Field Trip Experience Curriculum Booklet

Elementary Level

M. Adams 2012 2

Hello!

Thank you for booking a Field Trip Experience with Historic Philadelphia, Inc! This book contains curricular development resources, lesson ideas, and other materials to help maximize the educational value of your Field Trip. It has been developed by educators, for educators, to help build meaningful connections between classroom instruction and site visitation.

We hope you find these materials beneficial in supplementing your classroom instruction. We are happy to work with you to alter, improve, or create any materials to better meet the needs of you and your students.

We look forward to working with you and your students to create an unforgettable, personalized, fun, and educational experience!

Sincerely,

The Historic Philadelphia, Inc. Education Team 3

Table of Contents

Introduction and Purpose 4

Betsy Ross House “Basic Facts about Betsy Ross” 5 “The Betsy Ross Controversy” 7 “Site Visitation Curriculum Planning” 9 Thematic Learning Topics Discussion/Learning Topics and Questions for BEFORE, DURING, and AFTER your visit

Story Stroll “What is Oral History and Why Does It Matter?” 14 Story Synopses 15 “How to Become a Storyteller” writing and public speaking program 16

Liberty 360 “What Are Symbols and Why Do We Use Them?” 22 “What Are They?” worksheet 23 “Create Your Symbol” worksheet 24

Thanks! 25

Appendices A. Curricular Standards 26 B. References 31 C. Education Department Contact Information On-going curricular development and lesson planning 32

Dear Educator,

This is a brief description of the goals, contents, and rationale of this booklet and the field trip experience it supplements. Historic Philadelphia, Inc. (HPI) is dedicated to making our nation’s history relevant and real through interpretation, interaction, and education, strengthening Greater Philadelphia’s role as the destination to experience American history. To achieve those ends, this education programming has been designed by educators to strengthen the connections between classroom instruction and “real world” site visitations. It has been developed in compliance with curricular standards as developed by the National Council for the Social Studies (NCSS) and the National Council of Teachers of English (NCTE).

In order to meet the educational and curricular needs and expectations of educators and administrators, this booklet includes writing prompts, discussion/learning topics, and other lesson materials to root HPI field trip experiences in the context of classroom instruction. The “Betsy Ross House” section of this booklet contains substantial background information on the historical figure and her home. It also contains seven thematic topics that focus student learning with appropriate questions and issues for before, during, and after your private tour of the House. All of these learning topics are noted with the various NCSS “Themes” they cover.

The “Story Stroll” section contains background information on Oral History to set up the field trip experience as a meaningful event for effective instruction. In addition to the Anticipatory Activity, the section also includes a longer-term writing and speaking project entitled “How to Become a Storyteller.” This program is based heavily on the NCTE “Anchor Standards” and “Common Core Standards” for Writing and Speaking and Listening.

The “Liberty 360” section contains materials that relate the 360º, 3-D movie experience to NCSS standards regarding the significance, meaning, and use of symbols to express ideals and beliefs.

At the end of this booklet in Appendix B is a list of resources and references which give an indication of the contemporary theories of and research in education used in the development of these materials. Strong focus has been placed on effective questioning and listening, establishing a “mental set” through anticipatory activities, providing for continuity of instruction between the classroom and “real world” experience, and using literacy and language arts skills in specific content areas. Theories regarding cross-curricular instruction, effective classroom management, and content representations have also played major roles in the development of this programming.

Any part of this booklet may be reproduced or altered to fit your specific classroom instruction needs. HPI’s Education Team will be more than happy to assistant in altering these materials, creating new ones, or finding any other ways to personalize the field trip experience for you and your students. Should you want or need assessments, assessment ideas, additional writing prompts, or any other way to measure the educational success of your HPI experience, please do not hesitate to ask!

If more materials or descriptions regarding the education theories and curricular standards used in the creation of this book would help you, your team or curriculum leader, or your administrator in any way, those, too, can be provided.

We are here to help maximize the educational value of your field trip experience. Please let us know any way we can do that and we will do our best to make sure those needs have been met. We want your field trip experience to be unforgettable, personalized, fun, and educational. Please tell us what we can do to make that happen! -The Historic Philadelphia, Inc. Education Team 5

Betsy Ross House

Basic Facts about Betsy Ross

Betsy Griscom—Childhood

 Born Elizabeth Griscom in New Jersey on January 1, 1752, the 8th of 17 children.  Betsy and her Quaker family lived in a large home on 4th and Arch.  As a teen, she apprenticed at John Webster’s upholstery shop near 2nd and Chestnut.

