LIBRARY OF CONGRESS PATHWAYS ADVENTURES: Using Historical Documents to Develop Early Literacy Jen Dise, Ashli Fanning, Francis Lapointe, and Caitlin Morgan University of Northern Iowa Book Backdrop Title: The Shrine of Democracy Table of Contents Introduction 2 Lesson Module Lesson 1: George the Fearless Leader 5 Lesson 2: Jefferson: Tall Tom, What are You Proud of? 8 Lesson 3: Lincoln: That Tall, Tall Man in That Tall Black Hat 14 Lesson 4: Walk Softly and Carry a Big Stick -Theodore Teddy Roosevelt 21 Appendix I: Library of Congress Resources 25 Appendix II: Bibliography and Webliography 42 Appendix III: Words of the Declaration of Independence 45 INTRODUCTION Book Backdrop Title: The Shrine of Democracy Focus Book: Mount Rushmore Curlee, L. (1999). Rushmore. New York:Scholastic Press. Primary Focus Book Summary: A description of the making of the Mount Rushmore National Monument from conception to completion with details of delays and setbacks along the way. The book, Rushmore, gives the reader a sense of the times in which this monument was created, coloring the history of this grand tribute. The artist, Gutzon Borglum is a central piece of this historical picture book. The illustrations, also by Curlee, are realistic, similar to the art of the time of the making of Mount Rushmore.
Book Setting: This book is set historically in the early 20th century. The book follows the national monument s history from its first conception during the Roarin 20s, to the dynamiting and drilling during the Great Depression, to the completion weeks before the bombing of Pearl Harbor in 1941. Secondary-Focus Book: George Washington Giblin, J.C. (1992) George Washington: A Picture Book Biography. New York: Scholastic INC. Book Summary: Most people know George Washington as the Father of His Country and first President of the United States of America but this historical picture book shows that there was so much more to him. This book takes readers through the whole life of George Washington and explains what he was thinking and feeling during monumental times of his life. Book Setting: This book takes place during George Washington s life from February 11, 1732 to December 14, 1799. It goes through his life in Virginia, the wars he fought in, and his time as President of the United States of America. Secondary-Focus Book: Thomas Jefferson Giblin, J. C. (1994). Thomas Jefferson: A Picture Book Biography. New York:Scholastic INC. Book Summary: This historical picture book outlines the life of the third president of the United States, Thomas Jefferson, from childhood to his death on July 4th, 1826. The book focuses on Jefferson s personality that brought him troubles (like being taunted for being shy) and attributes that enabled him to be an accomplished founder of America. Giblin outlines Jefferson s major accomplishments and political arc that led him through the writing of the Declaration of Independence to positions of Ambassador to France and secretary of state to the offices of vice president with John Adams, and finally to the presidency. Jefferson s historic Louisiana Purchase was mentioned, but his life in Monticello, a house of his own design, and his periods of grief over the losses of five children and his wife figure more prominently. Finally, Jefferson s proud accomplishment of the design and building of the University of Virginia is mentioned. The book also brings up the subject of slavery, which Jefferson disagreed with intellectually, but which he used to keep his home at Monticello running. Jefferson was a complex man, and this 45 page picture book touches on many of the key points in his life, describing the man behind the rock face of Mount Rushmore. Book Setting: This book is set in the historical period of Jefferson s life, from the 1740s to 1826. Secondary-Focus Book: Lincoln Krull, K., Brewer, P., & Innerst, S. (2010). Lincoln tells a joke: how laughter saved the president (and the country). Boston [Mass.: Harcourt Children's Books/Houghton Mifflin Harcourt.
Book Summary: Poor Abraham Lincoln! His life was hardly fun at all. A country torn in two by war, citizens who didn t like him as president, a homely appearance what could there possibly be to laugh about? And yet he did laugh. Lincoln wasn t just one of our greatest presidents. He was a comic storyteller and a person who could lighten a grim situation with a clever quip. This unusual biography of Lincoln highlights his life and presidency, focusing on what made his sense of humor so distinctive and so necessary to surviving his tough life and times. (Barnes and Noble, 2013) Book Setting: This book takes place over the entire time period of Abraham Lincoln s life, 1809-1865, spanning from Kentucky, Illinois, and Washington DC. Secondary-Focus Book: Theodore Roosevelt Marrin, A. (2007). Theodore Roosevelt the Great Adventure and Rise of Modern America. (1st ed.). New York: Duttons Children's books. Book Summary: This biography gives an in depth look at the life of Theodore Teddy Roosevelt. From the sickly young boy growing up in a prominent family in New York to the white house. This book details the trial and tribulations of one of the greatest presidents to hold office. Book Setting: The book takes place around the turn of the century in the United States. It spans from the time of Roosevelt's childhood in the 1860 s to the time of his death in 1919. NCSS Notable Tradebook Theme: History, Life and culture in the Americas Historical Period: something accurate (George Washington lived from 1732-1799) Grade Range: 4-6
Lesson 1 LESSON MODULE Four Lesson Primary Source-Based Book Backdrop Lesson Plans Title: George the Fearless Leader Learning Goals Knowledge Students will learn that George Washington was the first president of the United States of America Students will learn how George Washington led the American people when they fought to be free of England Students will learn how that one person can have an impact on society Skills Students will participate in a small group reenactment of one of the four following events in George Washington s life: o Losing his father and growing up with his half brother Lawrence o Defending his country in battle and leading his troops to victory o Becoming the first President of the United States of America and leaving office at the end of his term o Why George Washington is on Mount Rushmore and if there is anything significant about the placement Students will write a one to two page journal about their life as George Washington. Dispositions Students will put themselves in the shoes of George Washington and compare what he did to what they would do Students will recreate George Washington s life for fellow peers Links to National Standards: http://www.socialstudies.org/standards/strands Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the past and its legacy Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. General Instructional Materials: Copies of Big George by Anne Rockwell and Matt Phelan, George Washington: A Picture Book Biography by James Cross Giblin and Michael Dooling Library of Congress Primary Source Material:
Appendix I: #1 - Wooden Mouth Appendix I: #2 - Commander In Chief Appendix I: #3 - Washington Appointed Appendix I: #4 - George Washington Appendix I: #5- The Face on Mount Rushmore Lesson Procedures: Introduction: 1. Start the lesson by handing every student a picture of George Washington and have them brainstorm and write for five minutes everything they know, want to know, or have questions about relating to George Washington around the edge of the picture. Development: 1. To make sure each student has some background on Mount Rushmore, read Presidents Day by Anne Rockwell Pictures by Lizzy Rockwell. 2. Split students up into groups and have copies of George Washington: A Picture Book Biography by James Cross Giblin for students to reference for information about George Washington. 3. Also, let students look at Big George: How a Shy Boy Became President Washington by Anne Rockwell 4. With students still divided up into four groups, give each group one of the four topics about George Washington s life to re-enact in front of the class. o Losing his father and growing up with his half brother Lawrence o Defending his country in battle and leading his troops to victory o Becoming the first President of the United States of America and leaving office at the end of his term o Why George Washington is on Mount Rushmore, and if there is anything significant about the placement Culmination: 1. After learning all about George Washington and Mount Rushmore, students will be given some modeling clay and instructed to sculpt George Washington to best of their ability to look like he is sculpted on Mount Rushmore. Assessment Strategies Linked to Lesson Goals: 1. Ticket out the door (one question per student): Questions about George Washington s life events o When George was 11, someone important to him died. Who was it? o Who taught George how to hunt and shoot? (His half brother, Lawrence) o How many times did George get shot during the war? (0) o George got married to a woman, Martha, who had how many children? (2) o What were Martha s children and Georges stepchildren s names? (John, aka Jackie and Martha, a.k.a. Patsy) o Who was the first Commander in Chief who led America gain their freedom from Great Britain. (George Washington)
o o o o o o How much was George Washington paid for being Commander in Chief? (He wouldn t accept any pay, only his expenses) Who did George write to for more food and supplies while he was in the army? (Congress) Where did George win his biggest battle? (Yorktown, Virginia) After winning the war, people wanted George to be the King. He would not be the king, instead he went home and was a. (Farmer) Did George run for Presidency? (No, he was unanimously elected) What did George wear when he took the oath of office? (A plain brown suit made in America) 2. The clay model of George Washington on Mount Rushmore will be observed. Criteria includes: recreating Mount Rushmore with accuracy and creativity.
Lesson 2 Title: Jefferson: Tall Tom, What are You Proud of? Learning Goals Knowledge Students will learn that the third U.S. President was Thomas Jefferson. Students will learn some personality characteristics held by Thomas Jefferson. Students will learn some (recall two or more) of the major political positions held by Thomas Jefferson: o President, Vice President, Secretary of State, ambassador to France, Governor of Virginia, and member of the Continental Congress Students will learn some (recall both) of the major political changes Jefferson helped accomplish: o Wrote the Declaration of Independence, made the Louisiana Purchase Students will learn some (recall two or more) major dates: o 1769, Jefferson builds Monticello o July 4, 1776, the Declaration of Independence is signed o 1801-1808, Jefferson serves as third president of the United States o May 2, 1803, the Louisiana Purchase is made o March 7, 1825, The University of Virginia opens o July 4, 1826, Thomas Jefferson dies at Monticello Skills Students will participate in small- and large-group discussions about: o The writing process of the Declaration of Independence o The pros and cons of the Louisiana Purchase and the subsequent Louis and Clark Expedition. Students will examine several primary sources that shed light onto the accomplishments of Jefferson, including the Declaration of Independence, Monticello and designs for the University of Virginia, the Louisiana Purchase, and images of Mount Rushmore and the Jefferson Memorial. Dispositions Students will appreciate how even great people like Borglum and Jefferson had achievements and setbacks. Students will compare their own experiences of public speaking to Jefferson s descriptions of how he felt when speaking publicly. Students will write their opinions of what they think Jefferson s three greatest accomplishments were and compare them to Jefferson s opinions. Students will write about their school from the perspective of Thomas Jefferson, identifying strengths and weaknesses of their education compared to the education Jefferson received. Links to National Standards:
http://www.socialstudies.org/standards/strands Time, Continuity and Change: Social studies programs should include experiences that provide for the study of the past and its legacy. People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. Power, Authority, and Governance: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. General Instructional Materials: Copies of Rushmore, and Thomas Jefferson: A Picture Book Biography Clay for sculpting a portion of Mount Rushmore Daily Journal Poster paper Writing utensils Library of Congress Primary Source Material: Appendix I: #6 - Declaration of Independence - document Appendix I: #7 - Declaration of Independence - signing Appendix I: #8 - Monticello Appendix I: #9 - Designs for the University of Virginia Appendix I: #10 - The Louisiana Purchase Appendix I: #11 - Mount Rushmore Appendix I: #12 - Jefferson Memorial Lesson Procedures: Introduction: 1. Show the LOC image of Mount Rushmore (Appendix I #11) o Engage in an imaginary scenario: ask students, imagine living in the Great Depression and taking the crazy job of jackhammering the granite away from the faces of your country s founding fathers. The job was intermittent at first because the funding would come and go, and you didn t work if the money dried up. So you did not really think much of the work at first - it was just a job. But as time went on, and the faces began to be visible on the monument, you and the rest of the crew began to take pride in the work you were doing.
o Connecting the description in Rushmore to the students lives, say in your journal, write about your changed feelings about this crazy job. and imagine what you might be thinking about regarding the history of the country or these presidents in particular. 2. Introduce today s President: Thomas Jefferson. o Begin discussion of the president by saying, the third president of the united states is etched into the granite of Mount Rushmore. Can anyone think of who that is? Whisper the name to your partner. I hear some whispers that are accurate. Does anyone want to tell the whole class? (take st. volunteer) Right. Thomas Jefferson was the third president of the United states, and as we learned in the book, Rushmore, Borglum wanted to carve Jefferson s face on Washington s right hand side, but had to put him on the left hand side instead. Thomas Jefferson had a lot of setbacks in his own life. 3. Introduce the book, Thomas Jefferson: a Picture Book Biography, and prepare students to hear about Thomas Jefferson as more than a figure on Mount Rushmore. o This book, Thomas Jefferson: a Picture Book Biography, written by James Cross Giblin, will help us get a better picture in our minds of the man behind the monument. 4. Read the book, Thomas Jefferson: a Picture Book Biography, and pause to stress points where Jefferson had a setback, and points where he had a major accomplishment. *NOTE: Do not read the three things Jefferson had inscribed on his tombstone! This will be a cliffhanger to fuel discussion! o Pg. 8 - teased for shyness, pg. 11 - father dies suddenly, pg. 13 - began practicing law and named a piece of inherited land Monticello, pg.14 - built his dream home on Monticello, pg. 15 - married Martha Wayles, pg. 16 - first child is born, pg. 16 - elected to Virginia s House of Burgesses, pg. 19 - wrote the Declaration of American Independence, pg. 20 - he was still using slaves though he favored the end of the slave trade, pg. 21 - he was almost captured during the Revolutionary War but escaped, pg. 22 - wife dies after childbirth, pg. 22 - became ambassador to France, pg. 24 - middle daughter dies, pg. 27 - falls in love again, but leaves her sadly, pg. 29 - becomes secretary of state, pg. 29 - becomes vice president, pg. 29 - becomes president, pg. 32 - makes Louisiana Purchase, pg. 34 - won re election to presidency, pg. 37 designed the University of Virginia, pg. 37 - became deep in debt, pg. 39 - people from around the country donated money to help him, pg. 41 - lived to see the 50th anniversary of the signing of the Declaration of Independence. o Do not read the three things Jefferson had inscribed on his tombstone! 5. Ask students to write a reflection in their journals, on a new page titled Thomas Jefferson on their experience with setbacks and accomplishments, maybe even when they are surprisingly juxtaposed. Development: 1. Show images of the Declaration of Independence, Monticello, designs of the University of Virginia, the Louisiana Purchase, and images of Mount Rushmore and the Jefferson Memorial (Appendix I #6-12)
2. Ask students, now in your minds, identify, of all of Jefferson s great achievements, what he thought were the most important. Write these three things under your last entry. o Identify some achievements others have identified as most important, and discuss the pros and cons in small groups. Some say the Louisiana Purchase is the most important thing Jefferson ever did. Who can tell me one reason this would be such a great thing? (take st. volunteer). Alright, now who can tell me why this was not so great a thing for Jefferson to do? (take st. volunteer). In your small groups, I want you to divide by odds and evens to discuss the pros and cons of this: odds take pros first, evens take cons first. After several minutes, switch sides and encourage new ideas be made. Briefly identify more pros and cons in the large group, writing these on the board for future reference. Some say that the writing of the Declaration of Independence would be his biggest achievement. Who can think of one reason this kind of work is so great? (take st. volunteer). Thank you. Now who can tell me a reason it would not be such a big deal? (take st. volunteer). In your same groups, identify what was impressive or not impressive about Jefferson s political career; odds are impressed and evens unimpressed first! Follow the same routine as the last time, including group-role switching and holding a brief full-group talk identifying the various ideas and marking them on the o board for future reference. Finally! Do Read the three things Jefferson had inscribed on his tombstone! These are the three things Jefferson thought were his most important achievements. Did anything surprise you? Talk with your partner about what you identified that was the same as Jefferson, and what you identified that was different. Together, let s identify pros or impressive parts to the things Jefferson thought were his best achievements. Write student ideas on the board as they discuss together. 3. One of the major themes in Jefferson s life was learning. He was always curious and valued education of all people. Ask students to consider what kind of education T. J. received (small, one-room school house, boarding school, and university), and compare it to schooling kids get today (primary school, secondary school, middle school, high school, college, post-graduate work). Culmination: 1. Have students journal then discuss in a full-group setting, the ways education has changed since Jefferson s time. Begin by reading quotes 2, 7, and 9 on pages 44-45. Then begin the journaling and discussion with the question: why did Thomas Jefferson begin the education of all children in Virginia? o Other talking points may include (in comparative style, you may ask the pairs of questions in reverse order, beginning with today and then connecting to Jefferson s time): How many people do you think were literate - could read and write - in Jefferson s time... How does that compare to today? What did getting
