The Gilder Lehrman Institute of American History

Activity #1:  A Video Documentary/Multi-Media Product on President Theodore Roosevelt and Conservation 

The students will work with a partner(s) to create an 8-10 minute documentary on the contributions to conservation by President Teddy Roosevelt.   Computers with movie making software (I-movie) are needed.  It should be noted that PowerPoint or other programs can be substituted.  The timeframe for this project is 5-8 days depending on the amount of class time set aside and the amount of research done at home. 

Suggested timetable for the project:

Days one through three (1-3) could be used for research, planning, and fact gathering

Days four through eight (4-8) could be used for video production and editing

The students should be asked to answer some basic questions in their video.  A few suggested topics/questions that should be addressed are: 

1. Who was Theodore Roosevelt?  (basic biography)
2. What are the reasons why Roosevelt became a conservationist?
3. What are some things that Roosevelt did that had never been done before in the area of conservation?
4. What is Theodore Roosevelt's conservation legacy?

The remaining guidelines for the documentary are as follows:  

1. The movie/multimedia product should have twenty-five facts dealing with President Theodore Roosevelt and his conservation efforts.
2. The students should include twelve images and five sound files (if using powerpoint or other media software).  This might include modern day music (music from Theodore Roosevelt's era?), recordings of speeches or other related sounds.
3.  The students must have at least four primary sources in the actual documentary.  An example of this might be the students reading a TR speech into the presentation or a digital version/ scanned copy of a law or photo on the screen of the movie/presentation.
4. The last two minutes of the documentary should focus on the current state of conservation on the part of the government of the United States.  Students should explore various government agencies (Department of Interior, EPA, Department of Agriculture) and the agency's responsibilities.  This piece of the product may contain the required items (images, sound, primary sources). 
5. The product must also include a list of references (bibliography).  The individual teacher may decide in what format and the amount of references. 
6. The students will share their Roosevelt/Conservation products with the rest of the class.  This may be given a grade if desired. 

Activity # 2:  Theodore Roosevelt/Conservation Theme Word Writing Connection

This activity requires the students to work alone and to process much of what they have learned from class discussion and Activity #1.  It may be helpful for students to take notes as the class discusses the speech.  It could be helpful for the writing assignment. 

Step 1) Each student should be given a copy of Teddy Roosevelt's "Citizenship in the Republic" speech.  The needed speech and excerpt (in red text in the speech) can be found at the following website:

http://www.theodore-roosevelt.com/trsorbonnespeech.html

"It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who neither know victory nor defeat."

-Theodore Roosevelt        Paris,  France             April 23, 1910

 The class should read this together and discuss.  Students can be asked what imagery is used and what emotions are stirred within them.  What does this speech show the students about the character of Teddy Roosevelt?  How does this speech relate to conservation?

Step 2) Give each student a "theme word."  The theme words are listed below.  Once students have their words, they must make a written connection between their words and Theodore Roosevelt and conservation.  The students will need to take their theme word and explain how their word applies or does not apply to Theodore Roosevelt and conservation.  Students should include historical facts as well as their own views.   This written connection can be in one to three paragraphs.  It might be helpful to give a few examples of a connection with a theme word to the excerpt from the Roosevelt speech above.  It is also helpful to allow the students to use the opposite of their theme word in the writing.  

A few sample thoughts relating the theme word "fear" to the Roosevelt and conservation:   Who feared what during the Roosevelt years?  Do you think Theodore Roosevelt was afraid of anyone or anything?  What would conservationists fear then and today?  Who would fear conservation then and now?  

Step 3) Students must then make a connection between their theme word and the current agencies and policies of the United States government. This written connection can be one to two paragraphs in length. 

Theme Words:
Prosperity
Change
Fear
Anger
Power
Greed
Hate
Freedom
Aggression
Trust
Pride
Loyalty
Shame
Pain
Ambition

Useful Websites (including Governmental, Historical/Primary Sources)

http://www.theodore-roosevelt.com/trenv.html (Teddy Roosevelt: conservationist)
http://www.theodore-roosevelt.com/trantiqueact.html (American Antiquities Act 1906)
http://www.nps.gov/ (the National Park Service)
http://training.fws.gov/history/origins.html
http://www.theodoreroosevelt.org/life/quotes.htm
http://www.whitehouse.gov/history/presidents/tr26.html  (Presidential Biographies)
http://www.trcp.org  (The Theodore Roosevelt Conservation Partnership)
http://www.sierraclub.org  (a conservation organization)
http://www.nationalhunters.com/  (a conservation organization)
http://www.asafishing.org (The American Sport Fishing Association)
http://www.epa.gov/   (Environmental Protection Agency)
http://www.nrcs.usda.gov  (Natural Resources Conservation Service)