all of the new developments and innovations
in computer technology, the 2008 election campaign
marked a turning point in how candidates raised
money. President Obama’s campaign used technology,
emails and news updates to raise millions of dollars
with a large amount of people giving small sums of
money. He sent emails to millions of people who gave
small contributions. Without technology, his chances
of becoming president would not have been the same.
“Minority Inventors: America’s Tapestry of Innovation,” a video produced by the USPTO that tells the story of minority inventors of the past and the present, is available from the agency’s Office of Public Affairs (703/305-8341).
KEY QUESTIONS:
1. What is the impact of technology on American society?
2. What are inventions? What are patents?
3. Why is it important for inventors to register their patents?
4. Why is it important to recognize the contributions of African American innovators and inventors?
5. What specifically should we know about contributions African Americans have made to technology?
6. How has technology impacted the way that we live today? List 5 ways.
7. What are some old and more contemporary inventions that were created by African- Americans?
8. What is one invention that you would like to see created or improved? Why would you choose this?
9. Why do we need budgets and how can technology help in planning them?
VOCABULARY:
Language Arts: analyze, discuss, identify, compare & contrast, predict, illustrate, explore Social Studies and Science: 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
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INSTRUCTIONAL MATERIALS:
1. Computers (internet access and
PowerPoint software)
2. Student Journals
3. Pencils/pens/markers for overhead
4. Chart paper/Overhead Projector
5. Large sheets of chart poster/paper for game boards
6. Student Activity Worksheets
DIFFERENTIATION AND/OR MODIFICATIONS:
1. 2. 3. 4. Students will work in pairs or small groups on Activity 1.
Students may choose to work independently on reports or with a small group, according to their interests for portions of the lesson on Activity 3.
Keep it simple. Point out problem areas. Provide opportunities to say, hear, write, read, and act out important concepts and information.
Students may want to write a poem or song about an inventor, an invention or innovation.
LANGUAGE ARTS ACTIVITY 1: VOCABULARY
DEVELOPMENT AND COMPREHENSION SKILLS
METHOD OF DELIEVERY: –Use small group
discussion and vocabulary building activity, reading
sheet handout, student-generated timelines
PROCEDURE:
The teacher will:
1. Divide the class into small groups of 3 – 4 students.
2. Pre-teach critical vocabulary words from the Background Information that are crucial for student understanding of key topicsand concepts. Relate the new vocabulary words to known words and ideas.
3. Have students maintain a spiral notebookwith the vocabulary words and illustrations they will make.
4. Have students list all of the vocabularywords or provide them with a list.
5. Allow students to help each other define the
words, and then have students to draw a picture associated with five (5) of the words that are new to them.
6. Prepare Background Information and a handout
that focuses on the inventors mentioned in the story.
7. Use the context of surrounding words to assist students in determining a word’s meaning.
8. Share with students some inventions teachers have seen created before most of their students were born, such as, computers, cell phones, video games, and email.
9. Distribute materials that will allow students to create a visual image of the invention.
10. Help students connect the link between early
African-American inventions and the conveniences and comforts that we have today.
11. Prepare enough Activity Worksheets for each student to have one of the worksheets. There could be more than one group for each group number.
12. Provide Internet access for students to research the people on their group sheet.
13. Brainstorm strategies on how the group can divide the list to maximize their time.
The students will:
1. Analyze meanings of the vocabulary words.
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
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2. Add vocabulary words to a personal journal
3. Work in small groups to create pictures of new words they learn.
4. Read the Background Information on the inventors.
5. Discuss how inventions from the past have influenced their lives.
6. Discuss new inventions that they have seen over the last few years of their lives.
7. Complete a research project on a given list of African American inventors.
DIRECTIONS:
1. Provide students with a set of the vocabulary words. These can be written on the board or provided as a handout.
2. Allow students to discuss the word list and provide definitions for all words.
3. Have them create pictures for the words they do not know. Work as a group.
4. Have students discuss the significance of the story they are about to read. Ask students to predict the theme or main idea of the lesson before they begin reading it based on the vocabulary words.
5. Allow students to read the Background Information and comment on what they think are some of the main ideas from the passage.
6. Then divide the class into groups of 3-4 students each.
7. Each student in the groups will have one of the Activity Worksheets found at the end of the lesson.
8. Each student will add the information presented by other group members to their own chart.
9. Use Internet sties to gather more information about the inventors and their inventions.
10. Allow student to explore additional information from the reference sites or provide students with materials already downloaded.
11. Have students share and discuss materials found during small groups and whole group sharing.
12. Ask students:
• Who has benefited from these inventions and discoveries?
• What was the catalyst (or reason) for many of these inventions?
MATH AND SCIENCE ACTIVITY 2:
SPENDING CAMPAIGN FUNDS
METHOD OF DELIVERY: –Direct instruction and
paired learning: TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.
PROCEDURE:
The teacher will:
1. Share the story of how President Obama received donations through technology using Facebook, Emails and Websites.
2. Distribute worksheet (see RESOURCES section) on how to itemize expenditures for a budget.
3. Assign partners and provide students with a computer to research different types of budgets and campaign expenditures.
4. Provide pairs with a USB jump drive to save their PowerPoint presentations.
5. Have students work together in pairs and be given discretionary amounts of money up to $250,000 that they will have to plan a budget for expenditures if they were presidential candidates.
6. Then the student will create a PowerPoint presentation of their budget for their campaign expenditures.
The students will:
1. Use the computer to research how to use campaign funds and a budget to expend them.
2. Plan a budget for donations up to $250,000 for the use of campaign funds.
3. Create a PowerPoint presentation of donations received from people and tell where they came from and give a brief explanation about the usage of the donations.
4. Display a budget for the expenditures and how much money would be saved due to following the budget.
DIRECTIONS:
1. Tell the story of how President Obama received donations through technology using Facebook, Emails and Websites.
2. Have students work together in pairs, each pair
will recieve discretionary money up to $250,000. They will have to plan a budget for expenditures if they were presidential candidates.
3. Distribute worksheet on how they will itemize expenditures for a budget. (See Resource Handouts at the end of the lesson.)
4. Assign partners and provide studentswith a computer to research different types of budgets and campaign expenditures.
5. Have students plan a budget using the donations from their campaign fund.
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
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6. 7. 8. They can include up to $250,000.
Have students create a PowerPoint presentation
of donations received from people and tell where the money came from and a brief explanation of how the donations will be used.
Provide partners with a USB jump drive to save their PowerPoint presentations.
Have students present their presentation to the entire class.
TECHNOLOGY ACTIVITY 3:
RUN A CAMPAIGN
METHOD OF DELIVERY – Use of Internet, student
products
Within the guidelines of your school corporation,
create a Facebook account or other communication
tool the corporation may provide for class discussions
and networking. Have students give their classmates
three reasons why they should be president. Then tell
classmates how much is needed to run an effective
campaign. Show classmates the calculations used for
their projected budgets of how they would expend
those donations. FOLLOW-UP:
1. Allow time for students to write and share their personal reflections.
2. Have students write a story that details some-
thing that they want to create and how it would contribute to society as a whole.
3. Students may want to write a poem or song about an inventor, an invention or innovation.
4. Be sure students can answer the Key Questions.
5. Allow a few students to answer Reflection Questions about the lesson.
6. Bring closure to the lesson by encouraging students to remember that they all have something to contribute to society and the world; the question is, what will that be?
ASSESSEMENT:
1. Students will write 1-2 paragraphs using each vocabulary word which shows their under-
standing of the words including correct spelling and usage.
2. Check students’ journal entries and written reflections for understanding and synthesis of the lesson covered.
3. Use performance-based activities and score them with a rubric created to evaluate the items included on the rubric.
4. Each group presents PowerPoint presentation
to the class after choosing one of the extended activities suggested.
STUDENT REFLECTION AND DEBRIEFING
QUESTIONS:
Students will answer the following questions:
1. What was the main point of the lesson?
2. What did I learn that was new information?
3. What will I do differently because of what I learned from this lesson?
4. How can budgets help to organize my own personal life?
TEACHER REFLECTION:
1. The student received the necessary materials to complete the lessons.
2. The students recognized a connection to the lesson topic and were able to see how it related to their lives.
3. The students satisfactorily met the lesson objectives when they completed the assignment, as measured by the related state standards.
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
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4. Students were provided time to complete a self-
reflective assessment activity and were able to answer questions about their progress related to the topic.
5. This lesson made connections with the students’ everyday lives and was useful and applicable for students to use at some time in the future.
RESOURCES:
Kid’s Page, Colors of Innovation: on the USPTO
http://www.uspto.gov/web/offices/ac/ahrpa/opa/kids
/ponder/ponder7.htm.
Michael Harvey http://en.wikipedia.org/wiki/Michael_C._Harvey
The Great Idea Finder: U.S. Patent System
http://www.ideafinder.com/history/inventions
/uspatent.htm
John Burr http://inventors.about.com/library/inventors/bl_John
_Albert_Burr.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
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
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
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
turns the Civil Rights Act of 1875.
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1887 The practices of comprehensive racial segregation known as “Jim Crow” emerged, and racial separation becomes entrenched.
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CROSS – CURRICULAR EXTENSION ACTIVITIES
LANGUAGE ARTS ACTIVITY 1:
USING VOCABULARY DEVELOPMENT AND
COMPREHENSION SKILLS: BOARD GAMES OR
CARD GAMES
METHOD OF DELIVERY:–Model instructions; group
activity; product development
PROCEDURE:
The teacher will:
1. Help students plan to make board games or card games about African American inventors.
2. Provide materials to create the students products.
3. Distribute 9 x 12 sheets of various colored construction paper to students and explain the directions to make their game.
4. Assign the following tasks according to the skills of individual group members: making tokens, cards, playing board, finding out about the events that occurred during the time the product was invented/enhanced and the time the patent was awarded (the ups and downs of the process), making rules, monitoring play.
5. Give students clear time parameters to complete the actual project.
The students will:
1. Work in groups to create the assignment.
2. Create a board game or other types of games, such as a card game about African American inventors.
3. Use for an example: Players might lose a turn or points if it took the inventor numerous times to get a patent. They might gain spaces if the inventor invented/enhanced many products/
procedures and received several patents.
4. Use the information from their group’s Activity Worksheet as one source to create questions or content for their game.
5. Create a scoring rubric with teacher guidance for assessment.
DIRECTIONS:
1. Model making the board game with the students through the use ofoverhead, chalkboard or smart board.
2. Have students help create a rubric so they know the expectations for the project.
3. Provide each group with access to the rubric.
4. Group 5-6 students together to work on a game and its directions.
5. Have students gather information about the inventors in their game focus.
6. Choose which option they will take to make either a board or card game.
1. Discuss the rules for the game.
2. Use the construction paper to create the game of African-American inventors and make the rules for the game.
3. Set a timer for various phases of the game to be completed.
4. Set timer for 10-minute intervals for the purpose of rotating.
5. Play the game with each other in their cooperative group for 10 minutes.
6. Pass their game board on to another group to play for 10 minutes.
7. Keep the games for future use.
SOCIAL STUDIES ACTIVITY 2:
COOPERATIVE LEARNING PROJECTS
METHOD OF DELIVERY:–Direct Instruction and
small groups; Individual or group choices, skit activity;
student generated products and performances
PROCEDURE:
Students may choose from one the four options
listed below and present their project to the class.
OPTION 1: PERFORM A SKIT
The teacher will:
1. Find and read a short skit to the students to build prior knowledge about how someone would go about creating a product.
2. Discuss how to read for different parts of the skit.
3. Select students for the part and do a 5-minute reader’s theatre with the skit.
The students will:
1. Discuss the steps for creating an invention and registering the invention to get a patent.
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2. Write and perform a skit where they invent/
enhance a product and seek a patent for the invention.
3. Use a different historical time period as the basis for each group’s skit and provide details that accurately reflect customs, language, and the setting of the period.
4. Create the cooperative learning assessment rubric with teacher guidance.
the lesson and devise an appropriate assessment:
quiz, oral discussion, multiple choice questions, true/false questions, summarizing, etc. 4. Create a scoring rubric with teacher guidance for assessment.
5. Use the worksheets at the end of this lesson to choose one person to research and report their findings back to the class in more detail than given on the Activity Worksheet.
OPTION 2: GROUP INVENTIONS
The students will:
1. Create a list of inventions that can be grouped thematically.
2. Take a category such as transportation, communication or fuel and list how technology has lead to changes throughout the years.
3. Determine how the inventions have changed or shifted since the patent was mentioned in the Background Information.
OPTION 3: GROUP PERFORMANCE
The students will:
1. Work in groups to create a poem or song that
recognizes contemporary inventions and dev-
elopments of African-Americans that have benefited the entire nation and world.
2. Share the creation with the whole class.
OPTION 4: PEER TEACHING
The teacher will:
1. Have students plan to teach one another information about innovation, inventions, inventors, and ideas.
2. Use teacher guided/modeled strategies to teach the lesson.
3. Provide test-taking strategies for various formats of test-items.
4. Help students devise an appropriate assessment: quiz, oral discussion, multiple choice questions, true/false questions, summarizing, etc. for their classmates to use.
5. Create a scoring rubric with teacher guidance for assessment.
The students will:
1. Use Peer Teaching to share information.
2. Select one of the inventors from the lesson to peer-teach information to other students.
3. Use teacher guided/modeled strategies to teach Jan Ernst Matzelinger
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ACTIVITY WORKSHEET LESSON 8
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
Food
Dollars Spent per item
$60,000.00
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Reason for Expenditure
Had to feed staff in campaign office
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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
Thomas L. Jennings
CONTRIBUTION
Received a patent on a
dry cleaning process
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.
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.
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GROUP 2
Name ______________________________________________________ Date ___________________
GROUP 2’s LIST
CONTRIBUTION
INTERESTING FACTS
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
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GROUP 3
Name ______________________________________________________ Date ___________________
GROUP 3’s LIST
CONTRIBUTION
INTERESTING FACTS
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
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LESSON 8 Grades 4 - 12 INNOVENTIONS

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