i
Eleanor Roosevelt
Curriculum Unit
based on
Our Eleanor
by
Candace Fleming
Created by:
Lindsay Marzec
Emily Spielman
Robin S. Trapani
Frewsburg Central MS/HS 26 Institute St. Frewsburg, NY 14738
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Table of Contents
I. TAH Information - Pages 3-13
II. Letter to Parents - Page 14
III. Sponsorship Letter and Information - Pages 15-16
IV. Community Foundation Field of Interest Grant
Information - Pages 17-18
V. Chapter Worksheets - Pages 19-47
VI. Vocabulary - Pages 48-55
VII. Library Activities - Pages 56-79
VIII. Extra Credit Possibilities - Pages 79-81
IX. Meet the Press Event Info - Pages 82-83
X. Essay Contest Assignment - Page 84
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Paul Benson
Project Director
Teaching American History Grant
Jamestown Public Schools
197 Martin Road
Jamestown, NY 14701
716-483-7112
716-483-4278 fax
pbenson@jamestown.wnyric.org
SPECIAL ANNOUNCEMENT
TAH WANTS YOU
GLOBAL AND U.S. HISTORY TEACHERS
LET US HELP YOU CREATE A SIGNIFICANT HISTORY
PROJECT FOR YOUR CLASSROOM
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TAH Projects
Our current United States Department of Education “Teach American History Grant” has been
designed to provide educators develop that favorite classroom project, lesson or activity that you have
trying to design and just have not had the time. The TAH grant will provide you with a stipend of $400
AND up to $250 for materials to make your dream a reality. Whether it is a multi media unit, project
on local history, an iPod project, National History Day, a PowerMedia vodcast, an electronic
portfolio, or an online course from Accelerate U or ????????? now is the time to have us help you
make it a reality. Here are some of the projects completed by other TAH educators:
“We the People” Project Local Museum Project
PowerPoint Presentation Oral History
Blog PowerMedia Presentations
Website Virtual Field Trip
Book Club Podcasting or Vodcasting
Movie Club Video Project
Wiki Website Development
Local History Project National History Day
Digital Portfolio Tutorials
Online Course from AccelerateU Differentiated Instruction
The sky is the limit as long as your project (for a Global or U.S. History Class) has a
United States focus and a significant academic outcome.
Note: In addition to the formal evaluation(s), at the conclusion of your project you will be required to
submit a reflective document addressing such topics as: how did students benefit, student response,
what would you do the same/differently, problems, successes, and suggestions for other teachers
wishing to replicate this or a similar project. Please complete the attached application and submit it to:
Paul Benson
4
Reflection Piece
As you work through the process with your students, please
keep a "journal"/record of what both you and your students
experience...both positive and problem areas. We ask all
participants to do this and to write a reflective piece
upon completion...many use their "journal" to complete it.
When others read your proposal and have the notes and
reflective piece to follow the progress, they will be able
to get ideas for their own projects or to design units/lessons
for their classes.
The final piece is a reflection that serves as an evaluation. In it you should
address what you learned, what you would and would not do again, student
response, how it changed instruction and will contribute to academic
achievement.
We are required to submit this information as part of the TAH Grant. They
need to know that the Grant is making a difference in our classrooms and
the students are benefiting academically.
Please identify yourself by name, school/district, and content/grade.
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Our Eleanor
by Candace Fleming
1. General Overview of the Proposed Project:
In order to study human rights issues of the past and the present, students in
th
8 and 11th grade will read the book Our Eleanor: A Scrapbook Look at Eleanor
Roosevelt’s Remarkable Life, by Candace Fleming. The 8th & 11th grade English,
Social Studies and School Library Media Specialist will be collaborating to
develop a cadre of lessons and experiences highlighting the life and
accomplishments of Eleanor Roosevelt and how her views, progressive for their
era, have proven to be timeless. For a culminating event we are working with
Allida Black, Director and Editor of the Eleanor Roosevelt Papers, for a possible
visit to discuss our themes and topics.
2. Clear Purpose and Objectives
The purpose of the “Our Eleanor” Project is to enhance and honor Eleanor
Roosevelt’s legacy by bringing her life work into focus for students and
highlighting her contributions to our society. The First Lady once said, “We make
our own history….it is not so much the powerful leaders that determine our destiny
as the much more powerful influence of the combined voices of the people
themselves.”
3. Stakeholders: grade level, who will benefit, who will participate in this project
All 8th and 11th grade students will be participating in this project. From their
study of Eleanor’s philosophies we hope to create an environment that encourages
empathy and civil responsibility throughout the school.
4. NYS Standards
NYS Social Standards
Standard 1-History of the United States and New York
Standard 2-World History
Standard 5-Civics, Citizenship and Government
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ELA Standards
Standard 1-Language for Information and Understanding
Standard 2-Language for Literary Response and Expression
Standard 3-Language for Critical Analysis and Evaluation
Standard 4-Language for Social Interaction
5. Outline Describing Content
At least one classroom set of the book Our Eleanor will be purchased
The collaborating teachers involved will develop activities around 4
major themes present in the book; Human Rights, Women’s Rights,
Civil Rights, & Eleanor Roosevelt’s Work as First Lady
The activities will be based on resources which include Our Eleanor,
databases, the Eleanor Roosevelt Papers including the My Day
columns, clips from PowerMedia Plus, websites, print resources and
others
Learning station activities will be created to give students the
opportunity to work collaboratively with their peers to explore and
discover the “Eleanor Effect” and it’s relevance in today’s society.
Students will create an illustrative timeline to be placed in the library
Students will create a display to highlight “Lessons Learned” from
Eleanor
The students will use a current event to write an essay connecting
Eleanor’s vision to today’s society
A program will be developed to host Allida Black
6. Software to be used, internet materials, contacts, etc.
Students will use online databases and approved Internet resources. They
will be directed to use the Eleanor Roosevelt papers, as well as primary sources
found on PowerMedia plus and American Memory. In the realm of technology,
the district has 15 licenses for Garage Band and the Microsoft program
Photostory 3. The completed podcasts or other media presentations will be
posted on the teacher, library, or district webpages.
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7. Level of Student Involvement
Students will be involved in all aspects of this program. They will be
immersed in primary source documents, Eleanor Roosevelt’s writings as well as
researching what scholars say about her impact on the world.
8. Evaluation process
Essays/Projects
Rubric
o Content
o Grammar/Mechanics
o Organization
Daily Assignment Checks
Podcast/Photostory 3
o Each student will have a role to be assessed
9. The Timeline: how you envision the project being carried and out between start
and conclusion
The timeline for this project is still in a developmental phase. We plan on
creating the lessons throughout the Fall semester with the intention of using the
material in the Spring of 2009 prior to the event with Allida Black. Throughout the
developmental phase we will submit our curriculum for review to TAH and Allida.
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Frewsburg Central School
Middle School/High School Library
26 Institute St.
Frewsburg, NY 14738
(716) 569-9229
Dear Parents of 8th Grade Students:
The 8th grade English and Social Studies Departments are proud to join our country by
celebrating the 125th birthday of Eleanor Roosevelt this October. As many of you may recall a
few years ago the Frewsburg Middle School initiated “The Little Read,” pattern after “The Big
Read” held in many communities in the nation as well as in Chautauqua County. This year we
will be reading Our Eleanor by Candace Fleming. Using a scrapbook like effect, Fleming
provides the reader with a look at the life of this extraordinary American first lady and champion
of the American people through means of photographs and many other primary source
documents.
( Paragraph announcing special events/speakers that will take place)
It is our hope to provide each 8th grade student a personal copy of this memorable book. Would
you please consider helping us purchase a copy for each student? Each book retails for $???? but
we are able to purchase them at a reduced cost of $???? directly from the publisher.
Your donation may be tax deductible, and you can take pride in knowing that you have helped
enrich the lives of our students. We will also place a book plate in each book recognizing the
person who donated the book.
Thank you again. Your sponsorship does make a difference!
Respectfully,
Mrs. Robin S. Trapani, School Library Media Specialist
Mrs. Kathleen Anderson, Principal
9
Frewsburg Central School
Middle School/High School Library
26 Institute St.
Frewsburg, NY 14738
(716) 569-9229
Greetings:
The 8th grade English and Social Studies Departments are proud to join our country by
celebrating the 125th birthday of Eleanor Roosevelt this October. As many of you may recall a
few years ago the Frewsburg Middle School initiated “The Little Read,” pattern after “The Big
Read” held in many communities in the nation as well as in Chautauqua County. This year we
will be reading Our Eleanor by Candace Fleming. Using a scrapbook like effect, Fleming
provides the reader with a look at the life of this extraordinary American first lady and champion
of the American people through means of photographs and many other primary source
documents.
( Paragraph announcing special events/speakers that will take place)
It is our hope to provide each 8th grade student a personal copy of this memorable book. Would
you please consider helping us purchase a copy for each student? Each book retails for $???? but
we are able to purchase them at a reduced cost of $???? directly from the publisher.
Your donation may be tax deductible, and you can take pride in knowing that you have helped
enrich the lives of our students. We will also place a book plate in each book recognizing the
person who donated the book.
Thank you again. Your sponsorship does make a difference!
Respectfully,
Mrs. Robin S. Trapani, School Library Media Specialist
Mrs. Kathleen Anderson, Principal
10
Frewsburg Central School
Presents:
Our Eleanor
By Candace Fleming
Sponsor______________________________________
Address______________________________________
Telephone____________________________________
Contact_______________________________________
Please indicate your contribution:
-We will purchase _____book/s at $???for a total contribution of $_________________
Please indicate your method of payment:
-A check in the amount of $______________is enclosed
Please indicate how you would like to be recognized in our publicity and book plate
materials.
__A gift from_____________________________________
__Sponsored by___________________________________
__Compliments of_________________________________
Please respond by ????. If you have any questions or need additional information, please contact
Mrs. Robin Trapani, School Library Media Specialist. Frewsburg Central Middle School High
School, Phone: 569-9229 26 Institute Street Frewsburg, NY 14738
Please mail the completed form and donation to the contact above.
Thank Your for Your Support!!
11
FIELD OF INTEREST GRANTS
This type of grant makes awards based on matching applicant requests with the purposes of the
fund from which the grant monies originate. For example, a request for money to buy books for a
library could match a fund at the Foundation created to aid area libraries.
Seven (7) copies of the completed typewritten Field of Interest Grant Application must be
delivered to the Chautauqua Region Community Foundation office BEFORE THE LAST
FRIDAY OF THE MONTH.
Consideration is given to requests that adhere to the following criteria:
►Projects that demonstrate a definite benefit to the Chautauqua Region. The
Northern Chautauqua Community Foundation serves the Fredonia/Dunkirk area.
►Projects that adequately serve wide segment of the community not otherwise being
served.
►Projects of demonstrational or experimental nature that provide leverage for generating
other funds from community sources.
►Projects that productively solve a community problem rather than reactively
treat symptoms of the problem.
►Projects that promote volunteer participation and citizen involvement.
►Projects that use or will use existing facilities and do not result in duplication of
administrative costs.
►Projects that are non-religious in nature. (Church related requests are referred to the
Foundation’s Karl Peterson Fund grant cycle. Call for details.)
►Projects whose funding needs are in the $200 to $2,000 range with the majority of the
awards in the $500 to $1,000 range. (Larger grant requests are referred to the
Foundation’s Community Service Fund grant cycle. Call for details.
►Grants are not made for political purposes, or to retire indebtedness of an
agency.
Feel free to contact the Community Foundation (661-3392) for additional information.
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FIELD OF INTEREST FI
GRANT APPLICATION
Please Type this Form and return BEFORE the LAST Friday of the Month
Organization ________________________________________________________________
Contact Person ________________________________________________________________
Title ___________________________ Phone # _________________________
Address ________________________________________________________________
City ____________________________ State ___________________ ZIP ____
Project Title ________________________________________________________________
Date of Incorporation _____________ Tax ID# ______________________
Amount Requested _______________ Estimated Project Start Date _______
Briefly describe your organization’s overall goals and objectives:
Continued on next page
For Office Use Only
Grant# _________ Date Received ____________ Category_________________
Field of Interest Grant Application, Page 2
Briefly summarize (including your budget) your project in the space below (Do NOT
exceed the space provided):
RETURN COMPLETED APPLICATION TO:
Chautauqua Region Community Foundation
418 Spring Street
Jamestown, NY 14701
(716) 661-3390 or (716) 488-0387 FAX
Field of Interest Grant Application
(To Be Submitted)
13
Eleanor Roosevelt
“Sad Little Nell”
Pages 2 - 19
Activity Explanation:
Each group of 3-4 students will be given a particular person to prepare a graphic organizer for.
In your groups, be sure to carefully read the sections where your person of influence is
mentioned. Once you have read pages 2-19, focus on five major ways in which this person
influenced Mrs. Roosevelt in her younger years. Your group will be considered “experts” on the
particular person of influence assigned. In your groups complete the following:
- Find 5 major ways in which Eleanor was influenced.
- Fill in the graphic organizer with summaries for each of these 5 events, situations,
etc.
- Be sure that each member has a good understanding of each of the 5 items on the
graphic organizer
- Be ready to present your findings to the class. You will be able to put your graphic
organizer on the overhead. Each group member will be asked to participate in the
presentation.
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15
16
17
18
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20
Eleanor Roosevelt
“A Devoted Wife and Mother”
Pages 20-35
Directions: Answer each of the following questions while reading pages 20-35.
1. Write down two quotes from the text that state why Franklin was attracted to Eleanor. (What
about Eleanor would make Franklin a good wife and companion?) Then, explain what this
quote is saying about Eleanor’s personality.
Quote: What does this say about Eleanor?
2. Write down three adjectives that could be used to describe President Theodore Roosevelt
after reading about Eleanor’s wedding. Describe why you chose each word.
_______________ :
_______________ :
_______________ :
3. Describe the relationship between Eleanor and her Mother-in-Law. Use details from the text
to support your answer.
______________________________________________________________________________
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______________________________________________________________________________
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4. Describe the event which occurred on her honeymoon, inspiring Eleanor Roosevelt to
become more involved in politics.
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5. Look at the pictures on pages 24 – 25 and describe what each says about Eleanor and her
relationships:
Top of Page 24:
Bottom of Page 24:
Left on Page 25:
Right on Page 25:
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6. The Roosevelt lived in and enjoyed many homes in the early years of their marriage.
Complete the table below and describe the importance of each home and how time spent
there shaped Eleanor’s life.
Home Importance
125 East Thirty-Sixth Street, NYC
House of Sixty-Fifth Street, NYC
Cottage at Campo
Springwood in Hyde Park, New York
7. After reading about Eleanor as a mother, write a brief description of how motherhood
affected Eleanor.
