Clicking into Computer History

Teacher Page

A WebQuest for 6th Grade Computer Studies

Designed by

Carl Lund, Cheyenne-Eagle Butte Upper Elementary School
[email protected]

Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

Introduction

This lesson was developed to partially fulfill the requirement of BE 702: Teaching Computer Studies at Emporia State University.

This lesson is designed to serve as a research-based introduction to basic computer history for middle-level students.  It has been designed to be general enough to be easily modifiable for individual needs (at individual, group, class, and school levels).

Learners

This lesson was designed for sixth grade students in a once-weekly computer class at Cheyenne-Eagle Butte Upper Elementary School.  It could easily be modified to other middle-level grades.

Basic computer knowledge is assumed.  Basic Internet navigational abilities are assumed.  It is also assumed that the students will be able to use Power Point.  A different program (or a non-computer based presentation) could be used in place of this.  (Instruction in Microsoft Office occurs at both fifth and sixth grade at C-EB Upper Elementary.)

Curriculum Standards

Additional skills that this Web Quest will hopefully hone are working with others and research skills.

Process

1. You will work as cooperative groups for your Internet research.
2. Each group will be given one era of computer history to focus on: Group 1: 1945-56; Group 2: 1956-63; Group 3: 1964-71; Group 4: 1970s-early 1980s; Group 5: mid 1980s-present.
3. First, go to Computer History Timeline and examine this timeline of computer history.
4. Next, go to Computer Pioneers.
5. Choose one person from your era to read about. Follow his or her link and read the information with your partner.
6. You next will explore information about the era of computing your group was assigned. I have provided one link to information; use a search site such as Yahooligans to look for other sites, also.
7. All Groups: You should all go to Computer History and read about your era and the eras around it.
8. Group 1: Read about the first electronic computers (1945-1956). Here is a first generation computer page.
9. Group 2: Read about the second generation of computers (1956-1963). Here is a second generation computer page.
10. Group 3: Read about the third generation of computers (1964-1971) Here is a third generation computer page.
11. Group 4: Read about the fourth generation of computers (1971-present). Focus on computers from the 1970s to 1980s. Here is a fourth generation computer page.  (Ignore the late 1980s Atari ST computers!)
12. Group 5: Read about the fourth generation of computers (1971-present). Focus on computers from the 1980s to today. Here is a fourth generation computer page.  (Ignore the 1970s Apple II computers!)
13. All Groups: Explore this page for additional links.
14. Be sure to write down interesting and important facts, names, and years from the sites you have explored.
15. Also make sure you copy down the URL of the site you get your information from!
16. Go back to Computer History and read about the fifth generation of computers.  Explore other web sources about how computers will affect our future.
17. Using Power Point create a presentation detailing what you have learned.  Be sure to include the sections listed on your hand-out!
18. Present your presentations to the class.
19. Complete a worksheet on computers' history.
20. Evaluate your groups

Variations

This was designed to be a lab activity.  It could also be done in-class with groups sharing a computer for research.  (It would be easier in a self-contained or block setting where there is greater time available to get everyone around a computer, though!) 

Resources Needed

Evaluation

The evaluation rubric can be accessed on the student page.  This is designed as a basic introduction, so the process is as important as the final result.  

An easy additional modification to make--which could also add additional evaluation options--would be to include a vocabulary section.  I excluded one because our 6th graders are already bombarded by vocabulary from world history and science.  Certainly, information about transistors and integrated circuits (to cite two advances) could be easily included.

Conclusion

Santayana's statement about being condemned to repeat the past unless history is known is certainly appropriate here, as well.  For students to be technologically savvy global citizens, they need to be aware that technology is moving forward.  By learning about where it has come from, and where it is going, they will begin this life-long quest.

Credits & References

All credits and references can be found on the student page.