The Four Freedoms – a Kinetic Sculpture by Henry Loustau

Four Freedoms

A Kinetic Sculpture

By Henry Loustau

An Educational Packet for

Kindergarten through Grade 8

Prepared by Linda Bouchey

This work by Henry Loustau captures the essence of the Four Freedoms and the meaning of American patriotism through the sculptor’s use of such familiar symbols as gold stars, bold stripes, and the incorporation of colors red, white and blue. The work’s use of the number four, and its reference to a wheelchair and a sail set in constant motion by the wind, recall the inspiring and heroic nature of Franklin D. Roosevelt – a man who, in spite of his own struggle with disability, lifted a paralyzed nation out of the despair of the Great Depression and led us to victory in the greatest conflict in history.

Henry Philippe Loustau

Henry Philippe Loustau was born in West Virginia and grew up on a farm. Animals, rugged landscapes, tools and mechanical devices were a staple of his childhood. He studied fine art at Phillips Exeter Academy, Dartmouth College, Sir John Cass School of Art (London), and the University of Illinois. Loustau has taught art at colleges in Alabama, Delaware and Pennsylvania. Currently, he is on the faculty at West Chester University where he teaches drawing, painting and three-dimensional design. His wide range of interests have led to commissions for portraits, magazine covers, kinetic sculptures, set designs for theater, and exotic garden sculptures. His work is in numerous private, corporate, and museum collections.

“The Four Freedoms” is a kinetic sculpture created by Henry Loustau and was unveiled at the Franklin D. Roosevelt Library in November of 2006. This sculpture will travel the world to encourage young people to appreciate the legacy of freedom as expressed by President Franklin Delano Roosevelt.

To learn more about Henry Loustau visit his website at www.henryloustau.com .

ii Thanks and Acknowledgments

Much appreciation and thanks to the Franklin and Eleanor Roosevelt Institute, especially David Woolner, Executive Director of the Roosevelt Institute, for providing me the opportunity to develop this Four Freedoms Educational Packet based on “The Four Freedoms”, a kinetic sculpture by Henry Loustau. As the sculpture travels the world, this educational packet will aid teachers in encouraging young people to appreciate and want to learn more about the legacy of freedom as expressed by President Franklin Delano Roosevelt.

My sincere gratitude and appreciation are extended to Carol Meissner, Megan Cirrincione, and Joseph Gasparini, who are former educational colleagues in the Hyde Park Central School District. They all generously provided support and collaboration by sharing their teaching knowledge and experience, particularly with young elementary students.

Additional heartfelt thanks to Trish Maloney and Michael Mirchich whose computer knowledge and capabilities certainly exceed mine. Their patience and understanding aided in the completion of this project.

iii Table of Contents

Four Freedoms Kinetic Sculpture ...... i

Henry Philippe Loustau biography ...... ii

Thanks and Acknowledgments...... iii

Table of Contents...... iv

Note to Teachers ...... v

Educational Packet for Kindergarten through Grade 8...... 1-12

Appendix ...... 13 American Flag...... 14 President Roosevelt in a wheelchair ...... 15 President Roosevelt’s Four Freedoms ...... 16 Post Activities for Individual Students Coloring Activity – Freedom of Speech ...... 17 Coloring Activity – Freedom of Worship...... 18 Coloring Activity – Freedom from Want...... 19 Coloring Activity – Freedom from Fear ...... 20 Grade K-3 Drawing Activity ...... 21 Grade K-3 Writing Activity...... 22 Grade 4-6 Drawing Activity ...... 23 Grade 4-6 Writing Activity...... 24 Grade 7- 8 Writing Activity on Four Freedoms and the United States Constitution...... 25 Grade 7-8 Writing Activity on Four Freedoms Today ...... 26

iv Note to teachers

The importance of the link between art and democracy was best articulated by Franklin D. Roosevelt on the eve of the Second World War, when he said: “The arts cannot thrive except where men are free to be themselves and to be in charge of the discipline of their own energies and ardors. The conditions for democracy and for art are one and the same. What we call liberty in politics results in freedom in the arts. There can be no vitality in the works gathered in a museum unless there exists the right of spontaneous life in the society in which the arts are nourished.”

In line with President Roosevelt’s thoughts, this educational packet has been designed to accompany Henry Loustau’s “Four Freedoms” sculpture. The sculpture will travel the world to encourage young people in Kindergarten through Grade 8 to appreciate the legacy of freedom as expressed by President Roosevelt. Since there exist diverse academic and developmental abilities, as well as, regional and cultural differences in schools, the following is meant to be a generic educational packet.

