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The Wright Dream

Pamela ThillWarsaw Elementary School

Fall 2008

Glass plate negatives from the Papers of Wilbur and Orville Wright, Prints and Photographs Division, Library of Congress. LC-W861-27

“The Wright Dream” is a lesson on Orville and Wilbur Wright and their journey from curious young boys to their first flight. It is designed to help students understand how their inventions contributed to the Industrial Revolution.

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation BarObjectives Students will:

understand important events and individuals of the early 20th century in the U.S.

identify the accomplishments of notable individuals, the Wright brothers

analyze historical information by sequencing events explain how new American technology of the early

1900’s changed the way of life of people around the world

use a variety of information resources to synthesize, create, and communicate what they've learned on a timeline.

take notes on the important events in the Wright Brothers’ lives while researching, and developing measurement skills while creating an accurate timeline.

choose photos from loc.gov for timeline to match to events, and learn why the Wright brothers are so important in history

Teaching with Primary Sources Illinois State University

http://lcweb.loc.gov/rr/print/

https://sites.google.com/site/buildingccssbridges/home/module-9

learn about and use a variety of primary sources from the Library of Congress website

differentiate between primary and secondary sourcesRecommended time frame 10 days (two weeks)Grade level 5th GradeCurriculum fit Social Studies: Industrial Revolution; Inventions;

Theodore Roosevelt; ReformLanguage Arts: Biography

Materials Chart paper and markers for KWL chart Chart paper for listing important events Macmillan/McGraw-Hill’s Our Nation – 5th grade

text ReadWriteThink Time Line Tool Graphic Organizer: KWL chart C.R.I.S.P. writing graphic organizer Crossword Puzzle on the Wright Brothers :http://www.educationworld.com/a_lesson/TM/WS_lp320-02.pdf

Bookmarked Websites/ Internet Access: http://memory.loc.gov/ammem/wrighthtml/

wrighthigh3.html The Wilbur and Orville Wright

Papershttp://www.thehenryford.org/exhibits/wright/

http://www.wright-house.com/wright-brothers/ taleplane.html

http://www.wright-house.com/wright-brothers/ AirBib.html

http://www.nasm.si.edu/wrightbrothers/ http://wings.avkids.com/Book/Wright/ http://www.fi.edu/wright/ http://nomad.bookstore.ipgbook.com/explore-

flight--products-9781619301764.php http://ueet.grc.nasa.gov/StudentSite/index.html

The Wright Brothers Game - (Designed with Macromedia Flash 6) found at www.classbrain.com

Visit the museum room first and read the clues and descriptions very carefully. Then continue on to the game.

http://www.classbraingames.com/2009/12/wright-brothers-game/

Library books/Resources:




http://www.classbrain.com/

http://ueet.grc.nasa.gov/StudentSite/index.html

http://nomad.bookstore.ipgbook.com/explore-flight--products-9781619301764.php

http://nomad.bookstore.ipgbook.com/explore-flight--products-9781619301764.php

http://www.fi.edu/wright/

http://wings.avkids.com/Book/Wright/

http://www.nasm.si.edu/wrightbrothers/

http://www.wright-house.com/wright-brothers/AirBib.html

http://www.wright-house.com/wright-brothers/AirBib.html

http://www.wright-house.com/wright-brothers/taleplane.html

http://www.wright-house.com/wright-brothers/taleplane.html

http://www.thehenryford.org/exhibits/wright/

http://memory.loc.gov/ammem/wrighthtml/wrighthigh3.html

http://memory.loc.gov/ammem/wrighthtml/wrighthigh3.html

http://www.educationworld.com/a_lesson/TM/WS_lp320-02.pdf

http://www.educationworld.com/a_lesson/TM/WS_lp320-02.pdf

http://www.readwritethink.org/materials/timeline/index.html

1. Wilbur and Orville Wright: The Flight to Adventure by: Louis Sabin; illustrated by John Lawn

2. The Story of The Flight at Kitty Hawk by R. Conrad Stein; illustrated by Len W. Meents

3. To Fly: The Story of the Wright Brothers by: Wendie C. Old

4. Dawn Over Kitty Hawk: A Novel of the Wright Brothers by: Walter J. Boyne

5. The Bishop’s Boys: A Life of Wilbur and Orville Wright by Tom D. Crouch

6. Kill Devil Hill: Discovering the Secret of the Wright Brothers by Harry Combs

Timeline Rubric

Illinois State Learning Standards Back to Navigation BarScience:GOAL 13: Understand the relationships among science, technology, and society in historical and contemporary contexts.

Language Arts:GOAL 2: Read and understand literature representative of various societies, eras and ideas.

2.A. Students will understand how literary elements and techniques are used to convey meaning.

GOAL 3: Write to communicate for a variety of purposes.

3 C. Communicate ideas in writing to accomplish a variety of purposes

Social Studies:GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

16.A. Students will be able to apply the skills of historical analysis and interpretation

Procedures Back to Navigation BarDay One: The Journey of Flight BeginsI will begin by asking some general questions which will lead to essential questions. What’s the easiest way to get to California for a


vacation? Why? What makes one form of travel more

efficient than another?A discussion on travel will ensue, guiding students to see the values of traveling by air. What did we do before airplanes were invented? Did people travel as often and as far as they do now? Did people vacation as much as they do now? Why do people use airplanes? Business/work,

Emergencies, Pleasure/vacation…. Would you rather travel by car, train, or plane?Discussion will lead students to realize the impact of the invention of airplanes on people across America.

We will then complete a K-W-L chart as a class. Using chart paper, I will ask students to supply what

they know about the invention of flight. Students will then suggest what we want to know or find out. We will list that in the W column. We will fill in the answers to those questions under the L column as we discover answers to what we want to learn.

Day Two: The Industrial Age I will begin by reviewing the K-W-L chart. We will make the connection of the “Invention to

Flight” to the 5th Grade Social Studies Textbook Macmillan/McGraw-Hill’s Our Nation. Lesson 4: The Rough Rider President/ President Theodore Roosevelt.

Students will read the chapter. We will do a 4-square vocabulary chart for the word

“reform”. We will discuss changes in the U.S. during

Roosevelt’s administration. Essential Question to answer using C.R.I.S.P. format

in journal: Do you think President Roosevelt was more

concerned with the welfare of people or companies? Explain. (The goal is for students to see that Roosevelt made the companies deal fairly with the people, so he was concerned about the welfare of the people).

Discuss: How did the new American technology of the early 1900’s change the way of life of people around the world? Connect their answers to how


people today depend on that very technology. (Point out that travel has been made faster and cheaper with the inventions of the car and the airplane).

Read to the class: Wilbur and Orville Wright: The Flight to Adventure. (fill in any unanswered questions on the K-W-L chart)

Have students point out the most important events in the Wright Brother’s lives as the teacher dates and writes the events on a piece of chart paper.

Day Three: Primary and Secondary Resources Using the Social Studies text, p. 516, Study Skills:

Using Primary and Secondary Sources, students will read the two pages and excerpt on Jane Addams and the settlement house she founded in Chicago to help immigrants.

Students will try the skill, extend the skill, and the teacher will review and access student’s knowledge by asking: What is a primary source? What is a secondary source? How can you tell that this textbook is a secondary source?

Day Four: Road to Discovery: www.loc.gov Website! We will move to the computer lab to view the

www.loc.gov website to find primary sources on the Wright Brothers.

Students will work together in teams to find primary sources on the Wright Brothers.

I will guide the students through the website to American Memory and then to The Wilbur and Orville Wright Papers:

http://memory.loc.gov/ammem/wrighthtml/wrighthome.html

Once at The Wilbur and Orville Wright Papers Collection, students will be required to find:

4 photos of the Wright brothers; 2 as youth and 2 as grown men

a picture of the bicycle shop where they worked as boys

a letter a photo of the first flight at Kitty Hawk a newspaper article a postcard the Wright Family Tree




http://www.loc.gov/

http://www.loc.gov/

Students will work in teams to find the primary sources above.

They will copy and paste the item into a word chart and write down the sources’ title. These will be turned in for a grade.

Day Five: The Wright Timeline Students will return to the computer lab to complete

their search for primary sources on the Wright Brothers.

We will then look at the Wilbur and Orville Wright Brother Timeline at: http://memory.loc.gov/ammem/wrighthtml/wrighttime.html

Students will see that this timeline is very detailed. Students will choose 10 events total that they feel

were most important in the Wright Brothers’ lives, which contributed to the invention of the airplane.

Students will begin planning their own timelines.

Days Six and Seven: Research and Timeline Creation Students will be introduced to the timeline creator

and be given directions on how to use it. The teacher will model its use.

http://www.readwritethink.org/materials/timeline/index.html Students will have this opportunity to explore other

websites on The Wright Brothers to find the ten events they want to include on their timeline. A list of websites will be book marked for each student to keep them focused.

Books on the Wright Brothers will also be available for students to look through at this time.

Students will use days six and seven to research and create timelines. Timelines must include 10 events, along with descriptions and photos or other primary sources (letters, postcards, invitations….).

Day Eight: Presentation Day Students will present their timelines to the class.Timelines will be graded using the Wright Brothers timeline rubric. We will end this day by applying what we know

about the Wright Brothers by completing a




http://memory.loc.gov/ammem/wrighthtml/wrighttime.html

http://memory.loc.gov/ammem/wrighthtml/wrighttime.html

crossword puzzle. I will hand out a printout of this puzzle and the clues for them to do on their own.

Students will turn in the completed puzzle for a grade.

Day Nine: Final Flight, Connections, and Fun! If any questions had not yet been answered on the

KWL chart, it is time to see if those can now be answered or further researched.

Students will make connections today through discussion as to how The Industrial Age, President Theodore Roosevelt, and the Wright Brothers all connect.

As a final fun activity, students will go to the computer lab to test their knowledge on the Wright Brothers by playing “The Wright Brother’s Game.”

http://www.classbrain.com/artgames/publish/wright_brothers_game.shtml

Day 10: Extension ActivityThe National Paper Airplane Contest sponsored by Scholastic. Create your own paper airplanes per the directions given at the Scholastic website and have your own paper airplane contest.

http://teacher.scholastic.com/paperairplane/index.htm

Evaluation Back to Navigation Bar Primary Sources assignment will be graded: 20

points; one each for the source and one each for the sources title

Timeline: Rubrics General Rubric for any Timeline:

http://www.readwritethink.org/lesson_images/lesson398/rubric-timeline2.pdf

The Wright Brothers timeline Rubric :http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1019460&

Students will complete the crossword puzzle accurately. They will correctly respond to at least 10 of the 12 puzzle clues.

Answer Key: Across. 2. wing, 3. Kitty, 6. coin, 8. wind, 9. Dayton, 10. skating, 11. helicopter. Down. 1. printing,


http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1019460&








4. minister, 5. bicycles, 7. Orville, 8. Wilbur

Extension Back to Navigation BarCreate your own Paper Airplane Use Scholastic’s guidelines on making and flying

your own paper airplanes. Each student makes two planes. One paper airplane

should be designed to fly as far as possible. Build the other paper airplane to stay in the air as long as possible.

For helpful information on paper airplane aerodynamics, encourage students to check out "What Makes Paper Airplanes Fly?".




http://teacher.scholastic.com/paperairplane/airplane.htm

Primary Resources from the Library of CongressBack to Navigation Bar

Image Description Citation URL[Childhood portrait of Wilbur Wright].

Library of Congress, Prints and Photographs Division, REPRODUCTION NUMBER: LC-DIG-ppprs-00676 (digital file from original)

http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(ppprs+00676))+@field(COLLID+wri))

Orville Wright, aged 9 1/2 years, taken at Cedar Rapids/ S.T. Wiggins, photographer, Cedar Rapids.

Library of Congress, Prints & Photographs Division, [reproduction number, LC-USZ62-125543 (b&w film copy neg.)

http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3c25543))+@field(COLLID+cph))

Letter from Herbert Hoover, General Correspondence: Hoover, Herbert, 1926, 1932

General Correspondence: Hoover, Herbert, 1926, 1932Wilbur and Orville Wright Papers, Manuscript Division, Library of Congress, Washington, D.C.

http://memory.loc.gov/cgi-bin/query/r?ammem/wright:@field(DOCID+@lit(wright002462))

Smithsonian Institution--Presentation Ceremony--17 December 1948, 1948-1949

Smithsonian Institution--Presentation Ceremony--17 December 1948, 1948-1949, Wilbur and Orville Wright Papers, Manuscript Division, Library of Congress, Washington, D.C.


**use page view to go to page #3

















Letter from Herbert Hoover] General Correspondence: Hoover, Herbert, 1926, 1932

The Wilbur and Orville Wright Papers. Manuscript Division, Library of Congress, Washington, D.C.

http://memory.loc.gov/cgi-bin/ampage?collId=mwright&fileName=03/03125/mwright03125.db&recNum=1&itemLink=D?wright:1:./temp/~ammem_QFMN::

[Side view of Dan Tate, left, and Wilbur, right, flying the 1902 glider as a kite]. [1902 Sept. 19]. Glass negatives from the Papers of Wilbur and Orville Wright

Library of Congress, Prints & Photographs Division, [reproduction number, e.g., [LC-DIG-ppprs-00631 (digital file from original)

http://lcweb2.loc.gov/cgi-bin/query/i?pp/ils:@field(NUMBER+@band(ppprs+00631))


Orville Wright and Edwin H. Sines, neighbor and boyhood friend, filing frames in the back of the Wright bicycle shop]. [1897].wk, 1900.

Glass negatives from the Papers of Wilbur and Orville Wright, Prints and Photographs Division, Library of Congress. LC-W851-82


Wright Machine Library of Congress, Prints & Photographs Division, [reproduction number, LC-DIG-npcc-00150 (digital file from original photo)

http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(npcc+00150))+@field(COLLID+npco))

Wright in Daring Flights Rounds Liberty Statue; Curtiss Also Out; Dirigibles off for Albany," The Globe, 29 September 1909.

Scrapbooks; January-December 1909, Wilbur and Orville Wright Papers , Manuscript Division, Library of Congress, Washington, D.C.

http://memory.loc.gov/cgi-bin/ampage?collId=mwright&fileName=05/05002366/mwright05002366.db&recNum=0

























http://memory.loc.gov/cgi-bin/ampage?collId=mwright&fileName=03/03125/mwright03125.db&recNum=1&itemLink=D?wright:1:./temp/~ammem_QFMN






Postcard, Wilbur Wright to Orville Wright, September 1908]. Family Papers: Correspondence--Wright, Wilbur, September 1908

Wilbur and Orville Wright, Manuscript Division, Library of Congress, Washington, D.C.


Wilbur Wright, head-and-shoulders portrait, facing right

Prints and Photographs Division, Library of Congress. Reproduction number, LC-USZ62-108041 (b&w film copy neg.)


[Orville Wright, head-and-shoulders portrait, facing left]

Prints and Photographs Division, Library of Congress, Reproduction number, LC-USZ62-113757 (b&w film copy neg.)















RubricBack to Navigation Bar

Timeline: The Wright Brothers

CATEGORY 4 Excellent (A) 3 Good (B) 2 Satisfactory (C) 1 Needs Improvement (D)Title The timeline has a

creative title that accurately describes the material and is easy to locate.

The timeline has an effective title that accurately describes the material and is easy to locate.

The timeline has a title that is easy to locate.

The title is missing or difficult to locate.

Readability The overall appearance of the timeline is pleasing and easy to read.

The overall appearance of the timeline is somewhat pleasing and easy to read.

The timeline is relatively readable.

The timeline is difficult to read.

Content/Facts Facts were accurate for all events reported on the timeline.

Facts were accurate for almost all events reported on the timeline.

Facts were accurate for most (~75%) of the events reported on the timeline.

Facts were often inaccurate for events reported on the timeline.

Dates An accurate, complete date has been included for each event.

An accurate, complete date has been included for almost every event.

An accurate date has been included for almost every event.

Dates are inaccurate and/or missing for several events.

Graphics All graphics are effective and balanced with text use.

All graphics are effective, but there appear to be too few or too many.

Some graphics are effective and their use is balanced with text use.

Several graphics are not effective.

Preparation The student had notes about all the events and dates s/he wished to include on the timeline before beginning to design the timeline.

The student had notes about almost all the events and dates s/he wished to include on the timeline before beginning to design the timeline.

The student had notes about most (~75%) of the events and dates s/he wished to include on the timeline before beginning to design the timeline.

The student had not prepared adequate notes before beginning to design the timeline.


Time Use Classroom time was used to work on the project. Conversations were not disruptive and focused on the work.

Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work.

Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work.

Student did not use classroom time to work on the project and/or was highly disruptive.

Resources The timeline contained at least 8-10 events related to the topic being studied.

The timeline contained at least 6-7 events related to the topic being studied.

The timeline contained at least 5 events related to the topic being studied.

The timeline contained fewer than 5 events.

Learning of Content

The student can accurately describe 75% (or more) of the events on the timeline without referring to it and can quickly determine which of two events occurred first.

The student can accurately describe 50% of the events on the timeline without referring to it and can quickly determine which of two events occurred first.

The student can describe any event on the timeline if allowed to refer to it and can determine which of two events occurred first.

The student cannot use the timeline effectively to describe events nor to compare events.

Spelling and Capitalization

Spelling and capitalization were checked by another student and are correct throughout.

Spelling and capitalization were checked by another student and were mostly correct.

Spelling and capitalization were mostly correct, but were not checked by another student.

There were many spelling and capitalization errors.

Date Created: November 06, 2003




Four-Square Vocabulary Map

Directions:

Fold a sheet of paper in four equal parts.

Write the target vocabulary word in the upper, left-hand corner.

In the lower, left-hand corner, write what the word is (this helps determine the general category of the word).

Next, in the lower, right-hand corner, write what it is like (describe the target word and its uses).

Then, in the upper, right-hand corner, list some examples of the target word.

Finally, students can draw an icon, logo, or sketch a picture to reinforce the word in the upper, left-hand corner.

Word

(picture can be added)

What are some examples?

What is it? What is it like?


Vocabulary

Activity: Four-Square Vocabulary MapsObjective: Students will use a four-square vocabulary map to better understand a word from their text.Materials: A vocabulary word, an overhead projector, an overhead marker, a copy of a four-square vocabulary map for each student and a transparency of a four-square vocabulary map.Procedure:

1. On the transparency, write targeted word (e.g. respite) in the box titled: “Word”.2. Say the targeted word and have the students repeat it. Repeat if necessary. Call

for individual turns.3. Have all the students write the word on the four-square maps.4. State the definition of the word. On the transparency, write the definition in the

box under the heading “What it this?”Example: State: Respite means a short rest.5. Have the students repeat the word’s meaning and write it in their maps. Repeat

the definition as needed and call for individual turns.6. Provide example sentences to check students’ understanding of the word and ask

questions about the sentence.Example: State: Jane ran for three miles. Then she washed her face with cold water and relaxed for awhile. The she ran for another three miles” Ask: Did Jane take a respite? How do you know?7. Scaffold student responses, if necessary. Example: State: She took a short break between runs.8. On the transparency, write the sentences underneath the question, “What is it

like?”9. Have students copy the sentences on their vocabulary maps.10. Repeat the same procedure with several more example sentences.11. Provide non-example sentences to check students’ understanding of the word. Example: State: Tom worked hard at work. Then he went home he stayed up all

night to finish the work. Ask: Did Tom take a respite? How do you know?12. Scaffold student’s responses, if necessary.Example: State: He did not take a rest, so he did not take a respite.13. On the transparency, write the sentence in the box labeled non-example.14. Have students copy the non-example sentence on their vocabulary maps.15. Repeat the same procedure with several more non-examples.16. While using the “Think Aloud Strategy” create your own sentence and write it on

the transparency in the box labeled “sentence”. Clarify the procedure by modeling the “Think Aloud Strategy” again.

17. Have the students create their own sentence using the word respite and have them write the sentence in the box labeled “sentence”.

18. Select students to read their sentence aloud. Reflect upon the sentences shared by asking: Is that a sentence that shows the meaning of respite? How do you know?

Vaughn, Sharon: Research-Based Methods of Reading Instruction, 2004, pp. 87-88


Handouts


Back to Navigation Bar


AerodynamicsWhat makes a paper airplane fly? Air — the stuff that's all around you. Hold your hand in front of your body with your palm facing sideways so that your thumb is on top and your pinkie is facing the floor. Swing your hand back and forth. Do you feel the air? Now turn your palm so it is parallel to the ground and swing it back and forth again, like you're slicing it through the air. You can still feel the air, but your hand is able to move through it more smoothly than when your hand was turned up at a right angle. How easily an airplane moves through the air, or its aerodynamics, is the first consideration in making an airplane fly for a long distance.

Drag & GravityPlanes that push a lot of air, like your hand did when it was facing the side, are said to have a lot of "drag," or resistance, to moving through the air. If you want your plane to fly as far as possible, you want a plane with as little drag as possible. A second force that planes need to overcome is "gravity." You need to keep your plane's weight to a minimum to help fight against gravity's pull to the ground.

Thrust & Lift"Thrust" and "lift" are two other forces that help your plane make a long flight. Thrust is the forward movement of the plane. The initial thrust comes from the muscles of the "pilot" as the paper airplane is launched. After this, paper airplanes are really gliders, converting altitude to forward motion.

Lift comes when the air below the airplane wing is pushing up harder than the air above it is pushing down. It is this difference in pressure that enables the plane to fly. Pressure can be reduced on a wing's surface by making the air move over it more quickly. The wings of a plane are curved so that the air moves more quickly over the top of the wing, resulting in an upward push, or lift, on the wing.

The Four Forces in BalanceLong flights come when these four forces — drag, gravity, thrust, and lift — are balanced. Some planes (like darts) are meant to be thrown with a lot of force. Because darts don't have a lot of drag and lift, they depend on extra thrust to overcome gravity. Long distance fliers are often built with this same design. Planes that are built to spend a long time in the air usually have a lot of lift but little thrust. These planes fly a slow and gentle flight.

Back to Paper Airplane Contest


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