TABLE OF C ONTENTS
Project Description _______________________________________________________1
Performance and Content Standards ____________________________________3
Before You Begin_________________________________________________________5
Project Procedure
Introduction: You're a Grand Old Flag ________________________________7
Phase One: America's Symbols ______________________________________12
Phase Two: America's Heritage ______________________________________16
Culminating Activity: A Tribute to America ___________________________21
Appendix (begins after page 21)
- Additional IInternet Resources
- About Project-Based Learning
- Taking Notes to Successful Research
- Home-School Connection Handouts
• Flags From Around the World
• Red, White, and Blue Tic Tac Toe
• American Symbol Maze Game
• Fishing for American Symbols
• American History Timeline
- Symbols of America Graphic Organizer
- Info Cube Template
- 5W + H Graphic Organizer
- Sample Rubric for a Presentation
- Certificate of Acheivement
As Ame rican As Appl e Pie
© 2008 JDL Horizons
8300 Norman Center Drive, Suite 510, Bloomington, MN 55437
This project was created for JDL Technologies by TechKNOW Associates Corporation:
20 Galileo Drive, Cranbury, NJ 08512, U.S.A. 1-800-917-9940
www.techKNOWassociates.com
Permission is hereby granted to educators to make copies of portions or all
the content of this project, provided that the purposes of the copying are
educational and entirely noncommercial.
P ROJECT D ESCRIPTION
Recent events have caused many Americans to demonstrate
their patriotic pride. Yet, a strong feeling of American patriotism
is not a new concept. Did you know that the saying “as
American as apple pie” was first used in America’s original
thirteen colonies? Did you know that apple pie is a symbol of
patriotism? Now your class will have the opportunity to share
their patriotism as part of a unique learning experience.
As American As Apple Pie is an interdisciplinary project that incorporates
document-based learning and technology to expand students’ learning experiences.
In this series of real-world activities, your students will explore patriotism and
citizenship from a new perspective! Your class will create a variety of multimedia
presentations, books, and other products to demonstrate what they have learned
about the history of the United States and what it means to be an American citizen.
As American As Apple Pie is designed to provide young students with
opportunities to develop questioning, speaking, and listening skills. Designed for
students in grades 2 through 5, this project is driven by the standards of several
disciplines including social studies, language arts, and mathematics. Over the next
few weeks, your class will investigate, learn about, and then teach others about
America’s history, government, and ideals.
This project strives to motivate students by appealing to their natural creativity and
curiosity, while providing them with a strong foundation in research and critical
thinking skills. Students will use technology to employ a variety of intelligences. The
project’s structure includes a comprehensive introduction that assesses and
augments students’ background knowledge, two distinct but interrelated learning
phases, and a culminating event in which students demonstrate their learning.
ê
ê
ê
Introduction: You’re A Grand Old Flag – Students will learn how to research
using primary and secondary resources, text, and the Internet. They will create
a multimedia presentation about one of the fundamental symbols of the United
States, the American flag!
Phase One: America’s Symbols – Students will explore a variety of symbols
associated with the United States as well as develop an understanding of what
these symbols represent. They will create brochures that identify America’s
symbols, their history, and their meaning. Students will create a game based
on the information they have learned.
Phase Two: America’s Heritage – Students will use a variety of primary and
secondary source materials such as signs, posters, oral narratives, songs,
movies, newspapers, and letters to gain an understanding of America’s past.
Working in cooperative groups, students will produce a class newspaper
focusing on one or more periods of American history.
The culminating activity will be a “Tribute to America.” This day will be an
opportunity to celebrate student achievement. Students will share their enthusiasm
and patriotism by showcasing presentations, newspapers, books, and other
products they created to invited guests.
Page 1
The As American As Apple Pie project sets high academic goals and offers students
the means to achieve them by employing activities that address multiple learning
styles. The project emphasizes the use of primary source documents and Internetbased research. A distinct component of the As American As Apple Pie project is
its adaptability. Teachers can adjust any or all of the following structures to meet
their students’ needs more adequately:
•• Group Size: The number of students in each group can be altered.
•• Time On Task: The time students are given to complete a task can be varied to
reflect your students’ needs.
•• Level of Support: Student support can be accentuated when needed.
•• Task Difficulty: The skill level of each activity can be modified to address
student individual needs.
Current research and educational trends guide the As American As Apple Pie
project. Students should invest time, thought, and effort to produce meaningful
products that exhibit creativity, comprehension, and higher order thinking. As they
complete the project, your students will have the opportunity to work in small,
cooperative groups while engaging in active, interdisciplinary learning. As they work
to meet or exceed local, state, and national content and performance standards,
they will engage in social interactions related to learning objectives. Most
importantly, they will use technology to incorporate resources from the larger
community into their work.
R EQ UI R E D M AT E R I AL S A N D S O F T WARE
••
••
••
••
Internet access and a browser, such as Microsoft Explorer™
A word processing program, such as Microsoft Word™
A presentation program, such as Microsoft PowerPoint™
Graphic organizer software such as Kidspiration™ (grades 2-3) or Inspiration™
(grades 3 and up) [optional]
Page 2
P ERFORMANCE AND C ONTENT S TANDARDS
E NG L I SH L ANG UAG E A RT S S T A N D A R D S
National Council of Teachers of English: http://www.ncte.org/standards/standards.shtml
•• Standard 1: Students read a wide range of print and non-print texts to build an
understanding of texts, of themselves, and of the cultures of the world.
•• Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts. They draw on their prior experience, their interactions with other
readers and writers, their knowledge of word meaning and of other texts, their word
identification strategies, and their understanding of textual features.
•• Standard 5: Students employ a wide range of strategies as they write and use different
writing process elements appropriately to communicate with different audiences for a
variety of purposes.
•• Standard 6: Students apply knowledge of language structure, conventions, media
techniques, figurative language, and genre to
create, critique, and discuss print and non-print
texts.
•• Standard 7: Students conduct research on
issues and interests by generating ideas and
questions, and by posing problems. They
gather, evaluate, and synthesize data from a
variety of sources to communicate their
discoveries in ways that suit their purpose and
audience.
•• Standard 8: Students use a variety of
technological and information resources to
gather and synthesize information and to
create and communicate knowledge.
S O C I AL S T UDI ES
National Council for Social Studies: http://www.ncss.org/standards/2.1.html
•• Strand 2: Students will develop and demonstrate an understanding of the ways human
beings view themselves over time.
•• Strand 3: Students will develop and demonstrate an understanding of people, places, and
environments.
•• Strand 5: Students will develop and demonstrate an understanding of the interactions
among individuals, groups, and institutions.
•• Strand 6: Students will develop and demonstrate an understanding of how people create
and change structures of power, authority, and governance.
•• Strand 8: Students will develop and demonstrate an understanding of the relationships
among science, technology, and society.
•• Strand 10: Students will develop and demonstrate an understanding of the ideals,
principles, and practices of citizenship in a democratic republic.
Page 3
T EC HNO L O G Y S T A N D A R D S
National Educational Technology Standards for students:
http://cnets.iste.org/currstands/cstands-netss.html
•• Standard 1: Students demonstrate proficient use
of technology.
•• Standard 2: Students practice responsible use of
technology systems, information, and software.
They develop positive attitudes toward technology
uses that support lifelong learning, collaboration,
and productivity.
•• Standard 3: Students use technology tools to
enhance learning, increase productivity, and
promote creativity. They use productivity tools to
collaborate in producing publications,
presentations, and other creative works.
•• Standard 4: Students use a variety of media and formats to communicate information and
ideas effectively to multiple audiences.
•• Standard 5: Students use technology to locate, evaluate, and collect information from a
variety of sources. They evaluate and select new information resources and technological
innovations based on the appropriateness for specific tasks.
•• Standard 6: Students use technology resources for solving problems and making
informed decisions. They employ technology in the development of strategies for solving
problems in the real world.
A RT S T A N D A R D S
National Standards for Arts Education:
http://artsedge.kennedy-center.org/professional_resources/standards/natstandards/index.html
•• Content Standard 1: Students will understand and apply media, techniques, and
processes to communicate experiences and ideas.
•• Content Standard 3: Students will choose and evaluate a range of subject matter,
symbols, and ideas to communicate intended meaning.
•• Content Standard 5: Students will reflect upon and assess the characteristics and merits
of their work and the work of others.
Page 4
B EFORE Y OU B EGIN
A project of this scope and magnitude takes planning. Here are some things to
consider before you begin this project:
Do I have to complete everything?
The project plan is designed to meet the needs of a variety of classroom
environments and curriculums. However, it may be too extensive for a single class
to complete. Read through the whole plan and select the pieces that are most
appropriate for your class. Make sure you have all the materials you need before
beginning any part of the project. Also, feel free to change and adapt any aspect of
the project to suit the interests and needs of your students.
Although the phases of the project are designed to work together, each phase is
designed to meet specific content objectives. Consider doing only the phases that
meet your curriculum objectives.
Can more than one class participate in the project?
Yes! This project encourages student creativity: no two finished projects will be the
same. Including several classes will enrich your culminating activity. By working
with other teachers or the librarian, this can be a school-wide project. Each
class/grade can participate at its own level and meet its own curriculum objectives.
For the culminating activity, each class can give a short presentation of their best
work. To keep the event to a reasonable length, limit each class to a specific amount
of time for presentation. Set up a gallery of projects to make sure all students’ work
is seen and appreciated by visitors.
Should cooperative learning experiences be used with this project?
Yes! Cooperative learning is an integral component of this project. If you haven’t
used cooperative learning before, this may be a wonderful opportunity to ease into
it. For tips on how to organize a cooperative learning experience, visit:
http://www.sedl.org/scimath/compass/v01n02/welcome.html
How long will this project take?
The estimated time frame for this project is six to nine weeks. However, there are
many variables (such as the number of computers you have and the individual
skills and reading levels of your students) that
may affect the actual time it will take your class to
complete the project.
Each section includes a suggested time frame, but
you may have to adjust this to meet your
students’ needs. Once you begin this project, it is
important to set up a time frame and stick with it
to the extent possible. Planning when to have your
culminating activity and giving students a real
deadline will help keep them focused throughout
this project.
Page 5
How many computers do I need?
This project is designed to work in a wide variety of school settings. You can
complete this project whether you have one computer in the classroom, several
computers in the classroom, access to a computer lab or media center, or laptop
computers. There are several things that you must do before your students can use
the computer. You should:
•• Arrange computer(s) and desks to accommodate group work.
•• Limit students to one activity at a time.
•• Set up a schedule so students know what they’re doing and when it is due.
•• Establish rules and procedures for using the computers and Internet.
•• Demonstrate each program or activity on the computer to the whole class.
Students should be prepared before going to the computer. You can assign one or
two “computer savvy” students to help other students with simple tasks, like
Internet searches or saving documents. The following is a checklist of things you
should do before introducing this project to your students:
q Any software students will need must be pre-installed into each computer.
Students should have access to the basic tool software, such as word
processing and presentation software.
q Bookmark resource links students will be using to conduct Internet research.
q Make sure necessary browser plug-ins are loaded and working.
q Be sure to have all reading and project handout materials copied and
available for your students ahead of time.
q Prepare for what to do if the technology doesn’t work. If the printer breaks, or
your connection to the Internet goes down, you should have ready activities
as substitutes.
What planning do I have to do with my students?
Be sure to review the rubrics and any other assessments you will be using ahead of
time, so students know what is expected of them. This project encourages students
to make choices among activities. Allow students to be creative in developing their
finished products. This will give them a stronger sense of ownership and motivation.
How will students benefit from this project?
Project-based learning, as exemplified by the activities suggested here, has many
advantages. It appeals to a variety of learning styles, helps to motivate students,
and promotes skill building by providing hands-on, real-time experiences. Each
phase of the project includes motivating and engaging tasks. As students complete
each section, they develop skills that will enable them to express themselves and
communicate their ideas more effectively. Regardless of each student’s individual
abilities, all will learn and feel that their contribution is important and respected.
In addition, you can use this project as a template to create your own projects
designed to meet content specific needs. For more about adapting this project, see
About Project-based Learning in the Appendix.
Best of all, project-based learning is fun for students and exciting for teachers!
Page 6
PPRRO
OJJEEC
CTT P
PRRO
OC
CEED
DU
URREE
I NTRODUCTION : Y OU ’ RE A G RAND O LD F LAG
Expected Time Frame: 2 – 3 days
Expected Technology Outcomes:
ü Web-based Research (Internet Explorer)
ü Multimedia Presentation (PowerPoint)
Initial Preparations
Before you introduce this project to your class, you should
prepare by reading through the project plan completely and
becoming familiar with its goals and activities. Read the
handouts closely. Make sure you understand the sequence in
which they are distributed. Visit the recommended Web sites
listed in the Appendix and become familiar with the topics your
students will be encountering.
How you introduce the project to your students will set the stage for the entire
project experience. Remember, you should try to engage your students in the
projects’ concepts as much as possible because all the activities are designed to
provide them with a solid foundation of skills. Provide students with an overview of
the project’s content and scope, as well as the related activities and goals. You may
wish to create a calendar of tasks and deadlines to help students visualize the
various activities and associated deadlines.
Keeping a project notebook
Have students dedicate a notebook specifically for all work related to the As
American As Apple Pie project. Encourage your students to keep all their notes,
ideas, research, and sketches in this project notebook. In addition, students should
reserve separate sections of the notebook for vocabulary and self-reflection.
