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1 University of Alaska Southeast
Teacher Work Sample
Submitted to: Alberta Jones
In partial fulfillment of the requirements for
Bachelors in Elementary Education K-8
ED 460, Spring 2011
By:
Jane Blasingame
Date:
March 27, 2011
2 Ketchikan is a city in Ketchikan Gateway Borough, Alaska, United States, at latitude 55.342 and
longitude -131.646. With an estimated population of 7,368 in 2010 within the city limits, it is the
fifth most populous city in the state. Ketchikan is located on Revillagigedo Island, 90 miles north
of Prince Rupert, British Columbia and 235 miles south of Juneau, Alaska. According to
the United States Census Bureau, the city has a total area of 4.1 sq mi; 3.4 sq mi of it is land and
0.8 sq mi of it (18.60%) is water and a population density of 2,348.56 people per sq. mile.
Ketchikan's economy is based upon tourism and fishing, and the city is known as the
"Salmon Capital of the World." The Misty Fjords National Monument is one of the area's major
attractions. Ketchikan is named after Ketchikan Creek, which flows through the town. Ketchikan
comes from the Tlingit name for the creek, Kitschk-hin.
Ketchikan is accessible only by sea or air. Ketchikan serves as both an air and marine
transportation hub for southern Southeast Alaska. The Ketchikan International Airport serves as
both a gateway for Alaska Airlines jet service to and from Seattle, Juneau and Anchorage, and as
a bush carrier and charter aircraft hub for destinations such as Hyder, Metlakatla and Prince of
Wales Island communities. Ketchikan receives service to two separate ferry lines. Ketchikan sits
on the Alaska Marine Highway's Inside Passage route. Ketchikan also sees regular day service
from the Alaska Marine Highway vessel the M/V Lituya, a day boat that shuttles between
Ketchikan and Metlakatla. The Inter-Island Ferry Authority serves Ketchikan daily with the day
boat M/V Prince of Wales from its homeport in Hollis on Prince of Wales Island.
In 2008 Ketchikan Gateway Borough had a per capita personal income (PCPI) of $52,030. This
PCPI ranked 6th in the state and was 118 percent of the state average, $43,922, and 130 percent
of the national average, $40,166. The 2008 PCPI reflected an increase of 7.5 percent from 2007.
The 2007-2008 state change was 6.9 percent and the national change was 2.0 percent. In 1998
the PCPI of Ketchikan Gateway Borough was $31,852 and ranked 2nd in the state. The 19982008 average annual growth rate of PCPI was 5.0 percent. The average annual growth rate for
the state was 4.6 percent and for the nation was 4.0 percent. Bureau of Economic Analysis
http://www.bea.gov/regional/bearfacts/action.cfm?FIPS=02130
According to the 2000 Census and 2005 updates, Ketchikan’s population is 50.4% male and
49.6% female with a varied population: white (73.4%), Asian (8.2%), Alaska Native and
American Indian (22.7%), Hispanic (3.4%), Black (1.3%), Native Hawaiian and other Pacific
Island (.6%) persons, and persons who identified themselves as being of two or more races
(5.3%)(U.S. Census Bureau, 2007). Indigenous native tribes to the area are Tlinget, Haida, and
Tsimshian. According to 2000 Census Bureau records 7.8% of the population is age 65 years or
3 old and 6.5% is 5 years or younger. The Median Household Income is $45,802 with a Per Capita
Income of $22,484. Seventy percent of the population is employed with 4.9% of families living
below the poverty level (U.S. Census Bureau, 2007).
Ketchikan is the home to many educational opportunities. Ketchikan Gateway School District
(KGBSD) oversees the operation of ten educational institutions within the Ketchikan Gateway
Borough. There are also 2 private church schools, and home school correspondence based
programs. The University of Alaska Southeast Campus with offers vocational programs
certificates, Associate Degrees, and Bachelor Degrees.
The enrollment as of October 2009 of all students in the Ketchikan Gateway School District was
2131 students K-12 (Alaska Department of Education & KGBSD 2010 Report Card to Public).
Oct. 1, 2009
Enrollment
KGBSD
All Students
Percent
Fast Track Virtual
School
40
Male
50.3%
Fawn Mountain
Elementary PreK-6
239
Female
49.7%
Houghtaling
Elementary PreK-6
323
African
American
.10%
Ketchikan Charter
School K-8
179
Alaska Native / 28.8%
American
Indian
Ketchikan High
School 9-12
578
Asian / Pacific
Islander
10.1%
Ketchikan Regional
Youth Facility
10
Caucasian
54.9%
Point Higgins
Elementary PreK-6
208
Hispanic
3.6%
Revilla Alternative
School 9-12
108
Multi-Ethnic
1.7%
4 Schoenbar Middle
School 8-9
295
Tongass School of
Arts & Science K-6
151
Total District
Enrollment
2131
The following chart shows the summary for enrollment at Ketchikan Charter school.
Grades KG -­‐ 08 Students Per Grade Student Demographics Caucasian 35% Kindergarten 15 Black 3% Grade 1 15 American Indian 28% Grade 2 22 Asian 17% Grade 3 22 Hispanic 6% Grade 4 16 Multi-­‐Ethic 12% Grade 5 26 Grade 6 13 Grade 7 37 Grade 8 13 Analysis:
There are 19% fewer Caucasian students at Ketchikan Charter School (KCS) than district-wide. There is
1% fewer Alaska Native students at KCS than district-wide and there are 7% more Asian students at
KCS. There are 2% more Hispanics, 2% more African American children, 10% more multi-Ethnic
children, and 1% fewer American Indian children, enrolled at KCS than at KGBSD district wide schools.
K.C.S was founded by parents with the support of concerned community members and Administrators
who saw the need for an Elementary School which focused on academic excellence, parental input,
family involvement and most importantly accountability. KCS is a Core Knowledge School utilizing the
5 Spaulding method for teaching literacy. KCS holds its students to a higher standard than the regular
public schools. It meets a A.Y.P.. KCS qualifies as a Title One School. AIMSweb testing is given to all
students twice a year to monitor progress. Students who fall below the 25% are immediately enrolled in
RTI services. Student progress is very carefully monitored. Mrs. M’s 2nd Grade Classroom
African
American
5%
1
Hispanic
0
0
Asian
32%
7
American
Indian
0
0
Alaska
Native
14%
3
MixEthnicity
27%
6
White
23%
5
Mrs. M’s 2nd Grade Class African American
, 5% Hispanic, White, 23% Mix-­‐
Ethnicity, 27% Alaska NaLve, 14% 0% Asian, 31% American Indian, 0% Mrs. M's
Students
Male and female students in
Ms. M’s class
Male
Female
13
9
The 2nd grade classroom at KCS has a population of 22 students. The classroom
59%
41% teacher’s name is Mrs. M. There are 13 boys and 9 girls. Mrs. M’s class has one
African American student, no Hispanic students, seven Philippino students, three
Alaska Native students, five white students, and six Mix-Ethnicity students. No
children have been identified to have disabilities with qualified IEP programs or 504 plans, although ten
students do received some type of RTI intervention service for math or reading tutoring. Six of the Asian
students qualify as English Language Learners, but only one receives services.
Mrs. M’s class has a higher number of Asian students (32%) than the 17% at KCS and the 10% at the
district, a the lower percentage of Hispanic students (0%) than KCS (6%) or the district (4%), the African
American population is slightly higher at 6% in comparison to (3%) at KCS and (1%) at the district. The
14% Alaska Native classroom population is lower than the school (28%) and the district-wide (29%).
Mrs. M’s class has lower percentage Caucasian students (23%) than either KCS (35%) or KGBSD (54%).
Mrs. M’s class (27%) of mix ethnicity is higher than Ketchikan Charter School (12%) or KGBSD.
students (32%) than the 17% at KCS and the 10% at the district, a the lower percentage of Hispanic
students (0%) than KCS (6%) or the district (4%), the African American population is slightly higher at
6% in comparison to (3%) at KCS and (1%) at the district. The 14% Alaska Native classroom population
is lower than the school (28%) and the district-wide (29%). Mrs. M’s class has lower percentage
Caucasian students (23%) than either KCS (35%) or KGBSD.
6 Unit Assessment Plan
Assessment plan includes a pre-assessment to gauge student prior knowledge. Test is the same as
unit assessment. Test was a multiple choice test created by Core Knowledge as part of the unit
teaching plan. Pre-assessment was use to determine student prior knowledge of the subject
matter and was used to determine if I needed to make adjustments to teaching plan. Preassessment was used to determine learn and gain scores. This is the first time these students had
taken a pre-test. They expressed that the test was hard and how were they supposes to know
answers before that had learned information the information. I explain that a pre-test is used to
determine what they know now so I can know what to teach them. It is also used to show how
much knowledge they have gained. The pre-assessment test showed that student did not know
very much about the events surrounding the War of 1812. I asked those students who got some
answers correct how they knew answers and their response was that they had guessed. The
median score for the pre-assessment was 30-40%, the low score was 0%, and the high score
60%. One student scored 0%, 3 students scored 10%, 4 students scored 20%, 3 students scored
30%, four students scored 40%, five students scored 50%, and two students scored 60%. Overall
results of the pre-assessment revealed that only 9% of students passed the pre-assessment test
indicating that content knowledge level was very low.
The post assessment test was the same as the pre-assessment. I was a three page multiple choice
questionnaire. The median score for the post assessments was 80%, the low score was 20%, and
the high score 60%. One student scored 20%, one student scored 40%, one student scored 50%, 2
students scored 60%, four students scored 70%, three students scored 80%, three students scored
90%, and seven students scored 100%. The majority of students verbally expressed that the final
test was easy. Overall results of the pre-assessment revealed that 86% of students passed the post
assessment test; with 45% achieving a score of 90% or greater indicating that content knowledge
level was high. Only one student received a lower score on his (AP) post assessment test. I have
discussed this student (AP) with my host teacher and we agree that AP has some kind of
undiagnosed learning disability and probably should have been retained in first grade. I have
discussed AP more in the analysis section of this report
Unit assessment test, formative assessment test, and answer key located on pages 9-13.
This chart shows the learn and gain scores for the pre-assessment and post assessment.
War of 1812 150 100 50 0 LC JC WD JD HD TD JG JH SJ NJ ML SL DM TN AP KP VP JR JBR JMS JS NT 1/31 Pre-­‐Test War of 1812 2/18 Test War of 1812 7 LC JC WD JD HD TD JG JH SJ NJ ML SL DM TN AP KP VP JR JBR JMS JS NT averages 1/31 Pre-­‐
Test War of 1812 60 50 10 50 10 30 40 40 0 50 10 60 40 20 30 30 20 50 20 50 20 40 33 2/18 Test War of 1812 70 100 70 100 60 70 90 70 100 50 100 80 100 90 20 100 40 100 60 80 90 80 78 Learn and Gain Score +10 +50 +60 +50 +50 +40 +50 +30 +100 0 +90 +20 +60 +70 -­‐10 +70 +20 +50 +40 +30 +70 +40 +45 Assessment:
Students will be assessed on:
Daily Classroom participation
Artwork participation
Map activity
Flag activity
Star Spangle Banner puzzle
Daily handwriting activities
Daily oral Language (D. O. L.)
Daily Reading comprehension and fluency
Lesson reviews questions
Unit review
Learning Master: Who Am I?
8 GRADING RUBRIC no participation/ assignment not complete assignment partially completion participation / assignment complete Not Graded 1 1 15 15 total points possible assignments points Pre-­‐assessment test Daily Classroom participation 15 0 Artwork participation 15 0 1 2 2 5 10 Map activity 2 0 1 2 2 1 2 Flag activity 2 0 1 2 2 1 2 Star Spangle Banner puzzle 6 6 6 6 Daily handwriting activities points based on questions answered correct 15 0 1 2 2 15 30 (D. O. L.) 15 0 1 2 2 15 30 Daily Reading comprehension and fluency 15 0 1 2 2 15 30 Lesson reviews questions 0 Not graded 0 Unit review 0 Not graded 0 Learning Master: Who Am I? 5 points based on questions answered correct 5 1 5 Unit Assessment 10 points based on questions answered correct 10 1 10 Grade Scale A 90-­‐100 % Point Scale 140/140 B 80-­‐89% C 70-­‐79% D 60-­‐69% Daily oral Language 140 9 F 0-­‐59% Unit pre and post assessment tests
10 11 12 Formative Assessment
13 Analysis
The pre-assessment test reveals that students in this 2nd grade class had little to no prior
knowledge about the War of 1812. The unit lesson was designed by Core Knowledge to be a
direct instruction lesson. My goal for this unit was to enhance this script lesson by incorporating
more visual content by showing the students a 1812 DVD at lunch time to reinforce content
14 material, to substitute 1812 content material for McCall Crabbs stories that are usually used to
teach comprehension and fluency, to use 1812 content material for Daily Oral Language
activities, and to use 1812 content material for handwriting activities. I read aloud informative
narrative stories to students daily to increase love of literacy and expose them to historically
accurate information about events occurring during the time period around 1812. I had the
students color informational coloring pages to increase fine motor skills and expose them to
information. The student did two hands on art projects; create a 15 star flag and an American
map, to give them a visual experience to increase knowledge and comprehension. In addition to
the two art project the students did in class; I coordinated with the art teacher who had the
student create 1812 pictures depicting ships.
Three Students’s Learning: AP, JC, SJ
AP is a very nice boy and compliant student. He is the seventh child in a family with eight
children to a single parent. Five of his siblings are enrolled at KCS; of those five students two
have IEPs, one is very bright, and two receive intervention services. He receives little to no
support from home and often does not turn in his homework. AP is a struggling student. He is
frequently pulled out for tutoring for math and reading. He has a difficult time writing. His
writing is almost illegible. AP often received individualized attention from both my host teacher
and me. He sits at the front of the classroom where he can see and hear best. AP need frequent
prompting. AP writes slowly and has a hard time tracking, it is for this reason I give him a hard
copy of assignments written on the board or overhead. I also give him extra time to complete
assignments. During direct instruction he is easily distracted and is often off task. Something I
have come to learn about him is that he processes information slowly and has limited
comprehension skills. When I did one on one review with him he openly stated he doesn’t
understand information. My host teacher and I have had extensive talks our concerns about AP.
We both feel he should have been retained in 1st grade to give him time to reinforce his skills.
My host teacher would like to retain him in 2nd grade but AP’s mother does not want him
retained because his younger sister would be in the class. It is our belief that AP has some type of
undiagnosed learning disability. AP engaged in and completed all of the activities included in the
War of 1812 lessons but unfortunately failed to retain any of the information. AP scored a 30%
on the pre-assessment and 20% on the post assessment.
JC is a very nice boy of average to high intelligence. He is very social and likes to talk a lot in
class. Because of his talking he sometime misses important content material information. JC is
the oldest child in a two family household. He has 5 year old sister. JC lives with his biological
mother and father. His father is very supportive of his education and assist JC is always making
sure his homework is done. JC was excited to learn about the War of 1812. He really likes
information about wars and guns. He can tell you a lot about WWII. JC reads at about a 5th
grade level and his math skill are at grade level. As I expected JC did very well on all of the unit
assignments. He wrote some amazing entries in his journal. JC scored a 50% on his preassessment and 100% on his post assessment. JC is a highly motivated student. In the future, I
would recommend JC be given an independent project to be complete on the subject material
being studied. He has the reading and writing skills that would allow him to be successful in
completing an independent project.
15 SJ is a likable young man, who is often a problem in the class. He very social, talks a lot in class,
often argues with the teacher refusing to take ownership for his behavior. SJ is and intelligent
and is capable of being a straight A student if he wanted to be. In an attempt to modify SJ
behavior chosen to focus on his positive attributes. I praising his good behavior, I have made him
my helper whenever possible, and I have paired him with another student. I asked him if he
would help the other student stay on task and model good behavior for this student. This strategy
seems to work. I have also explained to SJ that his excessive noise making in class disrupts my
teaching and the other students learning. I have also learned not to engage with SJ when he
misbehaves, instead I give him a hand signal or I stand by him to stop behavior. SJ seemed to
enjoy the War of 1812 lesson and completed all tasks. His test results show he gained the most
from the unit lesson. SJ scored 0% on the pre-assessment and 100% on the post assessment. SJ
seems to easily comprehend and learn information. He reads and writes above grade level. Now
that SJ has his behavior problems under control; I would recommend that SJ be given the
opportunity to do an independent study project for the information being studied. I have come to
learn that SJ behavior problem stem from a desire for attention and a need to be challenged.
Lesson Reflection
I believe this to be a successful lesson. The learn and gain scores indicate that the class as a
whole had an average gain of 45%. The pre-assessment test indicated that student knew very
little about the War of 1812 and this guided me in my teaching. The post assessment indicated
that the majority of students learned the unit goals. I believe that presenting the information in a
tri-fold, hearing-seeing-doing, manner was a successful approaching. Presenting information
from a direct instruction was a good way to introduce information to students. Information was
then reinforced through writing and hands activities. DVD showing information on the War of
1812 was highly entertaining and very informative. It visually reinforced information students
were learning. I was careful to check for student understanding daily to monitor learning. In the
future I would add a few things thing to the unit lesson. I would allow more time for independent
reading and writing. I would require student to do more reflective writing. I would offer the
opportunity for students to do independent study projects. I would include a diorama project in
the lesson activities. I would offer the opportunity for struggling students to take the preassessment, formative assessment, and post assessment orally. This unit lesson was an
introduction to the War of 1812 student will learn more about the subject matter in the 5th grade.
Integrated Unit Lesson Plan
Title: The War of 1812
Grade Level: 2nd grade
Time Frame: 3 week (15 days)
Big Idea: Understand the causes and outcomes of the War of 1812.
Objective: The objective of this lesson was to improve students’ understanding of the causes, major
events, and outcomes of the War of 1812 and at the same time improve comprehension, reflective
thinking, reading and writing skills.
Alaska State Standards:
History
A1: understand chronological frameworks for organizing historical thought and place significant ideas,
institutions, people, and events within time sequences;
A5: understand that history is a narrative told in many voices and expresses various perspectives of
historical experience;
16 A8: know that history is a bridge to understanding groups of people and an individual’s relationship to
society
B1: comprehend the forces of change and continuity that shape human history through the following
persistent organizing themes:
a. the development of culture, the emergence of civilizations, and the accomplishments and mistakes of
social organizations;
b. human communities and their relationships with climate, subsistence base, resources, geography, and
technology;
d. the consequences of peace and violent conflict to societies and their cultures;
e. major developments in societies as well as changing patterns related to class, ethnicity, race, and gender
C2: use historical data from a variety of primary resources, including letters, diaries, oral accounts,
archeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research
materials, including almanacs, books, indices, and newspapers;
C3: apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and
evaluating, to understand the historical record
Language Arts
A1: apply elements of effective writing and speaking; these elements include ideas, organization,
vocabulary, sentence structure, and personal style;
A2: in writing, demonstrate skills in sentence and paragraph structure, including grammar, spelling,
capitalization, and punctuation;
A3: in speaking, demonstrate skills in volume, intonation, and clarity;
B 1: comprehend meaning from written text and oral and visual information by applying a variety of
reading, listening, and viewing strategies; these strategies include phonic, context, and vocabulary cues in
reading, critical viewing, and active listening;
B2: reflect on, analyze, and evaluate a variety of oral, written, and visual information and experiences,
including discussions, lectures, art, movies, television, technical materials, and literature
E 1: use information, both oral and written, and literature of many types and cultures to understand self
and others;
E2: evaluate content from the speaker’s or author’s perspective
Lesson Overview: The big idea behind this unit is to teach students about causes and outcomes of the
War of 1812 using daily direct instruction, visual reinforcement (pictures & DVD), music, art, and
literacy activities (reading, writing, DOL activities). Unit will begin with introduction, pre-test using unit
assessment, unit goals will be posted, daily lecture and hands on activities, daily review of what students
need to know, and unit assessment at the end of unit. Students are informed that all unit work will be
assessed for final grade. Student journals will be used for all written work and independent journal
writing. Unit vocabulary words will be introduced and written on white board. Select student will then
write vocabulary words on cut paper or sentences strips and posted on unit vocabulary wall.
Learning Goals
The learning goals for this unit is to teach students the major causes, events, and outcome of the War of
1812. This 2nd grade classroom is made up of students with average intelligence. There are some high and
low ability students in the class. The implementation of my lesson includes delivering information in
multiple formatives, audio, visual, and kinetic to accommodate the multiple learning styles of the class.
The majority of the class has the ability to complete learning goals with without adaptation, with the
exception of three students who have difficulty reading and writing. An accommodation of extra time was
given to these students. Students were also given a personal copy of writing to be completed.
Unit Goals
17 Unit goals and study guide are given to students and posted on wall at the beginning of the lesson.
Tecumseh is famous for uniting the Native Americans
The British impressed American sailors
James Madison was President of the United States during the War of 1812
Dolly Madison was very brave; she saved many valuable government papers when President’s House
burned
The British burned the President’s House now known as the White House
The Battle of Fort McHenry in Baltimore inspired Francis Scott Key to write the “Star Spangled Banner”
which became our nation’s anthem
The American ship the U.S.S. Constitution was nicknamed “Old Ironsides”
Andrew Jackson led the Battle of New Orleans
The Battle of New Orleans was fought weeks after the War of 1812 ended
No one won the War of 1812.
Native Americans were the biggest losers in the War
Unit Materials:
Core Knowledge 2nd Grade Teachers Guide by E.D. Hirsch Jr. ISBN 978-1-890517-74-8 pages 168-174
Pearson Learning Core Knowledge History & Geography The War of 1812 Teachers Guide by E.D.
Hirsch Jr.
Pearson Learning Core Knowledge History & Geography The War of 1812 Student Book by E.D. Hirsch
Jr. ISBN 0-7690-5018-2
What Your Second Grader Needs to Know: Fundamentals of a Good Second Grade Education Revised
(Core Knowledge Series) by
E.D. Hirsch Jr. ISBN-13: 978-0385318433
Spaulding Education International Succeeding in Reading with the Spaulding Method 2nd Grade Teachers
Guide pages 68-70.
Learning Master 27 – use for unit review
Study Guide
Unit Assessment -use for pretest and unit assessment
Map – Eastern North America in 1812 – use for identification of American States, American Territories,
British Territories, and Spanish Territories.
Tecumseh information and coloring page
James Madison information and coloring page
Dolly Madison information and coloring page
Dolly Madison letter (text resource 58)
Francis Scott Key information and coloring page
Fort McHenry15 Star Map activity – note*precut all student materials.
Copies of flag information without flag
White construction paper for map base
Blue construction paper for corner – star background
Red construction paper for flag strips
Silver or Gold stick on stars
Glue
Learning Master 17a/b – Star Spangled Banner puzzle
Learning Master 26 Star Spangled Banner verse
Andrew Jackson information and coloring page
For Handwriting practice, comprehension & fluency practice, and daily oral language choose sentences
and paragraphs from teacher’s guides and Student books.
Student folder
Student Journals
Sentence strips for vocabulary word wall
18 Pencils
Crayons / Colored Pencils
Overhead projector – you could use whiteboard
DVD player
DVD – The History Channel Presents The War of 1812 ISBN 0-7670-7794-6
Books – for reading aloud and student reading
An American Army of Two by Janet Greeson ISBN 0-87614-664-7
Cornstalks and Cannonballs by Barbara Mitchell ISBN 0-440-40533-5
The National Anthem by Patricia Ryon Quiri ISBN 0-516-26382-x
Warm as Wool by Scott Russell Sanders ISBN 1-59098-421-8
The Star Spangled Banner words by Francis Scott Key illustrated by Peter Spier ISBN10: 9780440406976 Student adaptations for students and extention activites: Have students work in pairs and groups Have students work with peer tutors Reduce to amount of required writing Reduce the amount of independent reading Give students quizzes and test orally Position students for best hear and seeing opportunities Give students copy of information presented on overhead or white board to be written in journals Have students choose topic to research and report on either independently or as a small group Allow students to do further research on topics using internet Create 3-Dimensional maps using Scholastic Interactive 3-D Maps: American History: Easy-toAssemble 3-D Maps That Students Make and Manipulate to Learn Key Facts and Concepts-in a
Kinesthetic Way! By Donald M. Silver & Patricia J. Wynne ISBN-13: 978-0439241144 Create Dioramas
Have students write and perform skits that represent concepts learned
Daily implementation lesson plan follows with War of 1812 lessons highlighted in green.
19 20 21 22 23 24 25 Detailed lesson plan and implementation
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 1812 Map Activity – student will color and identify American States, American Territories,
British Territories, and Spanish Territories
59 Tecumseh, a famous Native American, is a famous for saying “Sell a country! Why not sell the air, the great sea, as well as the earth?’ Tecumseh information and coloring page
60 James Monroe information and coloring page
61 Dolly Madison information and coloring page
62 63 64 Letter from Dolly Madison to her sister
65 Francis Scott Key information and coloring page
66 67 68 69 Flag Activity – have students create map through gluing 8 Red Strips, 1 Blue Square and 15
Stars onto White Rectangle and then gluing flag onto information base page.
70 Andrew Jackson information and coloring page
71 72