LIBRARY OF CONGRESS PATHWAYS ADVENTURES: Using Historical Documents to Develop Early Literacy Azra Alibasic, Tad Brace, Emily Carlson, Matt Danz, Katie Kinsella, and Caitlin Murphy College of Education University of Northern Iowa A Real Life Teddy Bear: The Life of Theodore Roosevelt Table of Contents ●
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Introduction…………………………………………………………………………………………2 Lesson Module ○ Lesson 1: Progressive Era…………………………………………………………..3 ○ Lesson 2: Life before Roosevelt’s Presidency……………………………..6 ○ Lesson 3: Roosevelt the Naturalist……………………………………………10 ○ Lesson 4: Theodore Roosevelt’s Presidency……………………………..16 ○ Lesson 5: The Teddy Bear and Other Inventions………………………20 Appendix I: Library of Congress Resources…………………………………………23 Appendix II: Bibliography and Webliography……………………………………..37 1
INTRODUCTION Book Backdrop Title: A Real Life Teddy Bear: The Life of Theodore Roosevelt Focus Book Citation: Quackenbush, R. (1984). Don’t you dare shoot that bear!: A story of Theodore Roosevelt. Englewood Cliffs, New Jersey: Prentice-­‐Hall Inc. Focus Book Summary: Don’t You Dare Shoot That Bear: A story of Theodore Roosevelt is a children’s biography of Theodore Roosevelt. Theodore Roosevelt was America’s 26th president. This book takes you through Teddy’s life starting when he was just a boy to after his terms in office. This book covers Teddy’s many achievements from family life to political success. Book Setting: Roosevelt lived in many different places during his lifetime. As a child he lived in New York and spent a short amount of time in Egypt. As Teddy aged, he also explored the West in Dakota Territory for a year. He spent his presidency in Washington D.C. and spent some time in Africa on an expedition. NCSS Notable Trade book Theme: Biography Historical Period: Progressive Era (late 1800’s to early 1900’s) Grade Range: Primary (Grades 1-­‐5) 2
LESSON MODULE FIVE LESSON PRIMARY SOURCE-­‐BASED BOOK BACKDROP LESSON PLANS Lesson 1 Title: The Progressive Era Learning Goals Knowledge ● Students will know about the rapid influx of immigrants to the United States during the early 1900’s. ● Students will know how the workforce changed to accommodate the industrial revolution. ● Students will know when the progressive era was and some of the main themes of the politics during the time. ● Students will understand that during this time period, children their age and younger were often in factories for many hours a day doing manual and repetitive labor. Skills ● Students will read and summarize a page of information to present to a small group of students. ● Students will collaborate with their classmates to obtain all of the available information. ● Students will compare and contrast the progressive era with the present time in journal format. Dispositions ● Students will reflect on the lives of children over 100 years ago in America. ● Students will understand the heritage of America as an immigration nation. ● Students will analyze the advances in technology over a century. Links to National Standards: http://www.socialstudies.org/standards/strands ● Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place. Students will reflect on some of the similarities and differences from the progressive era to the present time and understand how changes made then affect their lives today. ● Individuals, Groups, and Institutions: Students will learn about the large groups of immigrants and children who found work in the growing factories during the industrial revolution. 3
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Science, Technology, and Society: With the boom of the industrial revolution to manufacture trains, planes, and automobiles, the labor force had to change from a primarily agricultural society to a manual labor force fixated on large machinery and manually repetitive labor. General Instructional Materials: ● Three separate typed basic information sheets using fifth grade vocabulary and some new terms with the themes: Politics in the progressive era, immigration and urbanization, and the industrial revolution and child labor. ● History journals for written reflections and assignments related to the lessons. ● Appendix #8: Addie Card-­‐ Twelve year old spinner (http://upload.wikimedia.org/wikipedia/commons/8/89/AddieCard05282vLewisHin
e.jpg) LOC Primary Source Materials: ● Appendix #1: Addie Card-­‐ Twelve year old spinner (http://upload.wikimedia.org/wikipedia/commons/8/89/AddieCard05282vLewisHin
e.jpg) ● Appendix #2: Immigration figures for 1903 (http://memory.loc.gov/rbc/rbpe/rbpe07/rbpe079/07902500/001dr.jpg) ● Appendix #3: Winding Railway Motor Armatures (http://memory.loc.gov/ammem/papr/west/westwind.jpg) Lesson Procedures: Introduction 1. “We’re going to take a trip back in time over a hundred years ago. Back to a time before mini-­‐vans and video games, before the internet and text messaging. It was a time of great change and great toil. Our nation was transforming from a great land of farmers to a nation of industry. Super massive factories and machinery were revolutionizing the jobs in the United States. Hundreds of thousands of people from all over the world were moving to the United States every year to find work for a chance at a better life than they currently had.” 2. “But you don’t want to listen to me talk about it all day do you? I’m going to let all of you be the historians today! There is a lot of information though so you’re going to have to work together to share everything that you learn with the rest of your classmates.” 4
Development 1. “I’ve got three different pages of information: one that describes immigration and urbanization, one that describes the industrial revolution and child labor, and another that describes the politics of the early 1900’s. We’re going to divide into three smaller groups that will each get one of these topics.” 2. “Everyone will first read it alone silently and then you will all pair up and begin practicing with our ‘historian -­‐ reporter’ method of sharing information.” (Historian: tells the reporter everything they remembered from the article-­‐ reporter: asks questions and recalls any information that might have been missed by the historian) 3. “After you and your partner are done sharing in your small group, I want you to then pair up with someone from a different small group and do your ‘historian-­‐reporter’. Each of you should take the role of the historian for your information, and the reporter during your partner’s information. This way everyone gets a chance to share his or her information.” Culmination 1. Once everyone has shared their information with members of the two other small groups we will return to large group for some general discussion. 2. Questions: Do any of you remember what era we call the early 1900’s? (Progressive) Why do we refer to this time period as the Progressive Era? Can anyone tell me what the industrial revolution was? What sort of jobs did most people have before there were so many jobs available in factories and warehouses? Do any of you remember how young some of the workers in these factories were? How many hours a day would they work? Would you like working in a factory all day? Where did many of the immigrants come from before they lived in the United States? Do you know if any of your parents, grandparents, or other ancestors were immigrants to the US? Assessment Strategies Linked to Lesson Goals 1. Students will be instructed to grab their history journals off the shelf and return to their individual seats. 2. “For today’s journal entry I want you to think of all of the things you learned about life in the early 1900’s (or the progressive era as we have learned today) and I want you to do some compare and contrast. What are some things that are similar today as they were over a hundred years ago? What sorts of things have changed? Imagine if you were a child during this era and had to leave school to work for 8-­‐10 hours a day in a factory doing the same task over and over. (before child labor laws in 1938) Imagine what traveling must have been like before everyone had automobiles. (Trains and walking) 5
3. Journal entries should be at least half a page and if they are not completed in the allotted time will be taken home to be completed for the next class period. 6
Lesson 2 Title: Life before Roosevelt’s Presidency Learning Goals Knowledge ● Students will be knowledgeable of Theodore Roosevelt’s life before his presidency. ● Students will learn about the contributions and experiences Roosevelt had on the United States prior to his presidency. ● Students will understand Theodore Roosevelt’s timeline and the important events that happened to him during 1858-­‐1901. Skills ● Students will write a letter to one of Theodore Roosevelt’s family members as if they were Roosevelt and what is going on during a specific year. ● Student will participate in a class discussion about the events that occurs during Theodore Roosevelt’s timeline lesson. Dispositions ● Students will begin to develop an understanding about Theodore Roosevelt’s life and contributions and be empathetic to his life events. Links to National Standards: http://www.socialstudies.org/standards/strands People, Place, and Environments: Having knowledge about people from history can help students understand how the world was before the person’s contributions and how it changed the environment after. Individual Development and Identity: Sharing experiences and developments made by an individual creates an understanding of today’s formation and how they impacted the world around us. Individuals, Groups, and Institutions: Every individual, group, and institution provides the world with knowledge and information that is important for daily affairs in the government and the society. General Instructional Materials: ● Image of Theodore Roosevelt ● Copy of Don’t You Dare Shoot That Bear book ● Duck-­‐taped timeline with years already placed on the floor. (2) ● Access to important dates on timeline (printed) 7
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Paper for letters Pencils LOC Primary Source Materials: ● Appendix #4 -­‐ Image of Theodore Roosevelt ● Appendix #5 -­‐ Timeline of Theodore Roosevelt’s Life ● Appendix #6 -­‐ Roosevelt & his siblings & in-­‐laws Lesson Procedures: Introduction 1. Begin class by presenting an image of Theodore Roosevelt (Appendix #1) to the students. Ask students questions: -­‐ ”Who is this man?” -­‐ “What did he do for our country?” -­‐ “Why do you think we are going to be learning about him? Student will raise a quiet hand and wait to be called on to answer the questions stated by the teacher. 2. After introducing Theodore Roosevelt, the teacher will be reading Don’t You Dare Shoot That Bear by Robert Quackenbush. -­‐-­‐ Teacher should make frequent pauses during the reading and ask students comprehension questions about the story. 3. At the end of the book, there is an epilogue that the teacher will read in order to sum up the story on Theodore Roosevelt. 4. Have a classroom discussion and ask students: -­‐ “What are some major contributions that Theodore Roosevelt had?” -­‐ “What are some important facts about his life before his presidency?” -­‐ “What can you conclude about Theodore Roosevelt from this story?” Students will raise a quiet hand and wait to be called on to answer the questions stated by the teacher. Development 1. On the floor of the classroom, there will be a duck-­‐taped timeline with important years from 1858 to 1901 in which an important event happened in Theodore Roosevelt’s life. -­‐-­‐ Important events are selected from Appendix #2 prior to the lesson. 2. The teacher will stand on each date and explain to students what happened during that time period. This procedure will follow for all the important years on the timeline. 3. Teacher should encourage students to take notes by year or making their own timeline while listening to the teacher’s facts. 8
4. While going through the timeline refer back to the book previously read and ask questions: -­‐ “How do you think Theodore Roosevelt felt during this time?” -­‐”What would you have done if you were in Theodore Roosevelt’s shoes during this time?” Culmination 1. Have an extra duck-­‐taped timeline parallel to the timeline the teacher used in the lesson-­‐-­‐ Divide students into two groups. 2. Both groups will have their own duck-­‐taped timeline to line up behind. 3. This will be a review game on the lesson. The first students from both groups will step up to the timeline. The teacher will read an event that happened during the timeline and the students will walk up nicely to the date they believe the event happened in. Group members may use their notes they wrote down during the lesson and help our their team member. The first student on the correct date gets a point. The student will then go to the back of the line and the next group member will come up and the same procedure will follow. The game will go on until every group member has had a turn. The group with the most points wins the game. 4. Facts the game will include: -­‐ Theodore Roosevelt was born -­‐ 1858 -­‐ Roosevelt goes to Harvard College -­‐ 1876 -­‐ Roosevelt’s dad dies -­‐ 1878 -­‐ Roosevelt begins law studies at Columbia -­‐ 1880 -­‐ Elected to the state assembly for the twenty-­‐first district of New York -­‐ 1881 -­‐ Roosevelt’s mother dies -­‐ 1884 -­‐ First baby girl, Alice, is born -­‐ 1884 -­‐ Son, Theodore Roosevelt Jr. is born -­‐ 1887 -­‐ Appointed U.S. Civil Service commissioner -­‐ 1889 -­‐ Second son, Kermit, is born -­‐ 1889 -­‐ Second daughter, Ethel, is born -­‐ 1891 -­‐ Third son, Archibald, is born -­‐ 1894 -­‐ Appointed assistant Secretary of the Navy -­‐ 1897 -­‐ Fourth son, Quentin, is born -­‐ 1897 -­‐ Becomes lieutenant of the American-­‐Spanish War -­‐ 1898 -­‐ Elected as Governor of New York state -­‐ 1898 -­‐ Becomes President -­‐ 1901 Assessment Strategies Linked to Lesson Goals 1. Ask students to write a letter to one of Roosevelt’s family members as if they were Theodore Roosevelt. Talk about his accomplishments and important 9
events and how he would feel during this time depending on whom he is writing to. (Example -­‐ Theodore writing to his mom while he was away.) 2. Have student volunteers share their letters to the class. The teacher will collect all the letters to hang up around the classroom while learning more about Roosevelt throughout the week. 10
Lesson 3 Title: The Naturalist: Analyzing the Effects of Humans on the Environment Learning Goals Knowledge ● Students will identify effects of human involvement in natural habitats. ● Students will give examples of powers given to the president through the Antiquities Act of 1906. Skills ● Students will advocate for the protection of natural lands. Dispositions ● Students will value and respect natural lands. Links to National Standards: http://www.socialstudies.org/standards/strands Time, Continuity, and Change Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place. People, Places, and Environments The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. General Instructional Materials: ● Large area to play ● Library of Congress images-­‐ Theodore Roosevelt at Yellowstone and Yosemite National Park ● Other image: American Forest Depletion (http://www.globalchange.umich.edu/globalchange2/current/lectures/defores
t/deforest.html) ● Small pieces of ripped up colored paper ● Colored tape or string to mark boundaries LOC Primary Source Materials: ●
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http://www.loc.gov/pictures/resource/cph.3a36143/
http://www.loc.gov/pictures/collection/hh/item/ca1673.photos.190650p/resource
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Lesson Procedures: Introduction 1. Mark off an area with tape/string that is big enough for 12-­‐20 students to move around in (will depend on size of class). The rest of the area should be open. 2. Lay out about 1/3 of the colored paper scraps in the marked off area. Spread out the rest in the remaining open area. 3. Give instructions to the students: “Today we are going to play a game. I’m going to divide you up into the predators and the prey. The prey will begin the game inside of the taped off area while the predators remain outside.” (divide students so 4 of every 5 are prey and 1 of every 5 are predators) 4. “You will be racing to get to the food. If you don’t get enough food in time, then you will starve. For the prey, the colored pieces of paper are your food. Can anyone tell me what would be the food for the predators? The prey will be a tasty snack for them. If you are eaten, you will go sit off to the side, and if you die of starvation, you will also sit off to the side. In this game, the predators will not die, but we will play a few rounds so most of you will experience being a predator.” 