American Leaders a Social Studies Resource Unit for K-6 Students

American Leaders A Social Studies Resource Unit for K-6 Students

Submitted as Partial Requirement for CRIN E05 or EDUC 405 Elementary and Middle Social Studies Curriculum and Instruction Professor Gail McEachron The College of William and Mary Fall 2011

Prepared By: Sarah Faszewski, http://smfaszewski.wmwikis.net/ Kristen Felix, http://kpfelix.wmwikis.net Hailey Hewitt, http://hkhewitt.wmwikis.net/ Lindsay Nachman, http://lenachman.wmwikis.net/ Emily VanDerhoff, http://eavanderhoff.wmwikis.net/

Historical Narrative: All Lesson One: Sarah Faszewski Lesson Two: Kristen Felix Lesson Three: Hailey Hewitt Lesson Four: Emily VanDerhoff, Lindsay Nachman Artifact One: Kristen Felix Artifact Two: Sarah Faszewski Artifact Three: Hailey Hewitt Artifact Four: Emily VanDerhoff Artifact Five: Lindsay Nachman Assessments: All Standards References Costs

American Leaders: A Historical Narrative Introduction The United States is defined by the people it has considered its great leaders. These extraordinary individuals include the people who led the country in formative times or fought for what they believed in. These American leaders come from different time periods and represent a variety of races, ethnicities, and genders, but they all have one common characteristic: leadership. Leadership refers to a person’s ability to guide or direct others. People who demonstrate leadership often have strong beliefs and dedicate much of their lives to these beliefs. Abraham Lincoln’s constant fight again slavery and Cesar Chavez’s fight for the rights of the working people exemplify leadership. This study will follow some of the great leaders in the United States: Pocahontas, George Washington, Abraham Lincoln, George Washington Carver, Eleanor Roosevelt and Cesar Chavez. These six figures stand out in the history of America as people who have made a significant impact due to their remarkable leadership.

Key Ideas and Events Pocahontas It was in the year 1608 that Pocahontas was said to have saved John Smith’s life. John Smith and a crew of nine men took a barge up the river, toward Powhatan, where Smith was captured (Mossiker 1976). Powhatan had made a decision about Smith’s life. As he raised a wooden club over his head, Pocahontas hurled her small body in front of Smith’s, protecting him from harm. This act of protecting Smith’s life and sacrificing her own was more of a simulation of death and an act of peace (Mossiker, 1976). The mock-execution was a way for both Powhatan and Pocahontas to show their preference for peaceful cohabitation (Mossiker, 1976). George Washington On June 15, 1775 Washington was appointed commander in chief of the Continental Army. In March 1776, Washington moved his army to New York City to defend it against an expected British invasion, and was overpowered by the numbers and might of the British (Greenstein 2009). In a dramatic turnaround, Washington led his army in a daring crossing of the Delaware on Christmas Eve, and captured a large contingent of mercenaries in Trenton, New Jersey. In the summer of 1781, Washington learned that Lord Cornwallis’ army was in a defensive position on Virginia’s York River, so Washington led a force to Virginia, and besieged Cornwallis compelling him to surrender. After the war ended, Washington was unanimously chosen by the electors as the nation’s first president, on April 6, 1789. Abraham Lincoln The most notable event of Lincoln’s presidency was the American Civil War. Lincoln said, ―A house divided against itself cannot stand. I believe this government cannot endure, permanently half-slave and half-free‖ (Keneally, 2003, p. 67). One of the most pivotal points in both the American Civil War and Lincoln’s presidency was the Emancipation Proclamation. On January 1st, 1863, Lincoln issued this proclamation claiming the freedom of the slaves within the Confederacy (White House, 2011). Although this freedom was not immediately realized, the document was a turning point in the war. George Washington Carver Carver discovered that farmers in the South relied heavily on growing cotton, but the cotton plants depleted the soil of its natural nutrients. Carver realized that certain crops, such as peanuts, sweet potatoes, and soybeans returned some of the lost proteins and nutrients into the soil. Carver suggested that farmers plant soybeans for one year and then plant cotton the next. This method of crop rotation eventually saved countless acres of farmland in the American South, and also created more cash crops. (McMurry, 1981) Eleanor Roosevelt Eleanor was an early champion of the Civil Rights movement. As First Lady, Eleanor Roosevelt set a new standard for American women and minorities. She used her powerful media connections such as press conferences, magazine articles, and a daily newspaper column to support women and minorities during the Great Depression (Beasley, 2010). She gave voice to their concerns, traveling across the nation and reporting back to the White House. Eleanor Roosevelt not only expanded the role of the First Lady: she expanded the role of the American woman. Cesar Chavez Chavez identified with the numerous farm workers from across the country and founded the National Farm Workers Association to protect and serve them. He led the country’s first successful union for the farm workers for over thirty years. He established rights such as fair wages, medical coverage, pension benefits, and humane living conditions for the Latino community. He led strikes and boycotts that brought about the first industry-wide labor contracts. The union was an influential factor of the passage of the 1975 California Agricultural Labor relations Act to protect farm workers (Cesar E. Chavez Foundation, 2008).

Men, Women, Youth, and Children Pocahontas The most favored daughter of Chief Powhatan, born around 1585, was given the tribal name Matoaka, but is most widely known by her nickname Pocahontas (Mossiker, 1976). In 1607, when English settlers arrived and settled at Jamestown, she was between the ages of ten and fourteen. In her youth, Pocahontas helped her tribe with everyday tasks such as gathering nuts and berries or weaving baskets (Mossiker, 1976). She had a close relationship with her father and it has been reported that the two made their way to the Jamestown settlement to look at the strange settlers (Mossiker, 1976). When the colony’s survival was in question, Pocahontas led troops of tribesmen out of the forest and up to the gates of Jamestown to deliver life-saving gifts of game and wildfowl to the sick and starving (Mossiker, 1976). Throughout the winter, emissaries of Pocahontas came as often as every other day and preserved the colony from starvation with gifts of food. Pocahontas exerted her every effort to bring about a peaceful coexistence between her people and the settlers. When members of her tribe had been captured by the colonists, Pocahontas served as the intermediary between her people and the English, carrying messages back and forth from Jamestown to her father. It was under her care that her people were released and lives were spared, increasing the settlement’s chance for survival (Mossiker, 1976). George Washington George Washington was born on February 22, 1732, in Westmoreland County, Virginia, about forty miles south of his future home, Mount Vernon. His strong moral character, which made him a heroic figure to Americans, was directed by 110 Rules of Civility and Decent Behavior that he copied into notebooks when he was young. Rule number one states ―every action done in company ought to be done with some sign of respect to those that are present…Rule 22: Show not yourself glad at the misfortune of another, though he were your enemy (Uschan, 2000).‖ Washington’s character has been draped in mythology and idolized since the nation’s birth. In 1755, Washington volunteered to serve under General Edward Braddock as his army battled a French and Indian force and experienced a great defeat. Washington bravely immersed himself in battle and gunfire, but emerged unwounded. His heroism contributed to his fame and gained him the title of commander of the Virginia militia (Greenstein 2009). After the French and Indian War, Washington became a key participant in the colonial defiance of a succession of taxes imposed by Great Britain. In July 1774, Washington chaired a meeting at which a resolution was adopted summarizing the American grievances against Great Britain and calling for a conference of delegates from all the colonies: the First Continental Congress (Greenstein 2009). In Washington’s account from 1774, he said his ―personal opposition to British rule [began from] an innate spirit of freedom‖ (Morgan, 2009). During the Revolutionary War, Washington was named Commander and Chief of the military. In 1777, when hope seemed lost, he led troops to nearby Princeton and won an engagement in which he rallied his troops riding into a hail of British fire. Washington made it a point to remain in the field with his troops throughout the war. Following the signing of the Treaty of Paris in 1783, which ended the war, Washington resigned his position and returned to private life, which only increased his public esteem (Greenstein 2009). After his resignation as commander in chief, Washington played a central part in the events that culminated in the framing of the constitution, which was ratified in 1788. In April of 1789, the Washington was chosen to be the nation’s first president. As President, Washington wanted to make himself more accessible to well-informed people who might be able to give him useful advice, which was the beginning of the President’s Cabinet (Greenstein 2009). His chief aims as president were to establish a sound financial system, pacify the wilderness, and resolve outstanding issues with Great Britain. Washington’s administration made progress in all of these areas by instituting a plan to guarantee interest payment on the national debt, establishing a national bank and system of taxation; negotiating treaties with Great Britain and Native American tribes (Greenstein 2009). In 1796, Washington decided not to serve a third term and delivered his Farewell Address to the public, which stressed the need to maintain national unity, and warned the nation never to align permanently with any foreign country (Greenstein 2009). December 13, 1799, doctors were summoned to Mount Vernon to care for an ailing Washington (Uschan, 2000). George Washington died on December 14th with his wife Martha by his side. Abraham Lincoln Abraham Lincoln was born on February 12, 1809 in a cabin in Hardin County, Kentucky. The son of a farmer, Lincoln was raised in a humble life helping his father with farm work. Young Lincoln had little time for schooling, but he supplemented his limited formal education with his voluminous reading. Throughout his childhood, his family attended an antislavery Baptist church, which likely helped form his strong stance against slavery (Keneally, 2003). In the springs of 1828 and 1831, Lincoln earned some money for his family manning a flatboat of store goods to sell in New Orleans. On these trips, Lincoln saw the brutality of slavery in the south. John Hanks said of the trip, ―There it was when we saw Negroes chained, maltreated, whipped, and scourged. Lincoln saw it; his heart bled, said nothing much…I can say, knowing it, that it was on this trip that he formed his opinions of slavery‖ (Keneally, 2003, p. 13). Meanwhile, he spent his leisure time reading the Revised Statutes of Indiana as well as the Declaration of Independence and the Constitution – documents he had often heard lawyers reference in court (Keneally, 2003). At twenty-one he began attending political meetings and made his first impassioned speech advocating public works. After several unsuccessful campaigns for political office, Lincoln was elected to the Illinois legislature, with which he worked eight years. He also rode the circuit of courts for many years (White House, 2011). Lincoln began to earn national recognition in 1858 after a series of debates with Stephen Douglas on the topics of slavery and secession. Lincoln was a remarkable orator and these debates helped him earn the Republican nomination for president in 1860 (White House, 2011). Lincoln won the election and in 1861 became the sixteenth president of the United States. His election as president, with his strong anti-slavery views, caused the rising conflict between the slave states and non-slave states to erupt in civil war. In the light of this national conflict, Lincoln held fast to his ideals. In his Gettysburg Address, he quoted the Declaration of Independence, ―all men are created equal,‖ though he never mentioned the word slave, leaving the interpretation to the listeners (Burchard, 1999). During his presidency, Lincoln was seen as a great leader by some, however, not all shared this sentiment. Lincoln was shot and killed by actor John Wilkes Booth in Ford’s Theater on April 14th, 1865 (White House, 2011). Although his life was cut short, he continued to affect the nation. Lincoln’s fight for civil rights, which persisted throughout his life and his political career, played a large role in the eventual end of slavery in the United States. George Washington Carver George Washington Carver was an American agricultural scientist and experimenter whose development of new products helped revolutionize the agricultural economy of the South. Carver was born into slavery around the year 1864 on a slave plantation in Diamond Grove, Missouri (Elliot, 1966) As a young child, Carver learned to appreciate nature by working in the family garden. He also had the woods and wildlife of Missouri in his backyard. Although Carver learned much from his family, he desired a more formal education. At the age of thirteen he relocated to Fort Scott, Kansas where he attended a series of schools before earning his diploma at Minneapolis High School (Rennert, 1994). After high school Carver decided to further his education and pursue college. He was first accepted to Highland University, but was promptly denied when administrators discovered that he was black (BrainPOPjr, 2011). After repeated rejections, he was finally accepted to Simpson College in Iowa, where he was the second African-American student to attend (Rennert, 1994). There, he studied art but realized his true love was science, and after a year, he transferred to Iowa State Agricultural College. He was the first African-American student to attend (McMurry, 1981). Later, the famous African-American political activist Booker T. Washington invited Carver to teach at the Tuskegee Institute, an honored university specifically for African Americans. Carver accepted the position and taught there for the rest of his life. After the creation of crop rotation, Carver began experimenting with peanuts and sweet potatoes in hopes of finding alternate uses for the extras. He developed hundreds of uses for peanuts alone, including lotion, shaving cream, wood stain, leather and cloth dye and rubbing oil. He also made food products from peanuts, including vinegar, instant coffee, cocoa, mayonnaise, salad oil, and peanut butter (BrainPOPjr, 2011). Carver died in 1943 and gave his entire life savings to science. He was a great American scientist and inventor who changed the way America grew and used crops. Eleanor Roosevelt Anna Eleanor Roosevelt, niece of President Theodore Roosevelt, was born on October 11, 1884 in New York City to an aristocratic family. Both of her parents died by the time she was ten years old, and she was raised by her maternal grandmother and aunt. Eleanor was an awkward child and struggled to fit in, so she found friendship with many of the family servants, an experience which may have led to her sympathy toward the poor and underprivileged (Youngs, 2006). Nevertheless, young Eleanor led a privileged life. She was tutored privately until the age of fifteen, when she left New York to attend Allenswood Academy, a private finishing school in London (Berger, 1981). At Allenswood, Eleanor gained a more global perspective and was introduced to a broad range of social issues (Beasley, 2010). After returning to New York City in the summer 1902, Eleanor met her father’s fifth cousin Franklin Delano Roosevelt, and the two married just a few years later when Eleanor was 20 years old (Youngs, 2006). For the first several years of her marriage, Eleanor assumed the role of a dutiful wife, delivering and caring after a household of five children. By that time her uncle Theodore had become President of the United States. Although she had no political aspirations of her own, Eleanor observed the way her uncle consulted his sister for advice before making important political decisions (Beasley, 2010). Then in 1910, her husband Franklin’s political career began. Eleanor supported her husband as he became a state senator and, eventually, President of the United States. It was during Franklin’s presidential campaign that Eleanor first began showing her strong support for women’s rights, a passion which continued throughout her years as First Lady and beyond (Beasley, 2010). Cesar Chavez Cesar Estrada Chavez was a Mexican American born on March 31, 1927 in Yuma, Arizona near where he and his family lived on their farm. The family lost their farm during the Great Depression when he was ten years old. Although he was only formally educated through eighth grade, he maintained his enthusiasm for learning. Chavez labored in the fields full time to help support his family. He put his family’s needs before his own, which only marked the beginning of his constant fight for needs of others (Cesar E. Chavez Foundation, 2008). Leadership continued to be a priority in Chavez’s life. He joined the United States Navy in 1946, after World War II. When he returned from his station in the Western Pacific he settled in California. Chavez then joined the Community Service Organization in 1952. As a community organizer, he arranged voter registration drives and campaigns against racial and economic discrimination. By the late 1950’s Chavez became the organization’s national director until he resigned in 1962 (Cesar E. Chavez Foundation, 2008). Chavez stood for equality, civil rights, and social justice. He was influenced by other great leaders such as Mahatma Gandhi and Dr. Martin Luther King, Jr. As a Mexican American leader, Chavez upheld his principles and achieved his dream to improve conditions for farm workers then and now. He lived for others and never made over six thousand dollars a year or owned a home. His motto in life it can be done exhibits his passion for reaching goals and making a difference (Cesar E. Chavez Foundation, 2008). Chavez dies peacefully in his sleep April 23, 1993 in Arizona. Over fifty thousand people attended his funeral, which shows the amount of respect he gained from fellow Americans. After his death he was honored with the Presidential Medal of Freedom award, the highest civilian honor in the United States (Cesar E. Chavez Foundation, 2008).

Closing and Legacy Each of the leaders above regardless of race, gender, or religion has played a vital role in shaping America to be the independent, democratic country it is today. The individuals influenced America during times of development, change and growth: Pocahontas with the forming of our first colonies, George Washington as our first President leading us into independence, Abraham Lincoln with the abolishment of slavery, George Washington Carver making giant strides in American agricultural science while overcoming racial prejudice, Eleanor Roosevelt showing women how they could make a difference, and Cesar Chavez with the strides he made for farm workers’ rights. Without each and every one of these American leaders our country would not be what it is today.

Lesson 1: Mapping the Nation’s Capitol Prepared by: Sarah Faszewski

Standards: History and Social Science Standards of Learning in Virginia 1.4 The student will develop map skills by d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map.

Materials/Time/Space: pencils; flex camera; markers, picture of Washington DC (Brennemann, R. (2011). Map of Washington DC. Retrieved from http://www.welt- atlas.de/map_of_washington_dc_7-610); Map of the United States ((2011). United States. Retrieved fromhttp://en.wikipedia.org/wiki/File:United_States_direct_successor_states_from_original_Thir teen_Colonies.png); projector and screen (for online resources and Google Earth Washington DC Tour); Handout 1; Handout 2; Teacher Aid 1; exit card; one full hour; typical classroom space; average elementary class size (20 students)

Lesson Description: Introduction: Anticipatory Set (10 minutes): Ask the students if any of them has ever traveled and where to. Using the projector and Google Earth, ―visit‖ the places students said they have been. Ask the students if any of them have been to Washington D.C. and ask them what places they remember visiting. Using a premade tour of Washington D.C. on Google Earth, take the students on a tour beginning with the North American continent, to the United States, to Washington D.C., and finally to the National Mall (with an emphasis on the Capitol Building, the Washington Monument, and the White House). Define monument as something built in memory of a person, event, or special deed ((2011) WordSmyth: The Premiere Educational Dictionary. Retrieved from www.wordsmyth.net). While on the tour discuss the significance of how Washington D.C. and the Washington Monument got their names (see background information). Tell the students that they are using material from yesterday’s lesson on the cardinal directions to take a ―tour‖ of the National Mall.

Content Focus: Objective and Its Purpose (0 minutes): 1) Given knowledge of Washington D.C., students will identify its location on a map the United States. 2) Given instruction on the Washington Monument, the students will identify its location on a map of the National Mall.

Input/Modeling (10 minutes): Using Teacher Aid 1 and the flex camera, project the map of the National Mall onto the screen. Tell the students that this activity is a look at Washington D.C. from a place they may have visited, the National Mall. Ask the students to label the compass rose at the top of the page. Tell the students to imagine we are taking a class trip to Washington D.C. and we need to see the Capitol Building, the White House, and the Washington Monument. Starting at the red number 1 on the map, moving to the red number 2, and then to the red number three, have the students direct to each location using the cardinal directions. Once this activity is finished, using the flex camera show the students a picture of the entire Washington D.C. area, with the National Mall highlighted, so that they can see the familiar place (the Mall) in terms of the city that surrounds it, using the projector. Remind the students of Washington D.C.’s location, as stated in the Anticipatory Set.

Check for Understanding (7 minutes): Using a projected map of the United States, the teacher will point to different locations on the map, and ask the students to give a thumbs up or down as to whether or not that location is Washington D.C. Then call on students to come up and point to Washington D.C. so that they are able to locate it on their own.

Guided Practice (15 minutes): Ask the students if they were given a map of the entire United States, how would they locate Washington D.C.. Call on students to answer this question, and write their answers up on the board. Explain strategies they could use to locate D.C., including some of the ones students came up with. Strategies could be, guess and check, using their own previous knowledge, and using what we just covered during the check for understanding. Show the students a map of the United States with the thirteen original states highlighted on the projector screen. Explain why Washington D.C. is located between Virginia and Maryland (see background information). Give students Handout 1, with the map of the United states and tell them to circle and label where they believe Washington D.C. to be. The teacher will walk around the classroom observing the students, and occasionally asking them what strategies they are using, and why they have chosen that specific strategy. Also, if any students are having problems, the teacher will offer strategies for the student to use in order to locate

Independent Practice (8 minutes): Give the students Handout 2. This handout consists of maps of the National Mall and the United States. There are also directions for the students to follow. Read the directions aloud and check for understanding. Ask the students to complete Handout 2 individually.

Closure (10 minutes): After the students complete Handout 2, collect the worksheet. Review the correct answers using the flex camera, a blank copy of the handout, and asking the students to participate. Ask the students if they have any questions about how to find Washington D.C. on a map, or anything that we have covered in class this week. As a final activity, hand the students an exit card containing a multiple-choice question to be answered and returned.

Evaluation:  Formative: The teacher will walk around the classroom and informally observe and assess the students’ work, discussion, and answers during guided practice.  Summative: The teacher will evaluate Handouts 2 and 3 as well as the multiple choice question, which should all be completed independently by the students.

Differentiation:  Inclusion Students: During guided practice, the teacher will go to these students specifically to ask them about their strategies in locating Washington D.C. This way if they are still struggling, they will receive extra help.  Gifted Students: During guided and independent practice, the teacher will have the students write down their strategies for locating Washington D.C. rather than just stating them. These students will also be called on specifically to give their strategies for finding D.C. before guided practice begins.

Background Information/Content: Washington D.C. was established by the Constitution to serve as the nation’s capital, and was founded in 1791. The city was named after George Washington, the first president, who chose its location along the Potomac River. It’s location was selected due to a compromise between northern states and southern states who both wanted the capital to be close to them. The Washington Monument was completed on December 6, 1884, and was built as a tribute to George Washington’s military leadership from 1775-1783 during the American Revolution. Made of blocks of marble and granite, the structure stands 555 feet in the air, and at the time, was the tallest structure in the world. A city law passed in 1910 restricted the height of new buildings to ensure that the monument will remain the tallest structure in Washington D.C., which is a fitting tribute to the ―Father of Our Country‖. Teacher Aid 1

Handout 1

Name______Date______

Locating Washington D.C. Circle and Label Where You Can Find Washington D.C.

Handout 2

Name______Date______

Washington D.C.

Draw a on Washington D.C.

The United States Handout 2

Name______Date______

Circle and LabelWashingtonMonument Circle and the

The National Mall National The

Exit Card

Name______Date______

Which one of these maps shows the correct location of Washington D.C.? Circle the correct answer.

Lesson 2: Portraiture Prepared by: Kristen Felix

Standards/Objectives: State Standards: K.6 The student will create a self-portrait 1.5 The student will create art from real and imaginary sources of inspiration 2.6 The student will create a work of art from observation. 2.9 The student will identify and use a variety of sources for art ideas, including nature, people, images, imagination, and resource materials. National History Standards: 2D: Draw upon the visual data presented in photographs, paintings, cartoons, and architectural drawings.

Objectives: Given two portraits of American leaders, the student will: 1. Describe key aspects of portraiture 2. Describe how these portraits demonstrate leadership 3. Create their own leadership portraits

Resources: Transparency of Washington ―Lansdowne‖ Portrait; transparency of Pocahontas portrait; white board; drawing paper and pencils; multiple choice assessment sheet

A) Stuart, Gilbert. (1796). Portrait of George Washington (“Lansdowne Portrait”). National Portrait Gallery, Smithsonian Institution, Washington, D.C. Retrieved from http://www.npg.si.edu/collection/lansdowne.html. B) Unknown. (1700’s). Portrait of Pocahontas (“Booton Hall Portrait”). National Portrait Gallery, Smithsonian Institution, Washington, D.C. Retrieved from http://www.npg.si.edu/collection

Content and Instructional Strategies: Introduction (15 min.) Begin by asking students the question ―What makes a person a leader?‖ (reflective.) If necessary, clarify by asking ―Who do you admire and why?‖ (reflective) Make a list of individual responses on the white board. Then use a projector or document camera to present the portraits of Washington and Pocahontas. Ask the students: Who are the people in these pictures? (objective). Tell them who the two people are.

Content Focus (30 min.) Tell the students that the portrait of Washington was done by Gilbert Stuart, an 18th century American artist famous for painting portraits. Explain that the painting of Pocahontas is still a portrait even though it is much older and we do not know who the artist was. Ask students to describe what a portrait is (objective). Define portrait. Ask students how they know that these people are leaders by looking at their portraits (reflective.) Discuss and define artistic terms of portraiture such as stance, viewpoint, and facial expression. Explain that these things can give us a lot of information about the person in a portrait.

Closure (15 min.) Give the students a multiple choice question asking the students to circle the key aspect of portraiture that we talked about (stance) to assess the students’ ability to recognize key aspects of portraiture. Read the directions and question to the students to ensure they comprehend what they are being asked to identify. Collect the multiple choice questions before beginning the next part of the assignment. Then pass out blank sheets of paper and tell the students that they will be drawing their own leadership portraits, based on famous leaders or leaders within their families or communities. Ask the students: Why would we want to create portraits of leaders? (decisional) Also have them write at least one sentence on the back of the page explaining how their portrait demonstrates leadership. Tell them that they may write more sentences if they wish, but they have to write at least one. Clarify any questions about the assignment. Later, have a few students volunteer to share their portraits and sentence descriptions with the rest of the class. Ask the students to think about whether they would change some of their original responses about leadership based on what they have learned. Assessment: Formative: Students demonstrate their understanding of the meaning of leadership by responding to the questions ―what makes a person a leader?‖ and ―how do we know that these people are leaders?‖ Summative: Primary: What is one of the key aspects of portraiture that we talked about? A. Family B. Hair C. Stance D. Pets Answer: C

Intermediate: What is the name of the 18th century American artist famous for his/her portraits of American leaders? A. Norman Rockwell B. Claude Monet C. Mary Cassatt D. Gilbert Stuart Answer: D

Background Information: Gilbert Stuart was an 18th century artist famous for his many portraits of early American leaders. He did several portraits of George Washington. This particular one is known as the Lansdowne Portrait, and shows Washington renouncing a third term as President of the United States. Washington stands with his feet apart, looking out into the distance, holding a sword in his left hand and reaching out with the other. His expression is serious and firm. He wears a black velvet suit with a ruffled collar, and stands next to a table holding a pen and paper (representing the rule of law.) The artist chose to include many books both on and under the table, showing Washington’s education and importance. We do not know who painted this portrait of Pocahontas, the famous Powhatan princess, but we believe that it was also painted during the 18th century. The portrait shows Pocahontas in her European clothing, making it quite different from the way we might expect to see her. From this portrait we learn that Pocahontas accepted European culture, but we must keep in mind that the portrait is probably from a European perspective. We cannot tell if Pocahontas is sitting or standing because she is only shown from the waist up, but her eyes are looking directly at us and she has a serious expression.

Key Concepts: Portrait: a picture or painting of just one person Stance: how the person is standing Viewpoint: how we see the person in the picture (from above, from below, from the side) Facial expression: How the person’s face looks (Can we tell what the person is thinking? Is the person happy, sad, or angry? Does their expression look strong or weak?) Leader: a person who is in charge or makes important decisions that help people in the future Image A

Image B

Lesson 3: Civic Engagement Prepared by: Hailey Hewitt Topic: Eleanor Roosevelt, George Theme: Civic Engagement Washington Carver, Leadership Grade Level: 4th (whole class, Teacher: Hewitt approximately 20 students) State Standards: School: Matoaka Elementary School CE.4 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by b) practicing courtesy and respect for the rights of others c) practicing responsibility, accountability and self-reliance g) practicing service to the school and/or local community. CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by e) evaluating how civic and social duties address community needs and serve the public good. Objectives: -Given prompt students will identify qualities of a leader. -Given a read-aloud story of Eleanor Roosevelt the students will identify what made her a good leader and the contributions she made to her community and country. -Given a read- aloud story of George Washington Carver the students will identify what made him a good leader and the contributions he made to the community and country. -Given a prompt will identify contributions they can make to their local communities, neighborhoods or school. Exploratory Introduction Materials/Time Needed: Whiteboard, Eleanor Roosevelt: A Very Special First Lady by Barbara Feinberg, A Weed is a Flower: The Life of George Washington Carver by Aliki. (25 minutes) Procedures Assessments -Gather students together at the front of the Formative assessment: Student’s responses class. Ask them to give a definition of a to qualities of leader questions, student leader. Prompt to identify things such as responses to questions during and after read someone who does good for others, the aloud. community, etc. -Read aloud the book Eleanor Roosevelt: A Very Special First Lady by Barbara Feinberg. Highlight Eleanor’s leadership qualities and the contributions she made to her state, the country and minorities. -Read aloud the book A Weed is a Flower: The Life of George Washington Carver by Aliki. Highlight George’s leadership qualities and the contributions he made to American science, and African American citizens. Lesson Development Materials/Time Needed: Pre-made chart (15 minutes) Procedures Assessments -Pull out large pre-made chart with 3 Formative assessments: student’s responses columns labeled ― Eleanor Roosevelt, to the questions prompted for the chart, and George Washington Carver, and Our class discussion. Class‖ -Ask students to identify some of the problems that Eleanor Roosevelt had to face in her life and what she did to fix the problems and better her community. -Ask students to identify some of the problems that GWC had to face in his life and what he did to fix the problems and better his community. -Ask the students to identify some problems in our community, country or even the world. Identify some solutions to these problems we could create. -Fill in chart appropriately, have a different child fill in columns. Lesson Expansion Materials/Time Needed: Student Writings( journals or looseleaf), whiteboard (20 minutes) Procedures Assessments -Have student’s return to their seats and pull Summative Assessments: Evaluate student out either a journal or piece of loose leaf writings for good sentences with accurate paper. -On the white board write prompt facts about GWC or ER, then good ―Write 2 paragraphs. 1st paragraph: describe sentences about the class and what we can what qualities makes GWC or ER a leader, do for our community. describe a problem GWC or ER had to deal with and how they solved it. 2nd paragraph: describe a problem our country, community, or school is facing and what our class can do to solve it‖ -Give student’s 20 minutes to complete the writing assignment and collect before they leave. -For student’s who finish early, have them share with the class some of the ideas they have, then encourage students to take on some of these ideas in their homes.

