The Discovery of a Nation a Teaching Unit for 1 Grade Prepared By

The Discovery of a Nation A Teaching Unit for 1st Grade

Prepared By: Shannon Mitchell Url: http://shannonmitchell.wmwikis.net/

Submitted as Partial Requirement for ED 405 Elementary and Middle Social Studies Curriculum and Instruction Professor Gail McEachron The College of William and Mary Spring 2010

Contents Historical Narrative Map/Globe Skills Lesson: U.S. Symbols and Locations Critical Thinking and the Arts: The Art of an American Symbol Civic Engagement: George Washington Global Inquiry: The Statue of Liberty Assessments: Objective and Essay Bibliography Appendix A: National and State Standards Expenses

Introduction Many great ideas, events, and people led to the discovery of our nation between 1763 and

1815. This most important period was known as the American Revolution. The American

Revolution brought freedom and independence from Britain. The Revolutionary War is one of the most important events in our country’s history. George Washington was an important leader that helped change our nation to include the way our government functions as a democratic society. Some of our greatest national symbols were adopted during this time period. These symbols are the American Flag, the Washington Monument, the Liberty Bell and the Statue of

Liberty. These famous American symbols are still very much a part of our country today.

Through the study of the American Revolution time period, various Social Studies standards are met. By learning and discussing the important events, people and symbols brought about through the American Revolution, two Virginia Standards of Learning are addressed.

History and Social Science SOL 1.4 and History and Social Science SOL 1.11 are addressed in this unit. See Appendix A for a complete list of the standards addressed in this unit. There are a few topics from these particular standards that will be covered in a different unit during the school year.

Students will gain knowledge of this time period that will serve as a solid foundation as they move forward in their education. This prior knowledge will be of great benefit to them and allow them to draw from it and build upon it. By learning and discussing the importance of

American figures and symbols, students will also have a better understanding of what life was like in that time period and how it has shaped the way we live today. This time period is important for the students to study because it helps them form an understanding of how our

2 democratic society was formed and they will be able to relate this to how rules are created and followed within their own lives, whether it is family, community, or country.

Key Ideas and Events The Revolutionary War was the most important event in our nation’s history. The colonists had become increasingly upset over the restrictions of freedom and taxes that Britain had place on them. In March 1765, the British Parliament passed The Stamp Act, which stated that all paper products used by the colonists must be produced and sold in England (Henderson,

2006). These paper products included all legal documents and newspapers. The British had acquired great debt in their involvement with the French and Indian War and this was a way to pay for that debt. This was the breaking point for the colonists who realized that they must fight for their independence from Britain.

The war officially began on April 19, 1775 when the British troops attacked in Lexington and Concord, Massachusetts. George Washington was appointed to lead the army that would fight for Americas Independence. There were battles in every colony with the heaviest fighting in South Carolina and New Jersey (Henderson, 2006). A major victory for the Americans was in

October1777, in Saratoga, New York. British General John Burgoyne’s army surrendered to

American troops. This was significant because this is when the French entered the war as an

American ally. The increase in French troops helped the Americans to win more battles and more importantly, they won the war with the help of the French. British General Charles

Cornwallis and his troops surrendered to American forces on October 19, 1781, in Yorktown,

Virginia(King, 1996).

While the war was going on, the colonists sent a letter to the King hoping for peace and reconciliation, this was known as the Olive Branch Petition (Henderson, 2006). The King did

3 not accept and instead, proclaimed that the colonists were rebelling. It was after this unsuccessful attempt of peace, that Congress formed a team to write the Declaration. The team consisted of John Adams, Benjamin Franklin, Thomas Jefferson, Roger Sherman, and Robert R.

Livingston. Thomas Jefferson wrote the draft of the Declaration of Independence. The

Declaration was the first official break from Britain and the first time that all colonies agreed to separate and become independent from Britain. This event in July 1776 symbolized the birth of our Country.

In 1777, the first American flag was created to symbolize the thirteen colonies and their newly found freedom. A man by the name of Francis Hopkinson, who also signed the

Declaration of Independence, was said to have helped design the flag. Some historians believed that he was not part of the design; however, a bookplate was found in Hopkinson’s library that had a picture of his family seal (Ayer 1992). This family seal had six-point stars in the middle, which is where the idea of the stars on the flag came from (Ayer 1992). The first flag had thirteen red and white stripes, along with thirteen white stars in a circle on a blue field. Thirteen represented the first colonies that made up the newly Independent Americas. The red stripes on the flag symbolized “valor” and strength, white for “purity and innocence,” and blue for

“vigilance, perseverance, and justice” (Henderson, 2006).One of the great American legends behind the flag was that a seamstress by the name of Betsy Ross was the first to make the

American flag at the request of President George Washington (Armbruster, 1991). There was never any proof that this story is true; however, the story and Betsy Ross is still considered an

American legend. The number of stars increased as more states joined the union. Many versions of the flag were made with more stripes, but in 1818 the Flag Act made a new rule that there would only be 13 stripes and one star for each state in the union (Henderson, 2006). Our current

4 flag has fifty stars to represent our fifty states, the last one being added in 1959 for Hawaii. The flag was not the only symbol to be born from the signing of the Declaration of Independence.

