replace this text with the title of your learning...
TRANSCRIPT
Our National Monuments
Kelli Halsey and Christi HutsonPrairieland
Summer 2006
Library of Congress, Prints & Photographs Division,[reproduction number, LC-USZ62-46804 DLC
Students will complete these activities during our study of the United States. They will view a PowerPoint as an introduction to six of our National Monuments. After the introduction, they will work in cooperative groups at six centers to further understand the importance of each monument.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives Students will:
analyze primary source pictures to draw conclusions, make observations, and discuss United States Landmarks.
write complete sentences using proper capitalization, punctuation, grammar, and inventive or conventional spelling.
listen to, understand, and discuss facts about the National Landmarks.
be active participants in their center workshop times. complete center workshop activities with their
group.Recommended time frame 4 one hour class periodsGrade level 2ndCurriculum fit Social Studies and WritingMaterials Pencils, Markers, Crayons, or Colored Pencils
Our National Landmark PowerPoint Monument Cards 1 and 2 1846 White House picture 2005 White House picture White House Instructions
An Adventure of the American MindIllinois State University
White House Venn Diagram Arch picture Maps of the U.S. St. Louis Arch Activity St. Louis Arch Instructions Lincoln Memorial Activity Hay Copy of Gettysburg Address Mount Rushmore Instructions Mount Rushmore Letter Mount Rushmore picture 1 and 2 The Washington Monument Activity Statue of Liberty Instructions Statue of Liberty Activity Extension Activities 1 and 2
Illinois State Learning Standards Back to Navigation BarSocial Studies:GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. 16 A. Apply the skills of historical analysis and
interpretation.
GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States. 17 A. Locate, describe and explain places, regions
and features on the Earth.
Language ArtsGOAL 3: Write to communicate for a variety of purposes. 3 A. Use correct grammar, spelling, punctuation,
capitalization and structure. 3 B. Compose well organized and coherent writing
for specific purposes and audiences. 3 C. Communicate ideas in writing to accomplish a
variety of purposes.
GOAL 5: Use the language arts to acquire, assess and communicate information. 5 A. Locate, organize, and use information from
various sources to answer questions, solve problems and communicate ideas.
An Adventure of the American MindIllinois State University
Procedures Back to Navigation BarDay One: Present Our National Monuments PowerPoint to
students. Hook the computer up and show it through the TV.
If you use above PowerPoint hyperlink, you will need to choose view full screen in order to be able to left click through the presentation.
The PowerPoint is set up to advance on clicks. As you are presenting the PowerPoint, students should fill out Monument Cards for each Landmark.
After you are done with the PowerPoint and Monument Cards, explain to the students what they will be doing at each of the centers over the next three days.
In center one, the students will be comparing and contrasting an 1846 picture and a 2005 picture of the White House. The White House Instruction sheet gives detailed directions. Students will fill out the Venn Diagram sheet at this center.
At center two, the students will be looking at two pictures of men carving Mount Rushmore. The Mount Rushmore Instruction sheet gives detailed directions. Students will use the Letter format to complete their letter to their family member.
At center three, students will be comparing a map from 1796 and 1892 to answer questions about the Gateway Arch. The St. Louis Arch Instruction sheet gives more detailed directions. Students will be filling out the worksheet about the Gateway Arch at this center.
At center four, students will be viewing pictures of the Lincoln Memorial, reading and discussing information about the Memorial, and analyzing the first paragraph of the Gettysburg Address. Print out the Hay Copy of the Gettysburg Address to include at the center so students will be able to see the real thing. They will then create a Pop up Vocabulary Activity about the Gettysburg Address.
At center five, students will be reading information about the Washington Monument. Then they will be comparing two different designs for the Washington Monument and writing about which one they prefer. Finally they will create their own design for the Washington Monument.
An Adventure of the American MindIllinois State University
At center six, students will be looking at different views of the Statue of Liberty and writing about what they see in each picture on their worksheet. There are more detailed directions on the Statue of Liberty Instruction sheet.