Betsy and John Ross

 John Ross was also an apprentice to Webster.  John Ross was the son of Aeneas Ross, the assistant rector of Christ Church.  Betsy and John eloped in November of 1773.  Betsy’s family and the Quakers did not approve of Betsy marrying outside of her faith. She was disowned by her family and read out of meeting (banned from practicing Quakerism).  She attended church services with her husband at Christ Church.  Betsy and John ran an upholstery shop together on Chestnut. Benjamin Franklin and Benjamin Chew were among their customers.  John Ross served with the Pennsylvania militia, guarding guns and ammunition.  John Ross died at his home and was buried in Christ Church Cemetery on January 21, 1776.

Betsy and Joseph Ashburn

 Betsy and Joseph Ashburn, a sea captain, were married at Old Swede’s Church on June 15, 1777.  Betsy made musket cartridges for the Continental Army in winter of 1777/78.  Betsy and Joseph had two daughters together, Zillah and Eliza. Zillah died as an infant.  Captain Joseph Ashburn and his crew were captured by the British and taken to Old Mill Prison in England.  Joseph died from an unknown illness while at Old Mill Prison.

Betsy and John Claypoole

 John was captured by the British and taken Old Mill Prison. He was imprisoned with Joseph Ashburn.  Claypoole was released from prison on June 22, 1782.  Upon his return, Claypoole visited Betsy to tell her the news of her husband’s death.  John and Betsy were married on May 8, 1783 at Christ Church. 6

 In 1784, John and Betsy joined the Free or “Fighting” Quakers and worshipped at the Meetinghouse that is still standing on 5th and Arch.  Betsy taught the upholstery trade to John and they continued the business together.  The Claypooles did upholstery work for the state government in Independence Hall.  Betsy and John had five daughters: Clarissa Sidney, Susanna, Rachel, Jane, and Harriet. Harriet died as a child.

Betsy Ross—Flag maker

 Betsy’s story was first told publicly by her grandson, William Canby, at the Historical Society of Pennsylvania in 1870.  Canby, as well as Betsy’s daughters, granddaughters, and a niece, signed sworn affidavits stating that they heard the story of the making of the first flag from Betsy’s own mouth.  In 1776, three men—George Washington, Robert Morris, and George Ross, visited Betsy Ross in her upholstery shop. These three men made up the “Flag Committee.”  Washington showed Betsy a sketch of a flag with thirteen red and white stripes and thirteen six pointed stars.  George Washington asked if Betsy could make a flag. Betsy responded: “I do not know, but I will try.” This line was used in the sworn statements of many of Betsy’s family members, suggesting that it is a direct quote from Betsy.  Betsy suggested changing the stars to five points rather than six because it would be faster to sew. She showed them how to do it with just one snip of her scissors. They agreed to change the design to have stars with five points.  George Ross was the uncle of Betsy’s late husband, John.  The first flag was probably used in battle and did not survive.  On May 29th, 1777, Betsy Ross was paid a large sum of money from the State Navy Board for making flags.  On June 14th, 1777, Congress adopted the Stars and Stripes as our official national flag.  Betsy continued to make flags. From 1817-1828, Betsy and her daughter Clarissa were in the upholstery and flag-making business together. Together, they made hundreds of flags for the government.

Betsy Ross House and Courtyard

 The front of the house was built around 1740 and the later addition on the back was built sometime before 1760.  Betsy Ross lived in the house from about 1776-1779.  The offices were built in 1937, the gift shop in 1965.  The fountain was installed in the courtyard in 1974. The sculptor, Henry Mitchell, was famed for his ability to sculpt small animals. The cats have no real significance to Betsy Ross or the House.  The 19th century owners of the home added a large storefront window, removed the front staircase, removed fireplaces, and made other 19th century renovations.  The house was restored in 1937 with a $25,000 contribution from A. Atwater Kent and the architectural design of Richardson Brognard Okie.  Okie saved all of the old boards, nails, and architectural elements wherever possible. Where these elements could not be salvaged, he replaced them with pieces from demolished Colonial homes.  Betsy and John Claypoole were buried in our courtyard in 1976. She was originally laid to rest with her third husband at a Quaker cemetery on Fifth and Locust Streets, then at Mount Moriah Cemetery in southwest Philadelphia, and finally, in our courtyard. 7

The Betsy Ross Controversy

Betsy’s story came out in 1870 when her grandson, William Canby, made a speech to the Historical Society of Pennsylvania. How can we trust him?

