UAV.(Drones) UNIT PLAN Compelling To what extent have Unmanned Aerial Vehicles (UAVs) been used to benefit humanity? Question C3 Historical Thinking Standards – D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences. C3 Historical Thinking Standards – D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. Standards C3 Historical Thinking Standards – D2.His.2.9-12. and Analyze change and continuity in historical eras. Practices C3 Historical Thinking Standards – D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. Common Core Content Standards – CCSS.ELA-LITERACY.WHST.9-10.1.B Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner, that anticipates the audience's knowledge level and concerns. Staging the What are UAVs and how have they been used throughout history? Question Supporting Supporting Supporting Supporting Question 1 Question 2 Question 3 Question 4 What is a UAV (and What are the historical How have UAVs been used How might UAVs be used UAS) and what are its origins of UAV-related in military and non- in military and non- component technologies? military applications military applications in the technologies? throughout history? near and distant future? Formative Formative Formative Formative Performance Task Performance Task Performance Task Performance Task Design an ad for a Create a “family tree” for Develop a timeline Create a mock company or modern UAV and label a modern UAV (UAS). showing specific UAVs non-profit organization its component Trace the roots of its from throughout history. that uses UAVs to technologies. related technologies. accomplish its mission. Detail your mission and illustrate exactly how you will use the technology to accomplish it. Featured Sources Featured Sources Featured Sources Featured Sources 1A. FAA. "Fact Sheet – 2A. Chevedden, Paul E. 3A. Keane, John F., and 4A. Ackerman, Evan. Unmanned Aircraft "The Hybrid Trebuchet: Stephen S. Carr. "A Brief "Swarms of Disposable Systems (UAS)." The Halfway Step to the History of Early Unmanned Drones Will Make Critical September 19, 2014. Counterweight Aircraft." Johns Hopkins Deliveries and Then Accessed March 25, Trebuchet." On the Social APL Technical Digest 32, Vanish." IEEE Spectrum: 2017. Origins of Medieval no. 3 (2013): 558-571. Technology, Engineering, https://www.faa.gov/n Institutions (1998): 179- https://pdfs.semanticschol and Science News. ews/fact_sheets/news_ 222. ar.org/ed38/531575cf6fce February 01, 2017. story.cfm?newsId=1829 272fd3d88ebe06f9775b02 2B. Darack, Ed. "A Brief Accessed March 25, 2017. 7. 1f.pdf. History of Unmanned http://spectrum.ieee.org/ automaton/robotics/drone 1B. Brock, David C. Aircraft." Air & Space 3B. Rogers, J. David, PhD. s/otherlab-apsara-aerial- "How William Magazine. May 17, 2011. "Japanese Vengeance delivery-system. Shockley’s Robot Dream Accessed March 25, 2017. Balloon Bombs of World Helped Launch Silicon http://www.airspacemag. War II." Accessed May 06, 4B. Terwilliger, Brent, Valley." IEEE Spectrum: com/photos/a-brief- 2017. Dennis Vincenzi, and David Technology, history-of-unmanned- http://web.mst.edu/~roge Ison. "Unmanned Aerial Engineering, and aircraft-174072843/. rsda/forensic_geology/Jap Systems: Collaborative Science News. 2C. Keane, John F., and enese%20vengenance%20 Innovation to Support bombs%20new.htm. November 29, 2013. Stephen S. Carr. "A Brief Emergency Accessed July 23, 2017. History of Early 3C. Terwilliger, Brent, Response." Journal of http://spectrum.ieee.or Unmanned Dennis Vincenzi, and David Unmanned Vehicle g/at- Aircraft." Johns Hopkins Ison. "Unmanned Aerial Systems 3, no. 2 (February work/innovation/how- APL Technical Digest 32, Systems: Collaborative 2015): 31-34. Accessed william-shockleys- no. 3 (2013): 558-571. Innovation to Support May 7, 2017. robot-dream-helped- https://pdfs.semanticsch Emergency doi:10.1139/juvs-2015- launch-silicon-valley olar.org/ed38/531575cf6f Response." Journal of 0004. 1C. Mineses, Eric Larson ce272fd3d88ebe06f9775 Unmanned Vehicle 4C. Campana, Stefano. & Christopher. "Not All b021f.pdf. Systems 3, no. 2 (February "Drones in Archaeology. Drones Are Created 2D. Winter, Frank 2015): 31-34. Accessed State-of-the-art and Equal." Mashable. H. Prelude to the Space May 7, 2017. Future November 21, 2014. Age: The Rocket Societies, doi:10.1139/juvs-2015- Perspectives." Archaeologi Accessed May 14, 2017. 1924-1940. Washington 0004. cal Prospection, 2017. http://mashable.com/2 D.C.: Smithsonian 3D. Blom, John Accessed May 13, 2017. 014/11/21/drone- Institution Pr. in Komm., David. Unmanned Aerial doi:10.1002/arp.1569. infographic/?utm_cid= 1984. Accessed April 6, Vehicles: A Historical 4D. Morrison, Alan. "A mash-com-pin- 2017. Perspective. Fort Look at Drones as a Data link&crlt.pid=camp.d1U https://archive.org/detail Leavenworth, KS: Combat Service (infographic)." XkSAQun65#zD7Ic8cMF s/preludetospaceag00win Studies Institute Press, Next in Tech. February 06, kqG. t. 2010. 2017. Accessed May 14, 1D. Perlman, Alan. 2E. Naughton, Russell. 3D. "Research Guides: 2017. "Infographic: How Do http://usblogs.pwc.com/e Drones Work?" UAV "RPAV: Remote Piloted Government Resources: merging-technology/a- Coach. September 14, Aerial Vehicles." Hargrave Defense, Military, and look-at-drones-as-a-data- 2016. Accessed July 22, -- Aviation and Security: Drones service-infographic/. 2017. Aeromodelling: (Military)." University https://uavcoach.com/i Interdependent Libraries -- University of nfographic-drones- Evolutions and Histories. Louisville. Accessed May work/ August 3, 2007. Accessed 14, 2017. July 22, 2017. http://library.louisville.edu/ http://www.ctie.monash. ekstrom/gov_defense/dron edu.au/hargrave/rpav_ra esmil dioplane.html 3F: Drones from the Civil 2F. O'Malley, Dave. "The war to Today (04:43min) Mother of All Drones." Vintage Wings of Canada. 2013. Accessed July 22, 2017. http://www.vintagewings .ca/VintageNews/Stories/ tabid/116/articleType/Art icleView/articleId/484/Th e-Mother-of-All- Drones.aspx Write a thesis essay that directly addresses the compelling question using specific Summative Argument claims and relevant evidence from historical sources to support your claims while Performance acknowledging competing views. Task Extension Debate whether UAVs have been primarily a benefit or a detriment to humanity. UNDERSTAND: Research one future use of UAVs being developed currently. Taking ASSESS: To what extent will this future application of UAVs benefit humanity. Informed Action ACTION: Based on your assessment of its future impact on humanity, develop a marketing campaign to either promote or oppose this intended application of UAVs. TO THE TEACHER All REACH Instructional Units are intended to be “classroomE ready.” Each unit begins with a Unit Plan in the form of a C3 Inquiry Design Model. The Unit Plan includes learning objectives, content standards, formative and summative tasks, links to primary and secondary resources, and a warm-up activity. Units are organized around a Compelling Question designed to inspire curiosity and promote discussion among students. To that end, we have also included a brief student introduction to the topic entitled, Staging the Question. Once students have been introduced to the topic, any number of Formative Performance Tasks may be completed using the included Document Excerpts (teachers may elect instead to utilize full-text documents linked within the Featured Sources section). Document Excerpts are print- ready in single-sheet format and keyed to the citations in the Featured Sources section of the Unit Plan. Teachers should select the Formative Performance Tasks and accompanying Sources that best suit their own instructional needs – content requirements, performance goals, student readiness, and time constraints. Upon the completion of each unit, students should be adequately prepared to complete the Summative Performance Task and Taking Informed Action sections of the Unit Plan. To further assist the teacher, we have included a more thorough Background Information section. This document is intended to serve as professional reading prior to implementing the unit. Teachers may also wish to read the full-length primary and secondary sources from which the shorter excerpts were taken. In this unit, we have also included a Glossary of Terms. It is located at the end of the Inquiry Unit. STAGING THE QUESTION Semi-autonomous and autonomous aerial vehicles or UAVs (Unmanned Aerial Vehicles) are part of a very long history that is directly connected to the histories of piloted flight, ballistics, and information processing. Early progress in UAV research was certainly toward military use, but more recently, the technologies were adapted to civilian and commercial activities, as well as to humanitarian and research programs. Beginning in antiquity, people experimented with a variety of aerial machines, including mechanical wings to allow a person to glide through the air, flying automata driven by compressed air or springs, vertical lift machines such as helicopters, lighter-than-air craft such as hot air balloons, and manned airplanes. They also engineered catapults of varying types