Project G - Be GLAD
Project G.L.A.D.
Orange Unified School District
American National Symbols (Level 3)
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 3 CALIFORNIA STANDARDS
← Know the histories of important local and national symbols that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty). 3.4.3
← Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context. 3.1
V. LANGUAGE ARTS STANDARDS- GRADE 3 CALIFORNIA STANDARDS
← Reading:
▪ 1.0 Word Analysis, Fluency, & Systematic Vocabulary Development
• Know and use complex word families when reading to decode unfamiliar words. (1.1)
• Decode regular multisyllabic words. (1.2)
• Read aloud narrative and expository text fluently. (1.3)
• Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words. (1.4)
• Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations. (1.5)
Idea Pages
Pg. 2
• Use sentence and word context to find the meaning of unknown words. (1.6)
• Use knowledge of prefixes and suffices to determine the meaning of words. (1.8)
▪ 2.0 Reading Comprehension
• Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from the text. (2.2)
• Demonstrate comprehension by identifying answers in text. (2.3)
• Recall major point in the text and make and modify predictions about forthcoming information. (2.4)
▪ 3.0 Literary Response & Analysis
• Recognize the similarities of sounds in words and rhythmic patterns. (3.5)
← Writing
▪ 1.0 Writing Strategies
• Create a single paragraph, develop topic sentence, and include simple supporting facts and details. (1.1)
• Revise drafts to improve the coherence and logical progression of ideas. (1.4)
← Written and Oral Language Conventions
▪ 1.0 Written and Oral Language Conventions
• Understand and be able to use complete and correct sentences in writing and speaking. (1.1)
• Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. (1.2)
• Identify and use past, present, and future verb tenses properly in writing and speaking. (1.3)
• Identify and use subjects and verbs correctly in speaking and writing simple sentences. (1.4)
• Use commas in dates and locations. (1.6)
• Capitalize geographic names, holidays, historical periods, and special events correctly. (1.7)
• Spell correctly one-syllable words. (1.8)
← Listening and Speaking
▪ 1.0 Listening and Speaking Strategies
• Retell, paraphrase, and explain what has been said by the speaker. (1.1)
• Connect and relate prior experiences, insights, and ideas to those of a speaker. (1.2)
• Respond to questions with appropriate elaboration. (1.3)
Idea Pages
Pg. 3
• Organize ideas chronologically or around major points of information. (1.5)
• Provide a beginning, middle, and end, including concrete details that develop a central idea. (1.6)
• Use clear and specific vocabulary to communicate ideas and establish the tone. (1.7)
• Clarify and enhance oral presentations through use of appropriate props. (1.8)
• Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages. (1.9)
▪ 2.0 Speaking Applications
• Make a brief narrative presentation. (2.1)
• Plan and present dramatic interpretations of experiences, stores, poems, or plats with clear diction, pitch, tempo, and tone. (2.2)
• Make descriptive presentations that use concrete sensory details to set forth and support impressions of people, places, things, or experiences. (2.3)
VI. ENGLISH LANGUAGE DEVELOPMENT STANDARDS
LISTENING
▪ Beginning
Limited vocabulary
Demonstrate no receptive skills
Understand and follow simple directions
Retell familiar stories in short conversations using gestures
▪ Early intermediate
Limited comprehension
Understand and follow simple directions
Understand basic vocabulary and syntax with frequent errors
Some inconsistent use of standard English grammatical forms and sounds
▪ Intermediate
Some gaps in comprehension
Understand simple and complex syntax
Follow some complex, multi-step oral directions
▪ Early Advanced
Occasional minor errors in comprehension
Understand extensive vocabulary and complicated syntax
Understand and follow complex multi-step oral directions
Idea Pages
Pg. 4
▪ Advanced
Understand and follow all multi-step directions
Understand extensive vocabulary and complex syntax
No significant problems understanding comprehension
← SPEAKING
▪ Beginning
Uses common social greetings
Speak with a few words or sentences, using single words or phrases
▪ Early Intermediate
Communicate basic needs
Restate multi step oral directions
Recite rhymes/songs/simple stories
Ask & answer questions using simple sentences
Identify main points of simple stories
▪ Intermediate
Speak with standard English grammatical forms
Retell stories using vocabulary, descriptive words
Participate in social conversations by asking questions
▪ Early Advanced
Ask instructional questions
Use figurative language & idiomatic expressions
Appropriate speaking based on purpose, audience, subject matter
Retell stories including characters, setting, plot, summary, analysis
▪ Advanced
Participate in social conversations
Use standard English grammatical forms
Speak based on purpose, audience, & subject matter
Identify main idea, point of view, & fact/fiction in broadcast & print
media
READING
▪ Beginning
Recognize familiar phonemes
Read aloud simple words in stories
Identify main idea using key words/phrases
Retell simple stories with drawings, words, phrases
Answer fact questions using one/two word response
