Grade 5
Social Studies
Unit: 07
Lesson: 03
Suggested Duration: 2 days
Grade 05 Social Studies Unit 07 Exemplar Lesson 03: American Symbols and
Patriotism
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to
customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs
of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet
students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your
child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education
Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students learn about Mt. Rushmore and review United States symbols. Students review Federalism as it relates to
adding territory and new states to the United States. Students locate states and capitals, and important cities in the
United States.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that
portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education
Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
5.7
Geography. The student understands the concept of regions in the United States. The
student is expected to:
5.7C
Locate on a map important political features such as the ten largest urban areas in the United States, the 50
states and their capitals, and regions such as the Northeast, the Midwest, and the Southwest.
5.17
Citizenship. The student understands important symbols, customs, celebrations, and
landmarks that represent American beliefs and principles and contribute to our national
identity. The student is expected to:
5.17A Explain various patriotic symbols, including Uncle Sam, and political symbols such as the
donkey and elephant.
5.17C Recite and explain the meaning of the Pledge of Allegiance to the United States Flag.
5.17E Explain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount
Rushmore.
Social Studies Skills TEKS
5.24
Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including electronic technology. The
student is expected to:
5.24B Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions.
5.25
Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:
5.25A Use social studies terminology correctly.
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Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 33 Grade 5
Social Studies
Unit: 07
Lesson: 03
Suggested Duration: 2 days
5.25D Create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 05 Social Studies Unit 07 PI 03
Create a booklet of American symbols. Include at least five symbols plus the national anthem and the Pledge of Allegiance. Show each
symbol, explain its significance, and tell how it reflects our American beliefs.
Standard(s): 5.17A , 5.17B , 5.24B , 5.25D
ELPS ELPS.c.1C
Key Understandings
Symbols often display evidence of patriotism.
— Why are symbols of our country important to people?
Vocabulary of Instruction
territory
acquisition
federalism
symbol
patriotism
allegiance
Materials
Information and pictures of Mount Rushmore
Outline image of Mount Rushmore
Map of Territorial Acquisitions
Map of the United States showing the state boundaries unlabeled
Map of the United States showing the state boundaries labeled
Information on states and their capitals and slogans
atlases
Markers in 2 colors
Information on national symbols including bald eagle, the Capitol building, the White House, the Liberty Bell, the
Statue of Liberty, Uncle Sam, and even the donkey and elephant
Map pencils to draw symbols on cube
scissors and glue to create cube
Paper for making a booklet (4 pages folded in half)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Handout: Pledge of Allegiance
Teacher Resource: History and Purpose of the Mt. Rushmore Landmark
Handout: The United States Grows (1 per group)
Handout: State Investigations (2-3 copies; 1 page per student)
Handout: Comparisons of City Populations (1 per student group)
Last Updated 05/02/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 33 Grade 5
Social Studies
Unit: 07
Lesson: 03
Suggested Duration: 2 days
Handout: National Symbols (1 per group)
Handout: Symbol Chart (1 per student)
Handout: Symbols Cube (optional, 1 per student)
Handout: Ben Franklin Disagrees (1 per student)
Teacher Resource: Symbols Booklet Sample Template PI (optional)
Resources
Mount Rushmore http://www.nps.gov/moru/index.htm
Advance Preparation
1. Become familiar with content and procedures for the lesson, including the history of Mt. Rushmore and how to cut
out and fold a cube.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this
lesson.
4. Preview materials and websites according to district guidelines.
5. If possible, copy the symbols cube onto cardstock or thicker paper for sturdiness.
6. Locate a territorial acquisition map.
7. Prepare materials and handouts as necessary.
8. Conduct an Internet search for available coloring pages of Mount Rushmore.
Background Information
This lesson serves as a bridge to Unit 8, which is on Westward Expansion. As the nation moves into a new stage of its development, from
the acquisition of the Louisiana Purchase to through the increase in its stature among nations, the United States is beginning its growth
as a nation. In this lesson we begin to look forward and begin to set the foundation for students’ understanding of the nation and its history.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of
learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance
Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the
Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE
Notes for Teacher
Suggested Day 1 ‒ 10 minutes 1. Display or distribute the Handout: Pledge of Allegiance
Materials
2. Students recite the Pledge of Allegiance and recall the meaning of
the words.
3. Students think about the history of the United States they have
studied so far (through the War of 1812). Transition to the next
study topic using words such as:
We have learned much about how our country began
and about what binds us together as a nation.
Last Updated 05/02/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
Information and pictures of Mount
Rushmore
http://www.nps.gov/moru/index.htm
Blackline image of Mount Rushmore
Attachments:
page 3 of 33 Grade 5
Social Studies
Unit: 07
Lesson: 03
Suggested Duration: 2 days
The country has begun to expand westward, as we
have learned studying the expansion past the
Appalachian Mountains and through the purchase and
exploration of the Louisiana Purchase.
