LESSON 8 INNOVENTIONS, INVENTIONS, AND IDEAS …

LESSON 8 Grades 4 - 12 INNOVENTIONS, INVENTIONS, AND IDEAS AFRICAN AMERICANS AND THEIR CONTRIBUTIONS TO TECHNOLOGY Lesson Duration: 2-3 Class Periods (30 ? 50 Minutes) for Each Section

Overarching Questions .................................................................................................................204 Content Theme .............................................................................................................................204 Standards/Essential Skills ............................................................................................................204 Objective .......................................................................................................................................204 Background Information: Innovations, Inventions, And Ideas ......................................................205 Key Questions ..............................................................................................................................207 Vocabulary .................................................................................................................................... 207 Instructional Materials...................................................................................................................208 Differentiation and/or Modifications ..............................................................................................208

Activity 1 - Language Arts: Vocabulary Development and Comprehension Skills .............208 Method of Delivery...........................................................................................................208 Procedure ........................................................................................................................208 Directions.........................................................................................................................209

Activity 2-Math and Science: Spending Campaign Funds .....................................................209 Method Of Delivery..........................................................................................................209 Procedure ........................................................................................................................209 Directions.........................................................................................................................209

Activity 3-Technology: Run A Campaign .................................................................................210 Method of Delivery...........................................................................................................210 Follow?Up........................................................................................................................210 Assessment .....................................................................................................................210 Student Reflection and Debriefing Questions .................................................................210 Teacher Reflection ..........................................................................................................210 Resources........................................................................................................................211

Cross-Curricular Extension Activities......................................................................................212 Language Arts Activity 1..................................................................................................212 o Method of Delivery..............................................................................................212 o Procedure ...........................................................................................................212 o Directions............................................................................................................212 Social Studies Activity 2 ..................................................................................................212 o Cooperative Learning Projects ...........................................................................212 o Method of Delivery..............................................................................................212 o Procedure ...........................................................................................................212 Option 1: Perform A Skit........................................................................212 Option 2: Group Inventions ...................................................................213 Option 3: Group Performance ...............................................................213 Option 4: Peer Teaching........................................................................213

Activity Worksheet 8a ................................................................................................................214 Activity Worksheet 8b ................................................................................................................215

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LESSON 8 | Grades 4-12 Innovations, Inventions, and Ideas

AFRICAN AMERICANS AND THEIR CONTRIBUTIONS TO TECHNOLOGY

Lesson Duration: 2-3 Class Periods (30 ? 50 Minutes) for Each Section

Language Arts- Common Core 2010:

CCR STANDARDS (Gr 4-12) are woven into activities: LITERATURE: Key Ideas and Details: 1, 2, 3, Craft and Structure: 4, 5, 6, Integration of Knowledge and Ideas: 7, 8, 9, Range of Reading and Level of Text Complexity: 10,WRITING:Text Types and Purposes: 1, 2, 3, Production and Distribution of Writing: 4, 5, 6, Research to Build and Present Knowledge: 7, 8, 9, Range of Writing: 9, SPEAKING AND LISTENING: Comprehension and Collaboration1, 2, 3, Presentation of Knowledge and Ideas 4, 5, 6, LANGUAGE: Conventions of Standard English 1, 2 Knowledge of Language 3,Vocabulary Acquisition

and Use 4, 5, 6 Math - IN 2000:

Computation 4.2.1, 4.2.3, 4.2.9, 4.2.12, 5.2.1, 5.2.3, 5.2.6, 5.2.9, 6.2.1, 6.2.3, 6.2.9,7.2.3, 8.2.3, Common Core Standards 2010: Operations and Algebraic Thinking (OA) Grades 3,

4, 5, Expressions and Equations: (EE) Gr. 6, 7, 8, Mathematical Practices: 13 Science - IN Science 2000:

4.1.2, 4.1.7, 5.1.2, 5.1.7, 6.1.2, 6.1.7, 7.1.2, 7.1.7, 8.1.2, 8.1.7, 8.1.8 In Science 2010: Science, Engineering and Technology 2.4.2, 3.4.2, 4.4.4, 5.4.2, 6.4.2. 7.4.4, 8.4.3

Garrett Morgan inventor of the gas mask in 1914

OVERARCHING QUESTIONS: 1. Where are we going? 2. Where are we now in our understanding of this topic? 3. Why are we trying to discover more? 4. How will we get there? 5. How will we know we have arrived at any new understandings about this topic?