 William Canby, along with Sophia B. Hildebrandt (Betsy’s granddaughter), Rachel Fletcher (Betsy’s daughter), and Margaret Donaldson Boggs (Betsy’s niece), all gave affidavits stating that Betsy Ross had told them the story of General Washington and the Flag Committee visiting her upholstery shop. The affidavits are virtually identical in their recollection Betsy’s story.1

 This type of history is called “oral history.” Many cultures, including American Indians, rely on oral history to pass important stories of their culture’s history from grandparents to grandchildren, generation after generation. More and more historians are seeing the value of oral histories as unique perspectives on the past.

How can we trust that Betsy Ross was telling the truth when she told her family the story?

 According to her family, Betsy Ross received a visit from the Flag Committee in late May 1776. Though General Washington was away commanding the army at the time, he made a special trip to Philadelphia from May 23 – June 5, 1776 to pick up military supplies.2 Betsy got the date right.

If Betsy Ross made the first flag, why was she not famous during her lifetime?

 At the time, flags were not revered like they are today. The flag was not a symbol of liberty or patriotism; it was simply a military supply like a tent or a uniform. Betsy Ross told her children and grandchildren the legendary story not because she had made the first flag, which was probably somewhat insignificant in her mind, but because she had met General George Washington, a great man who would later become the first President of the United States.

Why did Washington choose Betsy Ross for the special honor of making the Nation’s first flag?

 Washington didn’t choose Betsy for the special honor of making the Nation’s first flag because there was no special honor. The flag was just another military supply. He could just have easily asked her to make tents for the army, and asked a different upholsterer to make the flag.

 Deciding to conduct business with Betsy Ross would have been an easy one. George Ross, a member of Washington’s Flag Committee who was actively involved in defending the Delaware River from British

1 View the affidavits online http://www.ushistory.org/betsy/flagaffs.html 2 Miller, Marla, Betsy Ross and the Making of America, p. 174. 8

invasion, was her uncle by marriage. George Ross knew that Betsy had been recently widowed, and may have suggested helping the struggling young upholsterer.

Is there any hard evidence to support the claim that Betsy Ross made the first flag?

 Yes. Aside from strong circumstantial evidence,, there is also the minutes from the Navy Board from May 1777 that clearly state that Betsy Ross was paid for making a flag: “An order on William Webb to Elizabeth [Betsy] Ross, for fourteen pounds, twelve shillings, two pence for making ship’s colours [flag], &c, put into Richards store.”3 This is the earliest receipt for a flag on record.

 Fourteen pounds was an enormous sum of money for the time. This means that either Betsy made one very large flag, or that she made many small ones. The receipt from the Navy Board is not specific.

 About one month after Betsy Ross was paid, Congress passed the flag resolution on June 14, 1777: “Resolved, That the flag of the United States be thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new constellation.”4

Did Betsy make any other flags?

 Yes. Betsy made flags for over 50 years with the help of daughter Clarissa, many of which were government contracts. For example, in 1811, Betsy made over 50 garrison flags for the U.S. Arsenal on the Schuylkill River.5

3Navy Board minutes, May 1777, Pennsylvania State Archives, Harrisburg 4 Journals of the Continental Congress, Marine Committee, 14 June 1777, Library of Congress, Washington DC 5 “List of Camp Equipage & Tools Required in the Southern District,” 28 January 1811, Tench Coxe Papers, Historical Society of Pennsylvania. 9

Site Visitation Curriculum Planning

(Note: The Thematic Learning Topics and the Discussion/Learning Topics that follow are based on the curricular standards developed by the National Council for the Social Studies—noted in parentheses following each Topic— and contemporary education theory and pedagogy. Their intention is to serve as a foundation for using a site visitation to the Betsy Ross House in a manner which firmly roots the experience in students’ short- and long-term academic development. The topics can be developed into lesson plans or programs independently by the teacher or, for maximum effectiveness, with the assistance of Historic Philadelphia, Inc.

