Washington, D.C....vi Washington, D.C. Discovery Journal Sometimes those classroom walls can be confining. Reading books and looking at pictures is not the same as firsthand, upfront

Washington, D.C.

DISCOVERY JOURNAL

IN CASE OF EMERGENCYIf you have lost contact with your group or need assistance for a medical condition, injury, or any other emergency, please call a staff member immediately at the toll-free number listed below.

In the Washington, D.C., area call 800-999-4542This number should be used for emergencies only. When you call, please be prepared to give your name, the number you are calling from, your location, your group name or teacher’s name, and the reason for the call. The person you speak with will give you further instructions.©WorldStrides 06/16 KMBD0081 P1368

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My Name

My Program Leader’s Name

My Course Leader’s Name

Dates of My WorldStrides Program

My Hotel

My Customer / Traveler ID#

Trip ID#

My WorldStrides Washington, D.C. Discovery Journal

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Washington, D.C. Discovery Journal

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Introduction

Lessons & Activity Journal

Discovery for Credit ..............................................vTake a LEAP with Us! ...........................................viUsing Your Discovery Journal ............................viiLet’s Get Social ....................................................viiSymbols in your Discovery Journal ...................viiiAdventure Photography ......................................ix

Washington, D.C. Historical Overview ............ 1 Historical Timeline ....................................... 3

Air and Space Museum Flight Path ...................................................... 4

Arlington National Cemetery Unsung Heroes .............................................. 7

Capitol Building Vested Interests ........................................... 10

FDR Memorial Freedom by the Fireside ............................. 13

Ford’s Theatre Conspiracy Theory ....................................... 18

Holocaust Memorial Museum Responsibility and Remembrance .............. 23

International Spy Museum Cryptology 101 ............................................ 28

Iwo Jima Memorial The Power of War Photography ................. 33

Jefferson Memorial Democratic Design ...................................... 38

Kennedy Center Kennedy Center Honors .............................. 40

Korean War Memorial Two Koreas .................................................. 41

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Table of Contents

Library of Congress Fire! Saving American Treasures ................ 43

Lincoln Memorial Four Score and Seven Years Ago ................ 46

National Archives But It’s My Right .......................................... 50

National Museum of the American Indian The Many Faces of the Universe ................. 55

National Museum of Natural History Survival of the Strangest ............................. 59

National Zoo Extinction ..................................................... 62

United States Supreme Court Free Speech for All ...................................... 69

Vietnam Veterans Memorial A Nation Divided ......................................... 72

Washington Monument The Art of Social Protest ............................. 74

White House Parents, Power, and Paparazzi .................... 78

World War II Memorial Code Talkers ................................................. 81

Notes .................................................................. 85

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Introduction

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Introduction

Discovery for CreditYour WorldStrides journey is going to be a fun, amazing educational experience. You will see and do many new things, and we believe you should definitely get credit for everything you’re going to learn! That’s why WorldStrides offers a special Discovery for Credit option with each of our programs. Your entire trip is built around an accredited WorldStrides program that gives you the opportunity to earn high school or even college credit by completing post-trip online coursework.

What is Discovery for Credit?Discovery for Credit is comprised of online activities offered together with your travel program. All content has been specially developed by the WorldStrides Curriculum & Academics team to help you take the valuable lessons you learn while traveling and incorporate them into your ongoing education.

How does it work?To access Discovery for Credit, go to worldstrides.com and follow the academic credit links to create a student account using your Trip ID and Customer Account Number. Once you are logged in, you can access our Discovery for Credit Dashboard to enroll in courses and preview the online assignments that go with them. After travel, you’ll use your trip experiences to complete the assignments in your course. If you have any questions while you work, our WorldStrides Online Instructors are standing by to help! Need help logging in? Contact Customer Support at 800-468-5899.

High School Credit Details

— No additional cost.

— Deadline for completing coursework is six months from the return date of travel.

— Upon successful completion of coursework, WorldStrides will mail you your transcript.

College Credit Details — Discounted tuition rate

based on the number of credits you wish to earn.

— Deadline for completing coursework is six months from the return date of travel.

— You can request an official transcript via the partner university.

*To best facilitate the transfer of credit earned, WorldStrides recommends that students and parents inquire about their high school’s transfer credit policy, in case additional paperwork is requested prior to beginning coursework. Our Director of Curriculum & Academics encourages students to submit their WorldStrides transcripts in addition to their main high school transcript as part of their college applications. Having an extra transcript is a great way to showcase the learning you’ve done outside of your regular school program.

For more information, visit worldstrides.com

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Sometimes those classroom walls can be confining. Reading books and looking at pictures is not the same as firsthand, upfront and personal experience. That’s where WorldStrides comes in…

When you begin your WorldStrides program, you are embarking on a whole new educational journey. Your trip’s Course Leader can’t wait to bring your destination to life with WorldStrides’ unique educational philosophy, LEAP—Learning through Exploration and Active Participation. LEAP isn’t a lesson plan, it’s a way of being that embodies a hands-on, exploratory approach to travel and learning.

Not LEAPLEAP

Take a LEAP with Us!With the LEAP Approach, Your Course Leader Will:

— Turn up the volume and connect with you. Your Course Leader wants to talk WITH you...not AT you!

— Spark curiosity with active instruction that engages you through hands-on experience.

— Tailor your experience because this trip is about you! You are a key ingredient. It will reflect your interests and be as unique as you are!

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Introduction

— Personalize your journal! This is your research, thoughts, and observations. They are unique to you and reflect your individual perspective.

— Write with as much detail as possible! If you run out of space, use the notes section at the end of the journal.

— Be prepared! Bring your Discovery Journal with you for every activity in the field. Your program will have planned and spontaneous opportunities to use your Discovery Journal.

Using Your Discovery JournalGeneral AdviceTo make the best use of your Discovery Journal on your WorldStrides program:

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Let’s Get GocialShare your travel photos and videos and favorite memories with us! Here are some tips on safely sharing your photos with us:

— Tag us! We are listed as @WorldStrides on Instagram and Twitter!

— Use the hashtags #BestTripEver and #WorldStrides so we can find your shots—we share our favorites on our own social media channels!

— Hashtag and tag the places you’re visiting, too! Are you in DC? Use #WorldStrides and #WashingtonDC.

— Share your photos and favorite memories with your friends.

— Be smart about what you share. Don’t post personal information or details about hotel accommodations. Also, don’t engage in conversation with people you don’t know on social media. Have fun and share your photos, but be smart!

Symbols in Your Discovery JournalCareer CornerEver thought about being an archaeologist? What about a historian? Throughout your journey, you’ll find people who pursue some exciting career paths. Career Corner highlights a few of these interesting occupations so you can take a closer look behind the scenes.

Action Figures: Throughout your trip, you’ll meet people who practice a variety of exciting careers. Whether it’s a profession that you’ve never heard of or one you’ve dreamed of pursuing, you can read more about these unique jobs in the career section. You may even be inspired to learn more about these careers when you return home.

Write It Down!There is so much to take in while on your travel

program! The sites, sounds, and smells are sure to inspire you during your trip. Use the available spaces to write down what excites you, scares you, makes you happy, stumps you, or maybe you just want to remember something for when you return—write it down!

LEAPLearning Through Exploration & Active Participation

It would be difficult to cover the entirety of your destination in a few days, but we can try! These adventures will take you off the beaten path and onto the road to discovery. Learn your way by interacting with the people and animals, eating the food, mapping your route, and much more!

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Introduction

Be creative with the pictures you take. Try to create a narrative with your pictures that will help you document the experience. Before you gear up to go, check out these photography tips:

Use flash outdoorsIt seems like a flash would be the last thing you need on a bright day but the sun can cast harsh shadows and your flash will fill in the shadows. When taking people pictures on sunny days, turn your flash on. You may have a choice of fill-flash mode or full-flash mode. Both are good on a sunny day.

Move in closeA common mistake is being too far away from your subject. Get close! Your goal is to fill the picture area with the subject you are photographing. Up close, you can reveal more about your subject. If you can, don’t rely on the zoom to move in. You’ll get a better, sharper photo if you physically move closer to your subject rather than zooming in.

Find a simple background to use A simple background shows off the subject you are photographing. When you look through the camera viewfinder, find an area surrounding your subject that is not complicated. Make sure no

How to be an Adventure Photographer

It’s all about telling a story, and having a front row seat to the ACTION! Taking a great picture requires technique and getting close. Use a hip pack or shoulder strap so your camera is accessible.

But remember, no photo is worth risking your safety! Use the reflections of the sun to your creative advantage with water, particularly when calm water comes between you and the brightest part of the sky during sunrise and sunset.

poles grow from the head of your subject and that your subject isn’t sharing the spotlight with something else.

Move it from the middleThe middle of your picture is not always the best place for your subject. Bring your picture to life by simply moving your subject away from the middle of your picture. Imagine a tick-tack-toe grid in your viewfinder (see the image below). Now place your important subject at one of the intersections of lines. You’ll need to lock the focus if you have an auto-focus camera because most of them

focus on whatever is in the center of the viewfinder.

BE READY! It’s the worst feeling in the world to have something happening when you’re not ready, your camera is in your bag, turned off, or set to the wrong settings. Usually you know if you are planning on shooting photos at an event. Have a practice drill for getting your camera out quickly and getting it set to shoot. Settings need to change when the lighting does. Take a few practice shots with your settings adjusted before the action happens.

Adventure Photography

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Historical Overview

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Washington, D.C. Historical Overview

Historical OverviewUntil the late 18th century, America was under the rule of the British Crown. When the colonists declared their independence from Great Britain, the Revolutionary War began. After several years of fighting, America finally earned its freedom to be an independent nation.

George Washington was elected as the nation’s first president. One of the first tasks facing the new government was deciding on the site for a national capital. A number of cities, including New York and Philadelphia, sought the honor, some even offering land and money as incentives. The rivalry between the northern and southern states only helped to fuel the debate. The decision was finally made as a result of a compromise engineered by Alexander Hamilton and Thomas Jefferson. Hamilton wanted the federal government to assume the debts that states incurred during the Revolutionary War – a plan that would benefit northern states, while Jefferson sought to have the capital located in the “southern” section of the country. In July of 1790, Congress passed the Residence Act, authorizing George Washington to select the site for the new federal district. Washington selected an area along the Potomac River, close to his home at Mount Vernon. Maryland and Virginia gave a combined total of 100 square miles of land to establish a federal district as the location of the new government. The federal district was named Columbia, a feminine form of “Columbus” to honor Christopher Columbus.

President Washington commissioned Major Pierre Charles L’Enfant to design the federal city and its buildings. L’Enfant first chose the site for the Capitol Building atop Jenkins Hill, which had a commanding view of the Potomac River. Along the east-west axis, L’Enfant planned a Grand Avenue (now known as “The Mall”) to be lined by foreign ministries and cultural institutions. The avenue was connected on a north-south axis with the “President’s House.” This mansion linked back to the Capitol via Pennsylvania Avenue. The remainder of the city was laid out in a grid with streets intersected by broad diagonal avenues at “circles,” each intended to serve as the focus of a neighborhood area. The streets in the grid were designated by numbers in one direction and letters in the other. The federal district was laid out in a diamond shape, ten miles on each side, with the corners pointing north, south, east, and west.

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Construction of the White House, the first government building, began in 1792 and the Capitol Building began in 1793. The capital was moved from Philadelphia to its new home in 1800. John Adams became the first President to live in the “President’s House” and the first to address Congress in the new building. Shortly after Washington’s death, Congress elected to officially name the capital city Washington in honor of the first president.

At the time the district was established, the city of Washington was one of five settlements in the District of Columbia, including the towns of Alexandria and Georgetown. In 1846, Alexandria and the rest of the land Virginia provided was returned. Then, in 1871, the remaining settlements were unified and the district’s borders became the same as those of the city.

Today, Washington, D.C., is only 67 square miles in area and has a population of over 600,000 people. The city has changed tremendously since its beginning, but L’Enfant’s original plan is still evident. Washington is the hub of activity not only for our national government but for a booming tourist industry as well. Our capital city, so filled with culture and history, has something to interest visitors of any age, from all walks of life, from around the world.

What considerations do you think went into choosing the location of the capital?

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Washington, D.C. Historical Overview

1607 Jamestown is founded

1620 Mayflower lands

1691 Yorktown is founded

1773 Boston Tea Party occurs

1776 Declaration of Independence is signed

1781 Cornwallis surrenders at Yorktown

1787 U.S. Constitution is written

1789 Supreme Court is established under Article III of the Constitution

1789-97 Washington serves as President

1791 Bill of Rights is added to Constitution

1800 U.S. capital moves to Washington, D.C.

1812 War with the British begins

1838 British scientist, James Smithson, donates half a million dollars to “found an establishment for the increase and diffusion of knowledge,” later known as the Smithsonian

1861 Civil War begins

1865 President Lincoln is shot on April 14th at Ford’s Theatre and dies the next day

1865 Civil War ends

1870 15th Amendment allows African-Americans to vote

1885 Washington Monument is dedicated

1901 President’s House is officially named the White House

1909 President Theodore Roosevelt builds the Oval Office

1917 U.S. enters World War I

1920 19th Amendment allows women to vote

1921 Tomb of the Unknown Soldier of World War I is dedicated

1929 Great Depression begins

1933 Franklin D. Roosevelt begins his presidency

1941 Pearl Harbor is bombed and U.S. enters World War II

1945 Battle of Iwo Jima

1945 World War II ends

1950-53 American and United Nations troops fight in the Korean Conflict

1963 Martin Luther King, Jr. delivers his “I Have a Dream” speech on the steps of the Lincoln Memorial

1963 President John F. Kennedy is assassinated

1964 National Museum of American History opens

1965 Vietnam War begins

1969 First man lands on moon

1975 Last U.S. casualty of the Vietnam War

1981 First female Supreme Court justice, Sandra Day O’Connor, is appointed

1991 Persian Gulf War

2001 World Trade Center Towers and Pentagon are attacked by terrorists

2003 U.S. enters conflict in Iraq

2004 World War II Memorial and the National Museum of the American Indian open

2012 Construction begins on Smithsonian’s National Museum of African American History and Culture

Historical TimelineGrab a pen! Circle the places you’ll visit during your WorldStrides Program.

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Air and Space MuseumFlight Path The notion of flight has fascinated the human imagination for ages. Legends of human flight have been recounted in ancient Greek and Norse mythology. Human history is highlighted by aerial feats, such as kite flying in 5th century China, parachuting in 9th century Spain, and hot air balloons and gliders before the 20th century. All of these experiments shaped the development of flight as we know it.

Complete the following scavenger hunt tracing the development of flight and space exploration through some of the most influential pioneers and flying machines.

1. This German man’s 1894 flying contraption was one of the most successful of its kind. Despite being killed in one of his own flight devices, his work inspired future flight inventors. His nickname was “The Winged Prussian.”

What was his name? ________________________________________________________________________

What was his invention? ___________________________________________________________________

2. Orville and Wilbur Wright are known for their important contributions to the field of flight design. Between 1899 and 1905, the Wright brothers built a series of flying devices from a kite to the first practical airplane. Their most influential achievement came in 1903, when they built and flew the Wright Flyer. Find it in the museum.

