State Symbols

Designed by: Kristin Reinfurt, Rosewood Elementary

Grade Level: Three           Subject:   Social Studies

Core Curriculum Objective: The student should be able to describe state symbols through which American values and principles are expressed. (Social Studies standard 3.8.2)

Overview: Students will compose a list of values that are important to Americans. They will examine some of the symbols of SC (flag, state seal, motto, etc.) to gain an understanding of how those American values are expressed by those symbols. Student pairs will use web sites to research information about the symbols of other US states. The pairs will choose a symbol from one state, draw it, and write an explanation of how an American value is expressed in that symbol.

Focus Question: How are our American values shown in the symbols (flag, state seal, motto, etc.) of our US states?

Time Frame: Three One hour class periods

Resources/Materials:

Computer with Internet Access

AverKeys (optional)

Computer lab

Chart paper

Paper/pencil

Construction paper

Crayons, markers, colored pencils, etc.

www.netstate.com

www.geobop.com

Culminating Assessment: Students will work together in pairs to find a symbol of one of the fifty US states using one of the above web sites. They will draw a detailed color illustration of that symbol and each will write an explanation of how that symbol reflects an American value. The teacher will score the explanation using the following rubric:

Name:___________________________

State chosen:______________________________________

Symbol chosen:____________________________________

How is an American value expressed in the state's symbol that you and your partner chose?

Instructional Activities:

Activity One: **NOTE** This lesson should take place within a unit about government, the US Constitution, and the privileges/rights we have as American citizens.)

Begin by asking the students to name things or people that are important to them. (family, pets, favorite stuffed animals, etc.) Explain that ideas are also important to people. Give examples to illustrate this: -Love (for your family) is an important idea because it makes people feel good/safe. -Loyalty (pets or family) because it makes people feel important, loved, included. -Freedom in people's everyday lives to be able to choose their friends, clothes, etc. Ask them to think about their family and what ideas are important at home to be part of a family (being responsible, respectful, on-time, loving, education, etc). Write the term values on the board and explain that the ideas people think are important/value are their values. Individuals have values. Families have values. Even governments and countries have values that are important to them and that is why we have rules and laws.

Ask the class to imagine being back in 1786-7 when the Constitution was being written. Discuss some reasons why they would have written such a document. Show a copy of the preamble to the Constitution and discuss what it means. Make a class list on chart paper of some of the values that the writers of the Constitution showed (what did they think was important) when they wrote the constitution. Some examples from the preamble and Constitution are: -we the people/form a more perfect union - one country, working together -establish justice - fairness, equal justice for all, -insure domestic tranquility/promote general welfare- peace, safety, cooperation -provide for the common defense - keep America safe, protection, defend America -secure the blessings of liberty - freedom -freedom of religion, speech, the press, etc.

*If students are having a hard time grasping this concept of American values that our country was founded on, you can also discuss the values implied behind the words of the Pledge of Allegiance, "The Star Spangled Banner", "America the Beautiful", etc.

Finish discussion by explaining that this country was formed because of those values and we have symbols of the United States which were chosen to represent those American values. Give/show examples of some of our US symbols and what American values they represent: -American flag - 50 stars on one flag to show that all 50 states are part of one country, a union, indivisible, etc. -National bird is the Bald Eagle which represents liberty, freedom -National song is "The Star Spangled Banner" which is about a battle of the American Revolution in which the colonists fought together for freedom from English rule -National motto is on our money, E Pluribus Unum, which means "out of many, one" or out of many different states, people, ethnicities, we are one country

Show the web site http://www/netstate.com on a TV screen (if AverKeys are available) or a computer monitor. Select South Carolina. Next, select state flag. Have the students examine the picture on the screen of the flag. Read the accompanying description aloud. Remind students of the class list of American values posted on the board. Ask them to determine which of the American values is/are represented in the SC state flag as a Think-Pair-Share activity. First they should try to "think" on their own to determine which value(s) is/are represented in the flag. Then allow them to have a partner to "pair" up with and discuss their ideas and help each other. Last, let each pair "share" their ideas with another pair and give feedback to each other. (Example: on the SC state flag, the color blue is used as the background because it was the color of the uniforms of the Confederate Army for which SC fought. It was chosen because it represents the American value of standing up for what they thought was right and defense of the liberty to own slaves when some states were trying to take away that right.) Monitor the partners' discussions to make sure that everyone understands and give help as needed.

Hand each pair of students a copy of the culminating assessment. Ask 2-3 pairs of students to share with the class which value they thought was represented in the flag and explain how it is shown. Record their answers on chart paper. Ask pairs to use the rubric to evaluate the answers given. Discuss these assessments with the class so that they understand how the rubric works. Inform the class that each pair will be working on their own to find other state symbols on the internet tomorrow and determine the American values reflected in them.

Activity Two: Review the values' chart from yesterday's class. Review the idea that each state creates its own state symbols which reflect the ideas/values that are important in America. Distribute a copy of the culminating assessment to each student. Have the student pairs from the previous day share a computer. Write the two web sites on the board: http://www.netstate.com and http://www.geobop.com. They are to use the web sites to find pictures and descriptions of the various state symbols. The pairs are to work together to choose any symbol from any US state that they feel they can explain the American value(s) expressed by the symbol. The pair will then draw a detailed, color picture of the symbol on a piece of construction paper. Then each student will complete the explanation on the culminating assessment to be turned in. Encourage the pairs to explore the sites and symbols before making a decision on which symbol they would like to choose to draw and explain. Monitor pairs and encourage pairs to discuss ideas and work together.

Activity Three: Allow time for the student pairs to finish their drawings and explanations. Have each pair present their drawing and explain the American values that they saw expressed in their symbol. Post the symbol pictures on a class bulletin board.

**NOTE - This lesson can also be done using books about state symbols instead of the web sites if computers are not readily available. One good book is State Names, Seals, Flags, and Symbols by: Benjamin F. Shearer and Barbara S. Shearer.**