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Smigielski, AlanVisions of the Future: Technology and AmericanSociety.Smithsonian Institution, Washington, DC. Office ofElementary and Secondary Education.95

17p.Office of Elementary and Secondary Education,Smithsonian Institution, Washington, DC 20560.Collected Works Serials (022) Guides Classroom

Use Teaching Guides (For Teacher) (052)Art to Zoo, Teaching with the Power of Objects;Mar-Apr 1995

MF01/PC01 Plus Postage.Advertising; Art; *Art Education; CurriculumEnrichment; Curriculum Guides; *Futures (of Society);Intermediate Grades; Junior High Schools; *LanguageArts; Mass Media; Middle Schools; *Popular Culture;*Science and Society; Science Education; *SocialStudies; Technological Advancement; Technology;Technology Transfer; Visual Literacy; Writing(Composition)

Each of the four annual issues cf this publicationexplores a single topic through an interdisciplinary, multiculturalapproach. Science-based technologies and their impact on the lives ofeveryday citizens are the focus of this issue. Activities encouragestudents to think about the profound influence science-basedtechnologies had on U.S. society during the middle decades of the20th century. Each lesson identifies objective, needed materials,areas of subject integration, procedures for implementation andstudent worksheets. Lessons in this unit include: "The World ofTomorrow?"; "My World's Fair"; "A World Transformed"; and"Science-Based Materials in My Home." A take-home page is given inEnglish and Spanish. The issue concludes with a list of resources.

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TEACHING WITH THE POWER OF OBJECTSSmithsonian Institution

March/April 1995

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Inside

Lesson Plan

Take-HomePage in

English/Spanish

Subjects

Social Studies

Language Arts

Art

SciencePERMISSION TO REPRODUCE AND

DISSEMINATE-MIS MATERIALHAS-DEEN;GRNANTED BY

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Visions of the Future: Technology and American Society

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Publication of Art toZoo 15 inade possible

through the generoussupport of the Pacific

Mutual Foundation.

CONTENTS

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VISIONS OF THE FUTURE:Technology and American Society

Imagine a place where you'd have to wait months or yearsto see a TV show or movie that you missed. A place wherethere were only three TV programs on at a time. with nomusic channel. In this place you couldn't listen to yourfavorite music wherever you wanted. Instead, you'd have tolisten to your music at home. If you were in a car. you'dhave to listen to whatever happened to be on your car radio.

The music wouldn't s(iundsery good either. It would hescratchy and tinny soundingand sometimes would repeatwhen you didn't want it to.

To get a fast meal in thisplace. you'd have to go to a

restaurant. Any meal made at

home would take you at leastthirty minutes or more toprepare. Many things wouldtake longer here. To send a

message to a friend and get a

reply might take mer a week.If it were raining and youcouldn't go outside, the only

games you might have wouldbe card games or board

games. Would you want to

live in this place? A lot ofpeople you know have--thiswas the world of just a gener-

ation ago! What happened?

How did people's Iieschange so much? The answer.

in part, lies in understandinghow science has influenced

American society during thetwentieth century. Science-

based technolipes and theirimpact on the lies of es cryday. Americans are the toctp,

of this issue ot Art /0 /4w and

one ot the many fasonatinti

issues explored in Science in

American Lifr. a thought-pro-voking permanent exhibition

at the Smithsonian's NationalMuseum of AmericanHistory. Like the exhibition.we've tried to incorporateactivities that will encourageyour students to think aboutthe profound influence sci-

ence-based technologies had

on American society duringthe middle decades of the

twentieth century.

THE 'WORLD OF

TOMORROW"

Through economicdepression, total war, and

postwar prosperity. manyAmericans viewed science as

a positive force for changeand the promise of a brighterfuture. The public interest inscience was fueled in part by

the generally posithe por-trayal of science and scien-

tists in the natumal media.No individual better personi-fied the public view of sci-ence than Albert Einstein. the(fel-man-horn phy stcist (and

architect of the theory of rel-ativity s ho had immigrated

to the United States to escape

Nazi tyranny. Young people.especially boys, were encour-

aged to follow Einstein'sexample and pursue careers

in science. Parents whohoped to stimulate these

vocational interests eagerly

purchased crystal radio kitsand chemistry sets that were

hilled as "science toy s."