Vocabulary and Word Walls: Students should use
this section of the notebook for new vocabulary
words they encounter in the project. A good idea
would be to make your students responsible to add
at least four new words to their notebooks each
week. They are to define each new word and use it
in a sentence of their own. Reserve time each week
to review these entries and maintain a word wall of
project and commonly used words so that students
can self-check their vocabulary growth.
Page 7
Self-reflection: Students should use this section of their notebook to reflect on
what they’ve learned after each activity. Asking students to think about their
learning is an excellent way of getting them to realize just how much they’ve learned
and to think about what else they would like to know. It is also an excellent way for
you as the teacher to assess and check for student understanding. Encourage
students to express self-reflection through illustrations as well as writing, especially
in the lower grades.
Learning How to Research
If your class has not done any formal research prior to this project, they will
probably need to practice the process as a class before they actually do this work in
smaller groups. In this activity, you will show students how to conduct research to
find specific information.
Tell students you are going to research the word Citizen1. Before beginning, focus
your students’ research by providing them with the following guide questions:
ü What is a citizen?
ü How does someone become a citizen of the United States?
ü What rights to US citizens have?
Begin by modeling how to look up information in both a dictionary and an
encyclopedia for your students. Demonstrate how to look up the word Citizen, and
record information about this word from both resources using chart paper.
You can also show your students how to conduct research on the Internet. Divide
your class into cooperative groups. Each cooperative group should have 4-6
students, depending on the level of your students. Work with each group, showing
them how to look up the word Citizen on the Internet. You can show students how
to conduct a search, or provide them with the following websites:
•• http://bensguide.gpo.gov/3-5/citizenship/index.html
•• http://www.mcwdn.org/GOVERNMENT/GovFrame.html
•• http://clerkkids.house.gov/learn_center/government/index.php#question2
You may want to bookmark these websites. They will continue to be important
resources for students throughout this project.
After your students have completed the activity, ask them to work with their
cooperative groups to answer the three questions. Depending on the level of your
students, they may answer the questions in writing or by drawing pictures. Have
each group present its responses to the rest of the class.
1
If the concept of citizen is too advanced for your students, you can substitute the word Nation. When
conducting Internet research, direct students to the slide show at: http://bensguide.gpo.gov/k2/nation/index.html for more information.
Page 8
What’s So Important about Flags
Once you’ve set the necessary groundwork for the project, you can use this activity
to provide students with an opportunity to practice their research skills. Begin by
asking students what they know about flags. Start by creating and using a KWL
Plus chart2. You can creatively decorate your chart to resemble a flag, too!
What I KNOW
about flags
What I WANT to
learn about flags
What I have
LEARNED about flags
+ HOW do I
know?
+ WHERE should I
look for answers?
+ WHERE did I learn this
information?
First, your students should brainstorm information they already know about flags.
Record their answers on the chart. Be sure to discuss “how” they know what they
know. Did they learn it from another class, from television, or from a book they
read? Next, discuss and record what they want to learn about the topic. Include
possible sources for information. Have students be as specific as possible, by stating
what types of books or web sites they will use to find out the information.
At the end of the flag activity, you will come together as a class to discuss and fill in
the third column. You can √ (check) each of the questions in the “What I WANT to
learn about flags” column that is answered. Make sure students explain where they
learned the new information!
The History of the American Flags
Explain to your students that the flag of the United States has changed many times
over the past 200 plus years. As our country evolved and became larger, the flag,
which is a symbol of our country, also changed. You may want to use one of the
following read-aloud books about flags as an introduction.
Some Sample Read-Aloud Books
• Red, White, and Blue: The Story of the American Flag by John Herman, 1998
• The Flag We Love by Pam Munoz Ryan, 2000
• F Is For Flag by Wendy Cheyette Lewison, 2002
2
For more information about making and using KWL charts, visit:
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1kwlh.htm or
http://www.mlms.logan.k12.ut.us/~bsimper/KWL.html.
Page 9
Each cooperative group will conduct research on one (or more)3 historic American
flags. Provide students with the following web sites to help them with their research.
•• http://www.ushistory.org/betsy/flagpics.html
•• http://www.usflag.org/toc.flags.html
•• http://www.si.edu/resource/faq/nmah/flag.htm
•• http://www.usflag.org/toc.flags.html
Each cooperative group should draw a representation of their flag (or flags) and
answer the following questions:
ü What does this flag represent?
ü What symbols does my flag have and what is the meaning behind each
symbol?
ü When was this flag used?
Teacher Tip: If this is your first time using cooperative learning, you may
find that the following article will help you get started:
http://www.cde.ca.gov/iasa/cooplrng2.html. Remember to set clear rules
that each group must follow before beginning the activity. Make sure that all
students understand the goal for the activity as well as the steps necessary
to achieve the goal. Finally, each student within the group should have a
specific responsibility towards achieving the collective goal.
After each cooperative group has finished their research, they will create a simple
slideshow presentation to teach what they have learned to the rest of the class.
Each presentation should contain at least four slides. Students should use the
Multimedia Planning Worksheet, included in the Appendix, to plan the content
and design of each slide. They will need one worksheet for each
slide. You may want to provide students with the following
guidelines to help them focus their presentation:
Slide 1. Includes the name of the flag and an picture of the
flag
Slide 2. Includes an explanation what the flag represents
and when it was used.
Slide 3. Includes an explanation of each of the symbols
and what they represent.
Slide 4. Includes interesting facts they learned about
their flag.
Each slide should include at least one illustration that specifically relates to the
information on that slide. Students can create original illustrations using a drawing
or painting program. They can also import hand drawn pictures into their
slideshow. If you don’t have a scanner, you can use a digital camera to take pictures
of these hand drawn illustrations.
3
With older grades you may want to give each cooperative group more than one flag to research. You
may also want to include other flags of historical significance, such as state flags, political party
and organizational flags, and/or heritage flags.
Page 10
Students may also want to include photos (primary sources) of their flags that they
scan from books or download from the Internet. Make sure students understand the
significance of copyright and fair-use policies. For additional information about this
topic, visit the web sites listed in the Appendix.
Teacher Tip: You can give your multimedia presentation a professional look
using the design templates in Microsoft PowerPoint. The design template
determines the font and font size, color scheme, background, and layout of a
presentation. PowerPoint uses a default (plain) template until you choose a
different style. See the Appendix for online tutorials to learn more about
using Microsoft PowerPoint.
Each group should present its slideshow to the class. Make sure that students are
aware that each member of the group is responsible to present at least one aspect of
their collaborative work. This will insure that all students are integral to the overall
presentation. Provide time for questions and answers after each presentation.
Post-assessment and reflection
Take this opportunity to return to and finish the last column of the KWL chart.
Initiate a discussion about what students have learned about flags and the meaning
behind these symbols.
Students should be encouraged to add new vocabulary and to reflect on what they
have learned in the project notebooks. Encourage students to use drawings and
diagrams, as well as text, in their reflections. This is especially important in the
lower grades.
Create a bulletin board area in the class where students can display their best work.
You can update this area as you progress through the project. This bulletin board
can also be an ongoing reference for students.
Home-School Connection: Flags of Many Nations
There are many flags from all around the world.
Every country has a flag, every state has a
flag, and many organizations, such as Unicef
or the Olympics, have flags. Each flag has a
special meaning and represents the place or
organization it symbolizes.
Provide each student with a copy of the
handout Flags from Around the World. Ask students to choose a flag that has
special significance to them. It could be a country representing family heritage, a
state in which they once lived, or an organization that is important to them and
their family. Ask them to research the flag and to complete the handout. You may
want to send a letter home asking parents and family members to contribute to this
research effort.
Finally, ask each student to present his or her research to the class.
Page 11
P HASE O NE : A MERICA ’ S S YMBOLS
Expected time frame: 2 – 3 weeks
Expected Technology Outcomes:
ü Web-based Research (Internet Explorer)
ü Brochure (Word or Publisher)
Finding America’s Symbols
In this activity your students will explore the many
symbols associated with the United States. They
will use the Internet and print resources to discover
how these symbols originated and what they
represent. They will identify America’s symbols and
their meaning by publishing brochures. They will
also create a game of American symbols to
demonstrate what they have learned.
Initiate a discussion of patriotism with your
students. Use large chart paper and a graphic
organizer to record student responses. Ask
students to brainstorm a list of symbols they
believe exemplify American “patriotism.” If students
have difficulty with this topic, you can provide them
with clues to well known symbols such as The
Statue of Liberty or The American Bald Eagle. Below
is an example of possible responses:
Page 12
Current Events Connection:
Recent national and world
events have sparked a rebirth
of patriotism in our nation.
However, many of your
students may not understand
why this is happening. You
may want to use current news
and events to initiate a
discussion of this topic.
Patriotism is a difficult
concept. If your students
don’t seem to comprehend
right away, don’t worry. They
will have ample opportunities
throughout the course of the
project. Students may find it
easier to grasp the concept
of patriotism by learning
patriotic songs or poems.
Organize your students into cooperative groups. Each
group will research a different symbol (or symbols).
You can assign specific topics to each group, or allow
students to self-select from a list. A list of useful
websites to help students get started with their
research can be found in the Appendix.
Provide each cooperative group with a copy of the
Symbols of America handout, which can be found in
the Appendix. This handout provides students with a
tree map, which can help organize their information. If
your students need more help with note taking skills, read the article Taking Notes
For Successful Research, which can be found in the Appendix.
Each group will create two products from their research. The first will be a Patriotic
Symbol Info Cube and the second will be a brochure about their symbol. To create
the Info Cube, provide each group with a copy of the Make a Patriotic Symbol Info
Cube template. Students can create their cube directly on the template, or they can
trace the template onto a piece of construction paper. If your students would like to
create the template on the computer4, you can download the Word version of this
template at: http://www.techKNOWassociates.com/jdl/infocube.doc.
Next, each group will synthesize the information they have learned to create an
informative and appealing brochure. Discuss the criteria for a good brochure as a
class. You may want to bring in some brochures so that students can see examples.
Encourage students to recognize the importance of factors such as layout and
illustrations to the overall appeal of their brochure.
Teacher Tip: You can create pamphlets quickly and easily using the
brochure templates in Microsoft Word. Open the Project Gallery and choose
one of the brochure templates. Follow the instructions in the Brochure
Wizard to customize your brochure. Then, add the content. See the Appendix
for online tutorials to learn more about using Microsoft Word.
Each group will present their brochure to the class. Encourage students to take
notes as they listen to other presentations. They will need to use the information
they learn in the next activity.
Afterwards, create a display of the finished brochures and Info cubes. Students can
use these resources in future activities.
4
Completing this template on the computer is not for beginners. It requires users to be able to work
with frames and to change orientation with frames of a table. Younger students may find it easier
to create their cube by hand.
Page 13
Playing with Symbols
Playing games are so much a part of America’s favorite pastimes. Now your students
will have the opportunity to learn more about symbols of American Patriotism by
creating a game based on all of the symbols they have learned, both from their
research and from their peers. The game may be a card game, a board game, or any
other type of game, as long as it requires players to answer questions and test their
knowledge of American symbols.
This activity works best with cooperative groups of 4-6 students. You should change
groups from the previous activity to provide a wider range of “expertise” among the
groups. While students should be encouraged to be creative in designing their game,
it is acceptable for groups to base their design on an existing game. For example,
students could take the game Monopoly® and make a “patriotic” version in which
you have to answer questions when you land on certain spaces. For some groups,
this might be easier than creating a game from scratch.
To create their game, each group will have to develop an idea, build a prototype, and
create a rulebook. First, students will create a plan or a proposal for their game.
They should sketch or draw designs to accompany their plan and write down the
basic rules or procedures for playing. Students should begin with the information
they learned in the previous activity; however they may need to conduct additional
research to complete their game.
Once they have a plan in place, they can begin to construct a model or prototype of
their game. Students can use a variety of materials and resources to create their
prototype. They can create game pieces from scratch, print out pieces on the
computer, or modify parts from existing games. Encourage students to use their
own artwork rather than using clip art.
Teacher Tip: Students can create a simple computer game. Multimedia
programs like HyperStudio can be used to create a computer game. More
information on how to do this is available at the HyperStudio Web site:
http://www.hyperstudio.com/showcase/hyperlogo.html.
Finally, each game should come with a rulebook. Students can use rulebooks from
other games as a guide. Prompt students to take notes of common structures
among different types of rulebooks. The rulebook your students create should
include an overview of the game, the object of the game, and a procedure for playing
the game. It should be clear and easy to follow.
Page 14
Game On
Each group will test, or demo, another group’s
game and create a report that provides
feedback to the game’s creators. Students will
read the rulebook and play the game they are
testing by following those rules. Players should
keep careful notes while playing. Each group
will use its notes and evaluations to prepare a
short report about the game it is testing.
The report should evaluate the game. Provide
students with the following prompt questions
to help them develop their report:
ü Did the game include information and
ü
ü
ü
ü
ü
ü
questions about American symbols?
Was the game fair? Was it fun?
Was the game too easy or too hard?
What changes would you suggest to improve the game?
Was the rulebook clear?
Was the rulebook easy to understand and follow?
What changes would you suggest to improve the rulebook?
Post Assessment and Reflection
At the end of each activity, students should be encouraged to add new vocabulary
and to reflect on what they have learned in their project notebooks. Student
reflection is a very important component to project-based learning. In addition, you
may want to provide students with the following questions to prompt their writing:
v
v What is patriotism? Provide an example.
v
v In my research, what did I find easy and what did I find difficult?
v
v What did I learn about American symbols?
Home School Connection: Game-To-Go
Students can make simple patriotic games at home. Make copies of the following
handouts, available in the Appendix:
ü
ü
ü
ü
Red, White, and Blue Tic Tac Toe
American Symbol Maze Game
Fishing for American Symbols
American Symbol Optical Illusion
Each handout contains instructions for making a simple “stock” game using
common materials, such as construction paper and markers. Have each student
choose one of the games to create at home. Have students include something they
learned about symbols into the stock game.
Finally, ask each student to present his or her game to the class. If time permits,
allow students to play each other’s games.
Page 15
P HASE T WO : A MERICA ’ S H ERITAGE
Expected time frame: 4 - 5 weeks
Expected Technology Outcomes for this Lesson:
ü Web-based Research (Internet Explorer)
ü Newspaper (Word or Publisher)
In this second phase of the project, students will study America’s heritage. They will
have more opportunities to explore primary and secondary source materials. They
will use these materials to produce a class newspaper featuring articles about
America’s past.
What Do You Really Know About America’s Past?
In this activity, students will work cooperatively to access prior knowledge of and to
examine primary sources about America’s past. They will express what they know,
both verbally and in writing.
To prepare for this activity, you will need to collect 1 or 2 primary source
documents5 associated with America’s History for each cooperative group. Use a
variety of different types of documents, such as songs, photographs, illustrations,
newspaper clippings, posters, letters, advertisements, and perhaps legal documents.
You can choose examples from the following chart, or come up with your own
examples:
BUILDINGS, STATUES AND
MEMORIALS6
-
US Capitol
White House
Arlington National Cemetery
Independence Hall
Jefferson Memorial
Korean War Veteran’s
Memorial
Lincoln Memorial
Marine Corp War Memorial
Mount Rushmore
Statue of Liberty
Tomb of the Unknowns
Washington Monument
Vietnam Veteran’s Memorial
TEXT-BASED
DOCUMENTS
- Mayflower Compact
- The Declaration of
Independence
- The Constitution
- The Bill of Rights
- The Monroe Doctrine
- The Gettysburg
Address
- The American’s Creed
- The Pledge of
Allegiance
- Articles of
Confederation
5
SONGS AND OATHS
-
-
America
America The Beautiful
Hail to the Chief
Oath of Office for the
President, Vice-President
and Members of
Congress
Star Spangled Banner
Taps
Yankee Doodle
When Johnny Comes
Marching Home
The Erie Canal Song
In the upper grades you can post a chart with a variety of examples and allow each group to search
for their own primary sources. A great Website for collecting primary sources is:
http://www.archives.gov/digital_classroom/.
6
Photographs of these places constitute primary sources. Be sure the photographs are clearly labeled
with the name of the monument or building.
Page 16
Teacher Tip: “A Picture Is Worth A Thousand Words” - To make sure the activity
is engaging and flows well, consider using more pictures than text-based
documents. If you do use text documents, consider focusing students’ attention
on small sections of text. For example, if you use the Declaration of
Independence, have students concentrate on only the first two paragraphs.
Use your judgment and knowledge of your students’ abilities to adjust this activity
to a level they will understand. Once the sources for the activity are ready, organize
your students into cooperative groups. Arrange the tables in your room so that the
groups can move easily from table to table. [See diagram]
Establish a table to serve as a “home table” for each team. Provide each team with a
large sheet of chart paper taped to the table. Tape a different primary source in the
center of each chart paper. [See the example of a star shaped graphic organizer
featuring a painting of George Washington.]
Each team should have a distinct color marker
to record responses. Have each group member
write on the charts using their assigned color,
as a way to identify their team’s responses.
Once all the blank graphic organizers are
ready, tell each group they will have 5
minutes to write as many full sentences as
they can about the specific topic at their
“home table.” After the five minutes have
elapsed, call time and stop the groups from
writing. Next, have each group move clockwise
to the next table so they can brainstorm and
write about a new topic. Remind them to take
their specific colored markers with them.
Page 17
When they get to the next table, they should:
ü Read what is already written about the topic.
ü Write more ideas or sentences that they feel should be added. These do not
have to be full sentences.
ü If they do not have anything to add, they can illustrate the ideas already
there.
Repeat this process, giving them five minutes at each table, until the groups have
returned to their home table. When finished, students should read all the ideas,
sentences, and drawings added to their original web. Next, have each group decide
on at least 2 statements they feel best describes the topic. They will share these
statements with the rest of the class.
After each group has shared its responses with the class, post the webs
conspicuously in the room.
Uncovering America’s Past!
In this activity, your students will find their own primary
and secondary sources. They will use these resources to
discover true stories of American history. They will
disseminate this information through the creation of The
American Chronicle, a self-published newspaper.
America has a long and colorful heritage dating back to the
Ice Age. You can choose to have your students choose topics
from one specific period of history, or you can choose to have
each cooperative group focus on a different period,
depending on your specific curriculum needs and the level of
your students. You will find a list of the major periods in
American history and corresponding web sites for research in the Appendix. This list
should help you in planning this activity.
Before students begin their research, you may want to spend some time teaching
them the “rules” of journalism. You may need to model how to write good headlines,
effective leads, smooth transitions, and other news-related writing skills for your
students. The following web sites will provide additional information about teaching
the “business” of writing for a newspaper:
•• http://www.freep.com/jobspage/academy/writing.htm
•• http://teacher.scholastic.com/writewit/news/index.htm
In the lower grades:
Spend some time discussing what a newspaper is and what types of information can
be found in a newspaper. Bring in some newspapers for students to look through.
You may want to use one of the following read-aloud books about newspapers as an
introduction.
Some Sample Read-Aloud Books
• The Furry News: How to Make a Newspaper by Loreen Leedy, 1993
• Deadline!: From News to Newspaper by Gail Gibbons, 1987
• The Daring Nellie Bly: America’s Star Reporter by Bonnie Christensen, 2003
Page 18
In the upper grades:
Begin by visiting http://teacher.scholastic.com/writewit/news/step3.htm and have
students listen to Suzanne McCabe discuss the difficulties in “getting started” with
writing news articles. As a class, answer the following questions and record the
answers on chart paper and post prominently in the classroom:
ü What are the six basic questions you have to answer in writing a news
article?
ü What is a “lead?”
ü Why is it important to know your
assignment?
Students will work independently to write their
individual news articles. However, they should
determine the topics as a group to make sure that
each person is writing a different article. Tell
students that they should write their articles as if
they were written in the time period on which they
are focusing. Encourage students to write different
types of articles, such as news, features, editorials,
sports & entertainment, etc. If there is space, each
group can add “fillers” to their page of the
newspaper. “Fillers” can include weather reports,
advice columns, advertisements, or editorials
appropriate to the time period. Encourage students
to be creative.
Research the Right Way
Before students begin their research for this phase of the project, spend some time
discussing plagiarism. You can show your students examples of both the “right” and
“wrong” ways to take information from printed sources. Remind students that there
are laws against copying someone else’s words.
Even after this discussion you will need to be vigilant against plagiarism. It is all too
easy to copy and paste text from the Internet, and students may be tempted despite
your best efforts. Instead, encourage students to take good notes, and to write their
articles directly from their notes.
Provide students with a copy of the 5W + H graphic organizer, available in the
Appendix. Tell students that they should keep track of where they find information
in case they need to “fact check” later.
After the research phase is complete, students should write their articles. Institute
peer editing by having each student read and critique another student’s article.
Remind students that they need to be very specific and non-critical as they edit
their fellow students’ papers. You may want to model this. Demonstrate that
comments such as “It was bad” or “It doesn’t make sense” are not helpful to the
writer. Encourage students to refer to the “rules” you taught earlier to help them
with specific comments.
Page 19
After all the articles are ready to be published, each group will create a layout for
their section of the newspaper. Depending on the length each student’s article, some
groups may need more than one page for their newspaper. Encourage students to
use many illustrations and photographs in their paper.
Teacher Tip: You can create newspapers quickly and easily using the
newsletter templates in Microsoft Word. Open the Project Gallery and choose
one of the brochure templates. Follow the instructions in the Newsletter
Wizard to customize your brochure. Then, add the content. See the Appendix
for online tutorials to learn more about using Microsoft Word.
After each group has completed their section of the newspaper, put the pages
together to create America’s Chronicle. You may want to choose a representative
from each cooperative group to design the front page. The front page of the
newspaper can include the title of the newspaper, your class information, and a
brief editorial explaining the purpose of the
articles. It can also include a table of contents to
the rest of the newspaper.
Then, have each group present what they have
learned to the rest of the class. Make sure each
member of the group contributes to the
presentation. You can use your finished
America’s Chronicle newspaper to display on
your bulletin board. If resources permit, make
each student a copy of the full newspaper to
bring home.
Post Assessment and Reflection
At the end of each activity, students should be encouraged to add new vocabulary
and to reflect on what they have learned in their project notebooks. Student
reflection is a very important component to project-based learning. In addition, you
may want to provide students with the following questions to prompt their writing:
v
v What was the most important event of the period I studied? Why was this
event so important?
v
v What was the most surprising fact I learned in my research?
v
v What is the difference between primary and secondary sources? What are
some advantages and disadvantages of primary sources?
Home School Connection: Sequencing Historic Events
Students can create a time line of important events from the period of time they
researched for their newsletter. Provide each student with a copy of the Time Line
Template, available in the Appendix. Tell students that they should find at least 8
events from American history to add to the timeline. They should name the event
and the date it occurred. They should draw illustrations for at least 4 of the events.
Additional information about creating time lines can be found at
http://www.forsyth.k12.ga.us/kadkins/timeline.htm.
Page 20
C ULMINATING A CTIVITY : A T RIBUTE T O A MERICA
After completing this project, it is time to celebrate student achievement. This is an
important aspect of the project and will give your students a genuine opportunity to
share their accomplishments. It is important to invite people outside your
classroom, such as other classes, teachers, administrators, and parents. Better yet,
hold the presentations in the auditorium and invite everyone!
In addition, your students should showcase the many projects and presentations
created for this project. Choose a space that can accommodate all the exhibits and
displays. Work that was created digitally, such as slide show presentations, should
be presented digitally whenever possible, using projectors or television monitors.
Creative pieces, such as brochures and newspapers should be displayed attractively
using display boards, bulletin boards, or large tables. You may want to designate
one area for presentations and another area for displays.
It is very important that each student be given a chance to present at least one
project. However, keep each presentation brief (4-5 minutes). Allow students to
choose what they would like to present. Keep the day flowing by alternating between
different presentation types.
Each student should prepare what he or she will say. Give students plenty of time
to rehearse prior to the event. You should model good presentation skills for your
class. Discuss criteria for presenting, such as making eye contact and speaking
slowly. Provide time for rehearsals and have a dress rehearsal so that every student
is fully prepared.
Try to involve students in planning this event as much as possible. Students should
feel that this is their day! Some possible student responsibilities could be:
v
v Create an invitation and/or posters advertising
the event. Distribute these to other classes,
teachers, administrators, and parents.
v
v Decorate the auditorium or room you are holding
the event to match your weather theme.
v
v Have students “dress up” for the event.
v
v Plan and prepare refreshments for the audience.
v
v Write memos or letters informing other teachers,
administrators, and custodial staff of any
schedule or room changes caused by the event.
Finally, have fun. This is your reward for a job
well done!
Page 21
A
APPPPEENNDDIIXX::
A DDITIONAL I NTERNET R ESOURCES
Online Tutorials
•• Actden in the Classroom: http://www.actden.com
•• Computer Concepts and Applications:
http://itech.pjc.edu/llemley/cgs1570w/notes/
•• Wesleyan Online Tutorials: http://www.wesleyan.edu/libr/tutlist.htm
•• TechKNOW Associates Tips and Tutorials:
http://www.techKNOWassociates.com/tips
Other Useful Sites
•• TechKNOW Associates Tips and Tutorials:
http://www.techknowassociates.com/tips
•• Interdisciplinary Learning (Online Staff Development):
http://www.thirteen.org/edonline/concept2class/month10
Patriotism and Symbols
•• American Patriotism – An Online Source Book:
http://www.press.uchicago.edu/News/patriotism.html#excerpts
•• Teaching With Historic Places: http://www.cr.nps.gov/nr/twhp/
•• The Great Seal of the United States: http://www.greatseal.com/
•• The Flag of the United States: http://www.usflag.org/
•• Historical American Flags: http://www.law.ou.edu/hist/flags/fedflag.shtml
•• Documents of Freedom: http://www.ushistory.org/documents/index.html
•• American Treasures: http://www.loc.gov/exhibits/treasures/tr00.html
•• The Liberty Bell: http://www.ushistory.org/libertybell/
•• The Liberty Bell Virtual Museum: http://www.libertybellmuseum.com/
•• The Star Spangled Banner: http://web8.si.edu/nmah/htdocs/ssbold/2_home/fs2.html
•• The Declaration of Independence: http://www.ushistory.org/declaration/
•• The Constitution of the United States:
http://www.wellesley.mec.edu/wms/library/pages/projects/constitution/pages
/constitution.htm
•• That’s Plymouth Rock: http://www.midgefrazel.net/rocksld1.html
•• The Statue of Liberty Webcam: http://www.libertycam.com/
•• The Statue of Liberty Monument and Ellis Island:
http://www.nps.gov/stli/mainmenu.htm
•• Statue of Liberty: Facts, News and Information:
http://www.endex.com/gf/buildings/liberty/liberty.html
•• Great Buildings Online – The Statue of Liberty:
http://www.greatbuildings.com/buildings/Statue_of_Liberty.html
A BOUT P ROJECT -B ASED L EARNING
Project-based learning is a comprehensive approach
to instruction. As students participate in engaging,
multi-faceted investigations, they develop an array of
interdisciplinary skills. Project-based learning allows
teachers to create tasks whose complexity and
openness mimic problems in the real world. Students
collaborate with peers to tackle real-world problems.
The key components to project-based learning are
clear objectives, student autonomy, investigative
activities, and real-world results:
ü Teachers clearly define the instructional
objectives: The first step to creating your own
project is to define your objectives. Knowing where the project is going is
more important to reaching the destination than any other single variable.
ü Students direct their own work and take control over their own learning:
Students work independently as well as participate in flexible cooperative
groupings. Rather than divide students by abilities, allow students with
similar interests to work cooperatively. As the range of materials and
interests of the students develop and expand, so will the need for different
kinds of collaborations and group interactions.
ü Students conduct multi-faceted investigations: Students use authentic tools
(including technology), seek resources, and solve problems in response to an
overall challenge. Students learn that knowing how to find information and
making connections is more important than memorizing the facts. They use
primary source documents, conduct experiments, construct models, and
conduct interviews and surveys.
ü Students create real-world products: Students make choices about how to
demonstrate learning and are accountable for the choices they make.
Products can include multimedia presentations, letters, posters, brochures,
newsletters, maps, videos, and more.
As American as Apple Pie is an example of project-based learning with all of the
above components. You can use this project as a model to create your own projects
based on specific content and curriculum by adapting many of the activities.
TAKING N OTES T O S UCCESSFUL R ESEARCH
One of the more important aspects of successful research is learning to take good
notes. Many students are under the mistaken impression that research means
finding interesting web sites and printing them out. This approach often leads to
students printing lengthy articles written at a level they are unable to understand.
Successful note taking can help students avoid this common pitfall.
Explain to your students that they should use note taking as a strategy to help
them record and organize the information they need as they research. Note taking is
a process that should be developed carefully. The following are three easy notetaking strategies you can model for your students:
v
v Dual Entry Notes: Students fold a piece of paper in half and draw a line
down the middle. On the left they record key words or phrases. On the right
they summarize information and add sketches.
v
v Bubble Maps: Students develop their notes in the form of a bubble map
graphic organizer. They put their main idea in the center. They put notes and
supporting details in branches off the main idea.
v
v Key Concepts and Details: Students fold a piece of paper in half and in half
again (four squares). They list the key concepts or main ideas in the top of
each quarter. Then they list facts and supporting details in the box below
each main idea.
Encourage your students to try different note taking
strategies until they find one that best fits their learning
style. They should begin to use these strategies on a
regular basis. Have a sharing session in which your
students exchange note-taking ideas that work for them.
Remind students to keep track of the websites or books
from which they obtained information. They may need to
credit the source and/or verify their facts at a later date.
The following websites have additional information and
strategies about teaching note taking:
•• http://www.how-to-study.com/tkng_notes.htm
•• http://www.englishcompanion.com/vignettes/notetakingstrats.html
•• http://www.education-world.com/a_lesson/lesson/lesson322.shtml
A C OMPREHENSIVE V IEW
OF
A MERICAN H ISTORICAL P ERIODS :
The Ice Age (30,000BC to 15,oooBC)
•• Pleistocene Animals of the Midwestern US – 16,000 Years Ago http://www.museum.state.il.us/exhibits/larson/ice_age_animals.html
•• North American During the Last 150,000 years http://www.esd.ornl.gov/projects/qen/nercNORTHAMERICA.html
Native American Period (15,00BC to 1521)
•• Indians of North America– http://www.csulb.edu/projects/ais/nae/to_1600.html
•• First Nations Histories - http://www.tolatsga.org/Compacts.html#TOP
European Colonial Period (1492 to 1821)
•• Your Window to Early America - http://earlyamerica.com/
•• Colonial America to 1812 - http://web.uccs.edu/~history/index/colonial.html
Revolutionary American Period (1770 to 1800)
•• Revolutionary American Maps - http://www.legolas.org/gallery/album28
•• Historic Art of the Revolution- http://mywebpages.comcast.net/patrickpaints/
Civil War and Reconstruction Period (1860 to 1880)
•• The Civil War - http://web.uccs.edu/~history/index/civwar.html
•• Civil War At The Smithsonian - http://www.civilwar.si.edu/
The Progressive Era and The Spanish War (1880 to 1900)
•• Cartoons of the Guided Age and Progressive Era http://www.history.ohio%D0state.edu/projects/uscartoons/GAPECartoons.htm
•• The Guided Age & Progressive Era –http://web.uccs.edu/~history/index/shgape.html
WWI and WWII (1914 to 1950)
•• History of 1940’s - http://www.1940.co.uk/history/history.htm
•• Eyewitness to WWI - http://www.stanford.edu/~tommyz/1940's/CORE.htm
•• Eyewitness to WWII - http://www.ibiscom.com/w2frm.htm
The Civil Rights Movement (1947 to 1969)
•• Brown Vs. Brown of Education http://www.watson.org/~lisa/blackhistory/early%D0civilrights/brown.html
•• The Freedom Rides - http://www.mecca.org/~crights/freedom.html
The Vietnam War (1954 to 1973)
•• The Vietnam Internet Project - http://www.vwip.org/vwiphome.html
•• The Vietnam War - http://web.uccs.edu/~history/index/vietnam.html
The 70’s and 80’s (1970 to 1989)
•• The Cold War Museum - http://www.coldwar.org/
•• Timeline of the 1980’s - http://www.inthe80s.com/timeline.shtml
The 90’s to Today (1990 to present)
•• 1990 Timeline http://www.timelines.info/history/ages_and_periods/the_modern_world/the_1990's/
•• 2000 Timeline – http://www.infoplease.com/ipa/A0903598.html
F LAGS F ROM A ROUND T HE W ORLD
Name: ___________________________
Date: _______________ Class: ________________
Directions: Choose a flag from a country, state, or organization that has significance
to you. Draw a picture of the flag on a separate sheet of paper. Research your flag
and answer the following questions.
What does this flag represent?
What symbols does my flag have?
Name of Flag:
________________________________________________________
When and where is this flag used?
Why did I pick this flag?
R ED , W HITE , AND B LUE T IC T AC T OE (G AME I NSTRUCTIONS )
Materials
✔
✔
✔
✔
✔
✔
✔
✔
Cardboard
Construction paper
Popsicle sticks
Scissors
Ruler
Pencil
Markers or Poster Paint
Glue
Directions
1.
2.
3.
4.
Cut a piece of cardboard into a 12” x 12" square. Using markers or paint, color it blue.
Color four Popsicle sticks red.
Lay the four Popsicle sticks across it like a Tic-tac-toe board and then glue them down.
Cut small 3-inch circles as your pieces from white construction paper. Make ten in total;
five of one symbol and five of a different symbol.
Now you are ready to play Red, White, and Blue Tic Tac Toe!!
A MERICAN S YMBOL M AZE G AME (G AME I NSTRUCTIONS )
Materials
✔
✔
✔
✔
✔
✔
Piece of light to medium weight cardboard
Pencil
Permanent thin tip marker
Dry Erase Markers or Wipe Off Markers
A ruler
Clear contact paper
Directions
1.
2.
3.
4.
5.
6.
On your cardboard, designate a start corner. You can draw characters that the player
will help get to the destination. Make the opposite corner the finish corner. Draw an
American symbol there.
Using a pencil, lightly draw the correct route from start to finish for your maze. Make
sure it contains as many turns as possible to make it challenging. Also make sure that
this is the only correct route get to the finish.
Continuing with light lines, draw other routes that begin at the start but do not go to the
finish. Include routes that go nowhere.
Once you have finished drawing all the routes on the cardboard, you can darken all the
lines with a thin tip marker. Erase all the pencil marks after the marker ink dries.
Cover the board with clear contact paper
Use only a dry erase marker to find the correct route through the maze. This will allow
you to use the game over and over again.
Have fun challenging your friends and family to get to the American Symbol finish!
F ISHING F OR A MERICAN S YMBOLS (G AME I NSTRUCTIONS )
Materials
✔
✔
✔
✔
✔
✔
✔
✔
2 Sheets of craft foam
Small cardboard box
Pen or Marker
Cardboard
Scissors
Metal paperclips
Ruler or stick about 12" long
String
✔ Magnet, (rectangular or horseshoe shaped)
Directions
1.
2.
3.
4.
5.
6.
7.
8.
9.
Draw an outline of several American symbols onto pieces of cardboard. Cut them out.
Trace each outline several times on the craft foam. Trace the symbols close together to
use all the craft foam.
Cut out the foam symbols.
Decorate and color the symbols.
Open a paper clip end slightly. Poke it through the top of each symbol. Pull the paper
clip around until it is completely through the symbol. Close the paperclip. Repeat for the
rest of the symbols.
Place all the symbols in a cardboard box.
Tie a string on one end of the ruler or stick.
Tie the magnet on the other end of the string,
Players drop the magnet into the box and “fish” for symbols.
Now you can go fishing for American Symbols!
A MERICAN S YMBOL O PTICAL I LLUSION (G AME I NSTRUCTIONS )
Materials
✔
✔
✔
✔
✔
✔
✔
✔
Pen
White, red, or blue colored construction paper
Glue
Cardboard (or cereal box)
Scissors
String
Crayons or markers
Mathematical compass or jar lid to trace a circle
Directions
1.
2.
3.
4.
5.
6.
7.
8.
9.
Trace a circle of cardboard with a diameter of about 4
inches. Cut out the circle.
Trace two paper circles the same size as the
cardboard. Cut them out.
On one paper circle, draw an American symbol.
On the other paper circle, draw a corresponding or
related symbol.
Glue one picture on each side of the cardboard circle.
Use the hole puncher to make two holes in the
cardboard; one on the top and one the bottom.
Thread a piece of string through each hole. Tie a knot
in each piece of string to make 2 loops.
Hold the ends of the string between your hands and
twirl. To twirl the string you need to spin the cardboard
around until the strings are all wound up.
Now pull the strings apart and watch the American symbol spin around. Like magic,
both sides of the symbols will look like they are moving!
The reason your symbol looks like it is moving is because your eye holds onto one
image for second after it's gone. By that time the image on other side spins around,
and your eye is still remembering the first image.
Now you have successfully made an optical illusion that will amaze your friends!!
A MERICAN H ISTORY T IME L INE
Directions: Choose at least 8 events from the time period you have been researching. Put the events in
chronological order. List each event and the date it occurred on the timeline. Illustrate at least 4 of the events.
Name: __________________________________
Date: ____________
Time period: ___________________________________________
For more information about creating timelines, visit the following web site:
http://www.forsyth.k12.ga.us/kadkins/timeline.htm.
Class: ______________
Name:
Proposed Title:
Slide #:
Date:
of:
Sketch the Slide Design:
What you will write:
Describe interactive buttons, graphics, etc.:
What you will say:
S YMBOLS OF A MERICA
Statement
History
Statement
Statement
Fact
Symbol
Meaning
Fact
Fact
Detail
Interesting Details
Detail
Detail
Created by: ______________________________________________________________________________
M AKE A PATRIOTIC S YMBOL I NFO C UBE
Directions: Cut along dark line. Fill in information as appropriate. Fold along dotted
line. Glue gray flaps to inside of cube.
Interesting Detail
History:
Meaning:
Illustration
Interesting Detail:
Name of Symbol:
Created by: ______________________________________________________
5 W + H G RAPHIC O RGANIZER
TOPIC:
WHO
W H AT
WHERE
WHEN
WHY
HOW
Sa mp le Rub ric f o r E v a lua ting
A MULT IMED IA PRES EN TATION
CRITERIA
Orga niza t i o n / p la nning
We planned our presentation in
a way that makes sense and
supports our main idea.
Re s e a rc h
We used complete and accurate
facts to support our main idea.
V is ua ls
We used appropriate drawings
or illustrations to support our
main idea.
M e c h a nic s
We used correct spelling,
punctuation, and capitalization.
De live ry
We presented our information
clearly, loudly, and with
enthusiasm
Yes, we did
this!
No, we didn’t
do this.
Sa mp le Rub ric f o r E v a lua ting
A NEWS LET TER OR BROCHUR E
CRITERIA
Foc us
Each article or section supports
our main topic.
Re s e a rc h
We used complete and accurate
facts in each article or section.
V is ua ls
We used appropriate drawings
or illustrations with each article
or section.
M e c h a nic s
We used correct spelling,
punctuation, and capitalization
in each article or section.
La y o u t a nd De s ign
We designed our newsletter or
brochure to be clear and
interesting to readers.
Yes, we did
this!
No, we didn’t
do this.
Awarded to
For successful completion of
As
As American
American As
As Apple
Apple Pie
Pie
project
On this
day of
Signature
, 20
Date