Lynn Alvarado
Kim Fox
Kathleen Gernat
Jenna Smith
Wouldn’t it be fun to travel back in time and meet
someone who is no longer alive, but someone
you would like to get to know?
Here is your chance! We have selected four
famous Americans who left behind legacies of
leadership, activism, and caring.
What will be your legacy?
SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a
democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary
McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United
Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting
rights), and César Chávez (workers’ rights).
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe
how they overcame them.
ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
a. Reads a variety of texts for information and pleasure.
c. Generates questions before, during, and after reading.
g. Summarizes text content.
h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
i. Makes connections between texts and/or personal experiences.
k. Self-monitors comprehension to clarify meaning.
l. Identifies and infers cause-and-effect relationships and draws conclusions.
m. Recalls explicit facts and infers implicit facts.
o. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to
preview text.
r. Applies dictionary, thesaurus, and glossary skills to determine word meanings.
ELA3R2 The student acquires and uses grade-level words to communicate
effectively. The student
a. Reads literary and informational texts and incorporates new words into oral and
written language.
b. Uses grade-appropriate words with multiple meanings.
c. Recognizes and applies the appropriate usage of homophones.
f. Determines the meaning of unknown words on the basis of context.
ELA3LSV1 The student uses oral and visual strategies to communicate. The
student
a. Adapts oral language to fit the situation by following the rules of conversation
with peers and adults.
b. Recalls, interprets, and summarizes information presented orally.
c. Uses oral language for different purposes: to inform, persuade, or entertain.
d. Listens to and views a variety of media to acquire information.
Students are to research four influential Americans of the 19th and early
20th centuries. They must plan a dinner party that includes invitations
and relevant discussion topics that pertain to their assigned American.
Students then take on the role of their influential person by performing
a short dinner party skit for the class.
1. Divide into groups of four. Each student in the group will then choose one
famous American: Frederick Douglass, Susan B. Anthony, Eleanor
Roosevelt, or Thurgood Marshall. Your job is to complete research, using
the power points in the turbo quest, in order to have a successful dinner
party!
2. After you research, you and your group will plan your dinner party. Some
things to consider:
• What food to serve?
• Background music?
• Attire?
• Relevant dinner discussion topics?
a. Each group member will assume the identity of their chosen American
and “be” that individual for the duration of the dinner party.
b. Each party will take place in front of the class for a minimum of five
minutes. Individuals must stay “in their character” for the duration of the
dinner party. Party conversations will be about key issues of each
American. The teacher will be a guest at each party in order to keep the
conversation moving as necessary.
Susan B.
Anthony
Frederick
Douglas
You are cordially invited to
a dinner party in honor of
some fellow famous
Americans
Eleanor Roosevelt
Thurgood
Marshall
Good Work!
Now you have increased your awareness about the four
famous Americans of the 19th and early 20th centuries:
•Frederick Douglass
•Susan B. Anthony
•Eleanor Roosevelt
•Thurgood Marshall
Even though the activity may have pushed people out of
their comfort zone, it will help with public speaking and
giving presentations in the long run!
This is how your work will be evaluated.
Was Your Party a Success?
Evaluation
Did all your guests participate
in the conversations?
Were the conversations
relevant to the period?
Were your menu, props &
entertainment appropriate?
Was it a fun party?
Everyone had a great time!
When can we come back?
4 points
Most of the guests had a
good time.
3 points
Some guests had a good
time.
Others were disappointed.
2 points
Next time, call a caterer.
1 point
• http://www.pbs.org/wgbh/aia/part4/4p1539.html
• http://www.nps.gov/archive/frdo/freddoug.html
• http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/douglass
• http://memory.loc.gov/ammem/doughtml/timeline.html
•http://www.biography.com/video.do?name=blackhistory&bcpid=1630415
358&bclid=1631259977&bctid=3627370001
• http://www.brainyquote.com/quotes/authors/f/frederick_douglass.html
•http://www.whitehouse.gov/about/first_ladies/eleanorroosevelt/
•http://www.pbs.org/wgbh/amex/eleanor/
•http://docs.fdrlibrary.marist.edu/erbio.html
•http://images.google.com/images?sourceid=navclient&rlz=1T4RNTN_en
US347US347&q=eleanor%20roosevelt
&um=1&ie=UTF8&sa=N&hl=en&tab=wi
•https://www.georgiastandards.org/Pages/default.aspx
•http://en.wikipedia.org/wiki/Thurgood_Marshall
•http://chnm.gmu.edu/courses/122/hill/marshall.htm
•http://www.thurgoodmarshall.com/home.htm
•http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/marshallthrgd
•http://www.susanbanthonyhouse.org/biography.shtml
•http://susanbanthony.net/
•http://www.winningthevote.org/SBAnthony.html
•http://www.susanbanthonyhouse.org/timeline.shtml
•Google Images