EXPANDING BOUNDARIES. CHANGING LIVES.
Home
EXPANDING BOUNDARIES. CHANGING LIVES.
0

Slavery and the White House: Paul Jennings - FREE

by  DC Area National Parks and Partners

Program image

Objective: Students will learn about Paul Jennings, an enslaved man owned by the Madison's, and his impact on history through the use of Thinking Routines, analyzing primary sources, and understanding multiple perspectives of historical events. This lesson is designed in three parts.  Each part has an accompanying PowerPoint resource available.  Student exploration part has audio accommodations embedded. *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. Part 1: Teacher Opening Lesson - Teachers will lead the students through discussions surrounding primary sources from historical events.  The discussions should be broken into two parts. The first part of the discussion should be focused on what the students see, what they think about that, and what wonderings they have. The second part of the discussion should be focused on what is the main story being told in the image, what stories might be happening on the side, and what stories are hidden.  These discussions help to set the stage for students to understand that history has multiple perspectives and there are perspectives that go untold.

 Part 2: Student Exploration - This part of the lesson is student guided and paced.  Students will be learning about Paul Jennings' life from birth to death.  As the students are reading or listening to the information, they will be asked to jot three VIPs (Very Important Points) from that section that they want to remember about Paul.  The slides with written information have an audio recording so students can listen to the information.  Within the student exploration, there are 2 additional opportunities to engage with a Making Thinking Visible thinking routine to strengthen student understanding and relevance. 

Part 3: Performance Assessment - Students will create one of four performance assessment options to encapsulate their learning about Paul's life.  These assessment options ask the students to create a product that helps others remember Paul Jennings's life and historical contributions. The performance assessment options are: creating a historical marker, creating a picture book, writing a newspaper article, and designing a museum exhibit using a historical artifact. Virtual Ranger Visit: After the first two components are completed, a Park Ranger will virtually visit the classroom for a 20-30 minute program from inside the White House Visitor Center.  This virtual visit will extend upon information learned about slavery and the White House. Park Visit: The first two components of this lesson were designed to be completed prior to visiting the White House Visitor Center to participate in an on-site education program.  The third component can be completed before or after the visit to the White House Visitor Center.  Maximum number of students for on-site education program is 60.

Program Rating

This program has not yet been evaluated.
Book it!

About This Program

Cost

By Request: $0.00
By Request Premium: $0.00

FREE!



Length

Lesson - minimum of 3-45 mins. sessions; virtual Ranger visit - 20-30 mins.


Target Audience

Education: Grade(s) 3, 4, 5

Minimum participants:

Virtual and On-Site: Minimum 20 students

Maximum participants:

Virtual: No maximum; On-site: 60 students


Primary Disciplines

Language Arts/English, Literacy, Social Studies/History, Writing


Program Delivery Mode

Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, Blue Jeans, etc...)
Zoom
Microsoft Teams



Booking Information

Virtual Ranger visit and on-site education programs are only available on Tuesday, Wednesday, Thursday at 9:30am, 10:00am, or 10:15am.

Book it!

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Notify the Education Team at President's Park at least 24 hours in advance of any cancellations

About This Provider

Content Provider logo

 

DC Area National Parks and Partners

Rockville, MD
United States

National parks and partners in the Washington, D.C. area are collaborating to offer a variety of programs for 4th and 5th graders.  Choose from science and history topics that fit your curriculum needs.  Explore with your students the amazing resources around the nation's capital.

Contact:
William Schrack
william@parktrust.org
3012797275

Program Details

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.