Standards-Based Unit Planning Template
Part II: Lesson Plan Template
Lesson Topic/Focus: Alice Roosevelt Longworth
Estimated duration of lesson: one Social Studies class; as many Reading Classes as
necessary; project time at home
Targeted Standards:
Academic
Expectations
2.16 Students
observe, analyze,
interpret human
behaviors, social
groupings, and
institutions to
better understand
people and the
relationships
among individuals
and among groups.
2.20 Students
understand,
analyze, and
interpret historical
events, conditions,
trends, and issues
to develop
historical
perspective.
Program of Studies
SS-8-CS-S-1
Students will
demonstrate an
understanding (e.g.,
speak, draw, write,
sing, create) of the
nature of culture by
exploring cultural
elements (e.g.,
beliefs,
customs/traditions,
languages, skills,
literature, the arts) of
diverse groups in the
United States prior to
Reconstruction and
explain how culture
served to define
specific groups and
resulted in unique
perspectives
SS-8-CS-S-5
Students will
compare examples of
cultural elements of
today to those in the
Core Content for
Assessment
SS-08-2.1.1
Students will
explain how
elements of culture
(e.g., language, the
arts, customs,
beliefs, literature)
defined specific
groups in the
United States prior
to Reconstruction
and resulted in
unique
perspectives.
DOK 2
SS-08-5.1.1
Students will use a
variety of tools
(e.g., primary and
secondary sources)
to describe and
explain historical
events and
conditions and to
analyze the
perspectives of
different
Other: English
Language
Proficiency,
Kentucky World
Languages
Framework,
Technology Student
Standards, Kentucky
Occupation al Skill
Standards
Standards-Based Unit Planning Template
United States prior to
Reconstruction, using
information from a
variety of print and
non-print sources
(e.g., media,
literature, interviews,
observations,
documentaries,
artifacts)
individuals and
groups (e.g.,
gender, race,
region, ethnic
group, age,
economic status,
religion, political
group) in U.S.
history prior to
Reconstruction.
DOK 3
SS-8-HP-S-2
Students will
investigate, using
primary and
secondary sources
(e.g., biographies,
films, magazines,
Internet resources,
textbooks, artifacts)
to answer questions
about, locate
examples of, or
interpret factual and
fictional accounts of
major historical
events and people.
Targeted Essential Question(s):
1. Who was Alice Roosevelt Longworth?
2. Why could Alice Roosevelt Longworth be described as a woman ahead of her
time?
3. How could you compare Alice Roosevelt’s time in the White House with that of
Sasha and Malia Obama?
Lesson Summary: Brief overview of the lesson
Student Preparation
1. In Reading class, students will read “What To Do About Alice: How Alice
Roosevelt Broke the Rules, Charmed the World, and Drove Her Father Teddy
Crazy,” by Barbara Kerley.
Teacher Preparation
Standards-Based Unit Planning Template
1. Teacher will read “Alice: Alice Roosevelt Longworth, From White House
Princess to Washington Power Broker,” by Stacy A. Cordery.
Social Studies Class
1. Students will watch a History Channel video: “The Presidents – Theodore
Roosevelt,” which will acquaint them with Alice’s father and his achievements.
2. Students will be asked to brainstorm about what it must be like to be a
child/teenager living in the White House. Students will list pros and cons, using
the Obama children as an authentic reference.
3. After the entire class has finished the book, students will Think-Pair-Share about
Alice Roosevelt Longworth. What did she do that was different from other girls
her age? How did her actions possibly affect today’s youth?
4. Students will be given a Task Rotation and allowed to choose one topic. Topics
will encompass multiple intelligences and learning styles.
5. Students will be assessed on their project using Kentucky’s Holistic Scoring
Guide.
Part II: Lesson Plan Template
Instructional Activities/Assessment: Plan strategies and activities that are equitable
and reflect best practices (e.g. student inquiry, Universal Design, conferencing,
research-based activities, problem-based learning, higher order thinking,
multiculturalism, positive behavior supports, Sheltered Instruction)
Standards-Based Unit Planning Template
Strategies (check all that apply)
x Summarizing and note taking
x
x
Cooperative learning
Questions, cues and advanced organizers
Homework and practice
x
x
Non-linguistic representations
Reinforcing effort and providing
recognition
Generating and testing hypotheses
Identifying similarities and differences
Setting objectives and providing
feedback
Other
Marzano http://www.marzanoandassociates.com/
Procedure
Laying the Groundwork:
1. Students will complete during Reading Class “What To Do About Alice?: How
Alice Roosevelt Broke the Rules, Charmed the World, and Drove Her Father
Teddy Crazy.”
