Overview- Beginning the Journey Lesson Duration: 1–4 Class Periods (30 – 50 Minutes) for Each Section

LESSON 1 | Grades K-12 Overview- Beginning the Journey Lesson Duration: 1–4 Class Periods (30 – 50 Minutes) for Each Section

OVERARCHING QUESTIONS: Knowledge of Language 3, Vocabulary Acquisition and Use 4, 5, 6 1. Where are we going? Math:Common Core Standards, 2010: Problem Solving: All grade levels; Geometry: Gr 5, 6, 8, Operations and 2. Where are we now in our understanding Algebraic Thinking: All grade levels, Number Sense Gr. 5, 6, 8, of this topic? Measurement and Data: All grades 3. Why are we trying to discover more? Science - In Standards 2000: 4. How will we get there? Nature of Science and Technology – The Scientific Enterprise: (IN 4.1.4, 5.1.3, 6.1.4, 6.1.5) 5. How will we know we have arrived at any new understandings about this topic? OBJECTIVE: The purpose of this lesson is to introduce the CONTENT THEME: DVD, The Historic Journey: “Yes We Can” and to Explore the significance of the African American begin implementing ideas on how the DVD can help journey and the historical developments that took students to make connections between what they place which lead to the election of an African already know and what they will be learning in the American as the 44th President of the United near future about the events in American history that States of America. lead up to the election of President Barack Obama as the 44th President of the United States. A variety STANDARDS/ESSENTIAL SKILLS: of lessons from cross-curriculum areas are included in All of the standards listed below are directly this overview sampler of lessons. related to, or can be closely connected to, this lesson. Depending on the direction the teacher wishes to The students will: focus the lesson, these standards provide a foundation 1. Complete a pre-writing activity to connect for teachers to adapt and implement a standards-based their prior knowledge to what they already curriculum approach. know about the Obama election. Social Studies - IN 2007: 2. View the DVD and reflect on its content. K-8 HISTORY: Historical Knowledge IN K.1.2, K.1.3, 1.1.1,1.1.2, 2.1.1, 3. Analyze recurring themes in the video after 2.1.2, 2.1.3, 3.1.4, 4.1.6, 4.1.7, 5.1.5, 5.1.7, 6.1.4, 6.1.10, 7.1.8, 8.1.10, viewing the video. 8.1.16, 8.1.18, 8.1.20, 8.1.26 Chronological Thinking, Historical Comprehension, Research IN K.1.4, 1.1.10, 2.1.7 3.1.7, 4.1.15, 5.1.20, 4. Offer suggestions about additional activities 7.1.19, 8.1.28 CIVICS AND GOVERNMENT: IN K.2.1, K.2.2, 1.2.1, they could complete related to the video. 1.2.3, 1.2.4, 2.2.1, 2.2.2, 2.2.4, 2.2.5, 3.2.3, 3.2.4, 3.2.5, 4.2.2, 4.2.5, 5. Have the option to choose other projects from 5.2.6, 5.2.7, 5.2.9, 6.2.5, 8.2.1, 8.2.4, 8.2.8, 8.2.9 GEOGRAPHY: K.3.2, K.3.6, 1.3.2, 2.3.2, 3.3.3, 4.3.1, 4.3.2, 5.3.1, 5.3.8, 6.3.2, 7.3.1, 7.3.2, a list of student-generated ideas about how to 8.3.7, HS US History: USH 1.2, 1.3, 1.4, 2.7, 4.3, 6.2, 6.3, 6.4, 7.1, 9.5, continue learning about events and images HS US GOVERNMENT: USG 1.1, 1.9, 1.11, 2.2, 2.3, 2.5, 2.6, 2.7, 3.15, shown in the video. 5.1, 5.7, 5.8, 5.10, 5.12, HS GEOGRAPHY AND WORLD HISTORY: 6. Participate in other projects selected by either GWH 3.1. 4.1, 4.2 English/Language Arts - IN 2006: the teacher or students. Reading: Word Recognition and Vocabulary Development: IN 4.1.2, 5.1.3, 6.1.4, 7.1.3, 8.1.3, Informational, Research and Persuasive BACKGROUND INFORMATION: Texts – Response to Literature IN 5.5.2, 7.5.2, 8.5.2, 9.5.2 BEGINNING THE JOURNEY Language Arts Arts - Common Core 2010: CCR Standards (K-5) are woven into activities: LITERATURE: Key Ideas rom the first engrossing image presented in and Details: 1, 2, 3, Craft and Structure: 4, 5, 6, Integration of Know- ledge and Ideas: 7, 8, 9, Range of Reading and Level of Text Complexity: the DVD, The Historic Journey: “Yes We Can”, 10, WRITING: Text Types and Purposes: 1, 2, 3, Production and Distri- students can view Barack Obama’s seemingly bution of Writing: 4, 5, 6, Research to Build and Present Knowledge: F improbable and impossible journey to the highest 7, 8, 9, Range of Writing: 9, SPEAKING AND LISTENING: Comprehen- sion and Collaboration 1, 2, 3, Presentation of Knowledge and Ideas 4, public office in the United States. Through the images 5, 6, LANGUAGE: Conventions of Standard English 1, 2 of courage, conviction, perseverance and ultimate

