Chasing+George+Washington+Reinforcing+Activity

Lesson Plan Author: _Marilyn A. Friga_
 * NCSS Notable Trade Book Lesson Plan**

Social studies programs should include experiences that provide for the study of the past and its legacy. Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. || Laminated shapes to stick on whiteboard or wall display for the timeline. Internet connection, construction paper or cardboard. Tape strip for line on the wall. || 3) Students will demonstrate understanding by creating a White House Timeline. ||
 * **Title of NCSS Notable Trade Book:** || Chasing George Washington __by Ronald Kidd. ||
 * **Book Summary:** || A class trip is touring the White House when three mischievous students knock a painting of our Founding Father, George Washington off the wall--and the first President comes alive! The students meet and learn unique facts about the White House’s history from other famous occupants of the house, while being chased, by Agent Flowers of the Secret Service. This book provides the reader and audience a wonderful lesson in learning about the White House, while sharing inquisitive historical facts. ||
 * **NCSS Standards:** || ** Strand: Time, Continuity, and Change **
 * Strand: Power, Authority and Governance**
 * **Materials:** || Attached Power point with hyperlinks that includes a virtual tour and floor plans of the White House design. Computer/Overhead projector. SmartBoard if available. Microsoft PowerPoint software.
 * **Objectives:** || 1) The students will understand some of the historical facts and or artifacts that are a part of the White House’s history. 2) Students will be able to explain the items’ history included in the story, placing them in a timeline sequence.
 * **Procedures:**

//Exploration/ Introduction://

//Development://

//Expansion:// || Open class by asking students, to identify the building and the character displayed in the first slide. [//Response should be George Washington, our first President of the United States; and The White House located in our nation’s capital.]// Ask students if they know who lives in the White House today? [//Response should be Barack Obama and his family; Michelle, Malia and Sasha Obama.//] Teacher can read the letter from Michelle Obama as an opener to the story and introduce Annie, Dee, and Jose’ the students whose tour becomes an adventure. Do a Book Walk with students to piqué their interest and understand any unfamiliar vocabulary. Have students look at pictures and PowerPoint to determine what the story is about, and provides them with some familiarity of the rooms in the White House. Note: Clicking on the virtual tour allows for floor plans, room descriptions etc. [Use with a SmartBoard would allow students to participate by following the path that the students in the book take as they chase George Washington into various rooms of the house.] Teacher may read the book aloud, or have various students read the chapters aloud; or teacher may give an overview of the characters and the historical changes that occurred in the White House over time. Talking points on PowerPoint slide 2. Two options on activity after discussion: Students time line cubes with dates and events can be cut out and scrambled. Have students glue to a piece of construction paper in order. Or if time line cubes were enlarged and laminated; have students take turns putting the cubes in order on the wall. Closure: Review, discuss or assign as homework to students which items they would like to have at their house if they were the President of the United States. || Students could respond to an open-ended response: What would I change and/or construct in the White House if I was President? || [|http://www.whitehousemuseum.org] [] [] [] [] [] [] ||
 * **Assessment:** || Check for correct sequence when completed. If done as an individual assignment, use a rubric for correctness. If done as a performance assessment, use a check sheet with students’ names for accuracy in creating a historical timeline in sequence. Rubric if a writing assignment is made for homework or extended activity. ||
 * **Suggested**
 * Extension**
 * Activities:** || Have students explore other items/events that have happened in the White House that have changed over time and add them to the timeline. A research project of pets that have lived in the White House could be a challenge for gifted/talented students and created on a time line format.
 * **Additional**
 * References & Web Links** || []