Multiple Choice: 1) Which of the following is the best way to better your community?: a) take your dog for a walk b) share toys with friends c) hold a canned food drive d) join a soccer team 2) Which of the following was something Eleanor Roosevelt did to better her community?: a) Marry Franklin Roosevelt b) Wrote books c) Talked on the radio d) Drafting the Declaration of Human Rights Background: Eleanor Roosevelt was a leader on a wide range of social causes including civil rights for minorities. When her husband Franklin became president, Eleanor Roosevelt transformed herself into a tireless worker for social causes. She conducted press conferences, had her own radio program, and wrote a daily newspaper column. After her husband's death, she continued in public life. She served as a U.S. delegate to the United Nations and helped draft the UN Declaration of Human Rights. George Washington Carver was born a slave; he began his education in Missouri where he worked as a farm hand. He went on to excel at Minneapolis High School in Kansas. Intent on a science career, he transferred to Iowa Agricultural College. Later that year Booker T. Washington, founder of the Tuskegee Institute, convinced Carver to come south and serve as the school's director of agriculture. Upon his death, Carver contributed his life savings to establish a research institute at Tuskegee. His birthplace was declared a national monument. Content: The key concepts include giving the students an example of people of diverse backgrounds who became leaders and used this leadership to better their communities, countries and even the world. From the examples students begin to reflect on their own lives and what they can do to make a difference in their communities. Notes: To further the lesson we could take on a class project such as recycling, doing a food or clothes drive, or writing letters to deployed soldiers. For students who struggle with writing, have special needs or are ESL, the act of actually taking on a project could be more beneficial than writing about it. Public good is something we can all connect with, no matter disabilities. Within the lesson we define community as particular area where a group of people live and leader as one that leads or guides.

CHART EXAMPLE:

ELEANOR ROOSEVELT G.W. CARVER OUR CLASS

Lesson 4: Abraham Lincoln and Cesar Chavez: a Study in Human Rights Activism Prepared by: Emily VanDerhoff With the help of: Lindsay Nachman

Purpose: Students will learn about the work of important human rights activists through a study of Abraham Lincoln or Cesar Chavez.

Grade Level/Time/Space: 6th grade; three 1-hour lessons; whole group (about 20 students)/individual

State Standards: VUS.7 The student will demonstrate knowledge of the Civil War and Reconstruction Era and their importance as major turning points in American history by a) evaluating the multiple causes of the Civil War, including the role of the institution of slavery as a principal cause of the conflict; b) identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass; c) analyzing the significance of the Emancipation Proclamation and the principles outlined in Lincoln’s Gettysburg Address; e) examining the social impact of the war on African Americans, the common soldier, and the home front, with emphasis on Virginia; f) explaining postwar contributions of key leaders of the Civil War. USII.3 The student will demonstrate knowledge of the effects of Reconstruction on American life by c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass. USII.9 The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by c) identifying representative citizens from the time period who have influenced America scientifically, culturally, academically, and economically;

Objectives: Given teacher-selected sources, students will conduct an inquiry-based study on Abraham Lincoln or Cesar Chavez, studying the way each individual fought for human rights. By filling out a worksheet of findings and questions and answering a final essay question, students will demonstrate their understanding of the impact of these figures on slavery and workers’ rights, both in the context of their time period in the U.S. and in other countries through modern times.

Resources: Internet-equipped computers for student use, guided research worksheet (included below), webquest containing prompts for students and visual and online resources (accessible at http://lincolnandchavezwebquest.wmwikis.net/), books (see work cited page).

Background Information: Alasmedia (2008) Cesar E. Chavez. Retrieved from http://youtu.be/wRPLZC7woUo This video about Cesar Chavez includes information about his life and work and also includes interviews of people who knew him, such as his daughter and other people whom his life affected. It also includes the perspective of students who have learned about him. The video talks about Chavez’s childhood experiencing racism in school to his work in the CSO to founding the UFW and leading strikes and boycotts to win higher wages for farm workers.

Cruz, B. (2005). Cesar Chavez: A voice for farmworkers. Berkeley Heights, NJ: Enslow Publishers, Inc. This book is a biography of Cesar Chavez. It covers his life from childhood until his death and focuses on his work for farm workers’ rights. It includes photographs and useful sidebars with definitions and explanations of subjects that may be unfamiliar to students. The book includes a chapter on migrant life to explain the condition of the workers Chavez fought for, and explores in depth the process that Chavez took in his work for human rights.

The My Hero Project, Inc. (2007). Mr. Lincoln & freedom. Retrieved from http://www.myhero.com/myhero/go/specialevents/hero.asp?hero=LBC_LincolnFreedom&eid=1 This site looks at Abraham Lincoln’s view on freedom and slavery through some of his key quotes on the topic. It offers insight into not only Lincoln’s speeches, but also into his personal thoughts that were never presented to an audience. This resource highlights Lincoln’s conviction for abolishing slavery through his heartfelt speeches. Lincoln’s work ethic and values are incorporated into the text to demonstrate the importance of working hard toward his goals.

Procedure: Students explore the life, work, and legacy of Abraham Lincoln and Cesar Chavez through the following webquest: http://lincolnandchavezwebquest.wmwikis.net/ Day 1: Introduction: Introduce the topic of human rights activism to the class. Catalyst: Direct students to the webquest to watch two short videos about Abraham Lincoln and Cesar Chavez and then choose one to research. Content Focus: Instruct students to follow the direction in the webquest. As they explore resources, students write down information they find, and questions they have on their worksheet. On the first day, students complete the wordle and the video portion of the webquest. During this lesson, students complete #1 and 2 on the worksheet. Day 2: Students read through the books about their leader and respond to the affiliated section on their worksheet. Students spend the remainder of the class visiting the listed sites and writing down information and questions. Encourage students whose questions are not answered by the resources provided to find websites that will answer their questions. During this lesson, students studying Lincoln complete #3 and 4 on the worksheet and will begin working on #5. Students studying Chavez complete #3 and begin #4. Day 3: Students continue researching through the listed websites and websites they find on their own. Closure: once students have finished gathering information, instruct them to respond to the essay question. During this lesson, students studying Lincoln complete #5 and 6 on the worksheet, and students studying Chavez complete #4 and 5. All students complete the essay during this lesson.

Evaluation/Assessment: Formative: Teacher collects student handouts at the end of each day to assess progress and make suggestions for what to work on the following day. Summative: Students complete the essay question about the leader they researched at the end of the final day and turn in the final copy of the worksheet.

Essay Question (8 points) Write an essay about how the leader you chose fought for human rights and the impact they had on the movement with which they are associated. What was the leader’s main goal (1 point)? Provide two ways the leader tried to reach his goal (2 points). Provide two pieces of evidence to show the leader was successful (2 points). How does the leader’s goal affect places outside of the United States (1 point)? Provide two facts about the leader that have not been addressed (2 points).

Rubric for the webquest (15 points) Below Expectations Meets Expectations Exceeds Expectations 1 point 2 points 3 points

Worksheet Not all parts of the All parts of the All part of the worksheet Completion worksheet are complete, worksheet are complete are complete with answers are not in with complete sentences. detailed complete complete sentences. sentences.

Questions Student-generated Student-generated Student-generated questions are irrelevant or questions are complete questions are well demonstrate little thought. and relevant to the topic. thought out and thought- Some questions may be provoking. missing.

Hypothesis Student’s hypotheis is Student’s hypothesis is Student’s hypothesis is irrelevant or demonstrate complete and relevant. well thought out and little thought. No evidence Student demonstrates thought-provoking. of work to determine if the effort to determine if the Student demonstrates hypothesis is supported by hypothesis is supported great effort to determine evidence. by evidence and shares if the hypothesis is results. supported by evidence and shares results.

Content Student responses Student responses show that Student responses show that demonstrate little content students have retained an students have retained a knowledge, and a weak grasp adequate amount of great deal of information of the topic. information from the from the resources and have resources and demonstrate a a strong grasp of the topic. decent grasp of the topic.

Essay Essay is incomplete or Essay is complete and Essay is complete and irrelevant. includes the required includes relevant details that amount of relevant details. exceed what is asked for in the prompt.

Name ______

Worksheet for Inquiry about Abraham Lincoln 1. Wordle Write down one question you have about Abraham Lincoln from seeing this wordle.

______

2. Video Write down one new thing you have learned about Lincoln and slavery from this video.

______Write one question you still have about him after watching the video.

______

3. Book #1 (name and author of book)______Write down two new facts you learned about Lincoln's opinion about slavery and what he did about slavery. ______

______Write down one more question you have about Abraham Lincoln and slavery after looking through this book. ______

4. Book #2: Emancipation Proclamation (name and author of book) ______Write down two new facts you learned about Lincoln's opinion about slavery and what he did about slavery. ______

______Write down one more question you have about Abraham Lincoln and slavery after looking through this book. ______

5. Websites

Write down two things you have learned from these websites.

______

Write one more question you have about Lincoln and slavery.

______

6. Write a hypothesis about how Abraham Lincoln's work with slavery has affected slavery in other countries around the world.

______

Write down one thing you learned about how Abraham Lincoln has affected slavery in other countries.

______

Essay Question: Answer the following question on a separate sheet of paper. (8 points) Write an essay about how the leader you chose fought for human rights and the impact they had on the movement with which they are associated. What was the leader’s main goal (1 point)? Provide two ways the leader tried to reach his goal (2 points). Provide two pieces of evidence to show the leader was successful (2 points). How does the leader’s goal affect places outside of the United States (1 point)? Provide two facts about the leader that have not been addressed (2 points). Name ______

Worksheet for Inquiry about Cesar Chavez 1. Wordle Write down one question you have about Cesar Chavez from seeing this wordle.

______

2. Video Write down one new thing you have learned about Cesar Chavez and his work for farm workers' rights from this video. ______Write one question you still have about him after watching the video.

______

3. Book #1 (name and author of book)______Write down two new facts you learned about Cesar Chavez's work for farm workers' rights from this book.

______

______Write down one more question you have about Cesar Chavez or the Farm Workers' movement after reading. ______

Book #2 (name and author of book)______Write down two new facts you learned about Cesar Chavez's work for farm workers' rights from this book.

______

______Write down one more question you have about Cesar Chavez or the Farm Workers' movement after reading. ______

4. Websites

Write down two things you have learned from these websites.

______

Write one more question you have about Cesar Chavez and the UFW.

______

5. Write a hypothesis about how Cesar Chavez's work with farm workers' rights in the United States has affected farm workers' movements in other countries around the world.

______

Write down one similarity between Cesar Chavez's farm workers' rights movement and workers' rights movements in other countries.

______

Worksheet for Inquiry about Cesar Chavez 1. Wordle Write down one question you have about Cesar Chavez from seeing this wordle.

_What is a union, and what did Cesar Chavez do with unions?______

2. Video Write down one new thing you have learned about Cesar Chavez and his work for farm workers' rights from this video. _Cesar Chavez founded the United Farm Workers of America with Dolores Huerta in 1962.____

Write one question you still have about him after watching the video. Why did he boycott grapes? Are farm workers working with grapes in a worse condition than those working with other fruits and vegetables?

3. Book #1 (name and author of book) Cesar Chavez: A Voice for Farmworkers by Barbara Cruz Write down two new facts you learned about Cesar Chavez's work for farm workers' rights from this book. _Chavez led strikes and boycotts and he did fasts for the cause.______

_In the boycott of all table grapes from California in 1969, the UFW was able to virtually stop shipments of grapes to large cities and 17 million consumers stopped buying them._

Write down one more question you have about Cesar Chavez or the Farm Workers' movement after reading. What were the biggest problems facing farm workers, and are these problems still around?____

Book #2(name and author of book)_American Workers: Cesar Chavez by Jeff Young Write down two new facts you learned about Cesar Chavez's work for farm workers' rights from this book. _Cesar Chavez modeled his use of nonviolent civil disobedience after that of Mahatma Ghandi.

_The NFWA (the original name for the UFW) called its first strike in spring of 1965 for workers in the rosebush industry. Write down one more question you have about Cesar Chavez or the Farm Workers' movement after reading. _Why did Chavez decided to use nonviolent demonstrations?______

4. Websites

Write down two things you have learned from these websites.

Chavez was first introduced to activism when he joined the Community Service Organization (CSO) in 1952. The farm worker movement was not just about Latino workers; workers included other groups such as Filipinos.

Write one more question you have about Cesar Chavez and the UFW.

_How is the work that the UFW doing now different from the work that it did when it first started?

5. Write a hypothesis about how Cesar Chavez's work with farm workers' rights in the United States has affected farm workers' movements in other countries around the world.

_I think that other countries have similar complaints about working conditions such as being underpaid and denied basic rights, and that they try to solve their problems in similar ways, such as strikes.

Write down one similarity between Cesar Chavez's farm workers' rights movement and workers' rights movements in other countries.

_National Rural Employment Guarantee Act (NREGA) in India focuses on guaranteeing fair payment and for workers and organizing workers into unions. This is similar to the focus of Chavez’s UFW.

Artifact 1: Visual Artifact Prepared by: Kristen Felix

1. George Washington ―Lansdowne‖ Portrait By Gilbert Stuart (1796)

2. Portrait of Pocahontas, by Unknown (1700’s)

Activity: Primary Background Information: These two paintings are called portraits because they each show one person. The first portrait shows George Washington, the first President of the United States, and the second shows Pocahontas, a Native American who promoted peace between her people and the English settlers. There are many ways that we know that the people in these portraits are leaders: they are looking out at us, they are dressed in nice clothing, and they are holding props.

Student Activities: Whole group activity: Students will be shown projections of the portraits of George Washington and Pocahontas. Explain the characteristics that make these paintings portraits, and how they demonstrate leadership. Call on individual students to answer the following questions: How do you think the people in these portraits are feeling? Why?

Small group activity: Have students think-pair-share about the following questions: How do we know that the people in these portraits are leaders? How do you think the people in the portraits are feeling? Why?

Individual activity: Have students draw individual leadership portraits. This could be of famous leader in history or of a leader in the students’ own lives. Students should write one sentence describing their portrait.

Activity: Intermediate Background Information: These two portraits of George Washington and Pocahontas represent the leadership qualities of the people they depict. There are many key aspects of portraiture that act as clues telling us that the people in these portraits are leaders: their stance (the way they are standing or sitting), the viewpoint of the painting (we see them from above or straight-on,) the fact that they are looking out at us, their fancy clothing, and the props that they are holding.

Student Activities: Whole group activity: Show students a projection of the portraits of George Washington and Pocahontas. Lead students in a formal analysis of both, focusing on categories such as stance, viewpoint, facial expressions, and inclusion of props. Draw a Venn diagram and call on individual students to fill in information on the similarities and differences of the two portraits.

Small group activity: Have students think-pair-share about the aspects of portraiture, and the clues that tell us that these people are both leaders. Then have them discuss the following question: How are men and women depicted differently in their portraits? How are they the same?

Individual activity: Ask students to draw self-portraits depicting themselves as leaders. Have them write an explanation of their portraits on the back of the paper, including at least three ways in which their portrait represents leadership.

Portraiture Questions

Refer to the following images to answer the questions below:

B. C.

1. Which one of these is a portrait of a leader? Circle your answer. (Primary) 2. What makes this a portrait? (Intermediate) A. It has people in it B. It is a painting C. It shows one person D. It shows nature (Answers: #1. B should be circled and #2. B)

Artifact 2: Published Documents— George Washington’s Inaugural Address (1789) Prepared by: Sarah Faszewski

Primary Activity

Key Objective: Students will demonstrate an understanding of the tone of George Washington's inaugural address through thoughtful participation in class discussion, completion of a four square, and correctly answering the multiple choice question.

Background Information: Congress, lacking precedents to guide them with preparations for George Washington’s inauguration day, created a joint committee to consider the time, place, and manner in which to administer the oath of office that was required by the newly instated Constitution. The committee recommended that the inaugural ceremonies be held on April 30, 1789, with the oath being administered in the outer gallery of the Federal Hall so that the President would take his oath in the most public manner. On the day of George Washington’s inauguration, the city was crowded with people, awaiting Washington’s arrival. After being received by Congress, Washington stepped onto the balcony, and before the crowd of spectators swore the oath of office. Except for taking the oath, the law required no further inaugural ceremonies, but upon entering the Senate Chamber, the President, George Washington, read his inaugural address. As a result of this action, each incoming president has given an inauguration address.

Student Activities: Whole Group Activity: Students will be shown a copy of the original text of George Washington’s inaugural address. Tell students that this was not only Washington’s first inaugural address, but also the first one that ever occurred. Read out loud to them a simplified version of the first paragraph of the inauguration address. Explain to students what Washington is saying in this first paragraph. Ask them why they think George Washington was nervous or worried about his new role as President.

Small Group Activity: The teacher will have the students think-pair-share on the questions: if you were president would they be nervous, and if so about what? As well as, what would you want to do as president?

Individual Activity: Have the students complete a four square about if they were president. In this foursquare they must write complete sentences answering the questions: What would you want to do as president? What would you want to tell your friends and family? Why would you be good at this job? How do you feel now that you are president?

References: The U.S. National Archives and Records Administration. (2011). George Washington’s inaugural address. Retrieved from http://www.archives.gov/legislative/features/gw- inauguration/

Artifact #2: Published Documents— George Washington’s Inaugural Address (1789)

Intermediate Activity

Key Objective: Students will demonstrate an understanding of George Washington's inaugural address by relating it to their personal experiences, writing their article and correctly answering the multiple choice question.

Background Information: Presidential inaugurations are important rituals in our nation’s political life. The Constitution requires that presidential electoral votes be counted by the Senate and the House of Representatives, that the candidate with the most electoral votes be declared the victor, and that the president-elect swear an oath of office to protect, defend, and preserve the Constitution before taking office. Congress, lacking precedents to guide them with preparations for George Washington’s inauguration day, created a joint committee to consider the time, place, and manner in which to administer the oath of office that was required by the newly instated Constitution. The committee recommended that the inaugural ceremonies be held on April 30, 1789, with the oath being administered in the outer gallery of the Federal Hall so that the President would take his oath in the most public manner. On the day of George Washington’s inauguration, the city was crowded with people, awaiting Washington’s arrival. After being received by Congress, Washington stepped onto the balcony, and before the crowd of spectators swore the oath of office. Except for taking the oath, the law required no further inaugural ceremonies, but upon entering the Senate Chamber, the President, George Washington, read his inaugural address. As a result of this action, each incoming president has given an inauguration address.

Student Activities: Whole Group Activity: Have students discuss their impressions of this year’s SCA elections. Specifically have them discuss the posters, voting, and the victors’ speeches. Discuss with students, the history surrounding the first inaugural address. Describe to the students the events that occurred leading up to Washington’s first inauguration. Tell them about the spirit of the people and the nation at this time, and explain the significance of this inauguration.

Small Group Activity: Have the students discuss and compare their SCA election process with that of the nation’s first election and inauguration. Students will make a compare and contrast chart with their group to be collected by the teacher.

Individual Activity: Project copies of Washington’s original inauguration address for the students to look at. Distribute copies of the transcript for Washington’s inaugural address to students, and ask them to read along silently as they listen to a recording of it. Have the students write a newspaper article about Washington’s first inaugural address. They should assume the role of a reporter covering the content of the speech, and what they believe the feelings of the nation were.

Fellow Citizens of the Senate and the House of Representatives,

Among the vicissitudes incident to life, no event could have filled me with greater anxieties than that of which the notification was transmitted by your order, and received on the fourteenth day of the present month. On the one hand, I was summoned by my Country, whose voice I can never hear but with veneration and love, from a retreat which I had chosen with the fondest predilection, and, in my flattering hopes, with an immutable decision, as the asylum of my declining years: a retreat which was rendered every day more necessary as well as more dear to me, by the addition of habit to inclination, and of frequent interruptions in my health to the gradual waste committed on it by time. On the other hand, the magnitude and difficulty of the trust to which the voice of my Country called me, being sufficient to awaken in the wisest and most experienced of her citizens, a distrustful scrutiny into his qualifications, could not but overwhelm with dispondence, one, who, inheriting inferior endowments from nature and unpractised in the duties of civil administration, ought to be peculiarly conscious of his own deficiencies. In this conflict of emotions, all I dare aver, is, that it has been my faithful study to collect my duty from a just appreciation of eve ry circumstance, by which it might be affected. All I dare hope, is, that, if in executing this task I have been too much swayed by a grateful remembrance of former instances, or by an affectionate sensibility to this transcendent proof, of the confidence of my fellow-citizens; and have thence too little consulted my incapacity as well as disinclination for the weighty and untried cares before me; my error will be palliated by the motives which misled me, and its consequences be judged by my Country, with some share of the partiality in which they originated. Such being the impressions under which I have, in obedience to the public summons, repaired to the present station; it would be peculiarly improper to omit in this first official Act, my fervent supplications to that Almighty Being who rules over the Universe, who presides in the Councils of Nations, and whose providential aids can supply every human defect, that his benediction may consecrate to the liberties and happiness of the People of the United States, a Government instituted by themselves for these essential purposes: and may enable every instrument employed in its administration to execute with success, the functions allotted to his charge. In tendering this homage to the Great Author of every public and private good I assure myself that it expresses your sentiments not less than my own; nor those of my fellow-citizens at large, less than either. No People can be bound to acknowledge and adore the invisible hand, which conducts the Affairs of men more than the People of the United States. Every step, by which they have advanced to the character of an independent nation, seems to have been distinguished by some token of providential agency. And in the important revolution just accomplished in the system of their United Government, the tranquil deliberations and voluntary consent of so many distinct communities, from which the event has resulted, cannot be compared with the means by which most Governments have been established, without some return of pious gratitude along with an humble anticipation of the future blessings which the past seem to presage. These reflections, arising out of the present crisis, have forced themselves too strongly on my mind to be suppressed. You will join with me I trust in thinking, that there are none under the influence of which, the proceedings of a new and free Government can more auspiciously commence. By the article establishing the Executive Department, it is made the duty of the President "to recommend to your consideration, such measures as he shall judge necessary and expedient." The circumstances under which I now meet you, will acquit me from entering into that subject, farther than to refer to the Great Constitutional Charter under which you are assembled; and which, in defining your powers, designates the objects to which your attention is to be given. It will be more consistent with those circumstances, and far more congenial with the feelings which actuate me, to substitute, in place of a recommendation of particular measures, the tribute that is due to the talents, the rectitude, and the patriotism which adorn the characters selected to devise and adopt them. In these honorable qualifications, I behold the surest pledges, that as on one side, no local prejudices, or attachments; no separate views, nor party animosities, will misdirect the comprehensive and equal eye which ought to watch over this great assemblage of communities and interests: so, on another, that the foundations of our National policy will be laid in the pure and immutable principles of private morality; and the pre-eminence of a free Government, be exemplified by all the attributes which can win the affections of its Citizens, and command the respect of the world. I dwell on this prospect with every satisfaction which an ardent love for my Country can inspire: since there is no truth more thoroughly established, than that there exists in the economy and course of nature, an indissoluble union between virtue and happiness, between duty and advantage, between the genuine maxims of an honest and magnanimous policy, and the solid rewards of public prosperity and felicity: Since we ought to be no less persuaded that the propitious smiles of Heaven, can never be expected on a nation that disregards the eternal rules of order and right, which Heaven itself has ordained: And since the preservation of the sacred fire of liberty, and the destiny of the Republican model of Government, are justly considered as deeply, perhaps as finally staked, on the experiment entrusted to the hands of the American people. Besides the ordinary objects submitted to your care, it will remain with your judgment to decide, how far an exercise of the occasional power delegated by the Fifth article of the Constitution is rendered expedient at the present juncture by the nature of objections which have been urged against the System, or by the degree of inquietude which has given birth to them. Instead of undertaking particular recommendations on this subject, in which I could be guided by no lights derived from official opportunities, I shall again give way to my entire confidence in your discernment and pursuit of the public good: For I assure myself that whilst you carefully avoid every alteration which might endanger the benefits of an United and effective Government, or wh ich ought to await the future lessons of experience; a reverence for the characteristic rights of freemen, and a regard for the public harmony, will sufficiently influence your deliberations on the question how far the former can be more impregnably fortified, or the latter be safely and advantageously promoted. To the preceding observations I have one to add, which will be most properly addressed to the House of Representatives. It concerns myself, and will therefore be as brief as possible. When I was first honored with a call into the Service of my Country, then on the eve of an arduous struggle for its liberties, the light in which I contemplated my duty required that I should renounce every pecuniary compensation. From this resolution I have in no instance departed. And being still under the impressions which produced it, I must decline as inapplicable to myself, any share in the personal emoluments, which may be indispensably included in a permanent provision for the Executive Department; and must accordingly pray that the pecuniary estimates for the Station in which I am placed, may, during my continuance in it, be limited to such actual expenditures as the public good may be thought to require. Having thus imported to you my sentiments, as they have been awakened by the occasion which brings us together, I shall take my present leave; but not without resorting once more to the benign parent of the human race, in humble supplication that since he has been pleased to favor the American people, with opportunities for deliberating in perfect tranquility, and dispositions for deciding with unparalleled unanimity on a form of Government, for the security of their Union, and the advancement of their happiness; so his divine blessing may be equally conspicuous in the enlarged views, the temperate consultations, and the wise measures on which the success of this Government must depend.

Simplified first paragraph written by Sarah Faszewski: Among the changes that happen in life, no change could have filled me with greater worry than the one I got on the 14th of this month. On one hand, I was my country, whose voice I hear with love, has asked me to do this job. I am now living in a place that has become dearer to me he more I am there, and where I planned to stay. On the other hand, the level of trust that my country called me with was good enough to make me realize my flaws. All I say is if by doing this job, I have been convinced by a kind memory of earlier times, or by kind feelings to believe in people, to worry about my weaknesses as well as unwillingness for the hard and untested job I have to do, my mistakes will be made smaller by the reasons for them, and the results will be judged by my country with the knowledge of where they began.

Multiple Choice Question: Primary

Why was George Washington nervous about being the President of the United States?

A) He was not sure what to do, because no one had done it before him. B) He loved his country too much, and was very happy about his new job. C) He was late for giving his speech, and was rushed into saying it.

Answer: A

Multiple Choice Question: Intermediate

In his speech, what does Washington say he wants to do for the new nation?

A) create a precedent for all future presidents to follow, making sure that the people respect them B) lay down a foundation for a free government that is respected by its citizens and people around the world C) make sure all citizens of the United States become good, honest individuals

Answer: B

Artifact 3: Unpublished Documents— George Washington Carver and Eleanor Roosevelt Grave Rubbings Prepared by: Hailey Hewitt Primary Activity Key Objectives: Given an example of a gravestone rubbing from Eleanor Roosevelt and George Washington Carver’s graves the students will be able to identify qualities and achievements about themselves that they would like people to know about them from their gravestones. Background Information: A gravestone rubbing is an excellent document, accurately reproducing, life-size, the design and surface condition of the stone. Rubbings are, therefore, useful as records. It is made by placing rubbing or tracing paper over a gravestone and rubbing it lightly with a pencil. Eleanor Roosevelt was a leader on a wide range of social causes including civil rights for minorities. When her husband Franklin became president, Eleanor Roosevelt transformed herself into a tireless worker for social causes. She conducted press conferences, had her own radio program, and wrote a daily newspaper column. After her husband's death, she continued in public life. She served as a U.S. delegate to the United Nations and helped draft the UN Declaration of Human Rights. George Washington Carver was born a slave, he began his education in Missouri where he worked as a farm hand. He went on to excel at Minneapolis High School in Kansas. Intent on a science career, he transferred to Iowa Agricultural College. Later that year Booker T. Washington, founder of the Tuskegee Institute, convinced Carver to come south and serve as the school's director of agriculture. Upon his death, Carver contributed his life savings to establish a research institute at Tuskegee. His birthplace was declared a national monument. Student Activities: Whole Group Activity: Show the two gravestone rubbings on the document camera. Before explaining to students ask them what they think this they are seeing? Depending on responses, explain that this is a gravestone rubbing from the graves of Eleanor Roosevelt and George Washington Carver. Ask them how they believe grave stone rubbings are made? Why would someone want a grave stone rubbing? Next draw attention to the things that are on the graves. Why are these things important? Why would I want a gravestone rubbing of these particular people? Listen to student responses about the famous people, then give brief background information about GWC and ER, highlighting how they were leaders and fought for rights of minorities. Small Group Activity: The teacher will have the students think-pair-share on the questions:What would you want to have on your gravestone? Individual Activity: Have the student fill out the ―When I Grow Up‖ worksheet. On the worksheet, they will fill out things that would go on their gravestones after they’ve grown up. What do they want to be when they grow up? Would they like to be parents? grandparents? What qualities and achievements about themselves would they like people to remember about them?

Artifact #3 Unpublished Documents— George Washington Carver and Eleanor Roosevelt Grave Rubbings

Intermediate Activity Key Objectives: Given examples of GWC and ER’s gravestone rubbings, students will learn the basic ideas of a gravestone rubbing, and will be able o see what kind of information goes on a gravestone and will be able to determine what information they would like to have on their gravestones when they grow old. Background Information: A gravestone rubbing is an excellent document, accurately reproducing, life-size, the design and surface condition of the stone. Rubbings are, therefore, useful as records. It is made by placing rubbing or tracing paper over a gravestone and rubbing it lightly with a pencil. Eleanor Roosevelt was a leader on a wide range of social causes including civil rights for minorities. When her husband Franklin became president, Eleanor Roosevelt transformed herself into a tireless worker for social causes. She conducted press conferences, had her own radio program, and wrote a daily newspaper column. After her husband's death, she continued in public life. She served as a U.S. delegate to the United Nations and helped draft the UN Declaration of Human Rights. George Washington Carver was born a slave, he began his education in Missouri where he worked as a farm hand. He went on to excel at Minneapolis High School in Kansas. Intent on a science career, he transferred to Iowa Agricultural College. Later that year Booker T. Washington, founder of the Tuskegee Institute, convinced Carver to come south and serve as the school's director of agriculture. Upon his death, Carver contributed his life savings to establish a research institute at Tuskegee. His birthplace was declared a national monument. Student Activities: Whole Group Activity: Show the students the two gravestone rubbings on the document camera, covering up the names. Ask them what it is they are looking at? How do they think gravestone rubbings are are made? Ask them why they think a person would want a gravestone rubbing? Discuss their reactions. Read to them what each says, then based on what is on the gravestones see if they can uncover who each of these people are. Small Group Activity: In partners, have the students share whose gravestone rubbing they would get if they could get any person from history’s gravestone rubbings and why? This should be a historical figure. Individual Activity: At their seats, students will write 2 paragraphs about what they would like to accomplish in their lifetimes. What kind of information will go on their gravestones? What would they like to be when they grow up? Would they like to be married? Have children? Grandchildren?

Multiple Choice Questions: Primary: 1Which of the following is information usually found on a gravestone? A) The person's favorite ice cream flavor B) The person’s birthday C) How many pets the person had D) What elementary school the person went to Answer: b

Intermediate: 1. Which of the following is the most important information to put on a gravestone? A) Number of children B) Occupation C) Date of birth D) What college they went to

Answer: c

Artifact 4: Oral History/Interview Prepared by: Emily VanDerhoff Primary Activity This activity will be conducted after a lesson about how Abraham Lincoln and Cesar Chavez were leaders and activists for human rights.

Key Objective: After listening to a portion of Cesar Chavez’s speech to the Commonwealth Club of California, and a simplified version of this speech, students will verbally identify reasons that Chavez worked for farm workers’ rights and discuss how he demonstrates leadership qualities. Students will write a reflection on how they would feel if they were a farm worker.

Background Information: For a long time, the farm workers working in California’s agricultural industry were exploited and lived and worked in harsh conditions. They were often paid much less than minimum wage and many children as young as six years old worked in the fields with their families. Cesar Chavez was one of these workers, leaving school after the 8th grade to work as a migrant farm worker. The poor conditions under which he and his family and the other farm workers lived and worked inspired Chavez to dedicate his life to improving the lives of farm workers. He started the United Farm Workers of America (UFW), which organized workers into unions that ensured fair pay and treatment to members. He also gave speeches to show the public the injustice that the farm workers faced and to gain supporters. Chavez gave this speech on November 9, 1984 at the Commonwealth Club of California, a place where people can share issues of public interest and talk about the problems in their community. This speech has become part of the oral history of the farm workers’ movement.

Student Activities: Whole group Activity: The teacher first explains new terms, such as migrant farm worker and racism, and discusses what it means to organize people. The teacher shows pictures of farm workers and explains some of the hardships they face. The students then listen to a recording of a portion of Cesar Chavez’s speech to the Commonwealth Club of California. The teacher also reads a simplified version of the selection. The teacher then asks students to share their reactions about what they heard and to discuss why Chavez worked for the rights of farm workers.

Small Group Activity: The teacher reminds students that in this unit, they are discussing qualities of leaders. The teacher then asks students to talk to a partner about what leadership qualities Chavez demonstrates. The teacher asks several groups to share what they discussed to assess understanding.

Individual Activity: The teacher tells students that Cesar Chavez left school after 8th grade to work to support his family, and other children started working as farm workers as young as 6 years old. Students then write a reflection about how they would feel if they were a child laborer working in the fields to support their family.

Intermediate Activity This activity will be conducted after a lesson about how Abraham Lincoln and Cesar Chavez were leaders and activists for human rights.

Key Objective: After listening to a portion of Cesar Chavez’s speech to the Commonwealth Club of California, students will identify Chavez’s motivations for advocating for farm workers’ rights, and will write and present their own speech about an injustice they see in their own lives.

Background Information: Cesar Chavez left school after the 8th grade to work as a migrant farm worker to support his family. In this time, he saw the injustice of the living and working conditions of the farm workers in the agricultural industry of California. With his personal experience as a migrant worker and the experiences that he saw of other farm workers, Chavez decided to become an activist for farm workers’ rights. In 1962, he founded the United Farm Workers of America (UFW). He dedicated his life to organizing farm workers into unions to protect their rights, raising awareness of the workers’ condition, and engaging in peaceful demonstrations such as boycotts and fasts. Chavez gave this speech on November 9, 1984 at the Commonwealth Club of California, a public affairs forum where people are invited to talk about issues of public interest. Chavez gave this speech to raise awareness of the harsh conditions in which farm workers live and work and to gain support for his cause. This speech has become part of the oral history of the farm workers’ movement.

Student Activities: Whole group Activity: The students listen to a recording of a portion of Cesar Chavez’s speech to the Commonwealth Club of California. The teacher also distributes copies of the transcript and asks students to read along silently. The teacher then asks students to discuss the motivations Chavez had for becoming an activist for farm workers’ rights.

Small Group Activity: The teacher points out that Chavez fought against an injustice that affected his personal life – himself and his family. In small groups, students discuss things that are unjust in their own lives that they feel strongly about. Before the discussion, the teacher provides examples ranging from parent-mandated bedtime to poverty to inspire students to think of injustices they experience.

Individual Activity: The students each write a short speech about an injustice that they see in their life. In the speech, students are expected to describe the injustice and how it affects them personally if possible. They are also expected to offer their view of how this injustice should be addressed and how they can personally contribute to this solution. The teacher allows students to write about an injustice they see from the outside if they are unable to think of one that affects them personally. The teacher circulates to help students develop ideas and plan their speech. The students will present these speeches the following day in class.

Excerpt of the Speech for Primary Activity (2:27-4:03) All my life, I have been driven by one dream, one goal, one vision: to overthrow a farm labor system in this nation that treats farm workers as if they were not important human beings. Farm workers are not agricultural implements; they are not beasts of burden to be used and discarded. That dream was born in my youth, it was nurtured in my early days of organizing. It has flourished. It has been attacked. I'm not very different from anyone else who has ever tried to accomplish something with his life. My motivation comes from my personal life, from watching what my mother and father went through when I was growing up, from what we experienced as migrant workers in California. That dream, that vision grew from my own experience with racism, with hope, with a desire to be treated fairly, and to see my people treated as human beings and not as chattel. It grew from anger and rage, emotions I felt 40 years ago when people of my color were denied the right to see a movie or eat at a restaurant in many parts of California. It grew from the frustration and humiliation I felt as a boy who couldn't understand how the growers could abuse and exploit farm workers when there were so many of us and so few of them.

Simplification of the Excerpt for Primary Activity All my life, I have had one dream, one goal, one vision: to stop the way this country treats farm workers as if they were not important human beings. Farm workers are not machines; they are not animals to be used and thrown away. I have had this dream since I was young and it grew when I started organizing farm workers. It has grown and people have fought with me about it. I’m not very different from anyone else who has ever tried to do something important with his life. My reasons for fighting come from my personal life, from watching what my mother and father went through when I was growing up, from what we experienced moving from place to place, working in fields, picking fruits and vegetables in California. My dream came from my own experience with racism – people judging me because of where I am from and what color my skin is – my dream is for everyone to be treated fairly, and for my people to be treated like people and not like things. My dream grew from being angry when I was young when people with the same color skin as me weren’t allowed to see a movie or eat at a restaurant in many parts of California. It grew from the frustration and embarrassment I felt as a boy who couldn’t understand how the people who owned the farms could treat the workers so badly when there were so many of us and so few of them.

Excerpt from the Speech for Intermediate Activity (1:03-4:03): Today, thousands of farm workers live under savage conditions, beneath trees and amid garbage and human excrement near tomato fields in San Diego County; tomato fields, which use the most modern farm technology. Vicious rats gnaw at them as they sleep. They walk miles to buy food at inflated prices and they carry in water from irrigation ditches. Child labor is still common in many farm areas. As much as 30 percent of Northern California's garlic harvesters are underaged children. Kids as young as six years old have voted in states, conducted union elections, since they qualified as workers. Some 800,000 underaged children work with their families harvesting crops across America. Babies born to migrant workers suffer 25 percent higher infant mortality rates than the rest of the population. Malnutrition among migrant workers' children is 10 times higher than the national rate. Farm workers' average life expectancy is still 49 years, compared to 73 years for the average American. All my life, I have been driven by one dream, one goal, one vision: to overthrow a farm labor system in this nation that treats farm workers as if they were not important human beings. Farm workers are not agricultural implements; they are not beasts of burden to be used and discarded. That dream was born in my youth, it was nurtured in my early days of organizing. It has flourished. It has been attacked. I'm not very different from anyone else who has ever tried to accomplish something with his life. My motivation comes from my personal life, from watching what my mother and father went through when I was growing up, from what we experienced as migrant workers in California. That dream, that vision grew from my own experience with racism, with hope, with a desire to be treated fairly, and to see my people treated as human beings and not as chattel. It grew from anger and rage, emotions I felt 40 years ago when people of my color were denied the right to see a movie or eat at a restaurant in many parts of California. It grew from the frustration and humiliation I felt as a boy who couldn't understand how the growers could abuse and exploit farm workers when there were so many of us and so few of them.

Multiple Choice Question: Primary

Why did Cesar Chavez work for farm workers’ rights? A) He thought he could become famous and it would make his family proud. B) He saw how his family and other workers were treated unfairly and wanted to change that. C) He wanted to buy cheaper fruits and vegetables. Answer: B

Multiple Choice Question: Intermediate

Which of the following is NOT one of Cesar Chavez’s motivations for working for farm workers’ rights? A) He wanted to prevent children from voting in state elections. B) The farm workers’ poor condition was tied to racism, something Chavez experienced personally. C) He had seen the harsh conditions farm workers lived and worked in first hand while working as a migrant farm worker. Answer: A

Artifact 5: Visual Artifact – Cesar Chavez Prepared by: Lindsay Nachman

Primary Activity

Key Objective: Given a portrayal of Cesar Chavez leading people in activism, students will actively participate in discussion, create a depiction of a leader, and correctly answer a multiple choice question.

Background Information: (Following lesson including definitions of key terms) Chavez joined the Community Service Organization over fifty years ago. As a community organizer, he arranged voter registration drives and campaigns against discrimination. Later, Chavez became the organization’s national director. Chavez identified with the numerous farm workers from across the country and founded the National Farm Workers Association. He led the country’s first successful union for the farm workers for over thirty years. He established rights such as fair wages, medical coverage, pension benefits, and humane living conditions for the Latino community. He led strikes and boycotts that brought about the first industry-wide labor contracts to help protect the people that brought the world fresh fruits and vegetables. The union was an influential factor of the passage of the California Agricultural Labor Relations Act to protect farm workers. Chavez stood for equality, civil rights, and social justice. As a Mexican American leader, Chavez upheld his principles to improve conditions for farm workers.

Student Activities: Whole Group Activity: Show the students the portrayal of Chavez leading a group of people on a strike. Ask the group questions to introduce the topic and get them to explain what is happening in the photo: What is happening in this picture? Who are these people? Tell students the background information on Chavez.

Small Group Activity: Have the students gather in groups of four to address deeper questions about the picture: Why do they have signs? How do these people feel? Does one person stand out in the picture? Walk around among the groups to help facilitate discussion and ensure students address all questions.

Individual Activity: Allow students two to three minutes to think about a cause that they feel is important. If students have trouble thinking about a cause, help them brainstorm ideas about subjects in school, free time, and extracurricular activities. Have each student design and create a sign in support of their cause. Have students share their causes.

Artifact #5: Visual Artifact - Cesar Chavez

Intermediate Activity

Key Objective: Given a portrayal of Cesar Chavez leading people in activism, students will actively participate in discussion, write a letter about a cause they feel strongly, and correctly answer a multiple choice question.

Background Information: Chavez joined the Community Service Organization in 1952. As a community organizer, he arranged voter registration drives and campaigns against racial and economic discrimination. By the late 1950’s Chavez became the organization’s national director. Chavez identified with the numerous farm workers from across the country and founded the National Farm Workers Association. He led the country’s first successful union for the farm workers for over thirty years. He established rights such as fair wages, medical coverage, pension benefits, and humane living conditions for the Latino community. He led strikes and boycotts that brought about the first industry-wide labor contracts. The union was an influential factor of the passage of the 1975 California Agricultural Labor Relations Act to protect farm workers. Chavez stood for equality, civil rights, and social justice. As a Mexican American leader, Chavez upheld his principles to improve conditions for farm workers.

Student Activities: Whole Group Activity: Discuss as a group what the students see in the picture. Prompt students with questions: What activity is taking place? How do you think these people feel? What types of people are depicted? Provide the students with background information on Chavez.

Small Group Activity: Divide the class into groups of three and have them choose a cause that they would like to support and promote. If students have trouble thinking about a cause, help them brainstorm about current political, environmental, or economical issues in the world. Have each of the groups create a tri-fold board to demonstrate their support with the cause and reasons for support. Have students share the boards with the class and display them outside the classroom for the rest of the school.

Individual Activity: Have each student choose a cause to support, either the one from small groups or a new cause. Have each students write a persuasive essay in support of the cause. Essays must include the cause, the reasons to support the cause, and one way to get involved from the classroom and with the help of fellow classmates. Ask for volunteers to share their causes.

Multiple Choice

Primary Why did Cesar Chavez want to help the farm workers? A. He was rich and wanted to help as many people as he could. B. He wanted to help improve work conditions for farmers. C. He liked leading strikes and boycotts. Answer: B

Intermediate What did Cesar Chavez help pass to protect farm workers? A. Agricultural Adjustment Act of 1938 B. 1975 California Agricultural Labor Relations Act C. Farm Security and Rural Investment Act of 2002 Answer: B

Assessment Primary and Intermediate Pre Assessment and Post Assessment

Primary Directions: After hearing the question and the answers, circle the correct answer.

1. Which of the following is usually found on a gravestone? a) The person's favorite ice cream flavor b) The person’s birthday c) How many pets the person had d) What elementary school the person went to

2. Which one of these is a portrait of a leader? Circle your answer.

b) c)

3. What is one of the key aspects of portraiture that we talked about? a) family b) hair c) stance d) pets

4. Why was George Washington nervous about being the President of the United States? a) He was not sure what to do, because no one had done it before him. b) He loved his country too much, and was very happy about his new job. c) He was late for giving his speech, and was rushed into saying it.

5. Which one of these maps shows the correct location of Washington D.C.? Circle the correct answer.

6. Why did Cesar Chavez want to help the farm workers? a) He was rich and wanted to help as many people as he could. b) He wanted to help improve work conditions for farmers. c) He liked leading strikes and boycotts.

7. Why did Cesar Chavez work for farm workers’ rights? a) He thought he could become famous and it would make his family proud. b) He saw how his family and other workers were treated unfairly and wanted to change that. c) He wanted to buy cheaper fruits and vegetables.

Intermediate 1. Which of the following is the most important information to put on a gravestone? a) Number of children b) Occupation c) Date of birth d) What college they went to

2. Which of the following is the best way to better your community? a) Take your dog for a walk. b) Share toys with friends. c) Hold a canned food drive. d) Join a soccer team.

3. Which of the following was something Eleanor Roosevelt did to better her community? a) Married Franklin Roosevelt b) Wrote books c) Talked on the radio d) Drafted the Declaration of Human Rights

4. What makes this a portrait?

a) It has people in it. b) It is a painting. c) It shows one person. d) It shows nature.

5. What is the name of the 18th century American artist famous for his/her portraits of American leaders? a) Norman Rockwell b) Claude Monet c) Mary Cassatt d) Gilbert Stuart

6. Which of the following is NOT one of Cesar Chavez’s motivations for working for farm workers’ rights? a) He wanted to prevent children from voting in state elections. b)The farm workers’ poor condition was tied to racism, something Chavez experienced personally. c) He had seen the harsh conditions farm workers lived and worked in first hand while working as a migrant farm worker.

7. What did Cesar Chavez help pass to protect farm workers? a) Agricultural Adjustment Act of 1938 b) 1975 California Agricultural Labor Relations Act c) Farm Security and Rural Investment Act of 2002

8. In his speech, what does Washington say he wants to do for the new nation? a) Create a precedent for all future presidents to follow, making sure that the people respect them b) Lay down a foundation for a free government that is respected by its citizens and people around the world c) Make sure all citizens of the United States become good, honest individuals

9. Essay Question (8 points) Write an essay about how the leader you chose fought for human rights and the impact they had on the movement with which they are associated. What was the leader’s main goal (1 point)? Provide two ways the leader tried to reach his goal (2 points). Provide two pieces of evidence to show the leader was successful (2 points). How does the leader’s goal affect places outside of the United States (1 point)? Provide two facts about the leader that have not been addressed (2 points).

Standards 1.2 The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, George Washington Carver, and Eleanor Roosevelt.

1.3 The student will discuss the lives of people associated with Presidents’ Day, Columbus Day, and the events of Independence Day (Fourth of July).

1.4 The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map.

1.10 The student will apply the traits of a good citizen by a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect; b) recognizing the purpose of rules and practicing self-control; d) taking responsibility for one’s own actions; e) valuing honesty and truthfulness in oneself and others

2.11 The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr., as Americans whose contributions improved the lives of other Americans.

3.11 The student will explain the importance of the basic principles that form the foundation of a republican form of government by b) identifying the contributions of George Washington; Thomas Jefferson; Abraham Lincoln; Rosa Parks; Thurgood Marshall; Martin Luther King, Jr.; and Cesar Chavez

K.1 The student will recognize that history describes events and people of other times and places by a) identifying examples of past events in legends, stories, and historical accounts of Powhatan, Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln;

VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by g) describing the interactions between the English settlers and the native peoples, including the contributions of Powhatan to the survival of the settlers.

VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by a) explaining why George Washington is called the ―Father of our Country‖ and James Madison is called the ―Father of the Constitution‖

USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry;

USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas ―Stonewall‖ Jackson, and Frederick Douglass in events leading to and during the war

VUS.7 The student will demonstrate knowledge of the Civil War and Reconstruction Era and their importance as major turning points in American history by a) evaluating the multiple causes of the Civil War, including the role of the institution of slavery as a principal cause of the conflict; b) identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass; c) analyzing the significance of the Emancipation Proclamation and the principles outlined in Lincoln’s Gettysburg Address; e) examining the social impact of the war on African Americans, the common soldier, and the home front, with emphasis on Virginia; f) explaining postwar contributions of key leaders of the Civil War.

USII.3 The student will demonstrate knowledge of the effects of Reconstruction on American life by c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass.

USII.9 The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by c) identifying representative citizens from the time period who have influenced America scientifically, culturally, academically, and economically;

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Costs There were no costs incurred for this project beyond printing charges of approximately $1.00.