Lesson Title: Historical Flags and Symbolism
Written By: Theodore DeSanti, Kim Smiley, Sharon Speck, Carla Morrin, Victoria Zylstra, and
Stephen Cocca
Grade Level: third-fifth
Overview:
Students will learn that about the symbols and colors of flags and their historical importance,
using the context of the three flags that currently fly at Ft. Niagara.
Central Questions:
Why are flags important? What role do flags play in history?
Learning Objectives:
Students will learn about the importance of flags as symbols and that they can change over time.
Historical Thinking Standards:
Students will be able to:
* Draw upon the visual, literary, and musical sources including: (a) photographs, paintings,
cartoons, and architectural drawing; (b) novels, poetry, and plays; and (c) folk, popular, and
classical music, to clarify, illustrate, or elaborate upon information presented in the historical
narrative. (Standard 2)
* Obtain historical data from a variety of sources, including: library and museum collections,
historic sties, historical photos, journals, diaries, eyewitness accounts, newspapers, and the like;
documentary films, oral testimony from living witnesses, censuses, tax records, city directories,
statistical compilations, and economic indicators. (Standard 4)
Assessment Tools:
Teacher will observe how students create their own flags and explain the importance of their
symbols and colors, using their knowledge of flags of the past.
Key Concepts:
Vexillology (academic study of flags), symbolism, flags, patriotism, color representations, war
tactics
Materials/Sources:
History and Guide to Old Fort Niagara by Brian Leigh Dunnigan, small paper replicas of the
American, French, and British flags that currently fly over Ft. Niagara for students to share,
Flags PowerPoint, Teacher information about three flags, websites about flags and color
significance, paper and art supplies
Duration: 3 days
Procedures Day 1:
Activate prior knowledge by having students examine the slide with a modern American flag.
You can also use a classroom flag. Discuss what they know about the flag and what each part of
the flag means.
Then have the students look at the 36 star American flag in the slide show and see what they
notice is different and the same from our current flag. Give students the background that this
flag became the United States flag on July 4th, 1865. A star was added from the previous flag
because of the addition of Nevada as a state. Ask students if they think the United States had
other flags and discuss how flags change over time.
Look at some historical images of flags included in the PowerPoint. Ask students what they
notice about each image. What do they notice about the flags in the images? What is the
importance of the flags in each picture? Discuss flags as being rallying points of troops, a way to
keep the troops organized in their lines, and as boundary points to prevent friendly fire.
Next show the picture of the three flags over Ft. Niagara. Distribute mini-replicas of the flags to
each group. For each flag, students should talk about what they know about the flags. Another
option is to use the pictures in the PowerPoint to talk about each of the three flags.
After the students have made predictions about the flags, talk about whom each flag represents,
the significance of the symbols and colors on each flag, and why they are flown today at Ft.
Niagara. Use the background information included in the lesson to guide this part of the
discussion.
Ft. Niagara Flags Background from History and Guide to Old Fort Niagara pages 65 and 66:
In the center of the fort are three flagpoles which daily fly the historical colors of the
three nations which have occupied Old Fort Niagara. The tradition dates to the early
1930s when restoration of the Fort was completed. The flags are symbolic of three
hundred years of military activity at the mouth of the Niagara River.
Earliest of the banners is the flag of France. From the establishment of a permanent fort
oat Niagara in 1726, until its capture by the British in 1759, this white flag flew above
the walls. Although its appearance today is associated with a sign of surrender, flags
were not so standardized in the eighteenth century. There was a variety of French
banners. That of the Marine Department, the agency responsible for France’s navy and
colonies, was white. This flag was displayed on French warships and colonial
fortifications around the globe.
The British Union Jack was raised above the wall of Fort Niagara in 179, and remained
until 1796. The version flown in the Fort today was in use until 1801. It displays the red
cross of St. George and the X-shaped cross of St. Andrew representing England and
Scotland respectively. The modern Union Jack includes the red X-shaped cross of St.
Patrick which was added to the flag in 1801, following the union of Ireland. That version
of the British flag flew over Ft. Niagara briefly from December, 1813 to May, 1815.
The third flag symbolizes the United States occupation of Fort Niagara. Although many
different versions of the Stars and Stripes have flown over the walls, the 15 stars and
stripes banner displayed today, was in use from 1794 to 1818. A flag of this design is
flying over Fort McHenry during the British bombardment in 1814, inspired Francis
Scott Key to compose the lyrics to what would become the U.S. National Anthem.
Procedures Day 2:
Start by reviewing the significance of the three flags that fly over Ft. Niagara today.
Ask the students if they think there are any other flags that should be flown over Ft. Niagara.
Ask if there was a group of people living in this area at the time that is not represented. Using
prior knowledge, discuss the fact that Native Americans lived in this area, and although they
never had possession of the fort, they were an integral part of the fort through trading and other
activities. Discuss symbolism of Native Americans using www.native-american-market.com.
Next work together to create a flag that could have represented the 6 Nations.
When completed show students the flag the Six Nations use today – The Hiawatha Belt Flag.
Procedures Day 3:
Review symbols and colors on various flags using website above in addition to
www.enchantedlearning.com/geography/flags/colors.shtml.
Have each student create a personal flag incorporating this information.
Then the flag should be explained using the cloze activity found at
www.enchantedlearning.com/usa/flags/blank/cloze/ or by writing an explanatory paragraph.
Each student should share their flag and explanation with the class or in small groups.
Flag Pictures to Print: