Project G - Be GLAD
Project G.L.A.D.
Orange Unified School District
American National Symbols (Level 1)
Idea Pages
I. UNIT THEME
← All people use symbols to express/represent what is meaningful to them
← Cross-Cultural Sensitivity Theme: People are unified in their desire for freedom.
II. FOCUS/MOTIVATION
← Observation Charts: national symbols
← Patriotic Songs, Poetry, Chants
← Inquiry Chart: What do we know about national symbols? What do we want to know?
← Picture File Cards
← Cognitive Content Dictionary
← Big Books
← Super Patriot Awards
III. CLOSURE/ASSESSMENT
← Student generated tests
← Team Task Presentations
← Create symbols
← Chapter test
IV. SOCIAL STUDIES- GRADE 1 CALIFORNIA STANDARDS
20. Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
21. Students locate on maps and globe their local community, California, the United States, the seven continents, and the four oceans.
22. Students compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location.
1.30 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.
31. Students recite the Pledge of Allegiance and sing songs that express American ideals.
32. Students identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and know the people and events associated with them.
V. ELA Standards: Reading (Grade 1)
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.
IDEA PAGES 2
Concepts About Print
1.1 Match oral words to printed words.
1.2 Identify the title and author of a reading selection.
1.3 Identify letters, words, and sentences.
Phonemic Awareness
1.4 Distinguish initial, medial, and final sounds in single-syllable words.
1.5 Distinguish long-and short-vowel sounds in orally stated single-syllable words
1.6 Create and state a series of rhyming words, including consonant blends.
1.7 Add, delete, or change target sounds to change words
1.8 Blend two to four phonemes into recognizable words
1.9 Segment single-syllable words into their components
Decoding and Word Recognition
1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long-and short-vowel, and blend those sounds into recognizable words.
1.11 Read common, irregular sight words
1.12 Use knowledge of vowel digraphs and r- controlled letter-sound associations to read words.
1.13 Read compound words and contractions.
1.14 Read inflectional forms and root words.
1.15 Read common word families.
1.16 Read aloud with fluency in a manner that sounds like natural speech.
Vocabulary and Concept Development
1.17 Classify grade-appropriate categories of words.
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material.
Structural Features of Informational Materials
2.1 Identify text that uses sequence or other logical order.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Respond to who, what, when, where, and how questions.
2.3 Follow one-step written instructions.
2.4 Use context to resolve ambiguities about word and sentence meanings.
2.5 Confirm predictions about what will happen next in a text by identifying key words.
2.6 Relate prior knowledge to textual information.
2.7 Retell the central ideas of simple expository or narrative passages.
3.0 Literary Response and Analysis
Students read and respond to a wide variety of significant works of children's literature.
Narrative Analysis of Grade-Level-Appropriate Text
3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story's beginning, middle, and ending.
3.2 Describe the roles of authors and illustrators and their contributions to print materials.
3.3 Recollect, talk, and write about books read during the school year.
IDEA PAGES 3
1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea.
Organization and Focus
1.1 Select a focus when writing.
1.2 Use descriptive words when writing.
Penmanship
1.3 Print legibly and space letters, words, and sentences appropriately.
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and experiences.
2.1 Write brief narratives describing an experience.
2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure
1.1 Write and speak in complete, coherent sentences.
Grammar
1.2 Identify and correctly use singular and plural nouns.
1.3 Identify and correctly use contractions and singular possessive pronouns in writing and speaking.
Punctuation
1.4 Distinguish between declarative, exclamatory, and interrogative sentences.
1.5 Use a period, exclamation point, or question mark at the end of sentences.
1.6 Use knowledge of the basic rules of punctuation and capitalization when writing.
Capitalization
1.7 Capitalize the first word of a sentence, names of people, and the pronoun I.
Spelling
1.8 Spell three-and four-letter short-vowel words and grade-level-appropriate sight words correctly.
1.
Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.
Comprehension
1.1 Listen attentively.
1.2 Ask questions for clarification and understanding.
1.3 Give, restate, and follow simple two-step directions.
IDEA PAGES 4
Organization and Delivery of Oral Communication
1.4 Stay on the topic when speaking.
1.5 Use descriptive words when speaking about people, places, things, and events.
2.0 Speaking Applications
Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
2.1 Recite poems, rhymes, songs, and stories.
2.2 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.
2.3 Relate an important life event or personal experience in a simple sequence.
2.4 Provide descriptions with careful attention to sensory detail.
VI. English Language Development Standards
Listening and Speaking
Beginning
• Begin to speak a few words or sentences
• Respond to simple directions and directions using non-verbal communication
Early Intermediate
• Begin to be understood when speaking
• Ask and answer questions using phrases or simple sentences
• Retell familiar stories and short conversations
Intermediate
• Be understood when speaking
• Ask and answer instructional questions using simple sentences
• Listen attentively to stories/information and identify key details and concepts
• Retell stories and talk about school related activities
Early Advance
• Be understood when speaking using pitch, sounds and intonation
• Ask and answer instructional questions with more extensive elements
• Listen attentively to stories/information and orally identify key details and concepts
• Retell stories in greater detail including characters, setting, plot
Advance
• Speak clearly and comprehensibly
• Listen attentively to stories/information on new topics and identify key details orally and in writing
• Narrative and paraphrase events in greater detail using more extended vocabulary
IDEA PAGES 5
Reading
Word Analysis
Concepts About Print, Phonemic Awareness, and Vocabulary and Concept Development
Beginning
• Recognize English phonemes that correspond to phonemes students already hear and produce in their primary language.
Early Intermediate
• Produce English phonemes that correspond to phonemes students already hear and produce.
• Recognize English phonemes that do not correspond to sounds students hear and produce,
• Pronounce most English phonemes correctly while reading aloud.
• Recognize sound/symbol relation-ships and basic word-formation rules in phrases, simple sentences, or simple text.
Intermediate
• Pronounce most English phonemes correctly while reading aloud.
• Recognize sound/symbol relation-ships and basic word-formation rules in phrases, simple sentences, or simple text.
• Recognize and name all uppercase and lowercase letters of the alphabet.
Early Advanced
• Use common English morphemes to derive meaning in oral and silent reading
• Recognize sound/symbol relationship and basic word-formation rules in phrases, simple sentences, or simple text.
Advanced
• Apply knowledge of common morphemes to derive meaning in oral and silent reading
Fluency and Systematic Vocabulary Development
Beginning
• Read aloud simple stories
• Demonstrate comprehension of simple vocabulary
Early Intermediate
• Read simple vocabulary, phrases and sentences independently
• Produce vocabulary and phrases
Intermediate
• Use decoding skills to read more complex words independently
• Use more complex vocabulary and sentences to communicate needs
IDEA PAGES 6
Early Advanced
• Use decoding skills and knowledge of academic and social vocabulary
Advanced
• Apply knowledge of academic and social vocabulary
Comprehension
Beginning
• Identify the basic sequence of events read to them
• Respond orally to stories read to them, using physical actions
• Understand and follow simple one step directions
• Draw pictures from student’s own experiences related to story or topic
Early Intermediate
• Orally identify basic sequence of text read to them
• Respond orally to simple stories read to them by answering factual questions
• Understand and follow simple two step directions
• Draws and label pictures related to a story
• Use the content of the story to draw logical inferences
Intermediate
• Read and use simple sentences to orally respond to stories by answering factual comprehension questions
• Understand and follow multi-step directions
• Write captions of words or phrases
• Use the content of stories read aloud to draw inferences
Early Advanced
• Read and respond to stories by answering factual comprehension questions about cause and effect relationships
• Write a brief story summary
• Read and use detailed sentences to orally identify
Advanced
• Prepare an oral or written summary
Literary Response and Analysis
Beginning
• Listen to a story and respond orally by answering factual comprehension questions using one or two-word responses
Early intermediate
• Orally respond to a story by answering factual comprehension questions using simple sentences
• Recite simple poems
IDEA PAGES 7
Intermediate
• Use expanded vocabulary and descriptive words
• Read simple poetry to factual comprehension questions
• Orally identify beg, middle and end of a story
Early Advanced
• Use expanded vocabulary and descriptive words
• Read short poems and orally identify the basic elements
• Read and identify beg, middle and end of a story
Advanced
• Read and respond orally and in writing to a variety of children’s literature
• Describe the elements of poetry
ELD Standards: Writing and Conventions (K-2)
Strategies and Application
Beginning
• Copy the Eng alphabet legibly and words posted in the classroom
• Write a phrase or simple sentence
Early Intermediate
• Write simple sentences using key words
• Write one to two simple sentences
Intermediate
• Write simple sentences appropriate for language arts and other content areas
Early advanced
• Use complex vocabulary and sentences
• Use the writing process to write short paragraphs that maintain a consistent focus
Advanced
• Proceed through the writing process to write clear and coherent sentences and paragraphs that maintain a consistent
focus.
Conventions
Beginning
• Use capital letters when writing own name
Early Intermediate
• Use capital letters to begin sentences and proper nouns and periods and questions marks at the end of a sentence.
• Edit writing for basic conventions.
IDEA PAGES 8
Intermediate
• Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling.
• Use standard word order but may have some inconsistent grammatical forms.
Early advanced
• Produce independent writing that may include some periods, correct spelling, and inconsistent capitalization.
• Use standard word order with some inconsistent grammar forms .
• Edit writing to check some of the mechanics of writing.
Advanced
• Use complete sentences and correct word order.
• Use correct parts of speech, including correct subject/verb agreement.
• Edit writing for punctuation, capitalization and spelling.
• Produce writing that demonstrates a command of the conventions of standard English.
VII. VOCABULARY
U.S. Flag Liberty Bell Independence Rights
Statue of Liberty Allegiance Government Declaration
Bald Eagle Country Courage Ellis Island
Great Seal Land Salute Betsy Ross
Freedom President Justice Laws
Liberty Celebrate Patriotic Citizen
Symbol Pledge American Leaders
VIII. MATH/SCIENCE/HISTORY/SOCIAL SCIENCE SKILLS
- Graphing
- Organization
- Sequencing
- Relating
- Critical thinking skills
IX. RESOURCES AND MATERIALS: NON-FICTION
Arndt, Ursula. Fireworks, Picnics, and Flags: The Story of the Fourth of July Symbols, Houghton Mifflin, 2001
Bateman, Teresa. Red, White, Blue and Uncle Who? The Story Behind Some of America’s
Patriotic Symbols, Holiday House, Inc., 2003
Cheney, Lynne. A Time for Freedom, Simon & Schuster Publishing Group, 2006
IDEA PAGES 9
Cheney, Lynne, America: A Patriotic Primer, Simon & Schuster Publishing, 2002.
Cheney, Lynne. Our 50 States: A Family Adventure Across America, Simon & Schuster Publishing Group, 2006
Cheyette Lewison, Wendy. F is for Flag, Penguin Young Reader’s Group, 2002
Cheyette Lewison, Wendy. L Is for Liberty, Penguin Young Readers Group, 2001
DeGezelle, Terri. American Symbols: The Great Seal of the United States, Capstone Press, 2004
Fink, Sam, The Declaration of Independence: The Words That Made America,
Scholastic Nonfiction
Haskins, Jim. The Statue of Liberty, America’s Proud Lady , Harcourt Brace and
Company, 1986
Jango-Cohen, Judith. American Flag, Learner Publishing Group, 2003
Jango-Cohen, Judith. Bald Ealge, Learner Publishing Group, 2003
Jones, Taffy. Who Is Uncle Sam?, Maryland Historical Press, 1990
Keenan, Sheila. O, Say Can You See? America’s Symbols, Landmarks, and Important Words, Scholastic, 2004
Maestro, Betsy & Giulio, The Story of the Statue of Liberty, Mulberry Books, Harper Collins Publishers, 1986
Martin, Bill, I Pledge Allegiance, Candlewick Press, 2004
Miller, Natalie. Cornerstones of Freedom: The Statue of Liberty, Children’s Press, 1992
Pearl, Norman. Great Seal of the United States, Capstone Press, 2006
Scillan, Devin, A is for America: An American Alphabet, Sleeping Bear Press
Scillan, Devin, One Nation: America by the Numbers, Sleeping Bear Press
St. George, Judith. So You Want To Be President?, Philomel Books, 2000
Thames, Susan. Our American Symbols, Rourke Publishing, LLC, 2006
Wallner, Alexandra. Betsy Ross. Hampton-Brown, 1994.
IDEA PAGES 10
RESOURCE AND MATERIALS: FICTION
Berlin, Irving, God Bless America, Harper Collins, 2001
Braithwaite, Jill. Statue of Liberty, Lerner Publishing Group, 2003
Carlson Johnson, Linda. Our National Symbols, Lerner Publishing Group, 1992
DeGezelle, Terri & Andrews, Melodie. Ellis Island (American Symbols Series), Capstone Press, 2006
Dell, Pamela, Labbo, Linda, & Kingsbury, Kathryn. The National Anthem (Let’s See), Capstone Press, 2006
Douglas, Lloyd. Liberty Bell, Children’s Press, 2003
Douglas, Lloyd. Pledge of Allegiance, Children’s Press, 2003
Douglas, Lloyd. Statue of Liberty (Welcome Books Series), Children’s Pres, 2003
Douglas, Lloyd. White House, Children’s Press, 2003
Ferry, Joseph, The National Anthem (American Symbols and Their Meanings Series), Mason Crest Publishers, 2002
Forna, Jill. Statues and Monuments, Weigl Publishers, Inc., 2004
Keenan, Sheila. O, Say Can You See? America’s Symbols, Landmarks, and Important Words, Scholastic, 1992
Nelson, Kristin, The Washington Monument (American Symbols Series), Lerner Publishing Group, 2003
Patrick, Sam. The Presidents: Washington to Reagan, Greenwich House Publishers, 1984
St. Pierre, Stephanie. Our National Anthem, Lerner Publishing Group, 1992
Washington, D.C. Board Book by DK Publishers, 1997
Yanuck. Bald Eagle, Capstone Press, 2003
IDEA PAGES 11
RESOURCE AND MATERIALS: TECHNOLOGY
Bald Eagle: images/Bald%20Eagle
Flag:
Google:
Great Seal: .../g/great_seal.gif
Liberty Bell: utsa.edu/.../images/graphics/libertybell.jpg
Statue of Liberty:
RESOURCE AND MATERIALS: TEACHER RESOURCES
Patriotic Songs and Symbols- Grades 2-5 by Melissa Hart, M.F.A., Teacher
Created Materials, 2002
Proud to Be an American Songbook, Scholastic, 2002
The Star-Spangled Banner- Special Commemorative Edition, A Collaborative Work,
Scholastic Inc., 2002
RESOURCE AND MATERIALS: DISTRICT ADOPTED TEXT
Harcourt School Publishers- Reflections: Our Communities- Unit 5: Chapter 9 “America’s
Cherished Ideals”. Pgs. 322-360.
Project G.L.A.D.
Orange Unified School District
American National Symbols – Level 1
Unit Planning Pages
I. FOCUS/MOTIVATION
- Observation charts
- Patriotic Songs
- Poetry
- Chants
- Cognitive Content Dictionary
- Inquiry Charts
- Big Book
- Super Patriots Awards
- Read Aloud
II. INPUT
- Graphic Organizer– World map, USA map
- Timeline - Symbols
- Narrative: Betsy Ross
- Comparative Input- Flags: Original vs. Current
- 10/2 lecture
- Chants
- Mind Map
- Read Aloud
III. GUIDED ORAL PRACTICE
- Process Grid
- Sentence Patterning Chart
- T-Graph for social skills on cooperation
- Exploration Report
- Personal interaction: Why are symbols important?
