Technology influencing our world and its impacts

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Steve Mon, Jan 17, 2022 06:49 PM UTC

In this booklet, second-graders interview people from two or three generations to explore how technology has changed the daily life and work experiences of people over time. This change focuses on communication and transportation.

1. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
Ohio Standards Lesson Summary:
Connection In this lesson, second-graders interview people from two or
three generations to explore how technology has changed
the daily life and work experiences of people over time. This
Technology and Society change focuses on communication and transportation.
Interactions Students conduct interviews through various forms of
communication (such as e-mail, phone and mail). Students
Benchmark C
Describe and demonstrate keep written journals about what they are learning.
how technology has had an
influence on our world. This lesson brings together technology, social studies and
English language arts. It can be taught individually by the
Indicator 1 classroom teacher.
Demonstrate and give
examples of how
technology has changed the Estimated Duration: Four 45-minute sessions
way people lived and
worked throughout history. Commentary:
Effective communication is an important life skill. This
Technology and
lesson provides opportunities to communicate across
Applications generations using technology in various ways. The
technology and social studies indicators addressed in this
Benchmark C lesson focus on technology’s influence and changes in daily
Participate in group life over time. This lesson demonstrates the natural
projects and learning
activities using technology integration of content area and technology indicators in a
communications. primary classroom. Use a similar format at most grade
levels by adjusting the social studies indicators to
Indicator 1 incorporate appropriate content. The History standard and
Use e-mail to share People in Societies standard provide several applicable
information in a teacher-
directed group e-mail indicators.
activity (e.g., comparing
class information with Pre-Assessment:
another class at a remote
location). • In a class discussion ask students:
o What is change?
o What is time?
o What is communication?
o How do we communicate with others?
o Why do we communicate?
o What is transportation?
o What are some ways we use transportation?
o Why might some of these changes occur?
• Have students draw pictures of forms of communication
and transportation.
• Require students to place pictures of communication
forms onto a timeline to demonstrate changes over time.
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2. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
Social Studies • Ask students to respond in writing to the question: How
did these forms of communication and transportation
affect the lives of the people living in the different times?
Benchmark C Tell them to include why they think the communication
Compare daily life in the and transportation affected the lives of people living in
past and present different times.
demonstrating an
understanding that while Scoring Guidelines:
basic human needs remain Determine student readiness for this lesson by:
the same, they are met in
different ways in different • Analyzing student responses during the class discussion to
times and places. see what students know and do not know;
• Examining pictures drawn of communication and
Indicator 6 transportation throughout history and consider the number
Identify and describe
examples of how science
of correct placements of pictures of communication and
and technology have transportation on the timeline;
changed the daily lives of • Reviewing journal responses about the effects of
people and compare: transportation and communication on individuals’ lives.
a. Forms of communication Use student responses to guide instruction.
from the past and present;
b. Forms of transportation
Post-Assessment:
from the past and present.
• Using a flip box, have students compare how these forms
English Language Arts of communication and transportation affected the lives of
the people living in the different time periods. See
Writing Applications Attachment A, Flip Box Post-Assessment.
• Use Attachment D, Post-Assessment Sample Rubric, to
Benchmark A assess collaborative projects that used e-mail and
Compose writings that
convey a clear message messages to interview people from different generations.
and include well-chosen • Assess if students understand the terms "communication"
details. and "transportation" from their journal responses. See
Attachment G, Journal Rubric.
Indicator 4
Produce informal writings Scoring Guidelines:
(e.g., messages, journals,
notes, poems) for various
• Use the four-point rubric, Attachment A, Flip Box
purposes. Assessment, to assess student understanding about various
types of communication and transportation and their
effects on daily life.
• Use the sample rubric, Attachment D, Post-Assessment
Sample Rubric, to address student performance in four
areas: interview process, use of e-mail, composition of
messages and journal entries.
• Use the four-point rubric, Attachment G, Journal Rubric,
to assess what students understand about communication
and transportation and their changes over time.
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3. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
Instructional Procedures:
Day One
1. Discuss basic needs with students. Ask them what things humans need to live and
why these things are important.
2. Discuss how technology affects present daily lives. Ask students these questions:
• What did you do when you got up today?
• How did technology affect that activity?
• How did you come to school?
• What did technology have to do with that trip?
