The White House Experience
An Adventure of the American Mind
Illinois State University
Jordan Gonzalez
Shelley Mason
Mary Ann Radtke
Elkhart Grade School
Summer, 2006
An Adventure of the American Mind
Illinois State University
Library of Congress,
Imagine living in the White House! What do the rooms look like? What are they used for? Explore the White House and find out!
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· navigate through websites and look at primary sources to explore the design and purpose of the White House.
· predict the activities that take place in the rooms by the President and his staff.
· choose five rooms and record three objects found in the rooms.
· design a diorama that portrays the room
found in the White House.(Room assigned
by teacher)
· prepare and present an oral presentation about the diorama.
Recommended time frame / 4-5 days (30 minute class periods)
Grade level / Second - Third
Curriculum fit / Social Studies, Fine Arts, Language Arts
Materials / · Computers with Internet Access
· Small boxes
· A variety of materials to create the diorama
· Image Table (Located in Primary Resources section below)
· Pencils
· Books about the White House
· http://www.whitehouse.gov/history/whtour/360index.html
· Rubric
Illinois State Learning Standards Back to Navigation Bar
Language Arts:
GOAL 4: Listen and speak effectively in a variety of situations.
· 4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said.
· 4.B.1a Present brief oral reports, using language and vocabulary appropriate to the message and audience (e.g., show and tell).
GOAL 14: Understand political systems, with an emphasis on the United States.
· 14.A.1 Describe the fundamental principles of government including representative government, government of law, individual rights and the common good
· 14.B.1 Identify the different levels of government as local, state and national levels.
Social Science:
GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
· 16.B.1a (US) Identify key individuals and events in the development of the local community (e.g., Founders days, names of parks, streets, public buildings.
Art:
GOAL 27: Understand the role of the arts in civilizations, past and present.
· 27.A.1a Identify the distinctive roles of artists and audiences
· 27.A.1b Identify how the arts contribute to communication, celebrations, occupations and recreation
Procedures Back to Navigation Bar
Day One:
· Introduce The White House Unit. Explain to the students that they will be exploring Primary Sources to tour the White House to discover the variety of rooms and their functions.
· Explain that the students will recreate one of the rooms in the White House.
· Read Symbols of Freedom: The White House by Tristan Boyer Binns and Capital! Washington, D.C. from A to Z by Laura Krauss Melmed and Frane’ Lessac to them. (One book could be saved for later in the week.)
· Discuss the book with the students.
· The teacher will show the students the Image Table (Locates in Primary Resources section below).
Day Two:
· Hand out student checklist and recording sheet (Located in Handouts section below).
· Students will work on the computers gathering information about the purpose of the room and record three items found in five rooms. They will use http://www.whitehouse.gov/history/whtour/360index.html
Day Three:
· As a group, discuss students’ predictions about the functions of the rooms and reveal the actual purposes.
· Students will begin diorama work.
Day Four:
· Students will finish their dioramas.
· They will prepare their oral presentation.
Day Five:
· Students will present their oral presentations and their dioramas to the class.
Evaluation Back to Navigation Bar
· Papers will be turned in and evaluated by the teacher to see if students listed three objects for the five rooms they looked at.
· Oral presentations and dioramas will be graded according to the criteria on the rubric (Located in Rubric section below).
Extension Back to Navigation Bar
· Students can create a room of their own that they would like to add to the White House and state what the room will be used for. They can visit www.houseofpresidents.com
· More books to read: The White House: Its Historic Furnishings and First Families by Betty C. Monkman
· The White House: An Illustrated Tour by Bill Harris
Primary Resources from the Library of Congress
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Image/Primary Source / Description / Citation / URL/ Red Room in White House / Library of Congress, Prints and Photographs Division, Theodor Horydczak Collection LC-H8-CT-W02-009 DLC . / http://memory.loc.gov/cgi-bin/query/r?ammem/horyd:@field(NUMBER+@band(thc+5a50859))
/ Green Room in White House / Library of Congress, Prints and Photographs Division, Theodor Horydczak LC-H8-CT-W02-005 DLC Collection. / http://memory.loc.gov/cgi-bin/query/r?ammem/horyd:@field(NUMBER+@band(thc+5a50854))
/ President's Office, White House / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection. / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a30062))
/ East Room in White House, piano corner. / Library of Congress, Prints and Photographs Division, Theodor Horydczak Collection LC-H8-CT-W02-002 DLC / http://memory.loc.gov/cgi-bin/query/r?ammem/horyd:@field(NUMBER+@band(thc+5a50851))
/ The Cabinet Room / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection. / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a11662))
/ State Dining Room in White House / Library of Congress, Prints and Photographs Division, Theodor Horydczak Collection LC-H8-CT-W02-006 DLC / http://memory.loc.gov/cgi-bin/query/r?ammem/horyd:@field(NUMBER+@band(thc+5a50855))
/ The East Room / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection. / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a11671))
/ Private dining room in White House. / Library of Congress, Prints and Photographs Division, Theodor Horydczak Collection LC-H8-CT-W02-008 DLC / http://memory.loc.gov/cgi-bin/query/r?ammem/horyd:@field(NUMBER+@band(thc+5a50857))
/ Lobby / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection. / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a11661))
/ Blue Room in White House. / Library of Congress, Prints and Photographs Division, Theodor Horydczak Collection LC-H8-CT-W02-027 DLC / http://memory.loc.gov/cgi-bin/query/r?ammem/horyd:@field(NUMBER+@band(thc+5a50861))
/ Oval Office / Library of Congress, Prints and Photographs Division, Theodor Horydczak Collection LC-H8-CT-W02-004 DLC / http://memory.loc.gov/cgi-bin/query/r?ammem/horyd:@field(NUMBER+@band(thc+5a50853))
Rubric
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Oral Presentation Rubric : The White House ExperienceTeacher Name: Jordan Newton-Gonzalez, MaryAnn Radtke, Shelly Mason
Student Name: ______
CATEGORY / 4 / 3 / 2 / 1
Preparedness / Student is completely prepared and has obviously rehearsed. / Student seems pretty prepared but might have needed a couple more rehearsals. / The student is somewhat prepared, but it is clear that rehearsal was lacking. / Student does not seem at all prepared to present.
Listens to Other Presentations / Listens intently. Does not make distracting noises or movements. / Listens intently but has one distracting noise or movement. / Sometimes does not appear to be listening but is not distracting. / Sometimes does not appear to be listening and has distracting noises or movements.
Time-Limit / Presentation is 2-3 minutes long. / Presentation is 1-2 minutes long. / Presentation is less than 1 minute long.
Speaks Clearly / Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. / Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. / Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word. / Often mumbles or can not be understood OR mispronounces more than one word.
Stays on Topic / Stays on topic all (100%) of the time. / Stays on topic most (99-90%) of the time. / Stays on topic some (89%-75%) of the time. / It was hard to tell what the topic was.
Posture and Eye Contact / Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. / Stands up straight and establishes eye contact with everyone in the room during the presentation. / Sometimes stands up straight and establishes eye contact. / Slouches and/or does not look at people during the presentation.
Content / Shows a full understanding of the topic. / Shows a good understanding of the topic. / Shows a good understanding of parts of the topic. / Does not seem to understand the topic very well.
Volume / Volume is loud enough to be heard by all audience members throughout the presentation. / Volume is loud enough to be heard by all audience members at least 90% of the time. / Volume is loud enough to be heard by all audience members at least 80% of the time. / Volume often too soft to be heard by all audience members.
Neatness / Diorama is made neatly and objects in the room are recognizable. / Diorama is not made neatly and the objects in the room are not recognizable.
Name of Room / Student knows the name of the room made in the diorama. / Students do not know the name of the room made in the diorama.
Purpose of Room / Student knows the purpose/function of the room made for the diorama. / Student does not know the purpose/function of the room made for the diorama.
Date Created: Jun 07, 2006 01:00 pm (CDT)
Handouts
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Name______
Room Recording List
Name of Room______
List at least three objects found in this room:
1. ______
2. ______
3. ______
4. ______
5.______
Describe the room: ______
______
______
What do you think the President does here? ______
______
Name ______
Project Checklist
_____1. Take the tour of the White House.
_____2. View the Image Table.
_____3. Record facts on Room Recording List for five different
rooms.
_____4. Choose a room to make a diorama. Make the
diorama. (Follow directions on instruction page.)
_____5. Plan an oral presentation. (Follow directions on
instruction page.)
An Adventure of the American Mind
Illinois State University
Instructions for Diorama
1. Use the Room Recording List page.
2. Get a small box.
3. Design the box to resemble the room you were assigned. Use materials provided for you or brought from home.
4. Try to make your room resemble the one in the White House.
Instructions for Oral Presentation
1. State your name and the name of your room.
2. Describe the room you have made.
3. Tell how the President uses this room.
4. Speak clearly and loudly.
5. This should last 2-3 minutes.