Grade 02 Social Studies Unit 03 Exemplar Lesson 01: I Am an American

Grade 2 Social Studies Unit: 03 Lesson: 01 Suggested Duration: 5 days Grade 02 Social Studies Unit 03 Exemplar Lesson 01: I am an American

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis The focus of the unit is learning about America’s national identity. The lesson addresses landmarks, monuments and government buildings of the United States, national symbols, and map skills. Students explore the idea of freedom and recognize some of the ways that freedom and national identity are symbolized. Geography is included as well so that students continue to develop an understanding of where they are in the world. TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

2.1 History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:

2.1A Explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving.

2.1B Identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings.

2.3 History. The student understands how various sources provide information about the past and present. The student is expected to: 2.3A Identify several sources of information about a given period or event such as reference materials, biographies, newspapers, and electronic sources. 2.3B Describe various evidence of the same time period using primary sources such as photographs, journals, and interviews. 2.4 History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to:

2.4A Identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, John Hancock, and Theodore Roosevelt, who have influenced the community, state, and nation.

2.6 Geography. The student understands the locations and characteristics of places and regions in the community, state, and nation. The student is expected to:

2.6B Locate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes.

2.13 Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:

2.13B Identify historical figures such as Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASPs) and Navajo Code Talkers, and Sojourner Truth who have exemplified good citizenship.

2.14 Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to:

2.14A Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag.

2.14B Identify selected patriotic songs, including "The Star Spangled Banner" and "America the Beautiful".

2.14C Identify selected symbols such as state and national birds and flowers and patriotic symbols such as the U.S. and Texas flags and Uncle Sam.

2.14D Identify how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom.

Social Studies Skills TEKS

Last Updated 04/05/2013 page 1 of 16 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD Grade 2 Social Studies Unit: 03 Lesson: 01 Suggested Duration: 5 days 2.18 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 2.18D Sequence and categorize information.

2.19 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 2.19B Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 02 Social Studies Unit 03 PI 01 Complete a circle graphic organizer sorting symbols, landmarks, and people related to the community, state, and nation. Write a sentence explaining the relationship between community, state, and nation. Standard(s): 2.1B , 2.14C , 2.14D , 2.18D , 2.19B ELPS ELPS.c.3C , ELPS.c.5F

Key Understandings

Important symbols, customs, and celebrations represent American beliefs and principles that contribute to our national identity.

— How do our customs, symbols, and celebrations reflect an American love of freedom? — How do our customs, symbols, and celebrations reflect our national identity?

Vocabulary of Instruction

national identity patriotic celebration freedom symbol contribution

Materials

art supplies biographical information on John Hancock biographical information on Paul Revere books about American symbols, landmarks, and monuments chart paper colored pencils or crayons completed maps from Explore section blank U.S. map (1 per student) class U.S. map or atlases paper recording or video of the national anthem research materials

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.

Handout: Patriot Press (1 per student) Handout: Sketch and Scribe - Symbols Building and Monuments (optional, 1 per student) Handout: Historical Figure Graphic Organizer (2 per student) Handout: Celebrate Freedom Week Map Instructions (1 per student) Handout: Celebrate Freedom Week Matching Cards (cut apart, 1 set per pair of students)

Resources

www.bensguide.gov www.whitehouse.gov

Last Updated 04/05/2013 page 2 of 16 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD Grade 2 Social Studies Unit: 03 Lesson: 01 Suggested Duration: 5 days Advance Preparation

1. Become familiar with content and procedures for the lesson, including information about important symbols, customs, and celebrations that represent American beliefs and principles that contribute to our national identity. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Prepare materials and handouts as needed.

Gather trade books, websites, videos, and sections of textbooks that relate to American landmarks, monuments, government buildings, symbols and the patriots John Hancock and Paul Revere. When selecting materials to share with students look for primary sources (materials produced when the events happened) as well as secondary sources (contemporary materials about the past). Prepare stations for Day 1 of instruction. Include in the stations information that will help students gain knowledge about important symbols, customs and celebrations that represent American beliefs and principles that contribute to our national identity. Use district resources and other resources. Refer to the content TEKS listed above and the specificity on the IFD for guidance on information to include. Find a recording or video of a performance of the national anthem. Prepare Celebrate Freedom Matching Cards for Day 2

Background Information

National identity – the defining criteria and shared heritage by which a people define and recognize themselves as a people. In America, components of national identity include a love of individualism, inventiveness, and freedom. These are reflected in our customs, symbols, and celebrations. Americans exhibit a love of country and freedom and celebrate people who exhibit inventiveness and individualism. These beliefs are reflected in the things we celebrate and the actions we take. Customs build a shared heritage. Thanksgiving Day with the customary family turkey dinner Independence Day with parades and fireworks Singing patriotic songs such as the national anthem before sporting events Starting meetings and the school day with the presentation of the flag and “Pledge of Allegiance” Standing for the U.S. flag at the beginning of parades, at sporting events, etc. Symbols and celebrations reflect and reinforce our beliefs and heritage. Individualism – reflect the country’s culture, but be faithful to your own unique self Our love of freedom (e.g., Constitution Day, Independence Day, Memorial Day, Veterans Day) Symbols of freedom (e.g., Liberty Bell, Independence Hall, patriotic songs, U.S. flag, Uncle Sam, bald eagle) Celebrations honor people who exhibit individualism and inventiveness. Exhibit inventiveness (e.g., Robert Fulton) Love of freedom (e.g., Paul Revere, Sojourner Truth, Veterans Day, Abigail Adams, WASPs of WW II, Navajo Code Talkers of WW II, Thurgood Marshall, Founding Fathers) Exhibit individuality (e.g., Amelia Earhart)

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures Notes for Teacher ENGAGE NOTE: 1 Day = 50 minutes Suggested Day 1 – 10 minutes

1. Present a performance of the national anthem, "The Star-Spangled Banner" Materials: (many versions are available). recording or video of the national anthem 2. Put students in groups of four. chart paper 3. Distribute to each group a piece of chart paper. Purpose: 4. Students think about, discuss, and then list everything they know about the Activate background knowledge to hook students into Celebrate national anthem. (They can use words or pictures to describe the lyrics, places Freedom Week. the anthem is performed, or anything else they know about it.) TEKS:2.14 A, 2.14B, 2.19B Instructional Note: 5. One student from each group shares what their group wrote about the national Students new to the U.S. might need more exposure to the anthem. national anthem. Sporting events and the Olympics might be

Last Updated 04/05/2013 page 3 of 16 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD Grade 2 Social Studies Unit: 03 Lesson: 01 Suggested Duration: 5 days 6. Teacher scribes student learning to create an anchor chart to post in the good examples to show students. classroom. 7. Students recite the pledge as they do every morning, this time listening for the word freedom, or other words for freedom (synonyms like liberty or independence). 8. To introduce the ideas for this lesson, use questions such as:

Why do we sing the national anthem at a baseball game? Why is the national anthem played at the Olympics when the United States wins a medal? Is our national anthem a symbol for our country? Is the Pledge of Allegiance a symbol of our country? What do the national anthem and Pledge say about freedom in the United States of America?

EXPLORE – The Patriotic People and Symbols Suggested Days 1 and 2 (cont’d) – 40 minutes each day

1. Set up five stations for reading, discussing, and gaining content knowledge about Materials: patriotic symbols and people. (Refer to content TEKS listed above for guidance on information to include.) books about American symbols, landmarks, and monuments The Patriot Press (Handout: Patriot Press, 1 copy per student) biographical information on Paul Revere Trade books, social studies textbooks, and other materials with specific biographical information on John Hancock applicable sections identified chart paper Biographical information on Paul Revere Biographical information on John Hancock Attachments: Computers with access to approved websites and list of approved websites Handout: Patriot Press (1 per student) where students can find more information about monuments, landmarks, and Handout: Historical Figures Graphic people Organizer (2 per student) Handout: Sketch and Scribe - Symbols 2. Post a chart titled “National Identity” in the room. Building and Monuments (optional, 1 per 3. Share with students that the symbols, patriots, landmarks, celebrations, and student) songs that we are learning about are all part of America’s National Identity – ways Purpose: we identify who we are as a people (Americans). An identity is how we are known. Students gain information about national landmarks, All of these things that we are learning about help us know what is important to the monuments, symbols, buildings, and patriots. people of our country. TEKS: 2.1B, 2.14C, 2.14D, 2.18D, 2.19B 4. Divide students into small groups (4 students or fewer) that will process through Instructional Note: the stations. There may need to be multiple stations for each 5. Distribute the Handout: Historical Figures Graphic Organizer (2 per student) category so students can visit each station in and the Handout: Sketch and Scribe- Landmarks, Monuments and Symbols small groups of 4 students or fewer. (optional, 1 per student). The Handout: Patriot Press is just one resource the students can use. Trade books, websites, 6. Students visit the stations, gaining information about the topics required and textbooks, and videos could also be used. The taking notes on the appropriate form: Patriot Press will give them practice reading Handout: Historical Figures Note Taking Sheet (one for Paul Revere and articles. This exposure to a different form of one for John Hancock) expository text aligns with their ELAR TEKS. Handout: Sketch and Scribe - Symbols Building and Monuments Research materials about symbols, landmarks, Paul Revere and John Hancock need to be a 7. Students discuss with a partner information that they learned traveling through the stations. mixture of primary sources (materials produced at the time of the historical event) and secondary sources (contemporary materials about the past). Make sure to review all materials and websites according to district policy. A good technique is to create a links page with approved websites.

