How Was the White House Designed?

Young historians explore U.S. history by reading a book with their class about the White House. They read the nonfiction book The Story of the White House, focusing on the sequence of events and details in the reading. They then define...

Pupils find pictures of the White House, then place them in individual classrooms..

Inauguration Day is January 20. Implement an entire week's worth of mini activities to help young historians become knowledgeable of the President's job, the executive branch, and the White House. The worksheets focus on research skills,...

Students design a timeline of the important events that directly affected the White House. They describe the ideals that the White House represents.

Students examine how the White House has been affected by events in the nation's history. They conduct Internet research, analzye online images, define key vocabulary terms, and answer discussion questions.

Students examine changes the White House has undergone in the past two centuries. They view and discuss online images and designs, compare diagrams, read information from various websites, and answer discussion questions.

Students complete a unit of lessons on the functions of the White House. They conduct Internet research, develop a list of activities that take place at the White House, and create a chronological timeline of events at the White House.

Students take a stand on whether the chosen White House design or one simpler or grander would best reflect what our President's house has come to represent.

Students investigate the history of and the current state of the White House. They take a virtual tour of the White House and Monticello, explore various websites, and compare/contrast Monticello with the White House.

Students examine the differences between the White House and Monticello. In small groups, they complete a virtual tour, complete a graphic organizer, take notes during the tour, and identify activities taking place at the White House.