Gina Venteicher

Social Studies Methods

Dr. Sally Beisser
2.5.08

Childrens Literature Lesson

Bibliographic Information:
OConnor, Jane. (2004). If the Walls Could Talk: Family Life at the White House. New
York: Simon & Schuster Books for Young Readers.
Summary:
This wonderful book gives us a glimpse into the most famous house in the United
States, The White House. Using historical facts, entertaining caricatures, and subtle
humor, the author walks the reader through the terms of the forty-three Presidents of the
United States. With each little snippet the reader learns about the particular Presidents
personality, family, nuances, and, obviously, their impact on the physical White House
itself.
Jane OConnor uses creativity and humor to highly engage the reader in what are
really, simple historical facts. The pages are littered with humorous images, historic
quotes, and personal quote bubbles, which give insight into the personality of the
particular individual. OConnor does an amazing job of showing the Presidents in the
honorable position they hold, but also allowing the reader to see that, they too, are
people.
Questions for Discussion and Brainstorming:
1. Which President, in your opinion, had the most positive influence on The White
House?
2. Have any of you visited The White House? If so, what do you remember?
3. What do you think Julie Nixon Eisenhowers quote, Picture a giant fish bowl
with spotlights... means?
4. How would you describe the writing style of this book?
5. Choose one thing you found most interesting in the book and share with a
partner.
6. Which President do you feel you know the most about or have heard the most
about?
7. What do you think could be the impact of the newly elected President on The
White House this year?
8. Who owns The White House?
9. Would you like to live in The White House? Why or why not?
10. Have you seen other caricatures like these?
The following activities are designed and intended for a fifth grade classroom.

Activity One: Creative Writing

NCSS Strand: Individuals, groups, and institutions
In this activity, students consider their own individual needs, behaviors and
interests as they consider how they would adapt the White House to their own
preferences if they were to live there.
Objective:
After hearing/exploring the text, students will create their own ideal adaptations
they would make to the White House if they were to inhabit it, including a minimum of
three structural changes and three environmental changes.
Activity:
Share the text with students, allowing ample time to view images and read quotes,
etc.
Discuss some of the different changes some Presidents made the building and
why they made the changes.
Explain how some Presidents made structural changes (i.e. built on, remodeled,
etc.) and how some made environmental changes (i.e. redecorated, painted rooms,
etc.).
Have students write about at least three structural and at least three environmental
changes they would want in the White House if they were the President.
Encourage them to explore what they feel would really make them happy, but also
things they think would be good additions for future Presidents.
After each statement/addition, students should put a brief statement on why they
would make the adaptation.
Students will share their creations with a partner and then two or three volunteers
may present to the class.
Assessment:
During the reading of the text, creative writing, and sharing time, students will be
continually assessed on their behavior and participation. Their final products will be
assessed using the following checklist:
At least 3 structural changes
At least 3 environmental changes
Reasons for changes stated
Shows creativity
Reflect individual interests
Participates appropriately during reading, writing, & sharing time

Activity Two: History

NCSS Strand: Time, Continuity, and Change
Students explore more of the history of the White House and discover more detail
about its evolution over time and reasons for change.
Objective:
Students will go on a webquest of http://www.whitehouse.gov/history/ and
explore the following:
1 video tour-finding three new fun facts
4 historic photo essays-finding one connection to the text in each, and
1 quiz of their choice between First Ladies, Life in the White House,
and The West Wing.
Activity:
Remind students of text; briefly discuss their favorite points.
Take students to the lab, and then hand out webquest mission sheets & pencils.
Give students their time frame and allow them to complete the webquest, while
observing their findings, answering questions, and monitoring student focus.
On this webquest, students will be watching a video tour of their choice. These
video tours are given by different members of the Presidents staff, his family, and even
by the President himself. Students will record the video they viewed and three fun facts
they learned from the video. They will also view a minimum of four historical photo
essays, naming the essays viewed and listing one connection to our book from each photo
essay. As a final step, the students may chose to take the First Ladies, the Life in the
White House, or The West Wing quizzes and record their score. Students will be
informed that their quiz score has no affect on their webquest score.