o educated in Jefferson s time allow you to do... what opportunities does it bring today? Why did Jefferson study so many languages... what languages are taught in school today? I want you to now go back to that journal entry and add some sentences that show how your understanding of this has changed after our conversation. Maybe you came up with more ways that it is different today or ways that Jefferson might be surprised if he saw education as it is today. 2. Have students identify what they now think are the three greatest achievements of Thomas Jefferson, including descriptions, dates for context, and support for their choice. This will be written onto a poster for display later. o Based on your journaling earlier, and what you ve learned in our discussions and from this book, I want you to look again at the three things you thought were Jefferson s greatest achievements. o o You can revise them or keep them, but think about what makes them great in your eyes. Now write your new thoughts below your last entry and describe the three items, writing their dates for our reference, and include three or four sentences that support your reasoning for the selection. Using what you just wrote in your journals about Jefferson s top three accomplishments, you will make a poster describing these three items with their dates and your arguments to support your ideas. o Display posters in the room or hall. 3. Have the students recreate the face of Jefferson, saying, now that you have imagined being a worker on Mount Rushmore, and know more about this influential president, it is time to form the face of Thomas Jefferson as it appears on Mount Rushmore and attach it to your face of George Washington. Make sure you put it on Washington s left, even though Borglum wanted Jefferson to be on Washington s right in his initial plans. Assessment Strategies Linked to Lesson Goals: 1. Journal writing to record and organize thinking 2. Poster to display their identification and rationale of three major achievements of Thomas Jefferson. 3. Clay representation of Jefferson Lesson 3 Title: Lincoln: That Tall, Tall Man in That Tall Black Hat Learning Goals Knowledge Students will learn that the sixteenth U.S. President was Abraham Lincoln. Students will learn some personality characteristics held by Abraham Lincoln. Students will learn some (recall two or more) of the major political positions held by Abraham Lincoln: o President, a legislator for the state of Illinois, a laywer,
Skills o Students will recall that Abraham Lincoln was president during the Civil War and is responsible for the writing of the Emancipation Proclamation Students will learn some (recall two or more) major dates: o 1809 - Lincoln was born in Kentucky o 1816 - moved to Indiana o 1818 - Lincoln s mother died o 1819 - Lincoln s father remarried o 1830 - Lincoln moved to Illinois o 1834 - Lincoln elected into the Illinois State Legislature o 1842 - Lincoln married Mary Todd o 1858 - Lincoln runs unsuccessfully for the United States Senate o 1860 - Lincoln elected president of the United States o 1861 - Civil War begins o 1863 - Lincoln signs the Emancipation Proclamation o 1864 - Lincoln re-elected president of the United States o 1865 - Civil War ends o 1865 - Lincoln shot by an assassin and died Students will participate in small- and large-group discussions about: o Abraham Lincoln s famous quotations, and how they were used by Abraham Lincoln, and how they might be applicable today. The serious quotes: Abraham Lincoln, His hand and pen, He will be good but, God knows when (poem at age 11) That man can pack the most words into the least ideas of any man I know. You may fool all the people some of the time. You can even fool some of the people all of the time. But you can t fool all of the people all of the time. Better to remain silent and be thought a fool than to speak out and remove all doubt....a little uncomfortable, but there is nothing like getting used to things! The humorous quotes/quotes that relate to humor: My father taught me how to work, but not to love it. I d rather read, tell stories, crack jokes, talk, laugh. I survived a good many bloody battles--with mosquitoes Common-looking people are the best in the world; that is the reason the Lord makes so many of them. It s a great day for a race.the human race! One d is enough for God, but the Todds need two. Here I am, and here is Mrs. Lincoln. And that s the long and short of it. Whenever I hear anyone arguing for slavery, I feel a strong impulse to see it tried on him personally.