This popular fascinationwith science was exhibitedon a grand scale at the

World's Fair in New YorkCity between 1939 and 1940.Subtitled "The World ofTomorrow," the fair was held

at a time when the futureappeared particularly bleak

for many Americans. Whilethe worst of the GreatDepression appeared to he

over, the booming prosperityof the 1920s had notreturned. The vision of a

spectacular future made

possible by present science

and invention captivatedNmericans still wincing

from a decade of economiccle astation. It was a ision

'et

shared hy the fair's commer-cial exhibitorsleadingAmerican industrialcorporations hke GeneralMotors. Westinghouse. andGeneral Electric.

The thousands ofpeople w ho passed by thelair's futuristic try Ion andperisphere structures weredazzled hy a host ofscience-based technologies.'Ries mon was publicly

demonstrated on a grandscale. Astonished visitorswho appeared on the tinyglowing screens were award-ed cards acknowledging thatthey had been "televised."Every where, science-basedmaterials like nylon andplastics were touted as thematerials of the future thatwould vastly improve thelives of es er day Americans.Nowhere was the vision of abetter future through technol-ogy more evident than in themassive "Euturama" exhibit.Encompassing more than35,000 square feet. Euturamapresented a siew of the worldof 1960, complete withseven-lane express motor-s% ays. a Ii droelectric pow er

plant. an amusement park. amountain resort, a thrivingsteel tow n. and a ibrant cityss ith landing decks for heli-copters and "autogyros:.

As the fair began its finalrun in the summer of 1940,many Americans were think-ing less of a fanciful futureand more of the very perilouspresent. World War 11 haderupted in Europe the pre\

ous summer, and France hadcollapsed th,a very spring.leas mg only Great Britain to

resist Hitler's domination ofEurope. ironically. althoughit NA as tremendously popular

ss ith the public, the fairproved to he a financial

disappointment. Yet, it hadstirred somethine deep in theimagination of a generationof Americans the promiseot a world transformed byscience-based teclmology.

FROM TOTAL WAR

TO TOTAL LIVING

Technological v ision andAmerican society were unit-ed in the decades immediate-ly following World War 11.The United States emergedin the postwar era as the sin-gle strongest national econo-my in the world. Americanswho had weathered twodecades of depression andwar were eager to enjoy thenation's new-found prosperi-ty. Large industrial corpora-tions encouraged the growthof mass consumer marketsss ith advertising slogans suchas "After total war, coniestotal lis ing." To many.

Americans. "total lis ing"included adding a host oflabor-saving devices andnos st!, nthetic materials totheir everyday lives. Electncrefrigerators. stoves, andfreezers changed the wayAmericans dined, while tele-\ ision changed the w ay theyentertained. Plastics and

other sy nthetic materialswere often touted as being"better than nature" andsuitable material for couches,beds, clothing. and luggage.With these new materials anddevices came new patterns ofexistence. Many Americansmoved from the large metro-politan centers to planned"suburban" communities atthe peripher y. of the bigcities. By the late 1950s.science-based technologiesand materials offered tomany the prospect of acontinuous cycle of positivechange in American life.

The relation betweenscience-based technologiesand American societybecame more complex dur-ing the decade of the 1960s,Sweeping social changes thatrecast the role of minoritiesand women and a protractedmilitary involvement inVietnam led many Americansto question traditionalauthoritiesincluding thescientific. Books like RachelCarson's Silent Sprin,qencouraged expanded publicdiscussion of the impact ofscience-hased materials(such as DDT) on the largerenvironment. The increasingcoverage and technicalsophistication of the nationalmedia through the 1970s and19g0s enabled Americans toexperience science-basedtechnologies as they evolved.Dranuitic technological fail-ures such as the nuclear reac-tor shutdown at Three MileIsland, the reentry of Skylab.

4 Art to Zoo Isom% II l'uttirc I et. littoltig) nil titie, lt an Silk tei Mat( hit/lit/ /99i

and the Challeneer spaceshuttle explosion highlightedthe risks involved in smilescience-based technologies.However, people also saw thereal benefits of science-basedtechnologies in their dailylivesfrom the eradicationof the scourge of smallpox tothe tremendous progress incommunications that hasbeen made possible by satel-lites and personal computers.

Today, science-basedtechnologies are at the centerof public policy discussion.Earlier visions of a worldtransformed by science havebeen tempered by the veryreal changes in Americansociety. Developing tech-nologies (like genetic engi-neering) that were formerlyihe domain of experts arenow topics of everyday con-versation. While manyAmericans support the devel-opment of new science-basedtechnologies. they often dis-agree on the application ofthese technologies and theirprojected long-term impacts.

The progress of the twen-tieth century has demonstrat-ed that the -world of tomor-row" was not as fanciful yruncomplicated as the pro-moters of tne 1939 World'sFair envisioned. Predictingthe future is a difficult busi-ness at best. Yet. one thing iscertain as Americans incor-porate ever more science-based technologies into theirlives: There's sure to be alively discourse befitting ademocratic society.

LESSON P NStep 1

THE WORLD OF

TOMORROW?

ObjectivesI Evaluate past predictionsof the use of science-basedtechnolog les.

ldentif how somescience-based technologies

have been practically

applied.

MaterialsCopies of "The World of

Tomorrow?" w orksheets,

pages six and seven.

SubjectsSocial studies, language

arts. science

ProcedureI. Using the Introduction

as a guide. explain to yourstudents that science-based

technologies had a tremen-

dous influence on American

society in the middle decadesof the twentieth century.Mention that manyAmericans had a generallypositive attitude towardscience-based technologies

in the decades before the

1960s. ( Be sum to indicatethat socnial attitudes unvardscience-bawd te('hnologieshave changed over time,)

BEST COPY AVAILABLE

2. Show students the

photograph of the 1939

World's Fair on page eightand provide them with anoverview of the historicalcontext of the fair i.e.,

Great Depression, growth ofAmerican industrial corpora-tions, fascination ith sci-

ence in the popular imagina-tion). Tell your students that

the fair represented a cele-

bration of technology andthat there were many enthu-

siastic predictions made

about how the world wouldchange through the use of

science-based technologies.

3. Give each student

copies of "The World ofTomorrow?" worksheets.

Explain that they will belooking at two predictions ofhow science-based technolo-gies would be used afterWorld War II. Ask the stu-

dents to examine Worksheet

lA (shopping by helicopter)first. Have one student read

the text out loud. Ask thestudents to explain and

evaluate the prediction by

answering the questions on

the worksheet. Did the pre-

diction come true in part orin whole? Why or why not?IEncourage students to thinkof the difficulties involved inevervday helicopter trans-portation: i.e., (wed .filrspeciali:ed lamling pads.Int:anis of num. blades,difficulty of learning to INrepair costs, etc.)

6

4. Ask students to lookat Worksheet 1B (shopping

by television). Again, haveone student read the text

out loud. Ask the students

to explain and evaluate theprediction by answering thequestions on the worksheet.

Did the prediction come truein part or in whole? Whyor why not? (Encouragestudents to see the differencebetween tlus prediction andthe shopping channels theymay be familiar with. FOrexample, the prediction didnot anticipate credit cards orovernight air shipments.)

5. Finish the activity bytelling students that they

have learned some of the

difficulties of predicting howscience-based technologies

will affect people's lives.Reinforce that technologies

are not always implementedin the way that people thinkthey will be.

Art to Zoo Vision ot the I.utute: lechnoloo and Amenean Society Ah reit/April /vv,s 5

WORKSHEET 1AThe World of Tomorrow?

Glimpses into the trmader trorhl or 1,,,norroo.

"Put my groceries in that blue helicopter'

T!IF; nest clerk at the village market still

soon learn that AIN. Kimball's heli-copter is blue -and that AIN. Peters* is thebright red job. Almost all the shoppinghousewives nosy make use of the plane-parking lot across front the market.

It is interesting to think alanit this toss nAnyplat.e. I.. S. A. after the star. nd

helicopters aren't the half of it.

There'll be new kinds of stores. amazingnew proiluets Ott the shelves .. . and tww.more (*kat packages for thv products.

6 Art to Zoo 1',1011., ot the Future le,htualtnt and A,wtt.uu StMel %/Mt 111.1/,/ ti

Student questions

According to theadvertisement, howwere people going totravel in the future?

Do people travel tothe supermarket thisway today?

What parts of thisprediction have cometrue? What seems oddabout it to us today?

WORKSHEET 1BThe World of Tomorrow?

Glimp Ne.s into the womier world of tomorrow

ADVANCE INFORMATION

about post-war shoppingmos. JoNEs flicks a switeh on her irk.

ision set and tunes in tlw ShoppingTele-column of the Air. There she sees andhears tlw tla's best buys. after which -.hewill make lip her shopping list and go tomarketknowing xaetly %dna she wants.

Val.-fetched? Not a bit!

"romorrow'S housewives are going to him.an opportunitv to see I int .Inct% and pack.ages bv televisiim right in their ow n how.

.. in full coltir. too! Guided II% prtol'e..sitinal

-hoppers-- es. and television advertisersthey'll know just what to look for. Shopperswill be better informed and more discrim-inating than the% are toda%.

That's old% mu, of the many remarkableclumges to loiik for after the war. Becausescience is making ahmist incredible priigre..toward a tww av of li%ing.

stores will change. knit prisluets. knd

packages for greater ce appeal and prod-uct protection.

Student questions

According to theadvertisement, howwere people going to goshopping in the future'?

Do people shop thisway today?

What parts of thisprediction have cometrue? What seems oddabout it to us today'?

Att to Zoo hit ms ot the linute. Vet linolog and American Societ Man h/Aprd Piv5 7

LESSON P NStep 2

MY WORLD'S FAIR

ObjectivesMake predictions of the

future use of science-basedtechnologies.

Design a mock-up of aworld's fair.

MaterialsCopies of "My World's

Fair" worksheet. page nine.Paper and pens. pencils.

or markers.Chalkboard or large-

fortnat poster paper.

SubjectsArt, social studies,

language arts. science

Procedure1. Tell your students that

they'll now he predictinghow science-based technolo-gy might be used in thefuture. Ask them to recallwhy earlier visions of thefuture might seem odd to ustoday (answers will includeunrealistic expectations,inability to predict othertechnologies. etc.). Reinforcethat their own conceptsmight seem just as odd topeople in the future.

2. Give each student asheet of paper and a copyof the "My World's Fair"

orksheet. Tell students toimagine that they htwe beencharged to design a world'sfair like the New YorkWorld's Fair of 193o. As in193g. they are to highlightscience-hased technologiesthat they belie\ e w ill play alarge role in people'', es

in the next thirty years.

Encourage students to drawspecific buildings on their"fairgrounds" and to labeltheir "exhibits."

3. After the students havecompleted the "My World'sFair- worksheet, ask them tolist the science-based tech-nologies they chose on thesheet of paper. Have eachstudent show his/her visionof the future to the class.Assign one student to writethe technologies on thechalkboard or a larger pieceof paper. Conclude the activi-ty by having the class voteon which technologies theythink are most likely to influ-ence people's everyday liesin thv future. If possible. getthe class prediction publishedin the whool newspaper. or ifyou have desktop publishingcapabilities, make it the sub-ject of a class newsletter.

8 Art to Zoo Vi.wns ot the htture: lechnolog and Atnencan Souet!, ari IL/April IYV

An aerialview of thefairgroundsof the 1939

New York

World's Fair

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WORKSHEET 2My World's FairFeaturing the World in 30 YearsDesign your own vision of the "World of Tomorrow- using the fairground space below.

