grade 05 social studies unit 10 exemplar lesson 02 ... · unit: 10 lesson: 02 suggested duration: 5...

Grade 5

Social Studies

Unit: 10

Lesson: 02

Suggested Duration: 5 days

Grade 05 Social Studies Unit 10 Exemplar Lesson 02: Innovations Move Our Nation ForwardGrade 05 Social Studies Unit 10 Exemplar Lesson 02: Innovations Move Our Nation Forward

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by

supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a

recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementingCSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of

Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

Students learn about how ideas, innovations, inventions, and accomplishments changed life in post Civil War America. Students analyze primary

sources, research and create a front page for a newspaper that reflects the spirit of innovation and perserverance.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by

Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent

unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

5.23 Science, technology, and society. The student understands the impact of science and technology on society in the

United States. The student is expected to:

5.23A Identify the accomplishments of notable individuals in the fields of science and technology, including Benjamin Franklin, Eli Whitney, John

Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong.

5.23B Identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic

development of the United States, including the transcontinental railroad and the space program.

Social Studies Skills TEKS

5.24 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a

variety of valid sources, including electronic technology. The student is expected to:

5.24E Identify the historical context of an event.

5.25 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

5.25B Incorporate main and supporting ideas in verbal and written communication.

5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and

bibliographies.

5.25E Use standard grammar, spelling, sentence structure, and punctuation.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 05 Social Studies Unit 10 PI 02

Create a “Snapshot in History” front page of a newspaper covering major scientific discoveries. Use articles, pictures, and graphics to inform your readers of scientific

discoveries.

Standard(s): 5.23A , 5.23B , 5.24E , 5.25E

ELPS ELPS.c.1C , ELPS.c.1E

Key Understandings

Scientific discoveries and technological innovations advance the economic development of a society.

— What did notable individuals in the field of science and technology accomplish?— How have scientific discoveries, technological innovations, and the rapid growth of technology advanced the economy of the United States?

Vocabulary of Instruction

Innovation

Industrialization

Inventions

Historical context

patent

Materials

Last Updated 05/22/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 14

http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=2147512039

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http://www.tea.state.tx.us/index2.aspx?id=6148

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butcher paper or chart paper,

pencil colors and/or markers (1 set per group)

scissors (1 per group)

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,

attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the

public website.

Handout: Timeline

Handout: Edison’s Patent for the Electric Light Bulb

Handout: Thomas Edison

Handout: Alexander Graham Bell’s Design Sketch of the Telephone and Patent

Handout: Alexander Graham Bell

Handout: My Research

Handout: The Transcontinental Railroad in Historical Context

Teacher Resource: PowerPoint: Transcontinental Railroad

Handout: Template for Newspaper

Resources

An additional resource that the teacher may find useful is http://archives.gov/education/lessons/industrial-us.html

Advance Preparation

1. Become familiar with content and procedures for the lesson.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Preview available resources and websites according to district guidelines.

5. Prepare materials and handouts as needed.

Background Information

The time period from 1850-1900 was marked by vast change. After the Civil War, the availability of natural resources, new inventions, and a receptive market combined to fuel

an industrial boom. The promise of free land resulting from the Homestead Act of 1862 brought immigrants from economically depressed countries in Europe, while the

completion of the transcontinental railroad improved access to the West.

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one

approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create

original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “MyContent” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Evaluating Inventions Based on Impact

Notes for Teacher

NOTE: 1 Day = 50 minutes

Suggested Day 1 – 20 minutes

1. Group students into three or four.

2. Distribute the Handout: Timeline to each group.

3. Students cut out the thirteen boxes and three stars.

4. Students arrange the boxes in order by date.

Say:

Discuss and decide which inventions had the greatest impact.

After your group has discussed the inventions, select three inventions

that had the greatest impact and place a star by each one.

5. Scribe student responses on the board.

Materials

scissors (1 per group)

Attachments

Handout: Timeline

Purpose

Students evaluate the impact of inventions.