On day Two, Three, and Four You will divide the class into 6 groups. They will
rotate to two centers each day for about a half an hour each.
By the end of day four, they will have completed all six centers.
You may want to have students create a folder to keep all of their center work in each day or you could collect it at the end of each work period.
Evaluation Back to Navigation Bar Students will be assessed based on observation
during the center workshop time and during class discussions about the PowerPoint.
Their writing will be evaluated based on the 2 nd Grade Writing Rubric.
Extension Back to Navigation Bar Extension Activities are explained in detail on the
Extension 1 and 2 sheets.
An Adventure of the American MindIllinois State University
Primary Resources from the Library of CongressBack to Navigation Bar
Our National MonumentsPicture Description Citation URL
President's house (i.e. White House), Washington, D.C., showing south side, probably taken in winter. [ca. 1846]
Library of Congress, Prints &
Photographs Division,
[reproduction number, LC-
USZ62-46804 DLC
http://memory.loc.gov/cgi-bin/query/r?ammem/dag:@field(NUMBER+@band(cph+3a53372))
White House 2005 Washington, DC, Monuments & Landmarks, Copyright 2002-05Keith Stanley
http://www.kestan.com/travel/dc/monument/
White House, June 1917
The Robert Runyon Photograph Collection, [image number, 04169], courtesy of The Center for American History, The University of Texas at Austin.
http://memory.loc.gov/cgi-bin/query/r?ammem/runyon:@field(DOCID+@lit(txuruny.04169))
Lincoln figure on Mount Rushmore,
1937
"Lincoln figure on Mount Rushmore, 1937. Photo courtesy of the National Park Service, for "Mount Rushmore National Memorial," a South Dakota Local Legacies project
http://www.americaslibrar
y.gov/cgi-bin/page.cgi/es/sd/
mount_1
Building Mt. Rushmore
The Rucker Archive.com
http://theruckerarchive.co
m/Images/Large/B/
BuildingMtRushmo
An Adventure of the American MindIllinois State University
re.jpg
Mount Rushmore National Memorial located 23 miles southwest of Rapid City, South Dakota
Black Hills Badlands & Lakes Association
http://www.blackhillsbadlands.com/go.asp?ID=322&utm_source=Yahoo&utm_medium=PPC&utm_term=MtRushmore&utm_campaign=Spring06
Map of United States in 1796
Library of Congress,
Geography and Map Division
http://memory.loc.gov/cgi-bin/query/r?
ammem/gmd:@field(NUMBER+@band(g3700+
ct001192))
Rand McNally new official railroad map of the United States and southern Canada 1920
Library of Congress,
Geography and Map Division
http://memory.loc.gov/cgi-bin/query/r?
ammem/gmd:@field(NUMBER+@band(g3701p
+ct001840))
GENERAL VIEW OF ARCH TAKEN FROM THE OLD SAINT LOUIS COURTHOUSE, LOOKING EAST TO THE MISSISSIPPI RIVER
Library of Congress, Prints and
Photographs Division, Historic American
Buildings Survey or Historic American
Engineering Record, Reproduction Number
HAER MO,96-SALU,78-35
http://memory.loc.gov/pnp/habshaer/mo/mo1100/mo1124/color/570496cv.jpg
An Adventure of the American MindIllinois State University
GENERAL VIEW OF THE ARCH FORM THE PARK, LOOKING SOUTHEAST
Library of Congress, Prints and
Photographs Division, Historic American
Buildings Survey or Historic American
Engineering Record, Reproduction Number
HAER MO,96-SALU,78-6
http://memory.loc.gov/cgi-bin/displayPhoto.pl?path=/pnp/habshaer/mo/mo1100/mo1124/photos&topImages=099577pr.jpg&topLinks=099577pv.jpg,099577pu.tif&title=6.%20%20GENERAL%20VIEW%20OF%20THE%20ARCH%20FORM%20THE%20PARK,%20LOOKING%20SOUTHEAST%20%3cbr%3eHAER%20MO,96-SALU,78-6&displayProfile=0
Gateway Arch National Park Service ~ Dept. of the Interior
http://www.nps.gov/jeff/
Washington, D.C. Lincoln Memorial
Library of Congress, Prints & Photographs Division, FSA-OWI
Collection, [reproduction number, LC-USW3-040305-D
DLC ]
http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8d41636))
Transcript of Gettysburg Address inscribed on the walls of the Lincoln Memorial
Transcription of the version of the Gettysburg Address inscribed on the walls at the Lincoln Memorial in Washington, D.C.
http://www.loc.gov/exhibits/gadd/gadrft.html
An Adventure of the American MindIllinois State University
Lincoln Statue at the Lincoln Memorial
Photos, Site Design, and Content by James Politte Copyright © 2001-2004 James Politte - http://washingtondcmetroweb.com
http://www.washingtondcmetroweb.com/lincolnmemorial2.htm
Lincoln Memorial, Washington, D.C. Detail of statue
Library of Congress, Prints and Photographs Division, Gottscho-Schleisner Collection [please cite the reproduction number, e.g., LC-G612-40053
http://memory.loc.gov/cgi-bin/query/r?ammem/gottscho:@field(NUMBER+@band(gsc+5a02022))
Lincoln Memorial. Night view of Lincoln Memorial showing clouds and moon.
Library of Congress, Prints and Photographs Division, Theodor Horydczak Collection [please give the reproduction number, e.g., LC-H824-0224].
http://memory.loc.gov/cgi-bin/query/r?ammem/horyd:@field(NUMBER+@band(thc+5a35805))
Washington Monument, Washington, D.C
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+4a11713))
An Adventure of the American MindIllinois State University
Washington Monument, Capitol,WWII Memorial, reflecting pool
Washington, DC, Monuments & Landmarks, by Keith Stanley, Copyright 2002-5
http://www.kestan.com/travel/dc/monument/index.htm
Washington Monument
Washington, DC, Monuments & Landmarks by Keith Stanley, Copyright 2002-5
http://www.kestan.com/travel/dc/monument/index.htm
An Adventure of the American MindIllinois State University
Robert Mills’s original design for the Washington Monument.
National Park Service Website
http://www.nps.gov/wamo/memorial/design.htm
Statue of Liberty Library of Congress, Prints and
Photographs Division, Theodor Horydczak
Collection reproduction number,
LC-H834-S07-187 DLC
http://memory.loc.gov/cgi-bin/query/r?ammem/horyd:@field(NUMBER+@band(thc+5a35789))
An Adventure of the American MindIllinois State University
Detail, profile view of right-side of face.
Detail, profile view of right-side of face.
Historic American Buildings Survey/Historic American Engineering Record
HAER NY,31-NEYO,89-27
http://memory.loc.gov/cgi-bin/ampage?collId=hhphoto&action=browse&fileName=ny/ny1200/ny1251/photos/browse.db&recNum=0&itemLink=D?
Detail view of hand, thumb, torch handle and underside of torch platform
Detail view of hand, thumb, torch handle and underside of torch platform
Historic American Buildings Survey/Historic American Engineering Record
HAER NY,31-NEYO,89-44
http://memory.loc.gov/cgi-bin/ampage?collId=hhphoto&action=browse&fileName=ny/ny1200/ny1251/photos/browse.db&recNum=0&itemLink=D
Detail of toes and sandal on left foot
Detail of toes and sandal on left foot. Historic American Buildings Survey/Historic American Engineering Record HAER NY,31-NEYO,89-55
http://memory.loc.gov/cgi-bin/ampage?collId=hhphoto&action=browse&fileName=ny/ny1200/ny1251/photos/browse.db&recNum=0&itemLink=D
Observation Windows in Tiara
Observation Windows in Tiara
Historic American Buildings Survey/Historic American Engineering Record
HAER NY,31-
http://memory.loc.gov/cgi-bin/ampage?collId=hhphoto&action=browse&fileName=ny/ny1200/ny1251/photos/browse.db&recNum=0&itemLink=D
An Adventure of the American MindIllinois State University
NEYO,89-266Profile view of left-side of head
Profile view of left-side of head
Historic American Buildings Survey/Historic American Engineering Record
HAER NY,31-NEYO,89-28
http://memory.loc.gov/cgi-bin/ampage?collId=hhphoto&action=browse&fileName=ny/ny1200/ny1251/photos/browse.db&recNum=0&itemLink=D
Straight-on view of flame, torch platform and forefinger looking east
Straight-on view of flame, torch platform and forefinger looking east
Historic American Buildings Survey/Historic American Engineering Record
HAER NY,31-NEYO,89-37
http://memory.loc.gov/cgi-bin/ampage?collId=hhphoto&action=browse&fileName=ny/ny1200/ny1251/photos/browse.db&recNum=0&itemLink=D
Tablet held in left hand.
Tablet held in left hand
Historic American Buildings Survey/Historic American Engineering Record
HAER NY,31-NEYO,89-264
http://memory.loc.gov/cgi-bin/ampage?collId=hhphoto&action=browse&fileName=ny/ny1200/ny1251/photos/browse.db&recNum=0&itemLink=D
An Adventure of the American MindIllinois State University
RubricBack to Navigation Bar
Second Grade Writing Rubric
Content Conventions
4Advanced
I express my ideas clearly.
My writing evidences the features of focus, logical flow, and support or elaboration extended by details, examples or descriptions.
I experiment with transitions.
I have begun to consider my audience in my writing.
I am beginning to include my own voice in my writing.
4Advanced
I spell most common words correctly.
I use strategies to help spell difficult words correctly.
I generally use correct grammar and punctuation.
3Proficient
I maintain focus in my writing.
I use some support (details, examples, descriptions).
I use purposeful ordering of sentences.
3Proficient
I spell many high frequency words correctly.
I use knowledge of common spelling patterns/rules to spell new words.
I use capital letters at the beginning of sentences and proper nouns.
I use ending marks correctly.
An Adventure of the American MindIllinois State University
2Basic
I stay on topic when I write.
My writing includes multiple sentences.
My writing has a beginning, middle, and end.
2Basic
I spell some high frequency words correctly.
I use knowledge of some word patterns to spell words correctly.
I use developmental spelling with unfamiliar words.
I use appropriate spacing. I use many capital letters at
the beginning of sentences and proper nouns.
I use many ending marks correctly.
1Novice
I can write a complete thought or sentence.
1Novice
I write my name and favorite words.
I write common words based on letter/sound relationships.
I may confuse some letter sounds.
I combine upper and lowercase letters in my writing.
I write left to right and top to bottom.
I usually use appropriate spacing.
I experiment with punctuation and capitalization.
An Adventure of the American MindIllinois State University
HandoutsBack to Navigation Bar
An Adventure of the American MindIllinois State University
Monument Cards
Monument: _______________________________________________
Location: _____________________________________________________
Fact: _________________________________________________________
______________________________________________________________
Monument: _______________________________________________
Location: _____________________________________________________
Fact: _________________________________________________________
______________________________________________________________
16
Monument: ______________________________________________
Location: ________________________________________________
Fact: ________________________________________________________
__________________________________________________
Monument: _______________________________________________
Location: _____________________________________________________
Fact: _________________________________________________________
______________________________________________________________
17
Monument: _______________________________________________
Location: _____________________________________________________
Fact: _________________________________________________________
______________________________________________________________
Our National Landmarks
By
18
Monument: ______________________________________________
Location: ________________________________________________
Fact: ________________________________________________________
_____________________________________________________________
Monument: _______________________________________________
Location: _____________________________________________________
Fact: _________________________________________________________
______________________________________________________________
19
The White HouseCenter Instructions:In this center you will be looking at two pictures of the White House. The first picture is from 1846. The other picture is from 2005. You will compare the pictures and use your observations to fill in the Venn Diagram at this center.