TicketBooth

ENTRANCE

Art to Zoo Visions ot the Future: Technology and American Society March/April /995 9

LESSON PLANStep 3

A WORLD TRANSFORMED

ObjectivesIdentify hos% ascience-

based material w as used inthe home atter World War

Baluate reasons sshvpeople w ere encouraged touse science-based materials.

Identify natural materialsthat were replaced byscience-based materials.

Observe how science-based materials are used inthe classroom today.

MaterialsI Copies Of "A NewMaterial" worksheet. page 11.Note: You may need toenlarge the page or use amagnifying glass to readall of the copy.

Subjects

Social studies, languagearts, science

Procedure1. Using the Introduction

as a guide explain to yourstudents that many of the sci-ence-based technologies andmaterials highlighted at the1939 New York World's Faircame into widespread use in

American homes during the1950s. Be sure to pros idestudents w ith a historicalbackground to the postwarperiod ii. 'lined States as thehealthiest world economyafter World War II. pent-updemand for consumergoods, etc. i. Mention thatAmericans sA ere encouragedthrough athertising to adoptscience-based materials toreplace natural materials thathad been used for centuries.

2. Tell your students thatthey st ill he looking at anadvertisement Imm the1950s for a new science-based material, a plastic thatthe B.F. Goodrich Companycalled "Korosear Ask stu-dents to think about whypeople might want to replacetraditional materials in theirhomes with science-basedmaterials.

3. Give each studentcopies of the Koroseal

advertisement and the -ANew Material- worksheet.Have the students read theadvertisement out loud (youmay choose to omit the lastparagraph on pricing andavailability t. After they haveread the advertisement.direct your students to thequestions on the "A New

Material- worksheet. Givethem a few minutes toanswer the questions on

their own.

4. Beizin a class discus-sion based on the worksheetquestions. Students may needencouragement in determin-ing what materials werereplaced by Korosealyoumay wish to prompt them byasking w hat natural materialsmight he used to make tiresand raincoats (rubber). brief-cases and luggage (leather).or tablecloths (cotton I. Somestudents may also (mnd itdifficult to identify science-based materials in the class-room. Encourage them tothink about objects such asdesks, book bags. clothing(especially outerwear), andwall hangings.

5. Conclude the activityby reinforcing that science-based technologies andmaterials significantlychanged the everyday livesof Americans during thepost-World War II period.Tell students that they IA ill

next see how science-based

technologies and materialshave changed the lives ofAmerican% over the pasttwenty years.

BEST COPY ANAILABLE

10 an to Zoo S 1.4on, III the 1 inure leilimiloir andAmerican So, teis AhirchAprit

1 1

WORKSHEET 3A New Material

Directions

Look at the 1950 Koroseal athertisement below and answ er the

following questions. Use the back of this page or a separate sheet ot

paper to write our answ ers.

Prom beds to flower bedsthe modern material is Koroseal

'

Ire. !: ci i 1

14 Chi: 'I '1 ,.1 11.. ,

II 1

1. I:

tatv to, IIt I.i !

.41. 1.1.

List three reasons IlKoroseal w as said to

be a good materialfor bedspreads and

draperies.

What natural materials!night he used in bed-spreads and draperies?

How do these materialscompare to Koroseal

List three reasons wKoroseal was said to he

a good material for agarden hose.

What natural materialsmight be used in agarden hose? How do

these materials compare

to Koroseal?

What were some otherobjects that N\ ere made

out of Koroseal?

Look around ourclassroomdo ollsee any science-basedmaterials'? What naturalmaterials might thehave replaced'?

1

BEST COPY AVAILABLEArt to Zoo visions ot the Hittite. 11:J01010g) and Amman SI It. lel!. ipt 7( Pik/ 11

LESSON P NStep 4

SCIENCE-BASED

MATERIALS IN MY HOME

ObjectivesIdentify seience-hased

materials that have come intowidespread use in the pasttwenty years.

