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The American Flag Then and Now
Karen Ritacco & Kristen Prahl
Sheridan School
Spring 2006
Library of Congress Prints and Photographs Division
Detroit Publishing Company Photograph Collection
LC-D4-73417 DLC (b&w glass neg.)
Kindergarten students will learn about the original and current American flag. Students will learn about the symbolism of the flag. Students will also have a working knowledge of the vocabulary in the Pledge of Allegiance.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· compare and contrast the American flag from different eras.
· understand the symbolism of the American flags.
· have a working knowledge of the vocabulary used in the Pledge of Allegiance.
Recommended time frame / One week
Grade level / Kindergarten
Curriculum fit / Social Studies
Materials / · Crayons
· Blackline master – current American Flag
· Blackline master – original American Flag
· http://flagspot.net/flags/cbk-na.html
· Text Talk for the book, I Pledge Allegiance
Books:
· Pledge of Allegiance published by Scholastic
· ISBN: 0-439-21672-9
· I Pledge Allegiance Bill Martin Jr. and Michael Sampson ISBN: 0-7636-2527-2
· The Star-Spangled Banner published by Scholastic
· ISBN: 0-439-40767-2
· Betsy Ross by Helen Frost ISBN: 0-736-81641-0
Illinois State Learning Standards Back to Navigation Bar
Social Studies:
Goal 16 Understand the events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Kindergarten Benchmarks:
· Explain the difference between past, present and future time.
· Ask historical questions and seek out answers from historical sources.
· Explain the contributions of individuals and groups who feature biographies, legends,
Procedures Back to Navigation Bar
Lesson One:
· Ask the students what they know about the American flag.
Discussion Starters:
· Ask students where they have seen an American flag.
· Ask students what are the colors of the American flag?
· Ask the students if they think it has always looked the way it does now.
· Ask students why they think we have a flag.
· Read Pledge of Allegiance
· Discuss the book and the pictures. Emphasize photos of the current American flag and the original American flag.
Lesson Two:
· Take students to the Learning Center to show the pictures in the primary resource chart on the large projection screen.
· As the students view these resources we will discuss the changes and the reasons for the changes over time.
Discussion Starters:
· Compare and contrast the making of the flag in the past and present day.
· Compare the number of stars on each of the flags.
· Discuss the significance of Flag Day.
· Ask students why they think we say the pledge daily.
· Ask students why flags would be part of a parade.
Lesson Three:
· Through discussion we will talk about the significance of the stars, stripes and colors of the flag.
· We will also discuss the role of the people involved in creating the flag.
· Read and discuss the book Betsy Ross by Helen Frost.
· Students will accurately color the Betsy Ross flag.
Lesson Four:
· Read the book I Pledge Allegiance.
· Discuss the meaning and vocabulary of the pledge and how it relates to the flag using the Text Talk lesson. See attachment.
· Students would color accurately the current USA flag.
Evaluation Back to Navigation Bar
· Observation by the teacher during discussion and coloring of the American flag handouts.
· Students will complete a self-evaluation through the attached rubric.
Extension Back to Navigation Bar
N/A
Primary Resources from the Library of Congress
Back to Navigation Bar
Primary Sources / Citation / Description / Location – (URL)/ Library of Congress Prints and Photographs Division, Detroit Publishing Company Photograph Collection
LC-D4-18512 DLC (b&w glass neg.) / Betsy Ross House, Philadelphia / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a12594))
/
Library of Congress Prints and Photographs Division, Detroit Publishing Company Photograph Collection
LC-D416-90422 DLC (b&w glass neg.) / Making the flag / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a26653))
/ Library of Congress Prints and Photographs Division, Detroit Publishing Company Photograph Collection
LC-D418-78010 DLC (b&w glass neg.) / U.S. flag, the Stars and Stripes.
CREATED/PUBLISHED
[between 1900 and 1915] / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a27636))
Law Library of Congress / Annals of Congress, House of Representatives, 3rd Congress, 1st Session, Pages 163 through 164, Flag of the United States, January 7, 1794 / http://memory.loc.gov/cgi-bin/query/r?ammem/aaodyssey,rbpebib,lhbcbbib,bdsbib,musdibib,mtj,mjm,mcc,gmd,molden,mmorse,fawbib,pin,presp,relpet,llstbib,uncall,lhbtnbib,hlaw,mgw,awh:@field(DOCID+@lit(llac/004/00800163.tif))
/ Chicago Historical Society, Clark Street at North Avenue, Chicago, IL 60614-6071.
DN-0002767 / United States flag hanging in a store window in Oak Park, Illinois].
CREATED/PUBLISHED
1905 / http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+n002767))
/ Library of Congress, Rare Book and Special Collections Division, Printed Ephemera Collection; Portfolio 208, Folder 37.
. / Today's flag day. June 14th ... Washington, D. C. United States Flag Association, 1924. Brochure and membership application. / http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+20803700))
/ Library of Congress, Rare Book and Special Collections Division, Printed Ephemera Collection; Portfolio 244, Folder 29.
/ United States flag. [Printed in colors on felt] / http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+24402900))
/ Library of Congress Prints and Photographs Division Washington, D.C. 20540, Farm Security Administration - Office of War Information Photograph Collection
LC-USW3-018529-D DLC (b&w film neg.) / Verona, New Jersey. Sewing the edge of an American flag at the Annin Flag Company.
1943 Mar.
Collins, Marjory, 1912-1985, photographer. / http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8d14572))
/ Library of Congress Prints and Photographs Division Washington, D.C. 20540, Farm Security Administration - Office of War Information Photograph Collection
LC-USW3-017677-E (b&w film nitrate neg.) / New York, New York students pledging allegiance to the flag in public school eight in an Italian-American section
1943 Jan.
Collins, Marjory, 1912-1985, photographer. / http://memory.loc.gov/cgi-bin/query/r?pp/fsaall:@field(NUMBER+@band(fsa+8d25794))
/ Library of Congress Prints and Photographs Division Washington, D.C. 20540, Farm Security Administration - Office of War Information Photograph Collection
LC-USW3-018528-D (b&w film neg.) / TITLE:Verona, New Jersey. Sewing stripes on an American flag at the Annin Flag Company
1943 Mar.
Collins, Marjory, 1912-1985, photographer. / http://memory.loc.gov/cgi-bin/query/r?pp/fsaall:@field(NUMBER+@band(fsa+8d14571))
/ Library of Congress Prints and Photographs Division Washington, D.C. 20540, Farm Security Administration - Office of War Information Photograph Collection (Library of Congress)
LC-USW3-006885-E (b&w film nitrate neg.) / New York, New York. Parade of Italian-Americans on Mott Street at a flag raising ceremony in honor of neighborhood boys in the United States Army
1942 Aug.
Collins, Marjory, 1912-1985, photographer. / http://memory.loc.gov/cgi-bin/query/r?pp/fsaall:@field(NUMBER+@band(fsa+8d21715))
/ Library of Congress Prints and Photographs Division Washington, D.C. 20540
LC-USW3-018527-D (b&w film neg.)
/ Verona, New Jersey. Italian-American woman, with two sons in the Army, at the Annin Flag Company trimming threads from a finished flag for the government
1943 Mar.
Collins, Marjory, 1912-1985, photographer / http://lcweb2.loc.gov/cgi-bin/query/i?pp/fsaall:@field(NUMBER+@band(fsa+8d14570)):displayType=1:m856sd=fsa:m856sf=8d14570
/ Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA,Detroit Publishing Company Photograph Collection
LC-D416-90420 (b&w glass neg.) / [Abraham Lincoln raising flag and speaking to crowd from platform]
between 1900 and 1920
Ferris, Jean Louis Gerome, 1863-1930, artist. / http://memory.loc.gov/cgi-bin/query/r?pp/detr:@field(NUMBER+@band(det+4a26651))
Rubric
Back to Navigation Bar
Category / Smiley Face / Straight Face / Frowning FaceI enjoyed this lesson. / It was fun! / I enjoyed some parts of this lesson. / I did not like this lesson at all.
I liked the way I did my flag. / I loved the way my flag turned out. / My flag turned out ok (I wish it would have been a little better). / I do not like the way my flag turned out.
I learned a lot of new things during this lesson. / I learned many new things. / I learned one new thing. / I already knew all of this.
I participated in class by listening and speaking at the appropriate times. / I spoke up when it was my turn to speak and was quiet when it was time to listen. / I had trouble talking when it was my turn, but I was a good listener. / I spoke out of turn and was talking when I needed to be listening.
I followed the teacher’s directions and rules. / I did my work correctly and followed classroom rules. / I followed directions or classroom rules, but not both. / I did not follow directions or the classroom rules.
Handouts
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An Adventure of the American Mind
Illinois State University
Text Talk for: I Pledge Allegiance by Bill Martin Jr. and Michael Sampson Soc. St. Lesson 8
Targets:
Reading 2B-1a-Respond to literary materials by connecting them to their own experiences and communicate their responses to others
Reading 4A-1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said.
Reading 4A-1b Ask questions and respond to questions from the teacher and from group members to improve comprehension.
Reading 1A-1b- Comprehend unfamiliar words using context clues and prior knowledge: verify meanings with resource materials
Components:
I Pledge Allegiance by Bill Martin Jr. and Michael Sampson
Vocabulary Words:
Pledge
Allegiance/loyalty
Republic
Nation
Indivisible
Liberty
Justice
Introduce book: Show the cover – ask students what they think about it?
(colors, different people, flag)
Target Statement:
We are going to read this book to help us understand the words in the pledge we say daily.
1. Background knowledge, which is used to support meaning building. Ask follow-up questions as needed.
~We say the pledge everyday. What do you know about the flag? What do you know about our country?
2. Interspersed open-ended and follow-up questions that require students to explain and describe vocabulary.
~On page 2, the word pledge is introduced. Pledge is a promise. Have you ever made a promise? (follow-up questions as needed) When you say the pledge of allegiance, you are making a promise to our country.
~On page 3, the word allegiance is introduced. Allegiance is loyalty. Many people are loyal fans of their favorite team. Are you loyal to someone or something? When you say the pledge of allegiance, you are promising to be loyal to our country.
~On page 10, the word republic is introduced. Republic is a place where the people elect the leaders who make the laws. Sometimes we vote on our next activity…….. Do you like having the ability to have a choice about what we do? Why? In our country the grown-ups vote for our leaders, like the president or the mayor of Bloomington. The American flag stands for this republic.
~On page 14, the word nation is introduced. Nation means our country. What IS the name of our country?
~On page 18, the word indivisible is introduced. Indivisible means something that cannot be taken apart. Even though we do not always agree, we will always stick together and help each other work things out. When we vote in our classroom, we don’t all vote for the same idea, but no matter which choice has the most votes, we work together. Even though there are many states in our country, we are all one nation.
~On page 20, the word liberty is introduced. Liberty is freedom. In other nations, people do not have choices of where they live or work, or go to church. In the United States, we have liberty and grown-ups can make their own choices. When we have free time at school we have liberty to choice where we would like to work. Do you like having liberty in the classroom? Why?
~On page 22, the word justice is introduced. Justice is fairness. In our country, it does not matter what you look like, or what you do, you will be treated fairly. Do we have the same rules for boys and girls in our classroom? Do you remember a time you felt you were not treated fairly? What happened?