sacrifices of individuals past and present,“An incredible require small group work or full class participation. journey of epic proportions unfolds”. Viewers are able Whichever options are selected as extension to experience the power of belief and the “audacity of activities after seeing the DVD will allow the hope” that President Obama wrote about in his book students an opportunity to relive a historic moment of the same title, The Audacity of Hope. in history. Barack Obama’s election marks a time The images in the DVD are set to the words and when Americans can address with pride how so many music of a gospel song, “Never Would Have Made It”. Americans from diverse backgrounds experienced This combination of music and visual images a movement that swept the nation. The African showcases the close connection between the African American journey has not come to an end because American experience and the music of its culture there is an African American in the White House. which often tells a story of struggle, reveals the mood By remembering past wrongs, discrimination and of its people and celebrates their current conditions injustices and remembering those who fought to make in the nation. The words to the song provide a a difference, we can begin to fulfill our nation’s future background for images that move from the continent goals and dreams by believing, “Yes We Can.” of Africa during the slave trade era, on to the modern NOTE: At the end of this lesson, there are three Civil Rights Movement and finally to the election of resources to use with the DVD with optional President Barack Obama as the 44th President of the extension activities. They are entitled: United States of America and the winner of the 2009 Nobel Peace Prize. The video ignites the inexpressible 1. Student generated ideas for use with the DVD gratitude and hope felt by a people who did not expect 2. Cross-curricular activities across subject areas to see this day in history come so soon. 3. Four other lesson ideas to use with students 4. Cross Curricular Extension activities – Doubtless, students know much more than most grades KG - 3 adults could possibly imagine they do about the campaign, the election, and the actual time that the ADDITIONAL LESSONS: President has spent in office since the inauguration. This first lesson was modified and served as a pilot The video looks beyond the political ideology of project for teachers, schools, districts and community Republican, Democratic or Independent principles groups to begin using this material. Other lessons and platforms which students and their parents may in the Teacher’s Guide cover more specific topics share. It opens a window of opportunity to feel the presented in the DVD related to African American overwhelming sense of joy that breaks forth when history, heritage and the 2008 election. These lessons a people receive a measure of vindication from past will provide background knowledge and activities injustices; it captures the strength that breaks forth that match academic standards and lead to a greater when others join in the celebration because these awareness of the African American experience in wrongs are somehow being addressed. This DVD also America’s history and its connection to President provides a platform for students and teachers to begin Obama’s historic journey. a common dialogue about the ideas and principles on which the nation is founded, that being … “all men KEY QUESTIONS: are created equal.” 1. Why was this election so special? This introductory lesson offers the option to 2. What hindered an African American from review and use ideas that other young people and becoming elected president of the United teachers have generated after viewing the DVD. It States before 2008? also presents an opportunity for students who view 3. What major milestones in America’s history the video for the first time to brainstorm their own led to President Obama being elected? ideas about what they could do to extend their own 4. Since the election is over, is it important to learning as a result of seeing the DVD. Some of those still consider the uniqueness of President ideas may be completed individually and others may Obama’s election? Why or Why not?

5. Do I really need to know about the past? Why 5. Ask students to remember things that they may or why not? What impact does the past have have questions about as they watch the video. on the future? (You may want to write: What recurring themes 6. What is the message the DVD’s creator was appear in the video?) trying to portray? Do you agree with it? Why or 6. Show the DVD – The Historic Journey: why not? “Yes We Can.” 7. Provide a chart/overhead so students VOCABULARY: reflections can be written. historic, hope, epic, journey, courage, 8. Be ready to answer questions about the video conviction, sacrifice, perseverance, ideology, and ask probing questions that help students vindication, audacity, cynicism, creed identify recurring themes. 9. Write the vocabulary word list on the board or INSTRUCTIONAL MATERIALS: on a chart. 1. DVD of The Historic Journey, “Yes We Can” 10. Have students share what they know about 2. DVD player each word in connection to what was viewed 3. Student Journals or prewriting paper to help in the DVD. students focus on the lesson 11. Allow time for students to write a reflective 4. Pencils/pens/markers paragraph. 5. Chart paper/Overhead Projector 12. Allow time for students to share. 6. Lists of Student Generated Ideas (one per group) 13. Bring closure to the lesson and tell what 7. Information selected from the Cross-Curricular objectives were addressed for the lesson. lessons as needed 14. Introduce students to the extension activities from which they can choose additional projects DIFFERENTIATION AND/OR MODIFICATIONS: that relate to the DVD. 1. Students will work in pairs or small groups 15. End the class with the following quote by on activities. Barack Obama. 2. Students will self-select activities that capture their interest. “And where we are met with cynicism and doubts and those who tell us that we can’t, we will respond ACTIVITY: FINDING THEMES WITHIN with that timeless creed that sums up the spirit of a THE HISTORIC JOURNEY: “YES WE CAN” people: “Yes, we can.” METHOD OF DELIVERY:–Student-generated writings, showing DVD and holding discussion The students will: 1. Do a pre-viewing writing activity to focus PROCEDURE: attention on the topic. The teacher will: 2. Have journals or paper and pens or pencils 1. View the video prior to class and note ideas or available to use. images that the students may not be familiar 3. View the DVD. with. You may want to pause at intervals and 4. Record themes or patterns that recurred in list topics you want to cover during the discussion. the DVD. 2. Plan to keep the pace of the lesson quick- 5. Discuss what they saw and how they felt when moving and provide a way to hear from as many they watched the video. students as possible during the discussion. 6. Ask questions about events that they did 3. Prepare a pre-viewing writing activity that not understand. introduces the lesson, such as, having the 7. Work with a partner to generate a list of the students write what they know about President themes they saw repeated in the video. Obama’s election. 8. Share in the whole class discussion. 4. Introduce the DVD by asking the students to 9. Review vocabulary words. look for and write down anything that they 10. Write a reflective paragraph on the video. see repeated several times in different ways in 11. Share their thoughts about what they wrote. the video.

12. Choose extension activities that interest them, 14. Then ask students to think about why the for additional follow-up to the lesson. video was created. 15. Have students respond to this question. DIRECTIONS: “What message did the DVD communicate?” 1. Tell students the objective of the class session 16. Individually, have students write a short essay and what standards will be addressed while in their journal or as a written exercise to be working on this lesson and extended activities handed in about: related to the DVD. 1.) things they saw in the video, 2. Have students complete a 2-minute 2.) their impression of the video, pre-writing activity. 3.) and what they are feeling about the 3. Ask students to, independently, (2 minutes) use election now that it is over. (5 – 10 minutes) their notebooks or journals to list 4 - 10 things 17. Remind students to use the rubric guide from (depending on the grade level) they already know the state standards for their essay. about the presidential election of Barack 18. Ask if there are any volunteers who would like Obama and why people around the world were to share what they wrote. so interested in the election. They can also 19. To end the lesson, have students comment on list their impression about how the world is the quote from Barack Obama. still reacting. These things could be negative (See follow-up section) or positive. 4. Match students with partners. FOLLOW-UP: 5. Allow students to share their lists with 1. Allow a few students to answer reﬂection their partner. (2 minute – 1 minute each) questions about the lesson. (See below) 6. Instruct students to take brief notes on the 2. Inform students that they will use student- DVD as they watch it. generated ideas or lessons from the cross- 7. Remind them to analyze themes, ideas or curricular extension activities in the future to events that keep recurring or happening over extend the lesson and to complete some and over in the video. activities that interest them. 8. View the DVD – The Historic Journey: 3. Close out the lesson with the Obama quote and “Yes We Can.” get feedback from the students on its meaning. 9. Have students discuss with their partner the things they noticed from the video. Each person “And where we are met with cynicism and doubts should take one minute to share his/her ideas and those who tell us that we can’t, we will respond without being interrupted. Then the process is with that timeless creed that sums up the spirit of a reversed for one minute with the other person people: “Yes, we can.”– President Barack Obama, either talking or listening. (2 minutes) Election Night Speech, Nov. 4, 2008. 10. Have partners report out to the class what they discussed. (Time will vary.) ASSESSMENT: 11. Have students review the list of vocabulary • Observe and note responses to discussion words on a handout or written on the board questions. and then tell how these words relate to the DVD. • Check journal entries or collect essays to score 12. Ask students to work with their partners to them for a grade. think of synonyms for each of the words. (2 minutes) 13. Provide time for students to share their answers. Examples include: (historic – notable, hope - wish, epic - impressive, journey - trip, courage bravery, conviction- passion, sacriﬁce- give up, perseverance - determination, ideology - belief, vindication - evidence, audacity - boldness, cynicism - skepticism, creed - belief)

STUDENT REFLECTION AND DEBRIEFING 8. The projects could be done as a whole class or QUESTIONS: some could be done as individual projects. Students will answer the following questions: (Teacher discretion) 1. What was the main point of the lesson? 9. Have students share their final project with 2. What did I learn today that was new the class. information? 10. Students may work independently, with a 3. How did I feel about the images I saw on partner or in a small group. the video? 11. In addition, look at the list of Cross-Curricular 4. Was President Obama’s election special to me? Extension Activities suggested by teachers after Why or why not? using the DVD. 5. Now that the celebration is over, what legacy 12. Also find the suggested activities targeted do I think President Obama will leave? specifically for Grades Kg – 3. 13. A teacher or other adult community workers TEACHER REFLECTION: can implement these ideas with students in 1. The students had the necessary materials to different types of learning environments. complete the lesson. 2. The students recognized a connection to the lesson topic and were able to see how it related to their lives. 3. The students satisfactorily met the lesson objectives when they completed the writing assignment, as measured by the related state standard. 4. Students have a clearer understanding about documenting historical events and the power images have in recapturing the past. 5. The lesson was paced to provide time for students to complete a self-reflective assessment activity and share their ideas about their understandings related to the topic.

EXTENSION LESSONS: WELL CLASS, WHAT DO YOU THINK? 1. Have students to work in teams of 3–4 people and generate a group list of activities that they could to do after having seen The Historic Journey: “Yes We Can.” 2. Have the class come back together and let each group share their ideas. 3. Create a combined class list. 4. Afterward, share the list on the following page of ideas that was generated by another group of students. 5. Have students look over their list and then look over the other student generated list and compare the similarities and differences. 6. Allow students to choose one of the ideas as a special project. 7. Provide time or directions on when the activity could be completed.

STUDENT GENERATED IDEAS FOR USE WITH THE DVD

fter viewing The Historic Journey: “Yes We Can,” 15. Stop at various points in the video and explain students suggested a list of activities that they important points. Awould like to see accompany the video either 16. Complete projects about significant people who through pre- or post-activities. helped pave the way for positive change in our country. 1. Write a biography, create a poster, or write an 17. Complete project on current events – Consider essay about somebody in the DVD. how far African-Americans have progressed 2. Create skits related to the DVD. and areas that still need improvement. 3. Write a poem, song or make their own video of 18. Ask students how they felt when President how they felt about President Obama being Obama was elected. elected or about their feelings after the video. 19. Create a lesson to discuss why it is relevant that 4. Create PSAs – to show the struggles of African he is the first African-American President. Americans and other groups and show how we 20. Complete a Venn Diagram comparing need to make sure that we don’t go through President Obama and Dr. MLK, Jr. this again. 21. Look at contrasting views on President Obama 5. Complete projects about your ethnic group: being elected. – Why are some elated and Include accomplishments made and what they others not? had to overcome. 22. Create a bingo game to help students under- 6. Research why people in other countries cared stand and learn about African-Americans and about this election. other individuals who have paved the way for 7. Research a leader in our community. our freedom. 8. Open class discussion about the video. 23. Complete a “Walk in President Obama’s Shoes” 9. Make a journal entry about their feelings after Project. Students could write a narrative from viewing the video. their viewpoint about what it would be like to 10. Include more Black history throughout the be President Obama and how they would react year such as the Civil Rights Movement. Have to various issues he faces. people come in and discuss their personal 24. Create a PowerPoint about the struggles experiences. African-Americans have had, how they have 11. Write a comparison piece about the similarities overcome them, and the struggles that are left and differences in Dr. Martin Luther King, Jr. to conquer today. and President Obama’s speeches in the video. 25. Create flash cards over history and culture. 12. Discuss the struggles African-Americans have 26. Write an essay on how Dr. MLK, Jr.’s dream/ gone through prior to President Obama being speech has changed our nation. elected, relate them to the freedoms that many 27. With the idea that people all over the world minority groups have today. seemed to care about this election, create an 13. Create a timeline of important events that activity to show that skin color doesn’t matter have led to President Obama being elected. when it involves equal opportunities. 14. Create a KWL chart – to focus on what they know, want to know, and learned (pre- and post movie watching).

CROSS – CURRICULAR ACTIVITIES TO USE WITH THE DVD

NOTE: The following list provides activities that Believe I Can Fly,” “Never Give Up” and “Anything”. teachers or youth workers can use with the DVD, The Have students uncover the words to these songs and Historic Journey: “Yes We Can.” These ideas can be write a skit about someone who had to overcome a used in a school setting or community program to help problem and eventually succeeded. Let them play a instructors plan engaging projects, special events and motivational song that they choose at the beginning student-generated displays that extend the learning and ending of their skit. experience for students who view the DVD. Invite local artist in your geographic area to come to your class/school and perform. Examples ART ACTIVITIES: include: local African drummers, character actors, Students will prepare a picture collage of noted or a Griot (Gree-ah)-a storyteller. (The storyteller African Americans and historical background pictures would narrate, in story form, the highlighted features featured in the video. A picture of President Obama presented in the “Yes We Can” video. The story will should be the focal point of the collage. focus on the atrocities of slavery, why they existed, Graphic artists use devices such as maps, time lines, the Civil Rights Movement, Dr. Martin Luther King’s charts, various graphics and pictures to summarize and accomplishments, and the election of Barack Obama clarify information. In small groups, have students as President to the highest ofﬁce in the United States work together to design and create examples using of America). these and other pictorial devices to help summarize what they saw in the video. Have students share PHYSICAL EDUCATION ACTIVITIES: their work. Invite a local African American dance troop or ensemble from your area to your class/school. The MUSIC AND DRAMA ACTIVITIES: performers present, through movement and selected Use the words to the song, “Never Could Have routines. the story of hardship to jubilation for African- Made It,” written by Marvin Sapp and discuss why Americans. Ending the performance, the dancers sing an this song may have been chosen for the DVD (the energetic chant using “Yes We Can” to phrases that have words can be found at the end of the last unit of this been told over the years that African Americans could packet). Marvin Sapp was recording an album and he never do. The chant ends with the phrase: We can even had decided not to include this song on the album. be President of the United States, “Yes We Can”! His wife however, encouraged him to include it and he followed her advice, without realizing that this ENGLISH/LANGUAGE ARTS ACTIVITIES: particular song would become one of the best-known Have students create a booklet about the DVD. songs on the album. Like Sapp, few people believed Give each student 3 sheets of paper and instruct them Barack Obama had a chance to become President, but to fold them in half. Then use 2 staples on the seam of he never gave up and he realized there were others the paper to hold the booklet together. Allow students there to help him. to make a booklet entitled The Historic Journey with Have the children discuss a time when they pictures and sentences that show 10 of the main ideas followed someone else’s advice and it turned out that they learned from the DVD. Use one page of the well. Have them list 5 people who have inﬂuenced booklet for each idea. Be sure to have students place their lives and encouraged them. Let them share sentences at the bottom of each page to explain the their list with a partner or small group of students main ideas that they are representing. and tell about one of the instances and why it was so Find the news article written by Jodi Kantor, and important to them. Think about other songs written posted in the New York Times Learning Network about someone who inspired others or songs that section. The article entitled, Nation’s Many Faces show that other people are supporting you and seeing in Extended First Family, helps readers discover how potential inside of you that you may not know is President Obama’s family mirrors the changing there. Such motivational songs include, “We Are the diversity of America. Have students read the article, World,” “When You Believe,” “One Shining Moment” “I take notes from it and uncover more about President

Obama’s extended family. Have students make a Have students use 2 sheets of paper to draw 2 family tree showing the people mentioned in the charts. The charts will have 4 columns and article who are in President Obama’s family. Include 8 rows. the countries where they live or have lived. 2. On the board or a chart, write this list: Barack Obama, Michelle Obama, Nat Turner, REFERENCE: Sojourner Truth, Harriet Tubman, Fredrick http://www.nytimes.com/learning/teachers Douglass, Marcus Garvey, Ida B. Wells, Emmett featured_articles/20090126monday.html Till, Malcolm X, Rosa Parks, Dr. Martin Luther King, Jr. The Selma March, The March on In addition, have students research their own Washington, Ophrah Winfrey, Sidney Poitier, genealogy and create a family tree. The emphasis is African captives, African American winners of to support students as they begin to understand their the Nobel Peace Prize. Then draw a line to heritage and how their ancestors helped to pave divide the list into 3 groups. the way for them today. They will develop a better 3. On one sheet have students choose 6 events or understanding of how they have walked in someone’s people listed from above. footsteps to achieve their goals. Remind students, “It 4. Use the ﬁrst sheet as a worksheet for the takes every ancestor you have had to be you. If any one of students to create their lists. Have them draw them had been omitted, you would not be you.” 4 columns with 8 rows. On the ﬁrst row have

them write their name and the words: My REFERENCE: Worksheet. On the second row, in the first President Obama’s Genealogy found on a Chicago box, have them to write: “My Choices”. In the Sun Times link: next column let them write: “A Place http://www.suntimes.com/images/cds/special Connected” (to this person or event). In the /family_tree.html third column, let them write: “What happened here?” In the last column, write: “Latitude MATH ACTIVITIES: and Longitude.” Longitude and Latitude Activity – Triangular Slave 5. Now, have students record their names or Trade Route events (My Choices) in the first column.They Students can use map exploration to locate major will need reference material to find out some- areas in Africa where slave trades took place from thing about these people and events. 1440-1861. Provide students with a map that outlines 6. Then let them find places on the map Africa and its nations. Have students locate ports associated with those people or events and of departure from which African men, women, and write that information in the 2nd column children were taken away from Africa on slave ships. (A Place Connected). It could be a birthplace, Also have students identify several stops on the a place where they lived or worked or where Triangular Slave Trade routes. Students can work in an event happened. Let them write the place groups to calculate the latitude and longitude of the by the person or event. locations and write down the appropriate coordinates. 7. In the 3rd column, let them write something

connected to the person or event that happen- FIND MY PLACE – PARTNER EXCHANGE ed in the place. “What Happened Here?” Students can research the birthplace of several famous African Americans mentioned in the DVD. Sample: Using maps, globes or Internet searches, students can Worksheet Title: My Worksheet______identify the latitude and longitude of their birthplace. Names City, County or State, Event, Situation Map Skills Have students plot measurements related to the people and places they chose and record an event My Choices A Place Connected What Happened Here? Latitude; longitude connected with them. Here’s how they could do this Barack Obama Chicago Election Day Speech 41° 51’ 0” N / 87° 39’ 0” W using two sheets – one as a worksheet and one to give to their classmate. 8. In the last column write the “Latitude and 1. Either prepare two sheets ahead of time, or Longitude” where they found the places they allow students to prepare their own two charts.