EXPLAIN – Sharing learning Suggested Day 2 (cont’d) – 15 minutes

1. Students discuss with a partner information that they learned traveling through the TEKS: 2.4A, 2.13B, 2.19B stations on Day 1. Purpose: Relate good citizenship to the historical figures studied during 2. Students each choose two of the sentence stems below to complete and turn in. Celebrate Freedom Week. Relate symbols and historical figures (Add other questions based on materials provided for the stations.) to the national identity of the United States. One important American symbol is (White House, Uncle Sam, Bald Eagle, Rose). It is important to America because ______. Paul Revere ______. John Hancock ______.

Last Updated 04/05/2013 page 4 of 16 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD Grade 2 Social Studies Unit: 03 Lesson: 01 Suggested Duration: 5 days

3. Students place their sentences around the term "National Identity" on the chart created during the Explore section above. 4. Facilitate a discussion to lead students to understand that all of these things help make up the national identity of the United States.

EXPLORE Suggested Day 2 (cont’d) – 35 minutes

1. Distribute the Handout: Celebrate Freedom Week Cards (1 set per pair of Materials: students). chart paper 2. Students play a matching game with Celebrate Freedom Cards. Students can play Memory or Go Fish to make matches between the pictures and the definitions that Attachments go with them. Handout: Celebrate Freedom Week Matching 3. Students take turns until all the matches have been made. Cards (cut apart, 1 set per pair of students) 4. Students can shuffle the cards and play again to add to their familiarity with the TEKS: 2.1A, 2.14C, 2.14D symbols, landmarks, and their meanings. Purpose: 5. After students have played the game, they select all of the pictures and definitions Students explore national symbols, songs, landmarks, and the that have to do with freedom. pledge to the flag. Students gain familiarity while exploring the idea of freedom and why it is important to the United States as a nation.

EXPLAIN Suggested Day 3 – 20 minutes

1. Students illustrate freedom. Students can draw the symbols and patriots that they Materials: have learned about, or they can draw something from their own experience. paper 2. Students share their drawings and explain what in their drawing represents art supplies freedom. research materials 3. Facilitate a discussion where students share their ideas about why they think TEKS: 2.1A,2.4A, 2.13B,2.14C, 2.14D, 2.19B freedom is important to America. Allow students to share with a shoulder partner Purpose: before sharing with the class. Illustrate the students' understanding of freedom and how it 4. Under their drawing, students finish the sentence stem: relates to the national identity of the United States. Instructional Note: Freedom is important to America because… Students may need guidance in knowing why freedom is important. Freedom is important because we won our freedom or independence from England. Freedom is also important because people want the freedom to make choices.

EXPLORE – Celebrate Freedom Map Suggested Day 3 (cont’d) – 20 minutes

1. Distribute to students: Materials:

Handout: Celebrate Freedom Week Map Instructions blank U.S. map (1 per student) blank map of the United States class U.S. map or atlases colored pencils or crayons 2. Students mark their blank U.S. map following the directions on the Handout: Attachments: Celebrate Freedom Week Map Instruction page. 3. Students mark locations on their maps that relate to the symbols, landmarks, Handout: Celebrate Freedom Week Map government buildings, monuments, and patriots that were researched earlier this Instructions (1 per student and 1 for week. display/projecting)

Purpose: Students review learning related to Celebrate Freedom Week, as well as practice geography skills. TEKS: 2.1B, 2.6B, 2.14C, 2.14D, 2.18D, 2.19B

EXPLAIN – Sharing the Map Suggested Day 3 (cont’d) – 10 minutes

1. Divide students into triads. Materials:

2. Students take turns sharing what the markings on their maps mean, checking their completed maps from Explore section learning as they share with their partners, and adjusting information on their maps. TEKS: 2.1B, 2.6B, 2.14C, 2.14D, 2.18D, 2.19B Purpose: 3. Ask students if they see a theme or a connection between the symbols they have Provide students with an opportunity to explain the significance learned about. of the places labeled on their map. Instructional Note:

Last Updated 04/05/2013 page 5 of 16 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD Grade 2 Social Studies Unit: 03 Lesson: 01 Suggested Duration: 5 days Students should make the connection of freedom with many of the symbols and landmarks they have learned about. Ask: Why do you think so many of the symbols have to do with freedom? Freedom must be an important concept to Americans if it is reflected in our national anthem, pledge and national symbols.

