The History of Rocketry lesson plan

The History of Rocketry
Through various mediums, students will explore the history of United States rocketry.
Students will learn about the use of rockets within the context of The United States
military, industry and academia. These observations will be assessed through hands on
activities, journal writing and group discussion.
Concept Objectives
1. The student understands the contributions of individuals and groups
from various cultures to selected historical and contemporary societies.
2. The student develops an awareness of the price paid for scientific
advancement.
3. The student will analyze the relationship between economics and
social order.
4. The student will draw conclusions about the changes in warfare
technology throughout World War I and II.
5. The students will recognize conflict can be powerful forces and lead to
widespread political, scientific and social change.
Content Objectives
1. The History of Rocketry
a. Rocketry Becomes a Science
b. Modern rocketry Begins
c. The National Science Foundation
d. Science: The Endless Frontier
e. Rocketry and War
f. Rocketry and Werner Von Braun
Skill Objectives
1. Describe the influence of individual and group achievement on
selected historical or contemporary societies.
2. Identify the influence of government in the advancement of rocketry.
3. Describe ways in which societal issues influence creative expressions
4. Correctly use social studies terminology
5. Create written and visual material.
6. Use problem solving strategies to identify a problem, gather
information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the
effectiveness of the solution.

7. Use decision-making strategies to identify a situation that requires a
decision, gather information, identify options, predict consequences
and take action to implement a decision.
8. Identify key words, develop search strategies; locate appropriate and
varied information sources; distinguish between primary and
secondary sources.
9. Identify the time, place, audience, purpose, and form of a source
10. Recognize relevant facts and ideas in social studies documents;
evaluate bias of sources/authors; classify information as fact/opinion
11. Take notes, paraphrase, summarize
12. Articulate a particular perspective/value orientation; demonstrate
content knowledge; listen critically and build upon the ideas of others
13. Identify central issue; formulate appropriate questions; identify
multiple perspectives; compare and contrast; validate date using
multiple sources; determine relevant information; paraphrase problem
14. Distinguish between fact, opinion, and reasoned argument; clarify
time, point of view and purpose; recognize stereotypes, clichés, bias,
and propaganda techniques; identify message and target audience of
narrative and documents to determine credibility and authenticity
Background Knowledge
Resources
Materials
1. United States History up to World War I.
1. Internet
2. Atlases and Dictionaries
3. Text book
4. Maps
5. Library media including books and periodicals
6. Peer teachers
1. LCD projector and screen
2. Overhead projector
3. Overhead transparencies
4. Handouts

Lesson: Rocket Science
Teacher: Kala Flentie
Grade Level: 8
Date: September 2008
Lesson Duration: 50 minutes
General Objectives:
This lesson will cover the history of rocketry in the United Sates within the context of
academics, industry and the military.
Learning Outcomes:
1. Concept Objective:
• The student understands the contributions of individuals and groups from
various cultures to selected historical and contemporary societies.
• The student develops an awareness of the price paid for scientific
advancement.
• The student will analyze the relationship between economics and social order.
• The student will draw conclusions about the changes in warfare technology
throughout World War I and II.
• The students will recognize conflict can be powerful forces and lead to
widespread political and social change.
2. Skill-Development:
• Describe the influence of individual and group achievement on selected
historical or contemporary societies.
• Correctly use social studies terminology
• Use problem-solving strategies to identify a problem, gather information, list
and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution.
• Use decision-making strategies to identify a situation that requires a decision,
gather information, identify options, predict consequences and take action to
implement a decision.
• Identify key words, develop search strategies; locate appropriate and varied
information sources; distinguish between primary and secondary sources.
• Identify the time, place, audience, purpose, and form of a source
• Recognize relevant facts and ideas in social studies documents; evaluate bias
of sources/authors; classify information as fact/opinion

• Take notes, paraphrase, summarize
• Articulate a particular perspective/value orientation; demonstrate content
knowledge; listen critically and build upon the ideas of others
• Identify central issue; formulate appropriate questions; identify multiple
perspectives; compare and contrast; validate date using multiple sources;
determine relevant information; paraphrase problem
• Distinguish between fact, opinion, and reasoned argument; clarify time, point
of view and purpose; recognize stereotypes, clichés, bias, and propaganda
techniques; identify message and target audience of narrative and documents
to determine credibility and authenticity
3. Process-Orientation:
• The student will learn through analyzing and thinking critically about primary
sources.
• The student will learn through analyzing and thinking critically in group
discussions about changes in the use of rocketry throughout United States
history.
• The student will learn through participatory note taking.
• The student will learn through correctly identifying concepts from the text
book.
Rationale for Lesson:
The lesson will be taught through the analysis of primary and secondary sources to foster
critical thinking and independent analysis in the students. The students will also use
group discussion to foster their understanding within the context of the French
Revolution. Through the source documents and student text book, students will analyze
why the French Revolution was a watershed event that changed Europe irrevocably.
Instructional Procedure:
Focusing Event:
Students will be focused on the first activity of recording essential vocabulary from the
overhead while attendance is taken.
Teaching Methods and Student Activities:
Students will break into groups of four. Each group will be given two handouts;
Statement by the President upon signing Bill Creating the National Science Foundation
(May 10, 1950) and Science, The Endless Frontier, a Report to the President by Vannevar
Bush, Director of the Office of Scientific Research and Development (July 1945). Each
student will read both documents and answer the corresponding questions for each
document. The students will discuss the questions as a group; however, each student will
be responsible for answering the questions. Students will also use the context of their
textbook (Chapter 12, The Military-Industrial-University Complex, 1945-1990) to answer

the questions. Students will discuss the advancement of science and technology in times
of war. Students will draw conclusions about scientific progress and United States
military. Students will discuss the importance of establishing a national policy for
science and sufficient military research during peacetime. After students discuss and
write out their answers, each group will share their conclusions with the class. Students
will be evaluated on the completion of their questions and participation in the group
discussion- showing an understanding of the big idea. As each group reports their
conclusions to the questions, the class will be allowed to respond and discuss the
different conclusions made.
(Teacher can devise questions from the primary source documents to fit their lesson
emphasis and to check for student understanding.)
Closure:
Students will respond to one aspect of the lesson that stood out to them. This will focus
the student on the “big idea” of the day; prepare the students for upcoming primary
source evaluation.
Evaluation Procedures:
Informally, the students will be evaluated on the information from class by responding to
one aspect of the lesson at the end of the period. Students will also be evaluated based on
the completion of the assigned questions in class. Throughout the class period, I will
evaluate the students by spending time with each small group and facilitating discussion.
By facilitating discussion, I will be able to evaluate each student’s grasp of the “Big Idea”
for the day. Each group will be evaluated on their participation and the completion of the
worksheet following the primary documents activity. Individually, each student will
complete the questions, requiring them to think critically.
Resources
Materials
Bibliography
1. Internet
2. Atlases and Dictionaries
3. Handouts
4. Text book: Major Problems in the History of American Technology.
5. Maps
1. Handouts
Smith, Merritt Roe, Gregory Clancy. Major Problems in the History of American
Technology. Houghton Mifflin. New York, 1998.