montana’s state flower: a lesson in civic engagement · and give a short speech before their...
TRANSCRIPT
User Guide Provided by the Montana Historical Society Education Office, 2014 (406) 444-4789 | www.montanahistoricalsociety.org
Montana’s State Flower: A Lesson in Civic Engagement
Grade Level: 4th–7th
Created by Ruth Ferris for the Montana Historical Society
— 2 —
Essential Understandings
•TheUnitedStatesandallstategovernments establish certain criteria for voting.
•Citizenshavearesponsibilitytoparticipatein civic life.
•Citizenscantranslatetheirbeliefsintoactionsandtheirideasintopolicies.
•Itisimportanttocelebrateourrichnaturalheritage.
•SuffragistsusedthecampaignforaMontanastateflowertopracticecivicengagement,organizing,andvotinginpreparationfororganizingforthevote.
Activity Description
Thisunitdevelopsskillsinthreemajorareas:
•Researchskillswithasciencefocus.
•Introductiontotheelectoralprocess.
•Exploringprimarysourcesintheformofhistoricalnewspapers.
StudentswillconductbasicresearchonMontanawildflowers,participateinaclasselection,andcampaignandvoteforaclassflower.Theywillwriteapersuasiveparagraphandgiveashortspeechbeforetheirpeers.Astheyre-createtheFloralEmblemcampaign,theywillexperiencecivicengagementfirsthand.Theywillalsoexamineprimarysourcesandfollowthe1894FloralEmblemcampaignthroughaclosereadingofcomplextexts(historicalnewspaperarticles).
Objectives
Studentswill
•ResearchaMontanawildflower.
•Developknowledgeandskillsassociatedwithcivicresponsibility.
•Comparetheirelectionwiththeelectionof1894.
•Understandwhatsourcingadocumentmeans.
•Learnabouttheconnectionbetweenthe1894floralcampaignandwomen’ssuffrage.
•LearnmoreaboutoneofMontana’sstatesymbols.
Alignment to Standards
Common Core
ELA.R.1Readcloselytodeterminewhatatextsaysexplicitly
ELA.R.2Determinecentralideasorthemesofatext
ELA.R.4Interpretwordsandphrasesastheyareusedinatext
ELA.R.7Integrateandevaluatecontentpresentedindiversemediaandformats
ELA.R.10Readandcomprehendcomplexliteraryandinformationaltexts
ELA.W.1Writeargumentstosupportclaims
ELA.W.2Writeinformative/explanatorytexts
Montana’s State Flower: A Lesson in Civic EngagementGrade Level: 4th–7th
Montana’s State Flower: A Lesson in Civic Engagement
— 3 —
ELA.W.4Produceclearandcoherentwriting
ELA.W.7Conductshortaswellasmoresustainedresearchprojects
ELA.W.8 Gather relevant information from multipleprintanddigitalsources
ELA.W.10Writeroutinelyoverextendedtime frames…and shorter time frames
Montana Social Studies
MSSS.1Access,synthesize,andevaluateinformationtocommunicateandapplysocialstudiesknowledgetoreal-worldsituations.
MSSS.2Analyzehowpeoplecreateandchangestructuresofpower,authority,andgovernancetounderstandtheoperationofgovernment and to demonstrate civic responsibility.
Time: Seven50-minuteperiods
Materials
Part 1: Research Online Materials •MontanaPlantLifeFlowerDatabase:
http://montana.plant-life.org/
•USDANaturalResourcesConservationServicesPlantDatabase:https://plants.usda.gov/
•CelebratingWildflowers:http://www.nps.gov/plants/cw/index.htm
•MontanaNaturalHeritageProgramNativePlants database: http://mtnhp.org/
•Printoutsfromthe“CelebratingWildflowersNorthwestColoringBook”:http://www.nps.gov/plants/color/northwest/index.htm
•FlowerChartAnnotatedResourceSet(ARS)(providesresearchlinksorganizedbyflower,includingflowercolorsheets):http://mhs.mt.gov/Portals/11/education/StateFlower/FlowerChart.pdf(onpages8-11following)
Lesson Plan Materials
•FlowerChartARS(pp.8-11)
•WildflowerResearchGraphicOrganizer(p12)
•ExitTicket:Canbeusedwithanyofthelessons(p.13)
•NarrativeParagraph/SpeechPlanner(p.14)
Classroom Materials
•Computerswithinternetconnections
•Books(optional)
•Snell,AlmaHogan,andLisaCastle.A Taste of Heritage: Crow Indian Recipes & Herbal Medicines.Lincoln:UniversityofNebraska,2006.
•Magley,Beverly,andD.D.Dowden.Montana Wildflowers: A Children’s Field Guide to the State’s Most Common Flowers.Helena,MT:Falcon,1992.
