Our National Monuments

Kelli Halsey and Christi HutsonPrairieland

Summer 2006

Library of Congress, Prints & Photographs Division,[reproduction number, LC-USZ62-46804 DLC

Students will complete these activities during our study of the United States. They will view a PowerPoint as an introduction to six of our National Monuments. After the introduction, they will work in cooperative groups at six centers to further understand the importance of each monument.

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation BarObjectives Students will:

analyze primary source pictures to draw conclusions, make observations, and discuss United States Landmarks.

write complete sentences using proper capitalization, punctuation, grammar, and inventive or conventional spelling.

listen to, understand, and discuss facts about the National Landmarks.

be active participants in their center workshop times. complete center workshop activities with their

group.Recommended time frame 4 one hour class periodsGrade level 2ndCurriculum fit Social Studies and WritingMaterials Pencils, Markers, Crayons, or Colored Pencils

Our National Landmark PowerPoint Monument Cards 1 and 2 1846 White House picture 2005 White House picture White House Instructions

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White House Venn Diagram Arch picture Maps of the U.S. St. Louis Arch Activity St. Louis Arch Instructions Lincoln Memorial Activity Hay Copy of Gettysburg Address Mount Rushmore Instructions Mount Rushmore Letter Mount Rushmore picture 1 and 2 The Washington Monument Activity Statue of Liberty Instructions Statue of Liberty Activity Extension Activities 1 and 2

Illinois State Learning Standards Back to Navigation BarSocial Studies:GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. 16 A. Apply the skills of historical analysis and

interpretation.

GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States. 17 A. Locate, describe and explain places, regions

and features on the Earth.

Language ArtsGOAL 3: Write to communicate for a variety of purposes. 3 A. Use correct grammar, spelling, punctuation,

capitalization and structure. 3 B. Compose well organized and coherent writing

for specific purposes and audiences. 3 C. Communicate ideas in writing to accomplish a

variety of purposes.

GOAL 5: Use the language arts to acquire, assess and communicate information. 5 A. Locate, organize, and use information from

various sources to answer questions, solve problems and communicate ideas.

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Procedures Back to Navigation BarDay One: Present Our National Monuments PowerPoint to

students. Hook the computer up and show it through the TV.

If you use above PowerPoint hyperlink, you will need to choose view full screen in order to be able to left click through the presentation.

The PowerPoint is set up to advance on clicks. As you are presenting the PowerPoint, students should fill out Monument Cards for each Landmark.

After you are done with the PowerPoint and Monument Cards, explain to the students what they will be doing at each of the centers over the next three days.

In center one, the students will be comparing and contrasting an 1846 picture and a 2005 picture of the White House. The White House Instruction sheet gives detailed directions. Students will fill out the Venn Diagram sheet at this center.

At center two, the students will be looking at two pictures of men carving Mount Rushmore. The Mount Rushmore Instruction sheet gives detailed directions. Students will use the Letter format to complete their letter to their family member.

At center three, students will be comparing a map from 1796 and 1892 to answer questions about the Gateway Arch. The St. Louis Arch Instruction sheet gives more detailed directions. Students will be filling out the worksheet about the Gateway Arch at this center.

At center four, students will be viewing pictures of the Lincoln Memorial, reading and discussing information about the Memorial, and analyzing the first paragraph of the Gettysburg Address. Print out the Hay Copy of the Gettysburg Address to include at the center so students will be able to see the real thing. They will then create a Pop up Vocabulary Activity about the Gettysburg Address.

At center five, students will be reading information about the Washington Monument. Then they will be comparing two different designs for the Washington Monument and writing about which one they prefer. Finally they will create their own design for the Washington Monument.

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At center six, students will be looking at different views of the Statue of Liberty and writing about what they see in each picture on their worksheet. There are more detailed directions on the Statue of Liberty Instruction sheet.