What was special about the Wright Flyer? ____________________________________________________

3. In 1922, this woman became the first African-American to receive a pilot’s license. Because no American pilot school would accept her, she received her training in France. Tragically, she died in an airplane accident at the age of 33.

What was her name? _____________________________________________________________________

4. This man became the first person to complete a nonstop flight across the Atlantic Ocean in 1927. He received a $25,000 prize for making the journey between New York and Paris. After this historic journey, the aviation industry experienced an economic and popular boom.

What was his name? ______________________________________________________________________

What was the name of his aircraft? __________________________________________________________

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Air and Space Museum

5. Find the red Lockheed Vega 5B aircraft. In 1932, a pioneer flew this aircraft on a journey of almost 15 hours, becoming the first woman to do so. In 1937, her plane mysteriously disappeared over the Pacific Ocean while on a round-the-world trip.

What was her name? _____________________________________________________________________

What was her first famous journey? __________________________________________________________

6. The launch of this unmanned device by the Soviet Union in 1957 led the United States to found NASA and to pass the National Defense Education Act, which increased funding for science research and education.

What was this device? _____________________________________________________________________

Where did it go? _________________________________________________________________________

7. This rocket-powered aircraft became the world’s fastest and highest flying machine through test flights starting in 1959. It reached up to Mach 6 in velocity (six times the speed of sound) and attained new heights in altitude.

What was this aircraft? ____________________________________________________________________

Why was it a milestone in flight? ____________________________________________________________

8. In July of 1969, three Americans traveled in the Apollo 11 spacecraft, becoming the first humans to make this journey. Of the three parts of the vessel, the command module Columbia was the only one to return with the passengers.

Who were these astronauts? _______________________________________________________________

What did they do? ________________________________________________________________________

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9. This unmanned spacecraft was the first to operate on Mars. Two of its kind landed on the Martian surface in 1976, recording and sending back information about the planet. It took photographs and gathered data for several years.

What was this spacecraft? __________________________________________________________________

10. This unmanned spacecraft was sent into space in 1972 to take photographs of the solar system and planets. In 1983, it became the first man-made device to travel beyond all known planets. The spacecraft sent its final signal back to earth in 2003.


Why does it have a special plaque? __________________________________________________________

11. In 2004, this rocket-powered spacecraft became the first privately-owned craft to cross into space. In its first flight, it flew for 24 minutes, reached the boundary of space, and then headed back to earth.


What was the design team’s goal? ___________________________________________________________

_______________________________________________________________________________________

Flight Recap: Respond to the following reflection questions after the scavenger hunt.

12. If you had the choice, which of the museum’s aircraft would you like to fly? Why? Think about the aircraft’s importance in flight development and its place in history.

____________________________________________________________

____________________________________________________________

____________________________________________________________

13. What would you like to see next in flight advancement?

____________________________________________________________

____________________________________________________________

____________________________________________________________

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Arlington National Cemetery

Famous gravesites at ANC:Pierre Charles L’Enfant – designer of Washington, D.C.

Ira Hayes, Rene Arthur Gagnon, Michael Strank – Iwo Jima Flag Raisers

Robert F. Kennedy – U.S. Senator and Attorney General

Oliver Wendell Holmes, Hugo Black, William O. Douglas, Thurgood Marshall, and William H. Rehnquist – Supreme Court Justices

John Foster Dulles – Secretary of State

Virgil Grissom and Roger Chaffee – Apollo One Astronauts

Joe Louis – World Heavyweight Champion boxer

Michael J. Smith, Francis R. Scobee, Judith A. Resnik, Ellison S. Onizuka, Gregory B. Jarvis, Ronald E. McNair, and Sharon Christa McAuliffe – Challenger Astronauts

Unsung HeroesDid you know?

— The U.S. Government provides funeral services and headstones at Arlington National Cemetery (ANC) free of charge in appreciation for the men and women who have served in the military.

— Buglers have played “Taps” at every funeral with military honors since the Civil War. Brigadier General Daniel Butterfield wrote the melody while whistling at camp in 1862, and asked Private Oliver Wilcox Norton to play it on the bugle.

Eligibility for Burial at Arlington National CemeteryNot all members of the Armed Forces may be buried at ANC. Only the following people are eligible:

— Current and retired active duty members of the Armed Forces or the Reserves

— Former members of the Armed Service who have received certain decorations, such as the Medal of Honor or the Purple Heart

— Current and former Presidents of the United States (Only two are buried at ANC: John F. Kennedy and William Howard Taft)

— Former members of the Armed Forces serving in certain government offices, such as Congress or the Supreme Court

— Spouses, children, and certain family members of those buried at ANC, overseas military cemeteries, missing in action, or buried or lost at sea

— Former Prisoners of War

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Gravesites of history’s unsung heroesWhat is a “hero”? Write your definition below.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Unsung Heroes (continued)

Follow your Course Leader to three gravesites of the individuals listed below. Be prepared to read part of their biography.

Fill in a profile for each person:

Montgomery Cunningham Meigs Vinnie Ream HoxieJohn Lincoln Clem Anita Newcomb McGee Francis Gary Powers Medgar Evers Daniel “Chappie” James Robert StethemRuby Bradley

1. Name: __________________________________ Born: _______________ Died: ____________

Wars s/he lived through or fought in: _________________________________________________

Why is s/he eligible for burial at ANC? _______________________________________________

_______________________________________________________________________________

Most extraordinary thing about this person: ___________________________________________

_______________________________________________________________________________

Is s/he a hero? Why or why not? ____________________________________________________

_______________________________________________________________________________

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Arlington National Cemetery

Did You Know? The Arlington Ladies are a group of volunteers who attend every funeral in the cemetery for the Army, Navy, and Air Force. They also write letters to the families of the deceased during and after funeral services. Most of them are retired servicewomen or members of military families. The group was created in 1948 when Air Force Chief of Staff General Hoyt Vandenberg’s wife saw a funeral for a veteran with no one in attendance. Since then, no one has ever been buried alone.

2. Name: __________________________________ Born: _______________ Died: ____________



_______________________________________________________________________________


_______________________________________________________________________________


_______________________________________________________________________________

3. Name: __________________________________ Born: _______________ Died: ____________



_______________________________________________________________________________


_______________________________________________________________________________


_______________________________________________________________________________

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Vested Interests Being a good citizen requires more than just voting in an election or reading the news. Good citizens must be able to see how their interests and the community are affected by legislation. They must also be able to tell how special interests might benefit from proposed laws.

Below is a list of groups with vested interests followed by some proposed laws. After each law are letters which correspond to the vested interests. In your group, discuss how each interest group would react to the laws.

Next to each letter indicate whether the corresponding group would be likely to support, oppose, or be neutral to the law. Use a ( + ) to indicate support, a ( – ) to show opposition, and a ( = ) if the group would be neutral.

A. Conservationist League (a group interested in protecting the environment) B. Car Manufacturers’ Association (a group interested in keeping the cost of car production low & profits high) C. Truck Operators’ Association (truck company owners opposed to legislation that will increase their costs) D. Teachers’ Union (the group promotes the interests of teachers and education) E. State Labor Council, AFL-CIO (a group of labor unions) F. Taxpayers’ League (a group opposing tax increases)

1. Requires new smog protection devices to be added to large trucks.

A. _____________________ B. __________________________ C. ________________________

D. _____________________ E. __________________________ F. _________________________

2. Appropriates $20 million for expanding state parks.

A. _____________________ B. __________________________ C. ________________________

D. _____________________ E. __________________________ F. _________________________

3. Increases the amount of support for each student in public schools by $50.

A. _____________________ B. __________________________ C. ________________________

D. _____________________ E. __________________________ F. _________________________

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Capitol Building

4. Requires that all employees receive a 15-minute break every two hours of work.

A. _____________________ B. __________________________ C. ________________________

D. _____________________ E. __________________________ F. _________________________

5. Provides that employees do not have to join a labor union if they do not want to.

A. _____________________ B. __________________________ C. ________________________

D. _____________________ E. __________________________ F. _________________________

6. Requires that trucks be weighed, that the weight of trucks be limited, and that fines be imposed for exceeding limits.

A. _____________________ B. __________________________ C. ________________________

D. _____________________ E. __________________________ F. _________________________

7. Requires mandatory safety air bags to be installed in all new cars.

A. _____________________ B. __________________________ C. ________________________

D. _____________________ E. __________________________ F. _________________________

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Life and the LawBelow is a series of proposed laws. Discuss with your group how they would affect your life. Are you in favor of these laws? Write a ( + ) to indicate support, a ( – ) to show opposition, and a ( = ) if your group is neutral.

____ The tax on gasoline is raised by 20 cents per gallon. Revenue will fund renewable energy projects.

____ License fees for truck operators are increased. The fees will go to improve road maintenance.

____ Pollution-reducing devices must be installed on old cars back to 1960.

____ Strikes by firefighters and police officers will be illegal.

____ Lobbyists may spend money on legislators without revealing the amount spent or who received it.

____ All new drugs and medicines must be tested for effectiveness before they can be marketed.

____ The FDA limits the amount of sugar that can be put into breakfast cereal. Products with higher sugar content must be called “candy.”

____ All citizens must register with the government at the age of 18 for possible military service.

Vested Interests (continued)

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FDR Memorial

Freedom by the FiresideName four freedoms that are most important to you. Think about why these freedoms are important

1. ___________________________________________________________

2. ___________________________________________________________

3. ___________________________________________________________

4. ___________________________________________________________

“In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms.

The first is freedom of speechand expression – everywhere in the world.

The second is freedom of every person to worship God in his own way – everywhere in the world.

The third is freedom from want – which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants – everywhere in the world.

The fourth is freedom from fear – which, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor – anywhere in the world.”

– Excerpt fromFranklin D. Roosevelt’sState of the Union AddressJanuary 6, 1941

Fireside ChatsFranklin Roosevelt ranks among the most gifted orators in American presidential history. A large part of his reputation for eloquence comes from his institution of regular “fireside chats” with the American public. Families would gather around the radio to hear President Roosevelt offer words of hope, caution, and direction in regular radio broadcasts. These chats helped Roosevelt cultivate an unmatched rapport with the American public.

Was the medium of the fireside chat effective? Would it work today? Is there a modern equivalent?

Four Freedoms SpeechThe purpose of FDR’s 1941 State of the Union Address was not simply to talk about freedom but to persuade a reluctant Congress to end American neutrality in World War II by passing the Lend-Lease Act. Through speeches like the Four Freedoms speech, FDR successfully convinced the public and the Congress to pass the Act, which gave the British badly needed weapons that they could not afford.

As you and your classmates read part of the speech aloud, imagine you are crowded around a radio set in a cozy living room on a cold January day to listen to the President deliver his State of the Union Address.

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Which Freedoms are Most Essential?Think about the significance of the four freedoms listed by FDR on the previous page: expression, worship, economic prosperity, and physical security.

Why do you suppose that these were the four freedoms he chose to highlight as “essential”?

How did the historical circumstances of the speech contribute to FDR’s emphasis on these freedoms?

Which potential freedoms did the president leave out?

How do FDR’s four freedoms compare to your list?

Freedom by the Fireside (continued)

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FDR Memorial

Is the Idea of Freedom Universal?People do not always agree about what counts as freedom, much less which freedoms are most essential. Notice that President Roosevelt believed his four freedoms were universal; he believed that each one could take hold “everywhere in the world.”

How might it be possible to distinguish between ideas of freedom that are specific to certain times and places and ideas of freedom that are universal?

In the long run, can more than one idea of freedom coexist within a single nation? Within the world? In what ways?

Two Dimensions of Freedom: “freedom to” and “freedom from”Through the ages, philosophers have pondered the subtle distinction between “freedom TO” or positive freedom, and “freedom FROM,” or negative freedom. Notice that FDR uses both: freedom to speak one’s mind and freedom to worship as one sees fit; and freedom from want and freedom from fear.

Positive and negative liberties are often two different ways of thinking about the same freedom. “Freedom to worship God” in one’s own way (FDR’s second freedom) can just as easily be expressed as freedom from religious persecution. Similarly, “freedom from want” (FDR’s third freedom) can just as easily be expressed as freedom to have a full stomach. Teenagers enjoy the freedom of being able to drive, but which do they enjoy more: the freedom from parental control or the freedom to go out and see their friends whenever they wish?

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Freedom from Procrastination?

The new homework policy will give me greater freedom to...

The new homework policy will give me greater freedom from...

The new homework policy will give me lessfreedom to...

The new homework policy will give me lessfreedom from...

Freedom by the Fireside (continued)

Imagine that your school principal has just announced a new homework policy:

Students will no longer be permitted to take their homework assignments home with them. Instead, they must complete their assignments during a two-hour study hall held each day after school. Students will have access to all necessary texts and supplies,

but they will not be permitted to leave the building until the two hours are up or until their work has been completed.

The principal has explained the new policy as follows:

“We want students to enjoy the time they spend out of school. We think that by completing all homework before they leave

the building, students will find themselves more free to pursue their extracurricular interests. We have found that when students are left to manage their time alone, they waste a lot of time. Of course, they will no longer be free to decide for themselves when to complete assignments. Nonetheless, we think that as a result, students are going to have a lot more free time in the evening.”

What do you think? Do you agree with the principal’s statement that the new policy will make you more free, or do you prefer the freedom of doing your homework whenever you please?

In groups, debate the principal’s new homework policy, focusing on the issue of freedom. Think of both positive and negative freedoms granted by the policy. Complete the chart below to help organize your argument:

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FDR Memorial

From Speech to ImageIllustrator Norman Rockwell was so inspired by FDR’s speech that he created a series of paintings depicting each of the four freedoms in everyday American life. Rockwell’s paintings ran in the Saturday Evening Post and captured the hearts of people across the nation – so much so, the government asked to use them in its campaign to sell war bonds and convince the public to enter World War II.

In your group, examine each of the four posters and discuss the following questions:

— How do they illustrate each freedom?

— Who are the people in the paintings?

— Can you relate to them?

— What is the aim of the posters?

— Is their message effective?

— If you were an American living in 1941, would you be convinced to support the war?

— Where does the power of Rockwell’s images come from?

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Ford’s TheatreConspiracy TheoryOn April 14, 1865, President Abraham Lincoln attended a play at Ford’s Theatre in Washington, D.C. A former actor and Confederate supporter named John Wilkes Booth entered Lincoln’s box. Booth pulled the trigger on his derringer pistol, right behind Lincoln’s head. The next morning, Lincoln was pronounced dead. Soon after

authorities cornered and shot Booth, it was revealed that he was part of a conspiracy.

John Wilkes Booth was joined by several other conspirators in the plots to kidnap and assassinate President Lincoln.

Conspiracy: an agreement between two or more people to secretly commit a crime.

Your Mission: You are among the Union officials in charge of arresting Booth’s suspected co-conspirators. Find these wanted men and women and determine how they were involved in the plot to assassinate President Lincoln.

This suspect was a former schoolmate of John Wilkes Booth who had joined the Confederate Army, but was discharged for reasons of health.

What was his name? ________________________________________

What was he originally recruited to do by Booth? _________________

__________________________________________________________

__________________________________________________________

This man was an early friend of John Wilkes Booth, having lived across the street from him as a child. He had joined the Confederate Army, but was discharged early on.

What was his name? ________________________________________

What was he originally recruited to do by Booth? _________________

__________________________________________________________

__________________________________________________________

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Ford’s Theatre

This suspect worked as a clerk in a pharmacy and was part of John Wilkes Booth’s original plot.

What was his name? ________________________________________

How did he help Booth after the assassination? ___________________

__________________________________________________________

__________________________________________________________

This man was a practicing physician who denied ever having met John Wilkes Booth.

What was his name? ________________________________________

How did he help Booth after the assassination? ___________________

__________________________________________________________

__________________________________________________________

This suspect once worked on the Booth family estate and, at the time of the assassination, was working at Ford’s Theatre as a stagehand.

What was his name? ________________________________________

What did Booth ask him to do the night of the assassination? ________

__________________________________________________________

__________________________________________________________

This suspect, whose son was a friend of John Wilkes Booth, ran a boardinghouse in Washington, D.C.

What was her name? ________________________________________

What is her suspected role in Booth’s plot? _______________________

__________________________________________________________

__________________________________________________________

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Conspiracy Theory (continued)

This man, who ran a carriage repair shop with his brother, transported his friends by boat across the Potomac River during the Civil War.

What was his name? ________________________________________

What was his assigned role in Booth’s plot? ______________________

__________________________________________________________

What was the outcome? _____________________________________

__________________________________________________________

This man, whose mother was also a suspect, worked as a messenger and spied for the Confederacy.

What was his name? ________________________________________

How was he involved in Booth’s plot? ___________________________

__________________________________________________________

__________________________________________________________

This suspect, who served as a soldier in the Confederate Army, was wounded at the Battle of Gettysburg, taken prisoner, and later escaped.

What was his name? ________________________________________

What names did he go by? ____________________________________

__________________________________________________________

What was his assigned role in Booth’s plot? ______________________

__________________________________________________________

What was the outcome of his attempt? __________________________

__________________________________________________________

__________________________________________________________

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Ford’s Theatre

Were these the only people involved in the plot to assassinate President Lincoln? Ever since the event, people have questioned whether Booth acted alone, or if he was part of a larger conspiracy beyond the charged co-conspirators. Answer the following questions in your group.

— One item in the museum may prove that Booth was working with Confederate officials to assassinate Lincoln.

What is this item? ______________________________________

How might this item serve as proof that Booth was part of a larger Confederate conspiracy? _________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

— Others, including Lincoln’s wife, believed that Lincoln’s own Vice President was involved in the plot. The day of the assassination, a note was found at Andrew Johnson’s residence, reading: “Don’t wish to disturb you. Are you at home? J. Wilkes Booth.”

What do you think this note might mean? ___________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

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For each piece of “evidence” below, consider both arguments and decide whether or not your group believes the case against Stanton.

1. General Ulysses Grant had been expected to attend the play at Ford’s Theatre, but was apparently advised not to go by Stanton, leaving Lincoln vulnerable in public. In addition, Lincoln had asked for a certain, physically-fit bodyguard, Major Thomas Eckert, to accompany him. Stanton denied the request, claiming that Eckert would be busy working. Eckert was apparently not busy and went home early that night.

Historians have said, however, that Stanton advised no one to attend the theatre, including Lincoln himself, because of continuing threats that had been made towards the president. He hoped that, by recommending others not to attend, Lincoln would also be persuaded not to attend.

What do you think?

Conspiracy Theory (continued)

2. The diary found on Booth at his death was apparently confiscated by Stanton. When returned to the Booth family, numerous pages had supposedly been torn out by Stanton, thereby destroying evidence.

Historians claim that the diary was simply a date book in which Booth not only wrote notes to himself, but also to others, and would therefore often tear out pages. These missing pages had already been torn out by the time the book had been found.

What do you think?

3. After the assassination, Stanton had all the roads out of town blocked off, except the Navy Yard Bridge, which was the path by which Booth escaped. Historians note that the Navy Yard Bridge had no telegraphic facilities by which Stanton could have sent a warning message. Such a message to block the bridge would have had to be carried out by horseback. Since Booth had a head start, any message would have been too late.

What do you think?

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United States Holocaust Memorial Museum

Responsibility and Remembrance

Reflections from the MuseumUse this space to record your

impressions of the exhibits.

Genocide and the Holocaust Polish-Jewish lawyer Raphael Lemkin coined the term “genocide” in 1944 to describe the Nazi persecution of Jews. He combined the Greek word “geno-” – meaning race or tribe – with the Latin word “-cide” – meaning killing. The United Nations Genocide Convention of 1948 established genocide as an international crime against humanity, defining “genocide” as:

– Killing with the intent to destroy, in whole or in part, a national, ethnical, racial, or religious group.

The Holocaust refers specifically to the genocide sponsored by the Nazi German state during World War II. It was the highly organized and systematic persecution and extermination of six million European Jews and other groups deemed “racially inferior” by the Nazi government. Under Nazi ideology, “superior races” had not only the right but also the obligation to subdue and exterminate “inferior” ones.

Downward Spiral A “downward spiral” is a situation that grows worse and worse, often so slowly that people do not notice the changes.

Give a chronology of the changes in state policy and thinking before and during the Holocaust – from discrimination to mass murder. How is the “downward spiral” metaphor incorporated into the Museum’s design?

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Describe a time when a person, group, or nation had the chance to help victims of the Holocaust. Did they choose to act or not to act?

What was the result?

What would you have done and why?

From Emigrants to LiberatorsHow is the Holocaust part of United States history?

Where do you see Americans in the exhibition?

How did Americans react to reports of the Holocaust?

Responsibilities and Remembrance (continued)

Even though many factors combined to cause the Holocaust, the genocide was by no means inevitable. The events occurred because of decisions made by

individual people, groups, and nations to act or not to act. While the museum honors over ten thousand individuals and groups

who risked their lives to stop the atrocities, many people and governments stood by as millions of innocents were killed.

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Bystanders, Rescuers, and Dissenters

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List some famous European Jews who found refuge overseas.

Genocide Beyond the HolocaustWhile the Holocaust inspired the term “genocide,” it is not the first time this happened. History has shown that genocide can occur anywhere, at any time, if citizens remain silent in the face of injustice. By far the most important provision of the Genocide Convention is to prevent future genocide.

Where is the risk of genocide today?

What is the museum’s Committee on Conscience doing to prevent genocide in the world? (See the exhibit at the Wexner Learning Center.)

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Some Were NeighborsMillions of ordinary people witnessed the crimes of the Holocaust – in the countryside and city squares, in stores and schools, in homes and workplaces. Across Europe, the Nazis found countless willing helpers who collaborated or were complicit in their crimes. What motives and pressures led so many individuals to abandon their fellow human beings? Why did others make the choice to help?

Remember the Children:Daniel’s Story is the Museum’s primary exhibition program for young people. The exhibition tells the story of one family’s experiences during the Holocaust from the perspective of a boy growing up in Nazi Germany between 1933 and 1945.

The exhibition design is based on historical imagery gathered from family photo albums, documentary sources, and pictorial diaries of the period. Daniel’s diary entries, which serve as the exhibition’s primary text, are based on the wartime writings of young people and on the memories of some of those who survived.

In addition to the permanent exhibit at the United States Holocaust Memorial Museum, there are special exhibits that are available, like Daniel’s Story and Some Were Neighbors.

Responsibilities and Remembrance (continued)

Some Were Neighbors – Credit: Verzetsmuseum Amsterdam/ Dutch Resistance Museum

Remember the Children: Daniel’s Story – Credit: United States Holocaust Memorial Museum

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01. In what ways were you prepared for what you saw during your visit?

2. In what ways were you unprepared for what you saw during your visit?

3. What part of the exhibition made the deepest impression on you?

4. Some people were afraid to stand up against the Nazi regime, even though they did not agree with what was happening. Have you witnessed people mistreating other people? What did you do?

Based on your experience in either the permanent exhibition or one of the special exhibitions, consider these questions:

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CiphersFor ages, humans have attempted to keep their communication secure. Governments, spies, and individuals have adopted methods of encrypting, or disguising, messages to maintain secrecy.

A cipher is an encrypting method that scrambles the letters in a message. After encrypting the message, it is sent to its recipient, who must decipher it.

The Caesar cipher is named after Julius Caesar, who used the device to transmit messages to his army. This cipher replaces each letter in a message with a different, fixed letter. Underneath the letters of the alphabet – the plaintext – Caesar wrote the alphabet again, this time shifted 3 letters to the right – the ciphertext.

Plaintext:A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Ciphertext:X Y Z A B C D E F G H I J K L M N O P Q R S T U V W

To encrypt a message, replace each letter in your message with the corresponding ciphertext letter. The message “See you later” would be encrypted like this:

SEE YOU LATERPBB VLR IXQBO

Once the message is encrypted, it can easily be deciphered by matching each ciphertext letter to its corresponding plaintext letter.

Breaking a CipherImagine intercepting an encrypted message that you know was scrambled with a simple substitution cipher, such as the Caesar cipher. Although Caesar himself always shifted the ciphertext alphabet 3 letters to the right, one of 26 different shifts could have been used. How can a message be deciphered without knowing the correct shift? A little knowledge of the English language will go a long way.

Human ingenuity cannot concoct a cipher which human ingenuity cannot resolve.

- Edgar Allen Poe

Cryptology 101

29

International Spy Museum

Let’s use the following language information to help decipher the text:

— The most common letter used in English is E, followed by T, O, A, N, I, R, and S

— More than half of all English words end in E, T, D, or S

— T is the most common first letter of a word

— E is the most common last letter of a word

— Any stand-alone letter in the message will be either I or A

— The most common word is THE

— The word STOP ends a sentence. All other punctuation is unmarked

— The most common doublets are SS EE TT FF LL MM OO

— The most common 2-letter combos are TH ER ON AN RE HE IN

— The most common 3-letter combos are THE AND THA ENT ION ING

— Common 2-letter words are OF TO IN IS IT BE BY HE AS ON AT OR AN SO IF

— Common 3-letter words are THE AND FOR ARE BUT NOT YOU ALL ANY HAD WAS

Letter frequency will certainly help you out, as will your own intuition, but you may not need all of the above information to decipher a message. Let’s try an example.

Here’s your encrypted message to decipher:

KYV FECP KYZEX NV YRMV KF WVRI ZJ WVRI ZKJVCW.

It is helpful to begin by finding the most frequent letter in the message. This happens to be V. Given that the most common letter in English is E, let’s substitute E for V.

- - E - - - - - - - - - - E - - - E - - - E - - - - - E - - - - - E - -

The second most frequent letter in the message is R. Let’s try substituting T, the second most common letter in English, for R.

T – E - - - - T - - - - - E - - - E T - - E - - - - - E - - - T - E - -

Fill in the small words. The first one is probably THE, so Y becomes H. The sixth word is probably TO, making F turn into O. Now let’s change all those Y’s and F’s.

THE O - - - T H - - - - E H - - E TO - E - - - - - E - - - T – E - -

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Cryptology 101 (continued)

Getting the picture? Notice in the middle: H - - E TO. Simply by intuition, we might guess this is HAVE TO. Let’s try it, replacing all R’s for A and all M’s for V.

THE O - - - TH - - - - E HAVE TO - EA - - - - EA - - T – E - -

How about 2-word combos, like ON, in the second word. Let’s change all E’s to N.

THE ON - - TH – N - - E HAVE TO - EA - - - - EA - - T- E - -

Notice the N in the third word. Might any 3-word combos fit there? Looks like ING will, making the word THING. Let’s replace all Z’s with I and all X’s with G.

THE ONLY THING - E HAVE TO - EA - I - - EA - IT – E - -

At this point, hopefully you figured it out, simply by examining it for a moment. The 32nd U.S. President, Franklin D. Roosevelt, once said these famous words:

THE ONLY THING WE HAVE TO FEAR IS FEAR ITSELF

Deciphering a message in this manner may not always reveal the correct message immediately. Be willing to test certain letters and words—if the resulting message makes little sense, then simply backtrack and try again. With a little patience and time, you’ll be a star code breaker.

Another approach is to test the alphabet shift. Once you believe you’ve correctly found at least a few of the letters in the message, write out the alphabet as in the Caesar cipher. Let’s say we’ve found E, T, and H. We could then write out:

Plaintext: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Ciphertext: V Y K

Now we can simply fill in the remainder of the alphabet.


Ciphertext: R S T U V W X Y Z A B C D E F G H I J K L M N O P Q

We’ve found our key—the shift in this cipher is 10. At this point you can simply replace each letter from the encrypted message with its plaintext letter. Now you really are a code breaker.

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International Spy Museum

Can You Break It?Imagine that you are a cryptologist and historian. The following individuals were somehow involved with espionage in their time. They may have worked as spies, espionage experts, or have

revealed a secret. Your team will be given one individual to investigate and a quotation to decipher. Find a partner on your team and work together to be the first pair to complete the mission. Once you have finished deciphering, enter the

museum, find the individual’s profile among the exhibits, and report back with your findings.

Use the language information above and the following plaintext alphabet as a guide:


Ciphertext:

Sun Tzu

AX PBEE PBG PAH DGHPL AHP MH ATGWEX UHMA LNIXKBHK TGW BGYXKBHK

YHKVXL

What is Sun Tzu’s story in the history of espionage?

Queen Elizabeth I

W VOJS OZFSORM XCWBSR AMGSZT WB AOFFWOUS HC O VIGPOBR BOASZM HVS

YWBURCA CT SBUZOBR

What is Queen Elizabeth’s story in the history of espionage?

Julia Child

JXU EDBO JYCU JE UQJ TYUJ VEET YI MXYBU OEKHU MQYJYDQW VEH JXU IJUQA JE SEEA

What is Julia Child’s story in the history of espionage?

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The Enigma MachineOne of the most famous ciphers in history is housed in the International Spy Museum – The Enigma Machine. This device was developed in World War I and was used widely in World War II, largely by Germany, to code military communications.

Do you love interesting words? The word cipher actually has two meanings – ‘cipher’ can be a mysterious, coded message AND ‘cipher’ can be a code used to reveal a hidden message! That’s right – you can use a cipher to break a cipher!

Cryptology 101 (continued)

Harriet Tubman

R OANNM J CQXDBJWM BUJENB BCXY R

LXDUM QJEN OANNM J CQXDBJWM VXAN

RO XWUH CQNH TWNF CQNH FNAN BUJENB

What is Harriet Tubman’s story in the history of espionage?

Moe BergJRRG ILHOGLQJ DQG SLWFKLQJ ZLWKRXW

KLWWLQJ RU YLFH YHUVD LV OLNH EHQ

IUDQNOLQV KDOI SDLU RI VFLVVRUV—LQHIIHFWXDO

What is Moe Berg’s story in the history of espionage?

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Iwo Jima Memorial

The United States Marine Corps Memorial is a 3-D replica of Joe Rosenthal’s photograph of soldiers raising the flag on Mt. Suribachi, Iwo Jima. By no small coincidence, Rosenthal’s piece is also the most frequently reproduced photograph in history. The Battle of Iwo Jima marked a key victory for the United States in the Pacific War, and Rosenthal used his skill as a photographer to capture the pure emotion of the moment – the struggle, the teamwork, and the triumph.

Here’s what Rosenthal later said about taking the picture:

“I was coming up toward the brow of the hill and I was possibly 200 feet away. I stopped because emerging, I could see this small flag, waving on a very long pole. And it gave me a jolt then, and I get it now – that was our flag.”

Rosenthal approached the Marines and found out they were to switch the small flag with a larger one. He decided to seize his chance for the photo that had flashed through his mind.

“And then I started thinking about the possible picture itself. And I thought, it’s chancy. Things can change so quickly in action. The

position might be awkward or I might miss it entirely. And then I estimated where they would be, where the flag would be, how tall is this thing, how far back I need to get in order to get them in.

“They had just lifted the pole off the ground and it was on its way

up. I swung my Graphic around close up to my face and held it watching through the finder to see when I could estimate the peak of the picture. I wanted a flag going up on Iwo, and I wanted it badly. And I could only hope that it turned out the way that I looked at it through the finder.”

The Power of War Photography

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Put the seven steps that Rosenthal took for his Iwo Jima photo in the correct order.

___ He gets a great idea for a picture

___ He positions himself the correct distance away

___ He observes Marines with a flag from afar

___ When the flag is at the angle he wants, Rosenthal snaps the shot

___ He goes up Mt. Suribachi to talk with the Marines

___ He sights the target through the camera’s finder and waits

___ He plans how he will take the photograph, estimating the height of the flagpole and predicting where the Marines will be standing

Powerful Images of WWIIIn your groups, you will receive a card with another famous photograph from World War II. Study your photo carefully, but do not turn it over. Answer the following questions:

People: Who are the people in the photograph and what are they doing? How old are they? What do you suppose they are thinking? Do the people know their picture is being taken?

The Power of War Photography(continued)The Eye of a PhotographerRosenthal didn’t just point his camera and shoot when he took his most famous photograph. He

thought carefully about the picture he wanted and how to catch it – how far away to stand, from what angle to take the shot, etc.

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Iwo Jima Memorial

Setting: Are there other objects or buildings in the picture? What is the relationship between the people and the place? What do you think was happening in the war when this photograph was taken (remember the war occurred between 1939 and 1945)? What might be happening outside the frame of the camera?

Photographer’s Eye: Do you think the photographer was a professional or a soldier in the field? What makes it a good photo? Where does its power come from? How does the photo make you feel?

Lights, Camera, Caption!

A caption is a short description of a picture that explains where and when it was taken, what is happening, and who is pictured. Using your answers to the questions above, write a caption for your photograph.

Now turn the card over. Did you guess correctly? Answer the questions written on the back of your photo.

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What do you notice about the Marine Corps flag? Identify at least three things that distinguish the Marines from the other armed forces.

The United States Marine Corps The Armed Forces of the United States are made of five branches: Army, Navy, Air Force, Coast Guard and Marine Corps. The Marines work closely with the Navy.

Each branch of the Armed Forces has a flag.

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Jefferson Memorial

The Jefferson Memorial

Think: If monuments recognize achievement and memorials are for remembrance, in what ways can monuments be used in memorials?

During World War II, there was a restriction on the use of metals, so Jefferson’s original statue was made of plaster. It was replaced with the 19-foot bronze statue when the restrictions were lifted.

Did You Know?

The location of the Jefferson Memorial was controversial because it resulted in the removal of Japanese flowering cherry trees.

The Jefferson Memorial was modeled after the Pantheon of Rome. Compare!

The Pantheon The Jefferson Memorial

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The year is 2026, the 200th anniversary of Thomas Jefferson’s death. A renowned master architect,

you have been asked to design a miniature memorial in Jefferson’s honor. Your creation will be a part

of a series of memorials depicting Jefferson’s various intellectual, artistic, and recreational pursuits.

Democratic Design

Draw a design for a memorial focusing on one of the following Jeffersonian interests.

Library Science Architecture Cuisine Archaeology EconomicsArchitecture Education Visual Arts Astronomy LanguagesGeography Law Horseback Riding Religion Music

Based on the democratic principles that Jefferson advocated, vote for the most creative design within your team. Submit your team’s choice to your Course Leader, and vote for the most creative design in the class.

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Jefferson Memorial

Final EpitaphWhile at the memorial, explore the exhibition underneath. In your opinion, what were Jefferson’s three greatest accomplishments and most important positions?1. _________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

Now read the epitaph on Jefferson’s tomb that he himself composed:

Here was buried Thomas Jefferson, Author of the Declaration of American Independence, of the Statute of Virginia for Religious Freedom, and the Father of The University of Virginia.

How does Jefferson’s epitaph differ from the list above?

What did he value the most?

Write an epitaph for a public figure still alive today. This may be a U.S. President, world leader, athlete, musician, visual artist, or writer. Consider the following questions before you write the epitaph:

— What titles or positions does your figure have?

— What are some major achievements of your figure?

— What would this figure want to be remembered for?

Here lies:

____________________________________________________

Epitaph: _____________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

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Kennedy Center HonorsIn 1958, President Eisenhower signed the National Cultural Center Act, whose main purpose was to create a cultural center for the performing arts. Still in its planning stages, the would-be center was designated a “living memorial” to Kennedy after his assassination in 1963. Today the Kennedy Center for the Performing Arts is the home to numerous performance organizations in music, theater, opera, and dance, hosting more than 3,000 performances per year.

Every year the Kennedy Center presents the Kennedy Center Honors, a televised gala honoring several artists for their lifetime contributions to culture in America. This celebration pays tribute to artists in the fields of music, theater, dance, film, and television. In honoring the artists, the gala includes surprise performances and appearances by present-day

artists. Past recipients include Jack Nicholson, Elton John, Julie Andrews, Luciano Pavarotti, and Aretha Franklin.

Whom Would You Honor?You serve on the Board of Trustees at the Kennedy Center and must decide who will be honored at this year’s Kennedy Center Honors. As a team, choose one artist from music, theater, dance, opera, film, or television to honor at the ceremony.

As you discuss, ask yourselves these questions:

— What does this artist contribute to culture in America?

— Will the artist continue to perform over the next few decades, or has the artist already had a long, successful career?

— Do you think the artist will still be considered great in 100 years?

After your team has reached a decision, create a short presentation honoring your artist. The presentation could be a skit, speech, song, dance, or reenactment. Once your team has practiced, perform the presentation for your Course Leader and classmates. Break a leg!

41

Korean War Memorial

Two KoreasThe Conflict in KoreaWhile the end of World War II brought peace and prosperity to most Americans, it also heightened tensions between the Soviet Union and the United States. Fearing that the Soviet Union intended to “export” communism to other nations, America centered its foreign policy on the “containment” of communism. Tensions multiplied into the Cold War, which saw its first confrontation in the Korean War.

In 1945, the United States and the Soviet Union agreed to divide the Korean Peninsula temporarily along the 38th parallel. The line solidified in 1946, when Kim Il-Sung organized a communist government in the north – the Democratic People’s Republic of Korea (DPRK). Shortly thereafter, nationalist exile Syngman Rhee returned to Korea and set up a rival government in the south – the Republic of Korea (ROK). Each government hoped to reunify the country under its own rule.

War broke out on June 25, 1950, when North Korean troops attacked the border region and headed toward Seoul. The United Nations Security Council condemned the invasion as a “breach of the peace” and committed multinational forces to fight for the South. The vast majority – 1.5 million – were Americans.

The conflict waged on for three years, and ended at a stalemate with at least 3 million casualties, and possibly as many as 5.6 million. All sides signed an armistice, which maintained the original border and established a demilitarized zone (DMZ) comprising 2 km of unoccupied land on either side of the 38th parallel.

Korea TodayThe political map of Korea today looks much like it did in 1953. The peninsula is still divided at the 38th parallel, and the DMZ remains intact, still littered with land mines. It serves as a buffer zone between North and South, whose governments are still officially at war.

The economic and social divide is much more drastic. While South Korea achieved one of the world’s greatest economic miracles, the North’s economy and living conditions have gone from bad to worse since the fall of the Soviet Union. While South Korea boasts one of the highest standards of living in Asia, North Koreans suffer prolonged food shortages, political repression, and isolation from most of the world.

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To see what life is really like on each side of the DMZ, refer to the facts on your Course Leader’s cards and record them in the diagram below. You may also investigate on the Internet!

North Korea South Korea

Life expectancy at birth

Infant mortality (per 1,000 births)

Gross domestic product

Income per capita

TV sets (per 1,000 people)

TV stations in country

Phone lines (per 1,000 people)

Major political parties

Size of army

Imagine you are growing up in North Korea. What would your hobbies be if you couldn’t watch TV, play video games, talk on the phone, or surf the Internet?

Bonus Question: What do you think the above statistics are for the U.S.? Write down your guesses and ask the Course Leader to check them.

0

43

Library of Congress

“Fire!” Saving American TreasuresThe Library of Congress is the largest and most comprehensive library in the world. Its collection of roughly 130 million items on 530 miles of bookshelves includes books, maps, photographs, movies, music scores, sound recordings, and other printed and media works. The Library was created for members of Congress to conduct research, but is also open to the public.

American Treasures is a permanent exhibit containing some of the most rare, interesting, and important pieces of American history and culture. The exhibit is divided into three categories — Memory, Reason, and Imagination — based on Thomas Jefferson’s own library. American Treasures includes artifacts related to history, philosophy, law, science, geography, fine arts, literature, architecture, music, and sports.

Challenge: You work in the office of the librarian. You enter the American Treasures exhibit to decide which items should be rotated out for preservation. Suddenly, you hear the fire alarm go off. A fellow staff member screams, “There’s a fire in one of the galleries! Everyone get out of here!” Your first instinct is to run for the exit, but you wonder what might happen to the collections. Fortunately, you happen to be in the Library’s most valued exhibit and can easily save some items from the fire.

In your team, select one item from each category of the American Treasures exhibit (Memory, Reason, and Imagination) to save from the fire.

Fill in the library catalogue cards on the next page for each item your team chooses. Under “Description,” write down the type of item, such as book, map, music score, or baseball card. Under “Significance,” argue your case for why each piece deserves to be saved from the fire.

As you discuss, ask yourselves these questions:

— Do you find the item to be interesting?

— Is the item important in documenting American history or culture?

— Would you put the item in a time capsule for future generations to see?

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Memory - remembering American history

Title: _________________________________________________________________________

Description: _______________________________________________ Year: ________________

Author or Creator: _______________________________________________________________

Significance: ___________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Reason - philosophy, law, science, geography

Title: _________________________________________________________________________



Significance: ___________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Imagination - fine arts, architecture, music, literature, sports

Title: _________________________________________________________________________



Significance: ___________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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Library of Congress

Illuminating Manuscripts

During the Middle Ages, many books – especially Bibles – had decorative borders and illustrations around the texts. These illuminated manuscripts were the standard until the invention of the printing press enabled mass production of books. As you can see in the Library’s copy of the Gutenberg

Bible, the space around the text was left blank so that people who bought the book could decorate the pages on their own.

On the 2nd floor of the Jefferson Building, you will find a series of quotations along the walls of the corridors. These quotations all deal with knowledge and learning.

“Fire!” Saving American Treasures (continued)

Choose one quotation that most appeals to you and that you agree with. Write down the quotation in the center of the space provided. Imagine that you are a medieval scribe and design an illuminated manuscript for your quotation. In the border space, decorate your quotation with illustrations.

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Four Score and Seven Years AgoLargely a self-educated man, Abraham Lincoln was the 16th President of the United States. He became a national figure through his opposition to the expansion of slavery and by helping to form the Republican Party. In the years 1861-1865, Lincoln led the country through the Civil War, managing to end the southern rebellion. He signed the Emancipation Proclamation, which led to the abolition of slavery in the United States. Soon after being elected to a second term as president, Lincoln was assassinated in 1865.

In your team, complete the following scavenger hunt at the memorial. Answers may be found anywhere inside the memorial, directly outside, or in the museum. You will need to examine not only Lincoln’s statue, but also the inscriptions, murals, exhibit, and architecture.

1. What was Lincoln’s “paramount object” in his “struggle”?

2. In the inscription of Lincoln’s Second Inaugural Address, there is a misspelled word. It does appear that the letter has been altered to correct the spelling, but it is still somewhat visible. What word is it?

3. How did Lincoln describe “self-government”?

4. At the center of the mural above Lincoln’s Gettysburg Address is the “Angel of Truth.” On either side of her is a slave. Given what you know about Lincoln’s presidency, what does this image represent?

5. What did the Emancipation Proclamation state?

47

Lincoln Memorial

6. How many columns form the outside of the memorial?

7. This number represents something about the time of Lincoln’s death. What do you think it stands for?

8. There is another “Angel of Truth” at the center of the mural above Lincoln’s Second Inaugural Address. On one side of her is a representative from the North; on the other side, a representative from the South. Considering what you know about Lincoln’s legacy, what does this image symbolize?

9. What event took place on August 28, 1963, at the Lincoln Memorial?

10. In his statue, one body part is thought to represent Lincoln’s strength in leading the war effort; another symbolizes his compassionate nature. What are the two body parts?

11. On Easter Sunday of 1939, an African-American opera singer, who had been banned from singing in Constitution Hall because of her race a few years prior, performed on the steps of the Lincoln Memorial. Who was this famous singer?

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12. In the statue, Lincoln is portrayed with rugged and worn facial features. What event do you think this represents from his presidency?

13. Read Lincoln’s Gettysburg Address. What was the setting for this speech?

14. How was money raised to create the exhibit below the memorial?

Four Score and Seven Years Ago (continued)

Draw a simple sketch of one of Henry Bacon’s early designs for the Lincoln Memorial:

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Smithsonian Complex

M

M

M

MM

U.S. Capitol

Washington Monument

Jefferson Memorial

Lincoln Memorial

White House

Union Station

U.S. Supreme Court Library of

Congress

Vietnam Veterans Memorial

National Gallery of Art

Newseum Air and Space Museum

Museum of the American Indian

National Archives

Museum of Natural

History

Museum of American

History

WWII Memorial

Korean War Memorial

Smithsonian Castle

HolocaustMuseum

Bureau ofEngraving &

Printing

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The purpose of the National Archives is to maintain and ensure access to essential documents about the rights of American citizens, the actions of federal officials, and the national experience. In addition to the Constitution, Bill of Rights, and Declaration of Independence, the Archives is home to other famous records such as the Japanese surrender document ending World War II and the Emancipation Proclamation.

The Original ConstitutionIn 1787, a Constitutional Convention assembled in Philadelphia to revise the Articles of Confederation – the document that loosely held the states together. In a few months, they wrote an entirely new Constitution that served as the law of the land.

While visiting the National Archives and viewing this signed copy of the U.S. Constitution, answer the following questions:

1. The Constitution begins with an introductory paragraph that states the purposes of the new plan of government. The introduction is called the ____________________________.

It says: ______________________________________________________________________________________________________________________________________________________________________________

2. Article I: The ____________________ Branch. According to Article I, Section 1, lawmaking powers are granted to a ___________________ made up of a Senate and House of Representatives. Article I, Section 2, Clause 3, says that Representatives and direct taxes shall be apportioned according to population – which is determined by adding the “whole Number of free Persons” and ________________ the number of all “other Persons” (slaves). (This agreement was a compromise between Northern and Southern states.)

3. Article II: The _____________________ Branch. Article II, Section 1, says that executive power is given to a _____________________ of the United States.

But It’s My Right!

0

51

National Archives

4. Article III: The _______________________ Branch. Article III, Section 1, places judicial power in one _____________________ and various other courts organized by Congress.

5. Article V outlines the procedures for making _____________________ (changes or additions) to the Constitution.

The Bill of RightsMany leaders argued that the Constitution did not protect the rights of individual citizens. In 1791, the first ten amendments to the Constitution, known as the Bill of Rights, were adopted to enumerate these rights and freedoms.

Match the following rights and liberties with their amendments in the Bill of Rights and fill in the number (1-10) of the amendment. Some amendments will be used more than once.

_____ Freedom of assembly

_____ The right to know the charges on which one is being held

_____ No quartering of soldiers in homes without the approval of the owner

_____ Freedom of the press

_____ The right to have guns

_____ The right to a public trial

_____ No cruel or unusual punishments

_____ Freedom of speech

_____The right to have a lawyer and call witnesses in one’s defense

_____ The right not to testify against oneself

_____ Freedom of religion

_____ Freedom from unreasonable search and seizure

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Later AmendmentsThe Founding Fathers realized that changes and additions would have to be made in the Constitution as conditions changed in the United States. Listed below are the amendments that were adopted after the Bill of Rights was added in 1791. Fill in the space with the number (11-27) of the amendment being described. Do not use the same number more than once. Not all amendments will be used.

_____ A citizen cannot be denied the right to vote because of race, color, or former slave status. (This amendment protected the right of black men to vote.)

_____ No person can be elected president more than twice, and only once if they served over two years of another president’s term.

_____ Congress has the power to collect income taxes.

_____ People may not make, sell, or transport intoxicating liquors within the United States.

_____ The sale, production, and importation of alcoholic beverages is legal again.

_____ Slavery is abolished in the United States.

_____ Citizens of the District of Columbia can vote for president.

_____ All persons born in the U.S. are citizens and are entitled to equal protection of the law and due process. The “three-fifths compromise” is repealed – all persons (except Indians) are counted in the population.

_____ Citizens eighteen years or older may vote.

_____ The right to vote cannot be denied on account of sex. (This amendment gave women the right to vote.)

Extra Credit: Find out the year each amendment was added.

But It’s My Right (continued)

53

National Archives

Amendment RecapIn your opinion, what are the three most important rights and freedoms listed in the Bill of Rights?

1._________________________________________________________

2._________________________________________________________

3._________________________________________________________

Which three later amendments (11-27) do you think are most important?

1. Amendment _____

Reason:

2. Amendment _____

Reason:

3. Amendment _____

Reason:

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Students’ Bill of RightsIn your team, choose to examine one of the following: rights in school or rights at home.

Prepare a list of five rights that you feel are essential to a student for a life of liberty and happiness in school or at home. Some examples include listening to loud music, having friends over, or no homework over holidays. Your list must be compatible with the real Bill of Rights.

Describe your five rights. Once you are finished, it is up to you to preserve your document as an important, personal archive.

Article 1:

U.S. Bill of Rights Equivalent: Amendment ____

Article 2:


Article 3:

U.S. Bill of U.S. Bill of Rights Equivalent: Amendment ____

Article 4:


Article 5:


Students’ Bill of Rights

55

National Museum of the American Indian

The Many Faces of the UniverseThe museum’s Our Universe exhibit compares the philosophy and conception of the universe amongst eight native communities. You will be assigned to step into the universe of one of these communities.

Native UniverseAt the entrance to your community’s exhibit there is a diagram showing how their universe is composed. Write down the name and location of your community. Is their world a circle, rectangle, or a house? Draw the shape in the space below.

Community: ________________________________________________ Location: ___________________________________________________

Are there other symbols – such as colors, animals, landmarks, virtues, or points in the life cycle—associated with each element? List them. (You may need to search inside the exhibit for examples).

What is the “center” of their universe?

Is their world divided into different elements? How many? Draw them in and label them.

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Now enter your community’s universe. Explore the exhibit and see if you can find examples of

the following themes. Write down the most important example and explain it in a sentence. Then list

an example of the same theme from your universe.

Theme Native Universe My Universe

Food and Agriculture:

– What we eat and grow

Holidays and Ceremonies:

– The events that we celebrate

Clothing:

– What we wear and what it means to us

Art and Music:

– How we express ourselves

Religion:

– Our faith and how we express it

Virtues:

– The traits we value in ourselves and others

The Many Faces of the Universe (continued)

57

National Museum of the American Indian

The museum’s Our Lives exhibit profiles eight native communities living in the 21st century. You will be assigned to one of these

communities. Before you go, fill out the diagram below. In the center circle, write the name you are called. In the outer circles,

write down the names of groups, places, or activities with which you identify.

Your name:

Examples:native language musical preference style of dress school hobby favorite sport or team

political affiliation favorite holiday nationality religion job hometown or state

The Many Faces of Our Lives

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Native

American

Now fill out another diagram for your assigned native community. In the middle circle, write the

name that the group calls itself. In the outer circles, write the names of five other groups, places, or

activities with which you think the community as a whole or an individual member would identify.

The Many Faces of the Universe (continued)

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National Museum of Natural History

Survival of the Strangest Imagine that you are on a team of evolutionary biologists and geologists. Your job is twofold: determine the survival features of certain animals and identify which rocks have been utilized for their special qualities.

Each of the following animals displays a special characteristic that allows it to survive (although for some who are now extinct, it was clearly not enough). The listed rocks also possess unique characteristics and are used for important purposes.

Begin by unscrambling the names of the exhibit areas to know where to hunt for the specimens. Then explore each section to find the correct animal or rock.

1. ASODSURIN _______________________________ A. I once lived during the Triassic-Jurassic period. I have a 40-foot

wingspan and am the largest flyer in history. My wing is actually an elongated fourth finger. Who am I?

_________________________________________________________

B. I’m an extinct herbivore from the late Jurassic period. I have protective plates arranged on my neck and back, and my brain is the size of a golf ball. Who am I? _________________________________________________________

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C. I’m an extinct creature from the late Cretaceous period. I have powerful legs for running and dagger-like teeth for hanging onto meat and crushing bone. I’m considered the king of the tyrant reptiles. Who am I?

_________________________________________________________

2. LMAMSAM _________________________________

A. I’m a rodent from the American prairie. I weigh less than a tablespoon of sugar, but I defend my territory with shrill calls that can be heard 200 yards away. Who am I?

_________________________________________________________

B. I’m a scavenger and predator from the cat family living in the Sahara Desert. Because my stomach is able to digest bones, I enjoy eating them. Who am I?

_________________________________________________________

C. I’m the tallest of all land animals. When I lower my head, valves inside my neck regulate the blood flow and prevent me from falling unconscious. Who am I?

_________________________________________________________

3. ISLFSO ASMLMMA ____________________________

A. I’m an extinct herbivore (I only eat plants) from the late Pliocene period. For protection, I have heavy armor made of plates of bone shielding my entire body. I also have a head shield and a tail sheath for further protection. Who am I?

_______________________________________________________

Survival of the Strangest (continued)

61

National Museum of Natural History

4. ENACITN ESSA _______________________________ A. I’m an extinct ocean creature from the late Eocene period. Although

I live in the water, I have hind limbs like a land mammal and am able to elongate (grow in length) like a snake. I represent the early stage in evolution of my kind. Who am I?

_________________________________________________________

5. CEI GEA ____________________________________ A. I’m an extinct creature with a 20-inch layer of shaggy outer hair to keep

warm in glacial conditions. Since discovering my preserved ivory tusks, traders have been earning profit from the ivory for years. Who am I?

_________________________________________________________

6. LOGYEGO MSEG DNA RLASMNEI

_________________________________________ A. I produce a double refraction of light so that an object viewed through

me appears doubled. In this museum, I come in the shape of a football. Who am I?

_________________________________________________________

B. I’m a precious specimen that often occurs in the shape of a raisin. I’m incorporated in automobile exhaust systems and am used in making jewelry. I’m considered more valuable than gold. Who am I?

_________________________________________________________

C. I’m a 4.5 billion-year-old meteorite from the planet Mars. I was blasted off from Mars by a meteor impact, and then eventually landed on Earth, where I was found in 1984. Originally, evidence from my composition was thought to have proven the existence of life on Mars. Who am I?

_________________________________________________________

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Status Definition Examples

EXTINCT Last remaining individual of the species has died

Dinosaurs, dodo bird, passenger pigeon, Barbary lion, Bali tiger

EXTINCT IN THE WILD Only survives in captivity, reintroduced populations, or outside its native habitat

Przewalski’s horse, Sahara oryx, black-footed ferret, Mexican gray wolf

CRITICALLY ENDANGERED Faces an extremely high risk of extinction in the wild

Red wolf, golden lemur, black rhinoceros, angel shark, California

condor

ENDANGERED Faces a very high risk of extinction in the wild

Giant panda, orangutan, Grevy’s zebra, gorilla, blue whale, brown kiwi

VULNERABLE Faces a high risk of extinction in the wild African lion, wolverine, hippopotamus, polar bear, American crocodile

NEAR THREATENEDDoes not face a high risk of extinction,

but is likely to be threatened in the near future

Black-tailed prairie dog, cougar, striped hyena, giant anteater, jaguar

LEAST CONCERN Species is thriving, widespread, and abundant

Gray seal, naked mole-rat, American beaver, giraffe, bald eagle

ExtinctionScientists strongly believe that today’s rate of extinction is much higher than the natural rate – about 1,000 times higher than it was before humans appeared on Earth. The primary force driving current extinctions is habitat destruction, whether through pollution, climate change, or development for human land use. Hunting, the introduction of non-native species, and the spread of disease also pose significant risks to the planet’s biological heritage.

In response to the extinction epidemic, conservationists began identifying animal and plant species that are “endangered,” and then grouping them according to the severity of threats to their survival. The World Conservation Union’s (or IUCN, after its original name of International Union for the Conservation of Nature and Natural Resources) Red List is the most widely accepted standard for classifying threatened species and monitoring their progress.

The IUCN Red List

63

National Zoo

Who Am I? 1. I live at the Cheetah Conservation Station, but I am not a cheetah. Even though I live with cheetahs in the African Savanna, I’m too big for them to eat. The females of my species live in herds, while the males who want to breed roam alone to claim their own territory. When we’re in herds, our distinctive markings help confuse predators (bigger cats like lions). The IUCN lists my species as endangered. WHO AM I?

____ ____ ____ ____ ____ ’ ____ ____ ____ ____ ____ ____

It’s time for your group to take action. As zookeepers at the National Zoo, you have the chance to save a species that is extinct in the wild. Some of the only surviving members of the species live at the Zoo, and you are in charge of breeding a new

population, reintroducing it to the wild, and ensuring that it can survive on its own and eventually move off the Red List.

Using the clues below, search for the five animals listed on the back of your group’s species card. For

each animal you correctly identify, your species will move down through the Red List – from Extinct in the Wild to Least Concern, where your species is once again thriving in its native habitat.

From Surviving to Thriving: Scavenger Hunt

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2. I live on the Asia Trail and I am the Zoo’s most famous resident – so famous that I am a symbol for the city of Washington, D.C. When my baby Tai Shan was born, he was the size of a stick of butter – only 1/900th of my size! Even though I eat mostly bamboo, my digestive system is built for a carnivore and is very wasteful. As a result, I need to eat at least 20 pounds of bamboo every day! That means I spend most of my time eating and sleeping. What could be better? The IUCN says I am endangered. WHO AM I?

___ ___ ___ ___ ___ ___ ___ ___ ___ ___

3. I live in a dark room in the Bird House because I am nocturnal. Unlike other birds, I have very poor eyesight. I can only see about two feet in front of me during the day and six feet at night. I have a long curved beak with nostrils at the tip so that I can smell my prey. I am from New Zealand, where I am so famous that New Zealanders are named after me. The IUCN lists me as endangered. WHO AM I?

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___

4. At the Zoo, I live on the Beaver Valley Trail, which showcases animals from North America. In reality, though, I live on the shores of the North Atlantic Ocean, from Canada to Europe. When I’m tired, I like to take naps under water. I simply find a rock to secure myself and snooze for up to 20 minutes. The IUCN says I am a least concern species, but my subpopulation in the Baltic Sea is endangered because of pollution and accidents with fishing boats. WHO AM I?

___ ___ ___ ___ ___ ___ ___ ___

5. People say I’m the ugliest creature at the Small Mammal House – blind, hairless, and buck-toothed – but I’m actually very unique. Native to the Horn of Africa, where local people call me “sand puppy,” I am one of only two mammal species considered to be eusocial, meaning I live in colonies like bees and ants. Our colonies of up to 300 individuals are ruled by

Scavenger Hunt (continued)

65

National Zoo

a large queen and one to three breeding males. We dig underground tunnels and find tubers (underground roots and stems) to eat. There are no major threats to our species, so the IUCN lists us as least concern. WHO AM I?

___ ___ ___ ___ ___ ___ ___ ___ ___ - ___ ___ ___

6. My name is Lusaka. You’ll find me at the Great Cats exhibit. In the wild, I live with other females of my species in groups called prides. Together, we females do all the hunting and help manage our territory. We also raise our cubs together as a group. We need to work hard to protect them, because if a male coalition wants to take over the pride, they will kill all the cubs! The males just don’t seem to understand that our species is vulnerable – that means high risk of extinction. WHO AM I?

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

7. You’ll see me relaxing just outside the Reptile Discovery Center. I normally live in marshes and rivers from Florida to Texas. I lay eggs in a “compost incubator” made from decomposing plants. The temperature of the nest determines the sex of my babies, so I try to keep it around 90° F. Other species such as turtles like to lay their eggs in my nest as well for warmth and protection. I used to be close to extinction, but I’ve made a miraculous recovery. The IUCN now says I’m least concern. WHO AM I?

___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___

8. You’ll see my cousin as you enter the Elephant House. He lives throughout most of Africa, but I live only in the tiny country of Liberia. I am much smaller than him and I secrete white oil that protects my skin from water loss. My great-grandfather Billy was brought to the Zoo in 1927 as a gift to President Calvin Coolidge. He is the ancestor of all members of my species in American zoos. The IUCN lists me as vulnerable, but my Nigerian subspecies appears to be extinct. WHO AM I?

___ ___ ___ ___ ___

____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

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Elephant Community Center Cam

Lion Cam

Panda Cam

There are nearly 400 different species at the National Zoo!

The mission of the National Zoo is to “Demonstrate leadership in animal care, science, education, and sustainability.”

Some of the most popular animals can be seen on their web cams – check these out!

Animal Cams

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National Zoo

VeterinarianResponsible for the health care program for the animal collection and the maintenance of health records.

Veterinary TechnicianAssists the veterinarian and provides care to the animals under the supervision of the veterinarian.

Animal CuratorManages some or all of an institution’s animal collection. For instance, there may be a curator of mammals, or a curator of rainforest species.

Conservation Biologist/ZoologistProvides scientific and technical assistance in the management of the animal collection and assists in conducting various research or field conservation projects.

Keeper/AquaristProvides daily care to the institution’s animals, including diet preparation, cleaning, general exhibit maintenance, and record keeping.

General CuratorOversees an institution’s entire animal collection and animal management staff. Responsible for strategic collection planning.

Zoo DirectorExecutes policies as directed by the governing authority. Responsible for the institution’s operation and plans for future development.

Finance Manager/DirectorManages the institution’s finances, including payment of bills, purchasing, investments, and the preparation of financial statements.

Assistant DirectorAssists the director and assumes charge in the director’s absence.

Curator of ExhibitsCreates exhibits and assists in the design of graphics.

Curator of HorticultureResponsible for the botanical collection and its application to the animal collection, as well as daily maintenance of the institution’s grounds.

Curator of EducationPlans and implements the institution’s education programs.

Public Relations/Affairs Manager/DirectorPromotes the institution, its mission, and its programs to the public via the media.

Jobs in Zoos!The Smithsonian National Zoological Park offers guidance on career opportunities in and related to zoos. Explore these options and see if one might be right for you:

Zoo JobsThere are many different kinds of jobs at zoos, from animal curator to development officer to public affairs director. Read about who does what below. To find out the qualifications for a job, read position advertisements, which include requirements for education, the number of years of experience, and type of experience.

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Marketing Director/ManagerCreates advertising campaigns and other activities to increase public awareness of the institution.

Special Events Manager/CoordinatorDevelops and implements events to attract visitors to the zoo throughout the year.

Operations Director/ManagerResponsible for the daily operation of the institution’s physical plant and equipment.

Membership Director/ManagerResponsible for maintaining and increasing institution memberships for families and individuals and designing special events for members only. May also be in charge of “adopt-an-animal” programs to raise funds.

Visitor Services ManagerSupervises the staff and facilities that cater to the visiting public including concessions and restrooms.

Senior Keeper/AquaristProvides primary animal care for a department.

Head Keeper /AquaristSupervises a section or department of the institution; provides training and scheduling for keepers.

Gift Shop ManagerManages staff and all aspects of gift shop operation from buying products to designing shops.

Docent/VolunteerDuties may include diet preparation, small animal care, teaching educational programs, leading group tours, and staffing special events.

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United States Supreme Court

The Supreme Court is the highest federal court in the United States. It was established in 1789 under Article Three of the Constitution. You know that the three branches

of government are the executive branch, the legislative branch, and the judicial branch and that the judicial branch includes the courts. The Supreme Court meets

in the United States Supreme Court building in Washington, D.C., and is made up of nine justices – the Chief Justice and eight associate justices.

Supreme Court Overview

Free Speech For AllWhat is Freedom of Speech?The First Amendment to the United States Constitution guarantees what our Founding Fathers considered the most basic rights of citizens: freedom of religion, speech, press and assembly, and the right to petition.

But what exactly is “freedom of speech”? The United States Supreme Court is in charge of interpreting the Constitution, and over the years courts have tried hundreds of cases to determine the nuts and bolts of free speech. The First Amendment ensures that all Americans can express their opinions without fear of censure from the government, but that doesn’t mean you can say whatever you want, whenever you want.

“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.”

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The Supreme Court has ruled that the following forms of speech are NOT protected by the Constitution:

— Speech causing a “clear and present danger” to others, such as falsely shouting “Fire!” in a movie theater.

— “Fighting” words – Words that hurt others or incite a “breach of the peace” and are not needed to express an idea.

— Obscenity – Offensive and explicit words or media that have no redeeming artistic, literary, political, or scientific value.

— Defamation – False statements about another person that attempt to damage their reputation. Written or visual defamation is called Libel. Spoken defamation is known as Slander.

Don’t blink! The definition of free speech can change as the Supreme Court continues to try new cases and interpret the meaning of the Constitution for today’s world.

Free Speech For All (continued)

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United States Supreme Court

Consider the following cases. Does the Constitution protect them as free speech? Why or why not?

In 1965, peace activists in Des Moines, Iowa, chose to wear black armbands protesting the Vietnam War. Public school principals made a rule saying that students wearing armbands would be suspended. Siblings Mary Beth and John Tinker didn’t care. They wore the armbands to school anyway and were sent home and suspended.

The Tinkers took the Des Moines School District to court, but lost. Their District Court said that the principals’ rule was necessary to “prevent the disturbance of school

activities.” The Tinkers appealed the decision and eventually reached the Supreme Court, which heard their case in Tinker v. Des Moines (1969). The Court had already ruled that “symbolic speech” by adults was protected by the Constitution. In Tinker, the justices had to decide if the right extended to students as well – and if so, were there limits to when student symbolic speech was protected?

The Supreme Court justices ruled 6-2 in favor of the Tinkers. They

concluded that the armbands were a passive, silent expression of opinion, akin to “pure speech,” and not meant to incite a disturbance. Justice Abe Fortas, in the majority opinion, wrote, “In our system, state-operated schools may not be enclaves of totalitarianism. School officials do not possess absolute authority over their students.”

The Tinker ruling has helped the Supreme Court decide other cases on symbolic speech and students’ rights.

CASE YES NO REASON

1

Texas v. Johnson (1989) – To express his discontent with the president’s policies, Johnson burned an American flag in front of City Hall. He was sentenced to one year in jail under a law prohibiting flag desecration.

2

Schenck v. United States (1919) – During World War I, Schenck mailed flyers to young draftees discouraging them from joining the military. He was charged with conspiracy.

3

United States v. O’Brien (1968) – O’Brien burned his draft card in front of a courthouse to express his opposition to the Vietnam War. He was arrested under a law prohibiting the destruction or mutilation of draft cards.

4Chaplinsky v. New Hampshire (1942) – Chaplinsky, a Jehovah’s Witness, insulted a town marshall who tried to stop him from preaching.

RULINGS: 1. Yes, the Court considered flag burning a form of symbolic speech. 2. No, Justices agreed that Schenck was undermining the authority of the military in a time of war. 3. No, the government’s interest in preserving draft cards was unrelated to the suppression of free expression. 4. No, Chaplinsky’s insults were considered “fighting words.”

Symbolic Speech in the Classroom: The Case of John and Mary Beth Tinker

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Between 1945 and 1954, the Vietnamese defeated the French in an anti-colonial war to gain independence, and Vietnam was divided between an Anti-Communist South and a Communist North. By 1958, Communist-led guerrillas known as the Viet Cong had begun to battle South Vietnam after unification elections failed.

The United States began sending military support to South Vietnam. In 1965, President Johnson ordered

air strikes on North Vietnam and committed over 500,000 ground forces. The war continued until U.S. forces were withdrawn in 1973. Two years later, South Vietnam surrendered to the North and the country was reunited.

The Vietnam War was one of the most divisive issues in U.S. history. Although seen by many as a crucial battle against the spread of Communism, Vietnam was the first war to motivate mass public protest.

The debate raged on, in the streets, on television, and in Congress, with unfriendly words flying.

CrossfireTo get a taste of the raging debate, listen to your Course Leader and classmates as they read excerpts of speeches and memoirs from the Vietnam War era. Record key words that each side uses in the table below and summarize their arguments.

Words used to describe... Pro-Vietnam War Anti-Vietnam War

Justifications for the war

Events of the war, human cost

Viet Cong guerrillas

Supporters of the war

Protesters & dissenters

Main Argument

A Nation Divided

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Vietnam Veterans Memorial

A Nurse’s StoryNow listen to the excerpt written by Army Nurse, Lynda Van Devanter, 10 years after the war:1. List some words that describe Van Devanter’s feelings while she served in the war and after she returned.

2. What side of the debate does Van Devanter represent?

3. In reality, there was a third group of Americans during the Vietnam era: those who experienced the war first-hand. How would war veterans feel about the categories listed in the table?

Veterans’ feelings about the war were just as varied as those at home. Some veterans organized and spoke at anti-war protests, while others rose through the ranks of the military to serve as officers or politicians. All veterans, however, shared a common understanding of the human and psychological costs of war.

“No Comment”With what you have learned about the opinions and experiences of the three groups – pro-war, anti-war, and veterans – answer and debate the following questions:1. When the Vietnam Veterans Memorial’s design committee issued guidelines for contest submissions, they said the memorial was to be “without political or military content, one that makes no comment or statement regarding the rightness, wrongness, or motivation of U.S. policy in entering, conducting, or withdrawing from the war.” Why was there to be “no comment” about the war on the memorial?

2. Whose point of view does the final memorial represent?

3. Does the subject of Vietnam still cause discussion and disagreement in America?

74


The Art of Social ProtestOn August 28, 1963, an estimated 250,000 people gathered at the Washington Monument to demonstrate against racial discrimination and for freedom and equality. This protest, the March on Washington, was the largest public demonstration held in the nation’s capital at the time. Protesters peacefully marched across the Mall to the Lincoln Memorial, where Dr. Martin Luther King, Jr. gave his most famous speech. One year later, the Civil Rights Act prohibiting racial discrimination was passed.

OratorOn the right is an excerpt from Dr. King’s “I Have A Dream” speech. Divide the speech into parts within your team and take turns reciting it for your Course Leader. Focus on effectiveness, sincerity, and power to convince.

“I have a dream that one day this nation will rise up and live out the true meaning of its creed: ‘We hold these truths to be self-evident, that all men are created equal.’

I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

I have a dream today.”

75

Washington Monument

It takes courage to speak publicly about controversial issues. What is on YOUR mind that is so important that you would speak up even in front of people who disagree with you?

What are you passionate about? What do you care about? What message or phrase would help others to understand how strongly you feel?

When you hear someone speak with conviction and sincerity, how does it sound and what does it look like?

Want to see and hear MLK Jr’s original ‘I have a dream’ speech? Check out this QR code with your mobile device!

76


1963

1969

1995

2004

Signs of the Times: Notable National Mall ProtestsCan you determine the cause and group of people each of these protest signs represents?

The Art of Social Protest (continued)

JOBSfor All

NOW

JOBSNOT

JAILS!

Bring‘em

Home!

EQUALPAYfor

EQUALWORK

1963 1969 1995 2004

77

Washington Monument

Fight for Your Rights! Organize!In your team, decide on an example of injustice or inequality that you believe deserves attention.

In the spirit of King’s non-violent philosophy, create signs to use in a peaceful demonstration for your cause. Identify the injustice, your

goal, and advocate for your desired outcome. Once finished, engage in a peaceful, mini-demonstration.

Examples:

— Treatment of boys vs. girls in school

— Teachers who don’t listen to students

— Families who cannot afford housing, food, or health care

— Continued inequality among races

— Lack of freedom in a certain country

— Bullying in school

— Children with overprotective parents

Guidelines:Create an appealing phrase

Write concisely

Avoid offensive or accusatory language

Be fair

Your Course Leader will distribute blank protest signs

78


The majority of American presidents have had children. Some children, like those of President Reagan, were considerably older and did not live in the White House. Other children, such as those of Presidents Clinton and Carter, resided in the White House with their parents. Although these children were not interviewed while living in the White House, they still had reporters and photographers following them everywhere.

Easy on the FlashImagine that one of your parents is the president and you are living in the White House. After some time, you realize that reporters are following you everywhere — to school, to friends’ homes, to sporting and cultural events, on vacation, etc. Your photograph, along with commentary on

your activities, appears in the newspaper, on television, and on the Internet. You decide that some new rules need to be put in place that your presidential parent can enforce.

In your team, come up with a list of at least three rules that journalists and photographers must follow when reporting about you and your family’s personal lives.

Rule #1:

Rule #2:

Rule #3:

Renegade is in the EllipseAlthough reporters often follow presidential kids, no one follows them more closely than the Secret Service. The Secret Service is authorized to protect the presidential family, and must keep watch over the president’s children at all times.

Secret Service agents refer to the president and others they protect with code names. Sometimes code names match the personality or interests of the individual. Former Vice President Cheney’s name was “Angler” because he likes to fish. President Obama is “Renegade,” his wife is “Renaissance” and their daughters are “Radiance” and “Rosebud.”

Parents, Power, and Paparazzi

79

White House

If you were a presidential child, what would your Secret Service code name be? Why?

Imagine being a Presidential KidWhat might be challenging about having to stay under the watchful eyes of your secret service agents?

How would you balance your private and public life?

What would you and your friends do differently than you do now?

How would you use your position to raise awareness about issues that are important to you?

80


World War II MemorialLike all memorials, the form and the structure of the National World War II Memorial is significant. The memorial is located between the Washington Monument and the Lincoln Memorial. The entrance walkway is a stone balustrade inset with 12 bas-relief panels based on archival photographs from the war. The bronze and granite memorial is composed of two arches located at either end of the pool that symbolize the Atlantic and Pacific theaters. More than a dozen inscriptions from contemporary figures at the time of the war are carved in granite in prominent locations throughout the memorial. Fifty-six granite pillars connected by bronze ropes represent the 50 states, seven territories and the District of Columbia and celebrate the nation’s unity during WWII. Four-thousand sculpted gold stars on the Freedom Wall commemorate more than 400,000 Americans who gave their lives.

Many students find it meaningful to take a photo under the pillar representing their home state. Add that photo to your collection as you pay respect to all who served during World War II.

81

World War II Memorial

BackgroundAfter the bombing of Pearl Harbor on December 7, 1941, the United States declared war on Japan and officially joined the Allied forces in World War II. The Americans fought the war on two fronts – the Atlantic against Germany and Italy, and the Pacific against the Japanese. In the Pacific Theater of Operations (PTO), they soon found out that the Japanese were highly skilled as code breakers, and military leaders worked hard to come up with a new indecipherable code.

A World War I veteran named Philip Johnston was fluent in the Navajo language and knew of the military’s search. He remembered that during the First World War some Native American languages were used to encode messages. Johnston came up with the idea to use Navajo, and in early 1942, he convinced Major General Vogel that the language was so rare and complex that it could be used to transmit messages that were impossible to decipher – and sixty times faster than the old codes!

The Marine Corps trained nearly 400 native Navajos to work as code talkers in the PTO. They took part in every Marine attack between 1942 and 1945, and the Japanese

were baffled. They never broke the code. Many officers believe that were it not for the Navajo code talkers, the U.S. would never have prevailed in the Pacific.

The CodeIn the European Theater of Operations (ETO), U.S. troops used Native American languages informally to send messages back and forth, but the native speakers held normal conversations instead of speaking in code. Navajo Code was more complex. Even when the Japanese captured and tortured a regular Navajo soldier, he could not understand it. To him, it was a string of unrelated words.

The basic structure of the code was the English alphabet. Each letter was represented by one to

three Navajo words whose English translation started with that letter. For example, “wol-la-chee” (ant), “be-la-sana” (apple), and “tse-nill” (axe) were code for the letter “A”. The code talkers would mix up which word they used to make the code even harder to break.

Code Talkers

82


In addition to the alphabet, Navajo Code included about 450 military terms. Because the Navajo language had few words for modern concepts, many of the military and technological code words came from nature. For example, “jay-sho” (buzzard) referred to a “bomber plane,” and “besh-lo” (iron fish) a “submarine.”

Can You Break It?Your Course Leader will give your group a message in simplified Navajo Code. From what you have learned about code talkers, decipher it using the Dictionary below.

Navajo Code Dictionary

Code Talkers (continued)

A-CHIN AH-NAH

AH-YA-TSINNE A-KEH-DI-GLINI

AL-NA-AS-DZOH BA-AH-NE-DI-TININ

BE BESH-DO-TLIZ

BI-SO-DIH CA-YEILTH

83

World War II Memorial

GAH GLOE-IH

KLESH KLIZZIE

LIN MA-E

MOASI NA-AS-TSO-SI

NASH-DOIE-TSO NE-AHS-JAH

SHI-DA SHUSH

THAN-ZIE TKIN

TSAH-AS-ZIH WOL-LA-CHEE

84


Code Talkers (continued)

Does your deciphered message look familiar? It should. The message is one of many famous quotes engraved on the Memorial. Find yours and respond to the questions below.

Quote:

Said by:

Date:

What was going on in the war?

What does it mean?

85

Notes

0 Notes

86

FolgerPark

G a r f i e l dP a r k

L a f a y e t t eP a r k

Edward JKellyPark

Mt VernonSquare

F r a n k l i nP a r k

StantonPark

Anacost ia Park

FarragutSquare McPherson

Square

SewardSquare

RandallPlayground

VirginiaHighlands

Park

T h eE l l i p s e

W e s t P o t o m a c P a r k

N a t i o n a l M a l l

L a d y B i r dJ o h n s o n

M e m o r i a l P a r k

E a s tP o t o m a c

P a r k

Rock Creek AndPotomac Parkway

GeorgeWashingtonMemorialParkway



George WashingtonUniversity

Reagan National Airport


G o l f C o u r s e

A r l i n g t o nN a t i o n a lC e m e t e r y

Fashion CentreAt Pentagon City

CrystalCity Shops

Fort Lesley JMcNair

W a s h i n g t o nN a v y Ya r d

A n a c o s t i aN a v a l S t a t i o n

CHINATOWN

PENNQUARTER

ARLINGTON

V I R G I N I A

JUDICIARYSQUARE

SWAMPOODLE

SOUTHWEST

SOUTHWESTFEDERAL CENTER

FEDERALTRIANGLE

WATERFRONT

ANACOSTIA

CAPITOLHILL

NOMA

SURSUMCORDA

GEORGETOWN DUPONT CIRCLE

FOGGYBOTTOM DOWNTOWN

WESTEND

LincolnMemorial

FederalReserveBuilding


WashingtonMonument

National AcademyOf Sciences

John A WilsonBuilding

White House

LibraryOf

Congress

LibraryOf

Congress

LibraryOf

Congress

DepartmentOfTreasury

DepartmentOf

State

National MuseumOf

Natural HistoryNational Gallery Of Art

National Air AndSpace Museum

Hirshhorn MsmAnd SculptureGarden

Arts AndIndustriesBuilding

National GalleryOf Art

FreerGallery OfArt

US HolocaustMemorial Museum

Bureau Of EngravingAnd Printing

L'enfantPlaza

Voice Of America

JeffersonMemorial

Ve r i z o nC e n t e r

NationalArchives

Old PostOffice

Pavilion

NationalBuildingMuseum

NationalGeographic Society

TheWashington

Post

City MuseumOf Washington

InternationalMonetary

Fund

Franklin D RooseveltMemorial

Korean WarMemorial

Old ExecutiveOffice Building

ConstitutionHall

DarMuseum

National MuseumOf

American History

RonaldReagan

BuildingDepartmentOf

Commerce

Internal RevenueService

DepartmentOf Justice

US DepartmentOf Education

FederalAviationAdmin

Dept Of Health AndHuman SErvices

Rayburn HouseOffice Building

Ford House OfficeBuilding

Russell SEnateOffice Building

Dirksen SEnateOffice

Building Hart SEnateOffice Building

LongworthHouse

Office Building

Cannon HouseOffice

Building

The Shops AtGeorgetown Park

General SErvicesAdministration

United StatesDept OfThe Interior

The WorldBank

National Msm OfThe American Indian

George WashingtonUniversity Hosp

National Museum OfAmerican Art

National PortraitGallery

Watergate

U n i o nS t a t i o nWarner

TheatreThe Shops AtNational Place

Willard Inter-ContinentalHotel

HotelWashington

US DepartmentOf

Transportation

US Dept Of HousingAnd Urban Dvlpt

WashingtonConvention

Center

US DepartmentOf Energy

L'enfantPlaza

Smithsonian InstitutionBuilding

KennedyCenter

ForPerforming

Arts

HyattRegency-Capitol Hill

Department Of Agriculture

United StatesCapitol

United StatesSupreme Court

Environmental Protection Agency

L'enfantPlaza

J Edgar HooverFBI Building

Vietnam VeteransMemorial

National WorldWar II Memorial

T h e P e n t a g o n

Ariel Rios Building

Reflect ing Pool ReflectingPool

A n a c o s t i a R i v e r

Wa

sh

i ng

t on

Ch

an

ne

l

Po

to

ma

c

Ri

ve

r

T i d a l B a s i n

Kutz BrgArlington Memorial Brg

George

Maso

n Mem

orial B

rg

Rocham

beau

Mem

orial B

rg

Arlan

d D W

illiams J

r Mem

orial B

rg

Theodore Roosevelt Memorial Brg

Warehouse Theater

Koshland Science Museum

L&A Small Jewish Museum

Georgetown Law Center

Children's Museum

Japanese American Memorial

Peace Monument

Robert A Taft Memorial

Garfield Memorial

US Botanic Garden

Environmental ProtectionAgency HQ

Ulysses S GrantMemorial

Theodore Roosevelt Memorial

Old Stone House

Ford's Theatre

SmithsonianCastle

NationalAquarium

Peterson House

Friendship Archway

DC Courthouse

Pennsylvania Ave Historic DistrictUS District Courthouse

Law Enforcement Memorial

US Navy Bureau ofMedicine and Surgery

AmericanPharmaceutical

Institute

US Institute For Peace

National Jewish MuseumArts Club of Washington

American National Red Cross Museum

Corcoran Gallery of Art

DC War Memorial

Lockkeepers House

John Paul Jones Memorial

Art Museumof the Americas

Octagon House

Blair House

Women in the Arts Museum

Martin Luther King Memorial Library

Renwick Gallery

Decatur House St John's Church

New Executive Office Building

Spy Museum

Martin Luther King, Jr.National Memorial

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son P

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t SE

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Federal Ct

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y Pl N

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pitol

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NE

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ing P

l SE

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ry Ct

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t NW

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pitol

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15th St S

Thomas Rd

Arnold Dr

Barry

Rd SE

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Water

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W

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t SE

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Henry

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n Dr N

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Indiana Ave NW

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t SE

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t SW

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t SW

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ll St

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pitol

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E

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ve S

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l St S

W

I St SE

15th St S

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pitol

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ES

Capit

ol St

SE

Eaton Rd SE

G St SE

Maryland Ave SW

Wick Dr

Howard Rd SE

28th

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I St SE

C St NW

Coherty

Dr

14th

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W

25th

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W

O St SW

Pennsylvania Ave NW

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Virginia Ave SW

O St SW

Thomas Rd

5th S

t SE

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t NE

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V St SW

O St SE

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ecuti

ve A

ve N

W

N St SW

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4th S

t NW

Halsey Dr

M St NWM St NW

Macarthur Dr

C St SW

T St SW

Firth Sterling Ave SE

Sweetgum Ln

Q St SW

S St SW

F St NW

Stevens Rd SE

Virginia Ave SW

8th S

t NW

G St NW

C&o Canal Towpath NW

W E

xecu

tive A

ve N

W

G St NE

I St NE

E St NE

Delaw

are Av

e SW

W Basin

Dr S

WA St NE

Delaw

are Av

e NE

2nd S

t NW

Ma rshall Dr

D St SE

South Carolina Ave SE

Bradley Dr

Ellipse

Rd N

W

6th S

t SW

Tingey St

Ce dar

Dr

4th S

t SW

Cana

l St S

E

Watson Rd

25th

St N

W

L St NW

Eye St NWI St NW

Pennsylvania Ave NW

S Cl

ark P

l

S Ha

yes S

t

E St NW

S Gr

ant S

t

12th St S

Delaw

are A

ve S

W

F St NE

3rd S

t SW

3rd S

t SW

C St NWC St NW

Buckeye

Dr SW

15th

St N

W

C St NEEllipse Rd N

W

L'enfa

nt Pr

omL'e

nfant

Plz S

WLe

nfant

Plz S

W

9th S

t NW

C St SW

19th

St N

W

S Ca

pitol

St S

W

10th

St N

W

S Ive

s St

1st S

t NE

2nd S

t SE

Robb

ins R

d

Patton Dr

31st

St N

W

E St SW

C St SE

19th St S

Jefferson Davis Hwy

5th A

ve S

W

20th St S

21st St S

17th

St N

W

New Jersey Ave NW

30th

St N

W

Old Jefferson Davis

HwyRotary Rd N

1st S

t SE

1st S

t NW

6th S

t SW

Robbins

Rd W

K St NW

18th

St N

W

1st S

t NW

22n d

St N

W

G St NW

N St NW

Anac

ostia D

r SE

Broo

kley A

ve S

W

I St NWEye St NW

2nd S

t SE

10th

St N

W

D St NE

1st S

t SE

Half S

t SE

M St NE

2nd A

ve S

W

L St NE

P St SW

K St NE

4th A

ve S

W

Thomas Ave

18th

St N

W

1st A

ve S

W

16th

St N

W

2nd S

t SW

E Basin Dr

SW

Virginia Ave SE

E St SE

F St NW

22nd St S

Robbins

Rd

G St SW

L St SE

K St SEWater St SW

New Jersey Ave NW

Rotary Rd S

H St NW

Mitsc

her R

d

4th S

t SW

4th S

t SW

Crys

tal D

rCrystal Dr

K St NW K St NW

I St SW I St SWEye St SW Eye St SW

G St NW G St NW

15th

St N

W15

th St

NW

2nd S

t NE

2nd S

t NE

S Hayes St

24th

St N

W24

th St

NW

Army Navy Dr

Army Navy Dr

18th St S 18th St S

S Cl

ark S

t

S Cl

ark S

t

Jeffe

rson D

avis

Hwy

D St NWD St NW

1st S

t NE

1st S

t NE

N St NW N St NW

4th S

t NW

4th S

t NW

1st S

t SW

1st S

t SW

3rd S

t SE

3rd S

t SE

5th S

t NE

5th S

t NE

M St NW

20th

St N

W20

th St

NW

13th

St N

W13

th St

NW

5th S

t NW

5th S

t NW

Madison Dr NW Madison Dr NW

Defen

se B

lvd

Defen

se Bl

vd

Jefferson Dr SW Jefferson Dr SW

F St NW F St NW F St NW

Half S

t SW

Half S

t SW

Half S

t SW

11th

St N

W11

th St

NW

11th

St N

W

Eye St NW Eye St NW Eye St NWI St NW I St NW I St NW

S Fern St

S Fern St

S Fe

rn St

21st

St N

W21

st St

NW

21st

St N

W

12th

St N

W12

th St

NW

S Jo

yce S

tS

Joyc

e St

S Jo

yce S

t

Levee Rd

Levee Rd

Levee Rd

E St NW E St NW E St NW

3rd S

t NE

3rd S

t NE

3rd S

t NE

S Ea

ds S

t

S Eads St

S Ea

ds S

t

S Ead

s St

N St NWN St NWN St NW

L St NW L St NW L St NW L St NW

Ohio Dr SW

Ohio Dr SW

Ohio Dr SW

Ohio Dr SW

Ohio Dr SW

Ohio Dr SW

Ohio Dr SW

Ohio

Dr S

WOh

io Dr

SW

Ohio Dr SW

Ohio Dr SW

Ohio Dr SW

L St NW

2nd S

t NW

K St NW

C St NE

C St NE

Virginia Ave NW

Maryland Ave NE

6th S

t NW

Verm

ont A

ve N

W

L St NW

Verm

ont A

ve N

W

Independence Ave SE

Raou

l Wall

enbe

rg P

l SW

Washington Ave SW

E St Expy

Rhode Island Ave NW

New H

ampsh

ire Av

e NW

Constitution Ave NE

Potomac River Fwy N

E St NW

Independence Ave SE

7th S

t NW

Massachusetts Ave NE

Louisia

na Ave

NW

Columbus Cir NE

Pennsylvania Ave SE

New York Ave NW

S Ha

yes S

t

14th

St S

W

Ohio Dr SW

Suitland Pky SE

M St NW

Connecticut Ave NW

Pennsylvania Ave NW

New Ham

pshir

e Ave

NW

Potom

ac R

iver F

wy S

Constitution Ave NW

15th St S

Maine Ave SW

Pennsylvania Ave NW

Massachusetts Ave NW


N Ca

pitol

St N

E

K St NW

New York Ave NW

17th

St N

W

N Ca

pitol

St N

W

Boundary Channel Dr

Wash

ington

Blvd

S Capitol St SW

Jeffe

rson D

avis

Hwy

14th

St N

W

S Capitol St SE

K St NWK St NW

Geor

ge W

ashin

gton M

emori

al Pk

y

George Washington Memorial Pky

GW P

ky

GW Pky

H St NWH St NW

Constitution Ave NWConstitution Ave NW

Independence Ave SWIndependence Ave SW Independence Ave SW 3r

d St S

W

D St SW

G St SW

23rd

St S

W

15th

St N

W

I St SE

Virginia Ave SE

2nd S

t SE

Ohio Dr SW

29th

St N

W

Wisconsin Ave NW

D St SW

5th S

t SE

H St NW


4th S

t NE15th St NW

12th

St N

W

Columbia Pike

Frontage Rd SW

E Capitol St NE

22nd

St N

W

7th S

t NW

6th S

t NW

D St SW

Florida Ave NE

23rd

St N

W

2nd S

t NE

D St SE

S Ca

pitol

St S

W

E St NW

Memorial Dr

H St NE

M St SW M St SE

S Ca

pitol

St S

E

12th

St S

W

9th S

t SW

New Jersey Ave SE

23rd St S

6th S

t NW

7th S

t SW

19th

St N

W

3rd S

t NW

Pennsylvania Ave NW

7th S

t NW

Maine Ave SW

23rd

St N

W

S Ca

pitol

St SW

S Ca

pitol

St S

E

Virginia Ave NW

4th S

t NE

4th S

t SE

9th S

t NW

M St NW M St NW

Rock Creek Pky NW

Rock

Cre

ek P

ky N

WRo

ck C

reek

And

Poto

mac P

ky N

W27

th St

NW

New York Ave NE

Potomac River Fwy N

New York Ave NW

Whitehurst Fwy

Southwest Fwy

Anac

ostia

Fwy

Southeast Fwy

Henry G Shirley Memoria

l Hwy

Jeffe

rson D

avis

Hwy

Jefferson Davis Hwy

George Washington Memorial PkyGW Pky

GW PkyGW Pky

GW Pky

GW Pky

GW Pky



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87

FolgerPark

G a r f i e l dP a r k

L a f a y e t t eP a r k

Edward JKellyPark

Mt VernonSquare

F r a n k l i nP a r k

StantonPark

Anacost ia Park

FarragutSquare McPherson

Square

SewardSquare

RandallPlayground

VirginiaHighlands

Park

T h eE l l i p s e

W e s t P o t o m a c P a r k

N a t i o n a l M a l l

L a d y B i r dJ o h n s o n

M e m o r i a l P a r k


P a r k

Rock Creek AndPotomac Parkway




George WashingtonUniversity

Reagan National Airport


G o l f C o u r s e

A r l i n g t o nN a t i o n a lC e m e t e r y

Fashion CentreAt Pentagon City

CrystalCity Shops

Fort Lesley JMcNair

W a s h i n g t o nN a v y Ya r d

A n a c o s t i aN a v a l S t a t i o n

CHINATOWN

PENNQUARTER

ARLINGTON

V I R G I N I A

JUDICIARYSQUARE

SWAMPOODLE

SOUTHWEST

SOUTHWESTFEDERAL CENTER

FEDERALTRIANGLE

WATERFRONT

ANACOSTIA

CAPITOLHILL

NOMA

SURSUMCORDA

GEORGETOWN DUPONT CIRCLE

FOGGYBOTTOM DOWNTOWN

WESTEND

LincolnMemorial



WashingtonMonument

National AcademyOf Sciences

John A WilsonBuilding

White House

LibraryOf

Congress

LibraryOf

Congress

LibraryOf

Congress

DepartmentOfTreasury

DepartmentOf

State

National MuseumOf

Natural HistoryNational Gallery Of Art

National Air AndSpace Museum

Hirshhorn MsmAnd SculptureGarden

Arts AndIndustriesBuilding

National GalleryOf Art

FreerGallery OfArt

US HolocaustMemorial Museum

Bureau Of EngravingAnd Printing

L'enfantPlaza

Voice Of America

JeffersonMemorial

Ve r i z o nC e n t e r

NationalArchives

Old PostOffice

Pavilion

NationalBuildingMuseum

NationalGeographic Society

TheWashington

Post

City MuseumOf Washington

InternationalMonetary

Fund

Franklin D RooseveltMemorial

Korean WarMemorial

Old ExecutiveOffice Building

ConstitutionHall

DarMuseum

National MuseumOf

American History

RonaldReagan

BuildingDepartmentOf

Commerce

Internal RevenueService

DepartmentOf Justice

US DepartmentOf Education

FederalAviationAdmin

Dept Of Health AndHuman SErvices

Rayburn HouseOffice Building

Ford House OfficeBuilding

Russell SEnateOffice Building

Dirksen SEnateOffice

Building Hart SEnateOffice Building

LongworthHouse

Office Building

Cannon HouseOffice

Building

The Shops AtGeorgetown Park

General SErvicesAdministration

United StatesDept OfThe Interior

The WorldBank

National Msm OfThe American Indian

George WashingtonUniversity Hosp

National Museum OfAmerican Art

National PortraitGallery

Watergate

U n i o nS t a t i o nWarner

TheatreThe Shops AtNational Place

Willard Inter-ContinentalHotel

HotelWashington

US DepartmentOf

Transportation

US Dept Of HousingAnd Urban Dvlpt

WashingtonConvention

Center

US DepartmentOf Energy

L'enfantPlaza

Smithsonian InstitutionBuilding

KennedyCenter

ForPerforming

Arts

HyattRegency-Capitol Hill

Department Of Agriculture

United StatesCapitol

United StatesSupreme Court

Environmental Protection Agency

L'enfantPlaza

J Edgar HooverFBI Building

Vietnam VeteransMemorial

National WorldWar II Memorial

T h e P e n t a g o n

Ariel Rios Building

Reflect ing Pool ReflectingPool

A n a c o s t i a R i v e r

Wa

sh

i ng

t on

Ch

an

ne

l

Po

to

ma

c

Ri

ve

r

T i d a l B a s i n

Kutz BrgArlington Memorial Brg

George

Maso

n Mem

orial B

rg

Rocham

beau

Mem

orial B

rg

Arlan

d D W

illiams J

r Mem

orial B

rg

Theodore Roosevelt Memorial Brg

Warehouse Theater

Koshland Science Museum

L&A Small Jewish Museum

Georgetown Law Center

Children's Museum

Japanese American Memorial

Peace Monument

Robert A Taft Memorial

Garfield Memorial

US Botanic Garden

Environmental ProtectionAgency HQ

Ulysses S GrantMemorial

Theodore Roosevelt Memorial

Old Stone House

Ford's Theatre

SmithsonianCastle

NationalAquarium

Peterson House

Friendship Archway

DC Courthouse

Pennsylvania Ave Historic DistrictUS District Courthouse

Law Enforcement Memorial

US Navy Bureau ofMedicine and Surgery

AmericanPharmaceutical

Institute

US Institute For Peace

National Jewish MuseumArts Club of Washington

American National Red Cross Museum

Corcoran Gallery of Art

DC War Memorial

Lockkeepers House

John Paul Jones Memorial

Art Museumof the Americas

Octagon House

Blair House

Women in the Arts Museum

Martin Luther King Memorial Library

Renwick Gallery

Decatur House St John's Church

New Executive Office Building

Spy Museum

Martin Luther King, Jr.National Memorial

N St NE

L St SW

1st P

l NW

E St NE

H St SE

K St NW

2nd S

t NW

9th S

t SW

L St SW

Zei Aly NW

Cedar D r

H St SW

Eye St NW

3rd A

ve S

W

8th S

t NW

20th

St N

W

22nd

St N

W

G St NE

Kirb

y St N

W

S Ball St

D St SW

D St NW

Naylor Ct NW

G Pl NW

3rd S

t SE

Blag

den A

ly

4th S

t SE

6th St S

10th St S

26th

St N

W

G Pl NE

N Pl SE

Grace St NW

F St SE

E St SW

D St NW

Howi

son P

l SW

Pierce St NW

C St SW

13th

St N

W

Van S

t SE

E Capitol St NE

School St SW

Federal Ct

K St SW

Abbe

y Pl N

E

27th

St N

W

S Ca

pitol

St S

W

2nd S

t NW

3rd S

t NW

D St SW

York Dr

4th St

NE

16th St S

S Clark

St

17th St S

Prospect St NW

Cush

ing P

l SE

Ridge St NW

L St NW

12th St S

Libra

ry Ct

SE

3rd S

t NW

S Ca

pitol

St S

E

15th St S

Thomas Rd

Arnold Dr

Barry

Rd SE

Water St NW

Water

St S

W

5th S

t SE

K St SW

A St SW

R St SW

C St SW

Henry

Baco

n Dr N

W

Patterson St NE

L St NW

P St SE

N St SE

Indiana Ave NW

23rd St S

C St SW

Pierce St NE

N St SW

8th S

t NW

N St NE

5th S

t SE

G St NW

B St SW

1st S

t SW


Potomac Ave SW

29th

St N

W

20th St S

2nd S

t SW

S Be

ll St

Potomac Ave SE

S Ca

pitol

St S

E

26th

St N

W

A St SE

5th A

ve S

W

Cana

l St S

W

I St SE

15th St S

S Ca

pitol

St S

ES

Capit

ol St

SE

Eaton Rd SE

G St SE

Maryland Ave SW

Wick Dr

Howard Rd SE

28th

St N

W

D St SW

I St SE

C St NW

Coherty

Dr

14th

St N

W

25th

St N

W

O St SW

Pennsylvania Ave NW

New Jersey Ave SE

Virginia Ave SW

O St SW

Thomas Rd

5th S

t SE

5th S

t NE

K St NW

V St SW

O St SE

E Ex

ecuti

ve A

ve N

W

N St SW

I St NW Eye St NW

4th S

t NW

Halsey Dr

M St NWM St NW

Macarthur Dr

C St SW

T St SW

Firth Sterling Ave SE

Sweetgum Ln

Q St SW

S St SW

F St NW

Stevens Rd SE

Virginia Ave SW

8th S

t NW

G St NW

C&o Canal Towpath NW

W E

xecu

tive A

ve N

W

G St NE

I St NE

E St NE

Delaw

are Av

e SW

W Basin

Dr S

W

A St NEDe

laware

Ave N

E

2nd S

t NW

Ma rshall Dr

D St SE

South Carolina Ave SE

Bradley Dr

Ellipse

Rd N

W

6th S

t SW

Tingey St

Ce dar

Dr

4th S

t SW

Cana

l St S

E

Watson Rd

25th

St N

W

L St NW

Eye St NWI St NW

Pennsylvania Ave NW

S Cl

ark P

l

S Ha

yes S

t

E St NW

S Gr

ant S

t

12th St S

Delaw

are A

ve S

W

F St NE3r

d St S

W3r

d St S

W

C St NWC St NW

Buckeye

Dr SW

15th

St N

W

C St NEEllipse Rd N

W

L'enfa

nt Pr

omL'e

nfant

Plz S

WLe

nfant

Plz S

W

9th S

t NW

C St SW

19th

St N

W

S Ca

pitol

St S

W

10th

St N

W

S Ive

s St

1st S

t NE

2nd S

t SE

Robb

ins R

d

Patton Dr

31st

St N

W

E St SW

C St SE

19th St S

Jefferson Davis Hwy

5th A

ve S

W

20th St S

21st St S

17th

St N

W

New Jersey Ave NW

30th

St N

W

Old Jefferson Davis

HwyRotary Rd N

1st S

t SE

1st S

t NW

6th S

t SW

Robbins

Rd W

K St NW

18th

St N

W

1st S

t NW

22n d

St N

W

G St NW

N St NW

Anac

ostia D

r SE

Broo

kley A

ve S

W

I St NWEye St NW

2nd S

t SE

10th

St N

W

D St NE

1st S

t SE

Half S

t SE

M St NE

2nd A

ve S

W

L St NE

P St SW

K St NE

4th A

ve S

W

Thomas Ave

18th

St N

W

1st A

ve S

W

16th

St N

W

2nd S

t SW

E Basin Dr

SW

Virginia Ave SE

E St SE

F St NW

22nd St S

Robbins

Rd

G St SW

L St SE

K St SEWater St SW

New Jersey Ave NW

Rotary Rd S

H St NW

Mitsc

her R

d

4th S

t SW

4th S

t SW

Crys

tal D

r

Crystal Dr

K St NW K St NW

I St SW I St SWEye St SW Eye St SW

G St NW G St NW

15th

St N

W15

th St

NW

2nd S

t NE

2nd S

t NE

S Hayes St

24th

St N

W24

th St

NW

Army Navy Dr

Army Navy Dr

18th St S 18th St S

S Cl

ark S

t

S Cl

ark S

t

Jeffe

rson D

avis

Hwy

D St NWD St NW

1st S

t NE

1st S

t NE

N St NW N St NW

4th S

t NW

4th S

t NW

1st S

t SW

1st S

t SW

3rd S

t SE

3rd S

t SE

5th S

t NE

5th S

t NE

M St NW

20th

St N

W20

th St

NW

13th

St N

W13

th St

NW

5th S

t NW

5th S

t NW

Madison Dr NW Madison Dr NW

Defen

se B

lvd

Defen

se Bl

vd

Jefferson Dr SW Jefferson Dr SW

F St NW F St NW F St NW

Half S

t SW

Half S

t SW

Half S

t SW

11th

St N

W11

th St

NW

11th

St N

W

Eye St NW Eye St NW Eye St NWI St NW I St NW I St NW

S Fern St

S Fern St

S Fe

rn St

21st

St N

W21

st St

NW

21st

St N

W

12th

St N

W12

th St

NW

S Jo

yce S

tS

Joyc

e St

S Jo

yce S

t

Levee Rd

Levee Rd

Levee Rd

E St NW E St NW E St NW

3rd S

t NE

3rd S

t NE

3rd S

t NE

S Ea

ds S

t

S Eads St

S Ea

ds S

t

S Ead

s St

N St NWN St NWN St NW

L St NW L St NW L St NW L St NW

Ohio Dr SW

Ohio Dr SW

Ohio Dr SW

Ohio Dr SW

Ohio Dr SW

Ohio Dr SW

Ohio Dr SW

Ohio

Dr S

WOh

io Dr

SW

Ohio Dr SW

Ohio Dr SW

Ohio Dr SW

L St NW

2nd S

t NW

K St NW

C St NE

C St NE

Virginia Ave NW

Maryland Ave NE

6th S

t NW

Verm

ont A

ve N

W

L St NW

Verm

ont A

ve N

W

Independence Ave SE

Raou

l Wall

enbe

rg P

l SW

Washington Ave SW

E St Expy

Rhode Island Ave NW

New H

ampsh

ire Av

e NW

Constitution Ave NE

Potomac River Fwy N

E St NW

Independence Ave SE

7th S

t NW

Massachusetts Ave NE

Louisia

na Ave

NW

Columbus Cir NE

Pennsylvania Ave SE

New York Ave NW

S Ha

yes S

t

14th

St S

W

Ohio Dr SW

Suitland Pky SE

M St NW

Connecticut Ave NW

Pennsylvania Ave NW

New Ham

pshir

e Ave

NW

Potom

ac R

iver F

wy S

Constitution Ave NW

15th St S

Maine Ave SW

Pennsylvania Ave NW



N Ca

pitol

St N

E

K St NW

New York Ave NW

17th

St N

W

N Ca

pitol

St N

W

Boundary Channel Dr

Wash

ington

Blvd

S Capitol St SW

Jeffe

rson D

avis

Hwy

14th

St N

W

S Capitol St SE

K St NWK St NW

Geor

ge W

ashin

gton M

emori

al Pk

y


GW P

ky

GW Pky

H St NWH St NW

Constitution Ave NWConstitution Ave NW

Independence Ave SWIndependence Ave SW Independence Ave SW 3r

d St S

W

D St SW

G St SW

23rd

St S

W

15th

St N

W

I St SE

Virginia Ave SE

2nd S

t SE

Ohio Dr SW

29th

St N

W

Wisconsin Ave NW

D St SW5th

St S

E

H St NW


4th S

t NE15th St NW

12th

St N

W

Columbia Pike

Frontage Rd SW

E Capitol St NE

22nd

St N

W

7th S

t NW

6th S

t NW

D St SW

Florida Ave NE

23rd

St N

W

2nd S

t NE

D St SE

S Ca

pitol

St S

W

E St NW

Memorial Dr

H St NE

M St SW M St SE

S Ca

pitol

St S

E

12th

St S

W

9th S

t SW

New Jersey Ave SE

23rd St S

6th S

t NW

7th S

t SW

19th

St N

W

3rd S

t NW

Pennsylvania Ave NW

7th S

t NW

Maine Ave SW

23rd

St N

W

S Ca

pitol

St SW

S Ca

pitol

St S

E

Virginia Ave NW

4th S

t NE

4th S

t SE

9th S

t NW

M St NW M St NW

Rock Creek Pky NW

Rock

Cre

ek P

ky N

WRo

ck C

reek

And

Poto

mac P

ky N

W27

th St

NW

New York Ave NE

Potomac River Fwy N

New York Ave NW

Whitehurst Fwy

Southwest Fwy

Anac

ostia

Fwy

Southeast Fwy

Henry G Shirley Memoria

l Hwy

Jeffe

rson D

avis

Hwy

Jefferson Davis Hwy

George Washington Memorial PkyGW Pky

GW Pky

GW Pky

GW Pky

GW Pky

GW Pky



244

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Washington, D.C....vi Washington, D.C. Discovery Journal Sometimes those classroom walls can be confining. Reading books and looking at pictures is not the same as firsthand, upfront