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PROJECT G.L.A.D.Fullerton School District

LET FREEDOM RING! THIRD GRADEIDEA PAGES

I. UNIT THEMES• Rules and laws play an important role in our daily lives of being good citizens. (3.4)• National landmarks, symbols, and documents represent cherished ideals and create a sense of community. (3.4.3)• Federal, state, and local governments work to protect and serve the people. (3.4.4)• Many American heroes and heroines took risks to secure freedoms for Americans. (3.4.6)• Cross-Cultural Sensitivity Theme: American citizens and residents have various backgrounds. This diversity can be seen in our school and community.

II. FOCUS/MOTIVATION• Inquiry Charts: What do we know about America? What do we want to know?• Observation Charts: American symbols, branches of government, U.S. documents, and heroes & heroines• Preview/Review of input• Big Book: Citizenship• Badges/Awards

III. CLOSURE• Personal & team explorations• Process charts and learnings• Ongoing assessment: learning logs• Political action: letter writing

IV. CONCEPTS• The role of citizenship involves promoting rules and laws, and there are consequences for violating rules and laws. (3.4.1a, b, c; 3.4.2)• Important local and national landmarks, symbols, and essential documents create a sense of community and exemplify cherished ideals. (3.4.3)• The United States government has three branches, and these branches are reflected in state and local governments. (3.4.4)• California, the other states, and sovereign tribes make up our nation and participate in the federal system. (3.4.5)• American heroes and heroines took great personal risks to secure freedoms we enjoy today. (3.4.6)

V. VOCABULARYflag legislative branch legislatorjustice Congress rulescitizenship judicial branch lawsvalor justices/judges protectionbravery constitutional strengthpurity Declaration of Independence powercolonies/colonists Constitution securityLiberty Bell branches of government representexecutive branch American equal rightsheritage president cast ironclapper freedom libertymemorial keen dedicatedSenate House of Representatives monumentvictory independence constitutionalMount Rushmore political cartoonist tabletoverturn meatpacker recruitsculpture checks and balances barrelsvictory veto billwingspan tyranny approveappoint extinction observationimpeach Commander-in-Chief talonenlighten recommend armed forceshonor indivisible Republicpledge allegiance equalitytorch hero heroine

VI. ELA/ELL STANDARDSA. Reading: 1.0, 1.1, 1.2, 1.3., 1.4, 2.0, 2.1, 2.2, 3.0, 3.1, 3.2B. Writing: 1.0, 1.1, 1.2, 1.3, 2.0, 2.1, 2.3C. Written/Oral Language Conventions: 1.0, 1.1, 1.2, 1.3, 1.4D. Listening and Speaking: 1.0, 1.1, 1.2, 1.3, 1.4, 2.0, 2.1, 2.2*** See attachment for links to specific GLAD strategies. ***E. ELL Standards: See Fullerton School District’s English Language Development Standards-Based Instructional Guide, Grades 3-6 for specific expectations for achievement of standards for each language level: Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced. This guide offers appropriate acquisition items for each specific language level in order to adequately meet the diverse needs of English language learners.

VII. MATH STANDARDSA. Number Sense: 1.0, 1.1, 1.2, 1.3, 1.4, 1.5B. Algebra and Functions: 1.0, 1.1, 1.2C. Measurement and Geometry: 1.0, 1.1

VIII. SCIENCE STANDARDSA. Life Science: 3.0, 3.a, 3.e

IX. HISTORY-SOCIAL SCIENCE STANDARDSA. 3.1: Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.B. 3.4: Students understand the role of rules and laws in our daily lives, and the basic structure of the United States government. Students will:3.4.1.a Analyze why we have rules, laws, and the U.S. Constitution.3.4.1.b Describe the role of citizenship in promoting rules and laws.3.4.1.c Explain the consequences for violating rules and laws.3.4.2 Recognize the importance of public virtue and the role of citizens in a classroom, community, and in civic life.3.4.3 Understand the stories behind important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol).3.4.4 Identify the three branches of government (with an emphasis on local government).3.4.5 Recognize how California, the other states, and sovereign tribes combine to make the nation and participate in the federal system.3.4.6 Understand the role of American heroes and heroines who took risks to secure freedoms (e.g., biographies of Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.).

X. VISUAL & PERFORMING ARTS STANDARDSA. Visual Arts• Artistic Expression: Identify visual structures and functions of art using the language of visual art; compare and contrast two artworks made with different media.• Creative Expression: Develop skills in the visual arts and appreciation for using visual arts in lifelong learning; know that the visual arts have a history, purpose, and function in all cultures.• Historical & Cultural Context: Investigate major themes in historical contemporary periods and styles of the visual arts throughout the world.• Aesthetic Valuing: Derive meaning from artworks through analysis, interpretation, and judgment; analyze the elements an artist uses to create a work of art; distinguish between representational and nonrepresentational artwork.

B. Music• Artistic Perception: Listen to and analyze music critically using the vocabulary and language of music; listen to and discuss selections in major and minor keys; listen to melodic phrases to identify patterns of imitation, repetition, and sequence; listen to, analyze, and describe music in terms of form (e.g., AB, ABA).• Creative Expression: Sing or perform on instruments a varied repertoire of music; sing and perform rounds.• Historical and Cultural Context: Develop knowledge and understanding of the relationship of music to history and culture; identify and describe roles of musicians in various musical settings and in various cultures (e.g., social gatherings, religious purposes, entertainment).

C. Theater• Creative Expression: Write scripts based on experience, heritage, imagination, literature, and history; use improvisation as a technique to create stories and short scripts; write a simple script incorporating basic elements of character, plot, setting, and dialogue.D. Dance• Artistic Perception: Explore dance elements and perform dance movements using the skills, vocabulary, and language of dance; use improvisation to discover and invent movement.

XI. RESOURCES AND MATERIALS - Non-fictionAmerica the Beautiful, Scholastic (picture book)Liberty, Lynn CurleeRushmore, Lynn CurleeA Picture Book of Abraham Lincoln, David AdlerA Picture Book of George Washington, David AdlerA Picture Book of John F. Kennedy, David AdlerPurple Mountain Majesties: Story of Katherine Lee Bates & America the Beautiful, Barbara YoungerAbe Lincoln Goes to Washington: 1837-1865, Cheryl HarnessHeroines of the American Revolution, Diane Silcox-JarrettGeorge Washington-Our First President, Garnet JacksonBy the Dawn’s Early Light: Story of the Star-Spangled Banner, Steven KrollThis Land Is Your Land, Woodie GuthrieThe Pledge of Allegiance/Promesa de Lealtad, ScholasticGive Me Liberty! The Story of the Declaration of Independence, Russell

FreedmanMy Fellow Americans, Alice ProvensenGhosts of the White House, Cheryl HarnessThe Flag We Love, Pam Munoz RyanPride & Glory of America: Washington D.C., Isabella BregaThe Amazing Life of Benjamin Franklin, James Cross GiblinThe Statue of Liberty-America’s Proud Lady, Jim HaskinsThe Liberty Bell, Gail SakuraiMount Rushmore, Andrew SantellaShh! We’re Writing the Constitution, Jean FritzAbe Lincoln Remembers, Ann TurnerOur Congress, Michael Weber100 Men Who Shaped World History, Bill Yenne100 Women Who Shaped World History, Bill YenneButtons for General Washington, Peter and Connie Roop

RESOURCES AND MATERIALS - Non-fiction - CONTINUEDThe Story of the Declaration of Independence, Norman Richards

The Statue of Liberty, Patricia Ryan QuiriAbraham Lincoln, Lola M. Schaefer

RESOURCES AND MATERIALS - FictionRed, White, and Blue, Susan Canizares & Betsey ChessenIn Our Country, Susan Canizares & Daniel MoretonHouse Mouse, Senate Mouse, Peter & Cheryl BarnesWoodrow, the White House Mouse, Peter & Cheryl BarnesAcross America, I Love You, Christine LoomisArthur Meets the President, Marc BrownAmerica: A Patriotic Primer, Lynne V. Cheney

RESOURCES AND MATERIALS - Internethttp://www.ushistory.orghttp://www.aboutfamouspeople.comhttp://www.greatseal.comhttp://www.constitutioncenter.orghttp://holidayinsights.com/july4/http://www.EnchantedLearning.com/crafts/july4/http://www.nyctourist.com/liberty1.htmhttp://www.nara.gov/exhall/charters/declaration/decmain.htmlhttp://www.house.gov/constitution/constitution.htmlhttp://www.house.gov/Educat.htmlhttp://www.arlingtoncemetery.comhttp://www.raaheroes.com/http://www.unbeatables.com/http://www.visitingdc.com/s_feature.htmhttp://www.whitehouse.govhttp://www.congressforkids.net

RESOURCES AND MATERIALS - National GeographicThe Color Camera’s First Aerial Success, Sept. 1930Mount Vernon Lives On, Nov. 1953Shrines of Each Patriot’s Past, Jan. 1949The Lincoln Memorial, June 1923Views of the Lincoln Memorial, Aug. 1922October, 1917 - Entire issue dedicated to the U.S. flagEagles on the Rise, Nov. 1992Our Bald Eagle: Freedom’s Symbol Survives, Feb. 1978Liberty Lifts Her Lamp Once More, July 1986L’Enfant’s Washington, Aug. 1991Under the Dome of Freedom: The U.S. CapitolU.S. Capitol: Citadel of Democracy, Aug. 1952The Living White House, Nov. 1966Inside the White House, Jan. 1961Benjamin Franklin: Philosopher of Dissent, July 1975

Two Revolutions, July 1989

RESOURCES AND MATERIALS - Teacher ResourcesBlank Map Outlines: United States and World, Pat BriggsHooray for the USA!, Loralyn RadcliffeU.S. Social Studies Yellow Pages for Students and Teachers, The Kids’ Stuff PeopleTake A Stand! Everything You N/Ever Wanted to Know About Government, Daniel Weizmann

Grades 4-6, but contain useful information:How Government Works, Evan-MoorPresidents of the U.S., Evan-MoorIt’s Your Constitution, Evan-Moor

RESOURCES AND MATERIALS - FULLERTON SCHOOL DISTRICT TEXTSA. Social Studies: Communities/McGraw-HillChapter 4: An English Colony at JamestownChapter 6: A New Country Is BornChapter 7: Countries Have CapitalsSpecial Section: Exploring Your Community Part 2Communities Celebrate Holidayspages 340-342 Election Daypage 348 Martin Luther King, Jr. Daypage 349 Presidents’ Daypage 352 Memorial Daypage 353 Independence DayCelebrate With Symbols: pages 354-355B. Music1. Share the Music/McGraw-HillCelebrations - Patriotic Days - From Sea to Shining SeaTE pages 262-265 Piano Accompaniments TE pages 65-722. The Music Connection/Silver Burdett GinnThemes:Unit 1, Lesson 2: We All Live Together

“This Land Is Your Land” TE pages 166-117Unit 2, Lesson 11: Music of Our Country

“Yankee Doodle” TE pages 150-151Unit 5, Lesson 1: Let Freedom Ring

“The Star-Spangled Banner” TE pages 184-185CD#2Track 13 “America” - Two WaysCD#4Track 23 “This Land Is Your Land”CD#6Track 19 “The Star-Spangled Banner”

Track 20 Stravinsky: “Fireworks, op. 4”

Track 21 “America”Track 22 “America, the Beautiful”Track 23 “America, the Beautiful”Track 24 “America, the Beautiful”

PROJECT G.L.A.D.Fullerton School DistrictLET FREEDOM RING! THIRD GRADEUNIT PLANNING PAGES

I. FOCUS/MOTIVATION• Inquiry charts: What do we know about America? What do we want to know?• Observation Charts: American symbols and heroes & heroines• Preview/Review of input• Big Book: Citizenship• Badges/Awards

II. INPUT• Pictorial Input: United States flag and the Pledge of Allegiance• Pictorial Input: The Bald Eagle• Pictorial Input: The Statue of Liberty• Narrative Input: The Liberty Bell• Narrative Input: Uncle Sam• Graphic Organizer: the three branches of government; checks and balances• Graphic Organizer: map of the National Mall; monuments and memorials• Graphic Organizer: important U.S. documents - the Declaration of Independence, the Constitution, the Bill of Rights, the Emancipation Proclamation • Map Input: Fullerton, California, the United States, the seven continents, the four major oceans, Equator and Prime Meridian• Read Aloud

III. GUIDED ORAL PRACTICE• T-Graph for social skills: Good Citizenship• Picture files• Poetry/chanting• Graphic Organizer/Double Bubble: compare and contrast the bald eagle and the Statue of Liberty• Farmer in the Dell: Citizens or Americans• Process Grid: Anne Hutchinson, Thomas Jefferson, Frederick Douglass, Harriet Tubman• Process Grid: branches of government

• Process Grid: American symbols• Process Grid: important U.S. documents• Personal Interaction• Primary language groups• Oral processing of charts

IV. READING/WRITINGA. Total Group

• Cooperative Paragraph: “American symbols represent many important ideals.”• Cooperative Paragraph: “The United States has three branches of government.”• Cooperative Paragraph: “Many American heroes and heroines took risks to secure freedoms.”• Cooperative Paragraph: “There are many U.S. documents which affect our lives in important ways.”• Poetry Frame: Here, There Poem - Citizens or Americans• Group Frame/Total class modeling: letter writing for political action• Story Map• Overhead reading: Benjamin Franklin from Communities• Found Poetry

B. Cooperative & Small Group Reading/Writing• Expert Groups: Anne Hutchinson, Thomas Jefferson, Frederick Douglass, Harriet Tubman• Mind Maps: American symbols, branches of government, and historical figures• Focused Reading/ Walk the Walls• Flexible reading groups• Flip books• Ear-to-Ear Reading of cooperative paragraph• Reader’s Theater• Make and label charts• Process Grids• Team reading/writing choices

C. Individual Activities - Portfolio• Interactive Journals• Learning Logs• Sustained Silent Reading• Flip books• Individual reading/writing choices

D. Writer’s Workshop• Topic choice• Mini-lessons

• Conferencing• Author’s Chair• Publisher’s Circle

V. EXTENDED ACTIVITIES FOR FURTHER INTEGRATIONA. Visual ArtsB. MusicC. TheaterD. Dance

VI. CLOSURE• Personal exploration• Team exploration• Process charts/learnings• Ongoing assessment: Learning Logs• Write a letter for political action• Alternative Assessment: videos, plays, Reader’s Theater, presentations, demos, projects, class big books, portfolios

PROJECT G.L.A.D.Fullerton School District

LET FREEDOM RING! THIRD GRADESAMPLE DAILY LESSON PLAN

Day 1

FOCUS/MOTIVATION• Inquiry Charts: What do we know about America? What do we want to know?• Big Book: Citizenship• Badges/Awards• Preview/Review of Input

INPUT• Pictorial Input of Flag/Pledge of Allegiance• Map Input: Fullerton, California, the United States, the seven continents, the four major oceans, Equator and Prime Meridian• Narrative Input: Uncle Sam

GUIDED ORAL PRACTICE• T-Graph for social skills: Good Citizenship• Personal Interaction: What do you do that makes you a good citizen?• Poetry/Chanting• Preview/Review of Input Charts• Begin Process Grid: Flag and Uncle Sam

READING/WRITING• Overhead Reading: Benjamin Franklin• Learning Log: flag and Uncle Sam• Interactive journals• Reading and writing choices• Read Aloud

WRITER’S WORKSHOP• Mini-lesson• Author’s Chair

CLOSURE• Home-School Connection: Teach parents three facts about the flag and three facts about Uncle Sam

Day 2

FOCUS/MOTIVATION

• Big Book Review• Badges/Awards• Observation Charts: American symbols and heroes & heroines

INPUT• Label flag and Uncle Sam charts• Pictorial Input: Bald Eagle• Narrative Input: Liberty Bell

GUIDED ORAL PRACTICE• Continue with Process Grid: symbols• Poetry/Chanting• Picture File: share pictures, choose a favorite, oral sentence, written sentence (in teams)• Personal Interaction: Which symbol do you like the best? Why?• Preview/Review of Input

READING/WRITING• Story Map• Highlight Found Poetry Text• Reading/writing choices• Read Aloud• Interactive Journals• Learning Logs


CLOSURE• Home-School Connection: Family background

Day 3

FOCUS/MOTIVATION• Patriotic songs• Badges/awards• Preview/Review of charts

INPUT• Graphic Organizer: U.S. Documents• Pictorial Input: Statue of Liberty• Label bald eagle and Liberty Bell charts

GUIDED ORAL PRACTICE

• Primary Language Groups• Complete Process Grid: symbols• Process Grid: Anne Hutchinson, Thomas Jefferson, Frederick Douglass, Harriet Tubman• Graphic Organizer: Double Bubble of the bald eagle and the Statue of Liberty• Farmer in the Dell: Citizens or Americans• Poetry/Chanting• Personal Interaction: What do you do to celebrate the Fourth of July? What do you do to celebrate other holidays?

READING/WRITING• Expert Groups: Anne Hutchinson, Thomas Jefferson, Frederick Douglass, Harriet Tubman• Reading/writing choices• Cooperative Paragraph: “American symbols represent many important ideals.”• Here/There Frame• Team Tasks• Interactive Journals• Learning Logs


CLOSURE• Home-School Connection: When did your family come to Fullerton? Why did they come?

Day 4

FOCUS/MOTIVATION• Poetry/Chanting• Awards/badges

INPUT• Graphic Organizer: Three Branches of Government (Part I)• Graphic Organizer: Map of the National Mall• Label Statue of Liberty and U.S. Documents charts• Read aloud

GUIDED ORAL PRACTICE• Process Grid: Three Branches of Government

• Process Grid: Anne Hutchinson, Thomas Jefferson, Frederick Douglass, Harriet Tubman• Personal Interaction: In which branch of government would you like to work? Why?

READING/WRITING• Team tasks• Expert Groups: Anne Hutchinson, Thomas Jefferson, Frederick Douglass, Harriet Tubman• Cooperative paragraph: revision and editing• Found Poetry: Build poem• Group Frame/Total Class Modeling: letter writing for political action• Ear to Ear Reading of Cooperative Paragraph• Interactive Journals• Learning Logs


CLOSURE• Home-School Connection: How are you a good citizen at home? At school?

Day 5

FOCUS/MOTIVATION• Awards/Badges• Focused Reading - Walk the Walls

INPUT• Graphic Organizer: Branches of Government (Part II: Checks and Balances)• Label map of the National Mall• Review charts

GUIDED ORAL PRACTICE• Poetry/Chanting• Process Inquiry Charts• Process Grid: Branches of Government

READING/WRITING• Farmer in the Dell word cards: build a sentence in teams and trading game

• Cooperative paragraph #2: “The United States has three branches of government.”• Mind Maps: American symbols and heroes & heroines• Team Tasks

WRITER’S WORKSHOP• Mini-lesson• Publisher’s Circle

CLOSURE• Team presentationsBIG BOOK TEXT

The Important Book About Citizenship

The important thing about being an American citizen is we have rights, responsibilities, and freedom.

We make decisions based on debate and compromise rather than force and tyranny.We value discussion and come together to make decisions.We may not always agree, but we all have a part in the process.

But, the important thing about being an American citizen is we have rights, responsibilities, and freedom.


Our constitution is the supreme law of the land.

Our rules and laws are based on the Constitution, and there are consequences for those who violate those rules and laws.It is important to follow these rules and laws in the classroom, our community, and in civic life.



We have many symbols and landmarks that tell important stories of our past.Several documents were created to guide and govern our nation.These symbols, landmarks, and documents create a sense of community and exemplify cherished ideals of the United States.



American citizens make up our three branches of government.Our form of government comes from the Iroquois Nation.State and local governments are based upon this system.



California, the other states, and sovereign tribes make up our nation and participate in the federal government.We have the right and responsibility as citizens to vote for elected officials in the federal system.Actions we take locally can have an effect on the nation.



Many citizens of the past took great risks to secure freedoms for citizens of the future.These heroes and heroines fought for civil rights, religious freedom, and our right to be free from tyranny.Anne Hutchinson, Frederick Douglass, Harriet Tubman, and Thomas Jefferson are examples of great heroes and heroines.



We continue to work for equality and justice.

We all must do our part to secure rights and freedoms for all people.If we work together, we can continue to ensure freedom for ourselves and citizens of the future.


POETRY

Flag Cadence

We just know what we’ve been told;America’s flag is bright and bold!Red and white and also blue,Stars and stripes always stay true!

Sound off - Purity,Sound off - Bravery,Sound off 1 - 2 - 3 - 4,Justice!

Wave Old Glory everywhere,To show the country that you care.Hang it high, hang it proud,Honor the flag, say it out loud!

Sound off - Let it wave!Sound off - Hang it high!Sound off 1 - 2 - 3 - 4,Freedom!

Is This Our Government? Yes, Ma’am!

Is this our government? Yes, Ma’am!Is this our government? Yes, Ma’am!What does it do? Represents the

people.What does it do? It serves and protects.What does it look like? Three separate

branches.What do they do? Share the work.

Is this legislative? Yes, Ma’am!Is this legislative? Yes, Ma’am!And who is that? The U.S. Congress.What do they do? Make the laws.What does it look like? House of

Representatives.What does it look like? 100-member Senate.

Is this executive? Yes, Ma’am!Is this executive? Yes, Ma’am!Who’s in charge? The U.S. President.What does it do? Carries out the laws.What does it look like? 14 departments.What does it look like? 80 agencies.

Is this judicial? Yes, Ma’am!Is this judicial? Yes, Ma’am!And who is that? The federal courts.Who else is that? The judges in the

courts.What do they do? Settle many disputes.What do they do? Interpret the laws.

SW 8/00

I Know A Famous LadyI know a famous lady,A majestic, famous lady,A majestic, famous lady,Who holds a torch of liberty.

Towering copper body,Graceful robed statue,Expression of friendship,And symbol of freedom.

I know a famous lady,A majestic, famous lady,A majestic, famous lady,Who welcomes all people.SW 8/00

I Know the Bald Eagle

I know the bald eagle.Native to North America,Symbol of strength and power,National bird of our country.

I know the bald eagle.Once in grave danger,Now being protected,Elegant and strong.

I know the bald eagle.Soaring above the trees,Swooping down to perch,Sharp talons clasp the branch.

I know the bald eagle.Chosen by the peopleTo represent us all,A brave and new nation.

I know the bald eagle.

SW 8/00

I’m An American

I’m an American,And I’m here to say,I live in the United States everyday!

I always pay my taxes, I’m always sure to vote,It’s part of being a citizen - so take note! Freedom, liberty,Equal rights too,Doing the American bugaloo!

Being an American means many different things,But we all live in the land where freedom rings!Americans arrived from all over the globeTo make the America their home sweet home.

Freedom, liberty,Equal rights too,Doing the American bugaloo!SW 9/00

Laws, Laws, Laws!!!

Laws here, laws there,Laws, laws everywhere!

Laws keep order, don’t you see?They keep us safe, happy, and free.We need laws so things run well,Laws keep order, can’t you tell?

Laws here, laws there,Laws, laws everywhere!

Laws! Laws! Laws!SW 8/00

I’m A Legislator

I’m a legislator,and I’m here to say,I write laws for our country everyday!