On day Two, Three, and Four You will divide the class into 6 groups. They will

rotate to two centers each day for about a half an hour each.

By the end of day four, they will have completed all six centers.

You may want to have students create a folder to keep all of their center work in each day or you could collect it at the end of each work period.

Evaluation Back to Navigation Bar Students will be assessed based on observation

during the center workshop time and during class discussions about the PowerPoint.

Their writing will be evaluated based on the 2 nd Grade Writing Rubric.

Extension Back to Navigation Bar Extension Activities are explained in detail on the

Extension 1 and 2 sheets.

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Primary Resources from the Library of CongressBack to Navigation Bar

Our National MonumentsPicture Description Citation URL

President's house (i.e. White House), Washington, D.C., showing south side, probably taken in winter. [ca. 1846]

Library of Congress, Prints &

Photographs Division,

[reproduction number, LC-

USZ62-46804 DLC

http://memory.loc.gov/cgi-bin/query/r?ammem/dag:@field(NUMBER+@band(cph+3a53372))

White House 2005 Washington, DC, Monuments & Landmarks, Copyright 2002-05Keith Stanley

http://www.kestan.com/travel/dc/monument/

White House, June 1917

The Robert Runyon Photograph Collection, [image number, 04169], courtesy of The Center for American History, The University of Texas at Austin.

http://memory.loc.gov/cgi-bin/query/r?ammem/runyon:@field(DOCID+@lit(txuruny.04169))

Lincoln figure on Mount Rushmore,

1937

"Lincoln figure on Mount Rushmore, 1937. Photo courtesy of the National Park Service, for "Mount Rushmore National Memorial," a South Dakota Local Legacies project

http://www.americaslibrar

y.gov/cgi-bin/page.cgi/es/sd/

mount_1

Building Mt. Rushmore

The Rucker Archive.com

http://theruckerarchive.co

m/Images/Large/B/

BuildingMtRushmo

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re.jpg

Mount Rushmore National Memorial located 23 miles southwest of Rapid City, South Dakota

Black Hills Badlands & Lakes Association

http://www.blackhillsbadlands.com/go.asp?ID=322&utm_source=Yahoo&utm_medium=PPC&utm_term=MtRushmore&utm_campaign=Spring06

Map of United States in 1796

Library of Congress,

Geography and Map Division

http://memory.loc.gov/cgi-bin/query/r?

ammem/gmd:@field(NUMBER+@band(g3700+

ct001192))

Rand McNally new official railroad map of the United States and southern Canada 1920

Library of Congress,

Geography and Map Division

http://memory.loc.gov/cgi-bin/query/r?

ammem/gmd:@field(NUMBER+@band(g3701p

+ct001840))

GENERAL VIEW OF ARCH TAKEN FROM THE OLD SAINT LOUIS COURTHOUSE, LOOKING EAST TO THE MISSISSIPPI RIVER

Library of Congress, Prints and

Photographs Division, Historic American

Buildings Survey or Historic American

Engineering Record, Reproduction Number

HAER MO,96-SALU,78-35

http://memory.loc.gov/pnp/habshaer/mo/mo1100/mo1124/color/570496cv.jpg

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GENERAL VIEW OF THE ARCH FORM THE PARK, LOOKING SOUTHEAST

Library of Congress, Prints and

Photographs Division, Historic American

Buildings Survey or Historic American

Engineering Record, Reproduction Number

HAER MO,96-SALU,78-6

http://memory.loc.gov/cgi-bin/displayPhoto.pl?path=/pnp/habshaer/mo/mo1100/mo1124/photos&topImages=099577pr.jpg&topLinks=099577pv.jpg,099577pu.tif&title=6.%20%20GENERAL%20VIEW%20OF%20THE%20ARCH%20FORM%20THE%20PARK,%20LOOKING%20SOUTHEAST%20%3cbr%3eHAER%20MO,96-SALU,78-6&displayProfile=0

Gateway Arch National Park Service ~ Dept. of the Interior

http://www.nps.gov/jeff/

Washington, D.C. Lincoln Memorial

Library of Congress, Prints & Photographs Division, FSA-OWI

Collection, [reproduction number, LC-USW3-040305-D

DLC ]

http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8d41636))

Transcript of Gettysburg Address inscribed on the walls of the Lincoln Memorial

Transcription of the version of the Gettysburg Address inscribed on the walls at the Lincoln Memorial in Washington, D.C.

http://www.loc.gov/exhibits/gadd/gadrft.html

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Lincoln Statue at the Lincoln Memorial

Photos, Site Design, and Content by James Politte Copyright © 2001-2004 James Politte - http://washingtondcmetroweb.com

http://www.washingtondcmetroweb.com/lincolnmemorial2.htm

Lincoln Memorial, Washington, D.C. Detail of statue

Library of Congress, Prints and Photographs Division, Gottscho-Schleisner Collection [please cite the reproduction number, e.g., LC-G612-40053

http://memory.loc.gov/cgi-bin/query/r?ammem/gottscho:@field(NUMBER+@band(gsc+5a02022))

Lincoln Memorial. Night view of Lincoln Memorial showing clouds and moon.

Library of Congress, Prints and Photographs Division, Theodor Horydczak Collection [please give the reproduction number, e.g., LC-H824-0224].

http://memory.loc.gov/cgi-bin/query/r?ammem/horyd:@field(NUMBER+@band(thc+5a35805))

Washington Monument, Washington, D.C

Library of Congress, Prints and

Photographs Division, Detroit Publishing

Company Collection

http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a11713))

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Washington Monument, Capitol,WWII Memorial, reflecting pool

Washington, DC, Monuments & Landmarks, by Keith Stanley, Copyright 2002-5

http://www.kestan.com/travel/dc/monument/index.htm

Washington Monument

Washington, DC, Monuments & Landmarks by Keith Stanley, Copyright 2002-5

http://www.kestan.com/travel/dc/monument/index.htm

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Robert Mills’s original design for the Washington Monument.

National Park Service Website

http://www.nps.gov/wamo/memorial/design.htm

Statue of Liberty Library of Congress, Prints and

Photographs Division, Theodor Horydczak

Collection reproduction number,

LC-H834-S07-187 DLC

http://memory.loc.gov/cgi-bin/query/r?ammem/horyd:@field(NUMBER+@band(thc+5a35789))

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Detail, profile view of right-side of face.

Detail, profile view of right-side of face.

Historic American Buildings Survey/Historic American Engineering Record

HAER NY,31-NEYO,89-27

http://memory.loc.gov/cgi-bin/ampage?collId=hhphoto&action=browse&fileName=ny/ny1200/ny1251/photos/browse.db&recNum=0&itemLink=D?

Detail view of hand, thumb, torch handle and underside of torch platform

Detail view of hand, thumb, torch handle and underside of torch platform

Historic American Buildings Survey/Historic American Engineering Record

HAER NY,31-NEYO,89-44

http://memory.loc.gov/cgi-bin/ampage?collId=hhphoto&action=browse&fileName=ny/ny1200/ny1251/photos/browse.db&recNum=0&itemLink=D

Detail of toes and sandal on left foot

Detail of toes and sandal on left foot. Historic American Buildings Survey/Historic American Engineering Record HAER NY,31-NEYO,89-55

http://memory.loc.gov/cgi-bin/ampage?collId=hhphoto&action=browse&fileName=ny/ny1200/ny1251/photos/browse.db&recNum=0&itemLink=D

Observation Windows in Tiara

Observation Windows in Tiara

Historic American Buildings Survey/Historic American Engineering Record

HAER NY,31-

http://memory.loc.gov/cgi-bin/ampage?collId=hhphoto&action=browse&fileName=ny/ny1200/ny1251/photos/browse.db&recNum=0&itemLink=D

