Submarines in the Next Century
Level: Middle and High School
Subject: History
Objective: Students will analyze the effect submarines and underwater exploration will have on the United States as we enter the next century.
Background: Imagine how students in 1900 would have answered this question; “How will the submarine affect our lives in the next century?” Could they have ever predicted the many influences submarine development would have on our everyday life?
Materials: Have information available on submarines from Popular Mechanics, Popular Science and other science and nautical magazines.
Activity: Divide the class into groups of 3 to 4 students to create a list of five new ways that everyday life may be affected by submarines and underwater exploration in the 21st century. After 5 minutes, develop a master list from group contributions, soliciting reactions from students on whether the proposed idea is plausible. (Remind students how far-fetched life today would sound to those living 100 years ago).
Circumstances of performance: This student work is to be produced under the following work conditions:
___ alone __x_ in a group
_x_ in class ____ as homework
___ with teacher feedback ____ timed
_x_ with peer feedback ____ opportunity for revision
Standards addressed:
Middle School
E3b. Speaking, Listening and Viewing. The student participates in group meetings, in which the student:
· Displays appropriate turn-taking behaviors;
· Actively solicits another person’s comment or opinion;
· Offers own opinion forcefully without dominating;
· Responds appropriately to comments and questions;
· Volunteers contributions and responds when directly solicited by teacher or discussion leader;
· Gives reasons in support of the opinions expressed;
· Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions;
· Employs a group decision-making technique such as brainstorming or a problem-solving sequence.
E3c. Speaking, Listening, and Viewing. The student prepares and delivers an individual presentation in which the student:
· Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members;
· Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials;
· Uses notes or other memory aids to structure the presentation;
· Develops several main points relating to a single thesis;
· Engages the audience with appropriate verbal cues and eye contact;
· Projects a sense of individuality and personality in selecting and organizing content, and in delivery.
High School
E3b. Speaking, Listening and Viewing. The student participates in group meetings, in which the student:
· Displays appropriate turn-taking behaviors;
· Actively solicits another person’s comment or opinion;
· Offers own opinion forcefully without dominating;
· Responds appropriately to comments and questions;
· Volunteers contributions and responds when directly solicited by teacher or discussion leader;
· Gives reasons in support of the opinions expressed;
· Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions;
· Employs a group decision-making technique such as brainstorming or a problem-solving sequence.
E3c. Speaking, Listening, and Viewing. The student prepares and delivers an individual presentation in which the student:
· Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members;
· Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials;
· Uses notes or other memory aids to structure the presentation;
· Develops several main points relating to a single thesis;
· Engages the audience with appropriate verbal cues and eye contact;
· Projects a sense of individuality and personality in selecting and organizing content, and in delivery.