Esti fume how science-

based technologies and mate-rials has e changed American

society oser the past twentyto thirty years.IN Identify natural materialsthat have been replaced byscience-based materials.

Materials1111 Copies of "Science in MyHome" Take-Home Page.page 13 tEnglish) and 14I Spanishi.

Subjects

II Social studies. languagearts, science

PROCEDURE

1. Tell your students that

science-based materials andteLhnologies continue tochange American society. lksure to point out that thischange has been just as profound oser the last twenty tothirty years js it was durtngthe decade after World War11. To begm this lesson, y oumay w kh to read the initial

paragraphs of the introduc-tion aloud to the class. Seewhether your students

fiumhar science-based technologies that werenot present in this -imaginary world."

2. Gis e each student at.opy of the "Scienee in MyHome" Take-Home Page,Fell your students that this isa take-home actis ity in sl hichthey'll be looking about theirown homes for es tdence ofscience-based materials andtechnoloities that base comeinto widespread use over thepast twenty to thirty years.Suggest that the students aska parent or other adult theyknow to help them with theactivity. Make sure your stu-dents understand that objectsthat they may not immediate-ly think of (such as sneakerswith velcro straps or fluores-cent colored clothing) aremade of science-based mate-rials that were not generallyavailable twenty or thirtyyears ago.

3. After the students havecompleted the Take-HomePage. assign one student todraw a chart on the chalk-board w ith the following cat-egories: OMecttlaterial it IAmade of, Natural material

teplacetl. Ask each student toshare with the class some ofthe objects that hoishe toundat home. Reinforce that these

hjects tnust he products ofseience-hased technologiesand materials introduced intive twcnt it thin:

N ears. Have one studentcompile a list ot the objectsand materials found, usingthe chart on the chalkboard.Ask the students to considerthe natural materials thatmight base been replacedwith science-based materialsEncourage students toconsider that in some cases,there may be no equivalentnatural material.

4. Finish the lesson byasking your students to sum-

(in a discussion) howthey think science-basedtechnologies and materialshave affected people's livessince their parents or otheradults they know were theirage. Students' initial answerswill probably focus On thepresence of consumer prod-ucts such as VCRs. CD play-ers. or computers t which

were likely mentioned in theclass review of the Take-Home Page). Encourage yourstudents to think of the socialeffects (changes in th :. waypeople communicate andinteract, changes in jobs.etc.) of these scienee-hased

technologies and materials.Ask them whether they thinkthese changes were generallypositive, negative, or mixed.Conclude by w.king studentsto think how their own every-day lives may be changed byluture science-based materi-als and technologies.

17 Art to Zoo I Unlit' leklit1010g .111d Aiin in Sks10 thilo it! 1pm 199i

1'1

BEST COPY AVAILABLE

TAKE-HOME PAGEScience in My Home

To the teacher

Duplicate thk pagetOr students.

Ilse v, tin Ley,on PlanStep 4.

Publication of .1,1 to too ismade possible through thegenerous support of thePacific Mutual Foundation.

Technology continues to change Our Ii e. in countless ways. For example. many of the objects and materials

you have in your home did not exist when your parents were growing up. Ask them to help you look around

your home to find some things that they did not have when they were your age.

Material it is made of

Art to Zoo Visions ot the Future: Teehnolo and Amman Society March/April No 13

TRABAJO PARA HAGEREN FAMILIACiencia en Mi Casa

Al Prof esor

Copie esta pagina paralos alumnos.III Use la con el cuarto past)del plan de la leccitin.

Esta publicactOn ha sidoposible gracias at aportegeneroso de la PacificMutual Foundation.

La ciencia continua camhiando nuestras vidas en muchas maneras. Por ejemplo. muchos de los ohjetos y

materiales que hay en su casa no existian cuando sus padres eran nitios. Male a sus padres clue le ayuden en

su casa a identiticu y encontrar ale.unas cosas que ellos no tenian cuando ellos eran de su edad.

Qué Material Está Hecho

RESOURCES

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