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NEYO,89-266Profile view of left-side of head

Profile view of left-side of head

Historic American Buildings Survey/Historic American Engineering Record

HAER NY,31-NEYO,89-28

http://memory.loc.gov/cgi-bin/ampage?collId=hhphoto&action=browse&fileName=ny/ny1200/ny1251/photos/browse.db&recNum=0&itemLink=D

Straight-on view of flame, torch platform and forefinger looking east

Straight-on view of flame, torch platform and forefinger looking east

Historic American Buildings Survey/Historic American Engineering Record

HAER NY,31-NEYO,89-37

http://memory.loc.gov/cgi-bin/ampage?collId=hhphoto&action=browse&fileName=ny/ny1200/ny1251/photos/browse.db&recNum=0&itemLink=D

Tablet held in left hand.

Tablet held in left hand

Historic American Buildings Survey/Historic American Engineering Record

HAER NY,31-NEYO,89-264

http://memory.loc.gov/cgi-bin/ampage?collId=hhphoto&action=browse&fileName=ny/ny1200/ny1251/photos/browse.db&recNum=0&itemLink=D

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RubricBack to Navigation Bar

Second Grade Writing Rubric

Content Conventions

4Advanced

I express my ideas clearly.

My writing evidences the features of focus, logical flow, and support or elaboration extended by details, examples or descriptions.

I experiment with transitions.

I have begun to consider my audience in my writing.

I am beginning to include my own voice in my writing.

4Advanced

I spell most common words correctly.

I use strategies to help spell difficult words correctly.

I generally use correct grammar and punctuation.

3Proficient

I maintain focus in my writing.

I use some support (details, examples, descriptions).

I use purposeful ordering of sentences.

3Proficient

I spell many high frequency words correctly.

I use knowledge of common spelling patterns/rules to spell new words.

I use capital letters at the beginning of sentences and proper nouns.

I use ending marks correctly.

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2Basic

I stay on topic when I write.

My writing includes multiple sentences.

My writing has a beginning, middle, and end.

2Basic

I spell some high frequency words correctly.

I use knowledge of some word patterns to spell words correctly.

I use developmental spelling with unfamiliar words.

I use appropriate spacing. I use many capital letters at

the beginning of sentences and proper nouns.

I use many ending marks correctly.

1Novice

I can write a complete thought or sentence.

1Novice

I write my name and favorite words.

I write common words based on letter/sound relationships.

I may confuse some letter sounds.

I combine upper and lowercase letters in my writing.

I write left to right and top to bottom.

I usually use appropriate spacing.

I experiment with punctuation and capitalization.

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HandoutsBack to Navigation Bar

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Monument Cards

Monument: _______________________________________________

Location: _____________________________________________________

Fact: _________________________________________________________

______________________________________________________________

Monument: _______________________________________________

Location: _____________________________________________________

Fact: _________________________________________________________

______________________________________________________________

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Monument: ______________________________________________

Location: ________________________________________________

Fact: ________________________________________________________

__________________________________________________

Monument: _______________________________________________

Location: _____________________________________________________

Fact: _________________________________________________________

______________________________________________________________

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Monument: _______________________________________________

Location: _____________________________________________________

Fact: _________________________________________________________

______________________________________________________________

Our National Landmarks

By

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Monument: ______________________________________________

Location: ________________________________________________

Fact: ________________________________________________________

_____________________________________________________________

Monument: _______________________________________________

Location: _____________________________________________________

Fact: _________________________________________________________

______________________________________________________________

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The White HouseCenter Instructions:In this center you will be looking at two pictures of the White House. The first picture is from 1846. The other picture is from 2005. You will compare the pictures and use your observations to fill in the Venn Diagram at this center.

Name________________The White House

1846 2005

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The United States in 1796

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Name_________________The Gateway Arch

What are the differences between the map of 1796 and 1892?

__________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________Why do you think they decided to build the Gateway Arch in St. Louis? ______________________________________________

The United States in 1892

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___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________Do you think the arch design was a good choice for a memorial to Westward Expansion? Why or why not? _____________________

___________________________________________________

___________________________________________________

___________________________________________________

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St. Louis ArchCenter Instructions:In this center you will be looking at a map of the United States in 1796 and a map of the United States in 1892. First you need to write down the differences that you see between the two maps. Next write sentences to tell why you think they decided that St. Louis was a good place to build the Gateway Arch. Finally, answer the question at the bottom of your page.

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The memorial is meant to symbolize freedom. The design was based on the famous Parthenon in Greece. It has 36 columns that surround its rectangular shape, each one representing the number of states in the union during the period that Lincoln lived. State names are inscribed around the perimeter of the memorial, above each column. The Lincoln Memorial has 87 stairs leading to the top.

Inside the building, a statue of Abraham Lincoln sits in a chair, gazing in the direction of the National Monument. On either side of the main room, two smaller areas provide space to showcase two of his most famous speeches: the Gettysburg Address, and the Second Inaugural Address.

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Carefully read the first paragraph of the Gettysburg Address. Discuss in your group what you believe Abraham Lincoln is saying. Create a pop up vocabulary activity to explain what he’s saying.

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Mount RushmoreCenter Instructions:In this center you will be looking at two pictures of men working on the construction of Mount Rushmore. Think about how those men probably felt while they were working on this monument. You are going to pretend that you were one of the people who helped build this monument. Write a letter to one of your family members and tell them about your experiences. Be sure to include your feelings.

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The Gettysburg AddressThe following is an excerpt from the Gettysburg Address. Read it carefully, paying close attention to the underlined parts. Within your group discuss what you believe the underlined words mean, and write it in the box. Then rewrite the paragraph using your own wording, make sure what you write makes sense.

Fourscore and seven years ago our fathers brought forth on this continent a

new nation, conceived in liberty, and dedicated to the proposition that all men

are created equal.

(Date) __________________

Dear _____________________,

_______________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

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___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

(Closing) __________________,(Your name) _______________

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The Washington MonumentAfter many failed attempts to honor the fallen president, a group of private citizens decided to form the Washington National Monument Society. They sent out an invitation asking American artists and architects to submit designs. Robert Mills design, won the competition. His design was a combination of Greek and Egyptian architecture. It called for a 600 foot obelisk centered on a circular columned temple, 250 feet across and 100 feet high. It was to have 30 spaces set aside between the columns to eventually be filled with statues of prominent Americans, and over the entrance was to be a toga-clad Washington driving a chariot. After reviewing the design, the society decided to construct a simple obelisk instead.

Located in Washington, DC, at the western end of the National Mall, this four-sided stone structure (modeled after a classic Egyptian obelisk) honors the "Father of our Country," General, Founding Father, and the first president of the United States (1789-1797), George Washington.

At 555 feet 5 1/8 inches (169.29 meters) high, the Washington Monument towers over everything in Washington, DC and is one of the tallest masonry structures in the world. Fifty flags surround the base of the Washington Monument and symbolize the 50 states of the Union. If you take the elevator to the pyramid top, windows in the observation room offer views of the Lincoln Memorial, the White House, the Thomas Jefferson Memorial, and the Capitol building.

Which of the designs do you like best? Why?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Why do you think the Washington National Monument Society decided on the simpler design? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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If you were the designer, what would your “Washington Monument” look like? Create an illustration of your monument to George Washington.

Name_________________Statue of Liberty

Picture 1

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________________________________________________________________________________________________________________________________

Picture 2

____________________________________________________________________________________________________________________________

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Picture 3

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________

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Picture 4_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Picture 5

Picture 6

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Statue of LibertyCenter Instructions:In this center you will be looking at several views of the Statue of Liberty. Next to each view there are lines where you will write down what you see in each picture. Be sure to include as many details as possible.

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The Statue of Liberty ExtensionsEllis Island Interactive TourFollow the steps of all the immigrants who came to Ellis Island. See photos, hear audio recordings, and learn about what it was like to come through Ellis Island.

http://teacher.scholastic.com/activities/immigration/tour/index.htm

Immigrant Life in New York Read a brief passage about what life was like for immigrants in New York.

http://www.americaslibrary.gov/cgi-bin/page.cgi/es/ny/museum_1

Walking Onto Ellis Island, New YorkRead a brief passage to find out what happened at Ellis Island during the late 19th century and the early 20th century.

http://www.americaslibrary.gov/cgi-bin/page.cgi/es/ny/ellis_1

Washington Monument Extensions43

Create a monument to honor a famous personMost communities have buildings or statues to honor famous people. Imagine that you could design a new public monument for your town. Whom would your monument honor? What would it look like? Draw your monument then share your ideas with your class. (Hint: to get ideas, explore the history of your community.)

Being a Great LeaderDiscuss with the class why good leaders are important. Help them to understand that "following a leader" can mean many things from following specific advice to trying to copy a role model. Provide each child with a copy of the reproducible page. Have children think of leaders they know in their own lives. The list should include famous figures as well as leaders from their personal lives. Remind children that their lists will vary because we each have special people we choose to follow. Then have students brainstorm the qualities a good leader needs, such as intelligence, fairness, gentility, dependability, likeability, strength, sensitivity, etc. You may need to label the qualities children describe. (When thinking of qualities, it may help students to think of special talents and traits their own leaders have in common.)     Have each child choose one leader from the list and describe why that person is particularly important or influential in his or her life. Finally, invite children to tell of a time when they led others. How did it feel to be a leader? Encourage students to explain why they think it is more fun to be a leader or a follower.

http://teacher.scholastic.com/lessonrepro/reproducibles/profbooks/geowash.htm

Lincoln Memorial ExtensionsStove Pipe Hat TimelineEveryone knows that Abraham Lincoln was rarely seen without his stovepipe hat. In this activity you will create a timeline of Lincoln’s life on a stovepipe hat.

http://teacher.scholastic.com/lessonrepro/reproducibles/profbooks/wildabe.htm

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Mount Rushmore ExtensionsMount Rushmore ~ Mountain Carving VideoHome movies from the Borglum family of the work being done on Mount Rushmore. See Gutzon and the workers in action as they struggle with winches, jackhammers -- and Mother Nature

http://www.pbs.org/wgbh/amex/rushmore/sfeature/sf_footage.html

Carving a Mountain ~ Interactive PresentationTake a closer look at the phases of construction before, during and after its creation. Learn interesting facts about the workers, stages, of construction and interest upon completion.

http://www.pbs.org/wgbh/amex/rushmore/sfeature/sf_carving.html#45

Dynamite Presidents GameMount Rushmore creator Gutzon Borglum needs you help. Answer questions about the 4 presidents whose images are carved into the mountain.

www.americaslibrary.gov/aa/game/rushmore_game.html

Gateway Arch ExtensionsAmerican Heritage American Voices Westward Expansion (American Heritage, American Voices series) by David C. King (ISBN 0-471-44394-8)This book helps explore the Westward Expansion along with all of the famous people who were involved in it. You can meet Indians and hear their stories, read about Daniel Boone and the Wilderness Trail, as well as see pictures and read diaries from the real pioneers that traveled! (This is a great source for primary sources on the Westward Expansion!)

You, Too, Can Be an Explorer!Stories of Lewis and Clark are presented as examples of explorers who traveled great distances and discovered many new things long ago. A connection is then made with modern day explorers and finally, with students themselves as explorers. Getting lost and what to do about it is also addressed.

http://www.nps.gov/jeff/LewisClark2/Education/Explorers/Explorers.htm46

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