______________________________________________________________________________
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8. How does the poem on page 34 relate to Eleanor’s own issues in 1918? (What or who does
the “soul” represent? What does this prove of Eleanor’s emotions during this time? Etc.)
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9. What do you think Eleanor meant by “1/2 a Loaf of Love”?
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Eleanor Roosevelt
“Self-Discovery”
Pages 36-49
Directions: Answer the following questions while reading pages 36-49.
1. Fill in the chart below contrasting the ideals of each of the political parties.
Democrats Republicans
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2. Look at the timeline on page 37. Write down two facts that you found surprising and why
you found each fact to be so.
-
-
3. On the bottom of page 39, Eleanor’s ideas for rationing food and cutting wasteful
practices is described. As stated, it was laughable to many as she was a millionaire. Do
you think her ideas would be accepted in a different way in today’s society? Why or why
not?
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4. Each of the following experiences allowed Eleanor to grow both personally and
politically. For each of the events, fill in the table with a quote from the book that shows
this growth.
Experience Quote
Red Cross Canteening
Helping Wounded Soldiers at the Naval
Hospital in Washington, D.C.
Working with Soldiers at St. Elizabeth’s
Hospital for the Insane
Mary Hall’s Funeral
Franklin’s run for Vice President with
James Cox
Gaining the Right to Vote
Joining the National League of Women
Voters
Franklin’s Diagnosis and Struggle with
Polio
Working with Louis Howe
26
Eleanor Roosevelt
“Out of the Kitchen and into Politics”
Pages 50 - 63
Directions: Answer the following questions while reading pages 50-63.
1. Put the letter for each description in the correct place in the Venn Diagram.
a. Founded in 1916 by Alice Paul
b. Led by Molly Dewson
c. Form in 1920 as a part of the U. S. Department of Labor
d. Founded by Carrie Chapman Catt
e. Worked to gain the right to vote for women
f. Eleanor Roosevelt took part in the activities of these groups.
g. Advocated betters wages, hours, and working conditions for women
h. Focused on the needs of Democratic women
i. Proposed an Equal Rights Amendment to the U.S. Constitution
j. Sponsored lectures about the importance and purpose of elections
k. Still an active group today.
l. Promoted women’s rights.
m. Led by Mary Anderson.
n. Their efforts resulted in the way in which women were treated.
The NWP
The NLWV
Women’s
Bureau
WDDNC
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2. Although Eleanor’s friendships led to much gossip, Franklin believed that they were
good friendships. Explain how each of Eleanor’s friendships, as described on page 52
and 53, helped Eleanor become a good politician.
______________________________________________________________________________
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3. Choose two ways in which Eleanor becomes a Political Figure and explain how each
would help Eleanor become a good First Lady.
# _______ :
# _______:
4. How did Franklin’s new position as governor of New York change Eleanor’s lifestyle?
______________________________________________________________________________
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5. After reading the top of page 58, would you like to take a class with Mrs. Roosevelt as a
teacher? Why or why not?
______________________________________________________________________________
______________________________________________________________________________
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6. How does this statement relate to society today as well as in the 1920s? “The country
needs, and unless I am mistaken, the country demands bold, persistent experimentation.”
______________________________________________________________________________
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7. Find a quote that describes how Eleanor felt about Franklin becoming President. How
were her actions different from her words?
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Eleanor Roosevelt
“A First Lady Like No Other”
Pages 64 - 85
Directions: Answer the following questions while reading pages 64-85.
1. Make a list of First Lady duties which Eleanor had to abide by.
2. The Literary First Lady: Describe how each of the following allowed Eleanor to further
communicate with the American people.
“Mrs. Roosevelt’s Page”
Children’s Books
“My Day” columns
Magazine Articles
Autobiography
Radio
3. Choose two quotes from page 77 “Eleanor Takes a Stand” that you agree with. Write
each quote below and explain why you agree with that quote. You may want to use
personal experiences, literature that we read, or news reports that you have heard to help
support your opinion.
-
-
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4. On page 78, Eleanor states, “I am merely a politician’s wife pushed into politics
reluctantly.” Below, list 5 things that we have read about up to this point in the book that
prove that she is more than a “politician’s wife.”
a.
b.
c.
d.
e.
5. When reading about the Roosevelt children and grandchildren, it is obvious that they
lived normal lives in some ways and “celebrity” lives in others. Fill in the charts below
with details from the book.
Normal
Lifestyle
Celebrity
Lifestyle
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6. In the table below, list the names of the first ladies who followed in Eleanor’s footsteps
as political activists and those who chose not to be political activists.
Political First Ladies Non-Political First Ladies
7. How would you classify Michelle Obama as a first lady? How has she been affected by
“The Eleanor Effect”.
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Eleanor Roosevelt
“Friend of the People”
Pages 86 – 105
Directions: Answer the following questions while reading pages 86-105.
1. Answer the following questions based on the information on pages 88-89.
a. Why was Mrs. Roosevelt’s name “Everywhere Eleanor”?
b. List five places Eleanor traveled as the “eyes and ears” of her husband.
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-
-
-
-
2. Explain the purpose of each of the following New Deal programs:
AAA –
CCC –
CWA –
FERA –
TVA –
NYA –
Social Security Act –
WPA –
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Fair Labor Standards Act –
3. Explain, in your own words, the meaning behind the political cartoon on page 91.
______________________________________________________________________________
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4. “Eleanor’s Baby”, formally known as Arthurdale, was both successful in some ways but
unsuccessful in others. Fill in the table below to show how this project was both.
A quote from the book supporting Why this quote was accurate:
Arthurdale:
A quote from the book against Arthurdale: Why this quote was accurate:
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5. Choose the three federal programs from page 97 that you think are most beneficial to
American society, and explain why you think these programs are most important.
-
-
-
6. In the section titled Dr. Mrs. Roosevelt, it is obvious that Eleanor cared about individuals
as well as American society as a whole. Which story from pages 98-99 touched you the
most and why?
______________________________________________________________________________
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______________________________________________________________________________
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7. On pages 100-101, there are multiple incidents described to show how Mrs. Roosevelt
took obvious stands against racism and discrimination. In your opinion, which story of
Eleanor’s actions is your favorite and why?
______________________________________________________________________________
______________________________________________________________________________
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35
8. In the space below, make a list of why it is important to have “Libraries for Everyone.”
Why do you think Mrs. Roosevelt put so much importance on the “intellectual
development” of the nation?
9. Write down you reactions to Eleanor’s FBI file.
______________________________________________________________________________
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10. What did Joseph Nash mean when he stated, “She personifies my belief and faith in the
possibility of mankind”?
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
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Eleanor Roosevelt
“The War Years"
Pages 106 - 129
Directions: Answer the following questions while reading pages 106-129.
1. In the chart below, explain how each of the men was responsible for beginning World
War II.
Benito Mussolini
Gen. Hideki Tōjō
Adolf Hitler
2. When reading about Eleanor’s, the President’s and America’s first take on The Fate of
Europe’s Jews, was this information different from what you expected after studying
American aid to end the Holocaust? Why or why not?
______________________________________________________________________________
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3. In 1940-1941, both Eleanor and Franklin Roosevelt “made history.” Briefly explain how
each did so below.
- President Roosevelt -
- Mrs. Roosevelt -
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4. What is a Japanese interment camp?
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5. Briefly explain Eleanor’s feelings toward Winston Churchill.
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6. Look at the pictures on pages 120-121. In your opinion, which picture best depicts
Eleanor’s actions in the South Pacific? Why?
______________________________________________________________________________
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7. On the map below, put a star for each place Eleanor visited during our readings in this
chapter. Some places may be approximations.
8. Why do you think Eleanor was “never patient with illness – her own or anyone else’s”?
______________________________________________________________________________
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9. Eleanor stated, “I miss Pa’s voice, and the words he would have spoken” when she heard
news of the end of World War II. Below, write one line of the speech that Franklin
would possibly have given if he were alive for this momentous moment in history.
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Eleanor Roosevelt
“First Lady of the World”
Pages 130 - End
Directions: Answer the following questions while reading pages 130-End.
1. On page 135, Mrs. Roosevelt’s “most outspoken critic” stated, “I want to take back
everything I ever said about her (Eleanor), and believe me it’s been plenty.” Why is it
important that this statement was made by such a vehement critic? Why do you think he
changed his mind about Eleanor?
.
______________________________________________________________________________
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______________________________________________________________________________
2. Why did Eleanor put so much effort into the idea of an Israel for the Jewish people who
suffered as a result of WWII?
______________________________________________________________________________
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3. Eleanor worked hard with the Universal Declaration of Human Rights.
a. Below, list 5 rights you think should be included on this bill of rights.
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-
-
-
-
b. Now, go to the website http://www.un.org/en/documents/udhr/ and check to see if
the first you came up with are included on the actual Universal Declaration of
Human Rights.
c. What, if any, of your ideas were not on the bill of right? Explain why you think
they should be included.
40
4. Read pages 142-145. After reading these pages, write the subtitle of your favorite travel
or Eleanor and why it was your favorite for this section of the book.
______________________________________________________________________________
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5. At her seventieth birthday, Eleanor’s friend Clare Boothe Luce stated, “Here’s to
Eleanor. No woman has ever so comforted the distressed, or so distressed the
comfortable.” Interpret this quote and give details and examples from the book to help
support your interpretation.
______________________________________________________________________________
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6. List job titles that Mrs. Roosevelt had when she was in her 70s.
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7. Explain how Eleanor continued to fight for civil rights.
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8. After completing the reading, go back and find the the four most influential things that Eleanor
Roosevelt did. (This is your opinion). Fill in the graph below with the most important being the
top of the triangle.
42
Our Eleanor
“Sad Little Nell”
p. 2-19
Find an appropriate definition and determine the part of speech (N, PN, Adj, V, Adv, Prep, Conj,
Int) for each of the following vocabulary words.
Word Page # Part of Definition
Speech
Idyllic 4
Grave 5
Binges 7
Atone 7
Imbecile 8
Pompous 8
Tempestuous 9
Attributes 13
Industrious 15
Obstinate 18
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44
Our Eleanor
“A Devoted Wife and Mother”
p. 20-35
Find an appropriate definition and determine the part of speech (N, PN, Adj, V, Adv, Prep, Conj,
Int) for each of the following vocabulary words.
Word Page # Part of Definition
Speech
Intuitive 20
Debonair 21
Diligent 25
Eminently 26
Serenity 27
Blithely 33
Duplicitous 33
45
Our Eleanor
“Self Discovery and Out of the Kitchen and Into Politics”
p. 36-63
Find an appropriate definition and determine the part of speech (N, PN, Adj, V, Adv, Prep, Conj,
Int) for each of the following vocabulary words.
Word Page # Part of Definition
Speech
Staunchly 36
Arduous 38
Ardent 43
Intricacies 44
Logy 46
Shrewdest 49
Advocated 51
Palatable 56
Lamented 59
Stewardship 62
46
Our Eleanor
“A First Lady Like No Other”
p. 64-85
Find an appropriate definition and determine the part of speech (N, PN, Adj, V, Adv, Prep, Conj, Int) for
each of the following vocabulary words.
Word Page # Part of Definition
Speech
Exultant 66
Vague 70
Abrasions 72
Discrepancy 73
Unpretentious 75
Prolific 75
Euphoria 76
Prestige 76
Consummate 78
47
Our Eleanor
“Friend of the People”
p. 86-105
Find an appropriate definition and determine the part of speech (N, PN, Adj, V, Adv, Prep, Conj, Int) for
each of the following vocabulary words.
Word Page # Part of Definition
Speech
Quelled 87
Patronage 92
Abysmal 94
Allocated 95
Bigotry 100
Vulnerability 102
Detractors 104
Elicit 104
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Eloquently 105
Our Eleanor
“The War Years”
p. 106-129
Find an appropriate definition and determine the part of speech (N, PN, Adj, V, Adv, Prep, Conj, Int) for
each of the following vocabulary words.
Word Page # Part of Definition
Speech
Rearmament 107
Parley 108
Ascendancy 109
Tenaciously 110
Accolade 112
Effusive 112
Waning 113
Protégés 114
Adhere 117
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Goading 118
Complacent 118
Surliness 121
Prevailing 122
Façade 127
50
Our Eleanor
“First Lady of the World”
p. 130-155
Find an appropriate definition and determine the part of speech (N, PN, Adj, V, Adv, Prep, Conj, Int) for
each of the following vocabulary words.
Word Page # Part of Definition
Speech
Surmise 133
Pacifist 135
Condescension 135
Strenuously 137
Indignant 142
Harem 144
Anecdotes 151
Profoundly 152
Evasion 153
Clout 153
51
The Words of Eleanor Roosevelt
Directions:
1. Choose 1 quote.
2. Discuss this quote with your group members to be sure
you are clear of its meaning.
3. With the quote, your group needs to create a collage
that represents the quote in action.
4. Find pictures, words, or phrases that portray the quote.
5. Paste these clippings, creating a collage that helps you
to understand the quote.
6. On the back of the collage, please list the names of those
in your group as well as a brief explanation of what you
tried to accomplish with your collage.
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“Great minds discuss
ideas; Average minds
discuss events; Small
minds discuss people.”
---Eleanor Roosevelt
“Life was meant to be
lived, and curiosity
must be kept alive.
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One must never, for
whatever reason, turn
his back on life.”
--Eleanor Roosevelt
“People grow through
experience if they meet
life honestly and
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courageously. This is
how character is built.”
--Eleanor Roosevelt
“It is not fair to ask of
others what
you are unwilling to do
yourself.”
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--Eleanor Roosevelt
56
TABLEAU
ACTIVITY
Directions: Each group will be creating a tableau that illustrates an important event in the life of
Eleanor Roosevelt. A tableau is a frozen moment in time. Each group will present their chosen
event as a still image using necessary props to convey the significance to others in the class. A
photo will be taken of each tableau. The tableaux will be displayed and other students will have
to identify the event and the significance of the event in the life of Eleanor Roosevelt.
Tableaux Preparation Worksheet
Scene You Are Representing:
Date of Scene:
Characters in the Scene:
Action Taking Place:
Significance of the Scene in History:
Significance of Scene in Eleanor Roosevelt’s Life
Props Needed to Best Illustrate the Tableaux
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Tableau Dates
October 11, 1884 Eleanor is Born NYC
November 1892 Mother Dies, Father Confined to
Mental Institution, Eleanor Goes to Live With
Grandmother Mary Hall
August 13, 1894 Elliot Roosevelt (father) Dies of
Alcoholism
1899 Eleanor enrolls at Allenswood School in England
March 17, 1905 Eleanor Marries Franklin D. Roosevelt in
New York
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1920 Eleanor Joins the League of Women Voters,
Congress Passes the 19th Amendment Granting Women
the Right to Vote
1921 Franklin Becomes Paralyzed from Polio
The Democratic National Committee Appoints Eleanor
Director Bureau of Women’s Activities, FDR is Elected
Governor of New York
1932 Franklin D. Roosevelt Elected President of the
United States
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1933 Eleanor 1st Wife of a President to Hold All-Female
Press conferences
1939 Eleanor Defies Segregation Laws at Southern
Conference for Human Welfare in Birmingham
July 17, 1940 Eleanor Speaks at Democratic National
Convention Helping FDR to Win a Third Term as
President
April 12, 1945 Franklin Delano Roosevelt Dies in Warm
Springs, Georgia
1946 Eleanor Elected Head of the United Nations
Human Rights Commission, Begins to Write Declaration
of Human Rights
1957 Eleanor Visits Nikita Khrushchev in the Soviet
Union
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November 7, 1962 Eleanor Dies Age 78 of Tuberculosis
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WORD WALL
Step 1: Eleanor Roosevelt was an advocate for many causes. Choose one of
the following topics.
Step 2: Work in your groups to find adjectives that best describe Eleanor’s
role. Use the dictionaries and thesaurus provided.
Step 3: Write the words that your group comes up with on the worksheet
provided. One worksheet per group.
Step 4: Find the Best 10 Words that your groups came up with and write
each on the template provided.
Step 5: You can not use words that are already on the word wall.
Step 6: Attach your 10 best words to the word wall under the appropriate
category.
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Group Member Names:
__________________________________________________________________
WORD WALL
Human Rights: As chairwoman of the UN Human Rights Commissions, Eleanor created
the International Bill of Rights which defined the basic freedoms of people all over the
world.
Create a list below of adjectives that you think best describe Eleanor Roosevelt in
conjunction with Human Rights. Use your book, dictionary and thesaurus to look up
appropriate words.
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
Choose 10 words from your list above that BEST describe Eleanor Roosevelt. These 10 words
will be written on the provided templates.
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________
63
64
HUMAN RIGHTS HUMAN RIGHTS
HUMAN RIGHTS HUMAN RIGHTS
Human Rights HUMAN RIGHTS
65
HUMAN RIGHTS HUMAN RIGHTS
HUMAN RIGHTS HUMAN RIGHTS
Human Rights HUMAN RIGHTS
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Group Member Names:
__________________________________________________________________
WORD WALL
Civil Rights: Eleanor was outspoken about civil rights.
Create a list below of adjectives that you think best describe Eleanor Roosevelt in
conjunction with Civil Rights. Use your book, dictionary and thesaurus to look up
appropriate words.
____________________ ____________________ ____________________
____________________ ____________________ ____________________
___________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
Choose 10 words from your list above that BEST describe Eleanor Roosevelt. These 10 words
will be written on the provided templates.
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
__________________
67
CIVIL RIGHTS CIVIL RIGHTS
CIVIL RIGHTS CIVIL RIGHTS
CIVIL RIGHTS civil rights
68
CIVIL RIGHTS CIVIL RIGHTS
CIVIL RIGHTS CIVIL RIGHTS
CIVIL RIGHTS civil rights
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Group Member Names:
__________________________________________________________________
WORD WALL
Civil Rights: Eleanor was outspoken about civil right.
Create a list below of adjectives that you think best describe Eleanor Roosevelt in
conjunction with Civil Rights. Use your book, dictionary and thesaurus to look up
appropriate words.
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ___________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
Choose 10 words from your list above that BEST describe Eleanor Roosevelt. These 10 words
will be written on the provided templates.
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
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____________________
WOMEN’S RIGHTS WOMEN’S RIGHTS
WOMEN’S RIGHTS WOMEN’S RIGHTS
WOMEN’S RIGHTS 71 WOMEN’S RIGHTS
WOMEN’S RIGHTS WOMEN’S RIGHTS
WOMEN’S RIGHTS WOMEN’S RIGHTS
WOMEN’S RIGHTS WOMEN’S RIGHTS
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Group Member Names:
__________________________________________________________________
WORD WALL
Friend of the People: Eleanor believed that her role was to listen to the people.
Create a list below of adjectives that you think best describe Eleanor Roosevelt’s dealings
and interactions with ordinary citizens. Use your book, dictionary and thesaurus to look
up appropriate words.
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
Choose 10 words from your list above that BEST describe Eleanor Roosevelt. These 10 words
will be written on the provided templates.
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
73
__________________
74
PEOPLE’S FRIEND PEOPLE’S FRIEND
PEOPLE’S FRIEND PEOPLE’S FRIEND
PEOPLE’S FRIEND PEOPLE’S FRIEND
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PEOPLE’S FRIEND PEOPLE’S FRIEND
PEOPLE’S FRIEND PEOPLE’S FRIEND
PEOPLE’S FRIEND PEOPLE’S FRIEND
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EXTRA CREDIT!!!!
Wordle
Step 1: Go to The Quotations Page.
http://www.quotationspage.com/quotes/Eleanor_Roosevelt
Step 2: Choose one of Eleanor Roosevelt’s quotes that you feel is significant.
Step 3: Go to http://www.wordle.net Click on the CREATE button.
Step 4: Type your favorite quote into the box provided and click Go. You have
now created an unusual word poster of your quote. You can experiment with
the layouts by clicking the Randomize Button and also there are layout and
font choice that you can make.
Step 5: Choose your favorite layout and print it. (You may print in color just
make sure you change the computer settings. Ask for help if you don’t know
how to do this)
Step 6: Mount your Eleanor Roosevelt Quote Poster on a piece of construction
paper or poster board.
Step 7: At the bottom of the poster compose a 5-7 line paragraph that discusses
the significance of this quote, how it personally relates to you, and or to issues
that our currently happening in our country and the world as a whole today.
77
Eleanor Roosevelt
America’s 1st Blogger ???
If Eleanor Roosevelt were alive today would she be a blogger? The answer is
probably yes. Mrs. Roosevelt was committed to communicating with the
American people through radio programs, magazine articles and her famous “My
Day” Columns that ran six days a week from 1935-1962.
Step 1: Go to the My Day Project ( http://www.gwu.edu/~erpapers/myday/)
Step 2: Read 4 My Day columns from a variety of years and fill out the My Day
Notes Form.
Step 3: Consider current events in the United States and the world as a whole and
create a blog-style article using Eleanor Roosevelt’s personal writing style as your
inspiration. Your blog should be 2 to 3 paragraphs in length.
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MY DAY
NOTES FORM
Date:
Topic/Focus:
Related Issues/Noted:
-
-
-
-
Mrs. Roosevelt’s Personal Viewpoint:
-
-
-
-
Connection to Present Day Current Events:
-
-
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80
Eleanor Roosevelt Group Presentations
Final Project
Directions: Together as a group, you will be creating a dramatic group presentation. Your group will
choose from the following types of presentations. Your group presentation should be approximately 10
minutes in length. Each member of the group must participate.
1. Talk Show – Your group will put on a talk show where different people you read about in Our
Eleanor will be participating as though they are guests. Group members can choose from the
following roles:
a. talk show host (This person will be responsible for introducing the “guests” and will be
asking questions to the guests)
b. guest witnesses (These people will be characters from the book that tell their side of the
story)
2. News Report – Your group will pretend that you are creating a news report for an international
television station (Think CNN). Each person will play a different role during this News Report.
Group members can choose from the following roles:
a. news anchor. (Your job will be to create reports on what “breaking news” happened in
the book as a way to introduce the news report. You may also choose to interact with the
reporters, asking questions, etc.)
b. Reporters (one of two people) (they can be reporting from locations in the book). The
reporters’ job is to report about the breaking news and to ask witnesses about what
happened. The reporters’ job is to come up with questions for the witnesses.
c. Witnesses: (people from the book telling their stories about their involvement in the
events. They will be working with the reporters on the answers to the questions.)
3. 10 Minutes – 60 minutes is a show that takes an in-depth look at a major issue. Because you
only have 10 minutes, we will call it 10 minutes instead of 60 minutes. Your group will choose
one of the major issues in the book. You will then as a group use the information in the book and
any other information that you may know about that particular issue to create a presentation.
Group members can choose from the following roles:
a. anchor (This person would give a brief introduction and closure to your presentation,
telling the audience what they will be hearing about. They sometimes scan to this person
between interviews to reintroduce what will be on the show)
b. an expert on the issue (this is usually a professor of some kind that studies the issue)
c. a eyewitness (this would be someone or a few people from the book to tell their
experiences about the major issue your group choose)
d. an interviewer (this would be someone who interviews the eyewitnesses
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Group Presentation Organizer
Directions: Answer the following questions as a way to organize your group presentation.
1. What part of Eleanor’s life would your group like to focus on for the presentation? (This can
range from a specific events to a focus on one aspect of American society Eleanor worked hard to
change, etc.)
2. Which of the three choices from above is your group going to use?
3. Make a list of group members and the people he/she will play (Note: Some people may choose to
play more than one role.)
Group Member Name Person to Play in Role
4. Below, list page #s, quotes, examples, etc. from the book that will help you in creating this
presentation.
5. What props, if any, will you need for this presentation?
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Our Eleanor Essay Contest
Choose one of the following questions and write a 1 ½ - 2 page essay in response. Use details from the
scrapbook biography Our Eleanor in your essay.
1. Eleanor Roosevelt went entirely against the traditional role of a first lady when her husband
became president. Many felt she should have remained in the background doing meet-and-
greets and holding teas, leaving the politics and governing to Franklin (as he was the person they
had elected president, not Eleanor). In your essay, agree or disagree with these critics of
Eleanor and use specific examples from her life to support your position.
2. Read Eleanor Roosevelt’s “Ten Steps Which Mrs. Franklin D. Roosevelt Believes Would
Strengthen Our Democracy” from 1947. Choose two steps and discuss the similarities and
connections between those two steps and issues that are being emphasized in our modern day
society and by our current presidential administration.
3. Choose one of the following issues: women’s rights, civil rights or human rights. Explain
Eleanor’s views on the issue you choose and use specific examples to describe how she fought
for that particular issue.
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