Betsy Ross, 1777 (painting) by J.L.G. Ferris
Early ES / Social Studies
Citizen, Democracy, Emotion, History, Sign and Symbol
Display the American Flag so that the students can examine the entire design. Discuss
with the students (first by asking and then by explaining) what the various shapes and
colors on the flag represent.
Display the painting by Ferris on the (interactive) white board for at least one week prior
to the seminar. Allow students to examine it more closely in small groups and write
down questions they have about the painting.
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Share as much of the following as is appropriate:
The flag of the United States is commonly known at the “Stars and Stripes” or “Old
Glory.” On June 14, 1777, the Continental Congress adopted a resolution stating:
“Resolved, That the flag of the United States be thirteen stars, white in a blue field,
representing a new Constellation.” It is unknown whether Betsy Ross sewed the first
flag created under this resolution; many historians view this story as a myth. The current
50-star flag is the 27th “edition” of the flag and the one that has been in use the longest,
since 1960. In 1818, Congress passed a law stating that a new star be added for each
new state; the 13 stripes would remain constant to represent the 13 colonies.
Betsy Ross would often tell her children, grandchildren, relatives, and friends of the
fateful day when three members of a secret committee from the Continental Congress
came to call upon her. Those representatives, George Washington, Robert Morris, and
George Ross, asked her to sew the first flag. This meeting occurred in her home
sometime late in May 1776. George Washington was then the head of the Continental
Army. Robert Morris, an owner of vast amounts of land, was perhaps the wealthiest
citizen in the Colonies. Colonel George Ross was a respected Philadelphian and also
the uncle of her late husband, John Ross.
Discuss with the participants a developmentally appropriate definition of the word
symbol. Note, as appropriate, that every nation has symbols—specific objects that
represent beliefs, values, traditions, or other intangible ideas that make that country
unique. While these symbols may change over time, they can help to bind a nation
together by reminding its people of their nation’s history and most important principles.
Distribute color prints of the painting to the entire group as well as tracing paper and
masking tape. Help students work in pairs to tape down a piece of tracing paper over
one of the prints of the painting and then trace the primary figures and objects in the
painting onto their sheets of tracing paper. The goal is to help them familiarize
themselves with the painting in detail. Referring to the large display of the painting,
explain who the figures in the painting are (see Background above).
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 What part of the picture itself first draws your attention? (round-robin
response)
 Why? (spontaneous discussion)
 Who do you think is the most important person in this painting? Why?
 How would you describe the relationship between Betsy Ross and the
men?
 Why do you think the child is included in the painting?
 Based on this painting, what American ideas or values do you think the
flag may represent and why?

Based on our discussion who do you believe is the most important person
in the picture? Did you change your mind? Why or why not?
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Discuss as a whole group what shapes or colors could go into a flag that would
represent your class community.
What would a flag that represented your class look like? After reading and discussing
the painting “Betsy Ross 1777,” write a description of your class flag in which you
discuss how the various symbols contribute to an understanding of your class. Support
your response by referring to the text.
(Grades 2/3 LDC Task#:
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)
Distribute blank sheets of paper along with colored pencils and crayons. Have all
students sketch what they think would make a good flag for your class. Remind them
that they can refer to the US flag as a model.
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Distribute a paragraph template that starts with a ready-made reference to the seminar
text (i.e. “In 1777, Betsy Ross made a flag that symbolized the brand new United
States. If we made a flag to represent our class, it would …”). Have all students list the
symbols on their proposed class flags to include in this paragraph.
Have students draft a complete paragraph listing the elements in their flag designs and
what they symbolize (provide sentence starters or other scaffolding as necessary).
Have participants work in pairs to read their first drafts aloud to each other with
emphasis on reader as creator and editor. Listener says back one point heard clearly
and asks one question for clarification. Switch roles. Give time for full revisions resulting
in a second draft.
Once the second draft is complete, have participants work in groups of three or four and
this time take turns reading each other’s second drafts slowly and silently, marking
spelling or grammar errors they find, with a limit of 5-per paragraph. (Have dictionaries
and grammar handbooks available for reference.) Take this opportunity to
clarify/reteach any specific grammar strategies you have identified your students may
need. Give time for full revisions and editing, resulting in a third and final draft.
Display the class flag sketches along with the paragraphs. Number the sketches and
have the students vote anonymously for which sketch they like the best. Have them
work together (like Betsy Ross) to actually sew (or draw) a class flag for display in your
classroom.
Terry Roberts
National Paideia Center
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(source from LOC - http://www.loc.gov/pictures/item/2002719536/ )
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