DeVos Learning Center

2016-2017 School Programs
Grades 3-5

AV82-216A 600 8.7mb

Citizenship in Action: Learning from the Example of President Ford and Living Your Civic Duty

Students will learn about the responsibilities of citizenship through the example of President Ford: from his early days as a Boy Scout and teammate to his service in the Navy, the United States Congress, and President of the United States. Students will discover ways in which they can positively engage in their communities and will put this into practice by learning how to contact their elected officials and respectfully communicate their ideas.

Standards Addressed:

  • C5.0.1 – Explain responsibilities of citizenship
  • P3.1.1 – Identify public issues in the United States that influence the daily lives of its citizens
  • C3.0.1 – Give examples of ways the Constitution limits the powers of the federal government (e.g. election of public officers, etc.)
  • 5.0.4 – Describe ways citizens can work together to promote the values and principles of American democracy
  • Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text
  • Use text features and search tools to locate information relevant to a given topic efficiently
  • Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears
  • Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently

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H0022-4 600 dpi

Planting Seeds of Character: How Perseverance Shaped a Future President

In this two and a half hour program, students will learn about President Ford’s early years from childhood through college. Through exploring the museum and many primary sources, students will examine how pivotal events and choices early on helped shape President Ford’s character and led him to success. Participants will learn the importance of perseverance when seeking to overcome obstacles. The experience will culminate with students creating a unique “perseverance timeline” to highlight important events in President Ford’s life and in history.

Standards Addressed:

  • H3.0.4 – Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in cities in Michigan during a variety of time periods
  • H3.0.9 – Create timelines to sequence and describe important events in history
  • CCSS.ELA.RI.4.3 – Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text
  • Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization
  • Read with sufficient accuracy and fluency to support comprehension

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Taking a Stand: Making Choices with Integrity

Students will explore how the concept of integrity relates to making decisions when faced with a dilemma and using one’s voice to help solve the problem. This two and a half hour class uses the story of a 1934 football game in which Georgia Tech refused to play the University of Michigan unless Willis Ward, an African American player for U of M, was benched during the game. The future 38th president of the United States, Gerald Ford, was a teammate and friend of Ward’s. Students will examine how Ford faced a dilemma that he later described as a personal crisis as he decided whether or not to play in a football game that excluded a player based solely on race. Students will explore how early experiences can shape our character and will practice putting character into action when they are asked to work together to come up with a solution to a hypothetical problem.

Standards Addressed:

  • K.1.5 – Understand social problems, social structure, institutions, class, groups, and interaction
  • P3.2 – Examine policy issues in group discussions to make reasoned and informed decisions
  • Read with sufficient accuracy and fluency to support comprehension
  • Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text

Click here for pre- and post-visit activities

Ford and Willis Ward