1. American and Texas Symbols

2. First Grade Social Studies TEKS
Knowledge and skills.
(13) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to:
(A) explain selected national and state patriotic symbols such as the U.S. and Texas flags, the Liberty Bell, and the Alamo;
(B) recite and explain the meaning of the Pledge of Allegiance and the Pledge to the Texas Flag; and
(D) explain how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom.

3. Outline The American Flag The Liberty Bell and Bald Eagle
Patriotic Celebrations
A Tour of The Statue of Liberty and Ellis Island
Two-Stepping Through Texas
The Pledge of Allegiance
Individual Symbol

4. American and Texas Symbols Rubric
CATEGORY 5 4 3 2 1
Total
Interaction with Lesson
Student interacts and is engaged with each lesson all of the time
Student interacts and is engaged with each lesson most of the time
Student interacts and is engaged with each lesson some of the time
Student looks at and attempts participation with each lesson for a small amount of time
Student does not look at or attempt participation with each lesson
Identification of Symbols
Student can identify studied symbols all of the time
Student can identify studied symbols most of the time
Student can identify studied symbols some of the time
Student can identify at least one studied symbol
Student can not identify any studied symbols
Creativity or Exploration of Lesson Products
Student displayed a lot of effort, thought, and creativity in creating each lesson product
Student showed effort, thought, and creativity in creating each lesson product
Student showed some effort, thought, and creativity in creating each lesson product
Student showed minimal effort, thought, or creativity in creating each lesson product
Student did not show effort, thought, or creativity in creating each lesson product
Explanation of Products/Symbols
Student is able to clearly articulate their rationale and understanding for each symbol and each product created
Student is able to explain their rationale and understanding for each symbol and each product created
Student is able to explain some of their rationale and understanding for each symbol and each product created
Student is able to explain some of their rationale and understanding for several symbols and several products created
Student is not able to explain their rationale and understanding for each symbol and each product created
Symbol Choices
Student is able to decide on a specific symbol and clearly articulate their rationale for their choice
Student is able to decide on a specific symbol and express their rationale for their choice
Student chooses a specific symbol and can explain some of their rationale for their choice
Student can choose a symbol and can explain some of their reasoning for their choice
Student did not choose a symbol and can not explain their reasoning for their choice

5. The American Flag Description Materials
Students will study, recognize, interpret, and construct an American flag. They will use the American flag as an example to create their own flag to represent themselves or their class.
Materials
White Cardstock
Construction Paper, Crayons, Markers, Pencils, Glue and Scissors (and/or cloth materials is possible)
Stars and Stripes, Our National Flag by Leonard Everett Fisher
Fireworks, Picnics and Flags , by James Cross Giblin
Computer Lab

6. The American Flag Procedures
Read Stars and Stripes, Our National Flag, by Leonard Everett Fisher. Discuss all of the different flags that have been used before our current flag was adopted.
Read the flag information from Fireworks, Picnics and Flags, by James Cross Giblin. This tells the history of the American flag and how it has given us a sense of pride in our nation.
Have students explore the New Flag information from the America’s Story website. Listen to the United States Marine Band perform the song, True to the Flag.
Pass out card stock and related craft materials. Instruct students to create a diagram of the American Flag, complete with explanations for what the stars and stripes on the flag stand for.
Instruct students to add any other important information learned to the diagram, such as the feelings it gives people, etc.
Finally, have students design a flag to represent themselves or the class. Create a diagram of the flag, complete with explanations for what the flag symbolizes. Add information on what it represents.

7. The American Flag Goals
Identify and explain the purpose of the American Flag and what it represents to our country
Distinguish the symbolism of a flag by creating an individual or class flag

8. The Liberty Bell and Bald Eagle
Description
Students will explore and explain the significance of the Bald Eagle and the Liberty Bell. They will consider the liberties and freedoms people in America are granted and search for ways in which the Bald Eagle is used to symbolize the United States.
Materials
The Story of the Liberty Bell, by Natalie Miller
Fireworks, Picnics and Flags, by James Cross Giblin
Examples of coins, postage stamps, dollar bills, the Great Seal of the United States, etc. that have the eagle on them
Copies of the Liberty Bell outline
Writing Paper with room for pictures
Pencils and crayons

9. The Liberty Bell and Bald Eagle
Procedures
Read The Story of the Liberty Bell, by Natalie Miller and the Liberty Bell information in Fireworks, Picnics and Flags, by James Cross Giblin.
Pass out an outline of the Liberty Bell. Under the writing on the bell, instruct the students to write at least two of the liberties or freedoms they have. The link to the Liberty Bell outline can also be explored by the students.
Read the Bald Eagle information in Fireworks, Picnics, and Flags, by James Cross Giblin, which tells about how the eagle became a symbol of our country.
Pass out coins, dollar bills, etc. for children to locate the eagle on them. Pass out writing paper to the students. Instruct the students to write about a name and/or draw a place where the eagle represents our country (i.e., coins, postage stamps, dollar bills, the Great Seal of the United States, etc.).

10. The Liberty Bell and Bald Eagle
Goals
Be introduced and become familiar with the Liberty Bell and Bald Eagle
Identify at least two liberties or freedoms people have in America
Identify an object that uses the eagle to represent our country

11. Patriotic Celebrations
Description
Students will explore and identify significant historical music and the tradition of parades to create a patriotic celebration parade.
Materials
Recording of Yankee Doodle Dandy
Poster of Lyrics for Yankee Doodle Dandy
Yankee Doodle, by Richard Schackburg
Thump, Thump, Rat-a-Tat-Tat, by Gene Baer
Sentence Strips
Pencils, Markers, Crayons
Construction Paper Shapes and glue (if possible)

12. Patriotic Celebrations
Procedures
Introduce the lesson by playing a recording of “Yankee Doodle Dandy.” Ask the students if they recognize the music. Sing the song with the children. Explain that this is a very old song which was popular during the time of President George Washington.
Read the book Yankee Doodle, by Richard Schackburg. This is an illustrated version of the song. The illustrations depict pictures of Revolutionary War soldiers. Discuss the illustrations with the children, pointing out the marching, uniforms, flags, and colors.
Introduce the discussion about parades by asking how many children have been to a parade. Discuss children's experiences with parades. Ask the children why we have parades. Ask if children know what was being celebrated at the parades they have attended.
Read Thump, Thump, Rat-a-Tat-Tat, by Gene Baer. Discuss what children saw in the parade in the book. Who and what would one see in a parade? Discuss the use of marching and parades at the time of George Washington.
Instruct the students to draw pictures of their own parades on long sentence strips. Use the illustrations in Thump, Thump, Rat-a-Tat-Tat as an example, have the children identify the shapes they see in the book and encourage the children to use these shapes when drawing their own parade.

13. Patriotic Celebrations
Goals
Be introduced to and identify historical patriotic music, such as Yankee Doodle Dandy
Identify the tradition of parades as a way of celebrating

14. A Tour of The Statue of Liberty and Ellis Island
Description
Students will explore the significance of the Statue of Liberty and Ellis Island. They will take virtual field trips of the Statue of Liberty and Ellis Island to learn how and why immigrants came to America. A reflection will be written to comprehend why immigrants come to America and what the Statue of Liberty represents.
Materials
The Story of the Statue of Liberty, by Betsy and Giulio Maestro
Watch the Stars Come Out, by Riki Levinson
Computer Lab
Pencils and Crayons
Writing Paper

