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Education:The Evolution of Communications

2013-05-08T19:53:08Z

Administrator2:

=== Grade/Subject ===

Grades 9-12/Social Studies; World History; US History

=== Time Required for Completed Lesson ===

Ninety to 120 minutes dependent upon reading lexile, detail and number of readings used.

=== NJCCCS ===

6.1.12.C.8.b

6.2.12.C.1.e

6.2.12.D.2.c

6.2.12.D.2.e

6.2.12.C.3.d

6.2.12.C.4.d

6.2.12.D.5.c

6.2.12.D.6.a

=== Common Core State Standards ===

Reading Standards for Literacy in Science and Technical Subjects - Key Ideas and Details
Grades 9-10 - Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
Grades 11-12 - Determine the central ideas or conclusions of a text, summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Reading Standards for Informational Text - Key Ideas and Details
Grades 9-10 - Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Grades 11-12 - Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Reading Standards for Literacy in History/Social Studies -- Integration of Knowledge and Ideas
Grades 9-10 - Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Grades 11-12 - Evaluate an author’s premises, claims and evidence by corroborating or challenging them with other information.

=== Materials ===

1) access and projection technology.

2) Post board and colored pencils (or computers with Internet access and/or drawing software).

3) Copies of readings

=== Anticipatory Set ===

When’s the last time you went for more than an hour without using some form of communications technology? (For most students this only occurs when they’re sleeping or exercising. It may not occur to them that books and paper are forms of communications technology.)

Show clip of Maxwell Smart’s shoe phone from “Get Smart” and/or use a Dick Tracy cartoon (or movie clip) showing the watch phone. How would television viewers in the 1960s or comic book readers of the 1930s and 1940s have viewed this technology at the time?

=== Procedures ===

Have students brainstorm a list of communications technology innovations. Ask them to estimate the date of invention and create a rough draft of a time line.

Review the Interactive Timeline, noting key innovations that they didn’t think of. Each student should individually identify the five most important innovations included in the timeline. In small groups, the students should discuss which ones they picked and why. The group will cooperatively rank the top ten innovations. In a full class debriefing, the teacher will see how much commonality the groups have and have a short debate about which items should be included and where they should rank.

In their small groups, students will bring the Interactive Timeline up to date, picking the five most important communications technology advancements of the past 15 years. Then they will predict five more innovations for the future, complete with a prediction of when they will come to fruition. Advancements should be depicted visually with a brief amount of text to describe them.

Read Mobile World and David Goldman articles. Have students compare and contrast their analyses of the not-too-distant future of communications technology.

=== Accommodations ===

Cooperative learning groups should be designed to include students of varying abilities. Teachers may choose to use short excerpts from the readings, assign vocabulary exercises or practice summarizing skills in the course of reading.

=== Assessment ===

1)Student timelines

2)Students could be assigned to research the feasibility and obstacles of one of the innovations predicted by the class.

3) Students could be assigned the task of creating a business proposal for an innovation, looking for funding from business investors.

=== Integration ===

Students will use literacy skills throughout the lesson. Science skills will be employed to analyze problems as well as offer and critique possible solutions.

=== Closure ===

Watch “A Day of Glass” and have students compare their own predictions to Corning’s promotional advertisement. Ask students, “What technological hurdles would have to be overcome for this vision to become a reality?”

=== Resources ===

David Goldman, CNN, “Start thinking about 5G wireless”, http://money.cnn.com/2012/03/08/technology/5G-wireless/index.htm

Maxwell Smart Shoe Phone (1:33)
http://youtu.be/pArBEnKcoMw

LG-GD910 3G Watch Phone (4:19)
http://www.youtube.com/watch?v=QR50ZcHrmC0

A Day Made Of Glass... Made Possible By Corning (5:33)
http://www.youtube.com/watch?v=6Cf7IL_eZ38

The History of Communication
http://inventors.about.com/library/inventors/bl_history_of_communication.htm

Some Dates in the History of Cultural Technologies
http://www.worldhistorysite.com/culttech.html

History of Communication Interactive Timeline (goes up to 1998)
http://www.vizettes.com/kt/hc/history-communication.htm

Hans Vestberg, “Ericcson: Preparing for the Future of Communication”
http://www.mobileworldmag.com/ericsson-preparing-for-the-future-of-communication.html

Submitted by: Bob Fenster

[[Category:Communications|{{PAGENAME}}]]
[[Category:20th_Century_(CE)|{{PAGENAME}}]]

Education:The Space Race and Satellite Technology

2013-05-08T19:33:08Z

Administrator2:

=== Grade/Subject ===

9-12 World History/US History

=== Time Required for Completed Lesson ===

1 class period

=== NJCCCS ===

6.2.12.C.4.d

6.2.12.A.5.a

6.2.12.B.5.a

6.2.12.B.5.b

6.2.12.C.5.b

6.2.12.C.5.c

6.2.12.D.5.c

6.2.12.D.6.a

=== Common Core State Standards ===

Grades 9-10 Key Ideas and Details RH.9-10.2. Determine a central idea or information of a primary source or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Integration of Knowledge and Ideas RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

 

=== Materials ===

Whiteboard, projector, PowerPoint, copies of readings, videos

=== Anticipatory Set ===

1) Discussion of the Cold War in the context of the space race and satellite technology.

2) Short teacher-generated PowerPoint on the evolution of telecommunications, from early forms like smoke signals to the internet and satellite technology.

 

=== Procedures ===

1) Students will read about the space race from History.com.

2) Students will fill in a timeline marking the evolution of telecommunications.

3) Students will read select portions of the Telecommunications Act of 1996.

4) Teacher will lead a class discussion on the consequences of the Telecommunications of 1996.

5) Teacher will lead a class discussion on the possible democratizing impact of satellite radio on the communications industry.

 

=== Accommodations ===

1) gMain ideas and supporting details of reading will be highlighted

2) Varied methods of lesson plan to accommodate different learning abilities.

3) Small group interaction

 

=== Assessment ===

Students will break into groups in order to debate the impact of satellite radio on citizen communication and news dissemination.

Open-ended question: What role does satellite radio have in the following areas: communication, news, terrestrial radio, citizenship?

=== Integration ===

1) Literacy skills will be applied throughout the lesson.

2) Computer skills will be applied.

3) Artistic and graphic aspects of the lesson will be applied

4) Oral and debate skills will be emphasized.

=== Closure ===

1) Students will create a Venn diagram comparing the terrestrial radio with satellite radio.

2) Teacher will point out that the two original satellite radio companies, Sirius and XM, have merged. We will have a short class discussion on how this alters what they have learned.

=== Resources ===

http://www.history.com/topics/space-race

http://www.youtube.com/watch?v=ouRbkBAOGEw

http://www.ntia.doc.gov/legacy/otiahome/top/publicationmedia/newsltr/telcom_act.htm

Submitted by: Neal Ziskind

[[Category:Communications|{{PAGENAME}}]]
[[Category:20th_Century_(CE)|{{PAGENAME}}]]

Education:Technology Of Their Times” - A Comparative of Innovators.

2013-05-08T19:11:59Z

Administrator1: moved Education:Technology Of Their Times” - A Comparative of Innovators. to Education:Technology Of Their Times - A Comparative of Innovators

=== Grade/Subject ===

Grade 9/U.S. History I

=== Time Required for Completed Lesson ===

2 Days/Class Blocks

=== NJCCCS ===

6.1.12.D.6.a Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.

6.1.12.C.8.b Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.

6.1.12.C.16.a Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations.

6.1.12.C.16.b Predict the impact of technology on the global workforce and on entrepreneurship.

 

=== Common Core State Standards ===

RH.9-10.1. - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

=== Materials ===

Project Description Worksheet (includes requirements and assessment), Computers, Research Guides, Electronic Resources (databases), Relevant Books, Teacher Website (moodle page).

=== Anticipatory Set ===

1. Students will have completed preliminary research relating to research methods to gain an understanding of the research process.

2. As a class, we performed a brief web quest dealing with navigation strategies to understand and identify thorough evaluation.

3. The instructor has formatively assessed student performance to see whether or not to proceed.

=== Procedures ===

1. The instructor will welcome and take attendance of the class.

2. The instructor will have a “do now” question regarding the influence of technology on their lives by listing the various ways it lends its impact.

3. After a discussion of the do now, the students will receive their project description sheets and will review them with the instructor. The instructor will discuss all expectations with the students including the methodology and assessment.

4. Since preliminary research has already been completed, the students will have to choose two technological innovators (one historical from the curricular years of study and one contemporary).

     a. Example: Thomas Edison vs. Steve Jobs

5. As apart of their requirements, the students will complete a set of focus questions regarding the lives and work of each figure. The focus questions will focus on personal background, early life, education, making their mark, life’s work and influence, societal improvements(political, socially and economically).

6. After completing a set of focus questions for each innovator, the students will then complete a set of comparative questions, which will help gain an understanding of each innovator and their impact from their respective time periods.

7. After answering all sets of questions, the students will then have a variety of options for presenting their responses.     

     a Students will be able to present their findings via Microsoft Power Point, which will include an aesthetically pleasing background and relevant images.

     b. Students will be able to present their findings via post on the teacher’s moodle site. However, students choosing this method should respond in essay format.

8. The instructor will gather and assess all projects, and share using his moodle site.

=== Accommodations ===

Depending on the class and various learning styles, this project has been modified to meet the needs of the various learners. This project includes instructional methods, such as direct instruction, technology-based and two options for presentation accommodating students who excel with written responses (essay) and those with oral responses (power point).

=== Assessment ===

1. Formative Assessment- Students will be assessed during the process of research and construction of their method of presentation.

2. Summative Assessment- Students will be assessed on the performance of their project using a 45 to 50 point (could be modified) rubric.

=== Integration ===

This project will satisfy a portion of the departments “research project” requirements. More research assignments will be assigned for different units. This project is apart of a research portfolio, which is non-traditional but does meet department requirements.

=== Closure ===

1. The students will complete a brief self-reflection by answering the question:

2. “Why did you particularly choose these two innovators to research and compare?”

=== Resources ===

American History Online- http://americanhistory.abc-clio.com

Ebscohost (History and Biography)- http://web.ebscohost.com

Facts On File- http://online.infobaselearning.com/HistoryDatabaseSearch.aspx

Proquest Historical NY Times- http://hn.bigchalk.com/hnweb/hn/do/search

Submitted by: Jared Warren Special Education/History Teacher Hunterdon Central Regional High School

[[Category:19th_Century_(CE)|{{PAGENAME}}]]
[[Category:20th_Century_(CE)|{{PAGENAME}}]]
[[Category:Inventors|{{PAGENAME}}]]

Education:People’s Choice Awards -Telecommunications Inventors

2013-05-08T19:07:44Z

Administrator2:

=== Grade/Subject ===

9-12

=== Time Required for Completed Lesson ===

2-3 Days

=== NJCCCS ===

6.2.12.B.3.b

6.2.12.C.3.b

6.2.12.C.3.d

=== Common Core State Standards ===

RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and idea

RH.11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

 

=== Materials ===

1. Computers 2. Powerpoint 3. Fact Sheets (if not using computer lab)

 

=== Anticipatory Set ===

Ask students think about how inventions/innovation in telecommunications impact the way we interact with each other today. Poll students and see how many of them have cell phones, text message, utilize email/internet. Have students think about the role of these methods of communication in their lives.

=== Procedures ===

1. Think/Pair/Share: How do current advances in telecommunications impact distance decay between people or groups of people? Where did these innovations begin? Have students write down the progression of an innovation they use today and have them share with a partner and the class.

2. Split class into groups, assign them one telecommunications inventor from the late 19th, early 20th century to look at together. Give students fact sheets about the inventors or allow them access to a computer/computer lab in order to create a presentation about their inventor. The presentation should include their background, what they created, how they created it, and its significance. Give directions for People’s Choice Awards activity and let students know which awards they may be nominated for (most creative/original idea, most impact on their time period, most impact on today, most perseverance, supporting roles, etc) to help them prepare a more persuasive presentation. Students must incorporate images of the invention into their presentation in order to discuss how the telecommunication invention works.

3. Students present to class. At the end of presentations, individual students submit their nominations for each award based upon the presentations about each inventor.

4. In between lessons, tally up votes to let students know at the beginning of the following lesson the 4 inventors nominated for each award.

5. Extension: Students write acceptance speeches explaining why they have won the award. (Must prepare a speech for each nomination in case they win).

6. Moderate awards ceremony, but have students present the awards to groups. If the extension assignment is done, have students read their acceptance speeches to the class.

7. For homework, have students spend one day without telecommunications (no cell phone, internet, ipad, etc). Students should complete a reflection on how their day was impacted by not having these devices, and how 2 inventors discussed in class have impacted the way they communicate today (i.e. without the phone, there would be no cell phone).

 

=== Accommodations ===

1. Readings can be scaffolded to meet the needs of varying ability levels.

2. If students struggle with independent research, teacher can provide a framework for sites to explore. Students may also need more assistance creating Powerpoint presentations.

3. If students are older or G&T, have students complete the extension assignment.

4. Reflection paper can be adapted by changing length and requirements to fit the needs/skills of students.

 

=== Assessment ===

Students will be assessed on their presentations, contribution to their group, and participation in the class award show. Students will also be assessed on their reflection papers on the impact of telecommunications.

=== Integration ===

=== Closure ===

Work assignment on use of telecommunications devices in everyday life.

=== Resources ===

Submitted by Lisa Rocco- Social Studies Teacher- Randolph High School

[[Category:Communications|{{PAGENAME}}]]
[[Category:19th_Century_(CE)|{{PAGENAME}}]]
[[Category:20th_Century_(CE)|{{PAGENAME}}]]

Education:Telecommunication, the Civil War and War of 21st Century

2013-05-08T18:55:46Z

Administrator2:

=== Grade/Subject ===

Social Studies 9th 11th, 12th, Special Education

=== Time Required for Completed Lesson ===

Approximately five class sessions

=== NJCCCS ===

6.2.8.C.1.b

=== Common Core State Standards ===

RL 9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL. 9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grade 9 text complexity band proficiency, with scaffolding as needed at the high end of the range.

 

=== Materials ===

Computer with internet access, overhead projector, copies of KWL chart

 

=== Anticipatory Set ===

1. Students will be given a copy of the KWL chart – a copy will be placed on the overhead projector. Students will be asked to list all that they know about the Civil War and put these things in the “K” column. The procedure will be demonstrated to the students by the instructor. The teacher will ask the students how the military communicated during the Civil War, and students will be instructed to write these things under the ‘W’ column.

After students read the non-fictional document/s on the Civil War, teacher will instruct the students to complete the ‘L’ column on the KWL chart showing what they have learned as a result of reading the non-fictional document/s. on communication during the Civil War. Teacher will place the KWL chart on the overhead again and fill in the missing information as the students feeds it to the teacher.

2. Teacher will do guided reading on the History of Communication during the Civil War. Teacher will tell students how the military communicated during the Civil War, such a telegraph, newspaper and photography

3. Students will view the video Communication during the Civil War.

 

=== Procedures ===

1. Readings and questions: Use of differing reading levels will allow the teacher to differentiate within the class. Make use of various reading strategies such as: Shared Reading, Jig-Saw Reading and teacher read ‘out loud.’

2. Students will be divided into small groups. a. Group for the past – Students will research communication during the Civil War. b. Group for the present – Students will research communication during the War in the Middle East (Iraq)

3. Students will present past and present history of communication they may use posters, charts, and video clips to demonstrate.

=== Accommodations ===

1. Grade level rubrics will be used

2. Reading level materials

3. Assignments for the presentation

4. Modification - rubric

 

=== Assessment ===

1. Students will participate in class discussions

2. Students will complete a research paper

3. Students will participate in a presentation to the class

 

=== Integration ===

1. Students will use literacy skills throughout the lesson.

2. Language arts writing task will be incorporated into class discussion review question after presentation.

 

=== Closure ===

1. Students will use white boards to answer trivia questions after presentations.

2.Which of the communication inventions during the Civil War are now obsolete? What replaced it?

3. Writing Task: Describe how the telegraph, photography or newspaper moved messages during the Civil War? ( two paragraphs)

Whole group: Use Venn diagram compare & contrast past/present communication of Civil War and Middle East War/s

 

=== Resources ===

http://www.lessonplanspage.com/sslaindepthcivilwraplan5-htm/

http://www.smplanet.com/civilwar/civilwar.html

http://www.kidport.com/reflib/usahistory/civilwar/communication.htm

http://www.pbs.org/opb/historydetectives/feature/civil-war-innovations/

http://www.youtube.com/watch?v=VmVtyoNeR7k

Who had better ways of communication during the civil war? The union had better communication. We had the telegraph that Lincoln frequently used. Also we had trains that were amazing communication between the west and east of the United States

 What forms of communication were there during the civil war They used pictures to show what was happening and also they made painting. They also had some forms of transportation that they used just for communication.

Submitted by: G. Cook

[[Category:Telegraphy|{{PAGENAME}}]]
[[Category:Telephony|{{PAGENAME}}]]
[[Category:19th_Century_(CE)|{{PAGENAME}}]]
[[Category:20th_Century_(CE)|{{PAGENAME}}]]

Education:Rise of Telecommunications: Societal impact in the 19th Century vs. Societal impact in the 21st Century

2013-05-08T18:44:04Z

Administrator2:

=== Grade/Subject ===

10th/11th – U.S. History

=== Time Required for Completed Lesson ===

Two 80 minute blocks or four 40 minute classes

=== NJCCCS ===

6.1.12.D.5.a

6.1.12.D.6.a

6.1.12.A.1

6.a 6.1.12.C.1

6.a

=== Common Core State Standards ===

RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

 

=== Materials ===

1. Computer with projector and screen 2. Internet access/PowerPoint (computer lab) 3. Chart paper/markers

 

=== Anticipatory Set ===

Have students answer this question for homework prior to the lesson: What changes in communication technology have occurred between the end of the 19th century and present day?

=== Procedures ===

1. Do Now: Have students work in small groups and discuss the answers they came up with for their homework question.

2. Have each group make a chart listing communication technology at the end of the 19th century and communication technology in present day and then share their answers as part of a class discussion. As part of the class discussion, the students will come to a class consensus list of 19th and 21st century communication technology to be used by each group going forward in the lesson.

3. After discussing the student answers, the students will continue to work in their groups and evaluate the economic, political, and social impact of both their 19th century communication technology list and their 21st century communication technology list on both individuals and nations. Students should have access to the internet to research answers as necessary, and the availability of PowerPoint or some other presentation program to create a presentation of their information.

4. Upon completion of their created presentations, each group will present their presentations to the class.

5. Upon completion of their presentations, students will view the YouTube video Media Studies: History of Media http://www.youtube.com/watch?v=Vm5Zgkwnp_g&feature=related, and then be given the following individual assignment: Use any technology you choose to present the answer to the following question: What 3 significant changes in communication technology do you anticipate occurring in the next 25 years, and what economic, political, and social impact will these technological changes have on both individuals and nations?

 

=== Accommodations ===

1. Special attention to grouping of special needs students. 2. Those needing extended time to complete work will be accommodated.

 

=== Assessment ===

1. Student created (group) presentations evaluating the economic, political, and social impact of both their 19th century communication technology list and their 21st century communication technology list on both individuals and nations. You must use a minimum of 2 primary or secondary sources to support your answers and provide proper work citations.

2. Student created (individual) presentations evaluating the economic, political, and social impact of their anticipated changes in communication technology over the next 25 years on both individuals and nations.

 

=== Integration ===

Science/Language Arts/Technology

=== Closure ===

Explaining the homework (assessment/evaluation) will be the closing of the lesson.

=== Resources ===

http://www.youtube.com/watch?v=Vm5Zgkwnp_g&feature=related

Submitted by: Thomas Glen, Social Studies, Arts High School

[[Category:Communications|{{PAGENAME}}]]
[[Category:19th_Century_(CE)|{{PAGENAME}}]]
[[Category:20th_Century_(CE)|{{PAGENAME}}]]

Education:A Newspaper in time - an Abolitionist Account

2013-05-08T18:03:19Z

Administrator2:

=== Grade/Subject ===

9-11th grade

=== Time Required for Completed Lesson ===

Three block periods

=== NJCCCS ===

6.1.12.A.3.h

6.2.12.D.1.b

6.3.12.A.2

6.1.12.A.3.f

6.1.12.A.

6.b 8.1.12.A.2

=== Common Core State Standards ===

WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented.

WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

 

=== Materials ===

MS Publisher, texts on abolitionists, copies of abolitionist newspapers, directions (see below), current newspapers

=== Anticipatory Set ===

1. Discuss with students the way communication spread in the United States in the 1800s

2. Teach students the functions of MS publisher

 

=== Procedures ===

1. Have students read a current newspaper and discuss the layout of the paper

2. Discuss with students the abolitionist movement pre Civil War

     a. Why were they important for the end of slavery

3. Have students read about Frederick Douglass, William Lloyd Garrison and other abolitionists

4. Discuss how communication is done in the modern world (cell phones, email, etc.)

5. Ask students how communication was spread in the 1800s without the internet a. Discuss difficulties b. How those issues were overcame

6. Students then will create a newspaper on MS Publisher through the lens of an abolitionist

     a. Students can imagine they are writing from NJ to readers in the South

           i. Students must select a location in the South

          ii. Research how that town in the south feels about Slavery

     b. Students must put era-appropriate images on the Newspaper

     c. Students are writing about why slavery is evil, immoral and anti-American

          i. This should be at least 4-5 paragraphs convincing them to relinquish slavery

     d. Students then do a peer edit on each other’s papers

     e. Students then print out their newspapers for a presentation and to display

=== Accommodations ===

Tap into the students prior knowledge pertaining to, slavery, the Civil War and Newspapers.

For students who are kinesthetic and visual, they will be able to hold a newspaper and observe the layout of a newspaper.

For ESL students, provide a Spanish newspaper so they can relate to the concept of creating a paper and have them work with a partner on creating the newspaper project

The teacher can model for the students what a finished product looks like to help clarify concerns or questions.

If students are having difficulty with the assignment, students can have extended time.

=== Assessment ===

1. Class discussion

2. Peer edit

3. Presentation

=== Integration ===

Students will use geography and technology to accomplish the lesson. Literacy is used throughout the activity through reading, writing and editing.

=== Closure ===

1. Possible questions to ask the students are:

     a. Use of MS Publisher

     b. How did you figure out what to write

     c. Who were you writing to and what did you expect as a response

 

2. As an extension, direct students to have their parents buy them a newspaper and read a section of interest and then use the internet to find that story

     a. Ask them which one was the most efficient communication piece and why

 

3. Discuss with students how communication changes over time

     a. Students can do extra research on its evolution

 

4. According to IEEE’s Dr. Hochheiser, one can see the evolution of printed communication and its impact on the US Civil War.

     a. With the advent of the printing press in 1453, more news/technology become part of the more complex system of communication

     b. Newspapers led to informed citizenry, thus leading to the spread of abolitionist rhetoric, which became the leading catalyst of the US Civil War.

