Intro to Time Travel

Rationale: For the second half of the unit we will be looking at the potential of time travel. Using a variety of media and continuing with the ideas of Flatland, we will examine life from past and present perspectives. Time travel is a popular idea in television, movies, and pop culture, so we will be using this this to excite students and challenge them to think about the ethics and responsibilities of traveling to the past or future. Students should then see the value of doing right in the present.

Essential Questions: What is time travel was possible? What would be the responsibilities of a time traveler?

1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
Listening and Speaking
1.2 Compare and contrast the ways in which media genres (e.g., televised news, news maga­zines, documentaries, online information) cover the same event.

Objectives: After examining a variety of media on time travel students will be about to value the intricacies of trans-dimensional voyage.

Assessment: Assessment will be informal and formative. Students will be prompted with a quick write regarding a bit of reading and then discussing in small and large groups. The teacher will be responsible for checking in with each group and assessing the discussion and participation informally. In the large group, students will be responsible to come up with a list of rules for a time traveler.

Materials: Where are all the time travelers? an essay by Simon Rich, videos clips from films and TV shows (Back to the Future, Star Trek, etc.)

Launch (20 min)
  • One student will volunteer to read the short essay by SImon Rich.
  • Following this, the students will do a journal writing responding to the argument using the previously used templates. Students may use personal experience and thoughts to respond.
Launch (20 min)
  • Teacher will pass out copies of Simon Rich essay and ask a student to read. Following this the class will journal writing using the response templates from "They Say, I Say"
  • Students will watch the videos provided by the teacher. Though it is not not necessary, they may take notes. This is to stimulate their thoughts and "experiences" time travel.
  • Students will take their place in "table seats" to have a small group discussion.
    • They will discuss the likelihood and possible outcomes of time travel, following the prompts of the teacher and taking the discussion where it naturally goes.
  • In the large group, one student will be the recorded as students thought out ideas for rules to govern time travel.
  • To excite the students and get them thinking more about the plausibility of time travel, the teacher will show clips of films and television programs relating to time travel. This should be compiled ahead of time, and could be uploaded to (10 min)
  • The teacher will have students take their seats in the usual table groups (seven groups of 5-6 each).
    • The teacher will provide discussion points for the students regarding what it would be like to travel into the past and future with the knowledge we presently have. (25 min)
      • Are their ethics for time travel?
      • How come we have not seen any time travelers yet?
      • What about paradoxes? (Can you travel to the past and interfere with your parents meeting?)
    • The teacher will manage by walking around and stay out of the way of student learning.
  • Following the small group discussions, the teacher will ask students to take their place in "circle seat" for a class discussion.
  • The teacher will moderate the students as they come up with a list of rules for a time traveler. The teacher should make sure to elect one student as note taker for the class. (35 minutes)
*Student will read and essay and do a quick write.
*Students will start in a small group discussion about time traveler after a video.
*Students will participate in a class discussion about "rules" for time travel.
*The teacher will provide and essay and opportunity to respond.
*Teacher will show video compilation to fuel student discussion.
*Teacher will moderate a large group discussion.