DOCUMENT RESUME ED 043 620 TF 002 046 ATITPOR Rademacher, lean, 74.1 Williams, Mary 9., Fi. TITLE Aerospace-Oriented Units for. Ise in Humanities Classes, grades 7-12. INSTITUTION Lincoln Public Schools, Nebr. FEPnRT NO DPSC-66-1070 PUP DATE 69 NOTE 70n. ETES PRICE Ping Price ME-E0.50 PC1.60 DESCRIPTORS *Aerospace Technology, *Curriculum guides, English Instruction, *Humanities Tnstriction, Mythology, *Science History, *Secondary Education, Social Studios ABSTRACT This curriculum guide, funded under FIFA Title 1, is designed to help students in English and social studies clasc-es develop a global frame of reference an4 increase their awareness of alvances in air and space technology. The history of aerospace technology frcn the first mythological references *o flight to the space explc:ation of the future is covered in six units, each containing introductory materials, ideas to 1.0 developed, background information, suggested activities, and a bibliography:(1) Winos in Mythology,(2) specula-ion and Experimentation, galloons and Airships, (a) Winged Flight Pecomes a lealitv,(5) The Snace Aoe, and (6) Benefits of Space 7xploration. Additional materials include a list of distributors and publishers and lists of hooks, films, film clips, and records on the subject. (DD) I -i U S. DIPARIMINT Of MALIN, IDUCATION 8 WI Alf Off) CR Of EDUCATION THIS DOCUMENT HAS SIR RIPRODUCID !WILT AS RECEIVED IROM PERSON OR 011111111110H. ORIGINATING II.POINTS Of VIM OR OPINIONS PPM DO NOT !ROSARIO RIPAISTNT OIFICIAL OIIICI Of EDUCATVI POSITION OR POLICY. AEROSPACE.ORIENIED UNITS C:) (\1 FOR USE IN C) pr\ HUMANITIES CLASSES Grades 707 C:) Ca uJ Compiled and Edited by Mrs. Jean Rademacher (Sr, Mary H. Williams Lincoln Aerospace Curriculum Development eroject Lincoln Public Schools lint.oln, Nebraska 1968.69 September, 1968 The material in this book was developed as part of the Lincoln Aerospace Curriculum Development Project, funded under Title III of the Elementary-Secondary Education Act of 1965. The units were produced during the sumer of 1968 by teachers in the secondary schools, in an eight-week workshop-seminar conducted by the Lincoln Public Schools in cooperation with the University of Nebraska. Professor Frank E.SohIncln, Chairman of the Department of Educational Services and Professor of Secondary Education, University of Nebraska, was the general chairman of the institute. He was assisted by Dr. Jean McGrew. Miss Evelyn Sedivy, Mr. Larry Barnes, and Mr. Jerry Beckman. Co.orating with the Lincoln Public Schools in this project designed to help bring the curriculum up-to-date are: The Catholic Diocese Schools, Lincoln, Nebraska Grand Island Public Schools, Grand Island, Nebraska Hastings Public Schools, Hastings, Nebraska Kearney Public Schools, Kearney, Nebraska Millard Public Schools, Millard, Nebraska WestsideCormunity Schools,Omaha, Nebraska John Prasch,Superintendent Lincoln Public Schools Jean M. Rademacher, Supervisor Aerospace Curr. Dev. Projtt The work presented or reported herein was performed pursuant to a Grant from the U. S. Office of Education, Department of Health, Education, and Welfare. However, the opinions expressed herein do not necessarily reflect the position or policy of the U. S. Office of Education, and no official endorsement by the U. S. Office of Education should be inferred. ii During the summer of )968, teachers from both junior and senior high schools worked on aerospace-oriented teaching materials for use in humanities classes. Dr, Jean McGrew, Principal, East High School, Lincoln, Nebraska, lind summer staff member at the University of Nebraska, served as the workshop coordinator. It is hoped that these aerospace- oriented materials will enrich the humanities programs et the secondary level and will increase the students' awareness of advances which are being made in air and space technology. The following teachers contributed to this book of aerospace-oriented units for humanities classes: Gerald Christensen, Lincoln Robert Hughes, Lincoln Lavonne Lorenzen, Omaha Gerald Roslawski, Omaha Mary Schmidt, Lincoln Gary Sup, Millard Dianne Williams, Lincoln Sarol Wiltse, Omaha 111 INTRODUCTION To see the earth as it truly is, small and blue and beautiful in that eternal silence where it floats, is to see ourselves as riders on the earth toothers, brothers on that bright loveliness in the eternal cold-brothers who know now they are truly brothers. Archlb'ld Mcleish wrote these words shortly after the flight of the Apollo 8. During the past quarter century advances in science and technology have led to increasing social and economic interdependence between nations and men. In addition to complex systems of communications and trans- portation, man has developed nuclear weapons which could result in total destruction. Thus, travelers on the spaceship called Earth are dependent on each other for their very survival. Education for the space age demands that man view the social and cultural aspects of his world as well as its physical and geographical features. This guide, for use in secondary English and social studies classes, provides suggestions which will help students develop a global frame of reference, a realization thet we are citizens of the world as well as citizens of the United States of America. The guide is divided into five sections, which trace the development of flight from mythological times to the present, and a sixth which explores the possibilities of future space exploration. Each section includes (1) an introduction, the significance and purpose of the content; (2) concepts, suggested ideas to be developed; (3) background information, points of irportance or interest which will help develop the concepts; and (4) activities, suggested work for the entire class, for small iv groups, or for individual assignments. Activities are listed for English and social studies classes, and occasionally, appropriate art or music is suggested. Resource materials are listed at the end of each section. A complete bibliography of resource materials is found at the back of the book. TABLE OF CONTENTS Wings inMythology 3 SN.culation and Experimentation . Balloons and Airships 17 Winged Flight Becomes a Reality.. 24 The Space Age 37 &nafits of Space Exploration 51 Resource Materials 62 vii 3 WINGS IN MYTHOLOGY I. Introduction Early history of man's attempts to fly is entwined with legend and religion. Records of man's desire to fly date back to the beginnings of recorded history. This fascination with the sky and the freedom it seemed to offer soaring birds, apparently free of the constraints of gravity, caused man to ascribe the power of flight to his gods. Primitive art and religion used wings as representations of super- natural power. To be able to fly was equated with the ability to conquer, to dominate, to be a god. Mon was challenged to improve himself, and longed to conquer the air. II. Concepts A. In mythology, wings symbolize possession of supernatural power. B. The wonder and intrigue of flight are reflected in the art, religion, and literature of cultures throughout the world. C. The ability to fly was a quality which early man ascribed only to gods and supernatural beings. He did not dare to conceive of mortals being able to fly until approximately 2000 B.C. D. Many words in the voce ulary of air and space travel today are related to characters and locations mentioned in the anciert myths. III. Background Information A. Greek mythology 1. Best-known nth about flying is the story of Daedalus and Icarus. Daedalus and his son, Icarus, were imprisoned in the labyrinth. Daedalus devised two pairs of wings by which they were to fly away to safety, but Icarus, ignoring his father's warnings, flew too near the sun. The wax which held the wings melted, and Icarus fell into the sea. 2. Phaeton, Son of Apollo, Is killed because of his wild desi:'e to drive the chariot of the sun across the sky. Phaeton had often watched his father, the Sun, driving across the sky. One day he asked if he might drive the chariot. Apollo, because of a foolish promise, cound not duly this request. Phaeton proudly mounted the car, and the horses' flying feet carried him wildly into the sky. The horses, realizing that their master was not in control, plunged head- long toward the earth and set the mountains on fire. 4 In order to save the world, Jove hurled a thunderbolt which killed Phaeton, shattered the chariot, and drove the wild horses into the sea. 3. Pegasus, the wonderful winged horse. Pegasus was "A winged steed, unwearying of flight, sweeping through air swift as a gale of wind." One day while he was drinking at the spring a handsome young man, Bellerophon, with the help of Athena, bridled the wonderful horse and became his master. Pegasus was not only a Joy, but a help in time of need. When Bellerophon became too ambitious and aspired to living with the gods, Pegasus refusedto try the flight to Mount Olympus. He threw Bellerophon and went to live with the steeds of Zeus. B. Roman mythology 1. Mercury wears winged sandals and a winged helmet. He appears more often in the tales of mythology than any other god. Zeus was his father and Maia, daughter of Atlas was his mother. A very popular statue has made Mercury one of the best known goes. He WAS shrewd and cunning, and as the messenger for Zeus, he "flew as fleet as thought to do his bidding." 2. Venus, the goddess of love and beauty was carried from place to place by a fleck of doves, or in a chariot ,!raven by swans. Many stories are told about Venus flying to the aid and assis- tance of lovers. She was supposed to bring beauty and love- liness wherever she went. However, Venus had another side. She could be treacherous and vindictive. Refer to the stories of Venus and Adonis, and Cupid and Psyche.