1. The Wright Brothers
and
How They Changed the World

2. Who Were the Wright Brothers?
A Quick Preview:
http://www.youtube.com/watch?v=uT2dQB_OgFE

3. What is the significance of this video
footage?
How and why did the actions in this
video footage change the world?

4. Primary Sources are:
Sources that reflect the viewpoint of
an actual participant or observer of
an event
Secondary sources are: Sources that
analyze and/or interpret a historical
event.

5. What Two Jobs Were Held by the
Wright Brothers in Their Early Years?
http://www.wright-
brothers.org/History_Wing/Wright_Story/Career_Choices/Career_Choices_Intro.htm

6. Go to:
http://memory.loc.gov/ammem/wrigh
thtml/wrighttime2.html and create an
electronic timeline using www.tiki-
toki.com, depicting the top-ten
significant milestones for that
timespan.

7. View This Telegram and Interpret
its Contents Using the Class Wiki:
http://www.loc.gov/teachers/classroo
mmaterials/primarysourcesets/flight/
pdf/telegram.pdf

8. Students in their groups
visit www.dictionary.com
and define vocabulary
words. Write the
definitions in your
journal.
o Aeronautics
o Rudder
o Propulsion
o Telegram
o Patent
o Rivals
o Despondent
o Momentous
o Apprenticeship
o Endeavors
o Bustling
o Wind tunnel
o Axes
o Warped

9. What is a patent, and what difficulties did the Wright Brothers have with
the patent that they were granted? Use the class wiki to address this
question

10. CA Content Standards:
K-5.CST.2. Students correctly apply terms related to time, including past, present, future, decade, century, and generation
K-5.CST.3. Students explain how the present is connected to the past, identifying both similarities and differences between the
two, 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 Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral
histories, 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 Fluency
Students 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 and
media.
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. Process data and report results.