Continue through the events of the day, examining routine activities. Record these
ideas on chart paper or the board.
3. Ask the students if they see any patterns or groupings that show how technology
affects their daily lives. Focus predominantly on transportation and communication.
Have students organize the information into a T-Chart using sample Attachment F,
T-Chart. Be certain students understand transportation and communication. You may
need to spend some time discussing these terms with the class.
4. With students, generate a chart with additional present-day transportation examples
and effects on daily lives. Do the same for communications. Keep these charts or
have students list examples.
5. Read a picture book that describes changes over time. The school library media
specialist (SLMS) can share such stories during library class.
6. Use guiding questions to discuss some of the changes described in the book, why
those changes occurred and how those changes probably affected the daily lives of
people during the times addressed. Be certain to clear up any misunderstandings from
the pre-assessment.
7. Create a time line to show the period of time in the book and its relationship to today.
If students have never created a timeline before, lead them through the process at this
time.
8. Add student samples from the discussion to the time line. Show present time, the
approximate time when parents were the students’ age, the approximate time when
students’ grandparents were the students’ age and the approximate time when the
students’ great-grandparents were the students’ age.
Instructional Tip:
Provide example pictures of various types of transportation and communication. If the
students brought in pictures, use these. The pictures could come from various sources.
Bookmark appropriate Web sites with pictures or create a Web site to organize the
information for direct instruction or student use. Consider scanning photos and capturing
pictures from Web sites to create a slide show using presentation software. Allow the
SLMS to share library resources with students.
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4. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
Day Two
9. Review yesterday’s discussion by having the students explain transportation and
communications effects on their daily lives. In addition, discuss changes over time.
10. Show students pictures and additional images of various examples of transportation
and communication from both past and present.
11. Ask students to describe one of the examples to partners or to classmates in small
groups. Require each student to tell what it is, what it does and how it helps. The
description also could be written or delivered orally to the class.
12. Tell students that for this project they will interview individuals. Ask students if
anyone has ever conducted an interview or seen an interview. Ask students why a
person would interview someone and what is important about an interview. Discuss
important things to include in an interview. Tell students why it is important to create
good questions for the interview. Be certain to point out that if questions are crafted
carefully and thoughtfully, students will get stronger answers from the interview.
Also, stress with the students that questions should not be yes or no answers. They
should start the questions with why, how, what, etc. See Attachment C, Sample
Interview Questions for suggestions. As students generate ideas, write these down for
later reference.
13. Demonstrate an interview with another adult or a student using written notes, voice
recordings, videotapes or a scribe. After this mock interview, have students discuss
what they saw based on the interview and the important things they should include in
an interview.
14. Give students these questions to use in a role-play interview with another student.
• What kind of communication did you use when …?
• What kind of transportation did you use when …?
• What effect did that have on your daily life?
15. Discuss other information needed during the interview such as the date, the names of
people being interviewed or time period when the interview subject was a second
grader. Be certain to record these on chart paper or the board.
16. Practice using audio or videotape equipment, if available.
17. As a class, send an e-mail to a nearby nursing home or retirement center to collect
additional information and provide insight. Discuss with students how to send an e-
mail and what to include in the subject line. Check district policy concerning student
e-mail.
18. Have students identify a people to interview and bring in e-mail or mailing addresses.
19. Ask students to write a note to that person, explaining the need for the interview.
Generate ideas for clearly requesting interviews such as including questions about
transportation and communication used when they were eight-years old, how this has
affected their lives and what changes have been made. Be certain to suggest possible
times and dates for the interviews. Send the notes by e-mail or U.S. mail.
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5. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
20. Instruct students to add the following prompts to their journals:
• What is your plan for your interview?
• How will you act?
• Besides your questions, what will you say?
Instructional Tip:
Write a letter to the parents, grandparents, great-grandparents or older friends to explain
the lesson and the goals of the final project. Use this to help promote the lesson and guide
their responses to the students.
21. Homework Assignment: Assign students to conduct their interviews using the
interview questions constructed by the class. Explain to students that these are just
sample questions and they need to remember the discussion in class about the
creation of questions. Review some of the points talked about in class. See
Attachment C, Sample Interview Questions. Allow students one week to conduct the
interviews.
22. Homework Assignment Closure: After the interviews, assign students to respond to
the following prompts in their journals:
• Describe your interview experience;
• Include what information you learned and what you would do differently;
• List three things you learned;
• List two other interesting things;
• List one question left unanswered.
Day Three
23. Ask students to share some of the responses and information they collected during the
interview with the class. Record these on chart paper.
24. Categorize these findings and construct charts on communication and transportation,
similar to the ones completed on Day One. This time, however, focus only on the
responses from the interviews.
25. Look for common and related effects on daily lives. Have students compare this list
with charts or with notes in their journals from Day One.
26. Ask students to discuss some of the similarities and differences between the present
and the past charts. Discuss how things have changed over time. Ask students why
some of these changes may have occurred.
27. Introduce students to the Venn diagram, a graphic representation of information with
similarities and differences. While explaining, construct a Venn diagram. Use
Attachment E, Sample Venn Diagram to compare and contrast communication and
transportation technologies’ effects on daily life in the past and present.
28. Focus first on the center section of the Venn diagram. Students should know that
items that fit in both categories belong in the center of the Venn diagram. Then, ask
what would belong in the outer sections of the Venn diagram.
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6. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
29. Discuss with students how basic human needs remain the same, but the needs are met
in different ways in different times. Use these guiding questions:
• What are some daily basic human needs?
• How do the basic human needs remain the same?
• How do people get their food?
• How do people get where they need to go?
• How do people communicate with one another?
30. Focus on the outer sections of the Venn diagram.
31. Discuss with students how changes in transportation and communication technology
have influenced people’s lives. Use these guiding questions:
• How were the transportation and communication technologies affecting daily
lives different between the past and present?
• How have those changes affected what we do?
• How have those changes affected the way we do something?
• How have those changes affected how quickly we do something?
• Why do you think these changes occurred?
• How was the way you communicated with the person you interviewed different
from the past communication examples?
• How does the use of e-mail influence our lives today?
• How does it make our lives different?
32. Have students respond to the following prompt in their journals: Explain our basic
needs. Explain how transportation and communication technology have influenced
your family or the people you interviewed. Finally, explain ways to communicate
with others and ways to travel.
Day Four
33. Have students share their journal writings with peers in small groups. Have them
discuss similarities and differences.
34. As a class, discuss how writing helps develop understanding and how they select
important details to include in their writing. Ask students how ideas and thoughts
change for them based on the writing and the details they learn. Ask students to name
additional ways these journal writings contribute to their learning.
35. Discuss different types of writing used in this lesson and how each helps students
understand the concepts.
36. Introduce the Flip Box, Attachment A, Flip Box Explanation.
37. On the top of each flip box, have students draw, identify and tell how a transportation
and communication example was used in daily life as an artifact from the past.
38. Have the students flip up the top. In the box or beneath have them draw, identify and
explain how a comparable object in the present is used such as an old rotary phone
versus a cell phone, handwritten letters versus e-mail, a 1950s car versus a 2005 car.
39. Discuss the changes in the technology. Describe the old phones and new phones, old
cars and new cars. Ask them:
• How are they alike and different?
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7. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
• How do their differences affect our daily lives?
• Why do you think phones have changed?
40. Have students respond to the following prompts in journals:
• Do you think the changes in life have impacted the innovations in transportation
and communication technologies, or do you think that the changes and
innovations in transportation and communication technologies have affected our
lives?
• Why?
Instructional Tips:
• The flip box allows the students to individually share what they know about the
changes in the technology examples. In addition, it can demonstrate how those
changes affect people’s lives.
• The post-assessment, a compilation of student work already completed, is an integral
part of the instruction rather than a separate component. The components include an
interview, e-mail, messages, journal entries and flip box assessment. Assess each
piece throughout the study. Maintain records throughout the study to help students, as
needed, to ensure success for every student.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond
the specified indicator(s).
• Writing down what an interview subject says may be a challenge for some second
graders. Allow older siblings or parents to serve as scribes for the students. Or, allow
students to use audio or video tape. Use the tapes for the whole class as a way to
observe an actual interview experience. Enrich student understanding by allowing
them to hear the words actually spoken―to experience the tone, emphasis, etc. The
tapes help students by allowing them to hear or view the interview as many times as
needed.
• Teach students to use writing supports such as spelling checks within a word
processing program.
• Take a trip to The National Road Museum field trip to see the dioramas of
transportation on the National Road from early 1800s to present day as well as actual
transportation vehicles from the past, such as the Conestoga wagon, bicycles and
automobiles. The museum is an Ohio Historical Society facility near Norwich, Ohio.
• Take a field trip to the Ohio Historical Society in Columbus to see many
transportation and communication artifacts.
• Construct a multimedia presentation using links to show comparisons between and
among technologies.
• Construct the time line using software.
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8. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
• After the lesson, have students e-mail the people they interviewed with their findings
and thoughts about transportation and communication technologies.
Home Connections:
• Make previous arrangements with a local senior citizen center or assisted living
facility or other senior organization to ensure that each student has an interview
partner.
• Ask parents and the community members to share actual communication and
transportation memorabilia. Grandparents may have old telephones that they could
share. Historical vehicles also may be available in your community.
• Assign students to write journal entries to the following prompt: Explain how
communication and transportation technologies affect your daily life and how
changes in these technologies affect all of our daily lives.
• Have students bring e-mail addresses or mailing addresses of people that they can
interview about transportation and communication technologies. These people should
be from different generations, such as grandparents, parents, neighbors who are from
a different generation, etc.
• Have students bring in pictures or images of communication and transportation from
the past and present.
Materials and Resources:
The inclusion of specific resources in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or
any of its contents, by the Ohio Department of Education. The Ohio Department of
Education does not endorse any particular resource. The Web addresses listed are for a
given site's main page; therefore, it may be necessary to search within that site to find the
specific information required for a given lesson. Please note that information published
on the Internet changes over time; therefore, the links provided may no longer contain
the specific information related to a given lesson. Teachers are advised to preview all
sites before using them with students.
Note: Some Web sites contain material that is protected by copyright. Teachers should
ensure that any use of material from the Web does not infringe upon the content owner's
For the teacher: chart paper, markers, pictures of communication and transportation
technologies and picture books describing changes over time
For the students: chart paper for group activities, journals, computers with e-mail
access, access to pictures of communication and transportation
technologies and writing utensils,
optional: audio tape recorder, video recorder
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9. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
• audiotape
• communication
• compare
• describe
• e-mail
• interview
• journal entry
• message
• technology
• transportation
• change
• video
Library Connections:
In 2003, the State Board of Education and the Ohio Department of Education established
library guidelines that represent a standards-based education approach to school library
programs. Entitled Academic Content Standards K-12 Guidelines Library, Ohio’s library
guidelines provide a variety of content-specific, grade-level indicators describing
information literacy, literacy linked to library-based technologies, and media literacy
experiences for students. Featured on pages 204-219 are sample activities for making
library connections across academic content standards and disciplines. Also included are
grade-band models for student research and specific information concerning copyright
and fair use of materials laws. K-12 teachers are encouraged to utilize the library
guidelines and collaborate with the school library media specialist whenever possible.
Ohio’s library guidelines can be found under the heading of Library at
www.ode.state.oh.us, keyword search Library.
Information Literacy
Benchmark C
Understand that library books and materials are housed in specific areas of the library
media center.
Indicator 1
Understand that easy books are arranged alphabetically by the author's last name.
Indicator 2
Understand that nonfiction books are arranged on the shelf by numbers.
Indicator 3
Know the difference between easy books, chapter or fiction books and nonfiction books.
Indicator 4
Explore library media center materials using the library catalog, with assistance.
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10. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
Technology Literacy
Benchmark B
Apply basic Internet browser and navigation skills to search for information on the
Indicator 3
Search for information in an online encyclopedia using a topical search (e.g., choose from
a list of topics moving from broad—animals to more specific—panda).
Indicator 4
Read information from a Web site assigned by teacher and identify the name and topic of
the Web site.
The SLMS can provide appropriate Web sites and search techniques for students.
Specific examples of how library resources can be used to support this lesson are listed
• Collaborate with the SLMS to assist students when searching for pictures of
communication and transportation examples using various media.
• Have students check out books and materials relating to communication and
transportation.
• The SLMS can schedule a lesson on the arrangement of non-fiction books by subject
and where to find books on transportation and technology.
Research Connections:
Marzano, R. et al. Classroom Instruction that Works: Research-based Strategies for
Increasing Student Achievement. Alexandria, VA: Association for Supervision and
Curriculum Development, 2001.
Zemelman, Steven, Harvey Daniels and Arthur Hyde. Best Practice: New Standards of
Teaching and Learning in America’s Schools. Portsmouth, NH: Heineman, 1998.
Edelson, D., Gordin, D., Pea, R. (1999). Addressing the Challenges of Inquiry-Based
Learning, Technology and Curriculum Design. Journal of the Learning Sciences, 8(3-4),
Technology for All Americans Project, Measuring Progress: A Guide to Assessing
Students for Technological Literacy, Reston, VA: International Technology Education
Association, 2004.
Technology for All Americans Project, Measuring Progress: A Guide to Assessing
Students for Technological Literacy, Reston, VA: International Technology Education
Association, 2004.
Standards-based student assessment supports the systematic, multi-step process of
collecting evidence on student learning, understanding and abilities and using that
information to inform instruction and provide feedback to the learner, thereby
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11. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
enhancing learning. Students should be assessed often using a variety of tools and
methods. The design of student assessments should follow set principles, such as
utilizing authentic assessment that provides students the opportunity to demonstrate
their knowledge and abilities in real-world situations. Note: the complete
publication and other resource materials are available online at the Ohio page of the
ITEA Center to Advance the Teaching of Technology and Science [CATTS] web
link: http://www.iteaconnect.org/EbD/CATTSresources/CATTSresourcesOH01.htm
General Tips:
This lesson addresses communication and transportation, but students could concentrate
on addressing them one at a time when conducting interviews. Any student who does not
have access to e-mail at home could e-mail the teacher or another student from the
Attachment A, Flip Box Assessment Explanation
Attachment B, Sample Letter
Attachment C, Sample Interview Questions
Attachment D, Sample Post-Assessment Rubric
Attachment E, Sample Venn Diagram
Attachment F, Sample T-Chart
Attachment G, Journal Rubric
Attachment H, Sample Flip Box Rubric
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12. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
Attachment A
Flip Box Assessment Explanation
On the top of each flip box, have students draw, identify and discuss how the transportation or
communication artifact was used in daily life in the past. Students should place these examples in
chronological order. Have each student flip up the top and in the box space underneath draw,
identify and tell how a comparable object is used in daily life in the present. For example, old
phone versus e-mail (computer) or cell phone, 1950s car versus 2005 car.
Step One: the flip box is made by folding a paper lengthwise. A paper 11- by 14-inches or 12- by
16-inches works well. Step Two: then, fold the paper into sixths. Step Three: open the paper and
cut each line to the original lengthwise fold line (leave one half uncut). Step Four: Fold on
original lengthwise midline again so that each section of the top can flip up to reveal a box for
writing and drawing both on top and beneath. The top box can identify a communication or
transportation example from the past and the box inside can demonstrate the present.
Step One: Fold lengthwise
Fold line
Step Two: Fold into sixths
Step Three: Open and cut halfway (to fold line).
Do not cut beyond this lengthwise midline.
Cut cut cut cut cut
Step Four: Fold on original lengthwise midline again so that each section of the top can flip up to
reveal a box for writing and drawing both on top and beneath.
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13. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
Attachment B
Sample Letter
Dear ____________,
I am _________________, a second-grader at _____________. I am learning about
communication and transportation technologies in the past and present and how they have
affected people’s lives over time. Could you please help me learn what daily life was like
in the time when you were eight-years old?
I would like to interview you to learn what it was like when you were in second grade. I
would like to set up a time for us to talk. Would _____________ at _________ work for
you? Please let me know by e-mail or telephone if this will work. My e-mail address is
_____________. My phone number is ____________________. Thank you for your
Sincerely,
_____________
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14. Communicating Past and Present - Grade Two
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Attachment C
Sample Interview Questions
Name of person interviewed_________________________
Student name ____________________________________
As a class, generate questions to ask during the interview. Sample questions follow.
Question Response
In what year were you eight-years old?
How did you communicate with your
friends, neighbors, doctor or others?
How did you get to school or to the grocery
How did this affect your daily life?
What have been the changes in how you
communicate and travel?
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15. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
Attachment D
Sample Post-Assessment Rubric
Rubric Score 4 3 2 1
Interview Used e-mail or letter Used e-mail or a Attempted to use Used neither an
Preparation to communicate letter to e-mail or a letter to e-mail nor a letter
clearly, explaining communicate with communicate with to communicate
purpose of project another person. another person. with another
and requesting an person.
interview.
