Rising Grade 1 Knowledge Week 4 Lesson 19: Carving Mt. Rushmore

Learning Goal/Overview (What Students Will Know/Be Able to Do By End of Lesson)

● In this lesson, students will:

o Identify the presidents o Identify Mount Rushmore as a monument o Explain that Mount Rushmore was carved on Native American sacred land Enduring Understanding/Focus

● Students will understand the branches of government, what a President is, what a President does, and how a person becomes a President. Lesson Structure Introduction to Read-Aloud 10 minutes Activity 1 - Comprehension Questions 10 minutes Activity 2 - Vocabulary Review 10 minutes Activity 3 - Making Choices 10 minutes Independent Practice/CFU 10 minutes

Student Materials Lesson 9 Carving Mt. Rushmore Independent Practice, scissors, glue stick Class American Flag Lesson Set

Standard(s) Covered:

● K.RI.KID.3 With prompting and support, orally identify the connection between two individuals, events, ideas, or pieces of information in a text ● K.RI.IKI.7 With prompting and support, orally describe the relationship between illustrations and the text in which they appear

● K.RI.KID.2 With prompting and support, orally identify the main topic and retell key details of a text.

Introduction to Read-Aloud: Carving Mt. Rushmore

• Video link: Running time: 10:49 o https://youtu.be/sehlfYJEq5E

Before beginning the lesson review these facts with students.

● Hold up image cards for each president. Have students name the president and tell important details of each president. ● Show image card of Mt. Rushmore. Tell students that four of the five presidents that they have learned about are the four presidents whose faces are carved into Mount Rushmore, a rock mountain in . ● Explain that Mount Rushmore is a national monument—a work of art made to remember a person or event. ● Point to each face on the monument, and have students say the name of each president represented. (Presidents , Jefferson, Roosevelt, and ) ○ Note: Explain to students that the fifth president they learned about—President Obama—is not represented on Mount Rushmore. He became president many years after Mount Rushmore was carved.

Purpose for Listening: Tell students that in this read-aloud they will hear about the making of Mount Rushmore. Have students listen carefully for details about how Mount Rushmore was created and who was involved.

Begin Video

Activity #1 –Comprehension Questions:

● Scaffolds/supports: If students have difficulty responding to questions, go back to time stamps listed next to question/or refer to specific images in the video. If students give one-word answers and/or fail to use read-aloud or domain vocabulary in their responses, acknowledge correct responses by expanding the students’ responses, using richer and more complex language. Ask students to answer in complete sentences by having them restate the question in their responses.

● What monument is famous for creating? (Mount Rushmore) What was Borglum’s job? (He was a sculptor.) Scaffolds/Supports: Play Video - 2:35 ● first had the idea to carve heroes that were well known by the people of South Dakota. What was Gutzon Borglum’s idea for the ? (He thought that they should carve statues of people who were familiar across the country—not just well-known in South Dakota; he thought they should carve the four presidents to represent the first one hundred fifty years of the country; etc.) Scaffolds/Supports: Play Video - 5:40 ● Which four presidents were chosen to be on Mount Rushmore? (, , , and ) Scaffolds/Supports: Play Video - 6:05 ● Which group of people did not like the idea to carve Mount Rushmore because the land is sacred, or holy, to them? (many Native ; the Lakota ) Scaffolds/Supports: Play Video - 4:52

● What methods did sculptors use to carve Mount Rushmore? Scaffolds/Supports: Play Video - 7:46 - 8:45 ● Was carving Mount Rushmore an easy task or a difficult task? (difficult) How do you know? (It took a long time; Borglum’s son had to finish the task.) Scaffolds/Supports: Play Video - 9:02

Think Pair Share: Encourage students’ active involvement in class discussions by having them think through their answers to questions, rehearse their responses silently and through discussion with a peer, and share their responses aloud with the class. It is recommended that you model the Think Pair Share process with another adult or student with strong language skills the first time you use it, and continue to scaffold students to use the process successfully throughout your learning.

In Think Pair Share activities, you will begin by asking students to listen to the question you pose. You will then allow students some time to think about the question and their response to the question. Next, you will prompt students to discuss their response in pairs. Finally, you will select several students to share their responses with the class.

Say: The next question will be a think pair share question. I will give you a minute to think about the question and then I will ask you to turn to your neighbor and discuss the question. Finally, I will call on several of you to share what you have discussed with your partner.

Students think quietly for one minute. Then students turn to their neighbor to share ideas about the question.

● Think Pair Share: Why is Mount Rushmore important? (It's a national monument.) Do you think this monument should have been carved, or should the people who carved it have listened to the Native Americans’ wish not to carve it? (Answers may vary.) ● Ask: After hearing today’s read-aloud and questions and answers, do you have any remaining questions?

Activity #2 –Vocabulary Review: Determined

Say: In the read-aloud you heard, “Thankfully, [Gutzon Burglum’s] son, Lincoln, . . . was determined to finish what his father had begun.” Say the word determined with me.

Students respond: determined

Say: Determined means firmly trying to follow through with a task or decision. Someone might be determined to do well in school, or someone might be determined to succeed in life. Tell about a time you were determined to do something. Try to use the word determined when you tell it.

● Scaffolds/Supports: Guide or rephrase students’ response by using the sentence stem: “Once, I was determined to . . . ”

Ask: What is the word we’ve been talking about?“

Activity #3 –Making Choices

Say: I am going to describe some people. If I describe someone who is determined, say, “ is determined.” If I describe someone who is not determined, say, “ is not determined.”

1. Erin works very hard to learn how to read. (Erin is determined.) 2. Joshua doesn’t want to go to his swimming lesson because he thinks he will never learn how to swim. (Joshua is not determined. 3. Rory practices every day to learn how to play the piano. (Rory is determined.) 4. Gabriela exercises every day to get ready for a big race. (Gabriela is determined.) Independent Practice/Check for Understanding-Mt. Rushmore Puzzle

Have the class sing the Mount Rushmore song. This song is sung to the tune of “I’m a Little Teapot”:

On the Mount Rushmore monument,

Carved out of rock: Washington,

Jefferson, Lincoln,

Roosevelt— Four of the U.S. presidents.

● Show the image of Mt. Rushmore ● Point out the face of each president and ask students to name the president ● Hold up page one of the independent practice page so students can see. Tell students that you are going to give them a picture of Mount Rushmore without the faces of the presidents on it. ● Hold up page two of the independent practice page so students can see. Tell them that their job is to cut the faces out and put them in the correct places on the blank Mount Rushmore. (The order is Washington, Jefferson, Roosevelt, and Lincoln.) ● Once students have glued the faces on, have students compare their work with a partner. Have students tell their partner a fact about Mount Rushmore that they learned from the read-aloud.

Image Cards for Introduction

Image Card for Independent Practice