•Hart,Jeff.Montana Native Plants and Early Peoples.Helena,MT:MontanaHistoricalSociety,1992.
Part 2: Civic Engagement
Lesson Plan Materials
•CampaignChecklist:http://mhs.mt.gov/Portals/11/education/StateFlower/CampaignChecklist.xlsx
•CampaignRolesandDutieshandout(p.15)
•VoterRegistrationCards(p.16)
•PrimaryBallot(p.17)
•PrimaryTallySheet(p.18)
•PosterGraphicOrganizer(optional,p.19)
Classroom Materials
•Pencils,markers,gluesticks,andpaperorposterboardforposters(optional)
•Printoutsofflowers,orprinterandcomputerwithinternetconnection(optional)
Montana’s State Flower: A Lesson in Civic Engagement Table of Contents (continued)
— 4 —
Part 3: Examining Primary Sources Lesson Plan Materials •LinkstonewspaperpagesfromChronicling
America(p.22)
•ShakeandSourceNewspaperGameBoard:(p.23)
•ShakeandSourceNewspaperGameSheetGraphicOrganizer(p.24)
Classroom Materials •LaminatednewspapersfromChronicling
America,printedfromprovidedlinks
•Magnifyingglasses(recommended)
•Dryerasemarkers(Note:Testyourmarkers.Someleaveashadowonthelaminatedsheets.)
•Dice
Part 4: Final VoteLesson Plan Materials •FinalBallot(p.20)
•FinalBallotTallySheet(p.21)
•1894ElectionResults(p.25)
Part 1: Research Pre-Lesson Preparation •Gatherresearchmaterialsandreserve
computerswithinternetaccess.
•MaketwocopiesoftheWildflowerResearchGraphicOrganizerforeachstudentorstudentgroup.
•Chooseaflower,andreviewmaterialsoyoucanmodelactivitytoclass.
ProcedureDay 1:Introducethelessonbytellingstudentsthattheywillbevotingonaclassflower—justlikeMontanansvotedforastateflowerinthe1890s.Butbeforetheycanchooseaclassflower,theywillneedtolearnmoreaboutMontanawildflowers.
DistributetwocopiesoftheWildflowerResearchGraphicOrganizertoeachstudent.Chooseoneofthewildflowerstomodel.DirectstudentstotheFlowerChartAnnotatedResourceSet(ARS)andhavetheclassusetheprovidedlinkstocompletethegraphicorganizertogether.
Thenassigneachstudentaflowertoresearch.Researchcanbedoneinsmallgroups,withpartners,orindividually.
Whenstudentshavecompletedthegraphicorganizer,askthemsharewhattheylearnedwithapartner.(Optional:studentsmaycompleteacolorpageoftheflowertheyresearched.)
Teaching Notes: Whenhavingyoungerstudentscompletethecitation,youmaywantthemsimplytolistthewebpageandflowername.Olderstudentscantypetheweb address into a citation generator and thenpasteitintoadocumenttobeprintedoutandattachedtotheirgraphicorganizer.
InsteadofprovidingolderstudentswiththeARS,whichprovidesdirectlinksforeachflower,youmaywanttorequirethemtofindinformationusingthedatabaseslistedunderOnlineMaterials.
Thegraphicorganizerhasasectionfortribal information. For most of the flowers, thisinformationcanbefoundeitherinA Taste of HeritagebyAlmaHoganSnellorMontana Native Plants and Early Peoples byJeffHart.Notallflowershavetribalinformation available.
Informal Assessment:ExitTicket
Montana’s State Flower: A Lesson in Civic Engagement Table of Contents (continued)
— 5 —
2A: Conducting a Flower Campaign: Speech Writing
Pre-Lesson PreparationPrintoutNarrativeParagraph/SpeechPlannerforeachstudent.
Procedure Day 2:Remindstudentsthattheywillbecampaigningtohavetheflowertheyresearched be elected as the class flower.
UsingtheirResearchGraphicOrganizer(pp.10-11)andtheirSpeechPlanner(p.13),havestudentswriteapersuasiveparagraphtoreadaloudtotheirclassmates.Theirgoalistopersuadeclassmatestosupporttheirflowerinthefloralcampaign.
2B: Conducting an Election
Pre-Lesson Preparation •SetuptheCampaignChecklisttemplateto
helptrackyourstudents’work.
•PrinttheCampaignRolesandDutieshandout(orhavereadytoproject).
•Printoneforeachstudent:VoterRegistrationCard(optional),PrimaryBallot,PosterGraphicOrganizer(optional).
•Createmodelposter(optional).
•PrintthreecopiesofthePrimaryBallotTallySheet.
Procedure Day 3:Explainhowanelectioncampaignworks,reviewingtherolesontheCampaignRolesandDutieshandout.Thenassign
campaignrolesanddutiesasthey’vebeenmodified for the classroom.
Hangpicturesofthedifferentflowersaroundtheroom,coloredbythestudentsorprintedfromtheFlowerChartARS.
Haveprecinctleadersdistributevoterregistrationmaterialandhavestudents“register”tovote(optional).
Askstudentstostandbytheirflowerandreadtheirparagraph.Wheneveryonehasreadtheirparagraph,havetheprecinctleadersdistributetheprimaryballots.Eachstudentwillvoteforthreeflowers.Haveelectionjudgesconducttheprimaryelection,checkingvoterregistrationandcollectingballots.Electionjudgeswillturnthe ballots over to the teacher.
Day 4: Assigncountyworkers,electionjudges,andobserversintothreegroupsofthreetocounttheballots.Eachgroupshouldhaveoneobserver,onecountyofficial,andoneelectionjudge.DividetheballotsamongthethreegroupsalongwithaPrimaryBallotTallySheettousetocounttheballots.Onceeachgrouphascounteditsballots,haveitreportitstotalsto the class. Add the votes for each flower together.Oncethevotesarecounted,choosethetopthreeorfour(dependingiftherearetiesforthecount)flowers.
Day 5:Reviewtheflowercandidatesthatwontheprimaryelection.Studentsmustnowdecidewhichflowertheywanttosupport.HandoutthePosterGraphicOrganizerandmodelwhatacompletedposterwouldlooklike.Thiscanbeassignedashomework.Asstudentscompletetheirposters,hangthemupinthehallsforpeopletoreadandtalkabout.
Part 2: Civic Engagement
Montana’s State Flower: A Lesson in Civic Engagement
— 6 —
Part 3: Examining Primary Sources
Pre-lesson preparation •Printoutandlaminatelarge-format
newspaperpagesfromtheprovidedlinks,oneperstudentpair.(Tocreatethese,simplyopenthePDFfilesandsendthefiletoalarge-formatprinter,andthenlaminate.Ifyourdistrictdoesnothavealarge-formatprinter,thefollowingbusinessesoftendo:printers/copyshops,funeralhomes,architects,buildingcontractors.)
•PrintShakeandSourceNewspaperGameBoard,oneperstudentpair.
•PrintGameSheetGraphicOrganizer,oneperstudentpair.
•Gatherdice,magnifyingglasses(optional),anddryerasemarkers,oneperstudentpair.
ProcedureDay 6:Tellstudentsthatin1894Montanansvotedtochooseastateflower,justlikethestudentsarevotingtochooseaclassflower.Tellthemtheyaregoingtolearnmoreaboutthestateflowercampaignbyexamininghistoricalnewspapers.Explainthatinsteadofjustreadingthenewspapers,theyaregoingtoexaminethesenewspaperpagesbyplayingtheShakeandSourceNewspaperGame.
UseaGoldfishBowlStrategytomodelhowtoplayShakeandSource.Chooseastudentasyourpartner,withtheotherstudentsgatheredaroundwatching.Rollthedie,findthecorrespondinginformationonyourlaminatednewspaperpage,andmarkit.Writeyourinitialsonthesheetandaone-totwo-wordanswer.Iftheotherplayerrollsthenumberofacompletedsquare,theyloseaturn,oryoucanhavethemanswerthequestioninthenextround.Wheneachtaskhasbeencompleted,eachplayeraddsupthepointsforeachansweredsquare.Thereisalwaysapossibilitytheywillnotbeabletoansweroneofthequestionsfromtheirpage.Whenthathappens,
neitherplayergetsthepoint.Aftereachround,thetwoplayersworktogethertofillouttheGameSheetGraphicOrganizerwiththeinformationtheycollected.
Beforeplayingroundtwo,discusswhattypesofinformationwasfoundinthenewspaper.Introducetheword“sourcing.”Sourcingmeansfindingoutwhowroteadocumentaswellasthecircumstancesofitscreation.Tosourceadocumentyouneedtoanswerthreequestions:
•Whowroteit?
•When?
•Forwhatpurpose?
Discusswithstudentswhy“sourcing”isimportant.Sourcingadocumenthelpshistorians
•Evaluate how accurate it is. Was the documentcreatedatthetimeofaneventorlongafterward?Whichdoyouthinkwouldbemoreaccurate?
•Uncover bias.Doestheauthorhaveastrongpointofview?Howdoesthatshapethedocument?
