Tolerance  as Americans

A WebQuest for 5th Grade (Social Studies)
(compatible with 3rd-8th instuction)

Designed by

Mr. D. R. Simeur
mintgreen@sbcglobal.net

   Benjamin "Ben" Fanklin       Dr. Martin L. King    Abraham "Abe" Lincoln   Mary McLeod Bethune


Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page


Introduction

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Dear Student,
     Have you ever wondered how your teacher became a teacher or how a president became a president?  Have you thought about where someone grew up and if they had a homelife like yours?  Have you dreamed about how someone becomes famous, their thoughts and how their actions were marked in history forever?  Well, that is exactly what Ben Franklin, Dr. King, Abe Lincoln and Mary Bethune all have in common with you.  Besides being Americans, they were once your age, dreamed like you and wondered how someone was able to achieve historical importance.
     This lesson will take you into the lives of four prominent Americans.  They have left you a message of great importance.  They say, "You are our children and for the sake of Equality, there must be TOLERANCE, that which our great country was principled.  We stand in history as your examples, your role models.  You, yes, you, my children, are the benefactors and we have chosen you to make use of this treasure as we prayed you would. Now find out more about us so that you can carry on this invaluable legacy."
     Below I will give a short introduction on why the subject of Tolerance is so important.  Following the introduction continue to follow the steps.  When  you have completed the lesson you will have a roleplay and debate exercise and be graded with the Rubic.  A short quiz also will grade your knowedge of all four characters.  Your success will be your own, both with the information that you've learned and how you live the above historical leaders' legacy in your own life.

                                                                       Very truly your,

                                                                       Your Teacher

                                                
     The great struggles of the 20th century were against fascism and then communism.  As was made clear of Sept. 11, the great struggle of the 21st century will be between the forces of fanatic fundamentalism and those of tolerance.  It is important to remember that America was not born with the virtue of human tolerance and/or respecting and appreciating the differences of others. America has had to acquire religious, racial, ethnic and gender tolerance!  One of the myths is that the first settlers were advocates of religious freedom,  In fact, the Puritans were very intolerant, not only of witches but also of any deviation from their traditions.   Disputes about religion became so plagued it  forced people to move and establish a new state like Rhode Island.  At the roots of America was Benjamin Franklin who ran away from the intolerant orthodoxy of Boston.  He ended up in Philadelphia, a place unlike much of the world.  There were Lutherans and Moravians and Quakers and even Jews, as well as Calvinists, living side by side in what became known as the City of Brotherly Love.  Franklin helped formulate the creed that they would be better off, personally and economically, if they embraced an attitude of tolerance.  As you review Mary McLeod Bethune's contribution with her life of brotherly love and further recall the many contributions made by Dr. King and President Lincoln, their influence into why America is so great  will become part of your source of understanding.  You, the student, will begin to be more tolerant of others and respect others rather than the "put-downs, etc." that some say to show intolerance and lack of knowledge as to why we are Americans.
                                                               

    

                                 

    
 
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The Task

Your task will be to see yourself as one of the four historical icons who left with you the ideology of Tolerance.  First, you must read about all four.  Study their lives.  know them!  Pretend that you are them.Then, choose which of these human beings you would like to personify.  The quiz at the end will ask basic questions about what period of time they lived, what they were most known for, etc.  The Rubic will reflect your ability to put yourself in their shoes and therefore question through roleplaying "how they (or you!) influence the America of today.  This is where the debate takes place.  After everyone has read the links and collected notes for the person they which to portray, the class as a whole will divide into four sections, each representing one of the historical persons, imagining that they are that person and discuss Tolerance for the sake of Equality.

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The Process
Step # One: Have notebook and pen ready to take notes.

Step # Two: Know the Words.

Step # Three:  Click on to the following "links".  Go to each link and take notes about all the historical icons.

Step # Four:  Choose the person that you feel you wish to "walk in their shoes!"

Dancing Shoes

Step # Five:  Return to their links and refamiliarize yourself with their life.  Begin asking yourself how they practiced the virtue of Tolerance in their lives, how they made a difference and how they would react to America today and finally what they would advise us to do to make America the country of Brotherly Love.

Benjamin "Ben" Franklin

http://www.ushistory.org/franklin/facts/

http://www.incwell.com/Biographies/Franklin.html

http://www.lucidcafe.com/library/96jan/franklin.html

http://eserver.org/books/franklin/


Dr. Martin Luther King

http://www.life.com/Life/mlk/mlk.html

http://seattletimes.nwsource.com/mlk/king/biography.html

http://www.nps.gov/malu/

http://www.liu.edu/cwis/cwp/library/mlking.htm

http://web66.coled.umn.edu/new/MLK/MLK.html

http://www.mlkday.org/

Abraham "Abe" Lincoln

http://home.att.net/%7Erjnorton/Lincoln77.html

http://sc94.ameslab.gov/TOUR/alincoln.html

http://libertyonline.hypermall.com/Lincoln/emancipate.html

http://members.aol.com/RVSNorton/Lincoln.html

http://www.nps.gov/abli/

http://sc94.ameslab.gov/TOUR/alincoln.html


Mary McLeod Bethune

http://www.donegal.k12.pa.us/dms/Kif/42/summaryb.html

http://www.nahc.org/NAHC/Val/Columns/SC10-6.html

http://www.floridamemory.com/OnlineClassroom/MaryBethune/

http://www.stamponhistory.com/people/bethune.html

http://www.cr.nps.gov/nr/travel/wash/dc62.htm

"America, America, My Country Tis to Thee"


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Evaluation

The following Rubic will be used to grade your knowledge and presentation of the person you have chosen to "walk in their shoes."  Also, there will be a short quiz to grade your understanding and knowledge of "all four" historical icons.
Historical Role Play: Tolerance

Teacher name:

Student Name ___________________
CATEGORY 4 3 2 1
Historical Accuracy All historical information appeared to be accurate and in chronological order. Almost all historical information appeared to be accurate and in chronological order. Most of the historical information was accurate and in chronological order. Very little of the historical information was accurate and/or in chronological order.
Role Point-of-view, arguments, and solutions proposed were consistently in character. Point-of-view, arguments, and solutions proposed were often in character. Point-of-view, arguments, and solutions proposed were sometimes in character. Point-of-view, arguments, and solutions proposed were rarely in character.
Knowledge Gained Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. Can clearly explain several ways in which his character "saw" things differently than other characters. Can clearly explain one way in which his character "saw" things differently than other characters. Cannot explain one way in which his character "saw" things differently than other characters.
Required Elements Student included more information than was required. Student included all information that was required. Student included most information that was required. Student included less information than was required.
Props/Costume Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better. Student uses 1-2 props that accurately fit the period, and make the presentation better. Student uses 1-2 props which make the presentation better. The student uses no props OR the props chosen detract from the presentation.
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Class Debate: Tolerance

Teacher name:

Student Name ___________________
CATEGORY 4 3 2 1
Respect for Other Team All statements, body language, and responses were respectful and were in appropriate language. Statements and responses were respectful and used appropriate language, but once or twice body language was not. Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark. Statements, responses and/or body language were consistently not respectful.
Information All information presented in the debate was clear, accurate and thorough. Most information presented in the debate was clear, accurate and thorough. Most information presented in the debate was clear and accurate, but was not usually thorough. Information had several inaccuracies OR was usually not clear.
Rebuttal All counter-arguments were accurate, relevant and strong. Most counter-arguments were accurate, relevant, and strong. Most counter-arguments were accurate and relevant, but several were weak. Counter-arguments were not accurate and/or relevant
Use of Facts/Statistics Every major point was well supported with several relevant facts, statistics and/or examples. Every major point was adequately supported with relevant facts, statistics and/or examples. Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. Every point was not supported.
Presentation Style Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. One or more members of the team had a presentation style that did not keep the attention of the audience.
Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical. Arguments were not clearly tied to an idea (premise).
Understanding of Topic The team clearly understood the topic in-depth and presented their information forcefully and convincingly. The team clearly undestood the topic in-depth and presented their information with ease. The team seemed to understand the main points of the topic and presented those with ease. The team did not show an adequate understanding of the topic.

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Conclusion

waving flag

The importance of this lesson is insurmountable in that you have now walked in the shoes of great American icons who understood the meaning of Tolerance.  They expressed the desire to make sure that you, our future, would inherit this virtue and use it in your daily lives.  So remember that when someone namecalls or tries to find something to tease another classmate or person with, turn away from that person and go to the rescue of the one being teased.  Remember to always "see and treat others as you, yourself, wish to be treated!"  "A friend in need is a friend indeed...and you may be that friend in need someday;" and finally, "what goes around, comes around!"

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Credits & References

Rubistar: an On-Line Rubric Generator
Information Please
Webster's Unabridged Dictionary.  2001 edition.

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Last updated on August 1, 2003. Based on a template from The WebQuest Page