MarcoGram January 2004 -- Change Is in the Air

Change Is in the Air
On a cold day in December 1903, Orville and Wilbur Wright changed history. Although their Wright Flyer stayed aloft for only 12 seconds and ultimately crashed on a subsequent attempt, they proved that man could build, fly and control an airborne machine. Now, 100 years later, there are about 30,000 airplane flights originating in the U.S. each day, transporting people and packages all over the world. The Wright brothers risked their lives to test their idea and ultimately changed the world. This month, MarcoPolo celebrates the spirit of making changes. Use the activities below to encourage students to examine the kinds of changes that happen in and around their world, and then scroll down for links to more lessons and resources.

Photograph courtesy of American Memory.

1. In the early 1900s, great changes were in store for African Americans. Many were searching for a better way of life and migrated to northern cities, such as Chicago and New York. Race riots, the jazz movement and desegregation were some major events of the twentieth century that would change the lives of all Americans.

Have you ever moved? What factors do you think motivate people who move from one town to another? What makes them choose their new place? What might make people stay where they are?

Ask students to discuss the causes and effects of the migration of African Americans in the early 1900s. What opportunities were available in the North that weren't available in the South? Why did some families decide to stay in the South? How was life different in the North? Students can use a graphic organizer to list the pros and cons of living in each part of the country in the early 1900s. They should include economic, social and cultural factors.

Discuss the pros and cons of the Great Migration in:

"African-American Soldiers After World War I: Had Race Relations Changed?" (9-12) from EDSITEment, National Endowment for the Humanities

"Color Me Dark" (5-6) from ARTSEDGE, The John F. Kennedy Center for the Performing Arts

2. Statisticians use analyzed data to report on different kinds of trends, such as the IQ of a given population, the rainfall in a certain area or the running speed of an elephant. To find the average, or "mean," of the figures, scientists add all the figures together and divide the sum by the total number of figures. If any pieces of the data are changed, it will affect the mean.

What is the mean for a dataset consisting of the numbers 3, 5, 7, 8 and 12? (Answer: Seven) What if you replaced the "3" with an "18"? (Answer: Ten)

Students can learn about mean by plotting changes in the outdoor temperature for two weeks. They should find the high and low temperatures for each day and chart their findings on a line graph. They can gather data from watching a local weather report on the evening news, reading the local paper each morning or visiting an online weather resource. After all data has been collected, ask students to calculate the mean temperature for each day, as well as the mean low and mean high temperatures for the entire two-week period. How did the temperature change over time?

Manipulate data to see how changes will affect the final result in:

"Comparing Properties of the Mean and the Median Through the Use of Technology" (6-8) from Illuminations, The National Council of Teachers of Mathematics

"Problem Solving: Dealing With Data In the Elementary School" (3-5) from Illuminations, The National Council of Teachers of Mathematics

"QARs + Tables = Successful Comprehension of Math Word Problems" (3-5) from ReadWriteThink, International Reading Association and the National Council of Teachers of English

3. The past 100 years have seen a lot of changes. In 1903, Henry Ford started the Ford Motor Company, which used an assembly line to dramatically increase the production of automobiles. In 1904, the first part of the New York subway opened, enabling people to move around the city faster than before.

In what year were you born? What fads, toys or television shows do you remember from when you were younger?

While adults are more apt to reminisce about their childhood, students still can have fun linking yesterday's items to today's. Juxtapose some pictures of "antiques" with their contemporary counterparts. For example, compare a vinyl record against a compact disc. Or, show an old pair of roller skates next to today's inline skates. Ask students to point out the similarities and differences and add your own observations. How have these items changed over time? Are they better or worse? Students can take their favorite toy from today and draw what they think it might look like 20 years from now.

Examine cultural, economic, geographic and scientific changes in:

"Change in Change" (3-5) from EconEdLink, National Council on Economic Education

"Lean on Me -- We Depend on Each Other!" (K-5) from EconEdLink, National Council on Economic Education

"Then and Now: Life in Early America, 1740 - 1840" (K-2) from EDSITEment, National Endowment for the Humanities

"Thomas Edison's Inventions in the 1900s and Today: From 'New' to You!" (3-5) from EDSITEment, National Endowment for the Humanities

"Values and Attitudes" (3-5) from Science NetLinks, American Association for the Advancement of Science

"Your Changing Town" (K-2) from Xpeditions, National Geographic Society

4. Adolescence is the time between puberty and adulthood, when kids experience both physiological and psychological changes. While growth spurts may stop in the later teen years, changes in attitude, tastes and knowledge can continue for a lifetime.

What are the different stages of life? (Answers can include infant, toddler, child, teenager, adult and senior.) How many people do you know in each stage? What do you think are the benefits and drawbacks at each stage? If you could stay one age forever, which would you choose and why?

Ask students to choose one age group and write a story from the point of view of a typical person living in that stage. When possible, students can conduct in-person interviews or make first-hand observations to gain perspective about the physiological and psychological changes their subjects are experiencing. Be sure students include the good and bad parts of being that age. For example, infants might think about discovering their fingers and their mother's soothing voice, while seniors might talk about the things they've learned and experienced. To extend the activity, have students find stories about people whose experiences are different from the general expectations of people their age, such as a college student who is nine years old or a senior who runs marathons. What lessons can the students learn about life from those who don't fit the mold?

Find out how people change -- mentally and physically -- in:

"Growth Stages 2: Middle Childhood and Early Adolescence" (3-5) from Science NetLinks, American Association for the Advancement of Science

"The Life Cycle: Transition from Childhood to Adolescence" (9-12) from ARTSEDGE, The John F. Kennedy Center for the Performing Arts