CONTENT THEME: Examine contributions from people with diverse backgrounds that have contributed to America's technological growth in economic and scientific developments.

STANDARDS/ESSENTIAL SKILLS:

All of the standards listed below are directly related to or can be closely connected to this lesson. Depending on the direction the teacher wishes to focus the lesson, these standards provide a foundation for teachers to adapt and implement a standards-based curriculum approach

Social Studies - IN 2007: K-8 HISTORY: 1.1.1, 6.1.4, Chronological Thinking, Historical Comprehension, Research (IN) 5.4.4, 6.1.14, 6.1.15, 6.1.17, 6.1.19, 8.1.27, 8.1.30, ECONOMICS: 4.4.2, 5.4.4, 8.4.5 8.4.6 High School: US HISTORY: 2.1, 2.2, 8.4, 9.2 9.5, ECONOMICS: 2.11 WORLD GEOGRAPHY: 2.2, 4.8, 5.5 SOCIOLOGY: 6.2, 6.8, 6.9

Language Language Arts ? IN 2006: Reading:Word Recognition and Vocabulary Development (IN 4.1.2, 5.1.3, 6.1.4, 7.1.3, 8.1.3),Writing: Informational, Research and Persuasive Texts? Response to Literature: (IN 5.5.2, 7.5.2, 8.5.2, 9.5.2)

OBJECTIVE: The purpose of this lesson is to explore the num-

erous ways that African Americans have contributed to American history, culture, and the growth of technology and entrepreneurship, and, also to become familiar with patents and their importance in business and commerce.

The students will: 1. Identify and use vocabulary words related

to the lesson. 2. Use think, pair, share strategies to read Back-

ground Information on the inventors in the reading and the process of obtaining a patent. 3. Research and discuss other products or procedures attributed to African-Americans. 4. Write about the links between the past and present innovations. 5. Choose from a list of options to create an essay, game, skit, poem or song that recognizes contemporary inventions and developments of African Americans that have benefited the entire nation and world. 6. Research and discuss career opportunities connected to various fields of study discussed in the lesson. 7. Plan a PowerPoint presentation with a budget that justifies expenditures using the Obama campaign as a model. 8. Create a 4-point rubric scale assessing the PowerPoint presentation: oral presentation, written

presentation, and graphics. 9. Create rubrics to assess other student-

generated projects.

1861 President Lincoln appointed Frederick Douglass as an adviser for the emancipation of slaves during the Civil War. 1863 Abraham Lincoln's Emancipation Proclamation 204

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Furnance - Alice Parker

Lawn Mower - John Burr

Lasting machine - J.B. Matzeliger

Dust pan - Lloyd Ray

Traffic light - Garrett Morgan

Mop - Thomas Stewart

Ironing board - Sarah Boone

Hot comb - Walter Sammons

BACKGROUND INFORMATION: INNOVATIONS, INVENTIONS, AND IDEAS

Creative people think of new ideas that never existed before and find ways to benefit themselves and others by making their lives and work better, easier and more entertaining. They look at something that others have created to see new ways to improve or enhance how it works. Such people are called inventors, innovators and entrepreneurs. However, people who just talk about their ideas and don't go any further often don't get credit for the wonderful ideas they dream about.

Even if someone makes the actual new product or a model of their idea or if they think through a method to make something work better or differently, it will not ensure that they receive credit for their work. If inventors are wise, they must go a step further and describe what they have done through words and pictures. It's those people who "go the extra mile" to develop their ideas and to register those ideas with the United States Patent Office who get the credit for their innovations and enhancements.

While it may seem complicated to register for a patent, it is worth the effort to understand how to do it and protect the ideas and intellectual property that is created. In our culture, millions of patents have been granted and technology continues to bring changes to businesses and homes every day. These innovations, in turn, influence the amount of money people and companies earn and who benefits from this money. The U.S. Patent Office Website states, "New inventions lead to new technologies, create new jobs, and

improve our quality of life." In order to keep other people from claiming that

they invented something that someone else created, or to stop other people from getting money from products that others use and claim as their own, the inventors must file for patents to protect their rights. A patent protects the interests of the inventor from other people who infringe on their ideas and inventions. If someone still goes ahead and uses a product or method that is a patented, it is illegal because it infringes upon the inventor's legal rights. They can be taken to court and sued.

A patent is a grant or document that the government gives to someone who makes an invention so that they, alone, can make, use, and sell the product. Anyone else who wants to make, use or sell the product must have permission from the patent holder and pay them money to use their ideas. A patent is good for a set period of time. When that time is up, others have the right to use that idea more freely.

Giving credit for technological inventions and enhancements created in the United States dates back to colonial times when the U.S. Constitution was written. However, before that time, individuals did not benefit or profit from their own inventions unless a ruling king, monarch or legislature said it could happen. When the United States patent system was established on April 10, 1790, President George Washington signed the bill that paved the way for our modern patent system. Now inventors have the right to profit from their own inventions or the enhancement made on someone else's invention.

takes effect on January 1, legally freeing slaves in areas of the South still in rebellion against the United States. 1865 U.S. Congress ratifies the 13th Amendment abolishing slavery. 205

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Law based on the Constitution protects this right in Article I, Section 8, Number 8. (See the United States Constitution).

Although the law was in place, most of the enslaved Africans and their descendents who created many inventions were not granted the same rights as White citizens. Even though the inventions benefited the nation's technological progress, Black people usually received no credit for their ideas because it was illegal for enslaved African Americans to hold patents for their work. However, free Black men could get patents, but most did not want to draw attention to themselves because they feared they might loose their means of earning money.

In the late 1800s after the Civil War, a U.S. Congressman from South Carolina named George Washington Murray spoke out against the practice of not recognizing the achievements of Black people who had been recently emancipated. He wanted their technological contributions recognized, so he explained his reasons why Southern Blacks should be allowed to participate in Regional and National Expositions (Expos) to show what they had created. Murray read the names of 92 inventions and inventors into the Congressional Record as he delivered a speech in Congress that included the following message:

Mr. Speaker, the colored people of this country want an opportunity to show that the progress, that the civilization which is now admired the world over, that the civilization which is now leading the world, that the civilization which all nations of the world look up to and imitate-the colored people, I say, want an opportunity to show that they, too, are part and parcel of that great civilization. (Notes taken from the Kid's Pages of the USPTO Website).

Feelings of pride abound for some when they find out that an African American has registered a patent for a scientific or medical discovery or idea. The following information about African American inventors comes from the U.S. Patent and Trademark Office Website. In their celebration of a previous Black History Month, they listed a few African Americans and their amazing patents.

Knowing the progress our county has made in understanding the inequality that discrimination produced, it causes us as a nation, to be grateful that laws protect and honor everyone's rights to legal protection. Some of the descriptions found on patents may seem hard to pronounce and understand, but nevertheless, they have impacted our nation's commerce and advancement.

As you read about the patents below and their descriptions, try to picture what the inventions must have looked like. The Department of Commerce's United States Patent and Trademark Office (USPTO) has recognized some very special African Americans whose inventions have made a great contribution by helping this country become one of the most technologically advanced nations in the world. Patent holders include:

Granville T.Woods, born in Columbus, Ohio in 1856, was known as the "Black Edison." During his lifetime he received over 30 patents and successfully fought suits brought against him by Thomas Edison for the rights to certain electrical inventions, including railway telegraphy (patent no. 388,803), which allowed dispatchers to communicate by telegraph and warn train engineers of oncoming trains. Another of Wood's better-known inventions is the air brake (patent no. 701,981).

Ivan Yaeger, who was born and still resides in Miami, received patent no. 4,685,928 for an artificial arm and hand assembly in 1987. This revolutionary prosthetic arm is designed to move drive motors to a level that improves range, variety, and speed of motion, and allows for better toleration by the wearer.

Dr. Patricia Bath, an ophthalmologist from New York, but living in Los Angeles when she received her patent, became the first African American woman doctor to receive a patent for a medical invention. Dr. Bath's patent (no. 4,744,360), a method for removing cataract lenses, transformed eye surgery, using a laser device making the procedure more accurate.

Dr. James West, born in 1931 in Prince Edward County, Va., received patent no. 3,118,022 in 1964 (while an employee at Bell Laboratories), along with Gerhard Sessler, for the electroacoustic transducer, an electret microphone, which offered greater reliability, higher precision, lower cost and smaller size. The electret microphone revolutionized the microphone industry, with almost one billion manufactured each year; West and Sessler were

1865 Black Codes, (laws) passed by southern governments imposing severe restriction on freedmen, such as forbidding them to vote, testify against whites, carry weapons, and 206

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His connection to technology is a reminder to all of us that technological advances have changed our society and our own personal lives.

REFERENCES: US Patent and Trademark Office Website on

African American Inventors

Open Secrets ? Summary of 2008 Campaign Financial Information . php?cycle=2008&cid=N00009638

"Minority Inventors: America's Tapestry of Innovation," a video produced by the USPTO that tells the story of minority inventors of the past and the present, is available from the agency's Office of Public Affairs (703/305-8341).

inducted into the National Inventors Hall of Fame in 1999.

These patents, as well as the more than six million patents issued since the first one in 1790 and the 2.3 million trademarks registered since 1870, can be seen on the Department of Commerce's U.S. Patent and Trademark Office Web site at . Last year USPTO issued 187,824 patents and registered 102,314 trademarks.

One example of how technology has changed our country can be found in the 2008 election of Barack H. Obama as the first African American president. With all of the new developments and innovations in computer technology, the 2008 election campaign marked a turning point in how candidates raised money. President Obama's campaign used technology, emails and news updates to raise millions of dollars with a large amount of people giving small sums of money. He sent emails to millions of people who gave small contributions. Without technology, his chances of becoming president would not have been the same.

KEY QUESTIONS: 1. What is the impact of technology on American society? 2. What are inventions? What are patents? 3. Why is it important for inventors to register their patents? 4. Why is it important to recognize the contributions of African American innovators and inventors? 5. What specifically should we know about contributions African Americans have made to technology? 6. How has technology impacted the way that we live today? List 5 ways. 7. What are some old and more contemporary inventions that were created by AfricanAmericans? 8. What is one invention that you would like to see created or improved? Why would you choose this? 9. Why do we need budgets and how can technology help in planning them?

VOCABULARY: Language Arts: analyze, discuss, identify, compare & contrast, predict, illustrate, explore Social Studies and Science: patent, innovation,invention, culture, commerce, entrepreneurship, history, technology, benefit, impact, contemporary, register, influence, significance, contribute, society, reflection, infringement. Math: prototype, revolutionize, budget, expenditures

work in certain occupations. 1866 Congress passes the Southern Homestead Act, opening public lands in Alabama, Mississippi, Louisiana, Arkansas and Florida to all settlers Back to Top

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TEACHER ACTIVITY GUIDE The Historic Journey:"Yes We Can" ? 2010 Holland and Associates; All rights reserved.

