The White House

(Miss Henry/1st Grade Social Studies/11-3-2023)

Topic: The White House – Where is it located and what goes on in the White House?

Objectives/Standards:

Following the lesson on the White House TSWBAT tell where the White House is located and
able to list a fact about the white house.

After learning about where the white house is and who lives there, TSWBAT observe photos
of the White House and make inferences about them.

PA Civics and Government 5.1.1.F Identify state symbols, national symbols, and national
holidays.

Teaching Procedures:
Introduction/Anticipatory Set:
(5-10 minutes)
 At the carpet
 Pull up the google earth street view of the White House and explore it with the class
(links are on the Canva)
 Ask the students if they know what building this is
 Today you will learn where the White House is located, who lives there, and what
happens there.

Development:
(5 minutes)
 Ask if anyone can tell me where the White House is located? [slide 2]
 Once someone gives the answer or they give up, ask for a volunteer to come up and
try to point to where Pennsylvania is on the map. Then have another come try to
point to where Washington DC is on the map. [slide 3]
 Next, compare where DC is to where Mercer is in PA (map with star where Mercer is
and circle where Washington DC is) [slide 4]
o It would take 5 hours to drive to the White House
o Also reinforce that Washington DC is different than Washington State (which is
on the other side of the country). In fact, Washington DC is not even one of the
50 states, but it is just a territory/city
  Ask: Who lives in the White House?
o The President and his family live there. He, and many other people also work in
the White House.
 The White House is also a national symbol
o Ask for a raised hand to remind us of what a national symbol is (something
that Represents the United States of America)
o The White House symbolizes America, and more specifically symbolizes the
President and the US Government

Guided Practice:
(10-15 minutes)
 Now we will split into 3 groups, (6 or 7 per group) and each observe a different room
in the White House (white house photos handouts)
o Each group will have a teacher help lead their discussion
 Let them know they will have 3-5 minutes to discuss with their groups (depending on
how much time we have)
 When the timer ends, they are to go back to their seats or back to the carpet
(whichever is easier to have students discuss their rooms and then see the board)
o Set a timer so they know how much time they have
o Look at your pictures and see what you notice; talk with your group
 What things do you see?
 What do you notice?
 How big is the room?
 What might occur in this room?
 After time is up, gather the groups back together and call one group up at a time. (The
Oval Office, The State Dining Room, then The East Room)
o Each group will hold up their pictures, or walk them around the class so their
peers can see
o Students will tell the class what they talked about, what they noticed, and
what they think the room is for
o Remind students that only one group member is to speak at a time
o Teacher can ask questions to help guide the discussion:
 What do you think this room is for?
 Who uses this room?
o After each group, share some important points about each room and include
these on the board (one slide per room)

Development:
(5 minutes)
 Then show the other rooms on the slide show:
o Red, Blue, and Green rooms
 How do you think they got their names?
  These are extra rooms in the White House that are used for many
different occasions/gatherings
 (if time is running short, skip these rooms)
o Living spaces for the President’s family
 The President’s family lives in the white house, so they have their own
living spaces as well. They have their own bedrooms, living room,
dining room, library, and even a movie theater!
 Share the other fun facts about the White House

Closure:
(10 minutes)
 Do a quick review:
o Who can raise their hand and tell me where the White House is?
o Who lives in the White House?
o What is the President’s office called?
 Show students the handout and read the questions and explain what they will do.
o answer this prompt: Would you like to live in the White House? Why or why
not?
 Once they are finished, they can do the activity on the back of the paper
 Tell students that once I hand them a paper, they may quietly walk to their desks and
get started. Pass a handout to each student
o When they are finished, there is a drawing activity on the back they may do
 If there is extra time, have students share their ideas with a friend or out loud to the
whole class
 If there is less time, skip the review questions or go through them very quickly

Materials: Canva presentation, Smart Board/projector, pictures of interiors of the White

House, Handouts

Adaptations/Modifications:
 For students with special needs:
o For students in life skills- keep tasks and questions simple, use pictures to help
explain the information
 Personalities/class dynamics:
o Give specific instruction, set a visible timer, some students may need extra
support with the writing assignment, make sure each student is
participating/has a chance to participate, reminders to talk when called on and
stay on topic
 If have extra time: have students share their thoughts from the final closure activity
 If have less time: less student answer/discussion

Evaluation:
  Summative: N/A
 Formative: assess throughout lesson through questioning and discussion, assess
understanding in opinion written response
Reflection: