New York State: the Statue of Liberty

New York State: The Statue of Liberty Grade 4 Beth Smith

Unit outcome addressed by this lesson:  Students will become familiar with the history, significance, and physical facts of this famous landmark/sculpture. This lesson plan will take more than one class period to complete.

Lesson objectives:  Students will experience the size and proportions of the statue  Students will be able to indicate/name the location of the statue on a map of New York State and explain one reason for this location choice.  Students will be able to describe at least two historical events that happened at the time of the statue’s creation and/or dedication  Students will give an example of an item that represents an idea, thought, or feeling, and apply this knowledge to the ideals that the statue represents.  Students will visually recognize the statue, including the various parts (tablet, torch, crown), and be able to recall physical and historical facts about the statue

Introductory Activity: Comprehension of the terms “represent” “symbol” and “symbolism”  Show the class a $1.00 bill. Discuss: What is this? What can it do? WHY? What would you do with it? What is it made from? (Get ready for some great responses)

 Then ask: What would happen if I showed this bill to a goat? Why? (He would probably eat it because it doesn’t represent or symbolize anything else of worth to him)

 “This dollar bill is really a “symbol”. It represents value.” Quickly discuss other symbols – a heart, the U.S. flag, McDonalds golden M

 Show a picture of the Statue of Liberty. Activate prior student knowledge by asking what this symbol/landmark represents to our state and country

ACTIVITIES

1 1. Read aloud Statue of Liberty and Ellis Island Coloring Book, by A. G. Smith, Dover Publications, NY, 1985. ISBN 0-486-24966-2.

2. Discuss the ideals that the Statue represents to our state and country as mentioned in the reading. Students may make a list in their state journals or take notes for writing a paragraph at a later time.

3. Symbols within a symbol - students label Statue illustration with the following: A. 7 rays in crown represent the seven seas and seven continents of the world B. Tablet has date engraved: July 4, 1776 (Independence Day) C. Broken chains at feet – the chains of tyranny D. Torch – Light of freedom shining for all

4. A. Divide students into groups. Discuss size of Liberty’s features, fill in a chart with measurements and facts:

B Face – 10 feet wide . Find Length of nose – 4 feet, 6 inches an Length of face from chin to top of head – 17 feet, item 3 inches or an Height of statue – 151 feet area Height including the pedestal – almost 306 feet in the 354 steps inside the statue and pedestal 25 viewing windows in the crown Statue was made from copper (as in a penny) hammered over wood and plaster forms Statue was a gift from France as a symbol of friendship and sympathy regarding the death of President Lincoln

classroom that is approximately the same size as Liberty’s face and nose. Compare the height of the statue to the height of your school building, flagpole, or whatever is nearby and appropriate for comparison.

5. Statue of Liberty Drawing Activity: See attached step-by-step instructions, taken from Book Five of the Draw-Write-NOW series by Marie Hablitzel and Kim Stitzer. STUDENT MATERIALS: Drawing paper, pencil, colored pencils, background construction paper.

6. Immigration to the United States: Read trade books at student level. Discuss; students write outline for informative paragraph to include in their New York State Notebook. Suggested books: Dreaming of America – An Ellis

2 Island Story by Eve Bunting, Troll Press; and Watch the Stars Come Out by Riki Levinson, published by E.P. Dutton.

Assessments:  Students will study Statue of Liberty facts chart and outline notes and will complete a 20-question short answer/multiple choice quiz

 Students will write an outline and rough draft of a paragraph about the Statue of Liberty and/or immigration to the United States through Ellis Island. Outlines and rough drafts will be edited by the teacher (and peer groups if desired). Final drafts will be graded based on the following rubric: A. Facts and historical information included, 25% B. Symbolism explained, 25% C. Correct punctuation and spelling, 25% D. Neatness and handed in on time, 25%