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<font class="bodyheadlg">Classroom Activities</font><br />
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<font class="bodyhead">Using the Telegraph and Internet</font><br />
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<ol>
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<li><font class="bodycopy">Discuss with students how the Internet is being used in our society. Have students work in small groups of four to come up with examples of ways in which people use the Internet. Allow students to share their examples and record them.</font><br /><br /></li>
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<li><font class="bodycopy">Review the recorded list and categorize the areas in which the Internet is used, e.g., public health, education, shopping, information, publishing, etc.</font><br /><br /></li>
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<li><font class="bodycopy">Introduce the telegraph as an historic long-distance communication device like the Internet, which was used in various areas from the mid-nineteenth century until sometime in the twentieth century. (Optional: share with students the following quotes from the exhibition.)</font><br /><br />
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<font class="bodyquote">"Much useless talk has been indulged among many operators . . . The operator who is found talking about the weather, Broadway amusements, or like frivolous concerns, over the Line, will have early notice that his services can be dispensed with."</font><br />
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<font class="bodycopy">(Circular to the Operators of the New York and Boston Magnetic Telegraph Association, 1848)</font><br /><br />
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<font class="bodyquote">"I conjured up . . . a vision of telegraphs . . . the whole land . . . covered by a perfect web of them . . . I saw our science, and philosophy, and arts, and religion, passing into the barbarous countries with the speed of lightning. The thrones of all tyrants tumbled down."</font><br />
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<font class="bodycopy">(Anonymous, The Ladies Repository, 1848)</font>
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<br /><br /></li>
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<li><font class="bodycopy">Have each small group make a list of predictions about how and where the telegraph was used in early 20th century.</font><br /><br /></li>
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<li><font class="bodycopy">Allow each group to access a computer and explore the online exhibition, <a href="http://www.nlm.nih.gov/onceandfutureweb/home.html"><em>The Once and Future Web</em></a>, in order to compare their predictions to what they discover.</font><br /><br /></li>
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<li><font class="bodycopy">Have each group share their predictions and their findings.</font><br /><br /></li>
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<a class="nav" href="../onlineactivities/oncenfuture_nlm.html">The Once and Future NLM</a><br />
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<a class="nav" href="../onlineactivities/view_parallels.html">View the Parallels</a></p>
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<p class="nav"><strong>Classroom Activities</strong><br />
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<a class="nav" href="comparing.html">Comparing Telegraph & Internet</a><br />
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<a class="nav" href="developing.html">Historical Perspectives</a><br />
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<a class="nav" href="using.html">Using Telegraph & Internet</a><br /><br /></p>
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<strong>First published: </strong>23 October 2001<br/><strong>Last updated: </strong>11 August 2009<br/><strong>Date Archived: </strong>04 January 2012<br/><a href="http://www.nlm.nih.gov/cgi/viewMeta.pl?url=http://www.nlm.nih.gov/archive//20120104/onceandfutureweb/classroom/using.html&description=full" onclick="javascript:openPopup('http://www.nlm.nih.gov/cgi/viewMeta.pl?url=http://www.nlm.nih.gov/archive//20120104/onceandfutureweb/classroom/using.html&description=full'); return false;"><strong>Metadata</strong></a> | <strong> <a href="http://www.nlm.nih.gov/permlevels.html"onclick="javascript:openPopup('http://www.nlm.nih.gov/permlevels.html'); return false;">Permanence level</a>: </strong>Permanent: Stable Content<br/>
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