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Can You Hear Me Now A Lesson on the Progress in Telecommunications Brandee Staud Linden Elementary Summer 2009 Library of Congress Prints Photographs Division FSA OWI Collection reproduction number LC USW3 032345 E DLC In this lesson students will learn about the changes that have taken place in the area of telecommunications Overview Materials LOC Resources Standards Procedures Evaluation Rubric Handouts Extension Overview Objectives Recommended time frame Grade level Curriculum fit Materials Back to Navigation Bar Students will Play a game of telephone Sort pictures of different types of telecommunication according to time Design an ideal form of communication 4 days 3rd Social Studies Copies of pictures see chart below Paper Pencil Crayons Markers Art Supplies Ohio State Learning Standards Back to Navigation Bar H5C6 Explain the impact of settlement industrialization and transportation on the expansion of the United States H3 1 Define and measure time by years decades and centuries H3 2 Place local historical events in sequential order on a time line Procedures Back to Navigation Bar Teaching with Primary Sources Illinois State University Day One To begin the lesson I would play a game of telephone with the students I would whispers something in one student s ear That student would repeat my message to the next person and so on After the last person hears the message he she announces the message to the whole class Usually the message is changed as it passes from person to person We would discuss the advantages and disadvantages of the game I would introduce the concept of telecommunications Then we would use the Smartboard and fill out a KWL chart about what the students know about telecommunications as well as what they would like to know Next I would pass out copies of the pictures see below Students will work together to sort the pictures and assemble them into chronological order Afterwards we would discuss how they sorted the pictures Next I would give the dates of picture and then have the students arrange them in chronological order Then we would discuss the impact these advanced made on the expansion of the U S Lastly we would fill out what was learned on our KWL chart Day Two and Three We would review the lesson from the day before I would ask the students to arrange the pictures in chronological order again Next I would assign will a project where the students are to design an ideal mode of communication for them Students will write an essay about their invention including criteria of what would make the invention so great In addition the students are required to include either a model of the invention or a labeled diagram Day Four We would share our projects Teaching with Primary Sources Illinois State University Evaluation Back to Navigation Bar Teacher will use observation checklist to note details of students having difficulty putting the dates in chronological order A rubric will be used to evaluate the project Extension Back to Navigation Bar Students can play a game about how things have changed over time at http www americaslibrary gov jb game sleuth intro ht ml Students could further research the different types of telecommunication In addition the invention of the cell phone could be researched Teaching with Primary Sources Illinois State University Primary Resources from the Library of Congress Back to Navigation Bar Image Description Citation URL First telegraph message 24 May 1844 Library of Congress Manuscript Division http lcweb2 loc gov cgibin query r ammem mcc field DOCI D lit mcc 019 Pony Express Ninety Six Ranch Paradise Valley Nevada Carl Fleischhauer photographer 1980 Buckaroos in Paradise Ranching Culture in Northern Nevada 19451982 Library of Congress Prints Photographs Division FSA OWI Collection reproduction number LCUSW3 032345 E DLC http memory loc gov am mem today oct24 html Library of Congress Prints Photographs Division reproduction number LCDIG pga 00117 http memory loc gov cgibin query r pp ils filreq field NU MBER band cph 3a08 620 field COLLID pga Washington D C Pasting up a telegram at the Western Union telegraph office Successful completion of the Atlantic telegraph cable between Newfoundland and Valentia Bay 1858 http memory loc gov cgibin query r ammem fsaall field NU MBER band fsa 8d308 55 Teaching with Primary Sources Illinois State University Alexander Graham Bell s design sketch of the telephone 1876 Library of Congress Manuscript Division http lcweb2 loc gov cgibin query r ammem mcc field DOCI D lit mcc 004 Bell s first telephone is a duplicate of the instrument through which speech sounds were first transmitted electrically 1875 on phone Library of Congress Prints and Photographs Division Detroit Publishing Company Collection http memory loc gov cgibin query r ammem detr field NUM BER band det 4a27893 Advertisement for telephone Advertising Ephemera Collection Database A0160 Emergence of Advertising On Line Project John W Hartman Center for Sales Advertising Marketing History Duke University Rare Book Manuscript and Special Collections Library http scriptorium lib du ke edu eaa Library of Congress Prints Photographs Division FSA OWI Collection reproduction number LCUSW3 032335 E DLC http memory loc gov cgibin query r ammem eaa field DOCI D lit eaa001182 Fred Hultstrand History in Pictures Collection NDIRS NDSU Fargo http memory loc gov cgibin query r ammem ngp field NUM BER band ndfahult b3 92 Washington D C Telephone operators at the telegraph office 1943 Mr and Mrs Fred Hultstrand posting a letter 1959 http memory loc gov cgibin query r ammem fsaall field NU MBER band fsa 8d308 45 Teaching with Primary Sources Illinois State University Rubric Back to Navigation Bar Making A Poster New Form of Telecommunication Teacher Name Brandee Staud Student Name CATEGORY Use of Class Time 4 Used time well during each class period Focused on getting the project done Never distracted others 3 Used time well during each class period Usually focused on getting the project done and never distracted others 2 Used some of the time well during each class period There was some focus on getting the project done but occasionally distracted others All but 1 of the required elements are included on the project 1 Did not use class time to focus on the project OR often distracted others Required Elements The project includes all required elements as well as additional information All required elements are included on the project Attractiveness The


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