introtaskprocessevaluationconclusioncreditsteacher screens student pages archie’s autographs:...

Intro Task Process Evaluation Conclusion Credits Teacher Screens

Student PagesStudent Pages Archie’s Autographs: White House Visitors at the Archie’s Autographs: White House Visitors at the

Turn of the 20Turn of the 20thth Century Century A Knowledge QuestA Knowledge Quest

Middle Level Students Middle Level Students

Designed by:Michelle PearsonHulstrom Options SchoolAdams 12 School [email protected]

Vicki MurphyAnnunciation SchoolArchdiocese of [email protected]

August 2005


Directions for StudentsDirections for Students Click once OR press the space key to advance to Click once OR press the space key to advance to

the next slide the next slide Press the backspace key to go back one slidePress the backspace key to go back one slide

Use the buttons at the bottom of each slide to go Use the buttons at the bottom of each slide to go back and review any steps AFTER you have gone back and review any steps AFTER you have gone through all slides individually.through all slides individually.

Follow the directions on each slideFollow the directions on each slide Ask your teacher if you have any questions before Ask your teacher if you have any questions before

proceeding.proceeding.


Introduction for StudentsIntroduction for Students In this activity you will be learning about people who visited In this activity you will be learning about people who visited

the White House at the turn of the 20the White House at the turn of the 20thth Century. Archibald Century. Archibald Roosevelt, the son of President Theodore Roosevelt, left a Roosevelt, the son of President Theodore Roosevelt, left a record of White House visitors when his autograph book record of White House visitors when his autograph book was donated to the Library of Congress after his death.was donated to the Library of Congress after his death.

You will learn how the White House was used by the You will learn how the White House was used by the Presidents who served in this historic home.Presidents who served in this historic home.

You will be reviewing photographs and documents that are You will be reviewing photographs and documents that are in the digital and print collections of the Library of Congress in the digital and print collections of the Library of Congress and the White House Historical Society. These items will and the White House Historical Society. These items will help explain why the visitors may have been at the White help explain why the visitors may have been at the White House.House.


The Task for Students…The Task for Students…

After analyzing the documents in this lesson you After analyzing the documents in this lesson you will write an essay describing how the White House will write an essay describing how the White House was used by Presidents who served around the turn was used by Presidents who served around the turn of the century.of the century.


The Process for StudentsThe Process for Students

1. 1. Complete the tour of the White House at the link: Complete the tour of the White House at the link: http://www.whitehousehistory.org/02/subs_house/00.htmlhttp://www.whitehousehistory.org/02/subs_house/00.html

2. 2. Read about the purpose of the White House as a museum, home, and Read about the purpose of the White House as a museum, home, and governmental stage. The essay entitled “ White House Welcome” is at governmental stage. The essay entitled “ White House Welcome” is at this link:this link:

http://www.whitehousehistory.org/04/subs/04_a02_a.htmlhttp://www.whitehousehistory.org/04/subs/04_a02_a.html

3. 3. Once the class has completed the activities, there will be a discussion Once the class has completed the activities, there will be a discussion led by the teacher.led by the teacher.



4.4. Following the discussion, students will work in small Following the discussion, students will work in small groups to complete the activities provided by the groups to complete the activities provided by the teacher. Groups must make sure that:teacher. Groups must make sure that:

• Questions are answered completely using Questions are answered completely using grammatically correct sentences.grammatically correct sentences.

• Each question is answered in order to participate Each question is answered in order to participate in the classroom debriefing session.in the classroom debriefing session.

• Three of the six activity sheets are completed.Three of the six activity sheets are completed.

5.5. When the activity sheets are completed, the teacher will When the activity sheets are completed, the teacher will collect and review them.collect and review them.



6.6. Once the activity sheets have been reviewed by the Once the activity sheets have been reviewed by the teacher, they will be returned to the groups and a teacher, they will be returned to the groups and a debriefing session will be held in the classroom.debriefing session will be held in the classroom.

7.7. After the debriefing session, students will complete the After the debriefing session, students will complete the essay assignment.essay assignment.


Evaluation for StudentsEvaluation for Students You will be evaluated on the completion of your activity sheets You will be evaluated on the completion of your activity sheets

as well as your culminating project – the assigned essay.as well as your culminating project – the assigned essay.– The worksheets will be graded based on completion.The worksheets will be graded based on completion.– The essay will be graded based on the grading rubric, and The essay will be graded based on the grading rubric, and

whether it answers the essential question: “How was the whether it answers the essential question: “How was the White House used by the Presidents who served at the turn White House used by the Presidents who served at the turn of the century?”of the century?”

Your essay will include the following:Your essay will include the following:* A concise thesis statement restating the above essential * A concise thesis statement restating the above essential

question in your own words.question in your own words.* Discussion of two people who autographed Archie’s book and* Discussion of two people who autographed Archie’s book and

their coordinating documents from the presentation. One of their coordinating documents from the presentation. One of these people must have been a visitor at the White Housethese people must have been a visitor at the White House who did not serve in a Presidential administration. The other who did not serve in a Presidential administration. The other must be someone who either served, at some time, as must be someone who either served, at some time, as President or a member of a Presidential Cabinet.President or a member of a Presidential Cabinet.


Conclusion for StudentsConclusion for Students Upon completion of the project, you will have analyzed Upon completion of the project, you will have analyzed

documents from the Library of Congress showing who documents from the Library of Congress showing who worked and visited the White House based on the worked and visited the White House based on the autograph book of Archibald Roosevelt.autograph book of Archibald Roosevelt.

Using what you have learned, and from your own Using what you have learned, and from your own background knowledge, place yourself in Archie’s shoes. background knowledge, place yourself in Archie’s shoes. Looking at the autographs he collected, do you think he Looking at the autographs he collected, do you think he enjoyed being in the White House?enjoyed being in the White House?


Resources and CreditsResources and Credits

Resources from the Library of Congress:Resources from the Library of Congress:

Archibald Roosevelt’s Autograph BookArchibald Roosevelt’s Autograph BookBox 3, Theodore Roosevelt (1887-1944) Papers Manuscript Division, Library of Congress, Washington, Box 3, Theodore Roosevelt (1887-1944) Papers Manuscript Division, Library of Congress, Washington, D.C.D.C.Digital Image Author: Michelle PearsonDigital Image Author: Michelle PearsonJuly 8, 2005July 8, 2005

Archie Roosevelt on his BicycleArchie Roosevelt on his BicycleLibrary of Congress Library of Congress Collection Francis Benjamin JohnsonCollection Francis Benjamin JohnsonWhite House Historical Society: Picturing the President’s House CollectionJune 17, 1902 White House Historical Society: Picturing the President’s House CollectionJune 17, 1902 http://www.whitehousehistory.org/04/subs_pph/PresidentDetail.aspx?ID=26&imageID=3529http://www.whitehousehistory.org/04/subs_pph/PresidentDetail.aspx?ID=26&imageID=3529

Buffalo Bill Poster Ad from Georgetown CourierBuffalo Bill Poster Ad from Georgetown CourierAmerican Memory CollectionAmerican Memory CollectionDenver Public Library/DPL Western History PhotosDenver Public Library/DPL Western History PhotosSalisbury Wild West Show CollectionSalisbury Wild West Show CollectionDate: 1900-1925Date: 1900-1925Call Number: NS-244Call Number: NS-244http://photoswest.org/cgi-bin/imager?00105244+NS-244http://photoswest.org/cgi-bin/imager?00105244+NS-244

Evelyn Briggs Baldwin PosterEvelyn Briggs Baldwin PosterAmerican Memory CollectionAmerican Memory CollectionUniversity of Iowa Traveling Culture ExhibitUniversity of Iowa Traveling Culture Exhibithttp://http://sdrcdata.lib.uiowa.edu/libsdrc/details.jsp?idsdrcdata.lib.uiowa.edu/libsdrc/details.jsp?id=/baldwine/1&page=1=/baldwine/1&page=1


Resources and CreditsResources and CreditsGeneral Fitzhugh Lee in CubaGeneral Fitzhugh Lee in CubaAmerican Memory CollectionAmerican Memory CollectionDigital ID:Digital ID: pan 6a32433 pan 6a32433 Source:Source: digital file from intermediary roll film copy digital file from intermediary roll film copyCreated/Published c1899. Created/Published c1899. Copyright deposit; Russell Bros.; April 24, 1899. Copyright deposit; Russell Bros.; April 24, 1899. Copyright claimant's address: Anniston, Ala. No. 331. Copyright claimant's address: Anniston, Ala. No. 331. http://memory.loc.gov/pnp/pan/6a32000/6a32400/6a32433u.tifhttp://memory.loc.gov/pnp/pan/6a32000/6a32400/6a32433u.tif

Ohio the Mother of Presidents Political CartoonOhio the Mother of Presidents Political CartoonNational Archives and Records AdministrationNational Archives and Records AdministrationRecords of the United States Senate, Office of Senate CuratorRecords of the United States Senate, Office of Senate CuratorRecord Group 46Record Group 46ARCARC Identifier: 306104 Identifier: 306104 http://www.archives.gov/education/lessons/election-cartoons/images/mother-of-presidents.gifhttp://www.archives.gov/education/lessons/election-cartoons/images/mother-of-presidents.gif

White HouseWhite HouseAmerican Memory CollectionAmerican Memory CollectionDigital ID:Digital ID: pan 6a03059 pan 6a03059 Source:Source: digital file from intermediary roll film copy digital file from intermediary roll film copyCopyright deposit; Haines Photo Co.; May 10, 1909. Copyright deposit; Haines Photo Co.; May 10, 1909. http://lcweb2.loc.gov/cgi-bin/query/i?ammem/pan:@field(NUMBER+@band (pan+6a03059)):displayhttp://lcweb2.loc.gov/cgi-bin/query/i?ammem/pan:@field(NUMBER+@band (pan+6a03059)):displayType=1:m856sd=pan:m856sf=6a03059Type=1:m856sd=pan:m856sf=6a03059


Resources and CreditsResources and CreditsResources from the White House Historical AssociationResources from the White House Historical Association

Tour of the White HouseTour of the White House

http://www.whitehousehistory.org/02/subs_house/00.htmlhttp://www.whitehousehistory.org/02/subs_house/00.html

White House EssayWhite House Essay


Project Template:Project Template:

American Memory Collection: American Memory Collection: Template created 2005 by Template created 2005 by An Adventure of the American Mind – ColoradoAn Adventure of the American Mind – Colorado. Based on a template from . Based on a template from The WebQuest PageThe WebQuest Page and a PowerPoint project created by Sandy Breed, Library and a PowerPoint project created by Sandy Breed, Library Information Specialist at Information Specialist at Golden High SchoolGolden High School, Golden, CO., Golden, CO.

Intro Learners Standards Resources Conclusion Credits Student ScreensProcess Evaluation

Designed by:Designed by:Michelle PearsonHulstrom Options SchoolAdams 12 School [email protected] MurphyAnnunciation SchoolArchdiocese of [email protected]

August 2005

Teacher PagesTeacher PagesArchie’s Autographs: White House Visitors at the Archie’s Autographs: White House Visitors at the

Turn of the 20Turn of the 20thth Century Century A Knowledge QuestA Knowledge Quest

Middle Level Students Middle Level Students


DirectionsDirections

Click once OR press the space key to advance to Click once OR press the space key to advance to the next slide the next slide

Press the backspace key to go back one slidePress the backspace key to go back one slide

Use the buttons at the bottom of each slide to go Use the buttons at the bottom of each slide to go back and review any steps AFTER you have gone back and review any steps AFTER you have gone through all slides individually.through all slides individually.

Follow the directions on each slideFollow the directions on each slide


IntroductionIntroduction

In this lesson, students will be learning about the In this lesson, students will be learning about the visitors to the White House during the turn of the visitors to the White House during the turn of the 2020thth Century, and how the White House was used Century, and how the White House was used as both a home and a stage for governmental as both a home and a stage for governmental meetings and events.meetings and events.


About Your LearnersAbout Your Learners

This lesson is designed for Middle Level students in This lesson is designed for Middle Level students in American History or Humanities. American History or Humanities.

Students will need to have a brief introduction to the Students will need to have a brief introduction to the Theodore Roosevelt family, and the White House. Key Theodore Roosevelt family, and the White House. Key discussion topics to include are:discussion topics to include are:– What is common place during this time period i.e. What is common place during this time period i.e.

inventions, industrialization, exploration, and cultural inventions, industrialization, exploration, and cultural and material life.and material life.

– Make up of the Presidential Cabinet.Make up of the Presidential Cabinet.

– What Presidents served during that period.What Presidents served during that period.


Lesson ObjectivesLesson Objectives Students will analyze photographs and documents Students will analyze photographs and documents

matching the signatures found in Archibald Roosevelt’s matching the signatures found in Archibald Roosevelt’s autograph book, which is in the Library of Congress autograph book, which is in the Library of Congress printed materials collection.printed materials collection.

Students will determine the function of the White House Students will determine the function of the White House as a stage for governmental meetings and events.as a stage for governmental meetings and events.

Students will construct an essay that answers the Students will construct an essay that answers the essential question:essential question:

““How was the White House used by the Presidents who How was the White House used by the Presidents who served at the turn of the century?”served at the turn of the century?”


Learning Standards…Learning Standards…

HistoryHistory::11 Students understand the chronological organization of Students understand the chronological organization of

history and know how to organize events and people into history and know how to organize events and people into major eras to identify and explain historical relationships.major eras to identify and explain historical relationships.