TEKS: 5.23A

Grade 5

Social Studies

Unit: 10

Lesson: 02




http://files5.mycscope.us/004163031015028128010086169089193247194026082077/Download.ashx?hash=2.2









http://archives.gov/education/lessons/industrial-us.html

Ask:

Why do you believe that these are the most important? (Answers will vary

but should reflect logical thinking.)

6. Let’s explore and determine if your hypotheses are correct.

EXPLORE/EXPLAIN – Primary Sources, Secondary Sources Suggested Day 1 – 30 minutes

Day 2 – 20 minutes

1. Facilitate a discussion by asking questions such as:

What are some of your favorite activities? (Answers will vary.)

Are there some items that you use every day or really like to use? What

are they? (Answers will vary.)

2. Record responses on the board.

3. Continue discussion by asking questions such as:

What would your life be like without them? (Answers will vary.)

Looking at the inventions that you have in front of you, are any of them

necessary in order for these items to work? (Answers will vary but should

include use of electricity, the light bulb, the telephone, and/or recorded music.)

4. Distribute the Handout: Edison’s Patent for the Electric Light Bulb to each of the

groups.

5. Allow students time to review the document within their groups.

6. Continue the discussion by asking questions such as:

What do you notice about this primary source document? (Answers will vary

but should include the date, the signature of the inventor, and that the drawing is

very precise.)

How important is this invention to you? (Answers will vary.)

What would your life be like without it? (Answers will vary.)

In what way would it have changed the lives of people when it was

invented? (Answers will vary but should include that there would have been a

great impact on their lives.)

7. Say:

Let’s look at a secondary source.

8. Distribute the Handout: Thomas Edison to groups.

9. Project the Handout: Thomas Edison so that students can read along as the

information is read to them. Students underline information that the group believes to

be important.

10. Read handout aloud to students.

11. Students discuss what they have underlined within their groups and reach a

consensus as to the most important message from the reading.

12. Students share their conclusions with the class.

13. Distribute the Handout: Alexander Graham Bell’s Design Sketch of theTelephone and Patent to the students.

Ask:

What do you notice about the two primary source documents that are

displayed side by side? (Answers will vary.)

How are they alike? (Answers will vary but should include that both are primary

documents; both contain drawings; the design looks fairly simple.)

How are they different? (Answers should include that the first document is a

preliminary sketch, while the second document is the formal patent.)

What can you conclude? (Answers will vary but should include the observation

that a very simple design has had a great impact on our lives and society.)

14. Distribute the Handout: Alexander Graham Bell to students.

Attachments:

Handout: Edison’s Patent for the Electric LightBulb

Handout: Thomas Edison

Handout: Alexander Graham Bell’s DesignSketch of the Telephone and Patent

Handout: Alexander Graham Bell

Purpose

Students read, discuss, and analyze primary and

secondary sources.

TEKS: 5.23A, 5.23B; 5.25B, 5.25D, 5.25E

Grade 5

Social Studies

Unit: 10

Lesson: 02




15. Students read the handout within their groups, discuss their findings, and reach a

consensus on the most important message from the reading.

16. Have students share their group’s conclusion with the class.

17. Write all responses on the board.

Ask:

What similarities are there between the two inventors? (Both believed in

what they were doing.)

What life’s lesson can we learn from both men? (Answers will vary but may

include that we should always strive to improve and/or make things better.)

EXPLORE/EXPLAIN Suggested Day 2 – 30 minutes

1. Group students into four.

2. Each member of the group researches one of the following notable individuals:

Benjamin Franklin

Eli Whitney

John Deere

George Washington Carver

3. Distribute to each student the Handout: My Research.

4. Explain to students that the focus of the research is based on the following major

points:

Brief background

Accomplishments/Inventions

Impact on society

5. After the research is completed, each group member shares the information about

the notable individual with other group members. Students may use the Handout: My

Research when explaining to group members.