It is anticipated that teachers will take and adapt those aspects of the packet that suit their students. Additionally, depending on their local or state curriculum, it is hoped that teachers will use this packet as a springboard for their own creative ideas related to the teaching of patriotism and Franklin D. Roosevelt’s Four Freedoms. In his 1941 State of the Union Address to Congress, President Roosevelt outlined his Four Freedoms: Freedom of Speech, Freedom of Worship, Freedom From Want and Freedom From Fear.

v Educational Packet for Kindergarten through Grade 8

Four Freedoms – A Kinetic Sculpture by Henry Loustau

Objectives: • Students will study and analyze the “Four Freedoms” sculpture created by Henry Loustau. • Students will appreciate and understand the meaning of American patriotism through the sculptor’s use of such familiar symbols such as gold stars, bold stripes and the incorporation of the colors red, white and blue. • Students will appreciate and understand the critical importance of the Four Freedoms that are outlined in President Franklin D. Roosevelt’s January 6,1941 State of the Union Address to Congress. These Four Freedoms are Freedom of Speech, Freedom of Worship, Freedom From Want and Freedom From Fear. Roosevelt declared that these Four Freedoms should prevail ‘everywhere in the world’. (Note: This speech, which is known as the Four Freedoms Speech, was made almost a year before the bombing of Pearl Harbor (12/7/41) which brought America into World War II.) • Students will be inspired to learn more about Franklin Roosevelt’s Four Freedoms.

Pre-teaching Vocabulary: • American Flag – symbol of our country; stars represent the 50 states in the U.S.; the red and white stripes represent the 13 original colonies • fear – the feeling of being afraid; painful emotion experienced when one faces danger or evil • Four Freedoms – Freedom of Speech, Freedom of Worship, Freedom From Want and Freedom From Fear • freedom – able to make choices and decisions; able to do what one wants without being controlled by others • Freedom From Fear - to not be afraid of people or things that a person encounters in life; it means to live feeling safe in a peaceful environment • Freedom From Want - to not have to live in unpleasant conditions; to not live in poverty or be ‘poor’; to live a happy and healthy life having what you need • Freedom of Speech - you are able to make choices and decisions; you are able to say what you think without being told what to do or controlled by others • Freedom of Worship - the right to choose a religion or to choose no religion; in particular without government interference (without the government telling you what they want you to believe) • gold star – anything that represents an outstanding effort or achievement; reward given for doing good work • kinetic sculpture – sculpture that has motion; kinetic sculptures are usually found outdoors and the wind causes the sculpture to move • patriotic – feeling of love for one’s country; pride in one’s country

1 • President of the United States – leader of the United States • religion – when some people, who share similar beliefs about how the world began and how people came to exist, get together and pray. • sculpture – a work of art that is shaped or carved out of metal, stone, wood or any hard material • sculptor – the artist who creates sculptures • speech – saying your ideas and thoughts for others to hear • want – to need or wish to have something; to not have the basic needs of life (food, clothing, shelter, security, health, education, security in old age, etc.); • wheelchair – place to sit that allows a person to move around when the person is unable to walk • worship – to love without question and without criticism; to practice a religion

Key to fonts: Regular font – basic text Bold italicized font – suggestions for discussion and points of information for the teacher/adult Regular italicized font – answers to discussion questions or clarifying information

Guided Discussion Questions (upper part of the sculpture)

1. Let’s study this very tall kinetic sculpture called Four Freedoms by Henry Loustau. For young children the teacher/adult will have to define kinetic sculpture. (Kinetic sculpture has motion; such sculptures are usually found outdoors and the wind causes the sculpture to move.)

Suggestion: Discuss with the students the section of the sculpture that should move with the wind. (The teacher/adult should point out the propellers and whirligig to the students. The two sets of propellers and horizontal whirligig will keep the sculpture in continual motion when the wind blows. The upper part will move like a weather vane or a sailboat. Paraphrasing for young students may be necessary.)

2. Now let’s talk about our American flag.

Suggestion: Teacher/adult may show the students a picture of the American Flag. In the appendix there is a handout of the American Flag.

Suggestion: Discussion should focus on the symbolism of the flag and a comparison with parts of the sculpture.

