Holidays Study Guide

STANDARD 2.5 - Holidays The student will describe why United States citizens celebrate major Labor Day: holidays. • ESSENTIAL UNDERSTANDINGS This is a day dedicated to United States citizens celebrate major holidays. appreciating the contributions of the working class and how they help build our country’s strength. Martin Luther King, Jr., Day: • It is observed in • This is a day to remember an September. African American minister who worked so that all people would be treated fairly. • It is observed in . January Columbus Day: George Washington Day (Presidents’ Day): • This is a day to remember Christopher Columbus, who led the way • This is a day when we honor all for European exploration and presidents of the United States, especially colonization of the Americas. George Washington. • It is observed in October. • It is observed in February. Veterans Day: Memorial Day: • This is a day for the recognition of • This is a day for the and respect for Americans who served in recognition of and respect for the military. Americans who died in wars while • they were serving their country. It is observed on November 11th. • It is observed in May. Independence Day (Fourth of July): Thanksgiving Day: • This is a day to remember • This is a day to remember the when the United States became a new sharing of the harvest with the American country. It is sometimes called America’s Indians. birthday. • It is observed in November. • It is observed on July 4th. STANDARD 2.13 – Patriotism The student will understand the symbols and traditional practices that honor and foster The United States has a national patriotism in the United States of America by to the flag. a) explaining the meaning pledge behind symbols such as the American flag, bald • Pledge of Allegiance: A patriotic eagle, Washington Monument, and Statue of tradition that honors the people and Liberty; and the history of the United States b) learning the words and Citizens say the Pledge of Allegiance to meaning of the Pledge of Allegiance. demonstrate respect for the American flag and the United States. ESSENTIAL UNDERSTANDINGS The Pledge of Allegiance reads, “I The United States has a national flag. pledge allegiance to the Flag of the United States of America, and to the Republic for which The United States has a national pledge to the flag.. it stands, one Nation under God, indivisible, with liberty American symbols and justice for all.” • American flag • Bald eagle • Washington Monument • Statue of Liberty STANDARD 1.12 - Virginia Symbols and Traditions The student will recognize the symbols and traditional • patriotic: Showing respect for and love of country and practices that honor the state Commonwealth of Virginia by a) identifying the Virginia flag, state Patriotic symbols of the Commonwealth of Virginia capitol building, state bird, and state • Virginia flag flower; and b) describing why people have symbols • State capitol building located in Richmond and traditions • Cardinal (the state bird) .ESSENTIAL UNDERSTANDINGS Patriotic symbols and traditions honor the people and the • Dogwood (the state flower) history of Virginia People use patriotic symbols and traditions to honor the people Terms to know and the history of Virginia. • symbol: A picture or thing that stands for something else A tradition is a way of doing things that can be passed down • tradition: A custom or belief that is practiced or from adults to children.. observed over a long period of time .

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9438 Tthhee Uu..Ss
#9438 TTHHEE UU..SS.. FFLLAAGG FILM IDEAS, INC. 2002 Grade Levels: 3-8 13 minutes DESCRIPTION Recalls the history of the United States flag from the Revolutionary War to the present. Explains what flags symbolize and what the parts of the flag mean. Also recalls flag etiquette and stresses the importance of respecting this symbol of America. ACADEMIC STANDARDS Subject Area: Civics • Standard: Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy Benchmark: Knows how various symbols are used to depict Americans’ shared values, principles, and beliefs and explain their meaning (e.g., the flag, Statue of Liberty, Statue of Justice, Uncle Sam, great seal, national anthem, oaths of office, mottoes such as E Pluribus Unum) Subject Area: Historical Understanding • Standard: Understands the historical perspective Benchmark: Understands that specific individuals had a great impact on history Benchmark: Understands that specific ideas had an impact on history INSTRUCTIONAL GOALS 1. To define what symbols are and what the U.S. flag represents. 2. To review the history of the U.S. Flag. 3. To demonstrate how to properly care and display the U.S. flag. 4. To introduce the important people and events involved with the origins and creation of the U.S. flag. 5. To explore the meaning of Memorial Day, The Star-Spangled Banner, and The Pledge of Allegiance. BACKGROUND INFORMATION The historic story of the American flag is told from Revolutionary War days to the present. Viewers see many of the flags that have flown over the United States: the “Join or Die,” the “Don’t Tread on Me,” the “Continental Colors,” and the Stars and Stripes, while learning the historical background of each one.