This reminds me of a beetle story. HEE HEE! (referring to smallpox) Well, I ve got something now that I can give to everybody! With the fearful strain that is upon me night and day, if I did not laugh occasionally I should die, and you need this medicine as much as I do. Gentlemen, why don t you laugh? o The Emancipation Proclamation and the effect it had on the nation Students will look at the many pieces of Abraham Lincoln s life, all that he encountered, and how that made him the man he was, and create a script. (same as knowledge) o 1809 - Lincoln was born in Kentucky o 1816 - moved to Indiana o 1818 - Lincoln s mother died o 1819 - Lincoln s father remarried o 1830 - Lincoln moved to Illinois o 1834 - Lincoln elected into the Illinois State Legislature o 1842 - Lincoln married Mary Todd o 1858 - Lincoln runs unsuccessfully for the United States Senate o 1860 - Lincoln elected president of the United States o 1861 - Civil War begins o 1863 - Lincoln signs the Emancipation Proclamation o 1864 - Lincoln re-elected president of the United States o 1865 - Civil War ends o 1865 - Lincoln shot by an assassin and died Dispositions Students will examine the importance of laughter and humor on a day-by-day basis. Students will evaluate Abraham Lincoln s quotes and discover how they are applicable to their own lives today. Links to National Standards: http://www.socialstudies.org/standards/strands Time, Continuity and Change: Social studies programs should include experiences that provide for the study of the past and its legacy. People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. General Instructional Materials: Clay for continued Mount Rushmore creation Lincoln Tells a Joke: How Laughter Saved the President (and the country) ipad or computer access
popsicle sticks paper glue writing materials access to an elmo/whiteboard Library of Congress Primary Source Material: Appendix I: #13 - Abraham Lincoln as a Congressman Appendix I: #14 - Last photograph of Lincoln from life Appendix I: #15 - Sculpted face of Abraham Lincoln and construction equipment Lesson Procedures: Introduction: 1. As a short review with the students: Ask students who have they studied so far and why they are studying these presidents. Have students guess who they are studying next (either Abraham Lincoln and Theodore Roosevelt) 2. Explain to students that they will now be studying Abraham Lincoln Post pictures of Abraham Lincoln that is located in Appendix I, #12 and 13 side by side, either within a powerpoint or on an elmo Ask students to discuss the differences in Lincoln s face between the two pictures. Students should come to the following conclusions: Abraham Lincoln appears to look: old distressed weary exhausted sad downcast Teacher should then ask the students why President Lincoln appears to be all of those great descriptive words they used. Students might come up with: He was president He was president during the Civil War He had a stressful life He was old Teacher will agree with all of these comments, or should guide students in that direction. 3. Students are now aware of the broad picture of who Abraham Lincoln was, and why he was one of the presidents chosen to be part of Mount Rushmore 4. Teacher will transition by telling a joke: What US president had long legs, a beard, and an unusual smell? Abraham Stincoln!
Teacher and students should laugh at this little joke. Teacher will ask, Did any of you know that as stressed as Abraham Lincoln was, he loved to laugh and tell stories? Development: 1. As class begins to discuss laughter and stories, the teacher will read the book, Lincoln Tells a Joke: How Laughter Saved the President (and the country). 2. After reading the book, the teacher should ask what helped Lincoln to stay sane during his lifetime? (laughter!) o Fun fact: It takes less muscles to smile than it does to frown 3. Class will complete a graphic organizer together as a class. o (Each student should copy down what the teacher writes on the board during this activity) o o o o o This graphic organizer will have three headings: Events of Abraham Lincoln s life Serious Quotes of Abraham Lincoln Humorous quotes/quotes that relate to humor by Abraham Lincoln As the teacher, reread Lincoln Tells a Joke: How Laughter Saved the President (and the country). After reading each page, ask the students if they can add any information to their graphic organizer on the board. When the graphic organizer is completed, review the timeline of events in Abraham Lincoln s life. The events should include: 1809 - Lincoln was born in Kentucky 1816 - moved to Indiana 1818 - Lincoln s mother died 1819 - Lincoln s father remarried 1830 - Lincoln moved to Illinois 1834 - Lincoln elected into the Illinois State Legislature 1842 - Lincoln married Mary Todd 1858 - Lincoln runs unsuccessfully for the United States Senate 1860 - Lincoln elected president of the United States 1861 - Civil War begins 1863 - Lincoln signs the Emancipation Proclamation 1864 - Lincoln re-elected president of the United States 1865 - Civil War ends 1865 - Lincoln shot by an assassin and died The serious quotes should include: Abraham Lincoln, His hand and pen, He will be good but, God knows when (poem at age 11) That man can pack the most words into the least ideas of any man I know. You may fool all the people some of the time. You can even fool some of the people all of the time. But you can t fool all of the people all of the time.
Better to remain silent and be thought a fool than to speak out and remove all doubt....a little uncomfortable, but there is nothing like getting used to things! o The humorous quotes/quotes that relate to humor should include: My father taught me how to work, but not to love it. I d rather read, tell stories, crack jokes, talk, laugh. I survived a good many bloody battles--with mosquitoes Common-looking people are the best in the world; that is the reason the Lord makes so many of them. It s a great day for a race.the human race! One d is enough for God, but the Todds need two. Here I am, and here is Mrs. Lincoln. And that s the long and short of it. Whenever I hear anyone arguing for slavery, I feel a strong impulse to see it tried on him personally. This reminds me of a beetle story. HEE HEE! (referring to smallpox) Well, I ve got something now that I can give to everybody! With the fearful strain that is upon me night and day, if I did not laugh occasionally I should die, and you need this medicine as much as I do. Gentlemen, why don t you laugh? 4. Now that the graphic organizer is completed, students need to break up into groups of 3-4 o Each group of students will be assigned an event or group of events in Abraham s life (the years correspond with the graphic organizer events you already created): Group 1: 1809-1819 Group 2: 1830-1834 Group 3: 1842 Group 4: 1858 Group 5: 1860 Group 6: 1861-1862 Group 7: 1863 Group 8: 1864-1865 Group 9: 1865 o After groups have been assigned, students will then receive their directions: As a class, the students are going to create a puppet show of Abraham Lincoln s life. Using the events in his life along with memorable quotes, each group will write the script for their piece of Abraham s life. Each script should include 2-4 quotes of Abraham Lincoln o Each group of students should be assigned a role: One-two student(s): writer 1. This/these students) will write the script for their predetermined events One student: gatherer 1. This student will gather more information about Abraham Lincoln, utilizing other books and resources available to them.