• Can you name the colors of the American flag? red, white and blue • Can you find these colors on the sculpture? Yes, the triangle has red and white stripes. There are blue poles holding the triangle of stripes. Students may also mention the other blue areas under the triangles. • Which part of the sculpture looks like a flag? the triangle of red and white stripes

2 • How does this flag like top part of the sculpture differ from our American flag? Our flag is rectangle in shape, and the sculpture’s flag is a triangle. The American flag has a blue rectangle with stars on it, but the sculpture’s flag doesn’t have a blue triangle or stars.

• Where do you find stars on the sculpture? They are below the large wheels and make a circle around the sculpture.

• How are these stars different from the stars on our American flag? These stars are gold arranged on a red circle background, and our flag’s stars are white on a blue rectangular background. There are eight gold stars on the sculpture, and our flag has 50 white stars.

• What does it mean to you when you get a gold star? Good work has been done.

• What do the stars on the American flag represent? The stars stand for the individual states in the United States. How many stars are there? There are 50 stars.

• On the American flag what do the white stars on the blue rectangular background represent? The color blue stands for perseverance (stick-to- itiveness, dedication), justice and vigilance (watchfulness, caution). The blue rectangular background represents a constellation, and the white stars together represent the union of 50 states or the United States.

• How many stripes on the American flag? There are 13 stripes. What do the 13 stripes represent? The 13 stripes represent the 13 original colonies.

• What do the red and white stripes on the American flag represent? The red stripes represent valor (bravery, courage) and hardiness (fearlessness). The white stripes represent innocence (blamelessness, righteousness) and purity.

Important Note: Teacher/adult should emphasize to the students that when the sculptor uses the colors of the flag, he is trying to make people think about being patriotic and proud of their country. Likewise, using gold stars brings to mind doing good things.

3. Let’s talk about the number 4. The number four (4) can be made like the one below. Maybe students have noticed this way of making the number 4 on a computer keyboard. 4 Suggestion: Discuss with the students the use of the number 4 in the sculpture. Help the students to find the number 4 on the sculpture. It is in the upper part of the sculpture and includes the striped triangle and the blue pole. Students may also note that

3 this portion on the top part of the sculpture looks like a sailboat. Tell the students that we will talk about the number 4 later in our discussion.

4. Let’s move on to the part of the sculpture that has wheels.

Suggestion: Discuss with the students the wheels found in the sculpture.

• Can you find the wheels in the sculpture? Yes, they are located on top of the red circle of gold stars. • How many wheels do you see? How many different sizes? There are four wheels. There are two large wheels and two small wheels. • How are these wheels on the sculpture like a bicycle? A bicycle has two large wheels. However, if the bicycle has training wheels, there are two large and two small wheels. • How are these wheels on the sculpture like a tricycle? A tricycle has one large wheel and two small wheels. • Sometimes when someone can’t walk, they put wheels on a chair so that the person is able to move around. Does any one know what that special chair is called? wheelchair

Suggestion: Share and discuss the picture of President Franklin D. Roosevelt in a wheelchair. A handout of this picture is located in the appendix. Below is a brief summary of information about the photo that you may share with the students.

This is a photo from 1941 that shows Franklin Delano Roosevelt, the President of the United States, in a wheelchair. It was taken in Hyde Park, New York at Top Cottage, his Presidential Retreat. On his lap is President Roosevelt’s Scottie dog, Fala. The little girl is Ruthie Bie, granddaughter of the caretaker at Top Cottage. In 1921 when he was only 39 years old, President Roosevelt contracted (came down with) a very serious and painful disease called polio. Many, many people contracted this disease when Franklin Roosevelt lived. Today we are fortunate because a vaccination was developed in the 1950s to prevent polio. Therefore, polio is no longer a disease that threatens people’s lives. When you were a baby, you received this (oral) vaccine. Unfortunately, after having polio Franklin Roosevelt was never able to stand or walk without the help of others. Therefore, he needed a wheelchair to move from place to place. However, this did not stop him from becoming a very successful and important man. He was Governor of New York State for four years (1928-1932). Also he was President of the United States for more than 12 years (1933-1945). Henry Loustau, the sculptor, included the wheels in his sculpture to remind us that President Roosevelt used a wheelchair for over 20 years of his life. Notice in the sculpture there are two large and two small wheels just like on President Roosevelt’s wheelchair. President Roosevelt had mobility or freedom to move around with the use of his wheelchair.

4 Suggestion: This might be a good time to talk to with students about how they feel when they see people in wheelchairs. President Roosevelt and the sculptor see the wheelchair providing freedom and mobility. On the other hand, sometimes people feel pity/sympathy for someone in a wheelchair because they see them as being confined and not mobile or free.

Important note: At this point the teacher/adult should tell the students that the lower part of the sculpture is about President Franklin D. Roosevelt’s vision (ideas or thoughts) how to make the world a better place for people to live. His vision was the Four Freedoms – Freedom of Speech, Freedom of Worship, Freedom From Want and Freedom From Fear.

Guided Discussion Questions (lower part of the sculpture)

1. Now let’s talk about the lower part of the sculpture.

Suggestion: Elicit from and discuss with students what freedom means. Freedom means to be able to make choices and decisions; able to do what one wants without being controlled by others. The idea of freedom may be best explained to young children by giving simple everyday examples: people can choose what restaurant they want to go to for dinner; people can choose where to live; people can decide the job they want, etc. Some older students may have studied about countries that have leaders that are dictators or brutal leaders, who deny people simple freedoms. Such leaders control the government and the everyday lives of the people. Students probably are familiar with Adolf Hitler and Nazism during World War II or King George of Great Britain during the American Colonial and Revolutionary War Periods.

Suggestion: It would be appropriate that teacher/adult inform the students that: a long time ago when bad things were happening in the world, many people were told by their country’s leader what they could do and what they couldn’t do. In some parts of the world people didn’t have the freedoms that we people in the United States had. In 1941 President Roosevelt made a very important speech where he named four (4) freedoms that he thought were the biggest and most important freedoms for everyone “everywhere in the world”. President Roosevelt’s Four Freedoms are: Freedom of Speech, Freedom of Worship, Freedom From Want and Freedom From Fear. President Roosevelt thought that if everyone had these four freedoms people’s lives would be good and people would be happy and safe. The sculptor has written the four freedoms on the bottom of the sculpture. Also he has made a small sculpture of a symbol to help us to understand each of these four freedoms.

Suggestion: The teacher/adult should remind students that we are talking about four freedoms – that is why the sculpture has the number 4 on its top.

2. Now let’s look around the base (bottom) of the sculpture to see what the sculptor included about the Four Freedoms.

5 Suggestion: The teacher/adult should read and identify President Roosevelt’s four freedoms as noted on the base of the sculpture: Freedom of Speech, Freedom of Worship, Freedom from Want and Freedom From Fear

Suggestion: Teacher/adult should help the students to identify each small sculpture that represents each freedom. Freedom of Speech – happy bird singing; Freedom of Worship – praying hands; Freedom From Want – cornucopia; Freedom From Fear – candle

Suggestion: In the appendix the teacher will find handouts of Norman Rockwell’s 1943 icon paintings representing President Roosevelt’s Four Freedoms. Depending on the students, it might be helpful to share these handouts with the students when discussing each respective freedom.

3. Now let’s talk about each of President Roosevelt’s four freedoms and the four small sculptures that Henry Loustau has provided.

• Freedom of Speech – happy bird singing

Suggestion: Freedom of Speech is difficult for children because adults have freedoms that children don’t have. Therefore, discussion will vary depending on the ages and abilities of the students.

Suggestion: Discuss with the students the meaning for Freedom of Speech. Freedom of Speech means that you are able to make choices and decisions. You are able to say what you think without being told what to do or controlled by others.

Suggestion: Remind the students that the sculptor chose a happy bird singing to represent Freedom of Speech.

1) Does the bird look happy to you? Why or why not? Yes, the bird looks happy because the head is lifted up to sky, and the mouth is open as if it is singing.

Suggestion: The teacher/adult may choose to read and discuss with the students Henry Loustau’s words in describing the bird which represents Freedom of Speech. Some explanation/paraphrasing of Loustau’s words may be necessary for young children. (Note: abandon means freely or uncontrolled.) Loustau wrote: “This lively bird sings joyfully and with abandon. It sings what it feels. It sings what it thinks. It sings what is in its heart.”

Suggestion: Further discussion of Freedom of Speech might focus on the following thoughts. In our country people can talk freely to their friends. People can write their thoughts in books, newspapers and magazines. In the classroom students may share their ideas and are expected to listen to others even though they might not agree. Also in elementary grades the community is studied.

6 Therefore, a good analogy for students might be that people can speak out in their community about things that they are happy or unhappy with.

Suggestion: Be careful in letting the students touch the bird’s tongue. It is very sharp. The teacher/adult could tell the students that the bird has a sharp tongue. This might be a good way to discuss that one should talk nicely and not hurtfully to others.

Suggestion: With older students it would be a good idea to discuss that with each freedom there is a responsibility. Discussion of the quote by Justice Holmes, “the freedom for a man to swing his fist leaves off where the other man’s nose begins”, might be a good way to start the conversation with students. Another topic to discuss might be that a person does not have the right to yell “fire” in a movie theater because he is infringing on the rights of others.

• Freedom of Worship – praying hands

Suggestion: Freedom of Worship may be difficult for some children because they are not familiar with church and praying because today many families don’t practice a religion regularly, if any at all. Additionally, compared to decades ago, the word worship isn’t used as much in our language today. Therefore, worship must be explained to the young children in simple terms. Worship means to love without question and without criticism; to honor and love; to practice a religion.

Suggestion: Discuss with the students the meaning for Freedom of Worship. Freedom of Worship means the right to choose a religion or to choose no religion without government interference (without the government telling you what they want you to believe).

Suggestion: Tell the students that the sculptor chose praying hands to represent freedom of worship. The teacher/adult should determine if any of the children can identify with praying hands. If not, the teacher/adult will need to explain the meaning of praying hands. Hands are clasped together and held before the heart. This is a symbol of submission (doing what others tell you to do even when you do not want to do something) and sincerity (being honest and truthful). Praying hands came to be associated with praying in the 9th century (over 1000 years ago) as a gesture of obedience (doing what you are told to do). On a simpler level students may identify with the Pilgrims and praying hands at the First Thanksgiving. Other students may identify with positioning of their hands in a praying manner when asking or pleading (begging) someone to do or give them what they want. (For example: Mama, please, please may I have some candy or may I watch TV?)

7 Suggestion: The teacher/adult may choose to read and discuss with the students Henry Loustau’s words in describing the raised hands which represent Freedom of Worship. Some explanation/paraphrasing of Loustau’s words may be necessary with young children. (Note: Commitment means promise. Spiritual life refers to a life associated with a church or religion.) Loustau wrote: “Two raised hands are a universal symbol of worship. These hands may be lifted to different gods and different beliefs, but they always represent man- kind’s commitment to a spiritual life.”

Suggestion: Discussion might center on the different types of religions or places of worship today. Students who do practice a religion should be able to contribute to the discussion. Also students who do not practice a religion should be able to participate. Some examples of religions include Catholic, Episcopal, Methodist, Baptist, Dutch Reformed, Presbyterian, Lutheran, Islam, Buddhism, Judaism, Mormon, etc. Places of worship include churches, mosques, temples, synagogues, etc.

Suggestion: Teachers/adults should help students to understand that today we have many religions. People have different beliefs and different ideas about God. In the United States practicing a religion is not required, but in some countries people are told what religion they must have. In the United States people are free to practice a religion or to NOT practice a religion. Both are acceptable in the United States.

Suggestion: Teachers/adults should include a discussion that tolerance of other religions or no religion is important. People have a right to their religious beliefs. However, a person should not force his or her beliefs on others.

Suggestion: The teacher/adult may want to talk about the fact that one of the main reasons early people came to America was to be able to practice their religion freely. Using the familiar story of the Pilgrims coming to America should reinforce this point.

• Freedom From Want – cornucopia

Suggestion: students may not be familiar with the cornucopia symbolizing plenty or having what one needs. An analogy might be a basket of berries overflowing. This would indicate that one has enough and even more than is needed. Maybe students are familiar with a cornucopia in the well known Pilgrim story of the First Thanksgiving.

Suggestion: The teacher/adult should discuss with the students the meaning of Freedom From Want. The phrase Freedom From Want means to not have to live in unpleasant conditions or to not live in poverty or be ‘poor’. The result would be to live a happy and healthy life having what you need.

8 Suggestion: Remind the students that the sculptor used a cornucopia to represent Freedom From Want.

1) Why do you think the sculptor used a cornucopia to represent Freedom From Want? The items are falling out of the cornucopia which shows that there is more than enough of the item. This shows that people have all that they need or want.

Suggestion: The teacher/adult may choose to read and discuss with the students Henry Loustau’s words in describing the cornucopia which represents Freedom From Want. Some explanation/paraphrasing of Loustau’s words may be necessary with young children. (Note: Standard of living means to live a life where one is comfortable and has basic needs met.) Loustau wrote: “In a caring and civilized world, all people should have a reasonable standard of living. This includes not only food, clothing, and shelter, but good health, an education, and security in old age. The overflowing cornucopia is a symbol for a standard of living that is free from want.”

Suggestion: Further discussion might center on what are other basic things that the students feel a person needs to live a happy and healthy life. (Note: student responses may need to be directed to things that are really essential and away from those items of material value.)

Suggestion: If appropriate, discuss what poverty or being poor means to the students.

Suggestion: Additional discussion could focus on what people should do if they don’t have the things (like food, shelter and clothing) that they need. Who should such people turn to for help when they don’t have what they need? People should ask others for help. They could go to their immediate families and relatives, charity organizations, churches, food pantries, Red Cross, Salvation Army, community centers, homeless shelters, Federal and State Government Social Services Programs, etc. It might be a good idea to also mention, even to very young students, that one of the responsibilities of the government is to take care of its people.

• Freedom From Fear – candle

Suggestion: Students should be reminded that in the olden days people used candles at night whereas we use nightlights today.

Suggestion: The teacher/adult should discuss with the students the meaning of Freedom From Fear. The phrase Freedom From Fear means to NOT be afraid of people or things that a person encounters in life. It means to live feeling safe in a peaceful environment.

9 Suggestion: Remind the students that the sculptor, Henry Loustau, chose a candle to represent Freedom From Fear.

1) Why do you think the sculptor used a candle to represent Freedom From Fear? A candle helps to show one the way when it is dark. When you can see in the dark, you are less afraid.

Suggestion: The teacher/adult may choose to read and discuss with the students Henry Loustau’s words in describing the candle which represents Freedom From Fear. Some explanation/paraphrasing of Loustau’s words may be necessary with young children. Loustau wrote: “A nightlight provides reassurance for a frightened child. Sometimes the child’s fears are real and at other times the fears are imagined. In either case, the fear feels real. In earlier times, a small candle would have taken the place of a nightlight.”

Suggestion: Further discussion might focus on why people are sometimes afraid. Try to bring out the point that students should tell others if they are afraid or if something doesn’t seem right to them. Also suggesting that students should stand up for themselves could be part of this discussion. Another reminder for students to not allow others to bully them is a good idea.

Suggestion: For older students the teacher/adult could discuss the fact that President Roosevelt considered Freedom From Fear to be the most essential freedom. Ask students if they agree or disagree and why. Ask the students why they think Roosevelt believed Freedom From Fear was the most essential. (In an essay (found in Norman Rockwell’s Four Freedoms by Stuart Murray and James McCabe on pages 105-106), Brian Urquhart wrote: “Long before the war had ended—even before victory was assured—Roosevelt had turned his attention to the essential principles and foundations of the future peace. He believed that freedom from fear, an inseparable part of the other freedoms, could only be achieved in a world without war, a world of well-distributed prosperity with equal justice, equal opportunities and equal right for all its inhabitants.”

Suggestion: For older students identifying and discussion of essential fears that people in the world have today would be appropriate. (poverty, hunger, disease, survival, decay of the society, threats to the environment, environmental disasters, human rights violations, racial and ethnic hatred, weapons of mass destruction, insecurity, etc.; teacher might note that these are global problems that countries throughout the world need to address)

Conclusions / Summary

The teacher/adult should discuss with the students the specific things that they have learned about patriotism, President Franklin Delano Roosevelt and the Four Freedoms that President Roosevelt considered to be the most important freedoms which should prevail ‘everywhere in the world’.

10 Suggested Post Activities for Individual Students

Students could color pictures of the Four Freedoms as illustrated by the sculptor. Handouts of these pictures are found in the appendix.

Students could draw their own symbols/pictures to represent one or more of the Four Freedoms. Handouts for these activities are found in the appendix.

Students could write 3-4 sentences or a paragraph that describe what one of the Four Freedoms means to them. Handouts for these activities are found in the appendix.

More capable and older students could complete a writing activity on the Four Freedoms and the United States Constitution or on the Four Freedoms Today. Handouts for these activities are found in the appendix.

Students and classroom teachers could work with the art teacher to create their own Four Freedoms sculpture for the school.