Wilcox Mansion

Author: Elyssa Place

Date created: 03/23/2012 1:53 PM EDT ; Date modified: 03/25/2012 5:01 PM
EDT
Subject(s)
Social Studies
Grade/Level
Grade 5
Lesson Plan Component
State Standards
NY- New York State Common Core Standards (2011)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects
Grade: Grade 5 students:
Strand: Speaking and Listening
Domain:
Comprehension and Collaboration
Standard:
1. Engage effectively in a range of collaborative discussions (one-on-
one, in groups, and teacherled) with diverse partners on grade 5 topics
and texts, building on others ideas and expressing their own clearly.
Indicator:
b. Follow agreed-upon rules for discussions and carry out assigned
roles.
Domain:
Presentation of Knowledge and Ideas
Standard:
4. Report on a topic or text or present an opinion, sequencing ideas
logically and using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
NY- New York State Standards
Subject: Social Studies (1996)
Learning Standard 1 : History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding
of major ideas, eras, themes, developments, and turning points in the history of
the United States and New York.
Level: Elementary
Key Idea: Study about the major social, political, economic, cultural, and
religious developments in New York State and United States history involves
learning about the important roles and contributions of individuals and
groups.
listen to and participate in classroom debates and discussions of important
events and people in U. S. history and New York history, and examine more
than one viewpoint on some events and people
discuss heroes, why some people are heroes, and why some individuals
might be heroes to certain groups and not to others
conduct a historical case study about an important environmental concern
affecting their citys or neighborhoods water supply, housing
accommodations, or transportation system, and examine competing views
on the issues
investigate the importance of scientific and technological inventions such as
the compass, steam engine, internal combustion engine, and computer chip.
Performance Indicator:
Identify individuals who have helped to strengthen democracy in the
United States and throughout the world.
Key Idea: The skills of historical analysis include the ability to: explain the
significance of historical evidence; weigh the importance, reliability, and
validity of evidence; understand the concept of multiple causation;
understand the importance of changing and competing interpretations of
different historical developments.
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s read historical narratives, literature, and many kinds of documents and
investigate building, tools, clothing, and artwork to explore key events
and/or issues in the history of their city, community, neighborhood, state,
and nation; summarize the main ideas evident in the source and identify the
purpose or point of view from which the source was created; discuss how
interpretations or perspectives develop and change as new information is
learned. (Based on National Standards for History Grades K-4)
s visit historic sites, museums, libraries, and memorials to gather
information about important events that affected their neighborhoods,
communities, or region
s explore the literature, oral traditions, drama, art, architecture, music,
dance, and other primary sources of a particular historic period.
Performance Indicator:
View historic events through the eyes of those who were there, as shown
in their art, writings, music, and artifacts.
Goal
The students will know about the inauguration of Theodore Roosevelt after going
to the Wilcox Mansion in Buffalo, New York, where it took place.
Instructional Objective
1. The students will be able to help the teacher fill out a graphic organizer (see
attached) on the events that took place before and during the inauguration. The
graphic organizer will have all the information that the teacher writes on the board
and any information the children chose to add.
2. The students will be able to create a newspaper based on a worksheet they
filled out on the field trip about the five senses, a youtube video that is a re-
enactment of the event and a website that has information about Roosevelt's
progressive ideas.
3. The students will be able to work in groups of two. They will work together with
limited disagreements to create the newspaper and create a presentation.
Rationale for lesson
Social Studies is very important in education. Students become informed citizens that are critical
thinkers. Cicero said, history is the witness that testifies to the passing of time; it illuminates
reality, vitalizes memory, provides guidance in daily life, and brings us tidings of antiquity.
Children grow from learning about history.
With this particular Social Studies lesson, students will learn about Theodore
Rooselvet. He is a great role model for children. They can see leadership and
develop their public speaking skills by watching him. They will learn about one of
America's most influential presidents.
Anticipatory Set
The teacher will begin the lesson by asking the students what they thought about
the trip. On the trip, the students filled out a graphic organizer about their five
senses. The teacher will go over what they put on them and write them on the
board. The teacher will ask the children if they know who a news reporter is and
then explain that reporters use their five senses when they are at an event that
they are going to write about.
The teacher will explain that they are going to imagine that they are at President
Roosevelt's Inauguration while they watch a youtube video on it (www.
youtube.com/watch?v=ww_RcEAfT1o). As they watch the video they will write more
of their five senses in the graphic organizer. After they watch the video, the
teacher will go over what they wrote with them.