The Liberty Bell is another famous American Symbol that is located in Pennsylvania. It was a very large bell that weighed 2,080 pounds and was commissioned to celebrate the 50th anniversary of William Penn’s Charter of Privileges in 1851. The Charter was granted by

William Penn, who was the founder of Pennsylvania, and it was a promise to guarantee the colonists religion freedom, elected officials, and liberties (Magaziner, 2007). It was to be hung in a steeple at the State House, now known as Independence Hall, so that people could easily be summoned for important meetings and events, such as the Declaration of Independence. When they went to sound the bell for the first time in 1853, it had a dreadful sound. That is when they realized there was a crack in it. The crack in the Liberty Bell is another reason why it is so famous. The bell has not tolled in over 150 years (Hess, 2004). It has a symbolic biblical inscription that reads, “Proclaim Liberty thro’ all the Land to all the inhabitants thereof. Levit.

XXV 10” (Magaziner, 2007).

The Statue of Liberty is another symbol that tells a story of American history during this time period. It was a gift from France to commemorate the 100th Anniversary of the signing of the Declaration of Independence. The name given to the statue by the French artist, Frederic

Auguste Bartholdi, was “Liberty Enlightening the World” (Marcovitz, 2003) In 1865, it was

Edouard Rene Lefevbre de Labouylaye, a French professor, that had the idea of recognizing the success of the American form of democracy in hopes that they, along with other countries would be able to follow by example. Each part of the statue was symbolic in its own way. The date

1776 is inscribed in the tablet she holds in her left hand. This represents America’s independence from Britain. Her feet are standing on chains, which symbolize “broken chains of

5 bondage” (Henderson, 2006). The seven spikes on her crown symbolize the seven seas and continents. The statue was presented in 1886, ten years after France originally planned on presenting the gift to the United States. Lady Liberty still stands tall at 305 feet from the ground to the top of her torch. The Statue of Liberty is located in New York Harbor and overlooks Ellis

Island, the place where the millions of immigrants entered the United States between1892 to

1954 looking for freedom and independence.

George Washington led our country to victory over Britain during the Revolutionary War and he did it without accepting a salary. He was born on February 22, 1732, in Westmoreland

County, Virginia. He was elected president of the Constitutional Convention in 1787. He was one of many individuals at the convention that helped write our Constitution, which we continue to live by today. After the Constitution was adopted in 1788, our new government was ready for elections. George Washington was elected our first president of the United States in 1789 and served until 1797. In honor of everything that President Washington had done for his country, he was honored with a monument that was built in Washington, D.C. That famous monument is known as the Washington Monument. It was initially suppose to be for the 100th anniversary of

Washington’s birth in 1832, but there was a lack of funds; however, it was eventually finished in

1884. The Washington Monument stands at 555 feet tall (Gilmore, 2001). There are 50

American Flags that circle the monument. George Washington was a great leader and will always be remembered and respected for his role in the birth of our nation.

Men, Women, Youth & Children Women’s roles took an important turn during the American Revolution, starting with the

Revolutionary War. Many women helped fight the war by being nurses to the wounded, hiding stores and supplies in their homes for the soldiers, and taking over their husbands business while

6 they were at war. There were many women who fought in the war with their husbands. A woman by the name of Margaret Corbin fought alongside of her husband at the battle of Ft.

Washington (MacLean, 2009). Molly Ludwig Hays, nicknamed Molly Pitcher, would carry pitchers of water to the soldiers and would even operate the cannon if a soldier fell in battle

(MacLean, 2009). Women that were not helping in the actual war were taking care of all aspects of home life while their husbands were away. The American Revolution was also the turning point for women because after their involvement in the war, they fought for equal rights for education. This was the early seeds being planted for what was to eventually become the

Nineteenth Amendment, women’s right to vote, in 1920. Women also had a huge responsibility to raise their children on their own while their husbands were at war. Mothers taught their children every aspect of daily life. Children had to help out at an earlier age because the lack of help available from the husbands.

The American Revolution was a dark period for the Native Americans. Although most of the Native Americans did not trust the colonist, some sided with the colonists and nearly 200,000 sided with the British (American Revolution-Native Americans, 2010). The British provided arms to the Natives to support the fight of the Americans. The British ended up turning their backs on their Indian Allies and the Americans retaliated by burning villages and murdering chiefs. The Native Americans lost many to hunger and disease (American Revolution-Native

Americans, 2010).

The American Revolution brought changes for African American slaves. Slavery was still practiced; however, when the British governor of Virginia made a proclamation to slaves of rebels that if they could make it to the British line, they would be granted their freedom. They did experience battle, but were forced out of Virginia. The American’s started recruiting slaves

7 into the Continental Army because they did not want them fighting for the British. African

Americans fought alongside whites and some African American’s received the same or close to the same pay as the whites (African Americans In The Revolutionary Period, 2008). In 1778 the elite First Rhode Island that consisted of 197 African Americans and led by white commanders, made numerous assaults that played a key role at Yorktown. The Revolution brought about some changes in slavery, although it was still nowhere near equality. New England ended slavery after the war because of their heroics in fighting for the Americans. Though slavery ended for some, blacks still faced discrimination in all aspects of their lives.

Religion played a role in this period because it was used to convince the colonists who mostly practiced under the Church of England, the King and the Parliament were trying to take away God given rights (Kopel). This was enough to convince the Puritans, who fled Britain to escape prosecution, to support the fight for independence. This time period laid the groundwork for the first Amendment.

Closing and Legacy The impact of the American Revolution is still present in our society in many aspects.

We still very much live in a democratic society and are still bound by great documents such as the Constitution and the Declaration of Independence. We are a country that is still lucky to enjoy freedom of religion, whereas, there are so many other countries that are still fighting for this freedom. Our military, now made up of both men and women, stand ready to fight to keep our freedom. We still vote our officials into office and the voting is open to all races and genders. Although there are still some racial and/or gender discrimination in our society, we have come a long way since revolutionary times. One of the greatest changes since revolutionary time is in education. Today, all children are granted an equal opportunity to an

8 education, regardless of gender, race, or disabilities. Our nation continues to grow from the seeds that were planted so many years ago by our forefathers.

We are surrounded everyday in America by symbols of the American Revolution. The

American flag is present in classrooms, state and federal buildings, flying high outside of many other buildings and present at major sporting events. U.S. currency is exchanged and passed through hands everyday with symbols of our country’s history. There are songs played on the radio by famous artists that were written for our country. There are numerous museums and buildings that bear the names of our important historical figures. These symbols are a part of history and represent our past, present, and future. They not only remind other countries of our history, but it reminds Americans that its own people fought for their independence. The symbols of America are important to its citizens because they inspire us to work hard to hold onto the values and beliefs that our nation was founded on.

Lesson #1 – Map Skills (U.S. Symbols and Locations)

Audience: Primary, Grade 1 Plan Preparer: Shannon Mitchell

Standards: History and Social Science Standards of Learning in Virginia: 1.4 – The student will develop map skills by d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map 1.11 – The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by a) identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty

Materials/Space/Time: world globe; classroom map of the United States; photo copies of the map of the United States; paper symbol cut outs of the Washington Monument, the White House (Washington, D.C.), the Statue of Liberty, state capitol building for Richmond, and a house for Williamsburg (home); glue; scissors; colored pencils and/or crayons, multiple choice question handout; Whole group (about 18 students); one hour

Lesson Description: Anticipatory Set: The teacher will read The Washington Monument by Nancy Harris. The teacher will review the four cardinal directions. The teacher will use the classroom map of the United States to review the directions on the map and review where Virginia is located on the map, as well as referring to the world globe as a reminder. The teacher will then begin discussing important landmarks in the United States (see Background Information).

Objectives and Purpose: 1. Having reviewed the cardinal directions with the teacher, students will use the directions to locate historical structures, capitals and cities on a map of the United States. 2. Given paper symbols to cut out, that are representative of important landmarks, the students will place them in the correct location on a map of the United States.

Input/Modeling: The teacher will use the classroom map of the United States to demonstrate the location of Williamsburg, Richmond, Statue of Liberty, Washington Monument, and the White House. The teacher will use symbols identical to the ones that the students will use and tape them to the classroom map.

Check for Understanding: The students will return to their desks and receive a paper map of the United States which includes a map key. The teacher will ask them to color various locations on the map to check for their comprehension of the cardinal directions and locating items on the map. They will also be instructed to create a compass rose on their map by coloring a state a specific color to represent North (Blue), East (Yellow), South (Red), and West (Green). The teacher will continue the map lesson when the students correctly identify cardinal directions.

Guided Practice: The teacher will pass out a handout with five symbols to be cut out by the students and glued in the matching location box on their maps. The teacher will demonstrate and then instruct the students to place the Richmond symbol on the line connected to the star located in Virginia on the map.

Independent Practice: The students will place the remaining symbols on their map according to the map key: Washington Monument; Washington, D.C. (Capital); Statue of Liberty; Richmond (capital building). A line will also be drawn away from the map key symbol to provide for ample space for the picture. The teacher will then use the Document Camera with a map to have students check where they place their symbols.

Closure: The teacher will collect the maps. The teacher will review the capitals of the United States and Virginia, as well as, the city of Williamsburg by having 5 students come to the front of the class and place a symbol on the map using the document camera. The teacher will review the important landmarks discussed, the Statue of Liberty and the Washington Monument.

Evaluation: Formative: The teacher will observe the students during “Checking for Understanding” for understanding of cardinal directions. The teacher will observe the students during “Independent Practice” while the students are completing their maps. Summative: The students’ maps will be collected and checked for accuracy. Multiple choice (see attached)

Background Information: Symbols are a type of sign that show us something and can have different meanings for different people. There are many symbols that are a part of our country. The White House is a symbol of our country. It is the capital of the United States of America. It is located in Washington, D.C. The President and his family live in the White House. It was first built in 1792, while George Washington was President; however, it was not finished until 1800. The Washington Monument is a patriotic symbol that is located in Washington D.C. It was built to honor our first president George Washington as a great leader and founding father of our country. George Washington led troops during the Revolutionary War, the war that led to our independence from Britain. This is why Washington is considered as a founding father of the United States. Washington helped form our democracy, which is how our country is run. The Washington Monument also symbolizes democracy. There are 50 American flags in a circle around the monument, which represent the 50 states of America. The Statue of Liberty is a symbol of freedom. The statue was a gift from France to celebrate our independence from Britain. It was suppose to be presented to the United States on July 4, 1976, the 100th anniversary of our Independence from Britain; however, it was not presented until October 28, 1886. The Statue of Liberty also represents a symbol of hope to people that come to America looking for new opportunities that come with our freedom. The statue is 305 feet tall from the ground to the top of the torch. There are 353 steps for people to get to the crown. The crown has seven points, which represent the seven seas and seven continents of the world. It is made of copper, which turns to a green color when it is exposed to weather. It is located in New York Harbor. The tablet in her left hand has the date of America’s Independence, 1776. The statue is one of the main symbols that is celebrated on July 4th each year, which we call Independence day. Richmond is the capital of Virginia. The state capitol building was founded in 1785. Thomas Jefferson was one of the architects that designed the capitol. Richmond is the third location of the Virginia State Capital. The first capital of Virginia was located in Jamestown during the colonial days (1619). It was then located in Williamsburg before being located in Richmond. There have been a total of 8 state capitol buildings throughout Virginia’s history due to fires and wars.

Summative Assessment Sample Question

1. Circle the Statue of Liberty.

(Note: Enlarge prior to use)

Directions: Cut out symbols and glue them to the matching location on your map of the United States.

1. Williamsburg 4.

2. 5. Richmond

3. Washington, D.C.

Lesson #2 – The Art of an American Symbol

Context: Lesson preparer: Shannon Mitchell; Level: 1st grade; Topic: Cut-out flag; Time: 1 hour; Whole group; 18 students

Standards: History and Social Sciences Standards of Learning in Virginia 1.11 The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty Visual Arts Standards of Learning in Virginia 1.5 The student will create art from real and imaginary sources of inspiration. 1.20 The student will describe and discuss ideas and emotions communicated in works of art.

Objectives: 1. Given class discussion, the student will identify the importance of the American Flag as a historical symbol. 2. Given materials, directions, and class participation, the student will create a flag that symbolizes what defines them as a person using the cut-out technique of French artist Henri Matisse.

Materials/Time: Jazz, by Henri Matisse. Henri Matisse Drawing with Scissors, by Keesia Johnson and Jane O’Connor. Oversized white construction paper, bright colored construction paper, scrap construction paper, glue sticks, scissors, pencils, and model cut-out flag.

Lesson Description: Introduction Review that the class has been studying the American Revolution and importance of the American Flag as a symbol of our country. Explain that they will learn about cut-out art of the famous French artist, Henri Matisse. Share photos of Henri Matisse’s cut-out art collection found in his book, Jazz. Content Focus Explain that the students will use the characteristics and techniques they noted in the cut-out artwork of Henri Matisse to create their own flag to symbolize what is important to themselves. Discuss why such characteristics would be included when designing a symbol. Use key questions to develop artistic interpretation of Matisse’s works. Key Questions: Objective: What colors does the artist use in the artwork? What shapes does the artist include in the artwork? Reflective: What do you notice most about his artwork? Where do you think he gets ideas for his art? Interpretive: Why do you think the artist used bright colors and shapes? What do you think is the title of this cut-out by Matisse? (The Snail) Decisional: Discuss why historical symbols are important to us today? How can you relate the American Flag to Matisse’s cut-out art? Reflective: How did you feel after you created your cut-out art?

Art Demonstration: Share model cut-out flag and explain how it was created. Explain to the students that the model symbolizes my love of teaching. The 18 shapes and colors represent my students and their differences, while the sun represents me, the teacher. Pass out the bright, colored construction paper, scrap paper, scissors, pencil, glue sticks, and crayons to each student. Model how to cut out shapes

15 and how the scraps of paper that have been cut out can also be used as a shape. Then, ask students to create their own flag that will be a symbol of what defines them as a person.

Closing: Have the class gather on the carpet and ask the students what they learned about how art can be used to create a symbol, such as a flag. Be sure to emphasize the symbolism behind the flag, to include the shapes and colors. Have students share how their flags symbolize them and hang them around the classroom.

Assessment: Formative: Observe students comments and answers during discussion time before they create their own flags. Summative: Multiple choice question (See attached)

Background Information: Henri Matisse was born in France in 1869. Growing up, his family wanted him to become a lawyer, but he found himself drawing on his law papers most of the time. He started painting when he was 20 years old after he got very sick and had to stay in bed for a long while. His mother is the one that gave him paints and a brush so that he would not get bored while in bed sick. This is when he knew that painting was what he wanted to do. Against his parent’s wishes, he moved to Paris to become an artist. He was first taught to paint using dark colors and then began to study other artists such as Claude Monet. This is when he began using bright colors and using his imagination more in his artwork. Some people told Matisse and his artist friends that they painted like wild beasts because their work did not follow rules, but rather used their wild imagination. Henri did not become very famous until around the age of 40 when he finally made enough money to move his family into a nice house in Paris. His painting styles changed over the years according to his travels and lifestyle. At the age of 71, Henry nearly died from an operation due to cancer. He was confined to a wheel chair and could not paint anymore because he couldn’t stand very well. He started to cut-out paper shapes, which he liked to call, “drawing with scissors.” He would arrange the shapes into pictures that had meaning to him and would then clue them on a big sheet of paper. Henri Matisse published a book of 20 cutout pictures called, Jazz. The book is about his feelings of being an artist. One of Matisse’s famous cutout artwork was called, “The Snail.” Henri Matisse was most famous for his cutout artwork.

In 1777, the first American flag was created to symbolize the thirteen colonies and their newly found freedom. The first flag had thirteen red and white stripes, along with thirteen white stars in a circle on a blue field. Thirteen represented the first colonies that made up the newly Independent Americas. The red stripes on the flag symbolized “valor” and strength, white for “purity and innocence,” and blue for “vigilance, perseverance, and justice. One of the great American legends behind the flag was that a seamstress by the name of Betsy Ross was the first to make the American flag at the request of President George Washington. There was never any proof that this story is true; however, the story and Betsy Ross is still considered an American legend. The number of stars increased as more states joined the union. Our current flag has fifty stars to represent our fifty states, the last one being added in 1959 for Hawaii.