One-two student(s): artist 1. This/these student(s) will create the puppets each student will use during the show/presentation! 5. After students have been given adequate time to prepare, students will present in the order of Abraham s life. Culmination: 1. Following the presentations, students should: o Discuss Abraham Lincoln s life and why he was chosen to be part of Mount Rushmore Key reason: he successfully kept the Union together during the Civil War He also wrote the Emancipation Proclamation He wrote the Gettysburg Address, which is still commonly referred to today o Discuss Abraham Lincoln s famous quotes (particularly the quotes that were newly presented in the presentations) o Have a new appreciation for laughter and why it is needed on a daily occurrence 2. Students will now take their clay Mount Rushmore s and add President Lincoln s face to their mold. o Students can look at image #14 in Appendix I. o Students should remember that President Lincoln s face is located on the far right, but that they need to leave space for their last president. Assessment Strategies Linked to Lesson Goals: 1. Timeline of Lincoln s life through scripts and presentations 2. Overall quality of discussions while completing the graphic organizer as a class 3. Clay representation of Lincoln Lesson 4 Title: Walk softly and carry a big stick - Theodore Roosevelt Learning Goals Knowledge Students will understand that Theodore Roosevelt became the 26th president in history after the assassination of President Mckinley. Students will understand some of the personality characteristics possessed by President Theodore Roosevelt. Students will understand some of the hardships that Roosevelt had to overcome in his life. Students will know the major achievements of Teddy Roosevelt such as o Breaking up large monopolies or Trust Busting o Creating The National Forest Service in 1905 o Antiquitie Act of 1906 which allowed him and his predecessors to proclaim lands under government protection as national monuments
o First president to establish national parks o Meat Inspection Act and the Pure Food and Drug Act of 1906 Skills Students will participate in small- and large-group discussions about: o The creation of the National Forest Service and the Antiquitie Act of 1905 and 1906 and the importance or our natural resources o The establishment of National Parks and millions of acres of federally protected land and what it has done for our countries future generations Students will examine several primary sources that shed light onto the accomplishments of Theodore Roosevelt, including the building of the Panama Canal in 1906, Trust Busting, Enacting the Pure Food and Drug Act and the Meat Inspection Act and The Establishment of the National Forest Service and millions of acres of federally protected land. Students will participate in an activity designed to simulate a monopoly. Dispositions Students will begin to develop an ability to evaluate multiple perspectives, think critically about the past, and grapple with the complexity of historical issues Students will understand the importance of our nation's natural resources and historic monuments. Links to National Standards: http://www.socialstudies.org/standards/strands Time, Continuity and Change: Social studies programs should include experiences that provide for the study of the past and its legacy People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. Power, Authority, and Governance: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. General Instructional Materials: Monopoly money Candy Copies of the books, The Great Adventure and the Rise of Modern America, The Jungle Library of Congress Primary Source Material: Appendix I: #16 - Theodore Roosevelt Appendix 1: #17 - Journal Entry made by Theodore Roosevelt
Lesson Procedures: Introduction: 1. Tell the class that we are going to start the class off with a demonstration. Everyone in the class will be given monopoly money to simulate real money.tell the class that they will be buying candy and I will be selling it. Give everyone a chance to come up and purchase candy. My prices will be more than anyone in the class can afford with the money given to them. Tell the students that they are allowed to combine their money with another student to purchase something from the candy store but they only have 5 minutes to decide. 2. After the five minutes is up divide the candy between 5 students and tell them that their goal is to see who can raise the most money by selling their candy. The game is over when all the candy is sold. At the end of the game the seller with the most money will get a prize. Everyone must take a turn buying candy. The students can name any price they want to sell their candy. The outcome should be that the students drop their prices in order to sell more than their competitors. 3. After the demonstration is over talk about what happened in the activity. What happened when there was only one person selling the candy? That person had whats called a monopoly on the candy and could sell it for whatever price they wanted. When competition was introduced it forced the sellers to cut their prices in order keep up with their competitors. That means that you were allowed to buy more candy with less money and the sellers still made money too. 4. Tell the students that monopolies are a real thing that president Teddy Roosevelt had to deal with at the turn of the century. Men like JP Morgan, Andrew Carnegie, and John D. Rockefeller had very successful monopolies or trusts over their industries. JP Morgan owned nearly all the rail lines in the northern part of the country by merging with other corporation to eliminate the competition. Once the competition was gone JP Morgan raised the prices and his income began to soar. He was the first of the big business tycoons to feel the wrath of teddy roosevelt after he took office. Teddy roosevelt was a Trust Buster which means he sought to break up these large monopolies. In 1902 Teddy roosevelt forced JP Morgan's company the Northern Securities company to break apart claiming that it was an illegal monopoly under the Sherman Antitrust act of 1890. Development: 1. Have students read the pages 1-15 in the book The Great Adventure and the Rise of Modern America about Theodore Roosevelt and hold a class discussion about who Theodore Roosevelt was. 2. Tell students that Theodore Teddy Roosevelt was the youngest president ever to hold office. At the age of 42 he became president after the assassination of president Mckinley. He is the only president to receive our nation's highest military honor and the worlds foremost peace prize. 3. Teddy was an imposing figure although he stood only 5'9 and weighed around 180 lbs. he had a thick bull neck and a broad chest and left an impression on everyone he met. he boxed, wrestled, was a big game hunter who hunted wild game on three different continents, a conservationist, and an accomplished writer who graduated
from harvard and published thousands of pages of his writings including Naval War of 1812, which he wrote at the age of 23. 4. Roosevelt was the first conservationist president and some say his greatest legacy was protecting our natural resources. He established over 230 million acres of national parks and federally protected land. He also established the US forest service to protect these federal lands. 5. Have the students read an excerpt from Upton Sinclair's famous book The Jungle which exposes the horrid conditions faced by immigrant workers in this country at the turn of the century and the foul practices in meat packing plants of the time. After students have read about human and rat flesh ground into sausage and packaged for human consumption hold a class discussion about it. Talk about the unsanitary condition that upton sinclair speaks of in his book. Tell the students that this book was used by president Theodore Roosevelt to pass legislation that would ensure the purity of the meat that we consume. In 1906 Theodore Roosevelt passed the Meat Inspection Act which required meat and slaughterhouses to be inspected to make sure that they meet the sanitary standards set forth. 6. Along with this Roosevelt also passed the Pure Food and Drug Act which required more truthful labelling to protect the public. At the time of this laws passing mislabeling and misbranding was very widespread. Medicines that claimed to cure everything from the common cold to the hiccups contained dangerous drugs such as alcohol, morphine, opium and cocaine. Parents could even feed their babies heavy doses of morphine without knowing because products were not required to list ingredients and could make any claim that they wanted. Under the Pure Food and Drug Act all of this changed because manufacturers were now required to list all dangerous ingredients clearly on the label of the product or suffer harsh consequences. 7. Despite Roosevelt's success in life he overcame a lot in his life and suffered many setbacks. When Roosevelt was growing he was a frail weak boy who suffered from debilitating asthma and the doctors said he should live an easy life. Roosevelt, however, chose to lead a life of struggle. He believed that the only good life is one in which you struggle for a worthy goal. Another major setback that president Roosevelt was forced to deal with in his life was when his mother and his beloved wife died on the same day in the same house. Culmination: 1. Have students write a paper about what they believe were Theodore Roosevelt s three greatest achievements, why they were important, and what America might be like today if not for their creation. The paper must also state two major setbacks in Roosevelt's life 2. Tell the students that they will be re-creating a lifelike sculpture of Teddy Roosevelt out of clay. The sculpture will represent Roosevelts likeness on the great Mount Rushmore. Assessment Strategies Linked to Lesson Goals: 1. Written description of student opinion of President Roosevelt s greatest achievements with explanation and evidence for the reasoning.
2. Clay recreation of Theodore Roosevelt and the whole Mount Rushmore scene.
APPENDIX I Library of Congress Resources 1. Wooden Mouth A drawing of the wooden teeth that George Washington had to wear. These are the reason behind his serious look in many portraits, including the one on the dollar bill, and all of his headaches. http://www.loc.gov/pictures/item/ggb2004009491/
2. Commander in Chief George Washington as Commander in Chief leading his army before Yorktown. http://www.loc.gov/pictures/resource/ds.00123/
3. Washington Appointed A painting of George Washington being appointed as Commander in Chief of the United States Army due to his bravery. http://www.loc.gov/pictures/resource/cph.3b51028/
4. George Washington This is a painting of George Washington, the wooden-toothed frontiersman who led our country to Independence from England. This painting resembles the same pained look on his face as the one on the dollar bill. http://www.loc.gov/pictures/resource/thc.5a46302/
5. The Face on Mount Rushmore This is the side view of George Washington s face on Mount Rushmore. It is clear to see how big it really is when you compare the features to the size of the carvers.
6. Declaration of Independence - document An image of the original Declaration of Independence in 1942, 166 years after it was written. http://www.loc.gov/item/mff000069
7. Declaration of Independence - signing The words of the Declaration of Independence http://www.loc.gov/exhibits/jefferson/jeffdec.html
8. Monticello The painting portrays an idyllic scene with various Jefferson descendants enjoying themselves, (Library of Congress, 2013). http://www.loc.gov/exhibits/jefferson/jefflife.html
9. Designs for the University of Virginia University of Virginia, Pavilion IV, East Lawn, University of Virginia campus, Charlottesville, Charlottesville, VA (Library of Congress, 2013) http://www.loc.gov/pictures/item/va1303.sheet.00001a/resource/
10. The Louisiana Purchase A map exhibiting all the new discoveries in the interior parts of North America / inscribed by permission to the honorable governor and company of adventurers of England trading into Hudsons Bay in testimony of their liberal communications to their most obedient and very humble servant A. Arrowsmith, January 1st 1795, (Library of Congress, 2013). http://memory.loc.gov/cgibin/query/h?ammem/gmd:@field%28number+@band%28g3300+ct000584%29%29
11. Mount Rushmore Mount Rushmore from a bird s eye view. http://www.loc.gov/pictures/resource/highsm.04634/
12. Jefferson Memorial Rudulph Evans's statue of Thomas Jefferson was mounted in the Jefferson Memorial in 1947, four years after the memorial opened, Washington, D.C. (Library of Congress, 2013). http://www.loc.gov/pictures/item/2011633648/
13. Abraham Lincoln as a Congressman This daguerreotype is the earliest-known photograph of Abraham Lincoln, taken at age 37 when he was a frontier lawyer in Springfield and Congressman-elect from Illinois. (Library of Congress, 2013) http://www.loc.gov/pictures/resource/cph.3g02439/
14. Last photograph of Lincoln from life This picture was the last picture of Abraham Lincoln before he was killed in April of 1865. This photograph was created in February and is a copy of the original. http://www.loc.gov/pictures/item/2009630692/
15. Sculpted face of Abraham Lincoln and construction equipment on Mount Rushmore, South Dakota A great picture that shows Abraham Lincoln being created on Mount Rushmore http://www.loc.gov/pictures/item/90714813/
16. Title: Theodore Roosevelt Full presidential photograph of Theodore Roosevelt standing beside a large globe. http://memory.loc.gov/ammem/trhtml/tr3.html
17. Journal Entry made by Theodore Roosevelt Description: A journal entry from Theodore Roosevelt dated February 16th, 1880. The day that his mother and his beloved wife died on the same day in the same house. http://memory.loc.gov/ammem/trhtml/feb17.jpg
APPENDIX II Bibliography Bibliography of Related Children s Literature: Cohn, A. L., Schmidt, S., & Johnson, D. (2002). Abraham Lincoln. New York: Scholastic Press. Frandin, D. B. (2007). The Declaration of Independence. New York: Marshall Cavendish Benchmark. Kraft, B. H. (2003). Theodore Roosevelt: Champion of the American Spirit. New York: Clarion Books. Krull, K., Brewer, P., & Innerst, S. (2010). Lincoln Tells a Joke: How Laughter Saved the President (and the country). Boston [Mass.: Harcourt Children's Books/Houghton Mifflin Harcourt. Marrin, A. (2007). Theodore Roosevelt the Great Adventure and Rise of Modern America. (1st ed.). New York: Duttons Children's books. Quackenbush, R. M. (1984). Don't You Dare Shoot that Bear!: A Story of Theodore Roosevelt. Englewood Cliffs, N.J.: Prentice-Hall. Rappaport, D., & Nelson, K. (2008). Abe's Honest Words: The Life of Abraham Lincoln. New York: Hyperion Books for Children. Rockwell, A. (2009). Big George. Boston: Harcourt, INC. Rockwell, A. (2008). Presidents Day. Boston: Harcourt, INC. Severance, J. B. (1998). Thomas Jefferson: Architect of Democracy. New York: Clarion Books. Sinclair, U. (19711946). The Jungle. Cambridge, Mass.: R. Bentley. St. George, J. (1985). The Mount Rushmore Story. New York: G. P. Putnam s Sons. Sullivan, G. (2000). Abraham Lincoln. New York: Scholastic Reference. Richards, N. (1995). Cornerstones of Freedom: Monticello. Chicago: Children s Press. Winters, K., & Carpenter, N. (2003). Abe Lincoln: The Boy Who Loved Books. New York: Simon & Schuster Books for Young Readers. Webliography of Supporting Online Resources for Students Dynamite Presidents!
A website game for kids and families that explores how Mount Rushmore was created. http://www.loc.gov/wiseguide/aug03/presidents.html Quotes by Abraham Lincoln Numerous quotes of Abraham Lincoln that will be useful for students to look at http://www.abrahamlincolnonline.org/lincoln/speeches/quotes.htm Thomas Jefferson Biography Website A section of the Monticello.org site with kid-friendly classroom page telling about the major parts of Thomas Jefferson s life. http://classroom.monticello.org/kids/resources/profile/81/brief-biography-of-thomas-jefferson/ The White House This website includes bibliographies of all the presidents, including those on Mount Rushmore http://www.whitehouse.gov/about/presidents/abrahamlincoln American National Biography Online (Abraham Lincoln) This website goes into great detail about the specific events in Abraham Lincoln s life. http://www.anb.org/articles/04/04-00631.html Miller Center (Abraham Lincoln and his importance) This explains Abraham Lincoln s importance and the impact he had on society. http://millercenter.org/president/lincoln/essays/biography/9 Webliography of Supporting Online Resources for Teachers PBS American Experience: Mount Rushmore - Teachers Guide A resource aimed at helping teachers tie the study of Mount Rushmore to topics like history, economics, geography and civics. It connects to the PBS American Experience program on Mount Rushmore. http://www.pbs.org/wgbh/americanexperience/features/teachers-resources/rushmore-teachersresources/ Monticello A series of thematic resources for families and teachers planning a visit or study of Monticello. http://www.monticello.org/site/families-and-teachers PBS Liberty! The American Revolution A Teacher s guide to an analytic look at the Declaration of Independence. Also available on this site are lessons on Reluctant Revolutionaries, The Continental Army and Washington, Factors that Handicapped the British, Revolutionary War Music, and Creating a New Nation. http://www.pbs.org/ktca/liberty/tguide_2.html