Step by Step Procedures
1. The teacher will explain to the children that they are going to be writing their
own newspaper about Roosevelt's Inauguration in groups of two and then present
their paper to the class. She will ask the children what other kind of information
they will need to know to write a newspaper article and guide them to answer
when it happened, where is happened, who was there, what happened and
background information. They are going to pretend that they are reporters during
the inauguration. They have to tell the people of American the facts about their
new president. They will use their five senses graphic organizer and another
graphic organizer on what exactly happened.
2. The teacher will write "When", "Who was there", "Where did it take place",
"Background Information", "What happened and End Result" on the board like how
the graphic organizer looks (see attached). Then the teacher will handout the
graphic organizers to the children.
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3. Together the teacher and the children will fill out the graphic organizer.
Background information- President William McKinley was shot September
6, 1901. The Vice President is next in line to become President.
When- September 14, 1901
Where- Buffalo, New York
Who was there- Roosevelt, Members of the cabinet, Wilcox family,
newspaper men
What happened- Without barely any announcement the cabinet members
arrived at the mansion
They met in a small library in the house and all the
onlookers filed in
Mr. Root, Secretary of war, asked Roosevelt to take
the oath of office
"Mr. Secretary - I will take the oath. And in this hour
of deep and terrible national bereavement, I wish to state that it shall be my aim
to continue, absolutely without variance, the policy of President McKinley, for the
peace and honor of our beloved country."
September 19th was announced a national day of
mourning for President McKinley
4. Then the children will be broken up into groups of two. The teacher will try to
pair kids based on ability. Children that are more capable will be paired with
children that need more help.
5. The children will then go to the computer room and each find three other facts
from this web site.. http://www.theodoreroosevelt.org/life/biopictures3.htm. The
teacher will explain that the children will be reading about when he was Vice
President. They can include 3 or more facts that they believe are interesting or
something citizens should know about their new president.
6. Once they find their facts they will go into their groups and type their newspaper
in a word document. The teacher will change the format so that the document has
two columns so it looks like a newspaper. The teacher will walk around and help
the children when it is needed. The children are encouraged to find pictures online
to put on the newspaper.


Modeling
The teacher will model how to fill in the graphic organizer.
The teacher will go through the thought processes of how a reporter thinks and
develops the story.
Checking for Understanding
The teacher will make sure every child has the 5 senses graphic organizer and the
what happened graphic organizer filled out correctly with all the information.
The teacher will walk around as the children write their newspapers and make sure
all the children are on track.
The teacher will make sure all the information is in the newspapers once they are
written.
Guided Practice
As the children fill out the graphic organizers, the teacher will make sure all the
children are writing the correct information.
As the children write their newspapers, the teacher will walk around and make
sure the children are doing it correctly.
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Closure
Once the children finish the newspaper, they can print it out and practice their
presentation. Both children have to talk.
Once everyone is finished they can go back to the classroom and present their
newspapers.
Final Evaluation
The teacher will correct the newspapers and make sure they have all the
information.
The students will have a short worksheet (see attached) to fill out for homework.
The must get at least 80%.
Independent Practice
The children will fill out the homework sheet (see attached) as their independent
practice.
Materials Needed
- Graphic organizer (see attached)
- Computers
- Printer
- Homework sheets (see attached)
Modifications/Adaptations
The teacher will re-direct Shirlyn periodically. She tends to become distracted easily
but a pat on the shoulder will keep her on track.
The teacher will remain close to Amarion and help guide him through her graphic
organizer. He has a very hard time not being distracted and always needs to be
close to the teacher and not around other children. The teacher will pair him with a
student that is very competent and that will help Amarion understand the material.
The children that have a harder time writing information in a clear way will be
paired with the children that do not have such a hard time.
Special Alerts
The students have a hard time being motivated and staying on task. The teacher
should stay excited and use a lot of positive reinforcement. The teacher should
also move around a lot to keep the children engaged.
The teacher may need to help the children that are not moving as quickly as the
others when they are working on the newspaper so that the lesson does not take
too long. Another possibility is to provide another time for children to finish, like
recess or after school.
Collaborative Planning
The other teachers in the room will help keep the children on track and encourage
them to keep doing their work. They will provide positive encouragement.

Role of Support Staff
Mrs. B can help look at the graphic organizers and newpapers before the
presentations to make sure all the information is included.
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