Students click here
Teacher’s click here
Table of Contents
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Overview
Introduction
Task
Process
Evaluation
Credits and References
Multiple Text Web
Overview
• This social studies webquest challenges 5th graders to
explore what it means to be an American through
inquiry-based instruction spanning several subject areas.
The powerpoint should be shown by the teacher as a
class, and not individually. Teacher will stop powerpoint
to do lesson plans imbedded in the presentation until
final goal is reached.
• The Georgia Performance Standards addressed in this
project include:
• -SS5CG4 The student will explain the meaning of “e
pluribus unum” and the reason it was the motto of the
United States.
• SS5CG1 The student will explain how a citizen’s rights
are protected under the U.S. Constitution.
a. Explain the responsibilities of a citizen.
b. Explain the freedoms granted by the Bill of Rights.
SS5H4
b. Describe the cultural developments and individual contributions in
the 1920s of the Jazz Age (Louis Armstrong), baseball (Babe Ruth),
the automobile (Henry Ford), and the airplane (Charles Lindbergh).
S5L3. Students will diagram and label parts of various cells (plant,
animal, single-celled, multi-celled).
a. Use magnifiers such as microscopes or hand lenses to
observe cells and their structure.
b. Identify parts of a plant cell (membrane, wall, cytoplasm,
nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm,
and nucleus) and determine the function of the parts.
M4N1. Students will further develop their understanding of how
whole numbers
are represented in the base-ten numeration system.
a. Identify place value names and places from hundredths through
one million.
M4N5. Students will further develop their understanding of the
meaning of
decimal fractions and use them in computations.
a. Understand decimal fractions are a part of the base-ten system.
b. Understand the relative size of numbers and order two digit
decimal
fractions.
DATA ANALYSIS
M5D1. Students will analyze graphs.
a. Analyze data presented in a graph.
b. Compare and contrast multiple graphic representations (circle
graphs, line
graphs, bar graphs, etc.) for a single set of data and discuss the
advantages/disadvantages of each.
ELA5R1 The student demonstrates comprehension and shows
evidence of a warranted and responsible explanation of a
variety of literary and informational texts.
For informational texts, the student reads and comprehends in order to
develop understanding and expertise and produces evidence of reading that:
a. Locates facts that answer the reader’s questions.
b. c. Identifies and uses knowledge of common graphic features (e.g., charts, maps,
diagrams, captions, and illustrations).
ELA5W3 The student uses research and technology to support writing. The student
a. Acknowledges information from sources.
b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic
references, appendices) to locate relevant information.
d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/
numerical order) to obtain and organize information and thoughts.
f. Creates simple documents by using electronic media and employing organizational
features
Introduction
The Scenario: An alien girl from a far off galaxy has been
informed that her planet will be destroyed by a meteor in
two weeks. She must find a new home, and has chosen the
planet earth. She learns that earthlings live in countries,
and needs to choose one to reside. She is asking citizens of
each country to tell her why she should choose theirs. Our
fifth graders must solidify their own thinking on what it
means to be an American to persuade their alien friend
what an opportunity our country provides.
-The question “What does it mean to be an American?”is
open-ended, and can be answered in different ways. My
hope is that students will discover for themselves the
answer to this question by understanding the foundation of
our country, and the people that exemplify her spirit.
Task
Students will learn about our country’s
beginnings, and the original motto “e pluribus
unum”, and how we are strengthened by the
diversity of our nation. Students will work to
find the characteristics that bind them
together, and discover values held dear by
Americans. They will then collectively
formulate a persuasive powerpoint
presentation to convince their alien friend
that America is her best choice.
Process
-Students will learn standards as they proceed through this
powerpoint.
- Students will work in groups to research one of 4 roles.
(game-changers, dream-seekers, freedom-finders, and
culture-setters)
-Each roles contain several famous Americans. Students will
have to decide the characteristics and values that these
Americans have in common to help formulate their own
ideas about being an American.
-Students will then come together as a class to share their
findings. They will collectively come up with 3 main reasons
why their alien friend should choose America as her new
home in a powerpoint presentation. Also,each student will
create at least one slide that expresses what being an
American means to them from what they have learned
about themselves and their country.
Evaluation
• Students will be evaluated on their group
participation, graphic organizers, and oral
presentation.
• Students will also be graded on their
individual powerpoint slide, and collective
powerpoint presentation.
• Click the icon for assessment rubric:
References: Multiple Text Web
•1. Bierman, Carol. 1998. Journey to
Ellis Island How my came to America.
New York: Madison Press.
•2. Book/Syonoptic
•3.This is a true story that chronicles one
Russian family’s experience to and out of
Ellis Island. It supplements the theme of
America being a country of immigrants,
and “e pluribus unum” , by providing a
real life connection to expand prior
knowledge.
•1.United Streaming (2001). Our
Government . (don’t know creator)
•2.Video clip/Complementary
•3.This short video clip gives a short
history of our founding government,
and the motto “e pluribus unum.”
•1. Factmonster. Retrieved October 18,
2008, from http:://www.factmonster.com
•2 Website/Complementary
•3.This is the main website from which
students learn about specific Americans
featured in the webquest.
•1.Wikipedia. Retrieed October 15, 2008,
from http://enwiipedia.org/wiki/Georges_Seurat
•2.Website:: Painting/controlling
•3.This is a painting by George Seurat that
illustrates pointillism, and ties into the theme “out
of many, one”.
•1.Copland, Aaron. Appalachian Spring.
Leonard Berstein and the New York
Philharmonic CD. New York: 1991
•2.CD: Music/complementary
•3.Appalachian Spring has a uniquely
American sound, and exemplifies an
aspect of American culture.
•1.Photo: Immigrant Family On Ellis Island.. Retrieved
from http.//www.allposteres.com on October 15, 2008.
•2.Photo/Synoptic
•3.Sometimes a picture is worth a thousand words.
This photo visually expresses the hopes and dreams
of immigrants who came through Ellis Island.
•1.Feinberg, B.S.1999. The Dictionary of the U.S.
Constituion. New York: Grolier Publishing.
•2.Book/Controlling
3.This
*3.Thisreference
referencebook
book
is isananexcellent
excellentresource
resourcethat
that
provides in easy-to-understand language everything needed to understand our Constitution.
Credits and References
• http://www.greatseal.com/mottoes/unum.html
• http://library.thinkquest.org/20619/Eihist.html
• http://www.ellisisland.com/
• http://www.csun.edu/science/books/sourcebook/chapters/10analogies/analogy-cell.html
• http://www.psychologie.tudresden.de/i1/kaw/diverses%20Material/www.illusionworks.com/html/co
lor_aftereffect.html
• http://player.discoveryeducation.com/index.cfm?guidAssetId=D818DC90840F-41D0-B043-B178C97649CC&blnFromSearch=1
• http://www.kinderart.com/arthistory/dottodot.shtml
• Vans-McLaughlin, V. and Lightman, M. (1997). Ellis Island and
the Peopling of America. New York: New Press.
• Fall 2008 TOSS
Click Here to return to
main page
Have you ever asked
yourself what it means to be
an American?
Consider what values and ideals
Americans hold most dear.
There’s no time to waste! Listen to
this urgent request:
Click on the star to hear an urgent message!
How about our essential question?
Click on the spinning object.
E Pluribus Unum
A Thematic Unit
Science
Cells:
Out of
Many,
One
Lang. Arts.
Reliving the
Immigrant
Experience
Social Studies
Discovering
Our
Country’s
Beginnings
Art
Many
dots, One
Picture
Math
Many parts
make a whole
E Pluribus Unum was a motto adopted by
the United States government in 1782, and
still appears on the Great Seal of the United
States , though in 1956, “In God We Trust”
became our nation’s official motto. (The
eagle is holding it in his beak.)
Can you think of where you
have seen this symbol?
Click Here to find out!
“E Pluribus Unum”
What does it mean?!?!?
Translating E PLURIBUS UNUM
The general meaning of each Latin word is clear:
Pluribus is related to the English word: "plural."
Unum is related to the English word: "unit."
E Pluribus Unum describes an action: Many uniting into
one. An accurate translation of the motto is "Out of
many, one" – a phrase that elegantly captures the
symbolism on the shield.
Our founding fathers originally chose this motto
to signify the union between the 13 original
states and the federal government. Today, “Out
of many, one” signifies the strength of our
diverse nation.
Click Here to watch a short
video clip
One of the strength of our
democracy lies in the fact
that we elect our president,
and the people who make
our laws and represent us.
Our Federal Government
Legislative Branch
Congress: The Senate
and House
of Representatives
Department
of
Agriculture
Department
of the
Interior
Department
of
Commerce
Department
of
Justice
Executive Branch
Judicial Branch
The President and
his Cabinet
The U.S.Supreme
Court
Department
of
Defense
Department
of
Labor
Department
of
Education
Department
of
State
Department
of
Energy
Department
of
Transportation
Department
of
Health &
Human
Services
Department
of
Housing &
Urban
Development
Department
of
Treasury
Department
of
Veterans
Affairs
The people elect the branches in green.
Remember that not all governments
are democratic.
• Many immigrants came to America to escape
political and religious persecution.
Other reasons immigrants came:
-to escape starvation and hardship
-to avoid war or revolution
-for jobs and opportunity
-in search of a better life and future
Immigrants from Europe in 1870
1.7%
2.2%
2.7 million
11.5%
15.4%
1.3%
11.8%
27.4%
7.6%
21.1%
Ireland
Germany
U.K.
Scandanavia
Canada
Russia
Austria/Hungary
Italy
Other
1) In 1870, from which country did the most number of
immigrants come from?
2) How many immigrants came from that country?
3) From which country did 415,800 immigrants come
from?
Click here for a hint!
Immigrants from Europe between 1820-1910
9
8
7
6
5
4
3
2
1
0
In million
1820 1830 1840 1850 1860 1870 1880 1890 1900 1910
What reasons abroad and in America might cause
immigration to peak in 1900?
Ellis Island (in New York)
was not the only
immigration processing
center into America, but
from 1892 to its closing in
1954, over 12 million
people passed through its
doors.
Immigrants arriving at Ellis Island were greeted by
the Statue of Liberty, a symbol of freedom and
opportunity throughout the world.
“…Give me your tired,
your poor, your huddled
masses yearning to
breathe free...”
Most of the
immigrants who
came through
Ellis Island were
from Europe.
1954
1907
• Ellis
Island
Opens
1892
• Peak year:
1,004,756
people
processed
• National
Origins Law
reduces flow
of
immigration
1924
• Ellis Island
• Ellis Island
Immigration
Center Closes
Immigration
Museum
opens
1990
Can you imagine taking the long
journey to America, only to be turned
away? You had to :
• Pass a physical and mental exam
• Pass a government inspection
• Answer questions
• Have some money
OR you could be detained (kept on the island) or
worse, deported! (sent back)
Can YOU pass the citizenship test?
Try a sampling
of the
questions new
immigrants
today are
asked, by
clicking on
Lady Liberty.
Click Here to skip test.
Click the Great Seal to view a media clip
on citizenship and our responsibilities.
Click here for next
slide AFTER the
movie
Now, let’s begin your task!
Before we can help our alien friend, we need to
solidify our own thoughts on what it means to be
an American. Your team will be assigned to
research a group of Americans . Your task is to
learn about each of them and discover what
values, ideals and characteristics bind them
together. Share your findings, and collectively
come up with 3 reasons why our alien friend
should choose to live in America!
What you will do:
1) Divide yourselves into 4 groups. Each group will
choose one of the following roles on the right.
2) Go through the powerpoint and follow
directions.
3) Research each American by clicking on their
picture. Use a graphic organizer to process the
information.
4) Summarize your findings and present them to
the rest of your classmates by answering the
questions posed on your main slide.
5)Then, come together as a class and decide on
the three most persuasive reasons why your alien
friend should choose to make her home in
America.
6) Make a powerpoint presentation to send to
your alien friend. Give her your 3 main reasons.
Also, each student will make one slide to express
what being an American means to them.
Game -changers
Freedom-finders
Dream-seekers
Culture-setters
Dream-seekers
Immigrants often came to America in search of a better life…to fulfill a
dream that may not have been possible in their home country. Below are
four examples of people who chose, or who’s parents chose to leave their
country and become U.S. citizens.
Ask yourself: What do they have in common? What did they contribute to
America? Why couldn’t they have done what they did in their own country?
Use a graphic organizer to help you process the information.
Albert Einstein
Madeleine Albright
Igor Stravinsky
JohnMuir
Game-changers
There are certain people in American history, who have invented
or done something that fundamentally changed the course of
our lives and the way we live. Below are four examples. As you
learn of their accomplishments, ask yourself: How have they
done this? What are their similarities and differences? What
would life be like, if they had not been here to do what they did?
Use a graphic organizer to help you process the information.
Lewis & Clark
Henry Ford
Charles Lindberg
Bill Gates
Freedom-finders
Tn the Preamble to the Declaration of Independence, Thomas Jefferson wrote:
“We hold these truths to be self evident, that all men are created equal, that
they are endowed with certain unalienable rights, that among these are Life,
Liberty, and the Pursuit of Happiness.” The following are a sample of
individuals who have fought to fulfill this promise for all Americans. Ask
yourself: What do these four people have in common? Who and what did they
fight for? What barriers did they break?
Use a graphic organizer to help you process the information.
Caesar Chavez
Thurgood Marshall
Susan B. Anthony
Russell Means
Culture-setters
There are certain things that are uniquely American, that embody
the American spirit or have become a part of the American culture.
The following individuals are examples of Americans who through
sports, art, music, and entertainment exemplify these qualities.
Ask yourself: What did they accomplish? How did they contribute to
American culture?
Use a graphic organizer to help you process the information.
Babe Ruth
Norman Rockwell
Louis Armstrong
Walt Disney
What to do next:
• You have researched your Americans.
Now decide what common thread binds
them together.
• Present your findings to the class by
answering the questions posed, and
defining the common thread. Make sure
each group member has a chance to
speak. Rehearse it!
• Come back when you have finished.
Create a Powerpoint
• Now, as a class, decide on THREE main reasons
your alien friend should make America her home.
Make a powerpoint presentation to make your
case. (Use this powerpoint as an example on all that you can do!)
-Each of you will make an individual slide where you
can express what being an American means to
you.
-Out of MANY slides, we will have ONE great
presentation!
Come back when your powerpoint is complete.
Now, send an astronaut to deliver
your powerpoint to our alien friend.
Will she choose America as her new
home?
You’ve convinced me to
choose America as my new
home. Thank you fellow
earthlings!
Great job, patriots!
Reflect on your journey. What
part did you like best? What
did you like least?
What contributed most
to your learning?
What would you like to learn
more about?