22 Students know how to use the processes and resources of Students know how to use the processes and resources of historical inquiry.historical inquiry.

Reading and WritingReading and Writing::11 Students read and understand a variety of materials.Students read and understand a variety of materials.22 Students write and speak for a variety of purposes and Students write and speak for a variety of purposes and

audiences.audiences.33 Students write and speak using conventional grammar, Students write and speak using conventional grammar,

usage, sentence structure, punctuation, capitalization, and usage, sentence structure, punctuation, capitalization, and spelling.spelling.

4 4 Students apply thinking skills to their reading, writing, Students apply thinking skills to their reading, writing, speaking, listening, and viewing.speaking, listening, and viewing.


……Learning StandardsLearning Standards

Information Literacy StandardsInformation Literacy Standards::The student who is information literateThe student who is information literate

*accesses information efficiently and effectively.*accesses information efficiently and effectively.*evaluates information critically and competently.*evaluates information critically and competently.*uses information accurately and creatively.*uses information accurately and creatively.

The student who contributes positively to the The student who contributes positively to the learning community and to society is information learning community and to society is information literate and literate and *participates effectively in groups to pursue and *participates effectively in groups to pursue and generate information.generate information.


The ProcessThe Process This lesson involves the following:This lesson involves the following:

– The anticipatory set is completed on-line using the The anticipatory set is completed on-line using the White House Historical Society Website White House Historical Society Website www.whha.orgwww.whha.org..

– Day One/Block One: Day One/Block One: Anticipatory setAnticipatory set Learning Activity – analyzing primary sources using Learning Activity – analyzing primary sources using

activity sheetsactivity sheets DebriefDebrief

– Day Two/Block One:Day Two/Block One: Continue learning activityContinue learning activity DebriefDebrief Culminating activity – essayCulminating activity – essay

– Homework:Homework: Finalize culminating activity – essayFinalize culminating activity – essay


The ProcessThe Process Variations:Variations:

– Have students explain the historical importance of Archie’s Have students explain the historical importance of Archie’s autograph book. autograph book.

– Students can discuss, or describe in written form, the Students can discuss, or describe in written form, the concept of an autograph book being a form of concept of an autograph book being a form of entertainment documenting the “pop stars of the day” who entertainment documenting the “pop stars of the day” who visited the White House.visited the White House.

– Have students explore the adventures of the Roosevelt Have students explore the adventures of the Roosevelt children and pets in the White House using the White House children and pets in the White House using the White House Historical Society website at Historical Society website at www.whha.orgwww.whha.org

– Students could construct a fictional conversation between Students could construct a fictional conversation between Archie and one of the visitors who signed his autograph Archie and one of the visitors who signed his autograph book.book.

– Using the American Memory website at Using the American Memory website at www.loc.govwww.loc.gov have have students view letters written by Theodore Roosevelt to his students view letters written by Theodore Roosevelt to his children documenting daily life in the White House.children documenting daily life in the White House.


Resources NeededResources Needed

Computers with internet access for the Computers with internet access for the anticipatory set. Bookmark the following sites:anticipatory set. Bookmark the following sites:

– www.loc.govwww.loc.gov– www.whha.orgwww.whha.org

Student copies of activity worksheetsStudent copies of activity worksheets Copies of essay grading rubricCopies of essay grading rubric


Links to Activity SheetsLinks to Activity SheetsInsert PDF links to activity sheets hereInsert PDF links to activity sheets here


EvaluationEvaluation

Students will be evaluated on completion and Students will be evaluated on completion and

thoroughness of activity worksheets.thoroughness of activity worksheets. Students will be assessed on their essay Students will be assessed on their essay

according to the grading rubric which is according to the grading rubric which is

provided with this lesson.provided with this lesson.


ConclusionConclusion Following the completion of this learning Following the completion of this learning

activity, students will gain a better activity, students will gain a better understanding of life in the White House at the understanding of life in the White House at the turn of the 20turn of the 20thth Century. Century.


Credits and ReferencesCredits and ReferencesResources from the Library of Congress:Resources from the Library of Congress:

Archibald Roosevelt’s Autograph BookArchibald Roosevelt’s Autograph BookBox 3, Theodore Roosevelt (1887-1944) Papers Manuscript Division, Library of Congress, Washington, D.C.Box 3, Theodore Roosevelt (1887-1944) Papers Manuscript Division, Library of Congress, Washington, D.C.Digital Image Author: Michelle PearsonDigital Image Author: Michelle PearsonJuly 8, 2005July 8, 2005

Archie Roosevelt on his BicycleArchie Roosevelt on his BicycleLibrary of Congress Library of Congress Collection Francis Benjamin JohnsonCollection Francis Benjamin JohnsonWhite House Historical Society: Picturing the President’s House CollectionJune 17, 1902 White House Historical Society: Picturing the President’s House CollectionJune 17, 1902 http://www.whitehousehistory.org/04/subs_pph/PresidentDetail.aspx?ID=26&imageID=3529http://www.whitehousehistory.org/04/subs_pph/PresidentDetail.aspx?ID=26&imageID=3529

Buffalo Bill Poster Ad from Georgetown CourierBuffalo Bill Poster Ad from Georgetown CourierAmerican Memory CollectionAmerican Memory CollectionDenver Public Library/DPL Western History PhotosDenver Public Library/DPL Western History PhotosSalisbury Wild West Show CollectionSalisbury Wild West Show CollectionDate: 1900-1925Date: 1900-1925Call Number: NS-244Call Number: NS-244http://photoswest.org/cgi-bin/imager?00105244+NS-244http://photoswest.org/cgi-bin/imager?00105244+NS-244

Evelyn Briggs Baldwin PosterEvelyn Briggs Baldwin PosterAmerican Memory CollectionAmerican Memory CollectionUniversity of Iowa Traveling Culture ExhibitUniversity of Iowa Traveling Culture Exhibithttp://http://sdrcdata.lib.uiowa.edu/libsdrc/details.jsp?idsdrcdata.lib.uiowa.edu/libsdrc/details.jsp?id=/baldwine/1&page=1=/baldwine/1&page=1


Credits and ReferencesCredits and ReferencesGeneral Fitzhugh Lee in CubaGeneral Fitzhugh Lee in CubaAmerican Memory CollectionAmerican Memory CollectionDigital ID:Digital ID: pan 6a32433 pan 6a32433 Source:Source: digital file from intermediary roll film copy digital file from intermediary roll film copyCreated/Published c1899. Created/Published c1899. Copyright deposit; Russell Bros.; April 24, 1899. Copyright deposit; Russell Bros.; April 24, 1899. Copyright claimant's address: Anniston, Ala. No. 331. Copyright claimant's address: Anniston, Ala. No. 331. http://memory.loc.gov/pnp/pan/6a32000/6a32400/6a32433u.tifhttp://memory.loc.gov/pnp/pan/6a32000/6a32400/6a32433u.tif

Ohio the Mother of Presidents Political CartoonOhio the Mother of Presidents Political CartoonNational Archives and Records AdministrationNational Archives and Records AdministrationRecords of the United States Senate, Office of Senate CuratorRecords of the United States Senate, Office of Senate CuratorRecord Group 46Record Group 46ARCARC Identifier: 306104 Identifier: 306104 http://www.archives.gov/education/lessons/election-cartoons/images/mother-of-presidents.gifhttp://www.archives.gov/education/lessons/election-cartoons/images/mother-of-presidents.gif

White HouseWhite HouseAmerican Memory CollectionAmerican Memory CollectionDigital ID:Digital ID: pan 6a03059 pan 6a03059 Source:Source: digital file from intermediary roll film copy digital file from intermediary roll film copyCopyright deposit; Haines Photo Co.; May 10, 1909. Copyright deposit; Haines Photo Co.; May 10, 1909. http://lcweb2.loc.gov/cgi-bin/query/i?ammem/pan:@field(NUMBER+@band http://lcweb2.loc.gov/cgi-bin/query/i?ammem/pan:@field(NUMBER+@band (pan+6a03059)):displayType=1:m856sd=pan:m856sf=6a03059(pan+6a03059)):displayType=1:m856sd=pan:m856sf=6a03059


Credits and ReferencesCredits and ReferencesResources from the White House Historical AssociationResources from the White House Historical Association

Tour of the White HouseTour of the White House

http://www.whitehousehistory.org/02/subs_house/00.htmlhttp://www.whitehousehistory.org/02/subs_house/00.html

White House EssayWhite House Essay


Project Template:Project Template:

American Memory Collection: American Memory Collection: Template created 2005 by An Adventure of the Template created 2005 by An Adventure of the American Mind – Colorado. Based on a template from The WebQuest Page and a American Mind – Colorado. Based on a template from The WebQuest Page and a PowerPoint project created by Sandy Breed, Library Information Specialist at PowerPoint project created by Sandy Breed, Library Information Specialist at Golden High School, Golden, CO.Golden High School, Golden, CO.

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