listed. Check to see if the students have the when various things happened in his life correct information listed and have gotten • Problems (3 – 5) about the approximate time everything ﬁlled in. differences in years between various events 9. Now have the students create a new worksheet that occurred in his life with almost the same headings. Make 4 • NOTE: Remember, the years will be approxi- columns and 8 rows. On the ﬁrst row write mate unless we know the months each event “Your Worksheet from ____. (Students add occurred. Why is that? Have students share. their name.) On the second line in the four (Depending on the month, the actual age may boxes write: My Choice, A Place Connected, vary by a year or less.) What Happened Here? and Longitude and REFFERENCE: Sample: http://www.biography.com/articles/Barack-Obama Worksheet Title: Your Worksheet from______-12782369?part=0 Names City, County or State, Event, Situation Map Skills

My Choices A Place Connected What Happened Here? Latitude; longitude SOCIAL STUDIES ACTIVITIES: Election Day Speech 41° 51’ 0” N / 87° 39’ 0” W Research the life of Barack Obama. Identify key events in his life that helped prepare him for the role of President. Create a timeline of his life and/ Latitude. BUT … This time leave 2 columns or write an essay on how events in his early life blank – the 1st and 2nd ones - My Choice and and young adulthood prepared him to be the first A Place Connected. Fill in information from African American President of the United States of My Worksheet for the 3rd and 4th column America. Include his life of public service and the – “What happened here?” and the “Longitude ways he accepted and promoted the ideas of civic and Latitude” column. Now have the students responsibility. exchange their papers so that their partner can Arrange for students to take a tour of an African fill in columns 1 and 2. Fill in column 2 first, American Museum, such as, the Crispus Attucks this will give the place. Then chose the Museum, located in Indianapolis on the grounds of person or event, this will go in the first the Crispus Attucks Medical Magnet High School. column. Have students check with each other This museum showcases the history of the African and to see how close each partner got to the place African American experience linked to experiences and name that was listed with each coordinate. unique to Indianapolis, but also connected to events in the United States and Africa. Check around your MATH ACTIVITIES - FIGURE IT OUT city to see African American attractions. Museums Teachers should copy the informational passage have documented accounts of history that make below about President Obama and have students read written material more accessible to students. this date-filled story about his life. SCIENCE ACTIVITIES: There are several things they can do with Research the types of foods and other vegetation the information. that have been exported from Africa and are now 1. Have students create a timeline about his life. staples in the United States. Create a chart showing 2. Make a timeline of Malia or Sasha’s life and tell food items that have been exported from Africa to what their dad was doing at different periods the United States. Students can share foods they of their lives along the timeline. have researched. For an example see: Jessica B. Harris, 3. Have students create and share math problems “Same Boat, Different Ships: An African Atlantic for a friend about President Obama.Then take Culinary Journey,” in African Roots/American Cultures: turns sharing each other’s work to see if they Africa in the Creation of the Americas, ed. Sheila can solve them.The problems could be: S. Walker (Lanham, MD: Rowman and Littlefield Publishers, 2001), pp.169-182. • Addition and subtraction problems about approximately how old President Obama was

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President Obama was born August 4, 1961 in Hawaii, the 50th state added to the United States of America. His father was a native of Kenya and his mother was an American citizen, born in Kansas. In 1967 he moved to Jakarta, Indonesia. He graduated from high school with honors in Hawaii in 1979. He graduated from Columbia University in New York City in 1983. He moved to Chicago to work there in 1985. He entered law school in 1988 and became the first African American editor of the Harvard Law Review in February of 1990. He graduated magna cum laude (with highest honors) from Harvard Law School in 1991. After returning to Chicago, he married Michelle Robinson, a successful lawyer, on October 3, 1992 and he worked as a community organizer in the city. He has two daughters. Malia, his oldest daughter, was born July 4, 1998 and Sasha, nickname for Natasha, was born August 10, 2001. Obama has written two books. The first one, Dreams From My Father: A Story of Race and Inheritance, was published in 1995; and, the second one, The Audacity of Hope, was published in 2006. In 1996 he was elected to the Illinois State Senate. In 2000, Obama made an unsuccessful run for a seat in the U. S. House of Representatives. In November of 2004, after running for office in the U. S. Senate, he became the third African American in the country’s history to become a U.S. Senator. In February of 2006, he announced his candidacy for President of the United States. He campaigned and won enough votes to be selected as the nominee for the Democratic Party on June 3, 2008. On November 4, 2008, he won the election to become the President of the United States. Then, on January 20, 2009, he took the oath of office and became the President of the United States of America.