INSTRUCTIONAL MATERIALS: 1. Computers (internet access and

PowerPoint software) 2. Student Journals 3. Pencils/pens/markers for overhead 4. Chart paper/Overhead Projector 5. Large sheets of chart poster/paper for game boards 6. Student Activity Worksheets

DIFFERENTIATION AND/OR MODIFICATIONS: 1. Students will work in pairs or small groups on Activity 1. 2. Students may choose to work independently on reports or with a small group, according to their interests for portions of the lesson on Activity 3. 3. Keep it simple. Point out problem areas. Provide opportunities to say, hear, write, read, and act out important concepts and information. 4. Students may want to write a poem or song about an inventor, an invention or innovation.

LANGUAGE ARTS ACTIVITY 1: VOCABULARY DEVELOPMENT AND COMPREHENSION SKILLS METHOD OF DELIEVERY: ?Use small group discussion and vocabulary building activity, reading sheet handout, student-generated timelines

PROCEDURE: The teacher will: 1. Divide the class into small groups of 3 ? 4 students. 2. Pre-teach critical vocabulary words from the Background Information that are crucial for student understanding of key topicsand concepts. Relate the new vocabulary words to known words and ideas. 3. Have students maintain a spiral notebookwith the vocabulary words and illustrations they will make. 4. Have students list all of the vocabularywords or provide them with a list. 5. Allow students to help each other define the words, and then have students to draw a picture associated with five (5) of the words that are new to them. 6. Prepare Background Information and a handout that focuses on the inventors mentioned in the story.

7. Use the context of surrounding words to assist students in determining a word's meaning.

8. Share with students some inventions teachers have seen created before most of their students were born, such as, computers, cell phones, video games, and email.

9. Distribute materials that will allow students to create a visual image of the invention.

10. Help students connect the link between early African-American inventions and the conveniences and comforts that we have today.

11. Prepare enough Activity Worksheets for each student to have one of the worksheets. There could be more than one group for each group number.

12. Provide Internet access for students to research the people on their group sheet.

13. Brainstorm strategies on how the group can divide the list to maximize their time.

The students will: 1. Analyze meanings of the vocabulary words.

regardless of race. 1868 Congress passes the 14th Amendment, granting blacks full citizenship and equal civil rights. 1875 Congress passes the Civil Rights Act granting 208

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2. Add vocabulary words to a personal journal 3. Work in small groups to create pictures of

new words they learn. 4. Read the Background Information on

the inventors. 5. Discuss how inventions from the past have

influenced their lives. 6. Discuss new inventions that they have seen

over the last few years of their lives. 7. Complete a research project on a given list of

African American inventors.

DIRECTIONS: 1. Provide students with a set of the vocabulary words. These can be written on the board or provided as a handout. 2. Allow students to discuss the word list and provide definitions for all words. 3. Have them create pictures for the words they do not know. Work as a group. 4. Have students discuss the significance of the story they are about to read. Ask students to predict the theme or main idea of the lesson before they begin reading it based on the vocabulary words. 5. Allow students to read the Background Information and comment on what they think are some of the main ideas from the passage. 6. Then divide the class into groups of 3-4 students each. 7. Each student in the groups will have one of the Activity Worksheets found at the end of the lesson. 8. Each student will add the information presented by other group members to their own chart. 9. Use Internet sties to gather more information about the inventors and their inventions. 10. Allow student to explore additional information from the reference sites or provide students with materials already downloaded. 11. Have students share and discuss materials found during small groups and whole group sharing. 12. Ask students: ? Who has benefited from these inventions and discoveries? ? What was the catalyst (or reason) for many of these inventions?

MATH AND SCIENCE ACTIVITY 2: SPENDING CAMPAIGN FUNDS METHOD OF DELIVERY: ?Direct instruction and paired learning:

PROCEDURE: The teacher will: 1. Share the story of how President Obama received donations through technology using Facebook, Emails and Websites. 2. Distribute worksheet (see RESOURCES section) on how to itemize expenditures for a budget. 3. Assign partners and provide students with a computer to research different types of budgets and campaign expenditures. 4. Provide pairs with a USB jump drive to save their PowerPoint presentations. 5. Have students work together in pairs and be given discretionary amounts of money up to $250,000 that they will have to plan a budget for expenditures if they were presidential candidates. 6. Then the student will create a PowerPoint presentation of their budget for their campaign expenditures.

The students will: 1. Use the computer to research how to use

campaign funds and a budget to expend them. 2. Plan a budget for donations up to $250,000 for

the use of campaign funds. 3. Create a PowerPoint presentation of donations

received from people and tell where they came from and give a brief explanation about the usage of the donations. 4. Display a budget for the expenditures and how much money would be saved due to following the budget.

DIRECTIONS: 1. Tell the story of how President Obama received donations through technology using Facebook, Emails and Websites. 2. Have students work together in pairs, each pair will recieve discretionary money up to $250,000. They will have to plan a budget for expenditures if they were presidential candidates. 3. Distribute worksheet on how they will itemize expenditures for a budget. (See Resource Handouts at the end of the lesson.) 4. Assign partners and provide studentswith a computer to research different types of budgets and campaign expenditures. 5. Have students plan a budget using the donations from their campaign fund.

blacks the right to equal treatment in inns, public conveniences, public amusement places, and prohibits their exclusion from jury duty. 1880 Henry O. Flipper is the first 209

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TEACHER ACTIVITY GUIDE The Historic Journey:"Yes We Can" ? 2010 Holland and Associates; All rights reserved.

FOLLOW-UP: 1. Allow time for students to write and share their personal reflections. 2. Have students write a story that details something that they want to create and how it would contribute to society as a whole. 3. Students may want to write a poem or song about an inventor, an invention or innovation. 4. Be sure students can answer the Key Questions. 5. Allow a few students to answer Reflection Questions about the lesson. 6. Bring closure to the lesson by encouraging students to remember that they all have something to contribute to society and the world; the question is, what will that be?

They can include up to $250,000. 6. Have students create a PowerPoint presentation

of donations received from people and tell where the money came from and a brief explanation of how the donations will be used. 7. Provide partners with a USB jump drive to save their PowerPoint presentations. 8. Have students present their presentation to the entire class.

TECHNOLOGY ACTIVITY 3: RUN A CAMPAIGN METHOD OF DELIVERY ? Use of Internet, student products

Within the guidelines of your school corporation, create a Facebook account or other communication tool the corporation may provide for class discussions and networking. Have students give their classmates three reasons why they should be president. Then tell classmates how much is needed to run an effective campaign. Show classmates the calculations used for their projected budgets of how they would expend those donations.

ASSESSEMENT: 1. Students will write 1-2 paragraphs using each vocabulary word which shows their understanding of the words including correct spelling and usage. 2. Check students' journal entries and written reflections for understanding and synthesis of the lesson covered. 3. Use performance-based activities and score them with a rubric created to evaluate the items included on the rubric. 4. Each group presents PowerPoint presentation to the class after choosing one of the extended activities suggested.

STUDENT REFLECTION AND DEBRIEFING QUESTIONS:

Students will answer the following questions: 1. What was the main point of the lesson? 2. What did I learn that was new information? 3. What will I do differently because of what I

learned from this lesson? 4. How can budgets help to organize my own

personal life?

TEACHER REFLECTION: 1. The student received the necessary materials to complete the lessons. 2. The students recognized a connection to the lesson topic and were able to see how it related to their lives. 3. The students satisfactorily met the lesson objectives when they completed the assignment, as measured by the related state standards.

African American to graduate from West Point. 1892 Ida B. Wells begins an anti-lynching crusade and is forced to leave Memphis. 1883 U.S. Supreme Court over 210

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