The story of the Ramayana has been passed from generation to generation by numerous methods and media. Initially it was passed on orally as an epic poem that was sung to audiences by a bard, as it continues to be today.
In this Picturing America lesson, students explore the historical origins and organization of the Spanish missions in the New World, and discover the varied purposes these communities of faith served.
After completing this lessons in the unit, students will be able to give specific examples demonstrating how the present-day White House reflects the duties, powers, and privileges of the office of President; compare and contrast Thomas Jefferson’s Monticello with the White House.
After completing this lesson in the unit, students will be able to discuss some of the changes the White House has undergone in more than two centuries.
The Aztec capital of Tenochtitlan was the hub of a rich civilization that dominated the region of modern-day Mexico at the time the Spanish forces arrived. In this lesson, students will learn about the history and culture of the Aztecs and discover why their civilization came to an abrupt end.
A virtual field trip to the ruins of Pompeii. In this lesson, students learn about everyday life, art and culture in ancient Roman times, then display their knowledge by creating a travelogue to attract visitors to the site. They can also write an account of their field trip modeled on a description of Pompeii written by Mark Twain.
The famous Great Wall of China, which was built to keep the China’s horse-riding neighbors at bay, extends more than 2,000 kilometers across China, from Heilongjiang province by Korea to China’s westernmost province of Xinjiang. This lesson will investigate the building of the Great Wall during the Ming Dynasty, and will utilize the story of the wall as a tool for introducing students to one period in the rich history of China.
It is perhaps curious that a republic would permit so opulent a residence for its elected head of state, but a public tally did not make the decision. George Washington approved the White House. His expressed wishes included not only the stone construction but extensive stone ornamentation as well.
—From the White House Historical Society website, a link from the EDSITEment resource Explore DC
The “President's House,” built under George Washington's personal supervision, was the finest residence in the land and possibly the largest. In a nation of wooden houses, it was built of stone and ornamented with understated stone flourishes. It did not fit everyone's concept for the home of the leader of the young democracy. Abigail Adams found it cold; Thomas Jefferson thought it too big and impractical. He added gardens, a cooking stove, and storage.
Whatever one's opinion of the original design, our nation is now inseparably associated with the White House. There, the essential business of the land is conducted every day. There, our history has been made and reflected.
In this curriculum unit, students take a close look at the design of the White House and some of the changes it has undergone. They also reflect on how the “President's House” has been and continues to be used.
Note: This curriculum unit may be taught either as a stand-alone unit or as a complement to the EDSITEment curriculum unit What Happens in the White House?.