For information on the sources for the standards and educational theories on which these topics are based please see the Appendices B and C at the end of this book. )

Thematic Learning Topics:

1. Betsy’s life as a timeline (II.B, IX.B, IX.F)

2. How did being a Quaker affect Betsy’s life? (IV.E, IV.F, V.B, IX.F)

3. How did the American Revolution affect Betsy’s life? (IV.G, IX.F)

4. Compare and Contrast Betsy’s life with yours (I.A, III.G, VIII.A)

5. Why is it important to save and visit historic sites? (IV.B, III.G)

6. Retell the story of Betsy making the first flag. Do you think there are details missing in the story? Do you think there is more we need to know? Do you think she made the first American flag? (II.A, II.C., IV.H)

7. Why is Betsy Ross’ story important in American history? (I.C, VII.E, IX.F)

Discussion/Learning Topics and Questions for BEFORE, DURING, and AFTER Your Visit to the Betsy Ross House:

(Note: The organization of this section is intended to provide a framework in which to place a site visitation to enhance continuity with classroom instruction and ensure meaningful learning opportunities for diverse learners. The questions and topics below are meant to provide the teacher with concepts, themes, and issues that—when used BEFORE, DURING, and AFTER a site visitation—will increase the value of the visit in terms of student learning.

The “Before” topics are intended to provide a framework for anticipatory activities prior to site visitation. The “During” topics are intended to serve a sources for developing materials to make a visitation comparable to an effective Directed Reading-Thinking Activity. These questions and topics are formulated using the QUILT (Questioning and Understanding to Improve Learning and Thinking) framework (Walsh & Sattes, 2005) to emphasize effective, teacher-directed questioning and engage students in active learning. The “After” questions is designed to provide the teacher with a basis for developing valuable assessments and to link pre- visit classroom activity with the on-site learning during the Betsy Ross House visit.

Again, these topics are starting points and can be developed with or without the assistance of HPI’s Education Team to maximize the learning potential for students and educators.)

1. Betsy’s life as a timeline

Before Birth/Death/Burial Family/Marriages/Children/Grandchildren Education/Job Religion When was her famous story told?

During (Same as above) What happened to her family? Why did she get married three times? Did she always live in this House? Did she have any children when she lived in this House? When did Betsy stop working? Why? What did she do after her third husband died? When was she buried at the House?

After How can you compare your life (or that of someone you know) to Betsy’s or her children’s? What things are missing from your timeline and why don’t we know them? What surprised you most about Betsy’s life? What was the most interesting thing you learned about Betsy? How do you think Betsy’s life would be different if she lived during modern times?

2. How did being Quaker affect Betsy’s life?

Before What is religion? How does religion affect your life? What role does religion play in your life? What are some different religions and what do they believe?

During Who were the Quakers? What did they believe? Are there still Quakers? Why was Betsy a Quaker/Was Betsy always a Quaker? Who are other famous Quakers? Why is Philadelphia sometimes called “The Quaker City”?

After What are the similarities/differences between your religion and Betsy’s? Do you think religion played a bigger/smaller part in people’s lives in Colonial America than it does now?

3. How did the American Revolution affect Betsy’s life?

Before How can wars affect people’s lives? How long was the American Revolution? How old was Betsy when the American Revolution started/ended?

During What did Betsy do during the war? Did she know anyone who served in the war? Do we know if she supported the war and the American Revolution? How did the war affect people in Philadelphia?

After How do wars affect people differently/similarly now as compared to in Betsy’s time? How do you think you would have felt during the America Revolution? How was America different during the American Revolution than during wars now?

4. Compare and Contrast Betsy’s life with yours

Before Where/When were you born? What is your family like? What do the adults in your household do for a living? Describe your daily routine. What is your home like? Predict some differences you think you’ll see when we visit Betsy’s House.

During (Same as above) What did Betsy do for fun? Is Betsy’s House big/small/average compared to other Colonial homes in Philadelphia? Did Betsy own her house or did she rent it? Why is her store in her house? Was that normal in Colonial America? What was Philadelphia like in Betsy’s time?

After What differences/similarities did you see between your daily life and Betsy’s? Do you think life was harder, easier, or “just different” in Betsy’s time? Would you want to trade places with Betsy? Why/Why not? Do you think it would be harder for Betsy to live in our time or for you to live in Betsy’s time?

5. Why is it important to save and visit historic sites?

Before Have you been to any historic sites before? Which ones? Are there any historic sites you know of in your neighborhood? What do you think we can learn from visiting historic sites? What do you think will be similar/different between Betsy’s House and where you live?

During How old is the House? Was it all built at the same time? Did Betsy own or rent the House and did she always live here? Where in the House did she make American flags? Was this what the House looked like when Betsy lived here? Have any famous people ever visited the House? Did Betsy have any children in this House? Where did Betsy eat? Sleep? Keep her food? Go to the bathroom? Get water? Etc. How/Why is the House still here?

After What more do you know about Betsy by visiting her House? Do you think you could have learned these things if her House were no longer there? What’s different about where you live and where Betsy lived? Why do you think these things are different? What’s the same about where you live and where Betsy lived? Why do you think these things stayed the same? What rooms of Betsy’s House are parts of her flag-making story? What does it mean to you to visit a House George Washington visited during the America Revolution? Do you think life in Colonial America was easier or harder for the average person? Would you be able to live in Betsy’s House? Why/Why not? Draw a picture of the thing about Betsy’s House the surprised you the most. Why did this surprise you? Why is it important to preserve Betsy’s House (and other historic sites)?

6. Retell the story of Betsy making the first flag. Do you think there are details missing in the story? Do you think there is more we need to know? Do you think she made the first American flag?

Before Who was Betsy Ross? What is she famous for doing? How do we know this?

During (Same as above) Who wrote/told her story? When did people find out about Betsy making the first American flag? Can we trust the story is true? Was Betsy famous during her lifetime? Did Betsy design the flag? Why was Betsy chosen to make the flag? Did she make any other flags? How did she make the five-pointed stars?

After What was the whole flag-making story? What do you think is the best evidence that Betsy made the first flag? Do you think Betsy made the first flag? Why/Why not? Does it even matter if Betsy made the first American flag? Do you think we can trust that Betsy’s grandson told the truth?

7. Why is Betsy Ross’ story important in American history?

Before Who was Betsy Ross? What does the American flag mean to you? What do you think Betsy’s life was like outside of the flag story? How many women can you think of who have monuments or memorials?

During What was Betsy’s childhood like? What was life like for Betsy as she entered adulthood? How does Betsy’s story compare to those of other Colonial Americans? How does Betsy’s story relate to Philadelphia and American History? When did Betsy’s story become well-known?

After What was the most interesting/surprising thing you learned about Betsy’s life? Describe Betsy’s life without mentioning the making of the first American flag. What do you know now about Colonial women in America that you didn’t know before? Do you think Betsy would want to be famous for making the first American flag?

Story Stroll

What is Oral History and Why Does It Matter?

Oral history is a field of study and a method of gathering, preserving, and interpreting the voices and memories of people, communities, and participants in past events. Oral history is the oldest type of historical research. It predates the written word. It’s also one of the most modern types of historical research, initiated with tape recorders in the 1940s and now using 21st-century digital technologies.

In Doing Oral History, Donald Ritchie explains, “Oral History collects memories and personal commentaries of historical significance through recorded interviews. An oral history interview generally consists of a well- prepared interviewer questioning an interviewee and recording their exchange in audio or video format. Recordings of the interview are transcribed, summarized, or indexed and then placed in a library or archives. These interviews may be used for research or excerpted in a publication, radio or video documentary, museum exhibition, dramatization or other form of public presentation.

(Source: http://www.oralhistory.org/about/do-oral-history/)

Sometimes, oral histories on a topic will cause us to reevaluate what we know. However, it is important to understand that oral histories are a part of a bigger story. Noted historian Elizabeth Tonkin explains that oral history helps us to “understand how history as lived is connected to history as recorded.” Students can make this important connection through thoughtful lesson plans in the classroom.

Oral history projects provide primary source materials that aid us in our understanding of the past. From oral history interviews we gain what is often missing from textbooks—perspective. Oral history projects in the classroom give students a personal perspective, helping them connect to and make more meaning from the past.

Students can bring history to life by documenting the important stories of ordinary people. This is a process that helps students to think like historians as they become active participants in history rather than just consumers of it. Through preparing and conducting research on a topic, students also develop valuable research, listening, and communication skills.

(Source: http://oralhistoryeducation.com/)

Story Synopses

“Join or Die” Franklin creates the first American political cartoon—a segmented snake representing the different American colonies.

“The Librarian and the French Spy” A humble librarian makes his contribution to international intrigue that might just translate into French support for the struggling American colonies.

“The Bank War” President Andrew Jackson’s political battle to close America’s national bank that would impact the economy of our nation for almost 100 years!

“The Fiery Grimkes” The abolitionists Sarah and Angelina Grimke and the burning of Pennsylvania Hall in 1838.

How to Become a Storyteller

(based on Patriots, Pirates, Heroes, & Spies: Stories from Historic Philadelphia, Sandy Mackenzie Lloyd, Ed.)

How to Become a Storyteller

People love stories. Grandparents like to tell stories about when they were kids to their grandkids. Friends like to tell stories about something amazing or funny or awful to their pals while riding the bus. TV shows tell stories. So do movies and plays. People read stories in books. Sometimes they read them aloud so others can hear. Sometimes they read them silently just for their own pleasure. No matter what our age or interest, nearly everybody loves a great story.

What Makes a Story Great?

Stories come in all different shapes and sizes and forms. But a great story has:

 A good beginning¸ an interesting middle, and a tie-it-all up end.  A main character or characters, whether human, animal, vegetable, mineral, or…use your imagination! This main character is the “star” of the story.  A central event, around which the story revolves.

A great story also:

 Engages our senses and imagination. It encourages us to “see” or “smell” or “feel” even if we are just listening or reading.  Engages our emotions. A story can make us sad or happy or even laugh out loud.  Often makes us think and ask questions. What would I have done in that situation? What would it be like to live back then? How is my life similar or different?  Can pass down history or important information. For thousands of years people didn’t write their history; they told their history from one generation to the next.  Or, might have a moral. Does this story offer an important lesson?

Think about a story you like. What makes this story special to you? What is it about? Why do you enjoy it? Why do you want to read it more than once, or hear it over and over, or tell it to your friends? If you like this story, chances are someone else will like it too; and, that can be a great story to start with if you want to be a storyteller. ______

What Makes a Great Storyteller?

A storyteller shares a story with another person. A storyteller works hard to tell a good story and also give a good performance. A storyteller brings a story to life by using her voice and body to help give meaning and add interest. For example, if a story includes:

 Something about a hammer, a storyteller might use his hand and pretend to hold a hammer, and then pretend to use it to hammer a nail.  A scary part, the storyteller can use a scary voice and scary gestures to make the story even scarier!  A conversation between two people, the storyteller will play both roles, for example, using a high voice for a woman and a low voice for a man.  An animal, the storyteller might “become” that animal, making sounds like a horse, or a cat, or a chicken.

All of these make for a great story presented by a great storyteller. It takes some work and practice, but can be a lot of fun.

Getting Ready

Find a story you like.

 How does the story start? ______ What happens? ______ How does it end? ______ What is the plot of the story? ______ Who is the star of the story? ______ Who are the other characters in the story? ______

 When and where does it take place? ______

 If there is dialogue, what do the characters say and how do they say it? ______ What sticks out as the most memorable part of the story—the funniest part, the most dramatic part, the saddest part? ______

Now close your eyes and use your imagination. Think about the “world” of your story.

 What does the place look like where the story happens? ______ What do the people look like? Are they young? Old? Male? Female? ______ What clothes are they wearing? ______ What do their voices sound like? ______ Are there special noises in your story? Or smells? Or tastes? ______ How does the story make you feel? Happy, sad, amused, thoughtful, amazed? ______

Open your eyes and think about your story. Make notes about important facts or ideas or plot details. It often helps to write out the story for yourself using your own words. If you do, remember to have a good beginning, middle, and end. Make sure you have an interesting central character—the “star.” Use your imagination to bring the story to life.

Create the Story and Practice Storytelling

 Find a private place where no one can see or hear you.  Pretend someone is in the room with you.  Tell your story! Practice it; get the details right.  Make your characters lively and interesting.  Find a great punch line to end the story.