LOOKING AT CAREERS: REFERENCE: President Obama is very interested in students http://blog.ostp.gov/2009/11/23/president-announces being successful in both science and math. His -educate-to-innovate-initiative-today-at-white-house/ program is called the STEM initiative. STEM stands for Science, Technology, Engineering and Math. EXTENSION LESSON – GRADES KG – 3 Some Africans who came to the United States knew After teachers use activities in the Overview how to use herbs and roots to cure people of various Lesson, they can use other parts of the document illnesses. Have students research the use of herbs throughout the year. The activities listed on page 25 and roots as remedies for sickness and disease. How provide some ways to modify additional lessons found do people use alternative natural medicines today? Should people use these natural remedies or should in the document. they rely on drugs created by modern medicine? What do you think? How much money do drug companies make each year? How much money do people spend on natural remedies or alternative medicine? What jobs in science and math are connected to making medications and alternative medicines? Make a display showing what you ﬁnd related to this topic. Find the name of African Americans who have excelled in these areas. Have students work in 4 teams. Each team can take one area of the STEM initiative (Science, Technology, Engineering and Mathematics) and create a display with reports about people from each area.

Dr. George Washington Carver, Scientist

Dr. Charles Drew, Physican, Scientist and Researcher Pioneer of Blood Plasma

Black scientist in the lab

CROSS – CURRICULAR EXTENSION ACTIVITIES – GRADE KG - 3

PRE- READING ACTIVITIES (GRADES KG – 3) REFERENCE: Choose one or two books about President Barack Enchanted Learning Obama. Then choose 5-10 vocabulary words from the www.enchantedlearning.com/history/us/pres/obama book(s) to write on the board or chart paper to discuss with students. Discuss character traits of a good leader FIRST, SECOND AND THIRD GRADE and make connections with what students learned Start a KWL chart with students and discuss what about President Barack Obama in the stories that they already know and would like to learn about were read. President Barack Obama and the election. Choose Read grade appropriate books to students about the vocabulary words from several of the books and write election of Barack Obama as the 44th President of the them on the board, or chart paper to discuss with United States. students. Be sure to include some character traits of a good leader. (KWL CHART – What I Know, What I • Yes We Can! A Salute to Children from President Want to Learn, What I Learned) Obama’s Victory Speech Author, Barack Obama • Our 44th President Barack Obama Compliments of the LANGUAGE ACTIVITIES: Write an essay about the most important qualities Family Foundation Center Coloring and Activity Book a president, governor, mayor or principal should have • Step into Reading Barack Obama Out of Many One and explain why. Make a list of character traits that Author, Shana Corey are necessary for these jobs. Identify people in your • Meet President Barack Obama Author, Laine Falk class, home and community who demonstrate these (Scholastic News Nonﬁction Readers) traits. Create a medal for someone who you feel is, or • Obama’s Pajamas Author, Jeff Nave will make, a good leader. Possible topics for essays/writing projects include: • Barack Obama Our 44th President Author, Beatrice Gormley • If I Were the President • What’s So Great About Barack Obama • What Does the President Do? Author, Claire O’Neal • A Letter to the President • A Biography of the President • Barack Obama Facts About the Presidents • A Biography of Mrs. Obama Author, Joseph Nathan Kane • Bo, The President’s Dog • Son of Promise, Child of Hope Author, Nikki Grimes • If the President Came to My School • Of Thee I Sing: A Letter to My Daughters Barack Obama REFERENCE: KINDERGARTEN Enchanted Learning Have students draw or color pictures of President www.enchantedlearning.com/history/us/pres/obama Obama and write or dictate a sentence about what they learned about our 44th President from the stories ART: that were read. Make a collage using pictures of the people in the video and include Barack Obama as the central FIRST AND SECOND GRADE person in the collage. Teachers will need to gather Have students draw or color pictures of President pictures for students. Teachers can use pictures from Obama and write a report about what they learned reproducible materials or magazines. Students could about our 44th president from the stories. Write about also draw images. Additional pictures are available the traits of a leader that Barack Obama needs to be in this Teacher’s Curriculum Guide and can be a good president. Complete the KWL Chart, What reproduced for this project. have you learned about President Obama? Make a book about the President and the White

House and the people who live and work there. children write an essay about the importance of family Have children bring in a shoebox to make a “Hope members working together to help others succeed Box.” Allow children to decorate the shoebox with in life. patriotic colors. Somewhere on the box have children put the words, “I am America’s Hope.” When the MATH box is finished, allow the children to keep the boxes The class could create a “Big Timeline” of President at school or tell them to keep the box in a special Obama’s life. Students can create a timeline of their place. They should begin collecting poems, wise own lives using photographs or pictures that they draw sayings, pictures of people who have jobs they admire, of themselves from birth to the present. Students will newspaper or magazine articles about people who help need to put their age under each picture and write a others, along with index cards where they periodically sentence under each picture about something they record their hopes and dreams for the future. At the remember about that time in their lives. end of the year, let students share what they saved. This idea is adapted from the lesson plan for Child of SCIENCE AND MATH Promise, Son of Hope by Nikki Grimes. President Obama wants more students to think about becoming scientists and mathematicians. He MUSIC AND DRAMA thinks that many children will be working in these Students can listen to and learn parts of the song jobs when they grow up. Have students name jobs that “Never Could Have Made It” and draw pictures or will require good math and science skills. Keep a list write about people in their lives who have helped of jobs posted throughout the year and add to the list them or who have modeled positive behavior. as discussions occur throughout the school year related Students can write, memorize or recite poems and to math and science careers. create songs that they sing about President Obama An Internet site was developed to help children and other presidents for a President’s Day program. practice their math skills. It is called Mathdaily Obama Math Challenge. It is designed to let children ENGLISH/LANGAUAGE ARTS see what types of problems children in Singapore are Students can use a large sheet of paper and fold it working on each day. It could be an interesting place in half. On one side, they can create a family tree of for students to strengthen their math skills. the Obama family members who live in the White House. Next to that family tree, students can create a REFERENCE: family tree that includes the people who live in their Mathdaily Obama Math Challenge household. Students may also include grandparents, http://www.mathdaily.com/games aunts, uncles, and cousins who they know. Then have

FOUR OTHER LESSON IDEAS TO USE WITH STUDENTS

This list of ideas of activities can be used with the • Let the students use journals to write a video as either pre- or post- activities: short journal entry about what type of person they think they would have been during LESSON IDEA 1: the movement (advocate, radical, “African Americans Who assimilationist, non-participatory) and why. Have Paved the Way” Finally, discuss how the Civil Rights • First, gather a list of famous Movement led to other movements in the African-Americans who were United States and abroad. mentioned or whose names were shown in the video. LESSON IDEA 3: See General Timeline of “Yes We Can” Video Activities Events Covered in The DVD. • Next, have students select the name of one person • After the students have com- and complete a poster, Power Point, poem, etc. pleted all of the pre-activities, about that person. show the video. By doing this, • The completed project must provide background the students should have a information about the person, including what better understanding of why the he/she did that was significant to African-American video is so important, especially history and why the person’s contributions are still for those who lived during the relevant for contemporary Americans. Finally, Civil Rights Movement. students will present their final projects to the class. • Lead a discussion on the video: o How did the video relate to our previous lessons? o What did they think of the video? LESSON IDEA 2: o Why is the song “Never Would Have Made It” a “The Civil Rights good choice for this video? Movement” o What is significant about this song? • Once students o Why were people in other countries cheering have finished when President Obama won the presidency? their “African Why do they care, etc? Americans Who Have Paved The Way”W” project,j attention i should h ld shift hif LESSON IDEA 4: to those individuals who were fighting for rights “How far have we come? Where do we during the Civil Rights Movement. • Class activities would focus on what the movement go from here?” was about: • After watching the video and discussing it, o Why the movement was needed? students will write an essay over how far our o Why some people choose not to participate? nation has come on addressing issues related to o What it was like to live during that time the Civil Rights Movement and then address (not being able to use public facilities, or use other where we need to go from here. accommodations that were afforded to others)? • Students will be expected to use ideas from our • Have a couple of speakers come in and discuss their previous lessons to help guide their essay ideas. experiences of living during the Civil Rights Students will need to present their ideas and Movement; speakers should be from varying age support them with evidence. Their ideas should groups and ethnicities (adult, teenager, kid during the be fully developed and thoroughly explained. Movement) so that students can get differing • Students will end their essays by explaining perspectives. what role they will play in the future of our country.

STUDENT ACTIVITY SHEET 1 LESSON 1 – OVERVIEW – BEGINNING THE JOURNEY

NAME ______DATE ______

DIRECTIONS: Use information from the reading below about President Barack Obama. Create and solve math problems using the dates within the passage. Then take turns solving each other’s problems. The problems could be either: • Addition and subtraction problems about approximately how old President Obama was when various things happened in his life • Problems about the approximate time differences in years between various events that occurred in his life

Create 3 problems from the story. (Example: How long was the time between Barack Obama being elected to the State Senate in Illinois to the time when was elected President of the United States?) Answer: 2008 – 1996 = 12 years

Question 1: Question 2: Question 3:

Answer: Answer: Answer: