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A Republic of Drivers

Answer the following questions. 

Sommaire

A Republic of Drivers - Anticipation Worksheet 1
Ford and the Motor Industry - Pre-Reading WorksheetFord and the Motor Industry - Reading Worksheet
The U.S. Interstate Highway System - Pre-Viewing WorksheetThe U.S. Interstate Highway System - VideoThe U.S. Interstate Highway System - Video Worksheet
Revolution on Wheels - Pre-Viewing Worksheet 2Revolution on Wheels - VideoRevolution on Wheels - Video WorksheetRevolution on Wheels - Create-Your-Ad Worksheet
A Republic of Drivers - Recap

A Republic of Drivers - Anticipation Worksheet 1

Answer the following questions. 
1.How do you thinkcars have changed over time in the U.S.?
2.What do you thinkearly cars looked like?
3.What kinds of carsdo we see today?

Ford and the Motor Industry - Pre-Reading Worksheet

Predict Before Reading
1. Look at the title.
In pairs or small groups, share what you know about Ford (the company, the cars, anything!). Then, make a list of 5-8 words you expect to see in a text about Ford.
2. Read the first two sentences of the text.
a. What does the word “revolutionised” make you think of? Can you think of another word that means something similar?
b. Think of something in the world that was revolutionised by someone or by a company. Explain your example to the class.
c. What do you think this text will explain?

Ford and the Motor Industry - Reading Worksheet

1. Now, read the first part of the textand focus on key vocabulary in context.
a.In pairs, fill in the chart below (you can draw it in your notebook, fill it in online or download it). Use the context to guess the meaning of the words in the red boxes.
b.Confirm or correct your guessesby matching each definition to a target word.
  • A moving surface that carries objects through a factory
  • The structure of somethingbefore it’s finished
  • A system where each worker does only one part of the work
  • A change that makes something bigger
c.Underline or highlight all the numbers/figures in the paragraph.
  • What do the numbers tell you about the change in production?
  • What do you think “cut down the time” means? Why is that important?
  • Now, what do you think “mass production” means?
d. Connect: What things do we use every day that are probably mass produced?
2. Read the second part of the text.
a.Break down the word “lowered”. What word do you recognise insidelowered? So what do you think happens when something is lowered?
b.What was lowered first? What was lowered next? Who is this good for?
c. If prices go down, is it easier or harder to buy something? What word do we use when something is easier to buy (in the text)?
d.Look at the diagram below and complete the rest of the cycle by adding the effects mentioned in the text and thinking of logical consequences based on what you have understood.
3.“Draw the Impact”: Comic Strip.
Read the last paragraph.
In small groups draw a simple 3-4 panel comic showing how the car boom changed American life.
Include short sentences under each panel.
You may use the elements in the Toolbox below.
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Toolbox
Nouns:
car = automobile – vehicle
tourism
transportation
new homes
mobility
independence
Verbs:
travel
drive
visit = go sightseeing
shop = go shopping
Adjectives:
far ≠ close
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The U.S. Interstate Highway System - Pre-Viewing Worksheet

1. Discovering American Highways.
a. Before watching the video,look at the map below.
  • What do you notice?
  • Break down the word “interstate.” What two words can you recognize? So, what do you think “interstate”means?
  • Can you name two U.S. states that an interstate road might connect?
  • Do we have something similar in our country? What is it called?
b.Look at the elements in the yellow boxes on the left below. If you think they will appear in the video, put a ✔ in the green boxes on the right. If not, put a✗ if you think it will not appear. You can draw the table in your notebook, fill it in online or download it.

The U.S. Interstate Highway System - Video

Extract: [0:00 - 1:19]

The U.S. Interstate Highway System - Video Worksheet

1.Watch the video with sound offand check the guesses you made in 1.b. of the Pre-Viewing Worksheet.
2. Watch the video again but with sound on this time.
a.Which of your guesses were correct?
b.For each item you predicted correctly:
  • Write key words you heard related to it.
or
  • Describe the situation you understood (use simple words).
c.Focus on the number at the beginning. 
  • What does it tell youabout American life?
  • Why was it timefor “national action”?
d. Focus on the government's project. Jot down any of the following:
  • Numbers: ...
  • Dates: ...
  • Names: ...
  • Two things that are compared: ...
3. Synthesizing Key Ideas – Create a “Cause and Effect” Ladder.
In pairs, use your notes and memory from the listening task to fill in the "Effect" column on the right of the ladder below. You can copy it in your notebook, fill it in online or download it.
4. Highway Headlines.
In pairs, invent fun newspaper headlines from the 1950s announcing the new highway system.

Revolution on Wheels - Pre-Viewing Worksheet 2

1. Look at the two paintings belowand their captions.
Work in pairs. Discuss:
a.What do these two paintings have in common?
b.What story or eventdo you think connects them?
Painting 1. George Washington, First President of the United States
George Washington, Gilbert Stuart, c. 1821, in National Gallery of Art, Washington D.C.
George Washington was born in 1732 and he died in 1799. He was the leader of the American Revolutionary War (1775-1783) which resulted in the independence from the Kingdom of Great Britain. His role was instrumental in the foundation of the American democracy and the creation of the new country. 
Painting 2. Lieutenant-Colonel Robert Watson and 25th Regiment of Foot
Lieutenant-Colonel Robert Watson, Giuseppe Chiesa, date unknown, in National Army Museum, London. 
The color of the uniforms of British soldiers explains why they were nicknamed “redcoats.” Later, when the War of Independence started, American Patriots coined more negative nicknames such as “lobsters” or “bloody backs.”
2. Recap.
Based on the pictures and what you have just learnt:
a.What do you think this video will show?
b.Why do you think these historical figures appear in a car commercial?
c.What kind of tone will be used (serious, funny, patriotic, tragic)?

Revolution on Wheels - Video

Revolution on Wheels - Video Worksheet

1. First viewing.Watch and react.
Watch the video without taking notes.
a.What was the mood or feeling of the commercial?
b.What surprised you?
c.What part do you remember best?
2. Second viewing.Watch with a focus.
As you watch the video again, fill in the chart below. In the column on the left, note the elements you saw or heard and in the column on the right, imagine what each elementsuggests, symbolizes, or represents. You can draw the chart in your notebook, fill it in online or download it.
3. Discuss the message.
Talk in small groups:
a.Why do you think the ad represented soldiers, flags, and George Washington?
b.What is the company trying to say about America and cars?

Revolution on Wheels - Create-Your-Ad Worksheet

Your Turn to Create Your Own Ad! –A Modern Product Meets American History
In groups, create a short ad to promote a modern product using American historical icons.
1. Your mission.
a.Choose a modern product.
Examples: smartwatch – electric bike – video game – eco-bottle – sneakers – AI assistant – etc.
b.Choose a historical American icon and a symbol or event.
Examples: the Statue of Liberty – Mount Rushmore – the U.S. flag – the Moon Landing - the Hollywood Sign – etc.
c.Combine the two.
Imagine the historical figure or symbol is promoting your modern product. Ask yourself:
  • What value or idea connects the two?
  • Why would this person love this product?
  • What message do you want to send?
2. Create your ad.
a.Visuals. Draw or describe what we see: setting, characters, colors.
b.Slogan. Write a short, powerful line, like in a real ad.
c.Script. Add 1-2 short spoken lines for voiceover or characters.
d.Mood. Is it funny? Serious? Inspirational?

A Republic of Drivers - Recap

Fill in the Exit Ticket below. You can copy it in your notebook, fill it in online or download it.
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Toolbox
I learned that …
Something I can now explain is … / I can now explain that ...
One new word I remember is … / One word that sums up what we studied is ...
I didn’t (quite) understand ... before, but now I do.
I didn’t know that …
Now I wonder if/whether …
A question I still have is …
This lesson made me think about …
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