2. Teacher will read “Alice: Alice Roosevelt Longworth, from White House
Princess to Washington Power Broker.”
Social Studies Class
1. Students will watch a History Channel video: “The Presidents – Theodore
Roosevelt,” to acquaint them with Alice’s father.
2. Students will be asked to brainstorm about what it must be like to be a
child/teenager living in the White House. Students will list pros and cons, using
the Obama children as an authentic reference.
3. After the entire class has finished the book, students will Think-Pair-Share about
Alice Roosevelt Longworth. What did she do that was different from other girls
her age? How did her actions possibly affect today’s youth?
4. Students will view photographs of Alice Roosevelt as a bride and as a White
House teenager.
5. Students will be given a Task Rotation and allowed to choose one topic. Topics
will encompass multiple intelligences and learning styles.
6. Students will be assessed on their project using Kentucky’s Holistic Scoring
Guide.
Task Rotation:
Mastery
1. Imagine you are a newspaper reporter writing an article about Alice Roosevelt
towards the end of her father’s term in office. Discuss some of the
interesting/shocking things she did. Remember that you are writing from her time
period, not ours today.
OR
2. Write a newspaper article from current time discussing Alice Roosevelt’s
Standards-Based Unit Planning Template
groundbreaking behavior and explain how her behavior impacted the youth of
today.
Interpersonal
1. Pretend you are Alice Roosevelt and write a diary detailing the high points of
your life, focusing upon your time in the White House.
OR
2. Pretend you are a psychiatrist and write a paper explaining how Alice’s behavior
stemmed from her birth, her early years, and how she became part of her father’s
new family. Be sure you back up your statements with actual behavior
undertaken by Alice.
Understanding
1. What would it be like to be a child living in the White House? Compare Alice
Roosevelt’s behavior with other White House children. How are they alike?
How are they different? (This will involve research on your part. Be sure to be
specific in your use of examples).
OR
2. Aside from the president, should the presidential family be allowed to live private
lives? Why or why not? Do the privileges they enjoy come with certain
responsibilities? Explain your answer using specific details from Alice Roosevelt’s
life, or other first families. Further, draft some rules of behavior for all children
living in the White House.
Self-Expressive
1. Draw or make a diorama of an incident in Alice Roosevelt’s life.
OR
2. Compose lyrics to a song or rap about Alice Roosevelt.
OR
3. Write a poem or fairy tale about the life of Alice Roosevelt (this can not be just a
few lines).
Evaluation/Assessment (Formative, Summative, CATS-like)
Pre-Assessment
Open Response
Anecdotal Records
On-Demand
Checklist
Writing Portfolio Tasks
Standards-Based Unit Planning Template
x
Multiple Choice
Open-Ended
Questioning Techniques
x
Quiz/Test
Self-Assessment/Reflection
Other - Holistic Scoring Guide
Click here for Kentucky General Scoring Guide, Holistic Scoring Guide, and Rubric Template.
Another useful resource is English Language Proficiency Standards for Kentucky Schools
Instructional Companion
Notes:
Part II: Lesson Plan Template
Resources/Technology: Think about practical issues and materials needs for lesson
implementation.
1.
2.
3.
4.
5.
6.
Drop-down LCD projector.
Classroom computer.
Photos of Alice Roosevelt Longworth from Google Images.
Task Rotation sheet.
KY Holistic Scoring Guide.
“What to Do About Alice?: How Alice Roosevelt Broke the Rules, Charmed the
World, and Drive Her Father Teddy Crazy.” Barbara Kerley. Scholastic Book
Service. 2008. New York, New York. (Reading level 5.2; .5 AR points).
7. “Alice: Alice Roosevelt Longworth, from White House Princess to Washington
Power Broker.” Stacy A. Cordery. Penguin Group. 2007. New York, New
York.
8. “The Presidents – Theodore Roosevelt.” The History Channel.
Additional Notes/Attachments
This lesson is designed as an interdisciplinary cultural enrichment activity as Alice
Roosevelt’s time period is not included in Middle School core content.