Name of Program: Past (Then) and Present (Now)
Overview & Purpose:
The purpose of this lesson is to introduce students to the mission of the Manassas Museum in context with
the National Standards of Learning in History and the Virginia Standards of Learning in History as they
are introduced to artifacts, archives and historical interpretations from the past and the present. Students
will be introduced to artifacts, photographs, and reproduction clothing like that of George Washington
(past president) and Martha Washington (past first lady) as people who lived in the past. (1775). Students
will be introduced to artifacts, photograph,s and clothing like that of Barak Obama (president) and
Michelle Obama (first lady) as people who lived in the present (2014).
Objectives/Expectations
Students will be introduced to the Manassas Museum and the
concept of telling history through artifacts, archives, and historical
interpretation. Students will be introduced to the concept of past
and present by identifying artifacts from the past/then and from the
present/now. The students will recognize photographs of the
presidents and their wives from the past (1775) and the present
(2014) by identifying George Washington, Martha Washington,
Barack Obama, and Michelle Obama, and dressing in historical
reproduction clothing. Students will check their understanding of the
concepts of past and present by correctly identifying local archival
photographs from Manassas as from the past/then or from the
present/now.
Time
55 Min
Introduction:
Introduce the mission of the museum through telling stories with
artifacts, archives, historical interpretation.
5 Min
Strategies/Application:
Direct Teach: The students will discuss the concepts of past and
present looking at a timeline. Students will be introduced to artifacts
from the past and identify artifacts from the present with a similar
purpose . Students will identify photos of the presidents and first
ladies from the past (1775) and present (2014).
Guided teaching:
Students will discuss photographs of George Washington, Martha
Washington, Barack Obama, and Michelle Obama, and dress in
historical reproduction clothing of their time ( past or present).
10 Min
Past and Present
Timeline and
Pyramid
Summary
Students will participate in a photo match game of local photographs
taken in Manassas, checking their knowledge of the concepts of past
and present. Students will ask questions for understanding.
5 Min
Archival
Photo Match
Game and
Summary
15 Min
Artifacts
Grade Level: K-3
National Standards: Standard 1 and 3
Virginia Education Standards Addressed: (Additional SOLs
Attached)
SOL VS.1 – The student will develop skills for historical and geographical
analysis including the ability to identify and interpret artifacts. primary and
secondary source documents, interpret ideas and events from different historical
perspectives, and make connections between past and present.
Audio Visual /Technology Needed:
Laptop or tablet
Projector
PowerPoint Presentation, The Past and the Present
Primary Materials Needed:
Artifacts
Past: Butter churn, basket, journal, candle box
Present: Cell phone, flashlight, magazine,
Clothing:
George Washington: Coat, tri-corn hat
Martha Washington : Shoes
Barack Obama: Tie
Michelle Obama: Shoes
Targeted Vocabulary: artifact, archive, past, present,
history, interpretation, primary documents, and
secondary documents.
.
Supporting materials:
Artifacts;
Past: Candle, Haversack, Slate and Chalk. Ink and
Quill, Hard tack
Present: Flashlight, Backpack, Notebook and Pencil,
cell phone, Fruit Chew Snack
20 Min
Historical
Interpretation
1
NAME OF PROGRAM: Past (Then) and Present (Now)
GRADE LEVEL: K-3
OVERVIEW:
The purpose of this lesson is to introduce students to the mission of the Manassas Museum in context with
the National Standards of Learning in History and the Virginia Standards of Learning in History as they are
introduced to artifacts, archives, and historical interpretations from the past and the present.
UNITED STATES NATIONAL STANDARDS IN HISTORY
STANDARD 1: Chronological Thinking
A. Distinguish between past, present, and future time.
B. Identify the temporal structure of a historical narrative or story.
C. Establish temporal order in constructing students’ own historical narratives.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Create time lines.
G. Explain change and continuity over time.
STANDARD 3: Historical Analysis and Interpretation
A. Formulate questions to focus their inquiry or analysis.
B. Identify the author or source of the historical document or narrative.
C. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions.
D. Analyze historical fiction.
E. Distinguish between fact and fiction.
F. Compare different stories about a historical figure, era, or event.
G. Analyze illustrations in historical stories.
H. Consider multiple perspectives.
I. Explain causes in analyzing historical actions.
J. Challenge arguments of historical inevitability.
K. Hypothesize influences of the past.
2
Name of Program: Past and Present
Overview & Purpose:
The purpose of this lesson is to introduce students to the concept that past events shape our lives and history and
describe life in the present. In addition, the concept that things change over time will be introduced to students.
Examples of Virginia Education Standards Addressed:
Kindergarten
Introduction to History and Social Science
The standards for kindergarten students include an introduction to interesting Americans in history whose lives demonstrated the virtues of
patriotism, courage, and kindness. During the course of their first year in school, students should learn basic concepts related to history,
patriotism, national symbols, good citizenship, geographic location, economics, and the importance of following rules and respecting the
rights and property of other people.
History
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;
b) identifying the people and events honored by the holidays of Thanksgiving Day; Martin Luther King, Jr., Day; Presidents’ Day; and
Independence Day (Fourth of July).
K.2 The student will describe everyday life in the present and in the past and begin to recognize that things change over time.
Geography
K.3 The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far,
above/below, left/right, and behind/in front.
Economics
K.6 The student will match simple descriptions of work that people do with the names of those jobs.
K.7 The student will
a) recognize that people make choices because they cannot have everything they want;
b) explain that people work to earn money to buy the things they want.
3
VIRGINIA EDUCATION STANDARDS Continued:
Civics
K.8 The student will demonstrate that being a good citizen involves
a) taking turns and sharing;
b) taking responsibility for certain classroom chores;
c) taking care of personal belongings and respecting what belongs to others;
d) following rules and understanding the consequence of breaking rules;
e) practicing honesty, self-control, and kindness to others;
f) participating in decision making in the classroom;
g) participating successfully in group settings.
Grade One
Introduction to History and Social Science
The standards for first-grade students include an introduction to the lives of American leaders and their contributions to the United
States. Students should recognize basic map symbols and construct a simple map of a familiar area. The students should study the
economic concepts of goods and services, consumers and producers, and making economic choices. Students should learn to apply
the traits of a good citizen and recognize that communities in Virginia have local governments and include people who have diverse
ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common
principles.
History
The student will interpret information presented in picture timelines to show sequence of events and will distinguish among past,
present, and future.
1.2 The student will describe the stories of American leaders and their contributions to our country, with emphasis on George
Washington.
1.3 The student will discuss the lives of people associated with Presidents’ Day, and the events of Independence Day (Fourth of
July).
Economics
1.7 The student will explain the difference between goods and services and describe how people are consumers and producers of
goods and services.
1.8 The student will explain that people make choices because they cannot have everything they want.
1.9 The student will recognize that people save money for the future to purchase goods and services.
4
VIRGINIA EDUCATION STANDARDS Continued:
Civics
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;
c) working hard in school;
d) taking responsibility for one’s own actions;
e) valuing honesty and truthfulness in oneself and others;
1.12 The student will recognize that communities in Virginia
c) include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are
united as Americans by common principles.
2.11 The student will identify George Washington as an American whose contributions improved the lives of others.
UNITED STATES HISTORY
US I.I The student will develop skills for historical and geographical analysis including the ability to:
a) make connections between past and present.
VIRGINIA STUDIES
SOL VS.I – The student will develop skills for historical and geographical analysis including the ability to:
a) identify and interpret artifacts and primary and secondary source documents.
b) determine cause and effect relationships.
c) interpret ideas and events from different historical perspectives.
d) draw conclusions and make generalizations.
e) make connections between past and present.
f) interpret ideas and events from different historical perspectives.
g) evaluate and discuss issues orally and in writing.
5
Artifact Resource Guide
Artifact
Candle Box
Background
Information
Candle boxes
were used to
carry candles in
and for lighting.
Candle boxes
were usually
made of tin and
reflected the light
from the candle.
Guided
Questions for
Students
SOL Alignment
United States National Standards:
Standard 1: Chronological Thinking
A. Distinguish between past, present, and future time.
B. Identify the temporal structure of a historical narrative or story.
C. Establish temporal order in constructing students’ own historical narratives.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Create time lines.
G. Explain change and continuity over time.
1. What is
this item?
2. Was a
candle
box a
manmade
item?
Virginia SOLS:
United States History
USI.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to b) make connections between the past
and the present; c) sequence events in United States history; d) interpret ideas and
events from different historical perspectives; e) evaluate and debate issues orally and
in writing;
4. How do
you use
it?
Virginia Studies
VS.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to a) identify and interpret artifacts and
primary and secondary source documents to understand events in history; b) determine
cause-and-effect relationships; c) compare and contrast historical events; d) draw
conclusions and make generalizations; e) make connections between past and present;
f) sequence events in Virginia history; g) interpret ideas and events from different
historical perspectives; h) evaluate and discuss issues orally and in writing.
6
Artifact Resource Guide
Artifact
Haversack
Background
Information
The haversack was a
bag made of leather,
cloth or tarred
canvas, like this one.
The tar was supposed
to make it
waterproof, but it
usually wore off with
use. A haversack let
a person carry items
such as food, tools,
and personal items.
It was easier to carry
and popular with
people, especially
men who did most of
the traveling.
Guided Questions
for Students
SOL Alignment
United States National Standards:
Standard 1: Chronological Thinking
A. Distinguish between past, present, and future time.
B. Identify the temporal structure of a historical narrative or story.
C. Establish temporal order in constructing students’ own historical narratives.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Create time lines.
G. Explain change and continuity over time.
1. What is this
item?
2. Is a
haversack a
man-made or
natural
resource?
Virginia SOLS:
United States History
USI.1 The student will demonstrate skills for historical and geographical
analysis and responsible citizenship, including the ability to b) make
connections between the past and the present; c) sequence events in United
States history; d) interpret ideas and events from different historical
perspectives; e) evaluate and debate issues orally and in writing;
3. What is a
haversack
used for?
Virginia Studies
VS.1 The student will demonstrate skills for historical and geographical
analysis and responsible citizenship, including the ability to a) identify and
interpret artifacts and primary and secondary source documents to understand
events in history; b) determine cause-and-effect relationships; c) compare and
contrast historical events; d) draw conclusions and make generalizations; e)
make connections between past and present; f) sequence events in Virginia
history; g) interpret ideas and events from different historical perspectives; h)
evaluate and discuss issues orally and in writing.
4. How do you
use it?
7
Artifact Resource Guide
Artifact
Quill
Background
Information
Quills were
moulted bird
feathers that were
cleaned and used
with ink as a
writing utensil.
Quills were used for
writing with ink
until the middle of
the 1800s. Quills
were made out of
any large bird
feather, such as
goose, turkey, and
eagle. Quills were
easily obtained and
an inexpensive
resource for writing
with ink.
Guided
Questions for
Students
SOL Alignment
United States National Standards:
Standard 1: Chronological Thinking
A. Distinguish between past, present, and future time.
B. Identify the temporal structure of a historical narrative or story.
C. Establish temporal order in constructing students’ own historical narratives.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Create time lines.
G. Explain change and continuity over time.
1. Where did
quills
come
from?
2. What were
quills used
for?
Virginia SOLS:
United States History
USI.1 The student will demonstrate skills for historical and geographical analysis
and responsible citizenship, including the ability to b) make connections between
the past and the present; c) sequence events in United States history; d) interpret
ideas and events from different historical perspectives; e) evaluate and debate
issues orally and in writing;
3. Were they
expensive?
Virginia Studies
VS.1 The student will demonstrate skills for historical and geographical analysis
and responsible citizenship, including the ability to a) identify and interpret
artifacts and primary and secondary source documents to understand events in
history; b) determine cause-and-effect relationships; c) compare and contrast
historical events; d) draw conclusions and make generalizations; e) make
connections between past and present; f) sequence events in Virginia history; g)
interpret ideas and events from different historical perspectives; h) evaluate and
discuss issues orally and in writing.
8
Artifact Resource Guide
Artifact
Hardtack
Background
Information
Hardtack was
food used during
the Revolutionary
War and the Civil
War. Hardtack is
made from flour,
water and salt.
Guided
Questions for
Students
SOL Alignment
United States National Standards:
Standard 1: Chronological Thinking
A. Distinguish between past, present, and future time.
B. Identify the temporal structure of a historical narrative or story.
C. Establish temporal order in constructing students’ own historical narratives.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Create time lines.
G. Explain change and continuity over time.
1. What is
this item?
2. How
would
you use
it?
Virginia SOLS:
United States History
USI.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to b) make connections between the past
and the present; c) sequence events in United States history; d) interpret ideas and
events from different historical perspectives; e) evaluate and debate issues orally and
in writing;
3. Who
would
have
hardtack?
Virginia Studies
VS.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to a) identify and interpret artifacts and
primary and secondary source documents to understand events in history; b) determine
cause-and-effect relationships; c) compare and contrast historical events; d) draw
conclusions and make generalizations; e) make connections between past and present;
f) sequence events in Virginia history; g) interpret ideas and events from different
historical perspectives; h) evaluate and discuss issues orally and in writing.
9
Artifact Resource Guide
Artifact
Flashlight
Background
Information
A flashlight is a
modern day
device that
illuminates when
switched on. It
illuminates
through its bulb.
Flashlights are
typical powered
by batteries and
made of plastic or
metal.
Guided
Questions for
Students
SOL Alignment
United States National Standards:
Standard 1: Chronological Thinking
A. Distinguish between past, present, and future time.
B. Identify the temporal structure of a historical narrative or story.
C. Establish temporal order in constructing students’ own historical narratives.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Create time lines.
G. Explain change and continuity over time.
1. What is a
flashlight
used for?
Virginia SOLS:
United States History
USI.1 The student will demonstrate skills for historical and geographical analysis
and responsible citizenship, including the ability to b) make connections between the
past and the present; c) sequence events in United States history; d) interpret ideas
and events from different historical perspectives; e) evaluate and debate issues orally
and in writing;
3. Why
would you
use a
flashlight?
2. What is it
made of?
Virginia Studies
VS.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to a) identify and interpret artifacts and
primary and secondary source documents to understand events in history; b)
determine cause-and-effect relationships; c) compare and contrast historical events;
d) draw conclusions and make generalizations; e) make connections between past
and present; f) sequence events in Virginia history; g) interpret ideas and events from
different historical perspectives; h) evaluate and discuss issues orally and in writing.
10
Artifact Resource Guide
Artifact
Backpack
Background
Information
A backpack is a
carrying device
used by most
people to
transport items
easily. Students
typically carry
books in their
backpacks.
Backpacks are
usually made of
fabric and have
zippers, snaps or
drawstrings to
keep them closed
and secured.
Guided
Questions for
Students
SOL Alignment
United States National Standards:
Standard 1: Chronological Thinking
A. Distinguish between past, present, and future time.
B. Identify the temporal structure of a historical narrative or story.
C. Establish temporal order in constructing students’ own historical narratives.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Create time lines.
G. Explain change and continuity over time.
1. What is a
backpack
used for?
2. Who uses
backpacks?
Virginia SOLS:
United States History
USI.1 The student will demonstrate skills for historical and geographical analysis
and responsible citizenship, including the ability to b) make connections between
the past and the present; c) sequence events in United States history; d) interpret
ideas and events from different historical perspectives; e) evaluate and debate
issues orally and in writing;
Virginia Studies
VS.1 The student will demonstrate skills for historical and geographical analysis
and responsible citizenship, including the ability to a) identify and interpret artifacts
and primary and secondary source documents to understand events in history; b)
determine cause-and-effect relationships; c) compare and contrast historical events;
d) draw conclusions and make generalizations; e) make connections between past
and present; f) sequence events in Virginia history; g) interpret ideas and events
from different historical perspectives; h) evaluate and discuss issues orally and in
writing.
11
Artifact Resource Guide
Artifact
Background
Information
A spiral notebook
Spiral
Notebook and and pencil are
used for writing.
Pencil
Today, students
use spiral
notebooks and
pencils for
organizing their
school homework
and assignments.
Spiral notebooks
are usually made
from paper with a
plastic coating on
the cover. Pencils
can be made from
wood, plastic, or
metal and have
graphite inside
them.
Guided
Questions for
Students
SOL Alignment
United States National Standards:
Standard 1: Chronological Thinking
A. Distinguish between past, present, and future time.
B. Identify the temporal structure of a historical narrative or story.
C. Establish temporal order in constructing students’ own historical narratives.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Create time lines.
G. Explain change and continuity over time.
1. How do
you use a
spiral
notebook
and
pencil?
Virginia SOLS:
United States History
USI.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to b) make connections between the past
and the present; c) sequence events in United States history; d) interpret ideas and
events from different historical perspectives; e) evaluate and debate issues orally and
in writing;
2. Who uses
these
items?
Virginia Studies
VS.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to a) identify and interpret artifacts and
primary and secondary source documents to understand events in history; b) determine
cause-and-effect relationships; c) compare and contrast historical events; d) draw
conclusions and make generalizations; e) make connections between past and present;
f) sequence events in Virginia history; g) interpret ideas and events from different
historical perspectives; h) evaluate and discuss issues orally and in writing.
12
3. What
other
uses does
a spiral
notebook
and
pencil
have?
Artifact Resource Guide
Artifact
Cell Phone
& Rotary
Phone
Background
Information
Cell phones are
used as a
communication
device. Today’s
cell phones can
also be used to
process
information, take
photographs and
videos, and watch
television.
Rotary phones
were invented in
1891 and were
used by most
people for close
to 75 years.
Guided
Questions for
Students
SOL Alignment
United States National Standards:
Standard 1: Chronological Thinking
A. Distinguish between past, present, and future time.
B. Identify the temporal structure of a historical narrative or story.
C. Establish temporal order in constructing students’ own historical narratives.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Create time lines.
G. Explain change and continuity over time.
1. Is a cell
phone an
item
from the
past?
How
long ago?
Virginia SOLS:
United States History
USI.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to b) make connections between the past
and the present; c) sequence events in United States history; d) interpret ideas and
events from different historical perspectives; e) evaluate and debate issues orally and
in writing;
2. Who uses
a cell
phone?
Virginia Studies
VS.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to a) identify and interpret artifacts and
primary and secondary source documents to understand events in history; b) determine
cause-and-effect relationships; c) compare and contrast historical events; d) draw
conclusions and make generalizations; e) make connections between past and present;
f) sequence events in Virginia history; g) interpret ideas and events from different
historical perspectives; h) evaluate and discuss issues orally and in writing.
3. How far
could
people
walk and
talk on a
rotary
phone?
13
Artifact Resource Guide
Artifact
Fruit Snack
Background
Information
Fruit Chews are a
processed food
eaten as a snack.
Fruit Chews are
typical made
from sugar, and
fruit flavorings
and packaged in
individual plastic
wrappers for easy
storage and
access.
Guided
Questions for
Students
SOL Alignment
United States National Standards:
Standard 1: Chronological Thinking
A. Distinguish between past, present, and future time.
B. Identify the temporal structure of a historical narrative or story.
C. Establish temporal order in constructing students’ own historical narratives.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Create time lines.
G. Explain change and continuity over time.
1. Are fruit
chew
snacks a
food
from the
past or
present?
Virginia SOLS:
United States History
USI.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to b) make connections between the past
and the present; c) sequence events in United States history; d) interpret ideas and
events from different historical perspectives; e) evaluate and debate issues orally and
in writing;
Virginia Studies
VS.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to a) identify and interpret artifacts and
primary and secondary source documents to understand events in history; b) determine
cause-and-effect relationships; c) compare and contrast historical events; d) draw
conclusions and make generalizations; e) make connections between past and present;
f) sequence events in Virginia history; g) interpret ideas and events from different
historical perspectives; h) evaluate and discuss issues orally and in writing.
14
2. Who eats
fruit
chew
snacks?
Why?
Resource Guide
Name
George
Washington
Background
Information
George Washington
was the United
States of America’s
first president
(1789-1797). He
served as the
Commander-inChief of the
Continental Army
during the
American
Revolutionary War
(1775-1783).
George was an
important member
of the Continental
Congress that
helped draft our
Constitution, which
was the law of our
country back then
and is today.
SOL Alignment
United States National Standards:
Standard 1: Chronological Thinking
A. Distinguish between past, present, and future time.
B. Identify the temporal structure of a historical narrative or story.
C. Establish temporal order in constructing students’ own historical
narratives.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Create time lines.
G. Explain change and continuity over time.
Virginia SOLS:
United States History
USI.1 The student will demonstrate skills for historical and
geographical analysis and responsible citizenship, including the
ability to b) make connections between the past and the present; c)
sequence events in United States history; d) interpret ideas and
events from different historical perspectives; e) evaluate and debate
issues orally and in writing;
Virginia Studies
VS.1 The student will demonstrate skills for historical and
geographical analysis and responsible citizenship, including the
ability to a) identify and interpret artifacts and primary and
secondary source documents to understand events in history; b)
determine cause-and-effect relationships; c) compare and contrast
historical events; d) draw conclusions and make generalizations; e)
make connections between past and present; f) sequence events in
Virginia history; g) interpret ideas and events from different
historical perspectives; h) evaluate and discuss issues orally and in
writing.
Guided Questions
for Students
1. Who was George
Washington?
2. Why was he
famous?
3. Do you think he
lived in the past?
How do you know?
4. What article of
clothing would
George Washington
have worn?
15
Resource Guide
Name
Martha
Washington
Background
Information
Martha
Washington was
the wife of the
first president,
George
Washington. She
lived during the
Revolutionary
War, and was an
important female
during that time
period (17751783). She was
nicknamed Lady
Washington,
although the title
of First Lady was
given to her after
her husband left
office.
SOL Alignment
United States National Standards:
Standard 1: Chronological Thinking
A. Distinguish between past, present, and future time.
B. Identify the temporal structure of a historical narrative or
story.
C. Establish temporal order in constructing students’ own
historical narratives.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Create time lines.
G. Explain change and continuity over time.
Virginia SOLS:
United States History
USI.1 The student will demonstrate skills for historical and
geographical analysis and responsible citizenship, including the
ability to b) make connections between the past and the present;
c) sequence events in United States history; d) interpret ideas
and events from different historical perspectives; e) evaluate
and debate issues orally and in writing;
Virginia Studies
VS.1 The student will demonstrate skills for historical and
geographical analysis and responsible citizenship, including the
ability to a) identify and interpret artifacts and primary and
secondary source documents to understand events in history; b)
determine cause-and-effect relationships; c) compare and
contrast historical events; d) draw conclusions and make
generalizations; e) make connections between past and present;
f) sequence events in Virginia history; g) interpret ideas and
events from different historical perspectives; h) evaluate and
discuss issues orally and in writing.
Guided
Questions for
Students
1. Who was Martha
Washington
married to?
2. Why is she
considered the
“First Lady”?
3. Did women have
jobs in the past
(1775)?
4. What article of
clothing would
Mrs. Washington
have worn?
16
Resource Guide
Name
Barack Obama
Background
Information
Barack Obama
is 44th president
of the United
States of
America. He is
also the first
African
American
President in
United States’
history. He was
a lawyer and a
US Senator
before he
became
president. He
grew up in
many parts of
the world, but
calls Chicago,
Illinois home.
SOL Alignment
United States National Standards:
Standard 1: Chronological Thinking
A. Distinguish between past, present, and future time.
B. Identify the temporal structure of a historical narrative or story.
C. Establish temporal order in constructing students’ own historical
narratives.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Create time lines.
G. Explain change and continuity over time.
Virginia SOLS:
United States History
USI.1 The student will demonstrate skills for historical and
geographical analysis and responsible citizenship, including the
ability to b) make connections between the past and the present; c)
sequence events in United States history; d) interpret ideas and
events from different historical perspectives; e) evaluate and
debate issues orally and in writing;
Guided Questions
for Students
1.
Why is Barack
Obama famous?
2.
Why is his job
important?
3.
Do you think he
lives in the past
or present?
4.
What article of
clothing would
President Obama
wear?
Virginia Studies
VS.1 The student will demonstrate skills for historical and
geographical analysis and responsible citizenship, including the
ability to a) identify and interpret artifacts and primary and
secondary source documents to understand events in history; b)
determine cause-and-effect relationships; c) compare and contrast
historical events; d) draw conclusions and make generalizations; e)
make connections between past and present; f) sequence events in
Virginia history; g) interpret ideas and events from different
historical perspectives; h) evaluate and discuss issues orally and in
writing.
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Resource Guide
Name
Michelle Obama
Background
Information
Michelle Obama
is the First Lady
of the United
States of
America. She is
also the first
African
American First
Lady in United
States’ history.
She is a lawyer
and likes to write
books. She is
from Chicago,
Illinois.
SOL Alignment
United States National Standards:
Standard 1: Chronological Thinking
A. Distinguish between past, present, and future time.
B. Identify the temporal structure of a historical narrative or story.
C. Establish temporal order in constructing students’ own historical
narratives.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Create time lines.
G. Explain change and continuity over time.
Virginia SOLS:
United States History
USI.1 The student will demonstrate skills for historical and
geographical analysis and responsible citizenship, including the
ability to b) make connections between the past and the present; c)
sequence events in United States history; d) interpret ideas and
events from different historical perspectives; e) evaluate and
debate issues orally and in writing;
Guided Questions
for Students
1.
Why is Michelle
Obama famous?
2.
What is her job?
3.
Did she have
other jobs before
this job?
3.
What article of
clothing would
Mrs. Obama
wear?
Virginia Studies
VS.1 The student will demonstrate skills for historical and
geographical analysis and responsible citizenship, including the
ability to a) identify and interpret artifacts and primary and
secondary source documents to understand events in history; b)
determine cause-and-effect relationships; c) compare and contrast
historical events; d) draw conclusions and make generalizations; e)
make connections between past and present; f) sequence events in
Virginia history; g) interpret ideas and events from different
historical perspectives; h) evaluate and discuss issues orally and in
writing.
18