=== Resources ===

Background Information

Free Northern blacks and their enslaved Southern brethren participated in personal as well as organized acts of resistance against slavery. In the North, African Americans faced huge odds and the systematic violation of their civil liberties. Consequently, many fervently supported the abolitionist cause with both open and surreptitious acts of rebellion. Northern blacks began forming groups to support the cause for freedom. As early as 1817, black Philadelphians formally protested African colonization, and by the late 1820s, black participation in anti-slavery societies had proliferated throughout the northeastern United States.

Abolitionists newspapers, such as William Lloyd Garrison’s The Liberator, funded abolitionist activities, thanks to the consistent and generous financial support of black activists, who made up the majority of the paper’s subscribers in its early, critical years. Former slaves and descendants of slaves also published their own newspapers to deliver powerful testimonies against slavery, at the risk of being enslaved themselves.

Fierce words and vivid images were among the tools that radical “immediatist” abolitionists used to further their cause. Instead of gently pleading their case, they employed sensational language to shock people into action against slavery. On posters for abolitionist rallies and meetings, the fervor of the language is matched only by its physical, typographical boldness and size. This poster's appeal to the “Citizens of Boston” and “Sons of Otis, and Hancock” to “see that Massachusetts Laws are not outraged with your consent,” conjures up the signers and the principles of the Declaration of Independence to stir the reader to act in favor of the cause. http://rmc.library.cornell.edu/abolitionism/spread_word.htm

http://rmc.library.cornell.edu/abolitionism/spread_word.htm,

http://www.loc.gov/exhibits/african/afam006.html

http://www.loc.gov/rr/news/

http://www.officetutorials.com/publishertutorials.htm

 Submitted by: David Lugo, Social Studies Teacher, Mercer County Technical School

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Education:From cuneiform to satellite - How did we get there?

2013-05-08T17:51:28Z

Administrator2:

=== Grade/Subject ===

English 9/Special Education

=== Time Required for Completed Lesson ===

Three 80 minute periods

=== NJCCCS ===

6.2.8.C.2.a 6.2.8.C.2.b 6.2.8.D.2.a

=== Common Core State Standards ===

Grades 9-10 Cross content standards 3.4.12.D.2 All students write clear concise organized language that varies in content and form for different audiences and purposes

=== Materials ===

White board, projector, background reading, markers, crayons, computer paper, large construction paper, glue, cardboard, sample rotary phone, drums, telegram

=== Anticipatory Set ===

1. Discuss what were the earliest forms of communication? (ask) for background knowledge

2. How did we transmit messages in the past?

3. Students will examine rotary phone and telegram, while teacher explains their function.

4. How do we transmit messages today? 

=== Procedures ===

1. Students will be divided into two cooperative learning groups.

2. Students will discuss the anticipatory set questions and write a group researched answer for background knowledge class work sheet

3. Students will show in group presentation how moving messages changed fom past to present.

 

'''Day 1 – Whole group'''

Cooperative learning groups to research will perform a specific task based on background information from background knowledge.

Group 1 – Students will research communication without transportation (Ex: cuneiform, hieroglyphics, smoke signals, lanterns, drums). Students will be required to explain and demonstrate the form of communication they choose to research in their group. Students will be required to demonstrate how the Native Americans used drums to communicate. Students may use internet video clips, poster pictures and diagrams.

Group 2 – Students will research communication with transportation (Ex: post rider, stagecoach, railroad, telegraph, telegram, telephone, satellite). Students will be required to demonstrate forms as hands on presentation. Students will also be required to write trivia questions for information presented by their group. Class will use white boards to answer trivia questions.

 

'''Day 2 – Group Presentations'''

Group 1 – Students will present their research information each student will be responsible for a different form of communication, the category transmission of messages without transportation.

Group 2 – Students will be present their research information each student will be responsible for a different form of communication, the category transmission of messages with transportation.

 

=== Accommodations ===

Teacher guided discussion for anticipatory questions

Teacher guided instruction for research material

Peer mentoring grouping

Readings, specific to grade level, lexile scores, Read 180, SRI Testing

=== Assessment ===

1. Research paper rubric

2. Group presentation rubric

3. Class participation- Code Book Activity

See the Rubric sheets [[Media:Cuneiform to satellite - Rubrics.doc]]

=== Integration ===

Wold History/ English

=== Closure ===

 Day 3

Whole Group

Activity: Code Book 1. Students will be divided into two groups to create symbols for the alphabet similar to hieroglyphics (Ex: A = a picture a closed wing eagle)

2. Group 1 will create symbols for letter A-L and Group 2 will create symbols for letters M-Z.

3. The symbols with their alpha letter will be compiled into a single code book. Each student will receive a copy of the code book.

4. Each group will cut, color, and past the symbols for their name on a piece of construction paper, symbols only.

5. The code names of each student will be numbered and placed randomly on the wall around the room at eye level.

6. Students will be paired and given a code name sheet numbered according to the number of names in code on the wall. The student pair will be given one code book with the alpha symbol to match the picture symbols on the wall.

7. The first student pair that completes the names on their sheet will receive a prize.

8. Teacher will make the number sheet prior to placing picture names on wall with answer

=== Resources ===

History of communication clip
http://www.youtube.com/watch?v=WfCUxeQ2VSE
http://www.youtube.com/watch?v=mvxw1TynuTk&feature=related
http://www.fcc.gov/cgb/kidszone/history.html,

Video clips necessary to complete the lesson plan are available on the Egypt’s
Golden Empire Web site [http://pbs.org/empires/egypt/index.html]. If you wish to
purchase a copy of the program, visit the PBS Shop for Teachers
[http://teacher.shop.pbs.org/product/index.jsp?productId=1406375].

Show students an example of hieroglyphs. This could be done by accessing pictures
such as those available in the Virtual Egypt section
[http://www.pbs.org/empires/egypt/special/virtual_egypt/index.html] of the Egypt’s
Golden Empire Web site, particularly Madinet Habu
[http://www.pbs.org/empires/egypt/special/virtual_egypt/medinet.html], Second Pylon

Show students how Egyptians would have written their names by using the Spell
Your Name feature
[http://www.pbs.org/empires/egypt/special/hieroglyphs/name_spell.html]. Have
students use the name generator to write their names and become more familiar

For a history of the Pony Express, see www.nps.gov/poex/hrs/hrs2d.htm
www.telcomhistory.org/vm/LHSmokeSignals.shtml

Submitted BY: Kim R. Hobbs

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Education:Good Vibrations - How Americans Fell in Love with the Telephone

2013-05-08T15:55:14Z

Administrator2:

=== Grade/Subject ===

Grades 9-11/U.S. History II; Grades 9-11 Physics or Physical Science

=== Time Required for Completed Lesson ===

Two 80 minute blocks or four 40 minute periods

=== NJCCCS ===

Social Studies: 6.1.12.C.3.a 6.1.12.C.5.a 6.1.12.C.12.c 6.1.12.C.12.d 6.1.12.C.14.d 6.1.12.C.16.a

21st Century Life and Career: 9.2.12.E.3

=== Common Core State Standards ===

Grades 6-12 (CCSS for ELA & Literacy in History/Social Sciences and Technical Subjects) Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 

=== Materials ===

A computer connected to the Internet, a video projector that can connect to a computer, speakers, whiteboard/blackboard, copies of 20th century and 21st century telephone/cellphone advertisements

=== Anticipatory Set ===

Ask students these questions in sets: How does a car work? Why do you know you want one? How does an iPad or computer work? Why do you know you want one? How does a cell phone work? Why do you know that you want one? [The point here is for students to realize that we do not necessarily understand the science behind the things we Americans most want and/or use, yet we are told through advertising or society that we want and need one/it]. (5-10 minutes)

=== Procedures ===

1. (Day One) If necessary do any kind of review about the era of the 1840s and the beginning of the expansion of the railroads and telegraphs. If you are teaching that now, then bring your students up to speed regarding the westward expansion of the railroads and the telegraph.

2.To show students how a telegraph works, visit and show this short video from the United States National Library of Medicine: http://www.nlm.nih.gov/archive/20120104/onceandfutureweb/database/seca/case2-artifacts/menu-video.html (If you are able to, you should try and co-teach with a science educator working on a unit like this at the same time – it would be a tremendous experience!) The video explains the rudiments of the telegraph and demonstrates why it would be an important device in a nation as big and spread out as the United States. (2 ½ minutes)

3. Segue into the evolution of the telegraph into the telephone. You should conduct some of your own research and construct a brief presentation for your students on the use of Morse Code [and probably find a hand out or website with the code on it]and important figures and milestones in the development of the telephone (Alfred and Theodore Vail, Alexander Graham Bell). The length and depth of the presentation should be appropriate for your student’s learning level, but any one segment should no more than 15 minutes in length [if you need to exceed 15 minutes]. (15 minutes)

4. Show the students this video from How Stuff Works to demonstrate how the telephone works: http://electronics.howstuffworks.com/telephone.htm (3 minutes)

5. After the students have viewed the videos have them create a t-chart in pairs that compares and contrasts the telegraph and telephone. Discuss the class’ findings one the students are done in their pairs (10 minutes)

6. Segue into the advertising analysis activity by asking students if it matters that they know or don’t know how a particular complex device (computer, car, cell phone, TV, radio, DVD player, etc.) works? (5 minutes)

7. Then ask them how companies market complex devices and gadgets to non-scientifically geared consumers. Ask students to identify devices that advertisers use to get people to buy things. (5 - 10 minutes)

8. Present to your students the concepts of logos, pathos and ethos. These are psychological or philosophical bases for making appeals in writing and advertising. A great resource for this can be found at http://pathosethoslogos.com/ . Be sure to find examples to share with your students, as well as develop or find samples where they can identify one, two or all three. They need this skill to be able to complete the assignment the next day. (30 minutes, broken up into smaller segments of student interaction)

9. Homework: Find three advertisements in print or online (which can be printed out) for cell phone service. It does not matter if they come from the three major cell phone carriers or if they all come from one.

10. (Day Two) Secure computers or a computer lab for your student, and have them go to the following website http://www.beatriceco.com/bti/porticus/bell/bell.htm. It is maintained by the Porticus Centre and contains digitized artifacts related to AT&T.

11. Prior to the lesson look at the various primary source document analysis sheets provided by the National Archives http://www.archives.gov/education/lessons/worksheets/ Select one that would best allow students to analyze the advertisements from AT&T, or select elements from each which you would put into your own data collection sheet.

12. Include questions on the data collection sheet about the pathos, logos, and ethos of each ad as well so that students understand what the company is telling consumers. (*remember that AT&T was considered a natural monopoly and was trying to convince people to subscribe to the service, not just to subscribe to AT&T. AT&T was selling an idea and a promise as much as a product. You could tell students that an alternative was telegrams (not really used for personal use) or the U.S. Postal Service).

 13. Additionally, include questions or a space for students to explain how the science of telephony is being represented or explained to the non-scientific public. Have them identify the purpose of incorporating the science of telephony into the advertisements

14. Have students on their own, or in pairs, browse through the advertisements for phone service and analyze them using your sheets. (45-50 minutes from Step 10)

15. Discuss the students’ findings briefly, and then have them share their advertisements for modern cell phone service with the class. As a class look for contrasts and parallels between the old AT&T ads and the new cell phone ads. (25-30 minutes) Check off the students that brought in the ads, and collect the data analysis sheets.

16. For homework students should read from the history of AT&T at http://www.corp.att.com/history/history1.html up to the point that is most sensible for your class. Use this reading as an anticipatory set for the next day’s activity or for the period in history you’re studying. 

=== Accommodations ===

1. Instructors can create scaffolded analysis sheets for students of different learning abilities. 2. Instructors can also create glossaries for the advertisements. 3. Advertisements can be analyzed as a class with a greater emphasis on oral expression of student thinking over written expression of student thinking.

 

=== Assessment ===

1. Grade or give formative assessment feedback to the students on their advertisement analysis.

2. Prepare an ad not chosen from the Porticus site for inclusion on the unit test. Create a test item dealing which has student analyze the ad, and the response should also touch upon pathos, logos, and ethos as well as historical perspective.

 

=== Integration ===

Students will use literacy skills throughout the lesson, as well as primary source analysis skills. The rudiments of the science of telephony will be employed at the beginning of the lesson, and students will see how technological advances can play on human emotional responses and compel consumer behavior.

If possible, co-teach this lesson with a colleague who is teaching about telegraphy and telephony or electric current at the same time.

=== Closure ===

1. If you are teaching about monopolies, or will touch upon the AT&T monopoly, have students identify what the company is selling since it has no legitimate competition.

2. Use the history of AT&T to enrich your study of any particular era of U.S. history.

3. Have students reflect upon their initial responses to the anticipatory set. Do the kind of appeals in advertising used in the early and mid-20th century work now?

4. Have students create their own advertisement for a complex product that operates due to complex principles of science. The students do not have to understand the science that makes the products work, but should highlight the “miracle” of science that makes the product wonderful.

5. If you can, find clips of Lily Tomlin’s “Ernestine” the Operator from Laugh-In. Have students view various clips and infer what Americans thought of AT&T by the late 1960s, and use this as a segue into discussing the Divestiture of January 1, 1984.

=== Resources ===

Telegraph v. Telephone Sheet [[Media:Good_Vibrations_T-Chart.doc]]

Document Analysis Sheet [[Media:Good_Vibrations_Document_Analysis_Sheet.doc]]

Resources are hyperlinked in the lesson plan steps

Submitted by: Keith Dennison, Hunterdon Central Regional High School. kdenniso@hcrhs.k12.nj.us

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