Name________________The White House
1846 2005
22
Name_________________The Gateway Arch
What are the differences between the map of 1796 and 1892?
__________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________Why do you think they decided to build the Gateway Arch in St. Louis? ______________________________________________
The United States in 1892
25
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________Do you think the arch design was a good choice for a memorial to Westward Expansion? Why or why not? _____________________
___________________________________________________
___________________________________________________
___________________________________________________
26
St. Louis ArchCenter Instructions:In this center you will be looking at a map of the United States in 1796 and a map of the United States in 1892. First you need to write down the differences that you see between the two maps. Next write sentences to tell why you think they decided that St. Louis was a good place to build the Gateway Arch. Finally, answer the question at the bottom of your page.
27
The memorial is meant to symbolize freedom. The design was based on the famous Parthenon in Greece. It has 36 columns that surround its rectangular shape, each one representing the number of states in the union during the period that Lincoln lived. State names are inscribed around the perimeter of the memorial, above each column. The Lincoln Memorial has 87 stairs leading to the top.
Inside the building, a statue of Abraham Lincoln sits in a chair, gazing in the direction of the National Monument. On either side of the main room, two smaller areas provide space to showcase two of his most famous speeches: the Gettysburg Address, and the Second Inaugural Address.
28
Carefully read the first paragraph of the Gettysburg Address. Discuss in your group what you believe Abraham Lincoln is saying. Create a pop up vocabulary activity to explain what he’s saying.
29
Mount RushmoreCenter Instructions:In this center you will be looking at two pictures of men working on the construction of Mount Rushmore. Think about how those men probably felt while they were working on this monument. You are going to pretend that you were one of the people who helped build this monument. Write a letter to one of your family members and tell them about your experiences. Be sure to include your feelings.
31
The Gettysburg AddressThe following is an excerpt from the Gettysburg Address. Read it carefully, paying close attention to the underlined parts. Within your group discuss what you believe the underlined words mean, and write it in the box. Then rewrite the paragraph using your own wording, make sure what you write makes sense.
Fourscore and seven years ago our fathers brought forth on this continent a
new nation, conceived in liberty, and dedicated to the proposition that all men
are created equal.
(Date) __________________
Dear _____________________,
_______________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
32
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
(Closing) __________________,(Your name) _______________
33
The Washington MonumentAfter many failed attempts to honor the fallen president, a group of private citizens decided to form the Washington National Monument Society. They sent out an invitation asking American artists and architects to submit designs. Robert Mills design, won the competition. His design was a combination of Greek and Egyptian architecture. It called for a 600 foot obelisk centered on a circular columned temple, 250 feet across and 100 feet high. It was to have 30 spaces set aside between the columns to eventually be filled with statues of prominent Americans, and over the entrance was to be a toga-clad Washington driving a chariot. After reviewing the design, the society decided to construct a simple obelisk instead.
Located in Washington, DC, at the western end of the National Mall, this four-sided stone structure (modeled after a classic Egyptian obelisk) honors the "Father of our Country," General, Founding Father, and the first president of the United States (1789-1797), George Washington.
At 555 feet 5 1/8 inches (169.29 meters) high, the Washington Monument towers over everything in Washington, DC and is one of the tallest masonry structures in the world. Fifty flags surround the base of the Washington Monument and symbolize the 50 states of the Union. If you take the elevator to the pyramid top, windows in the observation room offer views of the Lincoln Memorial, the White House, the Thomas Jefferson Memorial, and the Capitol building.
Which of the designs do you like best? Why?
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Why do you think the Washington National Monument Society decided on the simpler design? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
36
If you were the designer, what would your “Washington Monument” look like? Create an illustration of your monument to George Washington.
Name_________________Statue of Liberty
Picture 1
37
________________________________________________________________________________________________________________________________
Picture 2
____________________________________________________________________________________________________________________________
38
Picture 3
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________
39
Picture 4_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
40
Statue of LibertyCenter Instructions:In this center you will be looking at several views of the Statue of Liberty. Next to each view there are lines where you will write down what you see in each picture. Be sure to include as many details as possible.
42
The Statue of Liberty ExtensionsEllis Island Interactive TourFollow the steps of all the immigrants who came to Ellis Island. See photos, hear audio recordings, and learn about what it was like to come through Ellis Island.
http://teacher.scholastic.com/activities/immigration/tour/index.htm
Immigrant Life in New York Read a brief passage about what life was like for immigrants in New York.
http://www.americaslibrary.gov/cgi-bin/page.cgi/es/ny/museum_1
Walking Onto Ellis Island, New YorkRead a brief passage to find out what happened at Ellis Island during the late 19th century and the early 20th century.
http://www.americaslibrary.gov/cgi-bin/page.cgi/es/ny/ellis_1
Washington Monument Extensions43
Create a monument to honor a famous personMost communities have buildings or statues to honor famous people. Imagine that you could design a new public monument for your town. Whom would your monument honor? What would it look like? Draw your monument then share your ideas with your class. (Hint: to get ideas, explore the history of your community.)
Being a Great LeaderDiscuss with the class why good leaders are important. Help them to understand that "following a leader" can mean many things from following specific advice to trying to copy a role model. Provide each child with a copy of the reproducible page. Have children think of leaders they know in their own lives. The list should include famous figures as well as leaders from their personal lives. Remind children that their lists will vary because we each have special people we choose to follow. Then have students brainstorm the qualities a good leader needs, such as intelligence, fairness, gentility, dependability, likeability, strength, sensitivity, etc. You may need to label the qualities children describe. (When thinking of qualities, it may help students to think of special talents and traits their own leaders have in common.) Have each child choose one leader from the list and describe why that person is particularly important or influential in his or her life. Finally, invite children to tell of a time when they led others. How did it feel to be a leader? Encourage students to explain why they think it is more fun to be a leader or a follower.
http://teacher.scholastic.com/lessonrepro/reproducibles/profbooks/geowash.htm
Lincoln Memorial ExtensionsStove Pipe Hat TimelineEveryone knows that Abraham Lincoln was rarely seen without his stovepipe hat. In this activity you will create a timeline of Lincoln’s life on a stovepipe hat.
http://teacher.scholastic.com/lessonrepro/reproducibles/profbooks/wildabe.htm
44
Mount Rushmore ExtensionsMount Rushmore ~ Mountain Carving VideoHome movies from the Borglum family of the work being done on Mount Rushmore. See Gutzon and the workers in action as they struggle with winches, jackhammers -- and Mother Nature
http://www.pbs.org/wgbh/amex/rushmore/sfeature/sf_footage.html
Carving a Mountain ~ Interactive PresentationTake a closer look at the phases of construction before, during and after its creation. Learn interesting facts about the workers, stages, of construction and interest upon completion.
http://www.pbs.org/wgbh/amex/rushmore/sfeature/sf_carving.html#45
Dynamite Presidents GameMount Rushmore creator Gutzon Borglum needs you help. Answer questions about the 4 presidents whose images are carved into the mountain.
www.americaslibrary.gov/aa/game/rushmore_game.html
Gateway Arch ExtensionsAmerican Heritage American Voices Westward Expansion (American Heritage, American Voices series) by David C. King (ISBN 0-471-44394-8)This book helps explore the Westward Expansion along with all of the famous people who were involved in it. You can meet Indians and hear their stories, read about Daniel Boone and the Wilderness Trail, as well as see pictures and read diaries from the real pioneers that traveled! (This is a great source for primary sources on the Westward Expansion!)
You, Too, Can Be an Explorer!Stories of Lewis and Clark are presented as examples of explorers who traveled great distances and discovered many new things long ago. A connection is then made with modern day explorers and finally, with students themselves as explorers. Getting lost and what to do about it is also addressed.
http://www.nps.gov/jeff/LewisClark2/Education/Explorers/Explorers.htm46