- Chants
- Poetry
- Picture File Card sort
- Interest Corners
- Poetry Scramble
IV. READING/WRITING
A. Whole Class Modeling
▪ Story map
▪ Cooperative strip paragraph
▪ Group frame
▪ Found poetry: “America the Beautiful”
▪ Expository paragraphs
PLANNING PAGES 2
B. Co-op Reading/Writing
▪ Team Tasks
▪ Expert Groups
▪ Mind Mapping
▪ SQ3R
▪ Ear-to-Ear Reading
▪ Focused Reading
▪ Flexible Reading Groups
• ELD: Group Frame
• Struggling: Cooperative Strip Paragraph
• At or above: SQ3R
Clunkers-n-Links
C. Individual Activities- Portfolio
- Learning Log
- Interactive Journal Writing
- Poetry Booklet
- Diagrams, illustrations
V. WRITER’S WORKSHOP
- Mini- Lesson
- Conference/Editing
- Author’s Chair
VI. EXTENDED ACTIVITIES FOR INTEGRATION
- Jeopardy
- PowerPoint Presentation
- Chants
- Class Big Book
VII. CLOSURE
- Process all charts
- Home School Connection
- Team task sharing
- Team Feud Game
Sample Daily Lesson Plan
DAY 1:
FOCUS/MOTIVATION
- Super Patriot Awards
o Review 3 standards for behavior
- Cognitive Content Dictionary with signal word: Symbol
- Observation charts
- Inquiry Chart: What do we want to know about symbols?
- Big Book: National Symbols
- Poetry: Flag Salute
INPUT
- Graphic Organizer: World to USA Map
o 10/2 lecture with primary language
o Learning Log
o ELD Review
- Graphic Organizer: Timeline of Symbols
o 10/2 lecture
o Learning log
o ELD Review
GUIDED ORAL PRACTICE
- T-Graph for social skills on Cooperation
- Picture File Card Sort
- Exploration Report
INPUT
- Narrative: Betsy Ross
o 10/2
o ELD Review
READING/WRITING
- Chants
- Interactive Journal
- Flexible Group Reading
WRITER’S WORKSHOP
- Mini Lesson
- Writing
- Author’s Chair
CLOSURE
- Home School connection
Sample Daily Lesson Plan
DAY 2:
FOCUS/MOTIVATION
- Cognitive Content Dictionary: Freedom
- Process Home/School Connection
o Team Points
- Process input charts with word cards
- Process narrative with vocabulary cards and speech bubbles
- Chant
- Read Aloud
- Awards
INPUT
- Comparative: Flags of Today and Yesterday
o 10/2 lecture
o ELD Review
o Learning logs
GUIDED ORAL PRACTICE
- Chant (highlight, picture file, sketch)
READING/WRITING
- Team Tasks
- Expert Groups
o Mind maps
- Interactive Journal
WRITER’S WORKSHOP
- Mini lesson
- Writing
- Author’s Chair
CLOSURE
- Home School connection
Sample Daily Lesson Plan
DAY 3:
FOCUS/MOTIVATION
- Cognitive Content Dictionary with signal word: self selected vocabulary word
- Process Home/School Connection
- Review input charts with word cards
- Big Book
- Chant (highlight, picture file, sketch)
- Review narrative with story map
INPUT
- Read Aloud: Statue of Liberty
GUIDED ORAL PRACTICE
- Sentence Patterning Chart
o Reading game
o Trading game
o Flip chant
- Expert Groups
o Mind map
o Team tasks
- Process Grid
- Cooperative Strip Paragraph
o Respond, revise, edit
WRITER’S WORKSHOP
- Mini lesson
- Write
- Author’s chair
CLOSURE
- Home School connection
Sample Daily Lesson Plan
DAY 4:
FOCUS/MOTIVATION
- Cognitive Content Dictionary with signal word: self selected vocabulary
- Process Home/School Connection
- Read Aloud- expository
- Chant (highlight, picture file card, sketch)
READING/WRITING
- Flexible Reading Groups
o ELD: group frame
o At or Above: SQ3R/Clunkers & Links
o Team tasks
▪ Oral evaluation
WRITER’S WORKSHOP
- Mini lesson
- Write
- Author’s Chair
CLOSURE
- Home School connection
Sample Daily Lesson Plan
DAY 5:
FOCUS/MOTIVATION
- Cognitive Content Dictionary: Self selected vocabulary
- Process Home/School Connection
- Patriotic Song
- Read aloud
READING/WRITING
- Listen/sketch
GUIDED ORAL PRACTICE
- Team Writer’s Workshop
- Chant (highlight, picture file, sketch)
READING/WRITING
- Found Poetry: America the Beautiful
- Ear to Ear Reading
- Flexible Reading Groups
o Struggling: Cooperative Strip Paragraph
o Team Tasks
▪ Written evaluation
▪ Team presentations
- Focused Reading with personal Cognitive Content Dictionary
WRITER’S WORKSHOP
- Mini lesson
- Write
- Author’s Chair
CLOSURE
- Process inquiry chart
- Evaluation of the week
- Letter home to parents
- Team Feud
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I Just Thought You Might Like to Know Big Book Text
By Carol Dubbs
I just thought you might like to know that symbols have a special meaning.
Symbols are important to our country.
Symbols are important to our state.
Symbols are important for different reasons.
Symbols give us a feeling of pride.
I just thought you might like to know that symbols have a special meaning.
I just thought you might like to know that symbols have a special meaning.
A landmark is a symbol that is made by man or nature.
It helps people find their way.
The United States Capitol Building is a manmade landmark.
I just thought you might like to know that symbols have a special meaning.
I just thought you might like to know that symbols have a special meaning.
A monument is a symbol.
It is built in honor of a famous person or event in history.
The Washington Monument was built in honor of our first president,
George Washington.
I just thought you might like to know that symbols have a special meaning.
I just thought you might like to know that symbols have a special meaning.
A memorial is a symbol that keeps a memory alive.
A memorial may be built to honor a person.
Abraham Lincoln has a memorial in Washington, District of Columbia.
I just thought you might like to know that symbols have a special meaning.
I just thought you might like to know that symbols have a special meaning.
The United States Flag is a symbol of our country.
The Bald Eagle is our national bird.
These symbols stand for strength and freedom.
I just thought you might like to know that symbols have a special meaning.
I just thought you might like to know that symbols have a special meaning.
The Liberty Bell rang for freedom.
The Statue of Liberty helped celebrate our 100th. Birthday.
They are symbols that represent America’s values.
I just thought you might like to know that symbols have a special meaning.
[pic]
Flag Comparative Input Chart
[pic]
Betsy Ross Narrative
Text by Alexander Wallner
Elizabeth Griscom was born in Philadelphia, Pennsylvania on January 1, 1752. Elizabeth, called Betsy by her family, was the eighth child of seventeen born to Samuel and Rebecca. Her family were Quakers, a religious group that believed in living in a simple, peaceful way. The family was so large that the children had to help with chores. Betsy helped by sewing the white caps Quaker girls wore every day.
Betsy attended the Friends School with other Quakers and children from wealthy families. Besides learning reading, writing, arithmetic, geography, and history, students performed a four-hour task each day. Betsy used this time to sew. She enjoyed creating quilts and samplers with complicated designs. Betsy’s needlework was the most beautiful in Philadelphia, and she won many prizes for it.
When Betsy was a teenager, she begged her parents to let her work outside their home. Her parents agreed to let her work for an upholsterer, sewing the coverings for sofas, chairs, and other furniture. In the shop, she met a worker named John Ross, and they fell in love. Betsy married him in 1773, even though her wasn’t a Quaker. The Quakers and her parents disapproved in her marrying someone outside of the Quaker faith.
At this time, America was made up of only thirteen colonies on the East Coast, ruled by King George III of England. The colonials did not like being under English rule. In 1775, their newly formed government, the Continental Congress, established an American army to fight the British. The first battles were fought in Lexington and Concord, Massachusetts, on April 19,1775 and marked the beginning of the Revolutionary War.
Although Philadelphians knew about the fighting, business went on as usual. Betsy and John set up a small shop in 1775. They worked long hours to make their business succeed.
John joined the army. One night in 1776, he was guarding a storehouse full of ammunition that exploded. For months, Betsy nursed him with herbs and home remedies. Despite her care, John died.
Betsy was now a widow who ran her business alone in a shop on Arch Street. After work she made musket balls to help the American cause, going against the Quaker’s peaceful ways.
General George Washington, the commander in chief of the army, wanted the Colonials to have a flag. Not only would it be a symbol of the Colonials’ independence from England, it would also stand for the Colonies fighting together. He sketched a design for a flag and showed it to his close friends Robert Morris and Colonel George Ross. Colonel Ross, John’s uncle, suggested that Betsy sew the flag.
The three men called on Betsy in her small shop.
When General Washington showed her his sketch, Betsy looked at it and frowned.
“Why not have a five-pointed star instead of a six-pointed one?” she said. “Five-pointed stars are easier to sew, and they waste less cloth.”
The men looked doubtful, so she took a scrap of cloth, folded it, and with one snip of her scissors cur a five-pointed star.
“And I think the flag should be shaped like a rectangle. It would look better waving in the wind than the square flag drawn by General Washington.”
The men were impressed by Betsy’s design and agreed that it was better.
Betsy took great care in making the first American flag. She sewed thirteen stars shaped in a circle on a blue field. She placed it against thirteen red and white stripes.
On July 4, 1776, the Declaration of Independence was signed. The thirteen Colonies became the thirteen United States of America.
On June 14, 1777, Betsy’s flag was described at a meeting of Congress and a resolution was passed. The minutes of the meeting read:
“Resolved, that the flag of the United States be thirteen stripes alternate red and white, that the union be thirteen stars in a blue field, representing a new constellation.”
During the war, Betsy became well known for her beautiful flags, but her reputation as an upholsterer grew as well. She got many important jobs, she worked for Benjamin Franklin, the Society of Free Quakers, and the State House of Pennsylvania.
In 1777, Betsy married Joseph Ashburn, a sea captain. Joseph was often away from home. During one of his voyages, British soldiers occupied Philadelphia for a few months. Many citizens left the city, but Betsy stayed to run her business, even though she was alone. Soldiers camped in her house. She was polite to them, but she always let them know whose side she was on. The soldiers came to respect this love, hardworking woman and called her “the Little Rebel.”
During a sea battle with England, Joseph was taken prisoner. In 1782, when the war was over, Betsy learned from a friend named John Claypoole that Joseph had died in an English prison. Meanwhile, Betsy and Joseph’s first child, Zillah, had died, and their second child, Elizabeth, had been born. Now Betsy was a widow again.
John Claypoole and Betsy’s friendship grew. In 1783, John became Betsy’s third husband.
They joined the Society of Free Quakers, which permitted marriage outside the faith. Betsy could worship in the church once again.
Together Betsy and John had five children: Clarissa, Susannah, Rachel, Jane, and Harriet, who died as a baby.
Although John was a sea voyager, Betsy asked him to come and work in her flourishing upholstery shop. She needed his help. But John grew bored with the upholstery business and went to work for the U.S. Customs House. He became ill the last few years of his life. John died in 1817.
Betsy taught sewing to her daughters, her granddaughters, and her nieces. When they grew up, they helped her run the business.
At age seventy-five, Betsy finally retired. Her eyesight was failing, and one of her children read the Bible to her as she sat by the fire. Betsy liked to tell stories about her life. Her favorite story was the one about making the first American flag.
Betsy died in 1836. The people who knew her told her story about the flag. Finally, in 1870, her grandson William J. Canby made Betsy’s story public in an address to the Historical Society of Pennsylvania.
Betsy was buried on Arch Street in the garden of the house she once ran as an upholstery shop. The flag of the United States flies twenty-four hours a day over her grave.
Poetry Booklet:
American
National Symbols
Name: ________________
Here’s a Symbol, There’s a Symbol
(Tune: Clemetine)
Elizabeth Gellatly
Ring the Liberty Bell for freedom,
The Great Seal says we’re all one
See the Eagle soaring proudly
Showing spirit happy and free.
Uncle Sam says, “Yes, I want you”
And our flag, red, white, and blue
White is purity, red is bravery,
Blue is for justice for me and you!
Here’s a symbol, there’s a symbol
Look for symbols everywhere
America says it with a symbol
Using symbols shows we care!
The Pledge of Allegiance was recognized
In the year of forty-two.
Written by Francis Bellamy
To remind us to be true!
Seven Seas and Seven Continents
On the Statue of Liberty’s Crown
Declaration of Independence
Celebrations all around.
Here’s a symbol, there’s a symbol
Look for symbols everywhere
Americans says it with a symbol
Using symbols shows we care!
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United States Symbols
By: Elizabeth Gellatly
(Tune: Old MacDonald)
The United States has a symbol
eieiohhh
And in the symbol is a message
eieiohhh
Statue of Liberty here, Statue of Liberty there,
Here a statue, there a statue,
Everywhere a statue, statue
The United States has a symbol
eieiohhh
And in the symbol is a message
eieiohhh
Great Seal here, Great Seal there,
Here a Great Seal, there a Great Seal
Everywhere a Great Seal
The United States has a symbol
eieiohhh
And in the symbol is a message
eieiohhh
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Flags Here, Flags There
By: Elizabeth Gellatly
Flags here, Flags there
United States flags everywhere
Brilliant flags shining
American flags symbolizing
Revolutionary flags changing
United States flags expanding
Flags on the Capitol building
Flags on the flag pole
Flags in the post office
Flags at half mast
Flags here, Flags there
United States flags everywhere
FLAGS! FLAGS! FLAGS!
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Yes, Ma’am
By: Elizabeth Gellatly
Is this a U.S. Flag? Yes, Ma'am!
Is this a U.S. Flag? Yes, Ma'am!
How do you know? Red, white, and blue!
How do you know? Flying high and proud!
What does it stand for? Bravery, and Purity!
Where will I find it? Government offices!
Is this the Statue of Liberty? Yes, Ma'am!
Is this the Statue of Liberty? Yes, Ma'am!
How do you know? Spiked crown!
How do you know? A glowing torch!
What does it stand for? It stands for freedom!
Where will I find it? Liberty Island!
Is this the Liberty Bell? Yes, Ma'am!
Is this the Liberty Bell? Yes, Ma'am!
How do you know? 12 foot circumference!
How do you know? It has a crack!
What does it stand for? Stands for freedom!
Where will I find it? Hangs in Philadelphia!
Is this the Great Seal? Yes, Ma'am!
Is this the Great Seal? Yes, Ma'am!
How do you know? It has a pyramid!
How do you know? Bald Eagle on the other side!
What does it stand for? Beliefs and values!
Where can I find it? President's podium!
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I’m a Bald Eagle
By Elizabeth Gellatly
(Tune: I’m a Nut)
I’m a bald eagle, national bird,
I’m the one the soldiers heard.
I live in North America, in high cliffs and trees,
I’m fierce and independent as I soar through the breeze.
Bald Eagle (clap, clap)
Bald Eagle (clap, clap)
I symbolize the ideals of America now,
Courage, strength of freedom, I show America how.
My pictures on the dollar and on the Great Seal,
If you see me around, it’s patriotism you’ll feel.
Bald Eagle (clap, clap)
Bald Eagle (clap, clap)
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Patriotic Bugaloo
By Elizabeth Gellatly
I’m Patriotic and I’m here to say,
I spot national symbols every day.
Sometimes, I see a flag flying high,
Sometimes, I see a bald eagle in the sky.
Flag, Bald Eagle, Statue of Liberty, too
Doing the Patriotic bugaloo!
Liberty Bell cast in London, they say,
Cracked and flawed, we love it anyway.
It once hung in Independence Hall,
Now in a glass pavilion on view for all.
Flag, Bald Eagle, Statue of Liberty, too
Doing the Patriotic bugaloo!
Statue of Liberty a gift from France, they say,
They honored America in this way.
It came across the ocean packed in crates,
Reassembled on a island while Americans wait.
Flag, Bald Eagle, Statue of Liberty, too
Doing the Patriotic Bugaloo.
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Symbols Here, Symbols There
By Elizabeth Galletly
Ring the Liberty Bell for our freedom
The Great Seal says we’re all one!
See the eagle soaring proudly.
Showing spirit, proud and free!
(Refrain):
Here’s a symbol, there’s a symbol
Look for symbols everywhere!
The United States uses symbols
Using symbols shows we care!
Uncle Sam says, “Yes, I want YOU!”
With our flag: red, white, and blue,
White is purity, red is bravery,
Blue is justice for you and me!
(repeat Refrain)
A 1986 Proclamation
made an emblem of the Rose
In 1942, the Pledge of Allegiance
Was recognized officially
(repeat Refrain)
Seven Seas and Seven Continents
On the Statue of Liberty’s Crown
Declaration of Independence
Celebrations every year.
(repeat Refrain)
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“You’re a Grand Old Flag”
By George Michael Cohan
You’re a grand old flag,
You’re a high flying flag
And forever in peace may you wave.
You’re the emblem of the land I love
The home of the free and the brave.
Ev’ry heart beats true
‘neath the Red, White, and Blue,
Where there’s never a boast or brag.
Should auld acquaintance be forgot,
Keep your eye on the grand old flag.
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Flag Salute
By Rev. Francis Bellamy
I pledge allegiance to the flag
Of the United States of America,
And to the Republic,
for which it stands:
One nation under God, indivisible,
With liberty and justice for all.
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Name: ____________________________ Date: ___________
Home School Connection #1
Sketch two national symbols you have learned about in class today. Discuss with a family member what they mean to you.
Parent Signature: ____________________________________________
Nombre: _______________________________ Fecha: _________
Conexión entre el hogar y la escuela #1
Dibuje dos símbolos nacionales sobre los que aprendió en la clase de hoy. Hable con un miembro de la familia sobre lo que significan para usted.
Firma del padre: ___________________________________
Name: ___________________________________ Date: _____________
Home School Connection #2
Tell a family member about the symbolism of our American flag. What other flags does someone in your family know about? Sketch and compare the significance of the American flag and another countries flag.
Parent Signature: _____________________________________
Nombre: _______________________________ Fecha: _________
Conexión entre el hogar y la escuela #2
Converse con un miembro de la familia sobre el simbolismo de nuestra bandera americana. ¿Sobre que otras banderas alguien de su familia conocen? Dibuje y compare el significado de la bandera americana con las banderas de otros países.
Firma del padre: _________________________________
Name: ______________________________ Date: __________
Home School Connection #3
Discuss what freedom means to you. Ask a family member to describe what freedom means to them.
Parent Signature: ______________________________________
Nombre: _______________________________ Fecha: _________
Conexión entre hogar y escuela #3
Hable sobre lo que para usted significa la libertad. Pida que un miembro de la familia describa lo que significa la libertad para el/ella.
Firma del padre: _________________________________________
Name: ____________________________ Date: ___________
Home School Connection #4
Discuss what a symbol is. Create a symbol that represents freedom to you and your family.
Parent Signature: ____________________________________________
Nombre: _______________________________ Fecha: _________
Conexión entre hogar y escuela #4
Hable sobre lo que es un símbolo. Elija un símbolo que represente su libertad y la de su familia.
Firma del padre: ____________________________________
Expert Group: Flag
There are many kinds of flags. States and cities have flags. So do some businesses and sports teams. Each country also has a flag. A country’s flag is a patriotic symbol that stands for the ideas the people believe in, such as freedom. The feeling of pride in one’s country is called patriotism.
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The design of the American flag has changed over time. On early flags, the numbers of both stars and the stripes showed the number of states in the nation.
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The nation of the United States of America grew, and soon there were too many states to show as stripes. Congress decided that only a star should be added to the flag when a new state joined the nation. The number of stripes stayed at 13, to stand for the first 13 states.
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Congress did not say how the stars should be grouped, so flags had different designs. In 1912, the President said that stars must always be grouped in straight rows. The latest change to the nation’s flag was made in 1960. In that year, the fiftieth star was added to stand for the state of Hawaii.
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Expert Group: The Bald Eagle
Since 1782, the American bald eagle has been the national bird of the United States. The bald eagle is a large and powerful bird. It lives in tall trees or on high cliffs and is a fierce and independent hunter. United States lawmakers felt that the bald eagle showed the strength, courage, and freedom of their new nation.
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They also like the fact that the bald eagle lives nowhere else on Earth but in North America. More than 180 years after the bald eagle was made a national symbol, President John F. Kennedy said, “This fierce beauty and proud independence of this great bird aptly symbolizes the strength and freedom of America.”
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The bald eagle is used on many objects and documents, including the Great Seal of the United States. The Great Seal is an important symbol of our country. It can be seen on government papers and on government buildings in the nation’s capital.
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Expert Groups: Statue of Liberty
A landmark is an important human or natural feature that helps people find their way. For many people, the Statue of Liberty has been an important landmark.
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Frederic-Auguste Bartholdi, the French artist who created the Statue of Liberty, wanted it to be large and amazing. In 1885, the statue arrived in the United States in 214 crates. The statue was a gift from France to the United States. Many American’s including children, raised money to have the statue set up in New York Harbor.
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On the base of the statue are the lines from a poem by Emma Lazarus. The last line says, “I lift my map beside the golden door!” the ‘golden door” is the door of opportunity for those arriving in the United States. More than a century after it arrived, the Statue of Liberty still lights the way to freedom.
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Expert Group: Liberty Bell
The Liberty Bell, located in Philadelphia, Pennsylvania, is an American bell of great historic significance. The Liberty Bell is perhaps one of the most prominent symbols associated with the American Revolution and the American Revolutionary War. It is one of the most familiar symbols of independence, abolition of slavery, nationhood and freedom within the United States, and has been used as an international icon of liberty.
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Its most famous ringing, on July 8, 1776, summoned citizens of Philadelphia for the reading of the Declaration of Independence. Previously, it had been rung to announce the opening of the First Continental Congress in 1774 and after the Battle of Lexington and Concord in 1775.
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The Liberty Bell was known as the "Old State House bell" until 1837, when it was adopted by the American Anti-Slavery Society as a symbol of the abolitionist movement.
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Expert Group: National Seal
The American bald eagle is the most prominent feature of the Seal of the United States. Across the breast of the eagle is a shield with 13 alternating red and white stripes (the pales) representing the 13 original States. Note that the stripes alternate in opposite fashion from the stripes on our flag. Across the top of the shield is a blue field (chief) that unites all the stripes into one. The blue chief represents the United States Congress. In his talons the eagle grasps an olive branch representing peace, and 13 arrows representing war. These demonstrate our desire for peace but our willingness to defend with might, the Nation the Seal represents.
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Above the eagle are thirteen stars inside a circular design, representing a "New Constellation", the same constellation referred to in the blue union of the of the United States Flag. In his beak the eagle grasps a flowing ribbon bearing the first MOTTO of the United States:
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E Pluribus Unum
These Latin words are translated "Out of many, One", reminding us that out of many States was born One new Nation.
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Mind Map
[pic]
Process Grid
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|Symbol |Description |Year Proclaimed |Author/Artist |Significance |Interesting Fact |
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Process Grid - Teacher
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|Symbol |Description |Year Proclaimed |Author/Artist |Significance |Interesting Fact |
|Flag |- red & white stripes |1776 |- Francis Hopkins |- Patriotic symbol |- Flag has changed |
| |- 50 white stars on | |- Betsy Ross |- Stands for freedom |- Originally 13 states |
| |blue field | | | |- 50 stars |
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|Seal |- Circle with Eagle |1782 | |- 13 colonies |- olive branch means |
| |- 13 Stars | | |- strength |peace |
| |- Flag | | |- war |- E Pluribusanum means |
| |- 13 Arrows | | | |from many one |
| |- shield | | | | |
|Eagle |- White hood with baron|June 1782 |- Only lives in USA |- Strength |- lives in tall trees on |
| |cape | | |- Courage |high cliff |
| |- 2 large wings | | |- Freedom | |
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|Statue of Liberty |- Lady with green gown |1885 |Frederic –Auguste |- Freedom |- made in France |
| |- Crown on head | |Barthold (France) |- Opportunity |- Ellis Island in NY |
| |- Torch in hand | | | |Harbor |
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|Liberty Bell |- Metal |1751 |Whitechapel Foundry in |- Freedom |- Located in |
| |- Crack | |England |- Call meetings |Philadelphia, PA |
| |- Large | | | | |
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Found Poetry: America the Beautiful
By: Katherine Lee Bates
O beautiful for spacious skies,
For amber waves of grain,
For purple mountains majesties
Above the fruited plain.
America! America!
God shed his grace on thee,
And crown thy good with brotherhood
From sea to shining sea.
O beautiful for pilgrim feet
Whose stern impassioned stress
A thoroughfare for freedom beat
Across the wilderness!
America! America!
God Mend thine ev’ry flaw,
Confirm the soul in self control,
Thy liberty in law!
O beautiful for heroes proved
In liberating strife.
Who more then self their country loved
And mercy more than life!
America! America!
May God thy gold refine
Till all success be nobleness
And every gain divine!
O beautiful for patriot dream
That sees beyond the years
Thine alabaster cities gleam,
Undimmed by human tears!
America! America!
God shed his grace on thee
And crown thy good with brotherhood
From sea to shining sea!
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