Summative: Multiple Choice Question

What do the 50 stars in the United States flag symbolize?

A. people

B. states

C. countries

Examples of Henri Matisse’s work that will be shown to students.

“The Snail”

“The Creole Dancer”

La Tristesse du roi (Sorrows of the King), 1952

Sample of Teacher Model (See lesson plan for explanation of meaning)

Lesson #3 – George Washington

Intended Audience: 1st Grade, 18 students, whole group Lesson Preparer: Shannon Mitchell Virginia Social Studies Standards: 1.2 The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington, Ben Franklin, Abraham Lincoln, and George Washington Carver

Materials, time, and space: A Picture Book of George Washington by David A. Adler, White board, website (http://www.georgewashington.si.edu/portrait/index.html) for displaying Washington portrait, pencil, crayons, uniform size paper; 1 hour; classroom environment, model pictorial from teacher

Objectives: After listening to the story on George Washington, students will: 1. Identify the many roles and key events in the life of George Washington: farmer, military leader, President, “Father of Our Country” 2. Create a pictorial representation of one aspect of Washington’s life. 3. Create a class quilt with the finished pictorial representations depicting George Washington’s life in chronological order.

Lesson Description: Introduction: Gather the students on the carpet. Display famous portrait of George Washington (Lansdowne Portrait) via website on white board (which will remain throughout lesson). Explain to the students that this is a famous portrait of George Washington and is now displayed at the Smithsonian Institution. Explain to them that it was painted in 1796 by Gilbert Stuart using oil on canvas. Ask the students what they may know about George Washington, accepting all answers. Introduce the class to George Washington by reading A Picture Book of George Washington by David A. Adler. . Content Focus: While reading the book, pause to discuss the various events in George Washington’s life. Elaborate using Key Questions. Key Questions: Objective: What are important roles that George Washington held throughout his life? What were some of the ways that George Washington led our country? Where did George Washington live while the new city of Washington was being built? Reflective: How do you think you would feel if a capital city was built and named after you? Interpretive: Why do you think George Washington was such a great leader? What do people mean when they call Washington the “Father of our Country?” Decisional: Why is George Washington an important historical figure to us today? At the conclusion of reading the book, using a graphic organizer (chart paper), discuss different aspects of George Washington’s life (jobs he held, his hobbies, important life events, his personal characteristics). List the students’ responses on the chart paper. Use the following list for additional ideas: childhood farmhouse in Virginia Mount Vernon land surveying farming

marriage to Martha participation in the Virginia militia French and Indian War representing Virginia at the Continental Congress being chosen commander in chief during the American Revolution presidency retirement Explain to the students that they will be creating a picture that represents one of these key moments in George Washington’s life. Explain that after the class is finished with their pictures, they will arrange them as a class in the order in which the events happened in George Washington’s life and create a class quilt to be displayed outside of the classroom. Model a nearly completed picture for the students to understand how their picture will be a representation of one of the key events listed on the chart paper. Have the students return to their desks to begin their picture using crayons and uniformed paper. (Alternative method: Have key events already written out on slips of paper and have the students draw from a bag so that each key event is depicted.)

Closing: Have the class gather on the carpet and ask the students to share their pictures. Emphasize the main character traits of George Washington: farmer, military leader, President, “Father of our Country.” Using inquiry, help the students to infer how George Washington was a good citizen to both his community and his country. Help the students compare and contrast the things he did to model good citizenship with their own good citizenship. (e.g. being nice to his farm workers and the students being nice to each other, his leadership skills and their leadership skills, etc.)

Assessment: Formative: Observation of student’s discussion, comments and answers during the reading of the book, making sure everyone participates. Summative: Multiple choice questions, pictorial representations

Background Information: George Washington was born February 22, 1732 in a farmhouse in Virginia. At that time, Virginia was still a colony. He liked to go boating and fishing. His favorite activity as a child was to ride his horse. Washington attended school as a boy and learned to read and write. His favorite school subject was math. Washington had to help his mother run the family farm when his father died when George was only eleven. He used his father’s surveying tools to learn to survey land in the area. He joined the Army when he was twenty-one and fought for England during the French and Indian war in 1754. People thought of George as a brave and good leader. When he was twenty-six, he met Martha Curtis and they married and moved to Mount Vernon. Mount Vernon was a home and farm in Virginia which had belonged to his brother. George Washington was chosen to lead the Continental Army in 1775 when the American Revolution started. He became a hero when the American colonies won the war in 1783. Washington helped form the new American government and he was elected the first president of the United States of America in 1789. He was president for two terms. He returned to Mount Vernon after his presidency and watched from a distance as the new capital of the United States was being built to honor him. Washington D.C. was named after President Washington. George Washington was known as “Father of Our Country.” He died in 1799 at the age of 67. Gilbert Stuart painted the famous portrait of George Washington in 1796 using oil on canvas. It is now on display at the National Portrait Gallery at the Smithsonian Institution.

Summative Assessment

Multiple Choice Question:

1. George Washington is known as the “Father of Our ______.”

A. City

B. State

C. Country

(Sample of possible student work)

This is the portrait that will be displayed on white board throughout lesson.

Lesson #4 The Statue of Liberty Context First grade; whole group/independent activity; Shannon Mitchell; 1+ hours; 18 students

Standards/Objectives Standards: National History Standards K-4: Historical Thinking Standard 3: Historical Analysis and Interpretation A. Formulate questions to focus their inquiry or analysis. Virginia History and Social Science Standards of Learning: 1.11 The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by a) identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty. Objectives 1. Given a mystery object as a catalyst, the students will make guesses about its contents while the teacher slowly uncovers the object from the bottom up. 2. Given the Statue of Liberty in mystery bag and examples of other famous monuments, the students will formulate questions about monuments: why they are built, where they are built, how they are built. 3. Given the class questions, students will investigate monuments by completing three different activities and assuming various roles: historian, construction worker, and architect.

Resources: Time-open; space-average size classroom; access to internet; materials-mystery bag with small Statue of Liberty figure, Statue of Liberty Multimedia Presentation from the National Park Service website; assortment of famous monuments books; various types building blocks (Legos, Tinker Toys, etc.); essay question; S.S. journal; pencil; Statue of Liberty child’s costume; classroom computer; Statue of Liberty books; chart paper; prepared station cards.

Content and Instructional Strategies Introduction Display the mystery object on the table covered with a cloth. Tell the students that they will guess what the object is while it is being uncovered slowly from the bottom up. Give them hints about the object to further their inquiry. Allow every student to make a guess and/or ask a question. Accept all responses before revealing the object

Content Show the students the small Statue of Liberty and explain that it is a monument. Discuss with students how the real Statue of Liberty is much larger than the one in the classroom. Talk about how monuments are all over the state and the world and are lots of fun to visit. Ask the students if they have visited any monuments and if they ever wondered how they were built. Emphasize to the students that there are many ways to build monuments and buildings and that their questions will be answered in the stations they will complete. Record the student’s questions on chart paper to refer to at the conclusion of the lesson. Briefly go over each station with the students, explaining what role they will be taking on at each station and what they will be doing. Check to see if the students have any more questions after they are provided with this

24 information, record if necessary. Split the students into 3 groups: Historians, Construction Workers, and Designers/Engineers. This will be done once the students have generated questions such as: How do you build a monument? What are monuments made of? Why do you build a monument? Where are monuments built? What are important monuments in the United States? The groups will be led by either a teacher or instructional assistant to help facilitate the activities (see activity cards)

Closure The students will return to the red carpet and share what they have learned at each station. The teacher will have students share their facts about The Statue of Liberty as students use props and costume pieces to build The Statue of Liberty, using a fellow classmate. The class-generated list of questions will be answered during this discussion between the students and teacher. Answer any questions the students may still have about The Statue of Liberty or other monuments

Evaluation Formative: The teacher will observe the questions generated by students throughout the entire lesson. The teacher will also observe the research and inquiry skills and strategies of the students throughout the lesson. The teacher will review the student’s social studies journals for understanding. Summative: essay question (attached)

Background Information Answers for Card #1: The Statue of Liberty was given to the United States by France in honor of the 100th anniversary of our independence from British rule. In 1865, two Frenchmen teamed up and decided to build this monument which would stand for freedom and liberty. The Statue is located in the middle of Bedloe Island in the New York Harbor. Both France and the United States raised money to help with the very expensive construction. French sculptor Bartholdi was chosen to create the Statue and he was also responsible for finding where it would be built. It was built in sections in France and shipped to the United States. It was finished in 1886. The Statue is made of steel and copper. It is 305 feet tall from the bottom to the tip of her torch. The tablet she holds in her hand says “July 4, 1776,’ which is the date the Declaration of Independence was signed. There are approximately 350 steps that people climb to get to the crown so they can look out of the windows. The Island next to the Statue of Liberty is called Ellis Island. It was where many immigrants first came to the United States looking for a great new life.

Sources: Sorensen, L. (1994). The Statue of Liberty: American Symbols. Vero Beach: The Rourke Book Company, Inc. Thames, S. (2007). Our American Symbols. Vero Beach: Rourke Publishing LLC. (1) http://ns.www.nps.gov.edgesuite.net/featurecontent/stli/eTour.htm

Answers for Card #2: Skyscrapers and monuments take a long time to build and require lots of people to work together to complete. A site survey has to be completed to make sure the land is sturdy enough to hold the weight of a huge building. Then, architects work to design what the building will look like. They create plans called blueprints that contain all of the details of the

25 building. A contractor is in charge of the building of the skyscraper. First, the foundation is dug and piles are driven into the ground very deep. Then, construction workers pour concrete into the hole so that the building will have a strong foundation. Next, the floor and walls are built using metal rods and columns. Cranes are used to move heavy beams into place. The construction workers continue this process until the building is tall enough. After all of the beams are in place, windows, lighting, plumbing, heating and cooling, and elevators are installed in the building. The construction workers have to wear special equipment such as hard hats and harnesses when they work on tall buildings because it is very dangerous being so high up. They have to work hard every day so that the building will be strong and sturdy when it is finished. Skyscrapers can be built from many different materials: brick, wood, concrete, metal, and marble or another type of stone.

Sources: Gibbons, G. (1986). Up Goes the Skyscraper. New York: Macmillan Publishing Company. Goodman, S. & Doolittle, M. (2004). Skyscraper: From the Ground Up. New York: Borzoi. Hunter, R.A. (1998). Into the Sky. New York: Holiday House. Rau, D.M. (2008). Tools We Use: Builders. New York: Marshall Cavendish Benchmark. Ridgway, S. (2009). Historical Figures and Symbols of the United States: The Washington Monument Lesson Plan. The College of William and Mary.

Answers for Card #3: The Statue of Liberty was built by France as a gift to the United States to honor the 100th anniversary of our independence from Britain. The French wanted to build this monument out of friendship. A French sculptor by the name of Frédéric Bartholdi designed the idea of a lady. He used his mother’s face when he drew the sketch of the Statue. He started by making a small clay statue and then gradually increased it in size until his last sculpture was too big to fit into his workshop. A French engineer built the inside or the “skeleton” of the statue out of steel and the sculptor used copper for the outside sculpted figure.

Sources: Penner, L. R. (1995). The Statue of Liberty. New York: Random House Inc. Sorensen, L. (1994). The Statue of Liberty: American Symbols. Vero Beach: The Rourke Book Company, Inc.

Activity Card #1 – Historians

Questions: What is The Statue of Liberty? Why is the Statue of Liberty important?

Watch the video on The Statue of Liberty on classroom computer. Look through the books on the Statue of Liberty from the library.

In your Social Studies journal: (1) Record five interesting facts you learned about the Statue of Liberty. (2) Write one question you still have about the Statue of Liberty.

Possible Answers: 1. It is a big statue in New York. 2. It was given to the United States by France. 3. It is an important building to remember George Washington. 4. It is over 300 feet tall. 5. It is covered with copper. 6. There are 350 steps to the top. 7. It was finished in 1886.

Possible Additional Questions: 1. Who are other monuments built to remember? 2. Are there other monuments given to us by other countries?

Activity Card #2 – Construction Worker

Questions: How do you build a skyscraper? What materials do you use to build a skyscraper? Who builds skyscrapers?

Use the books to read about skyscrapers and monuments.

In your Social Studies journal: (1) Record five interesting facts you learned about building skyscrapers and record them. (2)Write one question you still have about building skyscrapers.

Possible Answers: 1. Skyscrapers can be built out of wood, brick, metal, or stones. 2. Lots of people work on skyscrapers to build them: construction workers, contractors, architects, and designers 3. A big hole has to be dug in the ground first. 4. Concrete is used as a strong foundation. 5. Big cranes are used to lift the heavy metal beams to the top. 6. Construction workers have to follow many rules for safety. 7. Construction workers wear harnesses, hard hats, glasses, and tool belts.

Possible Additional Questions: 1. How do you become an architect? 2. How tall is the tallest skyscraper?

Activity Card #3 – Designer/Engineer

Questions: Why do you monuments? How do you design a monument?

Listen to your teacher read The Statue of Liberty by Lucille Recht Penner to learn about the Statue of Liberty.

After learning about why the Statue of Liberty was built, use the various building blocks (Legos, Tinker Toys, Bendables, etc.) to create a monument for yourself. Your monument should tell something about your life or be symbolic of something about you.

In your Social Studies journal: (1) Record three facts about why monuments are built. (2) Write four sentences about your monument including where it would be located. (3) Write one question you still have about building monuments. (4) Show and tell about your monument with your group.

Possible Answers: 1. Monuments are built to remember important people and/or events in history 2. The Statue of Liberty was built as a gift from France.

Possible Additional Questions: 1. How many monuments are there in the world? 2. Do monuments have to be tall?

Assessment: Essay

Lesson 4: Global Inquiry

(Teachers: Have students answer verbally during independent conference)

Describe The Statue of Liberty (6 pts).

Include who gave it to the United States (1pt), two things it symbolizes (2pts), two things it is made of (2pts), and where it is located (1pt).

Possible Answers:

Who gave it to the United States? France

Symbolizes (any 2) Independence, Freedom, opportunities, Liberty

What it is made of? (any 2) Copper, Steel, Concrete

Where is it located? (any one) Bedloe Island, New York, New York Harbor

Assessment: Objectives

Lesson #1: Map and Globe Skills (Teacher: Administer as a paper assessment to whole group and read question and choices orally)

1. Circle The Statue of Liberty

2. Where is Washington, D.C., the capital of the United States located?

A. Point A B. Point B C. Point C

Lesson 2: Critical Thinking in the Arts

3. What do the 50 stars in the United States Flag symbolize?

A. people B. states C. countries

4. How many stars were on the first United States Flag?

A. 25 B. 13 C. 50

5. Which picture is an example of Henri Matisse’s artwork?

A. B. C.

Lesson 3: Civic Engagement

1. George Washington is known as the “Father of Our ______.”

A. City B. State C. Country

2. George Washington was the ______President of the United States.

A. 5th B. 1st C. 3rd

Assessment: Essay

Lesson 4: Global Inquiry

(Teachers: Have students answer verbally during independent conference)

Describe The Statue of Liberty (6 pts).

Include who gave it to the United States (1pt), two things it symbolizes (2pts), two things it is made of (2pts), and where it is located (1pt).

Possible Answers: Who gave it to the United States? France Symbolizes (any 2) Independence, Freedom, opportunities, Liberty What it is made of? (any 2) Copper, Steel, Concrete Where is it located? (any one) Bedloe Island, New York, New York Harbor

Works Cited

Adler, D. A. (1989). A Picture Book of George Washington. New York: Holiday House.

African Americans In The Revolutionary Period. (2008, December 4). Retrieved February 22, 2010, from The American Revolution: http://www.nps.gov/revwar/about_the_revolution/african_americans.html

American Revolution-Native Americans. (2010, February 23). Retrieved February 23, 2010, from Wikipedia: http://en.wikipedia.org/wiki/American_Revolution#Native_Americans

Armbruster, A. (1991). The American Flag. New York: Franklin Watts.

Ayer, E. H. (1992). Our Flag. Brookfield: The Millbrook Press.

George Washington, A National Treasure. (2010, March). Retrieved March 28, 2010, from Smithsonian Institution: http://www.georgewashington.si.edu/portrait/index.html

Gibbons, G. (1986). Up Goes the Skyscraper. New York: Macmillan Publishing Company.

Gilmore, F. (2001). The Washington Monument: a Tribute to a Man, a Monument for a Nation. New York: The Child's World, Inc.

Goodman, S. & Doolittle, M. (2004). Skyscraper: From the Ground Up. New York: Borzoi.

Harris, N. (2008). Patriotic Symbols: The White House. Illinois: Heinemann Library.

Harris, N. (2008). Patriotic Symbols: Washington Monument. Chicago: Heinemann-Raintree.

Henderson, H. (2006). Patriotic Holidays of the United States. Detroit: Omnigraphics, Inc.

Hess, D. (2004). The Liberty Bell. Tarrytown: Benchmark Books.

Hochain, S. (2004). Building Liberty: A Statue Is Born. Washington, D.C.: National Geographic Society.

Hunter, R. A. (1998). Into the Sky. New York: Holiday House.

Johnson, K., & O'Connor, J. (2002). Henri Matisse Drawing with Scissors. New York: Grossett & Dunlap.

King, D. C. (1996). First Facts About U.S. History. Woodbridge: Blackbirch Press, Inc.

Kopel, D. B. (n.d.). The Religious Roots of the American Revolution and the Right to Keep and Bear Arms. Retrieved February 20, 2010, from Davekopel: http://www.davekopel.com/Religion/Religious-Roots-of-the-American-Revolution.pdf

MacLean, M. (2009, January 1). Women's Role in the American Revolution. Retrieved February 21, 2010, from History of American Women: http://www.womenhistoryblog.com/2009/01/womens-role-in-american-revolution.html

Magaziner, H. J. (2007). Our Liberty Bell. New York: Holiday House, Inc.

Marcovitz, H. (2003). The Statue of Liberty. Philadelphia: Mason Crest Publishers.

Matisse, H. (1992). Jazz. New York: Braziller, George Inc.

Penner, L. R. (1995). The Statue of Liberrty. New York: Random House Inc.

Quiri, P. R. (1998). A True Book: The Statue of Liberty. New York: Children's Press.

Rau, D.M. (2008). Tools We Use: Builders. New York: Marshall Cavendish Benchmark.

Ridgway, S. (2009). Historical Figures and Symbols of the United States: The Washington Monument Lesson Plan. The College of William and Mary.

Sorensen, L. (1994). The Statue of Liberty: American Symbols. Vero Beach: The Rourke Book Company, Inc.

Statue of Liberty: eTour. (2009, September 13). Retrieved April 12, 2010, from National Park Service, U.S. Department of the Interior: http://ns.www.nps.gov.edgesuite.net/featurecontent/stli/eTour.htm

Statue of Liberty: History & Culture. (2009, September 13). Retrieved February 22, 2010, from National Park Service, U.S. Department of the Interior: http://www.nps.gov/stli/historyculture/index.htm

Strazzabosco-Hayn, G. (1997). The Statue of Liberty. New York: The Rosen Publishing Group, Inc.

Thames, S. (2007). Our American Symbols. Vero Beach: Rourke Publishing LLC.

The White House-Symbol of Leadership. (n.d.). Retrieved February 21, 2010, from The White House Historical Association-Classroom: http://www.whitehousehistory.org/whha_classroom/classroom_K-3-leadership.html

Virginia State Capitol. (2010, February 23). Retrieved February 21, 2010, from Wikipedia: http://en.wikipedia.org/wiki/Virginia_State_Capitol

Appendix

Virginia History and Social Science Standards of Learning 1.2: The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, and George Washington Carver.

Virginia History and Social Science Standards of Learning 1.4: The student will develop map skills by d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map

Virginia History and Social Science Standards of Learning 1.11: The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by a) identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty;

Virginia Visual Arts Standards of Learning 1.5 The student will create art from real and imaginary sources of inspiration. 1.9 The student will observe and depict plants, animals, and people in a landscape work of art. 1.20 The student will describe and discuss ideas and emotions communicated in works of art.

National Standards for History for Grade K-4 Standards in Historical Thinking Standard 1: Chronological Thinking E. Interpret data presented in time lines. F. Create time lines.

Standard 2: Historical Comprehension H. Draw upon the visual data presented in photographs, paintings, cartoons, and architectural drawings.

Standard 3: Historical Analysis and Interpretation A. Formulate questions to focus their inquiry or analysis.

Expenses Lesson 1: Map and Globe Skills Potential Costs: paper copies

Lesson 2: Critical Thinking in the Arts Potential Costs: paper copies; glue sticks; oversized white construction paper (both may be supplied by classroom materials)

Lesson 3: Civic Engagement Potential Costs: paper copies

Lesson 4: Global Inquiry Potential Costs: paper copies; various building blocks (unless borrowed from other classes)