15. A Tour of The Statue of Liberty and Ellis Island
Procedures
Show the students the cover of the book The Story of the Statue of Liberty, by Betsy and Giulio Maestro without showing the title of the book. Ask the student who is pictured on the cover and what they know about her.
Read The Story of the Statue of Liberty, by Betsy and Giulio Maestro the story to the students. Ask the students why would you give a gift to a friend and when/why have you received a gift from a friend? Tell the students that Bartholdi wanted the statue he built to be as a remembrance of the old friendship between France and America as well as a symbol of freedom in the New World. Show the students these pages from the book again.
Tell the students many of the people who came to America were poor and didn’t even bring very much with them. America was the land of hope where their dreams could come true. Read this quote to the students:
Immigrant Quote
Victor Tartarini, Italy
“When I saw the Statue of Liberty (gasp) it was
something beautiful. I knew I was in America, you know. I
knew I was going to see my father. I knew I was going to see
my stepmother. I had somebody to love.”
Ask the students how do they think people felt about seeing the Statue of Liberty for the first time and then introduce and read Watch the Stars Come Out, by Riki Levinson.
Have students explore the Statue of Liberty through a photo tour and also interact with the audio, video, and photo tour of Ellis Island.
Pass out writing paper to the students. Instruct the students to write about why they think immigrants come to America and what the Statue of Liberty represents, complete with pictures that match their words.

16. A Tour of The Statue of Liberty and Ellis Island
Goals
Identify the Statue of Liberty and Ellis Island
Describe why immigrants come to America
Explain that the Statue of Liberty is a symbol of friendship and freedom

17. Two Stepping Through Texas
Description
Students will participate and engage in a webquest about Texas and its official state symbols to record and quiz their knowledge of the information they learned. 
Materials
Computer Lab
Writing paper for Process section answers
Pencils

18. Two Stepping Through Texas
Procedures
Have students explore and interact with the Two-Stepping Through Texas webquest.
Pass out writing paper to the students to answer the questions posed in the Process section of the webquest (actually making a book is optional).
Instruct the students to complete the Quiz in the Evaluation section of the webquest.

19. Two Stepping Through Texas
Goals
Identify the official state symbols of Texas, such as the Texas Flag, the Pecan Tree, the mockingbird, the Alamo, and the bluebonnet

20. The Pledge of Allegiance
Description
Students will study and interpret the Pledge. They will use the Pledge as an example to create their own Pledge for the kind of friend they want to be.
Materials
The Pledge of Allegiance, by Barbra Clack
Chart paper with Pledge written on left side
Thick writing marker
Pencils
Writing Paper

21. The Pledge of Allegiance
Procedures
Read The Pledge of Allegiance, by Barbra Clack. Discuss the kinds of observations that can be made from the pictures on each page.
Discuss and explain what each line of the Pledge means and translate them into simple lines using Barbra Clack’s pictures for support.
Present The Pledge of Allegiance site. Display how and why the Pledge has been changed over time. Compare the site’s examination of the Pledge with the examination of the class’ pledge.
Have students create a pledge for themselves or for the class. Pass out writing paper for students to develop a pledge, complete with explanations for what each line stands for.

22. The Pledge of Allegiance
Goals
Identify and explain the purpose and meaning of the Pledge and what it represents to our country
Distinguish the symbolism of the Pledge by creating an individual or class Pledge

23. Individual Symbol Description Materials White Cardstock
Students will create their own symbol to represent the values, people, and objects that are most important to them.
Materials
White Cardstock
Construction Paper, Crayons, Markers, Pencils, Glue and Scissors (and/or cloth materials is possible)

24. Individual Symbol
Procedures
Discuss the meaning of the term “symbol,” reminding the students of all the symbols they have been learning about. Review with the students what a symbol is, what are some examples of symbols (esp. to represent America).
Have students consider what kind of symbol might represent themselves. Model the thought process by sharing a symbol you would use to represent yourself. For example, a book represents a love of reading or a controller represents playing a lot of video games.
Pass out card stock and related craft materials. Instruct students to create own symbol diagram to represent themselves or the class.
Instruct students to add important information to the diagram, such as the reason each symbol was chosen and what it symbolizes.

25. Individual Symbol Goals
Explore, determine, and visually represent values, people, and objects that are important in own life