Top | Introduction | Task | Process | Evaluation | Conclusion | Teacher Information | Credits
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Top | Introduction | Task | Process | Evaluation | Conclusion | Teacher Information | Credits
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5th Grade
Steven L. Wassmuth
Grangeville Elementary Middle School
wassmuths@jsd241.org
Can you remember the last time that you stood at attention with your hand over your heart and recited The Pledge of Agleance to the Flag? How about the last time you were at a sporting event or some other activity where the "Star Spangled Banner" was sung? During these times many thoughts enter our minds. Some of these thoughts might include patrotism, loality, courage, and pride in our country. Have youever thought just what the flag of the United States of America represents? Better yet, were you aware that there have been a total of forty-two different flags that have flown over the soil of what is now The United States of America? These flags represented other countries such as Spain, France, Sweden and even the Russian Empire. How could this be? When and why were they flown over American soil and what did these flags look like? This inquire project is geared to answer some of these intreguing questions.
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Each student will complete a written and oral report about one of the forty-two flags that have flown over United States soil in the past. The student will also present a hand drawn flag that was described in the reports.
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The teacher will lead a discussion about the current flag of the United States of America. Some questions that could be asked about the flag might be: Where have you seen the flag displayed? What type of respect does the flag deserve? Why do we respect the flag? What do the colors of the flag represent? What do the stars and stripes represent? Has the United States flag always looked the same? If not, what have prior flags looked like? Who was Betsy Ross. Do the students think the flag may change in the future? Take entire class to the computer lab or another suitable location and perform a search on the current United States flag. Make sure the students are firmiluar with the different search engines and how best to use them. Also remind and show students that another valuable resources for information are encyclopedias and books that can be found in the library Make sure the students know what information will be needed for their project and how to find the information. (The needed information is listed below.) This activity will be part of the modeling process.
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Information: The reports have no particular length, but they need to contain certain information and be written in an acceptable form. Here are some ideas that may be included in the report.
What years did this particular flag fly over American soil?
Over what part of the current United States did this particular flag fly?
Was another country responsible for this flag? Did your flag replace a former flag? If so, why? For how many years did your flag fly and why was it eventually replaced?
Of the forty-two flags that have flown over the United States, what number was your flag?
What did the design of your flag represent? Example: The white color on the flag represents Liberty, the stars represent the Heaven.
Does the flag have a nickname? Example: "The Union Jack", "Old Glory" How did this flag receive its nickname?
Form: The reports will be double spaced whether they are typed or written in pen. If the report is hand written, it must be neatly done so that it can be easily read. A typed report will use "Times" font and have text no bigger than 22 and no smaller than 14. Sentence, paragraph structure, and punctuation will be graded.
Hand drawn flag: The flag has a minimum size of 12 inches by 18 inches and must be drawn to scale of the original flag. The hand drawn flag must represent the original flag in color and content to the best of the students ability. No computer generated, machine copies, or technology generated flags will be accepted.
Oral report: The student may either read their report to the class or tell the class about their flag in their own words. During the presentation, the student must make eye contact with the audience, speak clearly, speak loud enough for the audience to hear, and have correct pronunciation of any countries, locations, personal names etc. that are included in the report. The student will have their hand drawn flag displayed during their presentation.
Grading: 50%--neatness and information found in the report
25%--oral presentation of report to class
25%--neatness and accuracy of hand drawn flag
As a result of this lesson, the students will have a new appreciation of what they once thought of as "The ol' red, white, and blue. They will come to an understanding that the soil we live on could have had a French, British, Swedish, or even Confederate flag flying over it in the past. The students will also realize that the United States of America has a rich and varied history and is continually changing along with one of its national symbols, the flag.
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Grade Level(s): Fifth
Subject(s): Social Studies, Art
Length of project: Seven class periods of 45 minutes each
Teaching models used: Inquiry
Extensions to additional grades and subjects: Math (Converting measurements in order for the hand drawn map be the correct scale.)
Prior knowledge/critical skills needed (either for students or teachers): Being knowledgable about computers and search engines would be of great help in finding information about the subject. Word processing skills along with prior knowledge of "The Writing Process" would make putting the gathered information into a usable form much easier for the student.
Learning Outcomes/Curriculum Standards:
Reading:
716.01 The student will read a variety of traditional and electronic materials for informantion and understanding.
716.04 The student will read to locate information from a variety of traditional, technical, and electronic sources.
716.05 The student will read for technical information.
Writing:
Speaking:
Social Studies:
Geography:
Math:
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Based on a template from The WebQuest Page