Attachments

Handout: My Research

Purpose

Students research a notable individual.

TEKS: 5.23A; 5.25B; 5.25D; 5.25E

Instructional Note

Research may be done in the library or with the use

of available classroom resources. Plentiful

information is available from reliable Internet

resources that may be printed out and distributed to

each of the groups.

EXPLORE/EXPLAIN Suggested Day 3 – 50 minutes

1. With a partner, students read the Handout: The Transcontinental Railroad in

Historical Context.

2. Project the Teacher Resource: PowerPoint: Transcontinental Railroad (Slide 2) for

all students to refer to as they read.

3. Student A reads the first paragraph, while Student B follows along and writes one

important key point about what was read. Student B reads the next paragraph while

Student A follows along and writes one important key point about what was read.

4. The process is repeated until students finish reading the handout (article).

5. Student pairs join to form a group of four.

6. Groups of four create a visual (an advertisement) promoting the two railroad lines

(Central Pacific Railroad and Union Pacific Railroad). Groups may use butcher paper

or chart paper, pencil colors and/or markers.

7. Students may refer to their handout (article) when sketching and developing the

advertisement.

8. Remind students that at this point in history, people did not have access to

televisions or Internet and the only way to promote a business was through

advertisements on newspapers or posters.

9. After groups complete their advertisement, each group presents their advertisement

to the whole class.

10. Advertisements may be kept for display to use on the Elaborate piece the following

day.

Materials

butcher paper or chart paper,

pencil colors and/or markers (1 set per group)

Attachments

Handout: The Transcontinental Railroad in

Historical Context.

Teacher Resource: PowerPoint: Transcontinental

Railroad

Purpose:

Students read and discuss information relevant to

the transcontinental railroad. Students create an

advertisement and present it to the whole class.

This activity helps students prepare for the

performance indicator. Students also learn about

historical context.

TEKS: 5.23B; 5.24E; 5.25B; 5.25D; 5.25E

Instructional Note:

Have a short discussion as to how the

advertisement industry has changed through time.

Perhaps collect newspaper advertisements to show

differnt styles of ads.

ELABORATE – Impact of Advertisement Suggested Day 4 – 20 minutes

1. Project the Teacher Resource: PowerPoint: Transcontinental Railroad slide 3. Purpose:

Grade 5

Social Studies

Unit: 10

Lesson: 02




2. Students view the advertisement and compare/contrast the actual advertisement with

their own and/or other groups using a Venn diagram as a graphic organizer. (Note:

Sketch the Venn diagram on the board for students to use as a model)

3. After students complete the Venn diagram, facilitate a discussion by asking questions

such as:

What is the main purpose for advertising?

Is advertising important?

Why?

How might advertisement affect the economy of a city, state or nation?

How did the transcontinental railroad and other inventions that we have

learned about affect the economy of the United States?

Students gain a deeper understanding of

advertisement/s and their impact. Students make

connections between inventions, advertisement and

the economy (free enterprise)

TEKS: 5.23A; 5.23B; 5.25B; 5.25D; 5.25E

Instructional Note:

Review free enterprise with students as applied to

new inventions, advertisements and competition.

ELABORATE Suggested Day 4 – 30 minutes

1. As a preview for the performance indicator, small groups create a “snapshot” ofhistory that is relevant to inventors, inventions/discoveries and the impact on the

economy.

2. Distribute the Handout: Template for Newspaper

3. Groups revisit inventors, inventions and other events that they have researched and

read about throughout this lesson. Encourage students to refer to their notes and

other graphic organizers to help them develop the frontpage of a newspaper.

Attachments:

Handout: Template for Newspaper

Purpose:

This activity helps students organize information as

they prepare for the performance indicator.

TEKS: 5.23A; 5.23B; 5.24E; 5.25B; 5.25D; 5.25E

EVALUATE Suggested Day 5 – 50 minutes

Grade 05 Social Studies Unit 10 PI 02

Create a “Snapshot in History” front page of a newspaper covering major scientific discoveries. Use

articles, pictures, and graphics to inform your readers of scientific discoveries.

Standard(s): 5.23A , 5.23B , 5.24E , 5.25E

ELPS ELPS.c.1C , ELPS.c.1E

Grade 5

Social Studies

Unit: 10

Lesson: 02










Grade 05 Social Studies

Unit: 10 Lesson: 02

©2012, TESCCC 11/14/12 page 1 of 1

1900 1.5 Million Telephones Are in Use Throughout

the U.S.

1880 First Lasting Light Bulb

1793

Cotton Gin

1898 Nearly 3000 Power Stations Around the

Country Lighting Two Million Light Bulbs

1856 Patent for Process of Removing Impurities

from Steel

1875

Multiple Telegraphs

1876

Telephone

1784

Bifocal Glasses

1892

Gas-powered Tractor

1859

Oil Well

1837

Steel Plow 1877

Phonograph

1920s

Plant peanuts and

other products

instead of cotton

TIMELINE


Unit: 10 Lesson: 02

©2012, TESCCC 11/14/12 page 1 of 1

Edison’s Patent for the Electric Light Bulb

National Archives http://www.ourdocuments.gov/doc_large_image.php?doc=46


Unit: 10 Lesson: 02

©2012, TESCCC 04/22/13 page 1 of 1

Thomas Edison

Thomas Edison was born in 1847 in Milan, Ohio. Young Tom didn't do very well in school, so his

mother decided to teach him at home. She gave him lots of books to read. Tom was a curious boy.

He always wanted to know how things worked. He liked to see if he could make them work better. His

mother let him set up a laboratory in the house where he could experiment with things.

As a young man, Tom set up a lab of his own, where he could try out his ideas. He invented lots of

things in his laboratory. Guess what his favorite invention was? It was the phonograph. Before the

phonograph, if you wanted to hear music, you had to play it yourself or go to a concert.

Edison's most famous invention was the light bulb. At the time, people used gas or oil lamps to light

their homes. Edison knew it would be cheaper and easier to use electricity. The trouble was, nobody

knew how to do it. Edison worked on his idea a long time. He tried many things that didn't work. But

he didn't give up. He kept trying until one day it worked! Today, you can flip a switch and have light

any time you want it.

Edison also built the first electric power plant. Edison's Pearl Street Power Station opened in 1882 in

New York City. It sent electricity to 85 customers and made enough power to light 5,000 lamps.

Edison also invented the movie camera. When you go to the movies or watch TV, you can thank him

for his ideas and hard work. Many of the electric machines you see at home or at school came from

his ideas.

Inventing things was what Edison liked best. He thought about how things worked. Then he thought

about how he could do it better. That is called inspiration. The hard part came next. Edison had to

make his ideas work. He tried all kinds of things until he found exactly what would work. He called

that perspiration. He said that invention was “one percent inspiration and ninety-nine percent

perspiration.”

U.S. Energy Information Administration. (2013). Edison (1847). Retrieved from http://www.eia.gov/kids/energy.cfm?page=fp_edison


Unit: 10 Lesson: 02

©2012, TESCCC 04/04/13 page 1 of 1

Alexander Graham Bell’s Design Sketch of the Telephone & Patent

Bell, A. G. (Designer). (1876). Bell's original drawing of the telephone. [Print Drawing]. Retrieved from http://memory.loc.gov/mss/magbell/273/27300105/0001.jpg

Bell, A. G. (Designer). (1876). Bell's telephone patent drawing and oath. [Print Drawing]. Retrieved from http://www.archives.gov/global-pages/larger-image.html?i=/historical-docs/doc-content/images/a-g-bell-telegraphy-patent-l.jpg&c=/historical-docs/doc-content/images/a-g-bell-telegraphy-patent.caption.html


Unit: 10 Lesson: 02

©2012, TESCCC 05/13/13 page 1 of 1

Alexander Graham Bell

Alexander Graham Bell (1847-1922) was born in Scotland and moved to Boston in 1872 to open a school

for teachers of the deaf. He became a U.S. citizen in 1882. His early experiments included ways to

improve and use telegraphy. The telegraph conveyed messages through a system of electrical sounds

that, when decoded, could be translated into words. It was dependent on skilled technicians and never

became a home appliance. Rather, it required you to go to a telegraph office to send or receive a

message, or perhaps a messenger did this for you. Bell wanted to invent something revolutionary: to

transmit not only the sound of the human voice, but audible words. With the telephone, Bell wrote in

1878, "It is possible to connect every man's house, office, or factory with a central station, so as to give

him direct communication with his neighbors."

Information Source: National Archives. (n.d.). Teaching with documents:. Retrieved from http://www.archives.gov/education/lessons/telephone-light-patents/

(2012). 1894 cracraft-leich phone. (2012). [Print Photo]. Retrieved from http://www.odinartcollectables.com/images/full_phone.jpg


Unit: 10 Lesson: 02

©2012, TESCCC 11/14/12 page 1 of 1

My Research

Name of Significant Individual

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Accomplishments and Inventions

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Picture or Sketch

Impact on Society

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Unit: 10 Lesson: 02

©2013, TESCCC 05/22/13 page 1 of 2

The Transcontinental Railroad in Historical Context

Oh what a moment in time! On May 10, 1869, two sides of the United

States met at Promontory Point, Utah. It was the place and the moment in

time when two sets of railroad tracks met.

Leland Stanford, whose railroad company had laid tracks east from

Sacramento, California, shook hands with Thomas Durant, whose railroad

company had laid tracks west from Omaha, Nebraska. The two tracks

finally met in the middle. Two trains traveling each direction on each track

carefully met in the middle. Where the two trains touched, the men both

raised silver hammers to pound in the final golden spike to complete the

joining of the two tracks. There were loud cheers, parades and celebrations

all across the United States.

At that very moment in time, the goal President Abraham Lincoln had with

the Pacific Railroad Act had finally been accomplished. The hard work of so

many people was completed. Armed with shovels, picks and dynamite, the

workers had labored and labored, through heat and freezing cold to

complete the enormous task. Now, there was a railroad track that stretched

all the way across the continent from the Atlantic Ocean to the Pacific

Ocean and back. The people in the United States could now travel from

coast to coast in just 10 days. Of course, they had to change trains at


Unit: 10 Lesson: 02

©2013, TESCCC 05/22/13 page 2 of 2

stations several times, but the covered wagons which had been so

important would now be unnecessary.

That is the way with many inventions and accomplishments. For their time

they are invaluable. But then something else even more helpful comes

along and replaces it making it unnecessary. The railroad would replace

covered wagons.

For example, think about transportation today when so many people are

using airplanes for travel. Airplanes have now replaced trains for long

distance travel of people in many instances. This is an example of how we

understand historical context. In the context of history, words, ideas or

inventions are important because they fit the time. Trains fit the late 1800s

while airplanes now fit our time. When things change there can be another

set of words, or ideas, or inventions to fit a new time in history. Whether or

not we value something has to do with when it is placed in historical time,

or historical context.

The Transcontinental Railroad in 1869 was enormously important to people

in that historical context. It was a newer, safer, faster way to transport

people from place to place and goods from place to place. Remember how

the Civil War had divided the country? Railroads helped to make the United

States into a united country. All at once people could travel easily to see

their families, or to view the beautiful plains, rivers, and mountains of the

western frontier. People could quickly get all kinds of important goods from

one coast to the other for the first time. People from other parts of the

nation got to know one another. Immigrants could travel easily for jobs. It

made the country seem smaller and closer. Placed in historical context, the

Transcontinental Railroad was life-changing economically and socially for

people living in the United States.

Photo credit: U.S. Department of Agriculture. (Photographer). (1869). Photograph of golden spike ceremony [Print Photo]. Retrieved from http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=594940

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