Upon returning to the classroom, students may share their findings in small
groups, then the groups will choose 3-5 things they found most interesting or
exciting and share with the class.

Assessment:
Students will be assessed in three basic parts, computer lab behavior, webquest
mission sheet completion, and group participation/sharing.
Lab Conduct (10 pts.)
Stayed focused
Asked questions if
needed
Used time efficiently
Practiced safe surfing
Used appropriate

WebQuest Mission (10 pts.)

Met video requirements
Met photo essay
requirements
Completed quiz
Recorded fun facts
Recorded connections to

Group Sharing (10 pts.)

Used teamwork
Respected group
members
Worked together to
chose 3-5 highlights
Shared out as a group

volume

text

Listened to other groups

WebQuest: White House Mission!

You have been chosen by the President himself/herself to gather information on the
history of the White House. Our new President feels ill informed, and, frankly, a bit
clueless as to the history of the building he/she now inhabits. Please gather all the
information you can! You have 30 minutes to complete your mission before you will
have to report back to the President and brief him/her on your findings. Good Luck!
Go to: www.whitehouse.gov/history/
Mission One: View One White House Video Tour
Name of Video:
Video Tour Guide:
Three Fun Facts you think the President needs to know:
1.
2.
3.
Mission Two: View Four Historic Photo Essays & name One connection you found to If
the Walls Could Talk
Essay:

Essay:

Essay:

Essay:

Connection:

Connection:

Connection:

Connection:

Mission Three: Chose One of the quizzes below, take it, and record your score. This
will help you feel like you know your stuff before you report back to the Big Cheese!
Quiz (circle one): First Ladies
Quiz Score:

Life in the White House

The West Wing

Activity Three: Geography

NCSS Strand: People, Places, and Environment
Students are going to be creating a map of their own personal tour around our
nations capital city in an effort to understand how maps can be used for fun and function.
Objective:
In partners, students will be given 30 minutes in the lab to explore the mapping
site, http://map.mapnetwork.com/destination/dc/. From the Points of Interest menu,
they will create their own tour of Washington D.C., creating a tour that includes a
minimum of: one accommodation, three attractions, two dining locations, four
entertainment activities, two meeting locations, and two other stops of their choice. Maps
will be printed at the end of the time period and students will share their tours with the
class.
Activity:
Have students get with their Partner of the Week, then take class to computer
lab.
Provide students with their Custom-Made Capital City Tour sheets.
Give students 25 minutes to complete their maps.
Play print tag (students close eyes and wait for a shoulder tap to print their map),
teacher collects maps off the printer and they are distributed back in the room.
Partners share their tours with the class.
Assessment:
Students will be assessed again on their lab conduct, presentation to the class, and
completion of minimum map requirements.
Lab Conduct (10 pts.)
Stayed focused
Asked questions if
needed
Used time efficiently
Practiced safe surfing
Used appropriate
volume

Mapping (12 pts.)

One accommodation
Three attractions
Two dining locations
Four entertainment
activities
Two meeting locations
Two extras

Group Sharing (10 pts.)

Used teamwork
Respected partner
Worked together to
present tour map
Spoke clearly
Listened to other groups

Our Custom-Made Capital City Tour

Site: http://map.mapnetwork.com/destination/dc/
You vacation must include the following! Have fun designing your dream vacation
through Washington D.C.! You will be printing your completed maps and sharing them
with your fellow tourists!
One Accommodation:
1.
Three Attractions:
1.
2.
3.
Two Dining Locations:
1.
2.
Four Entertainment Activities:
.1.
2.
3.
4.
Two Meeting Locations:
1.
2.
Two of Anything You Want:
1.
2.