Interview Prepared questions Prepared questions Prepared questions Prepared no
Process for, collected notes for and collected for or collected questions for the
from and asked notes from the notes from the interview nor
additional questions interview. interview. collected notes
during the from the interview.
interview.
Interview Interviewed a Interviewed a Interviewed a Interviewed a
person from person from person from person from
another generation; another generation; another generation; another generation,
can articulate facts obtained obtained but obtained no
and make information about information about information about
comparisons present and past past or present past
between present communication and communication or communication or
and past transportation. transportation. transportation.
communication and
transportation
methods.
Description of Articulated a solid Articulated an Articulated a basic Described little of
Experience understanding of understanding of understanding of the experience,
the process, the process, the process, added no
including three or provided one or provided one or understanding or
more details on two details on how two details on how adds confusion to
how technology has technology has technology has the process;
changed, how changed, how changed, how provided no
people worked and people worked and people worked and information about
lived in the past and lived in the past and lived in the past or how technology has
provided three or one or two details one or two details changed how we
more details describing changes described changes work and live.
describing changes for the next for the next Included no
for the next interview. interview. suggestions for
interview. changes for the
next interview.
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16. Communicating Past and Present - Grade Two
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Attachment E
Sample Venn Diagram
Effects of communications or transportation on daily life.
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17. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
Attachment F
Sample T-Chart
Transportation Communication
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18. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
Attachment G
Journal Rubric
Rubric Score 41 3 2 1
Clarity Conveyed a clear, Provided three or Provided one or Unclear, rarely
fully-developed four explanations two explanations of develops statements
message and with fairly well- thought and details; fully.
includes many well- developed thought showed beginning
chosen details. and detail. stages of
developing thought.
Topic Provided several Provided three or Included one or two Off-topic.
thoughts on topic; four thoughts on thoughts on topic.
included three or topic; included one
more additional or two additional
insights. insights.
Completeness Completed three Completed two Completed one Incomplete.
journal entries. journal entries. journal entry.
Understanding Showed a great Showed a full Showed a Showed no growth
understanding of understanding of developing in understanding
communication and communication and understanding of communication and
transportation transportation communication and transportation
technology changes technology changes transportation technology changes
over time and their over time and their technology changes over time or their
effect on daily lives; effect on daily over time and their effects on daily
demonstrated depth lives; demonstrated effects on daily lives; no
in the understanding a depth in lives; however, understanding of
of similarities and understanding lacks depth in similarities and
differences; similarities and understanding differences;
provided seven or differences; similarities and provided only one
more examples of provided five or six differences; or two examples of
communication and examples of provided three or communication and
transportation communication and four examples of transportation
technology. transportation communication and technologies.
technologies. transportation
technologies.
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19. Communicating Past and Present - Grade Two
Interdisciplinary Lesson
Attachment H
Sample Flip Box Rubric
Rubric Score 4 3 2 1
Technology or Provided seven to Provided four to Provided one to Gave no
Communication eight transportation six transportation three transportation transportation
Example and communication and and communication and
technology examples; communication technology communication
used historical technology examples; used technology
transportation and examples; used historical examples or used
communication historical transportation and only
technology examples transportation and communication transportation or
plus offered examples communication technology communication
not discussed in class. technology examples. technology (not
examples. both).
Explanation of Provided detailed Provided Provided brief Provided no
Use explanations for the complete explanations for the explanation as to
examples as well as explanations for some examples, but the impact of
new insights; showed the examples and shows little these examples
great understanding showed a full understanding of on daily life.
of the technologies’ understanding of how these
effects on daily lives. how these technologies
technologies affected daily lives.
affected daily
lives.
Comparable Provided seven to Provided four to Provided one to Provided no
Object eight current six current three current current
transportation and transportation and transportation and transportation
communication communication communication and
technology examples. technology technology communication
examples. examples. technology
examples.
Timeline Provides a time line Provided a Provided a time Provided no
which arranges all of timeline and line, without timeline.
the transportation and arranged most of arranging the
communication the transportation transportation and
technology examples and communication
in chronological communication technology
order. technology examples in
examples in chronological order.
chronological
order.
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