Sometimes the laws are passed,Sometimes they don’t go through,So I try to make them better for me and you!

Safety, learning,getting along too,Doing the law and order bugaloo!

Laws are so importantand order is too,If we didn’t have them bothIt would be bad for me and you.Keeping us safe and sound is what law and order do,They give us protection and security too.

Safety, learning,Getting along too,Doing the law and order bugaloo! SW 8/00

Narrative Input:The Story of Uncle Sam

1. Samuel Wilson was born in Arlington, Massachusetts on September 13, 1766. He moved to Troy, New York with his brother in 1789. He began his own meatpacking company.

The bearded man of red, white, and blue,Is Uncle Sam, and he wants you!

2. During the War of 1812 he provided large shipments of meat to the U.S. Army. The meat was shipped in barrels marked with the initials “U.S.”


3. A soldier asked about the U.S. initials, and a worker of Wilson’s proudly answered, “It stands for Uncle Sam Wilson, the meat packer.”


4. A newspaper reporter in New York wrote a story about Sam Wilson, and the story gained popularity. Soon many things labeled U.S. were being called Uncle Sam’s.


5. Illustrators started drawing Uncle Sam with the red, white, and blue clothes and the stars and stripes in his clothes.


6. In 1869 political cartoonist Thomas Nast added the beard to the drawings.


7. During World War I, the U.S. Army used Uncle Sam in a recruiting poster with the words, “I WANT YOU.” It was drawn by artist James Flagg.


8. Congress officially recognized Samuel Wilson as the originator of Uncle Sam in 1961. Uncle Sam became a national symbol.


9. Samuel Wilson died in 1854. He is buried in Troy, New York.


Narrative InputThe Liberty Bell: Symbol of Independence and Freedom

1. The Pennsylvania Assembly needed a bell for the State House. They ordered it from England in 1751 because there were no bell makers in or near Pennsylvania. Colonists bought the bell for $300.00 It is made of cast iron, stands about 36” tall, and weighs about a ton.

Hear the chime that is so grand,Proclaiming liberty throughout the land!

2. The bell was first rung when it arrived in America in 1752. The first time the clapper hit the bell’s side, it cracked. Workers in Philadelphia recast it twice to fix it.


3. On July 8, 1776, the bell was rung to announce the first reading of the Declaration of Independence to the people. The bell was rung every year to commemorate the anniversary of July 8. In 1835 the bell cracked again, and was repaired for a third time.


4. In 1839, the name of the bell was changed from “The Old State House Bell” to ”The Liberty Bell.”


5. While ringing the bell for George Washington’s birthday in 1846, the Liberty Bell cracked again. This time it could not be repaired, so it was taken down from the belfry.


6. Since then, the Liberty Bell has only been rung on special occasions, such as when the troops landed in France during World War II on June 6, 1944. Special equipment was used so the country could hear the bell.

Hear the chime that is so grand,

Proclaiming liberty throughout the land!

7. The Liberty Bell is now displayed in the Liberty Bell Pavilion in Philadelphia, Pennsylvania.


Information about National Monuments and Memorials for Map of Washington D.C. 7 the National Mall

Washington Monument:• Built to honor 1st president - George Washington• Completed in 1884• 555 feet 5 inches high• Hollow inside• Elevator goes to top - view of Washington, D.C.

Lincoln Memorial:• Built to honor the 16th president - Abraham Lincoln• Lincoln ended the Civil War; was shot at Ford Theater• White marble building with marble statue of Lincoln in a chair• Tablets inside memorial contain Gettysburg Address and second Inaugural address

Jefferson Memorial:• Built to honor the third president - Thomas Jefferson• Jefferson worked to write the Declaration of Independence• Dedicated on April 13, 1943 - 200th anniversary of Jefferson’s birth• Marble building with bronze statue inside

The Capitol:• Finished in December of 1863• Burned by the British in the War of 1812• Where Congress meets• Was too crowded for both houses of Congress - had to enlarge

The White House:• 1600 Pennsylvania Avenue, Washington, D.C.• Home of the president• Oldest government building in Washington• Took 8 years to build

• First president to live there was the second president - John Adams• Burned down in the War of 1812; rebuilt; outside walls were painted white to cover up the black - how it got the name

Iwo Jima Memorial:• Tribute to soldiers of WWII• Shows raising of flag when took Mt. Surbachi on island of Iwo Jima• Bronze statue

Tomb of the Unknown Soldier:• Honors soldiers who gave lives but identities are unknown• Arlington National Cemetery

Mount Rushmore:• South Dakota• George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln• Sculptor: Gutzon Borglum• Began August 10, 1927; Borglum’s son finished it 14 years later

EXPERT GROUPS

Anne Hutchinson

Anne Marbury was born in 1591 in England. She married a merchant named William Hutchinson in 1612. They had 14 children, losing three to death very young.

In 1634, Anne and William followed their oldest son to Massachusetts in search of religious freedom. When they arrived, they found that the religious rules were very intolerant.Anne began to hold meetings in her home to discuss sermons and express her own religious views with other women. Soon men began to attend as well. These meetings began to anger ministers and the local government. Anne’s ideas went against tradition and men’s ideas of that time.

In 1637 Anne Hutchinson was brought to trial and found guilty of antinomianism, which is the belief that faith in God frees Christians from following the accepted moral laws. Anne was banished from the colony. She was also tried by the church, found guilty, and kicked out of the church. Anne’s family and her followers founded their own settlement on what is now Rhode Island.

William Hutchinson died in 1642, and Anne moved with the children to New York in 1643. Anne and all but one of her children were killed by Indians that same year.

Anne Hutchinson is a powerful example of a person who fought for what she believed, and is one of the reasons our country now has freedom of religion.

Thomas Jefferson

Thomas Jefferson was born in Virginia on April 13, 1743. He inherited 5,000 acres of land from his father, and high social standing from his mother. He studied at the College of William and Mary, then read law. In 1772 he married Martha Wayles Skelton. They had six children together, although three of them died in infancy.

Before Jefferson was the president, he was a planter, lawyer, writer, philosopher, scientist, and architect. He designed and invented clocks, a dumbwaiter (a small elevator), a polygraph machine, Venetian blinds, and the achromatic telescope.

Jefferson was an eloquent writer, but not very good at public speaking. As the “silent member” of Congress, he wrote the Declaration of Independence at age 33. He worked hard to make the words of the Declaration of Independence a reality, and wrote a bill establishing religious freedom in 1786.

Thomas Jefferson served two terms as president of the United States. The population of the United States at this time was 5.3 million. As president he cut the budget and reduced the national debt by one third. He also acquired new land for the United States from Napoleon in 1803.

After the presidency, Jefferson continued to be a planter, writer, and educator. He died at his home (Monticello) on July 4, 1826. He was 83 years old.

Frederick DouglassFrederick Douglass was born Frederick Augustus Washington

Bailey in February 1818 in Maryland. He was the son of an unknown white father and Harriet Bailey, a slave who was part African and part Native American. Frederick was born a slave, and when he was eight years old he was separated from his mother and never saw her again.

As a child, Frederick was legally classified as property rather than as a human being. He experienced much neglect and cruel treatment. Frederick fought back, and was sent away to be a house servant. He learned to read and write, and began to think about his freedom.

Frederick made several escape attempts. He was successful in 1838. He traveled to New York, changed his last name to Douglass, and married a free black woman named Anne Murray. They moved to Massachusetts, where Frederick worked as a laborer.

Frederick began to search for a new career. He attended an anti-slavery convention. One of the abolitionists overheard Frederick speaking with some of his friends and was impressed. He asked Frederick to speak at the convention, and his speech had a remarkable effect. Frederick was immediately employed by the Massachusetts Anti-Slavery Society, and a new career began.

In 1847 Douglass bought his freedom and established a newspaper called The North Star and published it for 17 years. He also lectured, was a supporter of a woman’s right to vote, took an active part in politics, and helped with the Civil War effort in order to abolish slavery. He was asked to speak at the White House several times by President Lincoln.

Douglass held important political positions under Presidents Hayes and Garfield. In 1884 Frederick married again. His second wife was Helen Pitts, a white woman. He received criticism for this, but handled it well by saying, “my first wife was the color of my mother, and my second wife is the color of my father.”

Douglass died on February 20, 1895. He was active to the end; on the day he died he attended a woman-suffrage conference.

Harriet TubmanHarriet Tubman was born to slaves in 1820. She

worked as a slave throughout her childhood, almost being killed by an overseer. In 1844 at the age of 24, Harriet married a free black man named John Tubman.

Harriet was a slave the first 29 years of her life. When her master died in 1849, she learned she was to be sold to the Deep South. Harriet escaped with her two brothers. She was aided by the Underground Railroad, a secret network of safehouses created to help escaping slaves.

Harriet arrived in Philadelphia, and worked for about a year to earn money. She disguised herself as a man and returned to Maryland for her husband. She discovered he had married another. Harriet was devastated by this, and set her mind to devoting her life to freeing slaves.

Harriet spent the next ten years as a “conductor” of the Underground Railroad. She made more than 20 trips to the South and rescued about 300 people from slavery. Harriet became known as the “Moses of her people.” She was widely respected and honored. Harriet was also hated by slave holders and other slavery advocates; there was a $40,000 reward for her arrest. Despite this, Harriet managed to free her parents as well.

During the Civil War, Harriet worked as a scout, spy, nurse, and cook. When the Civil War ended, she worked tirelessly to establish schools for freemen and for women’s rights. She also wrote a book about her life.

Harriet Tubman died of pneumonia on March 10, 1913. She was a woman of greatness who represented nearly a century of struggle and difficulties fighting slavery toward her goal of social justice.

GRAPHIC ORGANIZER

Important U.S. Documents

Graphic Organizer/Project GLAD/FSD/Let Freedom Ring!/US Documents

Declaration of Independence

Emancipation Proclamation U.S. Bill of Rights

Constitution of the U.S.

• declared independence of the 13 colonies

• lists King George III’s wrongdoings

• states fundamental principlesof the American nation

• Author: Thomas • Approved July 4,

• establishes a strong central government for the U.S. (the

• rights of

• Supreme law of the

• Signed September 17, 1787

• Ratified June 21,

• freed slaves in confederate

• led to 13th Amendment:

• Abraham Lincoln• January 1, 1863

• protects individual rights and liberties from unjust rule by the government

• written because many states would sign the Constitution unless a Bill of

• began with 10 amendments; there

(* include pictures of each document on the chart)

Information about Important U.S. Documents

Declaration of Independence:• States colonists’ reasons for becoming independent from Great Britain• July 4, 1776

Constitution:• Supreme law of the land• 1788• Established the U.S. government and rights of the American people• Preamble, 7 articles, 27 amendments

Bill of Rights:• First 10 amendments to the Constitution• Became law on December 15, 1791• States liberties• Forbids government to violate those rights

Emancipation Proclamation:• Issued by Abraham Lincoln on January 1, 1863• During Civil War• Declared all slaves free

PROCESS GRIDS

Hero or Heroine

Anne Hutchinson

Thomas Jefferson

Frederick Douglass

Harriet Tubman

Let Freedom Ring! Process Grid: Heroes & Heroines

SW 5/02

How am I like this person?

Special Facts

ImportantAchievements

Background Information

Branch of Government

Executive Branch:The President

Let Freedom Ring! Process Grid: Branches of Government

SW 5/02

Why is this branch important to me?

Special Facts

Checks and Balances

What does this branch do?

Judicial Branch: The Supreme Court

Legislative Branch: Congress

U.S. Symbol

United States Flag

Let Freedom Ring! Process Grid: U.S. Symbols

SW 5/02

Why is this symbol important to me?

Special Facts

History of the Symbol

What does this symbol represent?

Uncle Sam

Statue of Liberty

The Liberty Bell

Bald Eagle

Found Poetry Text

The Journey to Ellis Island

Over 12 million immigrants sailed to America from 1892 to 1954 in hopes of carving out new destinies for themselves. Most were fleeing religious persecution, political oppression, and economic hardships. Thousands of people arrived daily in New York Harbor on steamships from mostly Eastern and Southern Europe. These immigrants were processed at Ellis Island.

The long trip meant weeks and sometimes months aboard overcrowded ships, often traveling through hazardous weather. Substandard food and poor sanitation conditions only compounded the misery for many who had become sick aboard these ships. Nevertheless, the promise of freedom and opportunity made even the most arduous trips worth it.

Source: http://www.libertystatepark.com/history1.htm

http://www.libertystatepark.com/history1.htm

Home-School Connection #1 - Let Freedom Ring!Name: ________________Date: ________________

Write down three facts you learned today about the flag:

1. _________________________________________________

2. _________________________________________________

3. _________________________________________________

Write down three facts you learned today about Uncle Sam:

1. _________________________________________________

2. _________________________________________________

3. _________________________________________________

Read your three facts to a parent at home.

My child read the six facts to me.

____________________________________________Parent Signature Date

Home-School Connection #2 - Let Freedom Ring!

Name: ________________Date: ________________

Interview your parents and find out where these members of you family are from:

Me: _______________________________________________

My parents:_________________________________________

___________________________________________________

My Grandparents:____________________________________

___________________________________________________

___________________________________________________

___________________________________________________

My Great-Grandparents: _____________________________


Interview your parents and have them help you answer these questions:

When did our family come to Fullerton? _________________

___________________________________________________

___________________________________________________

___________________________________________________

Why did our family come to Fullerton? __________________

___________________________________________________

___________________________________________________

___________________________________________________


We have been learning about good citizenship.

How am I a good citizen at school?

1. ___________________________________________________

2. ___________________________________________________

How am I a good citizen at home?

1. ___________________________________________________

2. ___________________________________________________

Please read this to one of your parents.

____________________________________Parent Signature

Graphic Organizer: Branches of Government

Pictorial Input: Great Seal of the US/The Bald Eagle

Pledge of Allegiance Vocabulary for Use with Flag Pictorial Input

Flag Pictorial Input