Lynn Alvarado Kim Fox Kathleen Gernat Jenna Smith

Introduction

Wouldn’t it be fun to travel back in time and meet someone who is no longer alive, but someone

you would like to get to know? Here is your chance! We have selected four famous Americans who left behind legacies of

leadership, activism, and caring.

What will be your legacy?

StandardsSS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.  

a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and César Chávez (workers’ rights).  

b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.  

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student  

a. Reads a variety of texts for information and pleasure. c. Generates questions before, during, and after reading. g. Summarizes text content. h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. i. Makes connections between texts and/or personal experiences. k. Self-monitors comprehension to clarify meaning. l. Identifies and infers cause-and-effect relationships and draws conclusions. m. Recalls explicit facts and infers implicit facts. o. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text. r. Applies dictionary, thesaurus, and glossary skills to determine word meanings.

Standards Continued…ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student  

a. Reads literary and informational texts and incorporates new words into oral and written language. b. Uses grade-appropriate words with multiple meanings. c. Recognizes and applies the appropriate usage of homophones.f. Determines the meaning of unknown words on the basis of context.   

ELA3LSV1 The student uses oral and visual strategies to communicate. The student  

a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults. b. Recalls, interprets, and summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain. d. Listens to and views a variety of media to acquire information.  

TaskStudents are to research four influential Americans of the 19th and early 20th centuries. They must plan a dinner party that includes invitations and relevant discussion topics that pertain to their assigned American. Students then take on the role of their influential person by performing a short dinner party skit for the class.

Process1. Divide into groups of four. Each student in the group will then choose one

famous American: Frederick Douglass, Susan B. Anthony, Eleanor Roosevelt, or Thurgood Marshall. Your job is to complete research, using the power points in the turbo quest, in order to have a successful dinner party!

2. After you research, you and your group will plan your dinner party. Some things to consider:• What food to serve?• Background music?• Attire?• Relevant dinner discussion topics?

a. Each group member will assume the identity of their chosen Americanand “be” that individual for the duration of the dinner party.

b. Each party will take place in front of the class for a minimum of five minutes. Individuals must stay “in their character” for the duration of the dinner party. Party conversations will be about key issues of each American. The teacher will be a guest at each party in order to keep the conversation moving as necessary.

You are cordially invited to a dinner party in honor of

some fellow famous Americans

Susan B. Anthony

Thurgood Marshall

Frederick Douglas

Eleanor Roosevelt

ConclusionGood Work!

Now you have increased your awareness about the four famous Americans of the 19th and early 20th centuries:

• Frederick Douglass• Susan B. Anthony• Eleanor Roosevelt• Thurgood Marshall

Even though the activity may have pushed people out of their comfort zone, it will help with public speaking and

giving presentations in the long run!

EvaluationWas Your Party a Success?

Evaluation Everyone had a great time! When can we come back?

4 points

Most of the guests had a good time.

3 points

Some guests had a good time.

Others were disappointed.2 points

Next time, call a caterer.1 point

Did all your guests participate in the conversations?

Were the conversations relevant to the period?

Were your menu, props & entertainment appropriate?

Was it a fun party?

This is how your work will be evaluated.

Resources • http://www.pbs.org/wgbh/aia/part4/4p1539.html• http://www.nps.gov/archive/frdo/freddoug.html• http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/douglass• http://memory.loc.gov/ammem/doughtml/timeline.html•http://www.biography.com/video.do?name=blackhistory&bcpid=1630415358&bclid=1631259977&bctid=3627370001• http://www.brainyquote.com/quotes/authors/f/frederick_douglass.html•http://www.whitehouse.gov/about/first_ladies/eleanorroosevelt/ •http://www.pbs.org/wgbh/amex/eleanor/•http://docs.fdrlibrary.marist.edu/erbio.html•http://images.google.com/images?sourceid=navclient&rlz=1T4RNTN_enUS347US347&q=eleanor%20roosevelt &um=1&ie=UTF-8&sa=N&hl=en&tab=wi•https://www.georgiastandards.org/Pages/default.aspx•http://en.wikipedia.org/wiki/Thurgood_Marshall•http://chnm.gmu.edu/courses/122/hill/marshall.htm•http://www.thurgoodmarshall.com/home.htm •http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/marshallthrgd•http://www.susanbanthonyhouse.org/biography.shtml•http://susanbanthony.net/•http://www.winningthevote.org/SBAnthony.html•http://www.susanbanthonyhouse.org/timeline.shtml

•Google Images

Created By:

Lynn AlvaradoJenna Smith

Kathleen GernatKim Fox