Old Glory "U.S. Flag" & Statehood Learning Activity-- Teacher Page

. . . .Authoring/ Research/ Reporting/ and Other Work;
Using the Higher Levels of Reading, Math, Language
Arts, Social Studies and Writing.
Charleston C.U.S.D. #1 Elementary Schools,  Mr. Howard Taylor, Teacher
On-Line Lesson Plan
G.E. Project :   Grades 3-4    "Old Glory and the Making of a New State"

INTRODUCTION:
G.E. students in grades 3 and 4 will work on a common theme during the month of December.  The theme will center on an in-depth study of the U.S. Flag, and the formation of a new state in the U.S.
The Project will include working on learning standards for Reading, Math, Social Studies,  and Science.

OLD GLORY PROJECT OBJECTIVES, BASED UPON:

Bloom Taxonomy Considerations
The learner will:
1.  Conduct research and fact gathering concerning U.S. physical geography. (Knowledge level)

2.  Interpret and summarize the facts of a region of the U.S.. (Comprehension Level)

3.  Use information gathered and organized to illustrate the requirements for a new state, when being added to the U.S.. (Application Level)

4.  Take the various organized facts and apply them to an activity outline of "things to do". (Analysis Level)

5.  Add the state by listing the U.S. Constitutional requirements for adding a state, and then add a new star to the present 50 star flag, by re-designing the star field. (Synthesis Level)

6.  Make a summary of the new state by creating a poster and/or a 6-part pamphlet describing several aspects of the new state (as described in the "things to do" list. (Evaluation Level)

This project allows for the individual to use his/her imagination, as well as real facts to plan a big thing like starting up a new state. 

Connection to Illinois Learning Standards:
The student will:

Social Studies:
17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments.
17.C.1a Identify ways people depend on and interact with the physical environment.

Math: 
8.A.2a Identify, describe, extend and create geometric and numeric patterns.

Science:
11.  A.1e Arrange data into logical patterns and describe the patterns.
12.B.2b Identify physical features of plants and animals that help them live in different environments.

PROCESS: 
Students will. . . .
1.  Conduct an on-line study of the history of the U.S. flag will be conducted by using the U.S. Flags website, which lists all the flags of U.S. history.

2.  Select a U.S. region and print a map with related questions.  This map will be the "area" that the student's new state will be located.  Stately Knowledge website will provide information about the other states in the region such as state symbols, etc.

3.  Give the state a name, and describe the origin or meaning of the name.

4.  Use Google Search to help choose new symbols for the new state.  The symbols must actually come from, or live in the area of the new state. 

5.  Give the state a capitol (name) and a location

6.  Describe the agricultural, mineral, cultural and special features of the new state.

7.  Design a state flag for the new state.

8 .  Compile all information and then create a poster and/or a phamplet to illustrate the new state, including tourism information, highways, and special considerations that the student will devise.

MATERIALS NEEDED:
White paper for final poster/phamplets, student art boxes.

RESOURCES NEEDED:

  • Internet with a variety of websites pre-linked in the "Old Glory Activity" Hotlist
  • Actual 34 star flag, 50 star flag, and the Presidential flag.

PROJECT EVALUATION:
3.  A simple assessment rubric for process steps and final product will be explained to the students so they will be aware of how they can do well on the project.