5. After dividing the students, ask the prey to choose their collective animal (i.e. field mouse or rabbit) and then tell the predators to choose something that would normally eat that type of prey (i.e. owl, hawk, coyote) 6. Have prey line up at one end of the taped area, set the timer for 30 seconds, and tell them to pick up food. Once all of the pieces are taken up, they will be forced to cross the protective line to eat the food in the area of the predators. 7. “With each piece of food you pick up, you must come back to home base and drop it off. If you are unable to find a piece of food within the safe zone, you will have to enter the unprotected area. If the timer goes off, and you do not already have a piece of food in your hand, then you have died. Any questions?” 8. Play the game for 3-­‐4 rounds, depending on how many students there are to allow everyone a chance to be a predator. Development 1. Ask students to gather together on the ground or back in the classroom, and begin a discussion of what they experienced. 12
2. “Can anyone explain what this game demonstrated? Why would I have chosen it?” (ex: different animals depend on each other for food, coyotes eat rabbits, the marked off area gave us protection) 3. “Why was the taped area important? Why didn’t I just leave the whole area open?” 4. “I chose this activity because it shows the interdependency of various living things. The rabbits depend on the vegetation and the coyotes depend on the rabbits. Without the cover of the safe area, or the forest, the small prey wouldn’t stand a chance against the predators. They could be seen too easily. The predators also need a home. Do any of you know what the area is called where certain combinations of plants and animals live?” (a habitat) 5. “This week, we have been talking about an important man. Does anyone remember his name? Theodore Roosevelt, yes that’s correct. How do you think this game connects back to him?” 6. “Our 26th president was well known for his love of nature. He enjoyed hunting, but he also cared very much for the well being of the natural environment. We just came up with a list of things that are necessary for survival like food and shelter, but how do you think humans play into that? How do we affect the habitats of wildlife?” (hunting, destroying shelters like forests to build things and make farmland, contaminating water) 7. Read out loud the following quote from Teddy Roosevelt: "We have become great because of the lavish use of our resources. But the time has come to inquire seriously what will happen when our forests are gone, when the coal, the iron, the oil, and the gas are exhausted, when the soils have still further impoverished and washed into the streams, polluting the rivers, denuding the fields and obstructing navigation." http://www.nps.gov/thro/historyculture/theodore-­‐roosevelt-­‐and-­‐
conservation.htm 8. “Roosevelt said this quote about a century ago. Is this still a relevant topic today? How so?” 9. “In this photo, we can see how quickly the forests were depleted during Roosevelt’s lifetime. What differences exist in the amount of green on the maps? When was the biggest change? Why did we cut down the forests?” 13
10. “Roosevelt loved nature so much that he wanted to protect it. In what ways could the president protect the environment?” (could make laws restricting what businesses can/cannot do, make national parks, make wildlife reserves, and put limits on hunting). 11. “In our game, the safe zone, or the forest had been limited to just a small area because humans interfered with the natural habitat. This process, called fragmentation, happens when large forests are cut down and all that remains are small patches far away from each other. Roosevelt wanted to limit this as much as possible, so he helped create more protected lands. While he was president, he doubled the number of national parks to ten, signed into law the Antiquities Act which gave him power to declare national monuments and reserves, and he protected more than 100 million acres by creating national forests.” 12. “The Antiquities Act gave the president of the United States to create national monuments, proclaim historic landmarks, and create reserves. Why do you think it would be important for the president to have this sort of power? Why wouldn’t they want congress to decide?” 13. “Roosevelt helped pass other laws too such as the Park Protection Act which helped save some of Yellowstone’s most scenic areas from being destroyed by a train.” 14
14. “Here is an image of T.R. standing with John Burroughs, a noted naturalist along with the superintendent of Yellowstone National Park. He once took two weeks off of a speaking tour so that he could spend time camping in Yellowstone and other parks out west. He wanted to experience the natural beauty of the country, and he was often frustrated with the way people abused the land. By creating laws that set aside land and protected it from development, he was preserving it for the enjoyment for years to come. Roosevelt tied the protection of natural lands to the protection of democracy because so much of our way of life was connected to our natural resources. He wanted to protect them for generations yet to come.” 15. “This image is of Yosemite National Park. After camping there, he said, "It was like lying in a great solemn cathedral, far vaster and more beautiful than any built by the hand of man."” “What do you think he meant by that?” Culmination 1. “Today we have learned a bit about the importance of protecting lands and some of the things Teddy Roosevelt did to preserve them. We are going to apply our knowledge by writing letters to local officials advocating for the preservation of a local wildlife area. You will choose one park, lake, stream, or other historical or natural area that you would like to see preserved for future Iowans to enjoy. Assessment Strategies Linked to Lesson Goals 1. Goal 1: Students will identify effects of human involvement in natural habitats. To assess this goal, students will write on their exit tickets, two ways humans have interfered with wildlife and how that impacts the habitat. 2. Goal 2: Students will give examples of powers given to the president through the Antiquities Act of 1906. In groups of four, students will draw a circle in the middle of a piece of paper and then draw four lines, one to each corner. The students will each write down one power given to the president through this law. They will then read everyone’s contribution and in the center they will create a summary statement incorporating all correct contributions. 3. Goal 3: Students will advocate for the protection of natural lands. Goal 4: Students will value and respect natural lands. These two goals will be assessed through the completion of a letter written to a local official. Students will choose one lake, park, stream, or other natural area that they wish to see protected for future generations to enjoy. 15
Lesson 4 Title: Teddy’s Presidency Learning Goals: Knowledge ● Students will learn about the important events that happened while Theodore Roosevelt was in office. ● Students will learn about the important changes in politics introduced by Theodore Roosevelt. ● Students will learn about Theodore Roosevelt as a historical figure, as well as historical figures close to him. Skills ● Students will research important historical events that occurred during Theodore Roosevelt’s time in office. ● Students will participate in an activity that educates students on the Panama Canal. Dispositions ● Students will think critically about the significance of the Panama Canal. ● Students will assess and analyze different perspectives of Theodore Roosevelt’s accomplishments brought forward during class discussion. Links to National Standards: http://www.socialstudies.org/standards/strands ● People, Places, and Environments: Students will study networks used for communication and transportation systems that connect two populations, and the impact these systems had on the populations. ● Individuals, Groups, and Institutions: The lesson will cover how Theodore Roosevelt influenced the culture of the United States of America through the government, and how his influence helped the United States move forward. ● Individuals, Groups, and Institutions: Students will understand that advancements made during Roosevelt’s time in office were of great importance at the time, and influenced lifestyles on a daily basis. For example, the Panama Canal was used several times daily to transport goods from country to country, allowing free trade to be more competitive than ever. General Instructional Materials: ● Theodore Roosevelt text ● Desks (scattered around the center of the room) ● Large wagon 16
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Writing Logs Writing Utensils World Map (Map of Panama Canal) LOC Primary Source Materials: ● Appendix 9: Theodore Roosevelt’s Crown of Panama Canal ● Appendix 10: Theodore Roosevelt in the Cabinet Room at the White House Lesson Procedures: Introduction: 1. Ice Breaker: Okay students, I would like you to move your desks to the center of the room. I don’t want the desks in any particular order, but I still want to be able to walk between each desk. 2. Are all the desks moved where we want them? Okay. Do you see the wagon in the front of the room? Let’s imagine that the wagon is a ship, and we need to get across the ocean. It takes a long time to sail our ship clear around the land mass in the ocean though. Let’s imagine that the desks are our landmasses, okay? So let’s review before we move on. The wagon is acting like our ship, the desks are acting like our landmasses, and the floor is our ocean. 3. We don’t want to sail our ship all the way around the landmasses, do we? Wouldn’t it be easier if we could just magically go across the land? That’s what Theodore Roosevelt thought, too. 4. Why don’t we experiment? Let’s time ourselves walking the wagon from point A (a designated point in the room) to point b (another designated point in the room that requires walking around the desks). 5. Ask the students to walk with the wagon from point A to point B. We will need someone to work the timer, and someone to walk with the wagon. 6. Okay Class, now let’s move our desks into two rows, with a big lane in between the rows, so we can easily walk between our landmasses. 7. Now we will time ourselves walking from this side of the room, point A, to that side, point B. We will walk right through the canal we have made with our landmasses. Before we start, can anyone tell me what a “canal” is? Development: 1. Okay Class, does anyone have any guesses why we did this activity during our Social Studies class today, especially since we have been dealing with Theodore Roosevelt? [Allow wait time, go over student responses] 17
2. Well, when Theodore Roosevelt was the nation’s 26th president, he was a big proponent of the completion of the Panama Canal. [At this time present a map on the Promethean board, overhead projector, etc.] 3. Theodore Roosevelt accomplished a lot while he was the president of the United States of America from 1901-­‐1909. President Roosevelt also won a Nobel Peace Prize! This all happened within his 8 years of presidency! He even ran for president after a full term hiatus from the White House! While he was campaigning for his next go-­‐around in office, he was shot in the chest by a crazy protester. 4. Let’s start to take a closer look at the Panama Canal. Can anyone tell me why the canal is important?...think back to our activity. 5. The Panama Canal was so important because it cut travel time from the Pacific Ocean to the Atlantic Ocean IN HALF! Culmination 1. Okay students, now we are going to do a little research on your own. I would like you to take these printouts about the Panama Canal. Does everyone have a printout? Now I am going to count you off and make 4 groups of 6. Once I have counted you off, remain in your seats until I have finished directions. 2. Each group will have a topic to research about the Panama Canal. Your duty is to teach the rest of the class about your topic. Come up with a few facts that pertain to your topic, and make a poster that can help you teach the rest of your classmates about your topics. 3. Group one will focus on the dangers of building the canal. 4. Group two will focus on the importance of the canal to the citizens of Panama. 5. Group three will focus on the importance of the canal to the citizens of the United States. 6. Group four will focus on the difficulties building the canal. 7. I am going to give you fifteen minutes in your group, and then each group gets five minutes to present their findings to the class. 8. At the appropriate time, I will have the students present their findings to the class. Assessment Strategies Linked to Lesson Goals 1. Formative Assessment: Writing Log 2. Students will take the mindset of a worker in the canal, a wife of a worker of the canal, or Theodore Roosevelt. 3. Students will act as one of the above characters, and write a letter to somebody significant in their life describing the importance of the Canal. For example, the wife of a worker might be writing to her husband to explain that the canal will make travel much easier, and provide pay for the family, or to 18
stay safe during the torturous work ahead. A worker on the canal may take a similar stance, writing soothing letters to a loved one describing that he didn’t want to do the job, but needed to for income. Theodore Roosevelt, on the other hand, may write to a congressman or newspaper columnist about how much easier the canal will make transportation of goods, etc. 4. Any stance taken should provide at least 3 facts about the canal and demonstrate an understanding of the importance the canal had at the time. 19
Lesson 5 Title: Advancements in Technology during Teddy Roosevelt’s life (The Teddy Bear) Learning Goals Knowledge ● Students will learn about the technological advancements during the Progressive area. ● Students will have an understanding of the type of technical innovations that Theodore Roosevelt had to work with during the Progressive Era. ● Students will learn and explore actual inventions from the Progressive Era. Skills ● The students will explore some of the inventions of the Progressive era. ● The students will learn how Teddy Roosevelt used each of these inventions to communicate with others and to travel. ● The students will learn the historical consequences of the technological advancements. Dispositions ● The students will understand science and how its practical application has had a major influence on the way people interact in the world. ● The students will understand how the spirit of invention drove the Progressive era. Links to National Standards: http://www.socialstudies.org/standards/strands Time, Continuity, & Change: Knowledge and understanding of the past enables us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values, and beliefs of the periods where they actually took place. Science, Technology, and Society: Science, and its practical application have had a major influence on social and cultural change, and on the ways people interact in the world. Production, Distribution, and Consumption: In schools, this theme typically appears in units and courses dealing with concepts, principles, and issues drawn from the discipline of economics. 20
General Instructional Materials: ● A Teddy Bear ● Writing logs ● Pencil LOC Primary Source Materials: ● Appendix #11: Teddy Roosevelt greeting the crowds in a car. ● Appendix #12: Teddy Roosevelt on his phone. ● Appendix #13: Teddy Roosevelt on his first airplane ride. ● Appendix #14: The “Musette” Radio from Teddy Roosevelt’s Time Lesson Procedures: Introduction 1. The lesson will begin with the teacher holding up a teddy bear. She will ask the class: When you were little, did you have a teddy bear? Did you ever wonder where the name, “Teddy Bear” came from? 2. Tell the students the story of how the Teddy Bear was named: “It all began, when Theodore Roosevelt was on a hunting trip in Mississippi where he saved a black bear cub, because he couldn’t bare the thought of shooting it. After hearing this, a political cartoonist for the Washington Star, Clifford Berryman, made a cartoon about it with Theodore Roosevelt and a bear cub. A toy storeowner, Morris Muchtom, was inspired and created a bear, which he called the Teddy Bear. It was intended to just be a model, but the demand for the bear was so high, that they were made by the millions.” 3. After telling the story to the students, ask, “Can you believe that the Teddy Bear was named for a famous political figure?” 4. The Teddy Bear was not the only invention that was created during the Progressive Era. There were many other inventions that served a great purpose for Teddy Roosevelt throughout his presidency and his life. Development 1. Ask the students, “Does anyone know what was invented during the Progressive Era?” Give time for students to raise their hands and share and write all of their ideas on the white board, 2. “Wow, we have a lot of ideas on the board. Let’s find out the most influential inventions during this Era.” 3. Hold up/show on overhead a picture of the telephone. 4. Alexander Graham Bell is credited to be the inventor of the first telephone. The telephone was based on many other inventions made during this time by other famous scientists. IT was invented March 12, 1876. 21
5. Theodore Roosevelt was the first president with the luxury of a telephone to use to communicate with other political figures. It helped improve communication in the United States as well as in foreign affairs. They could talk right on the phone instead of following the long process of writing a letter and sending it or traveling to meet up with other political figures for meetings. 6. Hold up/show an overhead of the first car. 7. The first car was invented by Karl Benz. in 1886. 8. Teddy Roosevelt took his very first car ride on August 2, 1902. He was the very first president to do so, while in office. The car made it much easier for the President communicate and around others in more common areas It made him more personable. 9. Hold up/show on overhead a picture of the first radio. 10. The radio was invented in 1895 by an Italian inventor, Guglielmo Marconi. The radio became a great way to communicate news. 11. Teddy Roosevelt was one of the first political figures to have the use of a radio to gain support from the American people. He used the radio “as an imagined community” and really got people to know and like him. It meant all people could hear his speeches not just have to look at the newspaper. 12. Hold up/show on overhead a picture of the first airplane. 13. The first airplane was invented by the Wright brothers. The first actual flight occurred on December 12, 1903. This was an incredible invention that allowed people to travel all over the country in only a few hours.. or even across oceans much faster than a ship. 14. Teddy Roosevelt was the first president to actually get to ride on an airplane on October 11, 1910. This was after his presidency ended. After his first trip, he became a huge promoter of using the airplane as transportation and even bought his own. Culmination 1. The students will know and recite the timeline of the inventions. Which came first? Telephone, car, radio or airplane. They will make a timeline. 2. The students will have a class discussion about Teddy Roosevelt and his influence with the technology. What invention was he a huge supporter of? Which invention helped him be more personable with the nation? What did he use to get his speeches out to as many people as possible? Assessment Strategies Linked to Lesson Goals Formative Assessment: Writing Log 1. Have students write/journal about how they would communicate without a phone. Have some of the students share their examples in class. 22
2. Have the students think about the four major inventions of the Progressive Era. Have them decide, if they could only have one, which invention would it be and why? Have them write it in a journal. 23
APPENDIX I: Library of Congress Resources Appendix 1: Addie Card-­‐ Twelve-­‐year-­‐old spinner. Before Theodore Roosevelt, children were forced to work long hours in factories for little salary. Roosevelt played a big role in the child labor laws that are still in effect to this day. 24
Appendix 2: Immigration Figures for 1903. In this document, there is a comparison of the amount of immigration between the years 1902 and 1903. 25
Appendix #3: This image is of winding railway motor armatures. 26
Appendix #4-­‐ Image of Theodore Roosevelt This is an image of Theodore Roosevelt during his presidency. Most people remember Roosevelt with this image. The teacher will use this image to introduce Roosevelt and his life. 27
Appendix #5-­‐ Timeline of Theodore Roosevelt’s Life This timeline is taken from the Library of Congress and has all the major events that happened in Roosevelt’s life. The timeline is a guideline for the activity that the students are participating in during Lesson 2. 28
Appendix #6-­‐ Roosevelt & his siblings & in-­‐laws Left to right: Standing: John Ellis Roosevelt and his wife Nannie Vance, and Elliott Roosevelt (brother). Seated: Corinne Roosevelt (sister) and Anna Roosevelt. Seated on step: Theodore Roosevelt and Iselin. This picture is showed during the lesson on Roosevelt’s childhood so the students can see his family. 29
Appendix #7: President Theodore Roosevelt at Fort Yellowstone, Yellowstone National Park President Theodore Roosevelt is pictured standing on a porch at Fort Yellowstone in Yellowstone National Park with John Burroughs, a noted naturalist, and other men including John Pitcher, the superintendent of Yellowstone. 30
Appendix #8: Yosemite National Park, Mirror Lake Area Taken in the Mirror Lake Area of Yosemite National Park, this image depicts the characteristic mountain valleys and natural beauty of the park. 31
Appendix #9: Theodore Roosevelt’s “Crown.” This image depicts how important Theodore Roosevelt was in the completion of the Panama Canal, and how the citizens of the United States and Panama viewed him. 32
Appendix 10: Roosevelt in the Cabinet Room of the White House. This image shows President Roosevelt in action. The president often used the Cabinet Room as an office. 33
Appendix #11: Image of Theodore Roosevelt riding in a car and greeting the crowds.
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Appendix 12: An image of Theodore Roosevelt on his phone. Teddy was one of the first presidents to utilize the benefits of the telephone. 35
Appendix #13: An image of Theodore Roosevelt’s first time on an airplane. Teddy was able to use this mode of transportation to reach out to people in the US more easily than before. 36
Appendix #14: An image of the “Musette” Radio from Teddy Roosevelt’s Time. Theodore Roosevelt was one of the first presidents to use the radio to communicate his ideals to the population. 37
APPENDIX II: Bibliography Bibliography of Related Children’s Literature: Fritz, J. (1991). Bully for you, Teddy Roosevelt. New York: G.P. Putnam’s Sons. Kraft, B. (2003). Theodore Roosevelt: Champion of the American spirit. New York: Clarion Books. Meltzer, M. (1994). Theodore Roosevelt and his America. New York: Franklin Watts. Marrin, A. (2007). Theodore Roosevelt: The great adventure and the rise of modern America. New York: Dutton Children’s Books. Rinard, J. E. (2002). The story of flight. New York: Firefly Books. Bender, L. (1991). Invention. New York: Dorling Kindersley Publishing, Inc. Britton, T. (2009). Theodore Roosevelt. Edina, Minnesota: ABDO Publishing Company. Olson, N., Martin C., Heike, M., & Schultz, B. (2007). Theodore Roosevelt: bear of a president. Mankato, Minnesota: Capstone Press. Green, R. (2003). Theodore Roosevelt: Profiles of presidents. Minneapolis, Minnesota: Compass Point Books. McPherson, S. (2005). Theodore Roosevelt: Presidential leaders. Minneapolis: Lerner Publications Co. Mills, C. & Alley, R. Being Teddy Roosevelt. New York: Farrar, Straus and Giroux. Webliography Webliography of Supported Online Resources for Teachers: Learn Out Loud: Theodore Roosevelt-­‐His Life and Times on Film A collection of over 100 videos from the Theodore Roosevelt Association Collection and the Paper Print Collection. These films describe Roosevelt’s life in great detail and provide a wide variety of events that occurred in his lifetime. http://www.learnoutloud.com/Free-­‐Audio-­‐Video/History/American-­‐
History/Theodore-­‐Roosevelt-­‐His-­‐Life-­‐and-­‐Times-­‐on-­‐Film/15232 38
PBS: TR, The Story of Theodore Roosevelt A film about the life and presidency of Theodore Roosevelt. Some of the special features include a film of the Panama Canal, a film of Panama Canal Animation, and political cartoons featuring Theodore Roosevelt. http://www.pbs.org/wgbh/americanexperience/features/teachers-­‐resources/tr-­‐
teachers-­‐guide/ Theodore Roosevelt Association This website includes a selected annotated bibliography, Roosevelt’s speeches, cartoons of Roosevelt and curriculum based lesson plans that were constructed based off of the national standards. http://www.theodoreroosevelt.org/ History of the Teddy Bear: This site was about how the teddy bear was named after Theodore Roosevelt, the 26th president. It uses a big font and easy to read words that students can learn about the origin of the teddy bear. http://inventors.about.com/od/tstartinventions/a/Teddy_Bear.htm.
History of the Telephone: This website is all about the history of the telephone. It talks about how there was a fight
for the ownership of making the invention. Frank Lloyd Wright was the one who won the
ownership of inventing the very first telephone.
http://www.buzzle.com/articles/invention-of-the-telephone.html
History of the Airplane: This site is about the creation of the airplane. It talks about the Wright Brothers from the beginning of their planning of building the very first airplane for flight. http://inventors.about.com/od/fstartinventions/a/Airplane.htm
Theodore Roosevelt and his Firsts: This article was all about the triumphs and firsts of Theodore Roosevelt including to be the first president to ride in a car and airplane. http://www.findingdulcinea.com/news/on-this-day/Aug/Theodore-Roosevelt-BecomesFirst-President-to-Ride-in-a-Car.html
Theodore Roosevelt and the airplane. This article was about Roosevelt’s first airplane ride. It is also about how big a fan he became and advocated the use of airplanes for travel. http://www.archives.com/blog/miscellaneous/today-­‐in-­‐history-­‐theodore-­‐
roosevelt.html 39
Webliography of Supported Online Resources for Students: President Theodore Roosevelt Word Search Puzzle This website provides a word search with vocabulary related to Theodore Roosevelt. http://www.apples4theteacher.com/word-­‐finds/presidents/theodore-­‐
roosevelt.html Garden of Praise: Theodore Roosevelt This website provides a brief history of Roosevelt’s life and then offers multiple interactive games/activities for students to test their knowledge. Some of the games/activities include: a crossword puzzle, a jigsaw puzzle, jeopardy, “guess the word,” a matching game, a concentration game, and flashcards. http://www.gardenofpraise.com/ibdtheod.htm 40