•Recognize what types of information were included and what might have been left out. Authorsincludedifferentinformationdependingontheiraudienceandpurpose.Forexample,abaseballcoach(authorandaudience)willwritedownhowwelleveryplayeronherbaseballteambatted(information)soshecansetthelineupforthenextgame(purpose).Inalettertoyourgrandma(audience),yourmomwillonlytalkabouthowwellYOUplayed(information)becauseyourgrandmalovesyouandwantstoknowallaboutyourlife(purpose).
Oncethegamehasbeenmodeled,pairupyourstudents.Eachpairshouldhaveonedryerasemarkerandblackboarderaser,apencil,magnifyingglass,gameboard,andgraphicorganizer.
Montana’s State Flower: A Lesson in Civic Engagement Table of Contents (continued)
— 7 —
Eachpairofstudentswillberesponsiblefor“sourcing”atleastonenewspaperusingtheShakeandSourceNewspaperGame.Givestudents5to7minutestoexaminetheirnewspapersandcompleteroundone.Then,asaclass,havethemtalkabouttheirfindings.Aspartofthatdiscussion,remindthemofthefocusquestions.Whatistheiropinionandhowdidtheydeterminetheiranswer?Whatistheirevidence?
Continuethisprocedurewiththeremainingroundsofthegame.
Part 4: Final Vote and Lesson Wrap-up
Pre-Lesson Preparation
•PrepareandprintFinalBallotsandFinalBallotTallySheet.
•Printoutgraphofthe1894electiontoprojectonyourdocumentreader(orprintoutcopiesfortheclass).
Procedure
Writethefollowingfocusquestionsontheboard:
•Whowasabletovoteforthestateflowerin1894?
•WhendidMontanawomengettherighttovote?
•HowdidchoosingastateflowerprepareMontana women for roles of active citizenship?
Day 7: Conductthefinalelection.Afterthefinalvoteisconducted,comparetheresultswiththegraphofthe1894election.Whatwassimilar?Whatwasdifferent?Whatdidstudentslearnfromtheelectionprocess?
Pointstudentstothefocusquestions.LetstudentsknowthatMontanawomenwontherighttovotein1914.Leadadiscussiononthefocusquestions.Thensharethefollowinginformationwithstudents:
LongtimesuffragistMaryLongAlderson,wholivedinBozeman,attendedthe1893ChicagoWorld’sFair(ColumbianExposition).Atthefairshe attended the World’s Congress of RepresentativeWomenandlistenedtoSusanB.Anthonyspeakabouttheneedforwomentoorganizeforsuffrage(therighttovote).Anthonyexplainedthatwomencouldnotorganizeeffectivelytogainwomentherighttovoteuntiltheylearnedthepoliticalskillsnecessarytoorganizeacampaign,sosherecommendedthatwomenengagein“practice”campaigns.WhenMaryAldersonreturnedtoMontana,shesetaboutorganizing.Likemanyothersuffragists(peoplewhowantedwomentohavetherighttovote),shechosetoorganizeacampaigntochooseastateflowerasawaytopracticeorganizingtogettherighttovote.MaryLongAldersoncontinuedtofightforsuffrage,andshewasaveryimportantpartofthe1914campaignduringwhichMontanawomenfinallygainedthevote.
Askstudentstowriteonthefollowingquestion:WasorganizingtheFloralEmblemcampaignagoodstrategyforMontanasuffragists?Whyorwhynot?
Extension ideas: Thefollowingbooksmakegoodread-alouds—orread-alones—forstudentsinterestedinlearningmoreaboutwomenorganizingtogettherighttovote.
Karr,Kathleen,MaleneLaugesen,andElizabethClark.Mama Went to Jail for the Vote.NewYork:HyperionforChildren,2005.
Murphy,ClaireRudolf,andStaceySchuett.Marching with Aunt Susan: Susan B. Anthony and the Fight for Women's Suffrage.Atlanta:Peachtree,2011.
Stone,TanyaLee,andRebeccaGibbon.Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote. NewYork:HenryHolt,2008.
White, Linda. I Could Do That: Esther Morris Gets Women the Vote.NewYork:Farrar,StrausandGiroux,2005.
Montana’s State Flower: A Lesson in Civic Engagement Table of Contents (continued)
— 8 —
Research Links
Research Links
Research Links
Research Links
Coloring Page Link
Coloring Page Link
Coloring Page Link
Coloring Page Link
FlowerName Picture Drawing
Flower Chart Annotated Resource Set
http://www.nps.gov/plants/color/northwest/3.htmhttp://www.nps.gov/plants/color/northwest/imgs/Aruv1f.gif
http://montana.plant-life.org/http://www.wildflower.org/gallery/result.php?id_image=34988http://plants.usda.gov/factsheet/pdf/fs_aruv.pdf
1.CommonNames:
Bearberry,KinniknnickScientificName:
Arctostaphylosuva-ursi
2.CommonName:
StickyPurpleGeraniumScientificName:
Geraniumviscosissimum
http://www.wildflower.org/gallery/species.php?id_plant=GEVI2http://montana.plant-life.org/http://plants.usda.gov/plantguide/pdf/pg_gevi2.pdf
http://www.fs.fed.us/wildflowers/kids/coloring/pages/stickygeranium.html
3.CommonName:
ValleyVioletScientificName:
ViolavallicolaA.Nelsonvar.major(Hook.)Fabijan
http://www.nps.gov/plants/color/northwest/imgs/Vigl1f.gif
http://fieldguide.mt.gov/detail_PDVIO04342.aspxhttp://montana.plant-life.org/
4.CommonName: Lupine(Sundial)ScientificName:
LupinusperennisL.
http://www.wildflower.org/plants/result.php?id_plant=LUPE3http://montana.plant-life.org/http://montana.plant-life.org/species/lupin_serice.htm
http://www.nps.gov/plants/color/northwest/imgs/Lule1f.gif
— 9 —
Research Links
Research Links
Research Links
Research Links
Coloring Page Link
Coloring Page Link
Coloring Page Link
Coloring Page Link
FlowerName Picture Drawing
Flower Chart (continued)
http://www.nps.gov/plants/color/northwest/imgs/Clhi1f.gif
http://www.wildflower.org/plants/result.php?id_plant=CLHIhttp://montana.plant-life.org/species/clematis_hirs.htm
5.CommonNames: HairyClematis
SugarbowlorsugarbowlsScientificName:
ClematishirsutissimaPursh
6.CommonNamesPasqueFlower
PrairieCrocus Anemone PatensScientificName:
Pulsatillapatens(L.)P.Mill.
http://montana.plant-life.org/species/pulsa_pate.htm
http://www.coloringcastle.com/pdfs/flower/flower08.pdfhttp://www.nps.gov/plants/color/northwest/imgs/Anoc1f.gif
7.CommonName
ShootingstarScientificName
Dodecatheonpulchellum(Raf.)Merr.
http://www.fs.fed.us/wildflowers/kids/coloring/pages/shootingstar.htmlhttp://www.nps.gov/plants/color/northwest/imgs/Doco1f.gif
http://montana.plant-life.org/
8.
CommonName: ArrowleafBalsamroot
ScientificName: Balsamorhizasagittata
http://www.wildflower.org/plants/result.php?id_plant=BASA3
http://idahonativeplants.org/pdf/WildflowerColoringBook.pdfhttp://www.fs.fed.us/wildflowers/kids/coloring/pages/arrowleafedbalsamroot.html
— 10 —
Research Links
Research Links
Research Links
Research Links
Coloring Page Link
Coloring Page Link
Coloring Page Link
Coloring Page Link
FlowerName Picture Drawing
Flower Chart (continued)
http://www.nps.gov/plants/color/northwest/imgs/Canu1f.gif
http://montana.plant-life.org/species/calo_gunnis.htmhttp://www.wildflower.org/gallery/search.php?search_field=Sego&newsearch=true&imagesonly=true&family=http://www.wildflower.org/plants/result.php?id_plant=CANU3
9.CommonName:
SegoLilyalsoknownasNuttall’sMariposaLily
ScientificName: Calochortusnuttallii
10.CommonName:
PricklyPearCactusScientificName: GenusOpuntia
http://www.wildflower.org/plants/result.php?id_plant=OPMA2TexasKidshttp://kids.house.state.tx.us/worksheets/symbols.dochttp://tpwd.texas.gov/kids/about_texas/symbols/pricklypear.phtmlhttp://commons.wikimedia.org/wiki/File:Cactus2_(PSF).jpghttp://www.nps.gov/plants/color/txhill/imgs/opli1.jpg
11.CommonName: Long-LeafPhlox
*MayneedtojustusePhloxScientificName:
PhloxlongifoliaNutt
http://www.nps.gov/plants/color/northwest/imgs/Phca1f.gif
http://montana.plant-life.org/
12.CommonName:
BitterrootScientificName:
LewisiaredivivaPursch
http://www.wildflower.org/plants/result.php?id_plant=LERE7http://montana.plant-life.org/http://plants.usda.gov/plantguide/pdf/cs_lere7.pdf
http://montanakids.com/activities_and_games/Activities/printandplay/coloring_book/coloring_book_bitterroot.htm
— 11 —
Research Links
Research Links
Coloring Page Link
Coloring Page Link
FlowerName Picture Drawing
Flower Chart (continued)
http://www.nps.gov/plants/color/northwest/imgs/Oeca1f.gif
http://montana.plant-life.org/
13.CommonName: Evening Primrose TuftedPrimroseScientificName:
Oenotheracespitosa
14.CommonName:
WildRoseScientificName: RosaWoodsii
https://plants.usda.gov/plantguide/pdf/pg_rowo.pdf
http://www.fs.fed.us/wildflowers/kids/coloring/books/Wildflowers_of_Ponderosa_Pine_Forests.pdf
— 12 —
Wildflower Research Graphic OrganizerStudentName:____________________________________________________________________
WildflowerName:_________________________________________________________________
ScientificName:
Height:
Color(s):
Shapeofleaves:
Petals:
Description
Picture
Interesting facts:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
TribalInformation:
Wheredoesitgrow?
Source1:
Source2:
Montana’s State Flower: A Lesson in Civic Engagement
— 13 —
Exit Ticket
Summarizetoday’slessonin10words.
Rateyourunderstandingoftoday’slesson1-10.Tenmeansyoucompletelygotit. Explainthereasonforyourrating.
StudentName
Exit Ticket
Summarizetoday’slessonin10words.
Rateyourunderstandingoftoday’slesson1-10.Tenmeansyoucompletelygotit. Explainthereasonforyourrating.
StudentName
— 14 —
NarrativeParagraph/SpeechPlanner
Openingline(Howwillyougettheaudience’sattention?) Whatisyourhook?
Listfourreasonsthisfloweristhebest.(Remember,youcanuseyourresearch.)
1.
2.
3.
4.
Closingline(howwillyourestateyourpoint?)
StudentName:
NameofFlower:
— 15 —
Election Role Actual Job Duties Classroom Duties Student
Elected positionGets out the vote
Distributes campaign literature
Passes out papers
Precinct Leader
Courthouse Worker
Election Judge
Observer
Journalist
Campaign Coordinator
Campaign Committee
Candidate
Counts votes Collects papers
Checks if voter is registered
Collects and safeguards ballotsIs responsible for
proper and orderly voting in a precinct
Helps with voting
Helps with counting votes
Watches the counting process to make sure no
one cheats
Observes counting
Reports news stories
Takes notes and checks facts
Writes article for class
newsletter or blog
Manages campaignCoordinates
literature drops, advertising, and
phone banks Writes blogs and
letters
Organizes rallies to
persuade voters to support candidate
Volunteers who work to elect a
candidate
Hangs posters in hall
Person running for office
(In this case flower)
— 16 —
Registration Card
Registration Card
Registration Card
Last Name: First Name: Middle Initial:
Last Name: First Name: Middle Initial:
Last Name: First Name: Middle Initial:
County of Registration: Classroom Number: Date of Birth: (month/day/year):
County of Registration: Classroom Number: Date of Birth: (month/day/year):
County of Registration: Classroom Number: Date of Birth: (month/day/year):
Date: Signature:
Date: Signature:
Date: Signature:
Address: State: Zip Code:
Address: State: Zip Code:
Address: State: Zip Code:
School:
School:
School:
/ /
/ /
/ /
/ /
/ /
/ /
— 17 —
Primary Ballot – Choose 3 Flowers
Primary Ballot – Choose 3 Flowers
1.Kinnikinnick Bearberry
2.StickyPurple Geranium
3.Violet
4.Lupine
5.Sugarbowl HairyClematis
1.Kinnikinnick Bearberry
2.StickyPurple Geranium
3.Violet
4.Lupine
5.Sugarbowl HairyClematis
6.PasqueFlower
7. Shooting Star
8.ArrowleafBalsamroot
9.SegoLily MariposaLily
10.PricklyPearCactus
6.PasqueFlower
7. Shooting Star
8.ArrowleafBalsamroot
9.SegoLily MariposaLily
10.PricklyPearCactus
11.Phlox
12.Bitterroot
13.EveningPrimrose
14.WildRose
11.Phlox
12.Bitterroot
13.EveningPrimrose
14.WildRose
— 18 —
Primary Ballot Tally Sheet. Look at the ballots. Mark a line each time a flower receives a vote.
1.Kinnikinnick Bearberry
2.StickyPurple Geranium
3.Violet
4.Lupine
5.Sugarbowl HairyClematis
6.PasqueFlower
7. Shooting Star
8.ArrowleafBalsamroot
9.SegoLily MariposaLily
10.PricklyPearCactus
11.Phlox
12.Bitterroot
13.EveningPrimrose
14.WildRose
CountyVoteCounter:_________________________________________________________________
Observer: ____________________________________________________________________________
ElectionJudge:_______________________________________________________________________
DateVotesCounted:__________________________________________________________________
Class/Teacher:________________________________________________________________________
StudentName:________________________________________________________________________
— 19 —
Adjectivesthatdescribemyflower:
______________________________________________________________________________________
______________________________________________________________________________________
Wordsthatstartwiththesameletterasmyflower:
______________________________________________________________________________________
______________________________________________________________________________________
Colorsofmyflower:
______________________________________________________________________________________
______________________________________________________________________________________
Whyshouldthisflowerbechosenastheclassroomflower?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Poster Graphic Organizer
— 20 —
Final Ballot – Vote for One
Final Ballot – Vote for One
Final Ballot – Vote for One
Final Ballot – Vote for One
Wildflower:_____________________________________________________________________________
Wildflower:_____________________________________________________________________________
Wildflower:_____________________________________________________________________________
Wildflower:_____________________________________________________________________________
Wildflower:_____________________________________________________________________________
Wildflower:_____________________________________________________________________________
Wildflower:_____________________________________________________________________________
Wildflower:_____________________________________________________________________________
Wildflower:_____________________________________________________________________________
Wildflower:_____________________________________________________________________________
Wildflower:_____________________________________________________________________________
Wildflower:_____________________________________________________________________________
— 21 —
Final Ballot Tally Sheet
CountyVoteCounter:_________________________________________________________________
Observer: ____________________________________________________________________________
ElectionJudge:_______________________________________________________________________
DateVotesCounted:__________________________________________________________________
Class/Teacher:________________________________________________________________________
StudentName:________________________________________________________________________
— 22 —
Links to Newspaper Pages with Articles about the Floral Campaign
Note:Inseveralcases,thesamearticlewaspublishedinseveralnewspapers.Thatisusefulinformationforyourstudentstodiscover.Ifyoudon’thaveenoughstudentstoreadallthenewspapers,however,makesurethatyouhaveawideselectionofarticles
Newspaper Date Notes/Article Title Link
RedLodgePicket
FergusCountyArgus
Anaconda Standard
Anaconda Standard
Anaconda Standard
DailyIndependent
Helena
Anaconda Standard
Anaconda Standard
Anaconda Standard
DailyIndependent
Helena
Philipsburg Mail
01/20/1894
01/25/1894
02/3/1894
02/21/1895
03/02/1894
03/16/1894
05/07/1894
06/07/1894
06/23/1895
10/07/1894
10/08/1894
IntroducestheFloral Emblem
campaign
IntroducestheFloral Emblem
campaign
IntroducestheFloral Emblem
campaign
State Floral Emblem:The
BitterRootchosen
Discussesplantochoose state
flower
Editorial in supportoftheCalochortus
Pickoutyourflower
Instructionsforvoting in Granite
County
DiscussestheBitterroot
Sharesthetally(Note:Itisalittle
hardtoread)
BitterRootChosen
http://chroniclingamerica.loc.gov/lccn/sn84036276/1894-01-20/ed-1/seq-3.pdf
http://chroniclingamerica.loc.gov/lccn/sn84036228/1894-01-25/ed-1/seq-1.pdf
http://chroniclingamerica.loc.gov/lccn/sn84036012/1894-02-03/ed-1/seq-3.pdf
http://chroniclingamerica.loc.gov/lccn/sn84036012/1895-02-21/ed-1/seq-1.pdf
http://chroniclingamerica.loc.gov/lccn/sn84036012/1894-03-02/ed-1/seq-3.pdf
http://chroniclingamerica.loc.gov/lccn/sn83025308/1894-03-16/ed-1/seq-4.pdf
http://chroniclingamerica.loc.gov/lccn/sn84036012/1894-05-07/ed-1/seq-8.pdf
http://chroniclingamerica.loc.gov/lccn/sn84036012/1895-06-23/ed-1/seq-12.pdf
http://chroniclingamerica.loc.gov/lccn/sn84036012/1894-10-07/ed-1/seq-9.pdf
http://chroniclingamerica.loc.gov/lccn/sn83025308/1894-10-08/ed-1/seq-8.pdf
http://chroniclingamerica.loc.gov/lccn/sn83025320/1894-06-07/ed-1/seq-1.pdf
— 23 —
Rou
nd S
core
2 S
core
1
Title
of
D
ocum
ent
____
____
____
___
____
____
____
___
____
____
____
___
Whe
n w
as t
his
docu
men
tcr
eate
d?
____
____
____
___
____
____
____
___
____
____
____
___
Whe
re w
as t
his
docu
men
t
____
____
____
___
____
____
____
___
____
____
____
___
Who
was
thi
s do
cum
ent
cr
eate
dfo
r?
____
____
____
___
____
____
____
___
____
____
____
___
Find
at
ype
of
tran
spor
tation
.
