Format
1. This program begins with the teacher leading a discussion about two primary source images of historic events.
2. Students will then engage with a self-guided learning experience about Paul Jennings life.
3. A Park Ranger will virtually visit the classroom to explore the White House Visitor Center.
4. (Optional) The students will visit the White House Visitor Center to participate in an education program.
5. Students will present their learning using a performance assessment.
*On the material list, the PDF titled "PowerPoint Resource Links" provides teachers with access to the three components of the lesson. Download a personal copy to ensure that teacher notes and directions can be viewed on a personal device.
Objectives
Participants will explore and explain the life of Paul Jennings.
Participants will use a critical lens to analyze multiple perspectives of historic events.
Participants will engage in discussions, self-guided learning experiences, and a performance assessment to encapsulate learning.
Standards Alignment
National Standards
Common Core Standards:
Grade Level: 3rd -- English Language Arts:
• RI.3.1 – Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
• RI.3.3 – Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text, using
language that pertains to time, sequence, and cause/effect.
• W.3.2 - Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
Grade Level: 4th -- English Language Arts:
• RI.4.1 – Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
• RI.4.3 – Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific
information in the text.
• W.4.2 - Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
Grade Level: 5th -- English Language Arts:
• RI.5.1 – Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
• RI.5.3 – Explain the relationships or interact between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text.
• W.5.2 - Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
State Standards
Virginia Standards of Learning:
Grade Level: 4th -- Virginia Studies:
• VS.1.a – The student will demonstrate skills for historical thinking, geographical
analysis, economic decision making, and responsible citizenship by analyzing
and interpreting artifacts and primary and secondary sources to understand
events in Virginia history.
• VS.1.d – The student will demonstrate skills for historical thinking, geographical
analysis, economic decision making, and responsible citizenship by recognizing
points of view and historical perspectives.
Grade Level: 5th -- US History to 1865:
• USI.1.a – The student will demonstrate skills for historical thinking,
geographical analysis, economic decision making, and responsible citizenship
by analyzing and interpreting artifacts and primary and secondary sources to
understand events in United States history.
Washington, DC Standards of Learning:
Grade Level: 3rd -- Social Studies:
• 3.4.2 – Emphasizing the most significant differences, students describe
Washington, DC, at the end of the 18th, 19th, and 20th centuries. Construct a
chronological explanation of key people and events that were important in
shaping the character of Washington, DC, during the 18th, 19th, and 20th
centuries.
Grade Level: 4th -- Social Studies:
• 4.10. – Emphasizing the most significant differences, students describe
Washington, DC, at the end of the 18th, 19th, and 20th centuries. Construct a
chronological explanation of key people and events that were important in
shaping the character of Washington, DC, during the 18th, 19th, and 20th
centuries.