One trick to get started is to read the written version of your story aloud. Do it with drama and flair. Then, when you feel ready, put the written version aside and tell the story without it. Storytellers don’t read aloud from books. Practice the story so that you know it well and feel ready to share it with a friend.

Write Your Story ______20

______21

______

Perform the Story

It’s time to take the stage. Close your book. Hide your notes. Find a friend. Tell your story!

When you are finished, ask your friend is he or she enjoyed the story. Ask him or her:

 Was my story interesting?  What did you like?  Was there anything you didn’t understand?  What would make the story better and more fun to listen to?

Then look back at the original story.

 Did you forget anything important? ______ What changes would make the story better? ______ What changes would make the presentation—the storytelling—better? ______

Now, find another friend. Tell your story again, adding your improvements. Ask him or her for comments and think some more about what you can do to tell the story even better the next time. Then do it again! Just keep practicing until you know that both the story and your performance are “just right.” You will know what they are right because it will feel easy and natural for you to tell the story. Listeners will pay close attention. And they will laugh. Or cry. But best of all, they will applaud! That’s when you know…you are a storyteller!

Liberty 360

What are Symbols and Why Do We Use Them?

What are symbols? Why are they so powerful? Why do some people relate strongly to symbols while others are not so affected? What are the most basic understandings we can have in talking about symbols and what are some methods for figuring out if our identifications and interpretations of symbols are correct.

Many people are often amazed by the power of symbols and their larger meanings. In language and culture, when we try to express great meanings, we turn to symbols.

A symbol is an object or event that represents something more, or something other, than itself.

In your personal life, a particular stuffed toy comes to symbolize your relationship with someone; it is not because the relationship is like the stuffed toy, but because you associate it with the relationship. Maybe it was a gift that came to mean more to you than the toy, itself. Relationships often have such symbols: songs, places, rocks, anything, in fact. It becomes your symbol because of its special meaning.

Souvenirs can also be symbols of your experiences. You don’t go places just to buy souvenirs; but, you buy the souvenirs to remember where you went, what you did, and who you were with.

Symbols are also used in everyday life to express meaning without using words and are often instantly recognizable.

Here are some examples of everyday symbols. You probably know what they mean right away.

Can you think of and draw additional symbols you see in your everyday life? What do they stand for?

What Are They? Listen closely to the meanings behind the American symbols in Liberty 360. Then try to match each symbol with its description.

A strong symbol for “broken” promises of liberty The Founders’ “workshop” for creating a new nation

One was added to represent each new state A symbol to remind us to be ever watchful

An ancient symbol of love and order and beauty Presents our strength and courage in the “international language” “…because only the federal government can declare war.”

Represents the friendship between the United States Unchanging and France part of the flag…because our future is in our past.

Create Your Symbol After seeing Liberty 360 and learning about the symbols of American liberty, it’s your turn to create a unique symbol. Think of something or someone you could represent without words. Maybe it’s a place you’ve visited, a member of your family, a friend, or a hobby or interest. Use the space below to create a symbol to represent that person, place, or thing. Then write a brief description of what your symbol stands for and why you chose the symbol you did.

______

THANK YOU!

We hope you enjoyed your field trip experience with Historic Philadelphia, Inc!

We also hope these curricular development materials have been helpful in providing a context for the trip within your classroom instruction.

Again, if any additional information, resources, instruction ideas, or curricular materials can be provided PLEASE do not hesitate to contact a member of the HPI Education Team. Our contact information can be found in Appendix C of this booklet.

Thank you, again, for booking your field trip and experiencing American history with us. We look forward to working with you in the future!

Regards,

The Historic Philadelphia, Incorporated Education Team 26

Appendix A

A field trip experience organized through Historic Philadelphia, Inc. coupled with the materials in this packet meets at least the following national curricular standards.

National Council for the Social Studies

Early Grades Themes

Theme I: Culture A. Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns. C. Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior or people living in a particular culture.

Theme II: Time, Continuity, & Change A. Demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views. B. Demonstrate an ability to use correctly vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships. C. Compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past.

Theme III: People, Places, & Environments A. Describe how people create places that reflect ideas, personality, culture, and wants and needs as they design homes, playgrounds, classrooms, and the like.