____
____
____
___
____
____
____
___
____
____
____
___
Find
som
ethi
ng
abou
tth
era
ilroa
d.
____
____
____
___
____
____
____
___
____
____
____
___
Find
a f
orm
of
ente
rtai
nmen
t.
____
____
____
___
____
____
____
___
____
____
____
___
Wha
t
surp
rise
d
you?
____
____
____
___
____
____
____
___
____
____
____
___
Find
the
flow
er a
rtic
le.
____
____
____
___
____
____
____
___
____
____
____
___
Find
the
nam
e
of a
flo
wer
or
tow
n.
____
____
____
___
____
____
____
___
____
____
____
___
Wha
t is
the
flow
er a
rtic
le
abou
t?
____
____
____
___
____
____
____
___
____
____
____
___
Wha
t di
d th
e w
rite
r of
the
flow
er a
rtic
le
wan
t th
e re
ader
to
do?
____
____
____
___
____
____
____
___
____
____
____
___
Und
erlin
ea
ne
w w
ord.
____
____
____
___
____
____
____
___
____
____
____
___
Usi
ngc
lues
,w
hat
doy
out
hink
the
w
ord
mea
ns?
____
____
____
___
____
____
____
___
____
____
____
___
Und
erlin
ea
ne
w w
ord.
____
____
____
___
____
____
____
___
____
____
____
___
Usi
ngc
lues
,w
hat
doy
out
hink
the
w
ord
mea
ns?
____
____
____
___
____
____
____
___
____
____
____
___
Wha
t el
se w
as
int
hen
ews?
____
____
____
___
____
____
____
___
____
____
____
___
Des
crib
eth
is
docu
men
t.
____
____
____
___
____
____
____
___
____
____
____
___
Ist
his
docu
men
tch
alle
ngin
g?
Why
?
____
____
____
___
____
____
____
___
____
____
____
___
With
your
par
tner
cre
ate
a
com
ple
xqu
estion
.
____
____
____
___
____
____
____
___
____
____
____
___
Find
an
adve
rtis
emen
t.
____
____
____
___
____
____
____
___
____
____
____
___
Wha
t do
es
occu
pat
ion
m
ean?
____
____
____
___
____
____
____
___
____
____
____
___
Cir
cle
the
nam
e of
an
occu
pat
ion.
____
____
____
___
____
____
____
___
____
____
____
___
Com
par
em
oder
nne
wsp
aper
sw
ith
this
one
.
____
____
____
___
____
____
____
___
____
____
____
___
1 2 3 4
Stu
dent
#__
____
____
___
Stu
dent
#2
Sha
ke a
nd S
ourc
e N
ewsp
aper
Gam
e B
oard
— 24 —
Game Sheet Graphic Organizer
StudentName:___________________StudentName:__________________StudentName:__________________
Game Sheet Graphic Organizer
StudentName:___________________StudentName:__________________StudentName:__________________
Title,DateandDescriptionofDocument
_________________________________________
_________________________________________
_________________________________________
Title,DateandDescriptionofDocument
_________________________________________
_________________________________________
_________________________________________
Whatwaschallenging?Whatsurprisedyou?Whatdidyoulearn?
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Whatwaschallenging?Whatsurprisedyou?Whatdidyoulearn?
_________________________________________
_________________________________________
_________________________________________
_________________________________________
NewVocabulary
_________________________________________
_________________________________________
_________________________________________
_________________________________________
NewVocabulary
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Asyoureadaskyourself–“Whatisthistextabout?”Thenansweryourownquestions.
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Asyoureadaskyourself–“Whatisthistextabout?”Thenansweryourownquestions.
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
— 25 —
Game Sheet Graphic Organizer
1894 Election Results
County
Beaverhead
Custer
DeerLodge
Flathead
Fergus
Gallatin
Jefferson
LewisandClark
Madison
Meagher
Missoula
Park
SilverBow
Ravalli
Yellowstone
Total
Bitterroot
23
0
270
1
1
283
40
34
701
94
1293
68
170
608
35
3621
Evening Primrose
96
37
7
0
42
8
0
4
332
33
0
225
2
1
0
787
WildRose
1
101
153
0
50
15
36
17
128
3
141
9
0
12
2
668
Scattering Votes[Votes
for other flowers]*
7
57
52
0
63
46
156
32
86
12
196
26
14
23
11
TotalVote
127
195
482
1
156
352
232
87
1247
142
1630
328
186
644
48
5857
*Otherflowersreceivedthefollowingvotes:
Calochortus:48votes
WhiteClematis:163votes(148fromJeffersonCounty)
Cactus:98votes
GoldenRod:86votes
Overthirty-twoflowersreceivedatleastonevote.