Lindsay RaikesDecember 1, 2009

Standard Indicator #4

Civics and Government 3.2.2 - Students will identify fundamental democratic principles and ideas in American songs, stories, and symbols.(http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx)

I will begin teaching third graders about American principles by reading The Story of the Statue of Liberty by Giulio Maestro. They will listen to the story to learn why the Statue of Liberty is important to Americans. As I read the story aloud, I will discuss the symbolism of the statue. I will ask the students: “Where is the Statue of Liberty? Who gave the statue to the United States? What does the statue symbolize?” After reading the story, I will talk about other principles by asking them “What other symbols make you think about America?” They will write their ideas on the promethium board while I suggest ideas such as the United States Flag, the Liberty Bell, the bald eagle, and the White House. After our list is complete, I will explain that each symbol has a meaning behind it. I will prompt students to think about these meanings by asking them questions like, “Which symbol has fifty stars that stand for our fifty states?”, “Which symbols was given to us by France and symbolizes freedom throughout the world?”, “What does our national bird stand for?”, “Where does our president live?”, and “Which symbol rang as a sign of our liberty?”. As they provide answers, I will write the meanings next to each symbol on the promethium board. (When I have time, I will add pictures of the symbols to the promethium board.)

To include language arts in this activity, I will ask each student to pick one American symbol about which they would like to write a poem. They will be encouraged to share their poem during our class poetry reading (which I can invite other classes, teachers, staff, and parents to attend). I will compile and publish their poems to make a class poetry anthology. To incorporate expressive arts, the students will draw a picture of their chosen symbol and its meaning on their page of the anthology.

To integrate music/movement, I will have students sing along to patriotic songs that refer to the American symbols we have just learned about. This may include “The Star Spangled Banner”, “America the Beautiful,” “Yankee Doodle,” “Home on the Range,” or “Oh, Susanna!”

I would conclude the activity by assessing students’ learning. I will use the promethium board in order to determine the level of their understanding. I will create a power-point displaying American symbols and phrases that represent various ideals. The students will individually write down their answers to the questions I ask them. For example, I could show them a picture of the Statue of Liberty. I will ask them “What does this monument represent?” They should write down “freedom”. The next slide could display the phrase I pledge allegiance. I will ask them “What does this phrase mean?” They should write “I promise loyalty”. If the students answer these and the other questions correctly, I will know that I taught this lesson effectively and that they understand this social studies standard.