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A New Face on Mount Rushmore (U.S. History)

A New Face on Mount Rushmore
 
Grade Level: 11th Grade
Subject: U.S. History
 
Congratulations! Your group is part of a Congressional Committee that will help select a U.S. President from the 20th century whose face will be carved into Mount Rushmore along with George Washington, Thomas Jefferson, Abraham Lincoln and Theodore Roosevelt. You are very excited because one of the Presidents is from your home state. If you can get him on Mount Rushmore, the citizenry of your home state will love you, and you’ll be easily reelected in the upcoming year.
 
You have the following tasks put before you:

  • Identify why the U.S. President from your home state is so important. 
  • Research your U.S. President in the Library-Media Center.
  • You must relate at least five important accomplishments of your President.
  • Create a brochure that will give pertinent information about them and relate their life accomplishments. 
  • Write a persuasive essay that will convince voters why your Presidential selection should be included as the 5th face on Mount Rushmore. 
  • Prepare to debate the issue and convince the rest of Congress that your
    President is the right choice.
Possible Choices:
William Howard Taft (Ohio)                      John F. Kennedy (Massachusetts)
Woodrow Wilson (New Jersey)                Lyndon B. Johnson (Texas)
Warren G. Harding (Ohio)                        Richard M. Nixon (California)
Calvin Coolidge (Massachusetts)             Gerald Ford (Michigan)
Herbert Hoover (California)                       James Carter (Georgia)
Franklin Roosevelt (New York)                 Ronald Reagan (California)
Harry S Truman (Missouri)                       George Bush (Texas)
Dwight D. Eisenhower (Kansas)               William Clinton (Arkansas)
 
Print Material Resources:
  • Byers, Paula K, ed., Encyclopedia of World Biography, Gale Research Inc., Detroit, 1998.
  • Commire, Anne,ed., Historic World Leaders: North and South America, Volumes 4 and 5, Gale Research Inc., Detroit, 1994.
  • DeGregorio, William, The Complete Book of the U.S. Presidents, Dembner Books, New York, 1984.
  • Durant, John, Pictorial History of American Presidents, A.S. Barnes and Co., Inc., New Jersey, 1969.
  • Graff, Henry, ed., The Presidents: A Reference History, Charles Scribner’s Sons, New York, 1996.
  • Kane, Joseph Nathan, Facts About the President, H.W. Wilson Co., New York, 1981.
  • Kunhardt, Philip, The American President, Riverhead Books, New York, 1999.
  • Magill, Frank N., ed., Great Lives from History: American Series, Salem Press, Pasadena, 1987.
  • Morris, Juddi, At Home with the Presidents, J. Wiley, New York, 1999.
  • Nelson, Michael A., ed., The Presidency A to Z, Congressional Quarterly, Washington, D.C., 1992.
Resources on the Web:
 
Standards Met:
State of California Academic Standards for Social Studies 11.1 through 11.11, and Information Literacy Standards 1,2,3, and 9.
 
Content and Information Literacy Objectives:
  1. Students will analyze the contributions made by U.S. Presidents during the 20thcentury.
  2. Students will read about the Presidents of the U.S.
  3. Students will use primary resources.
  4. Students will critically review sources for motives and bias.
  5. Students will work in research groups to investigate the effects on the nation made by the Presidents and create responses to share that information.
  6. Students will critically write a persuasive essay.
  7. Students will prepare for and conduct a debate.
 
Objectives:
  1. Students will use the resources of the library media center.
  2. Students will research the accomplishments of a 20th century President.
  3. Students will create a brochure that will relate the important accomplishments of a 20th century U.S. President.
  4. Students will write a persuasive essay to convince others that their president has contributed most to the U.S.
  5. Students will use verbal skills to debate the importance and accomplishments of 20th century presidents.
 
Problem:
Class Problem:
Which 20th century U.S. President because of his accomplishments would be the best choice as the fifth face on Mt. Rushmore?
 
Group Problem:
Using research and supporting facts your group must present a convincing argument that your representative U.S. President is the best choice to be added to Mt. Rushmore.

Computer Functions:
  1. Research using the Internet links provided
  2. Locating additional Internet resources on their representative President.
  3. Use computer graphics, art, scanner, and word processing to create a brochure.
  4. Use word processing to create a persuasive essay.
 
Data Manipulation:
  1. Students using Internet sources will read.
  2. Students will locate and critique the website.
  3. Students will decide on the value of the source and information.
  4. Students will create note cards from the information.
  5. Students will organize the information into a coherent and comprehensible outline.
  6. Students will use technology to create an attractive brochure.
 
Results Presentation:
  1. As a group, students will show their results by creating an informative brochure.
  2. Individually, students will show their results through a written persuasive essay.
  3. As a group, students will explain how they reached their solution and persuade others as to the correctness of that solution through debate.
 
Activities While at Computer:
  1. Review handout for criteria of a good website.
  2. Review Internet resources for U.S. Presidents.
  3. Guide students through searches.
  4. Creating information note cards.
  5. Word processing; use spell check; grammar check.
  6. Review example of a brochure.
  7. Create a brochure: use paint, clip art, print shop, scanner, graphics.
 
Word Processing
Prerequisite Skills:
  1. Working knowledge and practice with Big Six skills.
  2. Working knowledge of word processing, use of graphics and Paint.
  3. Background on Internet searches and critiquing websites.
 
Activities Prior to Computer:
  1. Review handout for criteria of a good website
  2. Review Internet searches.
  3. Review word processing; spelling check; grammar check.
  4. Review:
  • Scanner
  • Graphics
  • Paint
  • Print shop
  • Microsoft Publisher, if one has it.
 
Supporting Activities:
  1. Introduction to lesson.
  2. Review library resources.
  3. Review process for note cards.
  4. Give examples of a persuasive essay.
  5. Establish rules for debate.
  6. Use the textbook for pre-reading of information on U.S. Presidents.
  7. Establish a list of library films supporting the Presidents being researched, for students to watch on their own time.
 
Collaboration:
Classroom Teacher Responsibilities:
Introduction to the lesson.
Guide students during note card process.
Give examples of a persuasive essay.
Coaching students through their essay.
Establishing rules for debate.
Use the textbook for pre-reading of information on U.S. Presidents.
Review word processing; spelling check; grammar check.
Coaching groups preparing for debate.
Final evaluation.
 
Library Media Teacher Responsibilities:
Review library resources.
Creating a list of pertinent websites and print resources.
Review process for note cards.
Guide students on searches for print resources.
Establish a list of library films supporting the Presidents being researched.
Review handout for criteria of a good website.
Review Internet searches.
Review: scanner, graphics, paint, print shop, Microsoft Publisher.
Coaching groups preparing for debate.
Evaluation input.
 
Evaluation:
Assessment of Content:
  • Important information covered
  • Logical progression of information
  • Includes enough information to explain the person's contribution to the field
  • Introduction clearly states purpose
  • Demonstrates depth of knowledge
  • Able to answer questions
 
Assessment of Research Skills:
  • Uses Internet resources
  • Uses varied resources-books, magazines, experts
  • Has bibliography
  • Cites sources
  • Avoid plagiarism
 
Assessment of Oral Presentation:
  • Good eye contact
  • People at back of room can hear
  • Demonstrated ease with topic
  • Answers questions politely
  • Smiles, shows enthusiasm in voice
  • Visuals handled smoothly
  • Doesn't read the entire visual
 
Assessment of Visual Presentation:
  • Help explain concept
  • Are large enough to be seen clearly at the back of the classroom
  • Include appropriate graphics
  • Graphics serve a purpose
  • Visual transitions handled smoothly
  • Pleasing color scheme/easy to read
  • Lettering is easy to read and large enough
 
Assessment of Cooperative Learning Skills:
  • Consistently and actively contributes ideas, knowledge, opinions, and skills to group.
  • Willingness to contribute, accept and fulfill individual role within the group.
  • Contributes with written materials for the group project.
  • Meets deadlines.
  • Brings supplies.
  • No bickering or whining.
  • Ability to compromise.
  • Revise work as needed to fit group project.
  • Accepts constructive comments.
  • Ability to tactfully provide constructive comments.
  • Gives positive feedback to group.
  • Values the knowledge, opinion and skills of all group members and encourages their contribution.
  • Helps the group identify necessary changes and encourages group action for change.