American Stories…..Amazing Americans
Jen Grupp
Washington Elementary
Summer 2008
Library of Congress, Prints &
Photographs Division, FSA-OWI Collection,
LC-USW3-023953-C (b&w film neg.)
In this unit, students will investigate amazing Americans throughout history who left
behind memorable American stories. They will research information about an amazing
American and create a Power Point Presentation about each person and present orally to
the class. Students will improve reading skills using non-fiction materials. Through their
research they will become aware of the use of primary sources, enhance their research
skills, and develop an understanding of how an individual’s actions can influence
America.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended time frame
Grade level
Curriculum fit
Materials
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Students will:
 be able to identify primary and secondary resources
 access the Library of Congress to find primary
resources pertaining to amazing Americans
 navigate American Memory and America’s Library
within the Library of Congress to find primary
sources
 cite primary sources in an appropriate format
 create a PowerPoint presentation detailing the
contributions of an amazing American inserting
primary sources
 orally present PowerPoint to class portraying the
amazing American
10 days
4th Grade
Language Arts, Technology, and Social Studies
 Student Power Point Template
 Power Point Model
 http://www.loc.gov/families/
Teaching with Primary Sources
Illinois State University
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Resource Table (within Power Point too)
Power Point Checklist
Power Point Rubric
Oral Presentation Rubric
Power Point Planning Packet
Classroom reading textbook
LCD projector connected to computer
Computer for each student
Illinois State Learning Standards
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Language Arts
GOAL 1: Read with understanding and fluency.
 1.B. Apply reading strategies to improve
understanding and fluency.
GOAL 3: Write to communicate for a variety of
purposes.
 3C. Communicate ideas in writing to accomplish a
variety of purposes.
GOAL 5: use the language arts to acquire, assess,
and communicate information.
 5A. Locate, organize, and use information from
various sources to answer questions, solve problems,
and communicate ideas.
 5B. Analyze and evaluate information from various
sources.
Social Studies:
GOAL 16: Understand events, trends, individuals,
and movements shaping the history of Illinois, the
United States, and other nations.
 16 A. Apply the skills of historical analysis and
interpretation.
GOAL 18: Understand social systems, with an
emphasis on the United States.
 18 B. Understand the roles and interactions of
individuals and groups in society.
Procedures
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Day One:
 Discuss amazing Americans and give examples of
amazing Americans. Review amazing Americans
from the American Stories theme in the reading
textbook. What makes an amazing American? Who
are some amazing Americans you know? How has
Teaching with Primary Sources
Illinois State University
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this person influenced American society? Why
might people want to read about this person?
Define primary and secondary sources.
List examples of each within groups of students, use
textbook examples and other media in the room.
Show “American Stories….Amazing Americans”
PowerPoint
Discuss primary sources found in PowerPoint
Day Two:
 Give PowerPoint Planning packet handout. Explain
each page.
 Show PowerPoint again pointing out primary
sources.
 Model filling out an example of each box in
handout.
 Individually practice navigating America’s LibraryAmerica’s Story and American Memory
http://www.loc.gov/families/ (This activity is
teacher directed.)
 Stop and discuss primary sources found while
exploring. Which did they find most interesting?
Most helpful? Frustrating? Discuss problems and
solutions.
 Choose the Amazing American they would most
like to research. Put the name of the person on their
planning packet.
Days Three-Five
 Explain requirements and rubric. Students are
required to research their person finding at least five
primary sources.
 Final project will include:
 one completed resource PowerPoint planning
packet
 resource table within PowerPoint of five primary
sources
 “American Stories….Amazing Americans”
Power PointPresentation inserting primary
sources and facts about the American
 oral presentation of PowerPoint as student
portrays the American (Student may dress up
and speak like the American.)
 On Day 4 show students an example of primary
source table.
Teaching with Primary Sources
Illinois State University
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Have students find one primary resource.
Begin to work on completing PowerPoint Planning
packet. Students may refer to teacher PowerPoint
Model for assistance.
Finish packet at the end of Day 5.
Days Six-Eight
 Conduct a teacher-guided lesson on the use of
PowerPoint.
 Show Student PowerPoint Template
 Using the planning packet, students will begin to
create their PowerPoint Presentation using the
template provided.
 Use PowerPoint Checklist as completing
PowerPoint
Days Nine-Ten
 Practice speech using rubric. Pair up with another
student and a laptop. Each student will practice
his/her speech as the PowerPoint plays.
 Practice speech as homework each evening too.
Day Eleven
 Present final project to the class.
Evaluation
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Students will be evaluated on:
 PowerPoint Planning packet
 PowerPoint Checklist
 PowerPoint rubric
 Oral presentation rubric
Extension
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Add more slides to their PowerPoint
Dress up as the Amazing American for the oral
presentation
Teaching with Primary Sources
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Primary Resources from the Library of Congress
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Primary source
Description
Picture of Mark
Twain in his famous
white suit holding a
pipe.
Mark Twain piloted
steamboats on the
Mississippi River.
Sketch of
Huckleberry Finn
holding a cat.
Citation
“[Samuel Langhorne
Clemens, threequarter length
portrait, seated, facing
slightly right, holding
pipe].” Created
[between 1900 &
1910]. C1941. Prints
and Photographs
Division, Library of
Congress
A. Janicke & Co.
“Our City. (St. Louis,
MO.).” 1859. Prints
and Photographs
Division, Library of
Congress
URL
http://www.americasli
brary.gov/cgibin/page.cgi/aa/writer
s/twain/name_1
Kemble, Edward
Windsor, artist,
“Huckleberry Finn.”
1884. Prints and
Photographs Division,
Library of Congress
http://www.americasli
brary.gov/cgibin/page.cgi/aa/writer
s/twain/huckfinn_1
http://www.americasli
brary.gov/cgibin/page.cgi/aa/writer
s/twain/name_2
Teaching with Primary Sources
Illinois State University
The wealthy and the
poor lived very
different lives in
Twain’s time.
“New York city-Rich
and Poor; or the Two
Christmas Dinners-a
Scene in Washington
Market, Sketched
from Real Life.”
From Frank Leslie’s
Illustrated
Newspaper, January
4, 1873.
http://www.americasli
brary.gov/cgibin/page.cgi/aa/writer
s/twain/humorist_2
Mark Twain playing
pool.
“Mark Twain, HalfLength Portrait,
Standing, Facing
Front, Holding Cue
Stick at Pool Table.”
Between 1870 and
1910. Prints and
Photographs Division,
Library of Congress
http://www.americasli
brary.gov/cgibin/page.cgi/aa/writer
s/twain/humorist_3
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Rubric
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American Stories…..Amazing Americans
Power Point Rubric
Teacher: Mrs. Grupp
Student’s name __________________________________
Category
Sources
Slide 1
4
Source
information
collected for
all primary
sources. All
documented
in desired
format.
3
Source
information
collected
for all
primary
sources.
Most
documented
in desired
format.
All
One
requirements requirement
were met.
was not
completely
met.
2
1
0
Source
information
collected for
primary
sources, but
not
documented
in desired
format.
Very little
source
information
was
collected.
No source
information
was
collected.
Two
requirements
were not
completely
met.
More than
two
requirements
were not
completely
met.
The
requirements
were not
met.
Teaching with Primary Sources
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Slide 2
All
One
requirements requirement
were met.
was not
completely
met.
Two
requirements
were not
completely
met.
More than
two
requirements
were not
completely
met.
The
requirements
were not
met.
Slide 3
All
One
requirements requirement
were met.
was not
completely
met.
Two
requirements
were not
completely
met.
More than
two
requirements
were not
completely
met.
The
requirements
were not
met.
Slide 4
All
One
requirements requirement
were met.
was not
completely
met.
Two
requirements
were not
completely
met.
More than
two
requirements
were not
completely
met.
The
requirements
were not
met.
Slide 5
All
One
requirements requirement
were met.
was not
completely
met.
Two
requirements
were not
completely
met.
More than
two
requirements
were not
completely
met.
The
requirements
were not
met.
One error in Two errors
grammar
made in
and spelling grammar
and spelling.
More than
two errors
made in
grammar
and spelling.
More than
three errors
made in
grammar
and spelling.
Degree of
proofreading
No errors in
grammar or
spelling.
Teaching with Primary Sources
Illinois State University
American Stories…..Amazing Americans
Oral Presentation
Teacher: Mrs. Grupp
Student’s name____________________
Preparedness Interesting,
well-rehearsed
with smooth
delivery that
held audience
attention.
Volume
Volume was
loud enough to
be heard by all
audience
members
throughout the
presentation.
Listened
Listens to
intently. Did
other
presentations not make
distracting
noises or
movements.
Props
Relatively
interesting,
rehearsed with
a fairly smooth
delivery that
usually held
audience
attention.
Volume was
loud enough to
be heard by all
audience
members at
least 90% of
the time.
Listened
intently but
had one
distracting
noise or
movement.
Delivery
not smooth,
but held
audience
attention
most of the
time.
Delivery not
smooth and
audience
attention
lost.
Student
did not
present.
Volume
was loud
enough to
be heard by
all audience
members at
least 80%
of the time.
Sometimes
did not
appear to be
listening
but was not
distracting.
Volume
often too
soft to be
heard by all
audience
members.
Student
did not
present.
Sometimes
did not
appear to be
listening and
had
distracting
noises or
movements.
Student used
Student used 1 Student
The student
several props
prop that
used 1 prop used no
(could include showed
that made
props OR
costume) that
considerable
the
the props
showed
work/creativity presentation chosen
considerable
and which
better.
detracted
work/creativity made the
from the
and which
presentation
presentation.
made the
better.
presentation
better.
Student
did no
present.
Student
did not
present.
