The Wright Brothers Primary and Secondary Source Lesson Plan for Grade 5
The Wright BrothersandHow They Changed the World
Who Were the Wright Brothers?A Quick Preview:http://www.youtube.com/watch?v=uT2dQB_OgFE
What is the significance of this videofootage?How and why did the actions in thisvideo footage change the world?
Primary Sources are:Sources that reflect the viewpoint ofan actual participant or observer ofan eventSecondary sources are: Sources thatanalyze and/or interpret a historicalevent.
What Two Jobs Were Held by theWright Brothers in Their Early Years?http://www.wright-brothers.org/History_Wing/Wright_Story/Career_Choices/Career_Choices_Intro.htm
Go to:http://memory.loc.gov/ammem/wrighthtml/wrighttime2.html and create anelectronic timeline using www.tiki-toki.com, depicting the top-tensignificant milestones for thattimespan.
View This Telegram and Interpretits Contents Using the Class Wiki:http://www.loc.gov/teachers/classroommaterials/primarysourcesets/flight/pdf/telegram.pdf
Students in their groupsvisit www.dictionary.comand define vocabularywords. Write thedefinitions in yourjournal.o Aeronauticso Ruddero Propulsiono Telegramo Patento Rivalso Despondento Momentouso Apprenticeshipo Endeavorso Bustlingo Wind tunnelo Axeso Warped
What is a patent, and what difficulties did the Wright Brothers have withthe patent that they were granted? Use the class wiki to address thisquestion
CA Content Standards:K-5.CST.2. Students correctly apply terms related to time, including past, present, future, decade, century, and generationK-5.CST.3. Students explain how the present is connected to the past, identifying both similarities and differences between thetwo, and how some things change over time and some things stay the same.K-5.REPV.1. Students differentiate between primary and secondary sources.K-5.REPV.2. Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oralhistories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.K-5.HI.1. Students summarize the key events of the era they are studying and explain the historical contexts of those events.K-5.HI.3. Students identify and interpret the multiple causes and effects of historical events.K-5.HI.4. Students conduct cost-benefit analyses of historical and current events.NETS Standard:Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:a. Plan strategies to guide inquiry.b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources andmedia.c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.d. Process data and report results.