Recognize sound/symbol relationships in own writing
Idea Pages
Pg. 5
Identify text features: title/table of contents/chapter headings
Demonstrate comprehension of simple vocabulary with action
Sequence events from stories read aloud using key words /phrases
Answering factual comprehension questions, using short responses
▪ Early Intermediate
Recite simple poems
Follow simple two-step directions
Orally describe setting and setting
Recognize morphemes in simple sentences
Identify sequence of text using simple sentences
Use morphemes, phonics, syntax to decode words
Use simple sentences to give details from simple stories
Correct grammar, usage, and word choice in reading aloud
Identify text features: title, table of contents, chapter headings
Read simple vocabulary, phrases and sentences independently
Read own narrative & expository text aloud with pacing, intonation,
expression
▪ Intermediate
Recognize common roots affixes
Use content vocabulary in discussions/reading
Use common morphemes in oral & silent reading
Identify main idea to make predictions & support details
Decode/comprehend meaning of unfamiliar words in text
Read aloud with correct pronunciation of most phonemes
Use content-related vocabulary in discussions and reading.
Orally respond to comprehension questions about written text
Orally describe connections between text & personal experience
Recognize & correct grammar, usage, word choice in reading aloud
Read text features: title, table of contents, chapter headings, diagrams, charts,
glossaries, indexes
▪ Early Advanced
Use common roots & affixes
Identify function of text features
Use standard dictionary to find meanings
Use common idioms in discussions and reading
Draw conclusions & make inferences using text resources
Identify motives of characters, themes, plot and resolution
Give main idea with supporting detail from grade level text
Generate & respond to text-related comprehension questions
Use morphemes, phonics, syntax to decode/comprehend words
Recognize multiple meaning words in content literature & texts
Idea Pages
Pg. 6
Describe figurative language (simile, metaphor, personification)
Find examples of fact, opinion, inference, & cause/effect in text
Read complex narrative & expository texts aloud with pacing, intonation,
expression
Distinguish between explicit examples of fact, opinions, and inference
▪ Advanced
Recognize multiple meaning words
Use root & affixes to derive meaning
Use standard dictionary to find meanings
Describe directly stated & implied themes
Describe main ideas with support detail from text
Evaluate author’s use of techniques to influence reader
Apply common roots & affixes knowledge to vocabulary
Use idioms, analogies & metaphors in discussion & reading
Compare & contrast motives of characters in work of fiction
Read narrative & expository text aloud with pacing, intonation
Identify patterns in text: compare/contrast, sequence, cause/effect
Distinguish between fact/opinion, inference, and cause/effect in text
Apply academic & social vocabulary to achieve independent reading
Make inferences/generalizations, draw conclusions from grade level text
resources
← WRITING
▪ Beginning
Create simple sentences/phrases
Write the English alphabet legibly
Label key parts of common objects
Use a period at the end of a sentence
Write brief narratives/stories using few standard grammatical forms
Use capital letters when writing own name and the beginning of sentences
▪ Early Intermediate
Edit for basic conventions
Write paragraphs of at least four sentences
Write words/simple sentences in content area
Inconsistent use of standard grammatical forms
Write narratives that include setting and character
Use capital letters to begin sentences and proper nouns
Produce independent writing that is understood when read
Respond to literature using simple sentences, drawings, lists, charts
Use a period at the end of a sentence, and use some commas appropriately
Idea Pages
Pg. 7
▪ Intermediate
Narrate sequence of events
Produce independent writing
Write a letter with detailed sentences
Use standard word order with some inconsistency
Use complex vocabulary & sentences in all content areas
Create paragraph developing central idea using grammatical form
▪ Early Advanced
Use standard word order
Edit for basic conventions
Write detailed summary of story
Independently write responses to literature
Write a persuasive letter with relevant evidence
Arrange compositions with organizational patterns
Use complex vocabulary & sentences in all content areas
Write multi-paragraph narrative & expository compositions
Produces independent writing with correct capitals, punctuation, spelling
▪ Advanced
Write persuasive composition
Write short narrative in all content areas
Edit for punctuation, capitalization, & spelling
Use complete sentences and correct word order
Independently use all steps of the writing process
Produce writing with command of standard conventions
Write multi-paragraph narrative & expository compositions
Write narratives that describe setting, character, objects, events
Use correct parts of speech, including correct subject-verb agreement
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
- Study skills
Idea Pages
Pg. 8
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
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
Idea Pages
Pg. 9
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.
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
Idea Pages
Pg. 10
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
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 3
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–Timeline of Symbols
- Narrative: Betsy Ross
- Pictorial of Statue of Liberty
- 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
Pg. 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/ Emergent Readers: 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
- Act out a Symbol
- Diorama on a National Symbol
- Field Trip to City Hall
- Reader’s Theater
- Present patriotic songs
VII. CLOSURE
- Process all charts
- Home School Connection
- Team task sharing
- Team Feud Game
Project G.L.A.D.
Orange Unified School District
American National Symbols – Level 3
Sample Daily Lesson Plan
DAY 1:
FOCUS/MOTIVATION
- Super Patriot Awards
o Review 3 standards for behavior
- Cognitive Content Dictionary with signal word: symbols
- Observation charts
- Inquiry Chart: What do we want to know about symbols?
- Big Book: National Symbols
- Poetry: Flag Salute
INPUT
- 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
Pg. 2
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
- Pictorial of the Statue of Liberty
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
- Personal Interaction: Why are symbols important to you?
- Interactive Journal
WRITER’S WORKSHOP
- Mini lesson
- Writing
- Author’s Chair
CLOSURE
- Home School connection
Sample Daily Lesson Plan
Pg. 3
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
Pg. 4
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
GUIDED ORAL PRACTICE
- Team Writers Workshop
- Found Poetry
WRITER’S WORKSHOP
- Mini lesson
- Write
- Author’s Chair
CLOSURE
- Home School connection
Sample Daily Lesson Plan
Pg. 5
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
- 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
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.
Additional Teacher Information
Flag
1776 13-star flag 1864 35-star flag 1960 50-star flag
1821. 23-star flag 1913 48-star flag
• Design has changed over time to reflect the number of states in the nation.
• Number of stripes remains the same to symbolize the original 13 colonies.
• Flag code to explain how flags should be cared for.
Bald Eagle
1782. Declared national bird
• Large & powerful bird that lives in tall trees or in high cliffs
• Fierce & independent hunter
• Represents strength, courage, and freedom of a new nation
• Used in Great Seal, buildings, and government papers
Statue of Liberty
1885. Statue arrived in US from Frederic-Auguste Bartholdi (France)
• Money was raised to place statue in New York Harbor
• Line on statute reads ‘ I lift my lamp beside the golden door’
• Tablet in hand has ‘July 4th, 1776’
Great Seal of the United States
1782. Seal is adopted after three committees meet
• Shield: thirteen stripes that represent the original colonies
• American Eagle: strength & virtue
• Pyramid: strength
• Olive branch: peace
• Arrows: war
• Constellation: 13 equals new state
• 1776: Year of Declaration of Independence
• Motto E Pluribus Unum: union
Liberty Bell
1752 Bell was requested from England
• Recast several times
• Used during the Revolutionary War and events that preceded it to call people to Independence Hall to hear about important events
• Hidden while city was taken over
• Crack appeared when it was being rung to commemorate Washington’s birthday
• Symbolizes rights and freedom of America
• Is housed in Philadelphia, Pennsylvania
[pic]
Pictorial of the Statue of Liberty
[pic]
Betsy Ross Narrative
Adapted from 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 (was) 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 he 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. 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 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.
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 the Statue of Liberty. What other symbols does someone in your family know about? Sketch and compare American symbols and symbols from another country.
Parent Signature: _____________________________________
Nombre: _______________________________ Fecha: _________
Conexión entre el hogar y la escuela #2
Converse con un miembro de la familia sobre el simbolismo de Estatua de la Libertad.
¿Cual otros símbolos alguien de su familia conocen? Dibuje y compare el significado de los símbolos americanos con los símbolos 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: American Flag
A country’s flag is a patriotic symbol that symbolizes 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 U.S. flag has had many changes since the first official flag of 1777. The Continental Congress adopted the first Flag Act, which said that the flag would be made up of thirteen alternating red and white stripes and thirteen white stars on a blue field.
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Stars have been added to the flag as new states join the union. Congress decided that only a star should be added to the flag when a new state joined the nation. Currently, the flag contains 50 stars and the number of stripes stayed at 13, to symbolize the first 13 states.
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The colors of the flag have specific meanings. The colors were significant for the Great Seal of 1782. White represents purity and innocence, while red stands for valor and bravery. Blue signifies perseverance and justice.
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Expert Group: The Bald Eagle
The bald eagle is a large, powerful, brown bird with a white head and tail. The term "bald" does not mean that this bird lacks feathers. Instead, it comes from the word piebald, an old word, meaning "marked with white." It lives in tall trees or on high cliffs and is a fierce and independent hunter.
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For many years, the members of Congress engaged in a dispute over what the national emblem should be. In 1782, United States lawmakers adopted the bald eagle because it symbolized strength, courage, and freedom. Lawmakers also like the fact that the bald eagle lives nowhere else on Earth but in North 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, Federal agency seals, the President's flag, and on the one-dollar bill.
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Expert Group: Statue of Liberty
Located in New York harbor, at 151 feet tall (305 feet including base and pedestal), the Statue of Liberty symbolizes freedom throughout the world. Its formal name is Liberty Enlightening the World. The Statue was actually a gift from the people of France.
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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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The statue is actually made of copper sheets with an iron framework. Her right hand holds a torch that represents liberty. Her left hand holds a tablet inscribed with the date "July 4, 1776" (in Roman numerals), the day the United States declared its independence from England. She is wearing flowing robes and the seven rays of her spiked crown symbolize the seven seas and continents.
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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 is perhaps one of the most important symbols of independence, abolition of slavery, and freedom within the United States.
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Made for the Pennsylvania State House (now Independence Hall), the Bell was ordered by the Pennsylvania Assembly in 1751. It was cast in London, England in 1752. The bell weighs about 2000 pounds and is made mostly of copper.
Its most famous ringing, on July 8, 1776, summoned citizens of
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Shortly after its arrival in Philadelphia the Bell cracked. Local craftsmen recast the bell using the metal from the old bell, but this one also proved ineffective. A third was cast by John Pass and John Stowe.
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The Liberty Bell has been rung several times to announce historical events. 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. The Liberty Bell rang when the Continental Congress signed the Declaration of Independence in 1776 and has become the symbol of freedom in the United States.
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Today, the Liberty Bell hangs in Philadelphia at the Liberty Bell Pavilion on Market Street for all to see and is still gently rung each July 4th.
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Expert Group: Great Seal
On July 4, 1776, Benjamin Franklin, John Adams, and Thomas Jefferson were given the task of creating a seal for the United States of America. The delegates of the Constitutional Convention believed an emblem and national coat of arms would symbolize an independent nation. The Great Seal was finalized and approved six years later by Congress on June 20, 1782.
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In the center of the seal is a bald eagle, which holds in its beak a scroll inscribed E pluribus unum, which is Latin meaning "out of many, one" and stands for one nation that was created from 13 colonies.
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In one claw is an olive branch representing peace, while the other holds a bundle of thirteen arrows to symbolize war. Across the breast of the eagle is a shield with 13 alternating red and white stripes representing the 13 original States. Across the top is the blue chief, which represents the United States Congress.
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Mind Map
[pic]
Process Grid
| | | | |Interesting Fact |
|Symbol |Description |Artist & Year |Symbolizes | |
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Process Grid - Teacher
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|Symbol |Description |Artist & Year |Symbolizes |Interesting Fact |
|Statue of Liberty |- Lady with green gown|- 1885 |- Freedom |- made in France |
|(From Pictorial) |- Crown on head |–Frederic Auguste |- Opportunity |- Ellis Island in NY |
| |- Torch in hand |Barthold (France) | |Harbor |
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|Flag |- red & white stripes |-1776 |- Patriotic symbol |- Flag has changed |
| |- 50 white stars on |- Congress |- Stands for freedom |- Originally 13 states |
| |blue field | | |- 50 stars |
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|Great Seal |- Circle with Eagle |1782 |- 13 colonies |- olive branch means |
| |- 13 Stars |- Congress |- strength |peace |
| |- Flag | |- war |- E Pluribusanum means |
| |- 13 Arrows | | |from many one |
| |- shield | | | |
|Eagle |- White hood with |- Congress |- Strength |- lives in tall trees on |
| |baron cape |- 1782 |- Courage |high cliff |
| |- 2 large wings | |- Freedom | |
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|Liberty Bell |- Metal |- 1751 |- Freedom |- Located in |
| |- Crack |- White Chapel Foundry |- Call meetings |Philadelphia, PA |
| |- Large |in England | | |
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