Transcript Let Freedom Ring A Study of our National Symbols

Let Freedom Ring
A Study of our National Symbols
A Social Studies Lesson for 3rd Grade
Judy McClurg
William Brooks Elementary School
May 19, 2001
Let Freedom Ring
This lesson is designed to allow students to
construct their own knowledge of the
national symbols that represent our most
cherished ideal…
FREEDOM !
This lesson is best taught during the months of January and February.
It’s a natural tie in to a study of Martin Luther King, Jr. The lesson can
take anywhere from 2-4 weeks.
Let Freedom Ring
How This Lesson Relates to California Standards
Grade 3 – Social Studies: Continuity and Change
3.4 Students understand the role of rules and laws in our daily
lives and the basic structure of the U.S. government, in terms of:
3.4.3 The stories and histories behind important local
national landmarks, symbols, and essential documents that create
a sense of community among citizens and exemplify cherished
ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the
U.S. Constitution, the Declaration of Independence, the U.S.
Capital, Mount Rushmore, the Liberty Bell, the Great Seal of the
United States, Uncle Sam, the Pledge of Allegiance, and the White
House).
Let Freedom Ring
Instructional Objectives
• Students will score 80% or higher on a test that
requires them to correctly identify twelve national
symbols when reading a descriptive phrase(s)
about each symbol.
• Students will demonstrate ability to use the Big 6
research model by producing a flipbook that
contains information gathered from reference
books, informational books, and online resources.
Activities
• Students visit jigzone.com, an online puzzle site, and
solve puzzles of several national symbols.
• Students receive instruction on the “Big 6” research
model and generate research questions.
• Students visit Worldbook Online’s Statue of Liberty
site and practice searching a website for information.
• Students will use the computer catalog in the library to
locate sources of information.
• Students visit a government website called bensguide to
gather information on their assigned national symbol.
More Activities
• Students will be grouped in twos and will join two
students from another 3rd grade class to gather
information.
• Students will record information about their symbol on
note cards and keep them in research folders.
• Students will copy images from clipart and online
sources and store them in their computer files. Each
student will create a flipbook containing information
and images that have been gathered from books,
references books, and online.
• Students will take part in a patriotic assembly in which
they will share patriotic songs and information about
the national symbols.
Technology Activities
This is our classroom
technology center. We
finally went online in
January and we were
able to complete some
of our online research
here as well as in the
lab. So cool!
Activities – Research Online
The students worked
in our computer lab
with the help of our
district librarian, our
school librarian, and
parent volunteers. We
have learned so much!
Activities – How to Use the Internet
Mary Helen Fisher,
our district librarian,
gave a lesson on
Internet research. We
visited the website for
the Statue of Liberty
and completed a
website scavenger
hunt.
Assessments
Students took a pretest
that was set up as a
group of riddles
asking “Who Am I?”
Class average on the
pretest was 32%!
Ouch! We have a lot
to learn!
Who Am I?
National Symbols Pretest
1. My colors are red, white, and blue. My nickname is
“Old Glory.” Who am I?
___________________________________________
2. I am a large bird. My picture is on coins, stamps, and
many other American symbols. Who am I?
___________________________________________
3. I am a symbol of American independence and liberty.
I live in Independence Square in Philadelphia. The
words “Let Freedom Ring” go with me. Who am I?
___________________________________________
4. I am the official symbol of our nation. I have a
picture of an eagle holding arrows in one talon and an
olive branch in the other. Who am I?
___________________________________________
5. I stand in New York Harbor. France gave me as a gift
to the United States in 1878. Who am I?
___________________________________________
6. I am a cartoon symbol for the United States. I wear a
long blue coat, red and white striped pants, and a tall
striped and starred hat. Who am I?
___________________________________________
Assessments
Test Results
100
90
91.65
80
70
60
59.15
Percentages 50
40
30
32.5
20
10
0
Pretest
Post test
Class Averages
Growth
After our unit of study,
the students took a
posttest that was set up
the same way as the
pretest but with
slightly different
wording and order.
Class average was
91%. Graph of results
(left).
Rubrics – Self-evaluation
Students completed a
two page selfevaluation on their
flipbooks. The first
page was a “yes and
no” questionnaire.
The second page had
them rate themselves
on all aspects of their
book using a 4 point
rubric.
Name:____________ #____
National Symbols Flipbook: Self-evaluation
Evaluation of completeness (circle the appropriate word):
My flipbook was turned in on time: yes
no
My flipbook has the name of the symbol and my name on the cover: yes no
Every page has a heading on it: yes no
Every page of my flipbook has information on it: yes no
I put in a description of my symbol: yes no
I told who wrote, designed, built, or chose my symbol: yes no
I told where my symbol is located: yes no
I told what my symbol stands for: yes no
I told when it became a national symbol: yes no
I listed five interesting facts about my symbol: yes no
I included the pictures and labels of the other symbols: yes no
I included my own personal symbol: yes no
Internet Integration
Our introductory
activity was to visit
jigzone.com and
complete puzzles of
the national symbols.
Most of our research
was done at a great
government website
called bensguide.
Other Technology
We used a scanner, a
printer, and an LCD
projector. Students
learned to create files,
save their text,
download and save
pictures and info, and
insert pictures and
text. We have learned
a lot TOGETHER!
Lesson Revisions
This unit has been a “work
in progress” from the very
beginning. I knew what I
wanted to do because I
had taught the unit before,
but now I needed to
incorporate all the
technology. I must have
changed my plans a dozen
times to fit time frames
and student capabilities.
Lesson Implementation
We began our lesson in January
and finished it at the end of
February. The students gave
their patriotic assembly during
the week before presidents’
weekend. Flipbooks were
completed afterward and were
on display at Open House. I
regret that we did not videotape
the performance, and I did not
take pictures of the flipbooks.
Student Performance
The students really
enjoyed this unit and
learned a lot. We
coordinated with another
3rd grade class so that
students could share
research materials and
information. Growth in
knowledge, as evidenced
by the pre and post test
scores, was tremendous.
What I Have Learned
What have I learned? Well, considering I was a
Techno Idiot at the beginning of this course, I
guess you could say I’m a changed person! I
mean, look at me! I’m creating links, inserting
photos and graphics, and putting in sound and
effects. Not to mention all the file management
and web-building skills. I’m actually looking
forward to creating at least three lessons for my
students next year, not to mention a class website.
Yippee! Look at me! I’m a Techno Babe!
It’s been the best of times and the worst of times, but
we’ve survived it. I appreciate the opportunity to
have worked with all of you. I think we all deserve a
big round of applause! Thanks, Annette and Sandy,
for everything!