American and Texas Symbols
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.
Outline
1.
2.
3.
4.
The American Flag
The Liberty Bell and Bald Eagle
Patriotic Celebrations
A Tour of The Statue of Liberty and Ellis
Island
5. Two-Stepping Through Texas
6. The Pledge of Allegiance
7. Individual Symbol
American and Texas Symbols Rubric
CATEGORY
5
4
3
2
1
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
Total
The
American Flag
Description
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
1. White Cardstock
2. Construction Paper, Crayons, Markers, Pencils, Glue
and Scissors (and/or cloth materials is possible)
3. Stars and Stripes, Our National Flag by Leonard
Everett Fisher
4. Fireworks, Picnics and Flags , by James Cross Giblin
5. Computer Lab
The American Flag
Procedures
1. 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.
2. 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.
3. 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.
4. 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.
5. Instruct students to add any other important information learned
to the diagram, such as the feelings it gives people, etc.
6. 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.
The American Flag
Goals
1. Identify and explain the purpose of the
American Flag and what it represents to our
country
2. Distinguish the symbolism of a flag by
creating an individual or class flag
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
1. The Story of the Liberty Bell, by Natalie Miller
2. Fireworks, Picnics and Flags, by James Cross Giblin
3. Examples of coins, postage stamps, dollar bills,
the Great Seal of the United States, etc. that
have the eagle on them
4. Copies of the Liberty Bell outline
5. Writing Paper with room for pictures
6. Pencils and crayons
The Liberty Bell and Bald Eagle
Procedures
1.
2.
3.
4.
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.).
The Liberty Bell
and Bald Eagle
Goals
1. Be introduced and become familiar with the
Liberty Bell and Bald Eagle
2. Identify at least two liberties or freedoms
people have in America
3. Identify an object that uses the eagle to
represent our country
Patriotic Celebrations
Description
Students will explore and identify significant historical
music and the tradition of parades to create a
patriotic celebration parade.
Materials
1.
2.
3.
4.
5.
6.
7.
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)
Patriotic Celebrations
Procedures
1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
Patriotic Celebrations
Goals
1. Be introduced to and identify historical
patriotic music, such as Yankee Doodle
Dandy
2. Identify the tradition of parades as a way of
celebrating
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
1.
2.
3.
4.
5.
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
A Tour of The Statue of Liberty and Ellis Island
Procedures
1.
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.
2.
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.
3.
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.”
4.
5.
6.
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.
A Tour of The Statue of Liberty and
Ellis Island
Goals
1. Identify the Statue of Liberty
and Ellis Island
2. Describe why immigrants
come to America
3. Explain that the Statue of
Liberty is a symbol of
friendship and freedom
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
1. Computer Lab
2. Writing paper for Process section answers
3. Pencils
Two Stepping
Through Texas
Procedures
1. Have students explore and interact with the
Two-Stepping Through Texas webquest.
2. 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).
3. Instruct the students to complete the Quiz in
the Evaluation section of the webquest.
Two Stepping Through Texas
Goals
1. Identify the official
state symbols of
Texas, such as the
Texas Flag, the Pecan
Tree, the mockingbird,
the Alamo, and the
bluebonnet
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
1. The Pledge of Allegiance, by Barbra
Clack
2. Chart paper with Pledge written on left
side
3. Thick writing marker
4. Pencils
5. Writing Paper
The Pledge of Allegiance
Procedures
1. Read The Pledge of Allegiance, by Barbra
Clack. Discuss the kinds of observations that
can be made from the pictures on each page.
2. Discuss and explain what each line of the
Pledge means and translate them into simple
lines using Barbra Clack’s pictures for
support.
3. 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.
4. 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.
The Pledge of Allegiance
Goals
1. Identify and explain the purpose and
meaning of the Pledge and what it
represents to our country
2. Distinguish the symbolism of the Pledge by
creating an individual or class Pledge
Individual Symbol
Description
Students will create their own symbol to
represent the values, people, and objects
that are most important to them.
Materials
1. White Cardstock
2. Construction Paper, Crayons, Markers,
Pencils, Glue and Scissors (and/or cloth
materials is possible)
Individual Symbol
1.
2.
3.
4.
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.
Individual Symbol
Goals
1. Explore, determine, and visually represent
values, people, and objects that are
important in own life