Teaching with Primary Sources
Illinois State University
Stood up
straight,
looked relaxed
and confident.
Established
eye contact
with everyone
in the room
during the
presentation.
Content Showed a full
understanding
of the topic.
Eye
contact
Speaks
clearly
Stood up
straight and
established eye
contact with
everyone in the
room during
the
presentation.
Sometimes
stood up
straight and
established eye
contact.
Showed a good Showed a good
understanding understanding
of the topic.
of parts of the
topic.
Spoke clearly
Spoke clearly
Spoke clearly
and distinctly
and distinctly
and distinctly
all (100-95%) all (100-95%) most ( 94-85%)
the time, and
the time, but
of the time.
mispronounced mispronounced Mispronounced
no words.
one word.
no more than
one word.
Slouched
and/or did not
look at people
during the
presentation.
Student
did not
present.
Did not seem
to understand
the topic very
well.
Often
mumbled or
could not be
understood OR
mispronounced
more than one
word.
Student
did not
present.
Student
did not
present.
Teaching with Primary Sources
Illinois State University
Handouts
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“American Stories…..Amazing Americans”
Name:_______________________
Power Point Presentation Fall 2008
POWER POINT PLANNING PACKET
For the next few weeks, you will use your computer lab time and
Microsoft Power Point to create a narrated slideshow about an Amazing
American.
You will be expected to have part of the slideshow “mapped out”
in this “sloppy copy” packet. Access the following website to find the facts
and primary sources for your Amazing American: http://www.loc.gov/families/
Access American Library-Meet Amazing Americans and American Memory.
Have fun…and be creative! 
Slide 1
Slide 1: Introduction
The text on this slide should
include the title “American
Stories….Amazing Americans,”
the name of your Amazing
American, your name, and Fall
2008. Choose a primary
resource that best represents
your American.
Teaching with Primary Sources
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Slide 2
Slide 2: Did you know….
The text on this slide should
include the topic, your American’s
name, where your American lived,
and information about his/her
life. Bullet your information and
write in complete sentences.
Choose a primary resource that
best represents the information
provided about your American.
Slide 3
Slide 4
Slide 3: Contributions
The text on this slide should
state the topic, your American’s
name, and the “amazing”
contribution he/she made to
American society. Bullet your
information and write in complete
sentences. Choose a primary
resource that best represents
the information provided about
your American.
Slide 4: Interesting Tidbits
The text on this slide should
state the topic, your American’s
name, and 3 interesting facts
about your American. Bullet your
information and write in complete
sentences. Choose a primary
resource that best represents
the information provided about
your American.
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Slide 5
Slide 5: Resource Table
Slide 6
On this slide you should create a
text box labeled resource table
and insert a table with 4 columns
and 3 rows. You’ll copy and paste
the thumbnail image, description,
citation, and URL for each slide.
Slide 6: Resource Table Cont.
On this slide you should create a
text box labeled resource table
cont. and insert a table with 4
columns and 2 rows. You’ll copy
and paste the thumbnail image,
description, citation, and URL for
each slide.
Teaching with Primary Sources
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Checklist for Slides 1-6 Name______________________________
Slide 1
_____Font easy to read _____Font size 32 for title _____ Title correct
_____Background color (apply to all) _____Transitions (apply to all)
_____Easy to read font with chosen background
_____Primary source appropriate for topic _____Name of American
_____Your name
______Fall 2008
_____Sound not distracting (music or sound without words)
_____Hid sound box
_____Check spelling
_____Save
Slide 2
_____Font easy to read _____Font size 32 in title box
_______Did You Know… for topic _______American’s name
_______Where American lived
_______Information about his/her life
______Primary source appropriate for topic _______Used bullets
_______Sentences
_____Text takes up space in box
_____Check spelling
_____Save
Slide 3
_____Font easy to read _____Font size 32 in title box
_______Contributions in title box _______American’s name
_____Primary source appropriate for topic _____ Explained contributions
______Used bullets _____Sentences
_____Text takes up space in box
_____Check spelling
_____Save
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Slide 4
_____Font easy to read _____Font size 32 in title box
_______Interesting Tidbits in title box _______American’s name
_____Primary source appropriate for topic _____ Explained 3 facts
______Used bullets _____Sentences
_____Text takes up space in box
_____Check spelling
_____Save
Slide 5
_____Font easy to read _____Font size 32 in title box
_______Resource Table in title box
______Copied and pasted 3 primary sources
______Copied and pasted 3 descriptions
_______Copied and pasted 3 citations
______Copied and pasted 3 URL’s
_____Check spelling
_____Save
Slide 6
_____Font easy to read _____Font size 32 in title box
_______Resource Table Cont. in title box
______Copied and pasted 2 primary sources
______Copied and pasted 2 descriptions
_______Copied and pasted 2 citations
______Copied and pasted 2 URL’s
______Check spelling
_____Save
Teaching with Primary Sources
Illinois State University