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Nearby History Resource Unit

Four Important Forefathers Of Dayton

Circa 1890 – 1930

Charles Franklin Kettering John Henry Patterson Orville and Wilbur Wright

Roy Pyle ED 770 Nearby History June/July 2002 Introduction

As citizens of the Miami Valley it is important for students to understand the contributions of several individuals who lived and worked in the Dayton area between the years 1890 – 1930. I have chosen Charles Kettering, John Henry

Patterson, and the Wright Brothers. The information referred to in this unit will be made available to students. It will be covered during and outside of our music class time. Fourth grade students of Murlin Heights Elementary School in cooperation with their music teacher will write a musical play. The play will be based on the biographies of those mentioned above. The students and teacher will review the biographical information and discuss the highlights that can be incorporated into the play. The lyrics of the songs and dialogue between the songs will be developed to reflect these men and their contributions. The teacher will demonstrate the writing of the music during class. The students will participate in the process. Students will play Orff instruments as a part of the accompaniment. Characters will be assigned. The students will rehearse the choir, solo, and speaking roles. The play will last approximately thirty minutes.

It will be performed for the student body during the school day and for their parents during the evening. This will be a ten-week unit of instruction. I see students twice a week for a half hour at a time. Concepts

Ohio Business Model Maps

Miami Valley Industry Key/Scale

Population Manufacturing Electric Starter

Powered Flight Factory Charles F. Kettering

Orville & Wilbur Wright Businessman Electric Cash Register

Kitty Hawk John Henry Patterson 1913 Flood

Glider Receipt Incentives

Wind Tunnel NCR Dayton Art Institute

Bicycle Cash Register Freon

Dayton Tattler Brochure Delco

Aviation Management Tempo

Huffman Prairie Commission/manager Style form of government Dec. 17, 1903 Rhythm Sugar Camp Printing Shop Form Philanthropist Dayton Harmony Patterson Coop Computer Melody

Historical Figure Content

Dayton, Ohio is a city where many significant historical figures lived and worked during the early part of the twentieth century. They were instrumental in helping to generate what would become the world changing technologies of their time. Our students need many opportunities to become familiar with why Ohio became a major player in the world market. The answers can be found through researching the wealth of history found in the many archives around the Miami Valley.

The Arts play an important role in educating our youth. This is why many communities support the Arts in public schools. Learning about history through the Arts has reminded all of us that learning can be more fun and memorable when it is approached in a creative way.

Integration is not a new idea in education. It is easier for us to live in our own little “black box” than to coordinate with others. However, once organized into a useable unit, this information can be refined and used from year to year by each new group of fourth grade students.

That is the purpose and direction of this unit of instruction. Objectives

The students will be able to accomplish the following:

1. State when the Wright Brothers made their first successful powered flight in Kitty Hawk, South Carolina.

2. Identify what the letters NCR represent.

3. Associate the Wright brothers with powered flight.

4. Recall the major contributions made by each entity studied in this unit.

5. Discuss the significance of the contributions made by each entity studied in this unit.

6. Examine the business practices established by John Henry Patterson.

7. Locate on a map the Miami Valley and Dayton.

8. Locate on a map the print shop operated by the Wright Brothers.

9. Discuss the purpose of the wind tunnel used by the Wright Brothers.

10. Find Ohio on a map of the United States.

11. Relate Charles Franklin Kettering to the automobile industry.

12. Associate the Wright Brothers with the Dayton Tattler.

13. Recall examples of Patterson’s contributions to the beautification of Dayton.

14. Justify why someone would have wanted to work for Patterson in Dayton around the year 1900.

15. Sing songs from memory created during class for the purpose of relating our unit of study to an audience.

16. Produce music in cooperation with the teacher that will relate our unit of study to an audience.

17. Examine the notational devices of rhythm, melody, harmony, form, style, and tempo. 18. Site examples of Kettering and Patterson’s as philanthropy. 19. Locate Huffman Prairie on a map.

20. Examine Patterson’s refined marketing technique.

21. Compare and contrast the work of other contemporaries with the Wright Brothers in the development of flight.

22. Explain how Patterson helped foster the emergence of women’s rights. Activities

Week One During this first week of activities, the students will be given printed summaries of factual information derived from the teacher’s extensive research on the Wright Brothers, John Henry Patterson, and Charles F. Kettering. The students will do this reading outside of class time. The teacher will read short excerpts from the sources from which these summaries were written to generate further interest. The teacher will demonstrate how information can be used to design a lyric and set it to a simple melody with accompaniment. The assignment will be made for students to be prepared to discuss what we shall use in our musical play’s dialogue and songs to best portray the entities being studied. Emphasis on informing our audience and being entertaining will be stressed. Regular classroom teachers will use some of their time with students to show portions of the videos described in the media references. They will lead discussions of the information given in the printed summaries alluded to above. The regular classroom teacher will also suggest computer time to be used to continue doing research on the subjects we are collectively studying. Week Two During the second week of activities, the students will compare a map of the Dayton area today with one of a century ago. The teacher will point out the location of where each entity being studied lived and worked in the Dayton area. We will continue to generate song material that relates to the lives of Kettering, Patterson, & the Wright Brothers. Students will be guided through an overview of the musical play. It will consist of approximately twelve minutes of music and eighteen minutes of spoken narrative. Week Three During the third week of activities we will have our first test on information we have been using in creating our musical play. The test will cover music reading and writing knowledge and knowledge of the characters lives we used in our lyrics. We will continue to write our music with appropriate lyrics. We will take information we chose not to use in the song lyrics to develop the speaking roles for the characters in the play. The setting of the play will be a schoolroom where children are having a rehearsal for the annual “Important Forefathers of Dayton Review”. They will be asked to share the information they have learned through their research with others in their learning groups. As this information is shared aloud it will serve as a narrative to connect our song material we’ve written. Character roles will be discussed and assigned this week and next. Every child will have a turn at the microphone to deliver a short narrative about one of our famous forefathers. Week Four During the fourth week of activities we will rehearse all the music we’ve collectively written thus far. We will analyze it’s rhythm, melody, harmony, form, tempo, and style. We will continue to write music that incorporates forms and styles not yet used. The teacher will compose and assign harmonies to be used as accompaniments. These accompaniments will be played on percussion and wind instruments such as xylophones, cymbals, tambourines, drums, kazoos, and handbells. The teacher will have already designed and recorded the basic soundtrack with synthesizer outside of class time. Week Five through Eight During the next four weeks of activities we will put all instrumental accompaniments together with the synthesized soundtrack. Singing of the songs we have created will now be accompanied by our full orchestration. The play will now be ordered into a seamless half hour presentation. Each one of the four classrooms of students will be responsible for a short portion of the narration of information. Before and after each song a small group from each class will deliver their presentation. We will develop a multi-layered timeline that will be used on stage to compare and contrast the lives of the forefathers of Dayton. The development of this timeline will be used as an in class activity that will help me assess their knowledge as we discuss what entries go onto the time line. Week Nine This will be the week of final rehearsals and performance. This will be the first time that all four classes of students have met together. They will hear the other groups narratives and instrumental accompaniments. They will experience a stronger singing group as they all join forces to perform the music they’ve helped create.

Week Ten  There will again be a formal assessment of student knowledge gained through the rehearsal of the musical play. This assessment will be developed from the musical information used to write the music and the printed information about Kettering, Patterson, and the Wright Brothers. The teacher will evaluate for growth of student comprehension and retention of information.

 Give also an instructional evaluation for students to comment on how they perceive their own learning. These should have no names attached and should be used in part to help continue editing the design of instruction for future presentation. Assessment Unit Test (given pre & post – week three and week ten) Local History/Music

1. Name the historical figures we are studying. (John Henry Patterson, Wright Brothers, Charles Franklin Kettering)

2. What important contributions can you describe for those named within question number one? (Answers need not be limited to the information given to students in print by the teacher. However, it does need to be of significant substance and must be verified.)

3. Where did each of the historical figures live. (Students will be supplied a map and be able to label the area in which each was known to live.)

4. In your own words, detail a story of each of the historical figures for something they did in their own childhood when they were about your age. (This information will have come from the stories read directly to them from the week before.)

5. List the six elements of music that must be considered when writing a song. (These are elements they have studied before beginning this unit. This question serves as a review. The answer should list the following: rhythm, melody, harmony, form, tempo, and style.)

6. When was the first successful attempt of manned powered flight? a. December 17, 1903 b. December 7, 1941 c. November 25, 1899 d. April 1, 1910

7. Where did this first successful attempt of powered flight take place? a. Kitty Hawk, N.C. b. Washington D.C. c. Dayton, Ohio d. Vandalia, Ohio 8. Where did they do their continued experiments with flight in the Dayton area in 1904 & 1905? (Huffman Prairie)

9. What is the name of the major corporation that John H. Patterson developed into a model business? (National Cash Register – NCR)

10. Charles Franklin Kettering could best be described as: a. an Inventor b. a businessman c. a pilot d. a janitor

11. What ailment did Kettering suffer from? a. poor eyesight b. sore feet c. stomachaches d. skin rashes

12. What working relationship did Kettering have with Patterson? (Kettering worked for Patterson from 1904 – 1909)

13. Why did Patterson close down the operation of his business temporarily in 1913? a. flood b. illness c. marriage d. death

Instructional Evaluation Students

Please comment on how you were able to learn music and history at the same time. What advantages and disadvantages do you see in this type of music class instruction?

Instructional Evaluation Teacher

Comment on the following:

Did the students seem to enjoy the design of the class instruction?

Did the students benefit from this integrated approach to learning?

What would you change in the way you presented the mix of material?

Was the time frame adequate?

How would you try to improve the working relationship with the regular classroom teacher in this type of project? Please consider their input in your evaluation. Teacher References

Books:

This book details Kettering’s life and contains details of his life in circumstances that make colorful character reading. It starts with the earliest parts of his young life and covers the breadth of his adult working and social life. It contains a grouping of applicable black and white photographs in the center of the book.

Professional Amateur The Biography of Charles Franklin Kettering 242 pages By: T.A. Boyd Publisher E.P. Dutton & CO., Inc. 1957

This book details Kettering’s life and contains quotations from Kettering’s everyday dealings. It helps to bring to life the way Kettering thought and conducted his life. He was always thinking of the future and the best plan he could design in order to make the future worth living within. It contains black and white photographs of people and places that help breathe life into the reading.

From Wheel To Wing - A Guide to Teaching the Invention of Flight Developed in partnership by Dayton Daily News and the Dayton Aviation Heritage National Historical Park

Celebrating The Future - This is a collection of four paperbacks. Each details a distinct era in the continuous growth strategy of NCR starting in 1884 through a look into the future. Each contains a chronicle of important milestones in the company’s history. It has a good balance of pictures and information. copyright 1984 NCR Corporation

Nearby History Three Binder – A Summer Institute for Educators

Student References

 Teacher generated biographical information gleaned and summarized from research done on Orville and Wilbur Wright, Charles Franklin Kettering, and John Henry Patterson.

 Book “Where The Rivers Meet” A Children’s History of Dayton by: Virginia and Bruce Ronald and the Miami Valley Historical Society This book was written for fourth graders as a part of the Bicentennial; 1996. This is a very good book for students studying our nearby history.

 Maps of Dayton – circa 1900 and 2000 These would be found in the basement map room of the Dayton Montgomery County Public Library.

 Printed music created in collaboration with the teacher during class.

 Printed dialogue to be used in the play created in collaboration with the teacher during class.

 Foldable Brochure entitled “JHP”- produced by the Montgomery County Historical Society and available at the Patterson Homestead John Henry Patterson’s life in summary with pictures

 Foldable Brochure – “The Patterson Homestead” It summarizes the Patterson Family History from 1804 through the present. It also gives information on the current operation of the homestead. Available from Patterson Homestead

 Audio recording “Kettering (Charles F.) Foundation - Boss Kett” Excerpts of “Running Errands for Ideas” It includes four pages in print summarizing his life’s work with pictures and famous quotes. Available through the Dayton Montgomery Public Library

 Book - “Through Flood, Through Fire” Personal stories from survivors of the Dayton flood of 1913; by: Curt Dalton; contains many black and white photographs from the NCR collection of the flood damage; copyright 2001; available through Dayton Montgomery County Library Media References

 Videocassettes :

Inventions That Changed Our Lives Communications & Transportation BBC Worldwide Entertainment (1998) 27 minutes

This video contains a short segment on The Wright Brothers. It demonstrates the before and after events of the invention of flight and how the Wright’s contribution fits into the progress of mankind through inventions.

This animated video is ideal for young students. Charlie Brown and friends are present at Kitty Hawk for the day of the first flight that is recognized in history. Factual and timely information is conveyed in the true Charlie Brown fashion. This is one in a series of videos that deal in significant factual portrayals with the Charlie Brown gang.

The Wright Brothers Controversy History’s Mysteries A&E Television Network 50 minute VHS Documentary The History Channel 2000

This presentation is filled with original photographs of the Wright Brothers and others who were instrumental in the history of flight. Comparisons with other pioneers in flight in a chronological format make up this historical review. Many interviews with historians help to add to the quality of the information presented.

 Fieldtrips Arranged trips to the following locations for guided tours and instruction by knowledgeable docents: Huffman Prairie; Wright Cycle Shop; Moraine Farm; Hawthorn Hill; Patterson Homestead; Sugar Camp; Carillon Park

 Game

Jeopardy In this game the students are orally given information. They students are then asked to which of our subjects that information is attributed. Students can be divided into teams. Points can be assigned and a winner proclaimed at the end of the session.

 Reproducible Activities:

Fact Sheets Students are given a specific bit of information such as “Huffman Prairie” and asked to research that information from at least three sources. Students can use a team approach to share in the accumulation of research information. They are to answer the questions of who, what, when, where, and why in relation to the inquiry. These can be done within a word processing format and shared among the class.

Study Cards These can be used to study for the Jeopardy game. The teacher will use them to conduct the game as listed above.

 CD-ROM:

Road Adventures USA: School Edition. (1999) Learning Company

A simulated road trip with live action video, animation, documents and maps test student’s skills in math, reading comprehension, critical thinking, geography, and map reading.

 Three Tiered Timeline Developed in cooperation with their teacher in the classroom, this a-v tool will help us plot significant events in the lives of our subjects. The three tiered design will help students more easily see how situations evolved with cooperation in the community.

 Dry Erase Board

This visual tool has been used in the classroom for many years. I find it invaluable for sharing information in a creative and timely fashion.  Overhead Projector

Many of the reproducible activities will be made into transparencies. Students will be guided through information presented in a more organized fashion. Many times I write the music as we create our song material so I can demonstrate the use of written language in real time directly on the transparency. There are now CD ROM computer programs that can be plugged into more advanced projectors to actually show the music in print as it is played on a keyboard workstation.

 Maps of Dayton circa 1900 and 2000 Available from the “Map Room” in the basement of the downtown location of the Dayton Montgomery County Public Library  Useful URL’s

Wright state University Special Collections and Archives http://www.libraries.wright.edu/special/

Montgomery County Historical Society http://www.daytonhistory.org/

http://Outerbanks-NC.com/wrightbrothers

http://www.fi.edu/flights

http://nps.gov/daav/