ELABORATE – Relating concepts Suggested Day 4 – 20 minutes

1. Facilitate a discussion where students elaborate on what they have learned, tying learning to the Key Understanding and Guiding Questions.

Important symbols, customs, and celebrations represent American beliefs and principles that contribute to our national identity.

— How do our customs, symbols, and celebrations reflect an American love of individualism, inventiveness and freedom? 2. Continue the discussion, encouraging students to relate their learning to the celebration of freedom this week.

EVALUATE – Community, State, and Nation Suggested Day 4 (cont’d) – 30 minutes

Grade 02 Social Studies Unit 03 PI 01 Purpose: Complete a circle graphic organizer sorting symbols, landmarks, and people related to the Students tie the information learned about symbols, landmarks, community, state, and nation. Write a sentence explaining the relationship between community, and historical people to the idea that these things and people state, and nation. remind us of who we are and what is important to us (our Standard(s): 2.1B , 2.14C , 2.14D , 2.18D , 2.19B freedom). These things and people and ideas bind us together ELPS ELPS.c.3C , ELPS.c.5F as a community of good citizens at the local, state, and national levels. The local community is in the state of Texas. Texas is a state within the country of the United TEKS 2.1B, 2.14C, 2.14D, 2.18D, 2.19B States. Example of a possible graphic organizer:

Last Updated 04/05/2013 page 6 of 16 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD

Patriot Press Social Studies

Symbols: They stand for our country

Symbols represent nessman who provid- The bald eagle was Volume 1, Issue 1 something, usually an ed meat for the US chosen because it can Newsletter Date idea. In the United soldiers during the make people think of States we have many War of 1812. He freedom, strength, symbols that are pat- stamped the barrels and courage. riotic. Patriotic means with the letters US so Celebrate Freedom that they inspire the everyone would know Week love of our country. that the meat was for the army. The sol-  Is celebrated in every Uncle Sam is one of public school in Texas! those symbols. Uncle diers joked that the meat was from Uncle  Is a time to learn about Sam is usually drawn The Rose is our na- American Identity. with a white beard Sam. tional flower. This and a red, white, and symbol was chosen  Covers symbols, customs, blue top hat. He is because the White celebrations and some history! dressed in striped House has a famous pants and was once rose garden and  Also, includes Constitu- on military recruiting George Washington, tion Day. posters that read, The Bald Eagle is American’s first presi- “Uncle Sam wants another symbol of our dent, bred roses. you.” nation. The Bald Ea- Uncle Sam was based gle appears on our Inside this issue: on a real person. Sam national seal and Wilson was a busi- some of our money. Symbols 1

White House 1

The White House – Who knew? Paul Revere 2

John Hancock 2 Did you know that every Did you know the presi- Did you know that in the president except George dent’s office is in the whole world the White Washington has lived in White House and it is House is the only home of Celebrations 3 the White House? called the Oval Office? a country’s leader that is open to the public free of Did you know the White Did you know the address charge? Customs 3 House is in the nation’s for the White House is capital, Washington D.C.? 1600 Pennsylvania Ave- There is much to know nue? about the White House! The Capitol 3

Page 2 Patriot Press

Paul Revere – More than Just a Silversmith!

Paul Revere was a silver- that was written about him smith (he made things out warning the colonists that of silver), he planned ways the British were coming. for people to be warned during the Revolutionary war and he was a Son of Liber- Although his ride is the ty. most famous, 40 different riders went through the area with the warning. Re- However, Paul is most fa- vere was arrested and ques- mous for his midnight ride. tioned by the British. There is a famous poem

The US Capitol – The original super dome

The US Capitol is where the legisla- tive (law making) branch of our government works. It is in Washington D.C. and is famous for its iron dome. The Statue of Liberty would fit A statue representing freedom stands inside the dome of the Capitol! on top of the dome.  The Capitol Dome is 287 and a half feet tall.  Also, many statues are on dis-  The US Botanic Garden is part play inside the Capitol. of the Capitol complex.

John Hancock – the first to sign!

John Hancock was a wealthy ple are asking for a signature, merchant in Boston. He was able they will say, “I need your John to use his influence and money to Hancock.” help with the American Revolu- The Declaration of Independence tion. was the document that told the He was the first signer of the King of England that America Declaration of Independence. His wanted to be its own country. signature is the largest on the paper. Sometimes now when peo-

Volume 1, Issue 1 Page 3

The Star Spangled Banner – Do you know what to do?

“The Star Spangled Banner” is also expected that people will our national anthem. It is the remove their hats. song that represents our coun- The words to the Star Span- try. Sometimes you hear it at gled Banner were written by athletic events like baseball Francis Scott Key in 1841 dur- games or NASCAR races. ing the Battle of Ft. McHenry. Did you know there are spe- This took place during the cial rules for the national an- War of 1812. them? Citizens are to stand The music was written by respectfully with their hands John Stafford Smith. The song on their hearts during the became our national anthem song. Also, they are to either in 1931. face the flag or the music. It is

The Pledge of Allegiance

In Texas, we say the pledge to the The Pledge of Allegiance United States flag and the pledge to I pledge allegiance to the flag the Texas flag every day. of the United States of America We stand facing the flag and put our right hand on our heart while we say and to the republic, for which is stands the pledge. one nation under God A pledge is a promise. It is important Indivisible to understand what we are promising 1892 but is has been changed over With liberty and justice for all. to do when we recite the pledge. the years. The pledge was originally written in

Patriotic Celebrations!

Patriotic Celebrations help us remem- or and remember people who have day for decorating the gravestones of ber our country’s history and some of served in the military. veterans who have died. the important people that shaped our Independence Day is celebrated July country. 4th. This is the anniversary of the sign- Some of the patriotic celebrations that ing of Declaration of Independence. It we will learn about in second grade are is usually celebrated with fireworks. Veterans Day, Independence Day, and Memorial Day is celebrated on the last Memorial Day. Monday in May. It is a day to remem- Veterans Day is November 11th each ber those who died in service to our year. Communities use this day to hon- country. Many communities choose this

Social Studies

Constitution Day

Our Constitution (the izenship and to show set of laws that forms love for our country. our rights and responsibilities as citizens) was Look online and read signed on September parts of the Constitu- 17, 1787. tion. Older students in your school will be Constitution Day is cel- learning to read the ebrated in public preamble (beginning) of schools all over the na- the Constitution. Photo credit (all): tion. This is a day to Microsoft. (Designer). (2010). Clip learn about our rights art [Web Graphic]. Retrieved and responsibilities, cit- from http://office.microsoft.com/ en-us/images/

The White House 1.

The Capitol 1.

Uncle Sam 1.

The Bald Eagle 1.

The Rose 1.

The U.S. Flag 1.

Grade 2 Social Studies Unit: 03 Lesson: 01 Historical Figures Graphic Organizer

Celebrate Freedom Week Map Instructions

Use an atlas to help identify where to draw things on the U.S. map.

1. Draw an eagle on the state of Minnesota. This is the home of the National Eagle Center. The Bald Eagle is our nation’s bird. It is a symbol of freedom.

2. Draw a red rose on Virginia. This is where George Washington’s home is. He bred roses at Mount Vernon.

3. Draw a quill pen on Pennsylvania. This is the state where John Hancock signed the Declaration of Independence. The Declaration of Independence was a letter to the King of England declaring that we wanted our freedom.

4. Draw a lantern on Massachusetts. This is the state where Paul Revere made his ride. He rode to warn others the British were coming, so they could fight for freedom.

5. Draw a star on Washington, D.C. This is our nation’s capital and home of the White House and U.S. Capitol.

6. Draw a top hat on New York. This is the state that was home to Sam Wilson, who Uncle Sam was named for. Uncle Sam is a patriotic symbol. He was used to recruit soldiers.

7. Draw a U.S. Flag on Texas. One of the stars on the flag stands for our state. The Flag is a symbol of bravery and freedom.

The Bald Eagle is our national bird and a symbol of freedom.

The red rose is our national flower, a reminder of the rose garden of the White House.

The U.S. flag. The 50 stars represent the 50 states and the 13 stripes represent the

original 13 colonies.

Uncle Sam is a symbol of bravery and freedom for the United States. He was used on recruiting posters.

The pledge to the flag is a promise to be loyal to the United States. It promises liberty or freedom to

all.

The White House is the home of the US president. It is open to the public and many people visit it each year.

The U.S. capitol is where our nation’s laws are made. It is in Washington, D.C.

Fireworks are a traditional part of the 4th of July. On the 4th, we celebrate our independence or freedom from England.

On Memorial Day, people across the nation remember military members that died protecting America’s freedom.

All: Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/