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rs. Teacher Resource Guide M resident from MarthaP to Laura Illinois Gallery May 13-Oct. 29, America’smerica’s First Ladies: Homemak- er? Policymaker? Troublemaker? 2006 Who are they? Where did they come from? What role have they played in our government’sgovernment’s development? Who did they become, these First Ladies of the Land? Most of America’sAmerica’s First Ladies are crowned with this title by default through the ties that bind in marriage to the President of the United States. Their power is based on a wedding ring, not the electorate. Their infl u- ence is wielded in private and usually behind the scenes. History demonstrates that there have been no two First Ladies alike; each has carved out her own First Lady Laura Bush role based on her personality,personality, her interests, her popularity with the public, and her infl uence on the President. Each First Lady has her own story.story. This resource guide was developed to aid in student in- struction about America’sAmerica’s First Ladies, their public and private lives, their accomplishments as well as their tragedies and scan- dals while in the White House. It can be used in conjunction with a tour of the special temporary exhibit open from May 13 to October 29, 2006 at the Abraham Lincoln Presidential Museum or,or, it can be used on its own in the classroom. Martha Washington Dining like a president Grade Level: K-3 to students that each President has the opportunity to design his own china to be lthough most homeown- Materials: A used in the White House. Show pictures ers keep their best dishes or china in the and discuss past Presidential china pat- white paper plates kitchen or the dining room, there is a very terns, pointing out and discussing par- colored markers special room in the White House that is ticular patriotic symbols in the designs. crayons specifi cally for china. It’s not the kitchen stickers or other artwork or the dining room. “The Presidential Defi ne “symbol” for students. photos of national symbols Collection Room”, often referred to as the Display photos and discuss symbolism “China Room”, displays the collection of of national emblems accompanying this Objectives: White House china – china that was de- activity. As a result of this lesson, students signed for a sitting President – in cabinets will: lined with red velvet. Each student should imagine he/she • use their individual artistic There are many department stores is the President of the United States or creativity to understand the his- that sell plates, cups and saucers, but the First Lady. One of their new duties torical process of presidential china the First Family does not purchase their is to design the new china for the White selection for the White House White House china from a store. They House. Using a white paper plate and • study national emblems for usually have a special pattern designed markers, each student designs a plate and their symbolic representation and made especially for them. Because adds his signature to the back. • create their own presiden- china manufactured abroad was deemed tial china to be far superior to American pottery, When students have completed all White House china up through the their designs, they should sit in a circle Taft administration (1909 – 1913) was Illinois Learning Standards: and share their design ideas with the purchased from a foreign country, usually group. Create a bulletin board “cabinet” English/Language Arts England, France or China. Mrs. Woodrow State Goal 4: Listen and speak ef- to “exhibit” the newly designed china. Wilson (Edith) was the fi rst to purchase Remember to “line” your cabinet in RED! fectively in a variety of situations. china made in America. Walter Scott A. Listen effectively in for- Lenox was the fi rst American to create For photos of presidential china, go mal and informal situations. porcelain fi t for a president. Although B. Speak effectively using to http://www.whitehouse.gov/history/ there are many people and companies fa- whtour/china-samples.html language appropriate to the situation mous for designing offi cial china used by and audience a President and First Lady, fi ve presidents For photos and explanations of U.S. have commissioned Lenox to create their Social Science symbols, go to: http://bensguide.gpo. particular contribution to the State table gov/3-5/symbols/index.html State Goal 16: Understand events, service. trends, individuals and movements Historically, many of the china pat- shaping the history of Illinois, the terns include a symbol of the United States and other nations. United States government A. Apply the skills of histori- – a bald eagle, the Great cal analysis and interpretation. Seal, stars and stripes or an olive branch; however, some Fine Arts presidents have personal- State Goal 25: Know the language ized their china with fl owers, of the arts. animals, and images of the A. Understand the sensory White House. elements, organizational principles and expressive qualities of the arts. State Goal 26: Through creating Procedure: Discuss with students and performing, understand how the defi nition of table china works of art are produced. and the idea of pattern and B. Apply skills and knowl- design. Display some edge necessary to create and per- examples of china pieces form in one or more of the arts. (paper will work) that exhibit colorful artwork. Explain 2 First Kids We’re moving where? Which white house? President of what? Questions to consider: Grade Level: 3-6 he family of the President . When will I be moving? T . How will people know I’m living there? of the United States is called the First . What will happen to my other house? Materials: Family. Children of the First Family are Photo and descriptive information about referred to as “First Kids”. From Presi- . How will we get our furniture to the the White House dent and Mrs. John Adams to President White House? and Mrs. George W. Bush, history tells . Where will I play? Can I take my bike? us there have been 151 First Kids in the . How will my friends call me and come Objectives: White House, moving in at various ages to visit me? As a result of this activity students will: and stages in their lives. When President . Can I get snacks there? • imagine life in the White House and Mrs. Theodore Roosevelt moved to . Can I take my pet? and as a First Kid the White House, their children ranged in . What will my room look like? • be able to read a series of ques- age from 3-17; President and Mrs. Grover . What will my school be like? How will tions and write answers in a story form. Cleveland had 6 children, including their I get there? daughter, Esther, who was the fi rst child . What will I do in the summer when there’s no school? Illinois Learning Standards born to a sitting president. Presidents English/Language Arts Lyndon Johnson, Richard Nixon, Jimmy . What kinds of things will I do for fun? . How do kids have birthday parties in State Goal 1: Read with understanding Carter, and Bill Clinton’s daughters spent and fl uency. their teenage years in the White House. the White House? . Why are there guards in the White B. Apply reading strategies to Not only do these families move improve understanding and fl uency. into a new house, but they move into the House? . Who will wash my clothes? C. Comprehend a broad range of White House where they fi nd many new reading materials faces, activities and special events – some . What if I get sick? Is there a doctor? . How long will I live there? State Goal 3: Write to communicate for including kings, queens, and movie stars. a variety of purposes. What would it be like to live in the . Will I still have a home when I leave the White House? A. Use correct grammar, spell- there? Most of us will never know. We ing, punctuation, capitalization, and can only imagine. All students should read their “instruc- structure. tions” to the class. B. Compose well organized and Procedure: coherent writing for specifi c purposes Begin the activity by showing and audiences. Extension 1: Before the end of the students a photo of the White House and C. Communicate ideas in writing school day, have students refl ect on their discussing its size – 132 rooms, including to accomplish a variety of purposes. day. They should think about the things 35 bathrooms, four kitchens, and a bowl- State Goal 4: Listen and speak effec- they’ve done and said, as well as the ing alley! Ask students to compare these tively in a variety of situations. infl uence they may have had on others. numbers to their home. Briefl y discuss B. Speak effectively using lan- Discuss the idea of private life and public what it might be like to live in such a guage appropriate to the situation and fi gures. How different might their lives large house. audience. be if they lived in the White House? Students will imagine they will C. Apply acquired information, soon be moving to the White House to concepts, and ideas to communicate in a live there for the next four years as a First Extension 2: No doubt there are variety of formats. Kid. What will life be like? How will some “house rules” for kids in the White life change? Will there be new rules? House. Who makes the rules and what Social Science Students will write a two-page happens when a rule is broken? Create State Goal 14: Understand political “how to” instruction guide for moving a list of 5-10 rules for kids in the White systems with an emphasis on the United into and living in the White House based, House.
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