Theme IV: Individual Development & Identity B. Describe personal connections to place—especially place as associated with immediate surroundings. E. Identify and describe the ways family, groups, and community influence the individual’s daily life and personal choices. F. Explore factors that contribute to one’s personal identity such as interests, capabilities, and perceptions. G. Analyze a particular event to identify reasons individuals might respond to it in different ways.

Theme V: Individuals, Groups, & Institutions B. Give examples of and explain group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture.

Theme VI: Power, Authority, & Governance A. Examine the rights and responsibilities of the individual in relation to his or her social group, such as family, peer group, and school class. B. Explain the purpose of government 27

C. Give Examples of how government does or does not provide for needs and wants of people, establish order and security, and manage conflict. F. Identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations.

Theme VII: Production, Distribution, & Consumption E. Describe how we depend upon workers with specialized jobs and the ways in which they contribute to the production and exchange of goods and services.

Theme VIII: Science, Technology, and Society A. Identify and describe examples in which science and technology have changed the lives of people, such as in homemaking, childcare, work, transportation, and communication.

Theme IX: Global Connections A. Explore ways that language, art, music, belief systems, and other cultural elements may facilitate global understanding or lead to misunderstanding. B. Give examples of conflict, cooperation, and interdependence among individuals, groups, and nations. C. Examine the effects of changing technology on the global community. F. Investigate concerns, issues, standards, and conflicts related to universal human rights, such as the treatment of children, religious groups, and effects of war.

Theme X: Civic Ideals and Practices A. Identify key ideals of the United States’ democratic republican form of government, such as individual dignity, liberty, justice, equality, and the rule of law, and discuss their application in specific situations. B. Identify examples of rights and responsibilities of citizens. C. Locate, access, organize, and apply information about an issue of public concern from multiple points of view. D. Identify and practice selected forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic. E. Explain actions citizens can take to influence public policy decisions. F. Recognize that a variety of formal and informal actors influence and shape public policy. G. Examine the influence of public opinion on personal decision-making and government policy on public issues. H. Explain how public policies and citizen behaviors may or may not reflect the stated ideals of a democratic republican form of government. I. Describe how public policies are used to address issues of public concern J. Recognize and interpret how the “common good” can be strengthened through various forms of citizen action.

National Council of Teachers of English

Anchor Standards

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). 29

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Appendix B

References

Blythe, Tina and Associates. The Teaching for Understanding Guide. San Francisco: Jossey-Bass, 1998.

Center for Civic Education. We the People: The Citizen & the Constitution. 2007.

Fisher, Douglas and Nancy Frey. Improving Adolescent Literacy: Content Area Strategies at Work. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall, 2008.

Johnson, Emilie Wright. Study Guide for Educational Psychology. Boston: Pearson A&B, 2007.

Kauchak, Donald P. and Paul D. Eggen. Learning and Teaching: Research-Based Methods. Boston: Pearson A&B, 2007.

Linn, Robert L. and M. David Miller. Measurement and Assessment in Teaching. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall, 2005.

“The Literary Apprentice." The College of DuPage. http://www.cod.edu/people/faculty/fitchf/readlit/ symbol1.htm. 2000.

Lloyd, Sandra Mackenzie, Ed. Patriots, Pirates, Heroes & Spies: Stories from Historic Philadelphia. New York: Grosset & Dunlap, 2008.

Marzano, Robert J. with Jana S. Marzano and Debra Pickering. Classroom Management that Works: Research-Based Strategies for Every Teacher. Alexandria, Virginia: Association for Supervision and Curriculum Development, 2003.

National Council of Teachers of English. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. http://www.corestandards.org/assets/CCSSI_ ELA%20Standards.pdf. 2010.

Task Force of the National Council for the Social Studies. Expectations of Excellence: Curriculum Standards for Social Studies. 1994.

Appendix C

For any additional information regarding the materials in this booklet or for help using, altering, expanding, or developing these or any other curricular materials, please contact us. If you just want us to help you write a few lesson plans related to the things you did and saw on your trip, we can do that, too! You can contact Historic Philadelphia, Inc.’s Education Team the following ways:

By phone: Mike Adams at 215-629-5801 x240 OR Alison English at 215-629-5801 x209

By e-mail: Mike Adams at [email protected] OR Alison English at [email protected]