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Pledge/ Star-Spangled
The History of the Pledge of Allegiance Many Americans looked forward to October 11, 1892 (Columbus Day). That date marked the 400th Anniversary of the discovery of America. Events were planned for years in advance. Americans were looking forward to the beginning of a new century. The United States had recovered from most of the effects of its Civil War that began 30 years earlier, and people from around the world were flocking to the "Land of Opportunity." The previous year almost a half million immigrants had entered the United States through the Barge Office in Battery Park, New York and on New Years day of 1892 the new Federal Bureau of Receiving's station at Ellis Island had opened. The largest World’s Fair in history was scheduled to open in Chicago in 1893. Two men interested in both education and planned Columbus Day celebrations were Francis Bellamy and James Upham. To this day it is still unknown which of the two men actually authored the words that were to become the Pledge of Allegiance. It was published anonymously and not copyrighted. James Upham was an employee of the Boston publishing firm that produced "The Youth's Companion" in which it first appeared. Francis Bellamy was an educator who served as chairman of the National committee of educators and civic leaders who were planning the Columbus Day activities. What we do know for certain is that the words first appeared in the September 8, 1892 issue of "The Youth's Companion", and a month later more than 12 million school children recited the words for the first time in schools across the nation.
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Title 4—Flag and Seal, Seat of Government, and the States § 4
Page 3 TITLE 4—FLAG AND SEAL, SEAT OF GOVERNMENT, AND THE STATES § 4 Standard proportions Hoist Width of Hoist Fly (width) of Fly 0.054 0.054 0.063 0.063 Diameter stripe (width) of (length) of Union (length) of of star 0.0769 flag 1.0 flag 1.9 0.5385 Union 0.76 0.0616 (1⁄13) (7⁄13) A B C D E F G H K L § 2. Same; additional stars $100 or by imprisonment for not more than thir- ty days, or both, in the discretion of the court. On the admission of a new State into the The words ‘‘flag, standard, colors, or ensign’’, as Union one star shall be added to the union of the used herein, shall include any flag, standard, flag; and such addition shall take effect on the fourth day of July then next succeeding such ad- colors, ensign, or any picture or representation mission. of either, or of any part or parts of either, made of any substance or represented on any sub- (July 30, 1947, ch. 389, 61 Stat. 642.) stance, of any size evidently purporting to be ei- ther of said flag, standard, colors, or ensign of § 3. Use of flag for advertising purposes; mutila- the United States of America or a picture or a tion of flag representation of either, upon which shall be Any person who, within the District of Colum- shown the colors, the stars and the stripes, in bia, in any manner, for exhibition or display, any number of either thereof, or of any part or shall place or cause to be placed any word, fig- parts of either, by which the average person see- ure, mark, picture, design, drawing, or any ad- ing the same without deliberation may believe vertisement of any nature upon any flag, stand- the same to represent the flag, colors, standard, ard, colors, or ensign of the United States of or ensign of the United States of America.
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Old Glory, a Symbol of Freedom
THE PLEDGE OF ALLEGIANCE I remember this one teacher. To me, he was the greatest teacher, a real sage of my time. He had much wisdom. We were all reciting the Pledge of Allegiance, and he walked over. Mr. Lasswell was his name … He said: “I’ve been listening to you boys and girls recite the Pledge of Allegiance all semester and it seems as though it is becoming monotonous to you. If I may, may I recite it and try to explain to you the meaning of each word. I – me, an individual, a committee of one. Pledge – dedicate all my worldly goods to give without self-pity. Allegiance – my love and my devotion. To the Flag – our standard, Old Glory, a symbol of freedom. Where ever she waves, there is respect because your loyalty has given her a dignity that shouts freedom is everybody’s job. Of the United – that means that we have all come together. States – individual communities that have united into 48 states, 48 individual communities with pride and dignity and purpose, all divided with imaginary boundaries, yet united to a common purpose, and that’s love of country. Of America And to the Republic – a state in which sovereign power is invested in representatives chosen by the people to govern. For which it stands One nation – meaning, so blessed by God. Indivisible – incapable of being divided. With liberty – which is freedom and the right of power to live one’s life without threats or fear or some sort of retaliation. And justice – The principle or quality of dealing fairly with others.
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The History of the Pledge of Allegiance
REV: FINAL The History of the Pledge of Allegiance I stand before you this evening in the uniform of the Heroes of ’76, a side order of the National Sojourners. The uniform is representative of those worn by members of our Brother George Washington’s Continental Army and is, in part, a symbol of the commitment the National Sojourners make to Proudly Serve the Cause of Patriotism. Such service, however is not unique to individual Sojourners --- in fact, it could be said that Proudly Serving the Cause of Patriotism is a passion of all Masons. In fact, the roots and symbols of American patriotism have their birth in Freemasonry. The precepts and teachings of Freemasonry helped shape the birth of this nation and are exhibited by the many notable patriots listed on the roles of lodges across America and Europe. The lodge rolls include founding fathers, presidents, congressmen, representatives, governors, commissioners, mayors, and council members. The lodge rolls also include many Congressional Medal of Honor recipients, Generals, Admirals, unit commanders, line officers, and a wealth of the enlisted ranks. All are dedicated to the freedom granted to all mankind by the Great Architect of the Universe. Furthering the guarantee of freedom and the expression of one’s personal belief, the lodge rolls have notable religious leaders, civil-rights leaders, astronauts, inventors, industrialists, poets, authors, and entertainers that are all dedicated to the Semper Fidelis Lodge No. 680 Program ~ Pledge of Allegiance – 12 June 2013 Page 1 common cause of personal freedom of all mankind. Masons, in particular, were instrumental in inspiring many of our patriotic symbols and the means for expressing our patriotism.
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The Pledge of Allegiance to the Flag
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. How the words “UNDER GOD” came to be added to the Pledge of Allegiance to the Flag The Pledge of Allegiance to the Flag of the United States originated on Columbus Day, 1893. It contained no reference to Almighty God, until in New York City on April 22, 1951, the Board of Directors of the Knights of Columbus adopted a resolution to amend the Pledge of Allegiance as recited at the opening of each of the meetings of the 800 Fourth Degree Assemblies of the Knights of Columbus by the addition of the words “under God” after the words “one nation”. The adoption of this resolve by the Supreme Board of Directors had the effect of an immediate initiation of this practice throughout the aforesaid Fourth Degree Assembly meetings. At their annual State Meetings, held in April and May of 1952, the State Councils of Florida, South Dakota, New York and Michigan adopted resolutions recommending that the Pledge of Allegiance be so amended and that Congress be petitioned to have such amendment made effective. On August 21, 1952, the Supreme Council of the Knights of Columbus, at its annual meeting, adopted a res- olution urging that the change be made general and copies of this resolution were sent to the President, the Vice President (as Presiding Officer of the Senate) and the Speaker of the House of Representatives. The National Fraternal Congress meeting in Boston on September 24, 1952, adopted a similar resolution upon the recommendation of its President, Supreme Knight Luke E.
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Teachers and the Pledge of Allegiance Laurie Allen Gallancyf
Teachers and the Pledge of Allegiance Laurie Allen Gallancyf INTRODUCTION In the 1988 presidential campaign, the news media devoted great attention to Governor Dukakis's veto of a statute requiring public school teachers to recite the Pledge of Allegiance as part of classroom instruction. Dukakis justified his veto on the grounds that the Pledge recitation requirement was unconstitutional, a claim he supported with a Massachusetts Supreme Court advisory opinion to that effect,' and Board of Education v Barnette,2 a 1943 Supreme Court case holding that requiring public school students to recite the Pledge violated their right to freedom of expression.' The constitutionality of the teacher Pledge requirement is of more significance than the paucity of lower court decisions on the question may suggest. Within months of George Bush's defeat of Michael Dukakis, public reaction to Texas v Johnson,4 the flag- burning case, underscored Americans' intolerance of unpatriotic views and, particularly, statements that are less than respectful of the American flag. Meanwhile, a number of states retain statutes 5 providing for Pledge recitation in public schools. The lower courts that have ruled on the teacher Pledge ques- tion have decided in favor of the teacher.' Most have found the t A.B. 1986, Princeton University; J.D. 1990, The University of Chicago. 2 Opinions of the Justices to the Governor, 372 Mass 874, 363 NE2d 251 (1977) (advi- sory opinion). 2 319 US 624 (1943). 3 For a contemporary account (and critique), see Walter Berns, Dukakis' Pledge Is Not to the Law, NY Times § 1 at 27 (Sept 10, 1988).
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American Symbols and Celebrations Objectives: Materials
L1 LESSON PLAN American Symbols and Celebrations Level: Literacy, Low Beginning Suggested Length: 1 class period Civics Test Questions Reading Test Vocabulary Writing Test Vocabulary #52—What do we show loyalty to American flag, states flag, free, states when we say the Pledge of Allegiance? United States, U.S. United States #95—Where is the Statue of Liberty? Columbus Day, Independence July #96—Why does the flag have 13 Day, Labor Day, Memorial Day, Columbus Day, Independence Day, stripes? Presidents’ Day, Thanksgiving Labor Day, Memorial Day, Presidents’ #97—Why does the flag have 50 What, When, Where, Who, Why Day, Thanksgiving stars? has, is/are/was, name has, is/was #98—What is the name of the a, for, in, of, on, the, to, we and, for, in, of, on, the, to, we national anthem? many, people blue, fifty, one, people, red, white #99—When do we celebrate Independence Day? #100—Name two national U.S. holidays. Related Test Item: #64--There were 13 original states. Name three. Objectives: Students will: • identify July 4th as Independence Day • understand the meaning of the Pledge of Allegiance and • name the national U.S. holidays and identify the explain its purpose respective dates for the current calendar year • explain the symbolism of the stars and stripes on the • discuss other well-known U.S. symbols and holidays American flag • name three of the 13 original states • identify the location of the Statue of Liberty • name the title of the national anthem Materials: Several wall calendars and pocket calendars for the current year U.S.
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One Nation Under God? a Constitutional Question Elk Grove Unified School District V
One Nation Under God? A Constitutional Question Elk Grove Unified School District v. Newdow On Wednesday, March 24, 2004, the Supreme Court will hear oral argument in Elk Grove Unified School District v. Newdow (No. 02–1624). The case involves a challenge by Michael Newdow, an avowed atheist, to state-sponsored recitation of the Pledge of Allegiance in the public school system that his daughter attends. Mr. Newdow asserts that the inclusion of the words “under God” in the Pledge renders it a religious exercise and that government sponsorship of recitals of the Pledge by children in public schools thus violates the Establishment Clause of the First Amendment. The U.S. District Court for the Eastern District of California ruled against Mr. Newdow, but the U.S. Court of Appeals for the Ninth Circuit reversed that judgment. In its initial opinion, issued on June 26, 2002, a three-judge panel of the Ninth Circuit held uncon- stitutional the 1954 Act of Congress that added the words “under God” to the Pledge of Allegiance. The court also held unconstitutional the practice of state-sponsored recitation of the Pledge in public schools. Sandra Banning, the mother of Mr. Newdow’s daugh- ter, then challenged his standing to bring the suit. Ms. Banning has no objection to the Pledge or to her daughter’s recitation of it in public school. On December 4, 2002, the Court of Appeals ruled that Mr. Newdow had standing to sue in his own name but not to sue on his daughter’s behalf. On February 28, 2003, the panel amended its opinion and withdrew its earlier ruling that the 1954 Act of Congress violates the Establishment Clause.
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CHAPTER VI SCHOOL RULES Sec. 6-1
CHAPTER VI SCHOOL RULES Sec. 6-1. Admission Requirements. No person shall be admitted to any school under the jurisdiction of the Board of Education without meeting the requirements for admission. No person seeking admission into any Chicago Public School who has been suspended or expelled for any reason from any public school in Illinois or any other state may be admitted without first completing the entire term of the suspension or expulsion, except on a case by case review by the Chief Education Officer or designee. Students who have been suspended or expelled from a private school, charter school or public school outside District 299 may not be allowed to enroll in a Chicago Public School if they were suspended or expelled for an offense for which expulsion is a possible sanction according to the Chicago Public Schools Student Code of Conduct. 6-1.1. Re-admission Requirements. A student who plans to leave the enrollment of a magnet school or selective enrollment school on a short-term basis due to a family circumstance may be considered for re-admission to the same magnet school or selective enrollment school pursuant to the eligibility criteria, documentation requirements and review process established by the Chief Executive Officer or designee. All such requests for re-admission are subject to determination by the Chief Executive Officer or designee. Sec. 6-2. Admission to Elementary School. All children residing in the City of Chicago are eligible, at the beginning of the school year, to enter kindergarten or first grade if they
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The Citizen's Almanac
M-76 (rev. 09/14) n 1876, to commemorate 100 years of independence from Great Britain, Archibald M. Willard presented his painting, Spirit of ‘76, Iat the U.S. Centennial Exposition in Philadelphia, PA. The painting depicts three generations of Americans fighting for their new nation’s freedom, one of whom is marching along though slightly wounded in battle. Willard’s powerful portrayal of the strength and determination of the American people in the face of overwhelming odds inspired millions. The painting quickly became one of the most popular patriotic images in American history. This depiction of courage and character still resonates today as the Spirit of ‘76 lives on in our newest Americans. “Spirit of ‘76” (1876) by Archibald M. Willard. Courtesy of the National Archives, NARA File # 148-GW-1209 The Citizen’s Almanac FUNDAMENTAL DOCUMENTS, SYMBOLS, AND ANTHEMS OF THE UNITED STATES U.S. GOVERNMENT OFFICIAL EDITION NOTICE Use of ISBN This is the Official U.S. Government edition of this publication and is herein identified to certify its authenticity. Use of the ISBN 978-0-16-078003-5 is for U.S. Government Printing Office Official Editions only. The Superintendent of Documents of the U.S. Government Printing Office requests that any reprinted edition clearly be labeled as a copy of the authentic work with a new ISBN. The information presented in The Citizen’s Almanac is considered public information and may be distributed or copied without alteration unless otherwise specified. The citation should be: U.S. Department of Homeland Security, U.S. Citizenship and Immigration Services, Office of Citizenship, The Citizen’s Almanac, Washington, DC, 2014.
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Ambivalence About Treason
Columbia Law School Scholarship Archive Faculty Scholarship Faculty Publications 2004 Ambivalence About Treason George P. Fletcher Columbia Law School, [email protected] Follow this and additional works at: https://scholarship.law.columbia.edu/faculty_scholarship Part of the Constitutional Law Commons, Criminal Law Commons, Military, War, and Peace Commons, and the National Security Law Commons Recommended Citation George P. Fletcher, Ambivalence About Treason, 82 N. C. L. REV. 1611 (2004). Available at: https://scholarship.law.columbia.edu/faculty_scholarship/1054 This Article is brought to you for free and open access by the Faculty Publications at Scholarship Archive. It has been accepted for inclusion in Faculty Scholarship by an authorized administrator of Scholarship Archive. For more information, please contact [email protected]. AMBIVALENCE ABOUT TREASON GEORGE P. FLETCHER* INTRO D U CTION ..................................................................................... 1611 I. TREASON IN ENGLISH AND AMERICAN LAW ........................ 1613 II. LIBERAL CRIMINAL LAW ......................................................... 1619 III. FROM FEUDAL TO LIBERAL CRIMINAL LAW ........................ 1621 IV. ADAPTATIONS OF TREASON TO LIBERAL PRINCIPLES ........ 1622 V. THE FUTURE OF TREASON ....................................................... 1624 C O N CLU SIO N ......................................................................................... 1627 INTRODUCTION Betrayal and disloyalty are grievous moral
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