We also learned about ways America celebrates what
is important to us.
This westward expansion is important to our nation,
and we celebrate it.
Handout: Pledge of Allegiance
Teacher Resource: History and
Purpose of the Mt. Rushmore
Landmark
TEKS: 5.17A; 5.17C; 5.17E; 5.24B
Instructional Note:
Conduct an Internet search for available coloring
pages of Mount Rushmore. Students may use the
4. Encourage students to speculate on who they know that is
important enough to the United States for a whole mountainside to outlined version of the landmark as a graphic
be carved into a statue in their honor. (Listen to names and ideas.) organizer.
5. Introduce students to the Mt. Rushmore Landmark by showing
pictures and sharing information (see the Teacher Resource:
History and Purpose of the Mt. Rushmore Landmark). Provide
students with a blackline coloring page of Mount Rushmore that
can be used as a graphic organizer. While the teacher reads the
information on Mount Rushmore, students note important facts and
ideas on the image including information on the leadership
provided by these individuals.
EXPLORE
Suggested Day 1 (continued) ‒ 15 minutes
1. Display and distribute a map of the United States with state
boundaries (or the map with states and capitals). (The map of
territorial acquisitions from the National Atlas could also be used.)
Materials:
2. Distribute the Handout: The United States Grows
3. Read aloud the story in the Handout: The United States
Grows,using a map to point out the newly acquired territories.
4. Students follow along,also using a map to locate the newly
acquired territories and the states they became.
5. Students divide into 10 groups (2-3 students per group), each
taking 5 states. Each group works to locate the state capital of the
list of 5, find a state motto and another symbols or landmarks from
each. Each list has one example already completed as a guide for
completing the others.
6. Each student group makes a very short presentation of their
research pointing out one state and state capital at a time while
fellow students find the states and capitals on their maps.
Map of the United States with state
borders or a map of the United States
with states and capitals
Map of Territorial Acquisitions
Information on states and their capitals
and slogans
atlases
Attachments:
Handout: The United States Grows
(1 per group)
Handout: State Investigations (2-3
copies; 1 page per student)
TEKS: 5.7C; 5.17A; 5.24B; 5.25D
7. Display all 10 reports.
Instructional Note:
The purpose of this strategy is to learn
that there are 50 states and each state
has a capital, symbols and traditions
AND that the students can look up and
locate states and their capitals. The
purpose is not to memorize 50 states
and capitals.
There are many territorial acquisition
maps available in textbooks, geography
books and on the Internet. Several
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Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 33 Grade 5
Social Studies
Unit: 07
Lesson: 03
Suggested Duration: 2 days
were used in Lesson 1 of this unit.
EXPLAIN
Suggested Day 1 (continued) ‒ 10 minutes
1. Distribute to students two maps – one with the states labeled and
one with the state boundaries but not labels.
Materials
2. Student pairs take turns trying to locate and name as many states
as they can. Student A uses the map with state boundaries but no
labels, and Student B checks his/her naming using the map with
the states labeled.
3. Students switch and Student B now names the states while Student
A checks.
Map of the United States showing the
state boundaries unlabeled (1 per
student)
Map of the United States showing the
state boundaries labeled (1 per
student)
TEKS: 5.7C; 5.17A; 5.24B; 5.25D
EXPLORE
Suggested Day 1 (continued) ‒ 5 minutes
1. Divide students into groups of four and give each group one copy
of the United States census from 1790 and 2010. Tell the students
that these are 10 of the most important and successful cities in the
United States.
Materials
2. Prompt the students with questions to help them compare the two
charts. Use questions such as:
Are there any cities on both charts? (New York and
Philadelphia)
Where are the largest cities located in 1790?
Where in 2010?
Maps showing states that students
have been using (and one copy for the
teacher)
Markers in 2 colors
Attachments:
Handout: Comparisons of City
Populations (1 per student group)
Can you locate them on a map?
3. Encourage students to use appropriate social studies terminology
when they are answering the questions above.
TEKS: 5.7C; 5.24B; 5.25A
4. Model for students placing the cities on a map, marking 1790 cities
first with one color marker and then 2010 cities with another color
marker.
5. Students add the cities to their maps (and to the legends for their
maps)
6. Encourage students to make inferences about the cities using what
they have learned.
Which states have the most large cities today?
(California and Texas)
Why did these states not have large cities in the 1790
census?
Are there any cities which are no longer on the map?
Encourage students to make their own observations.
7. Students predict about the largest cities and city populations for
the census of 2020.
EXPLAIN
Suggested Day 1 (continued) ‒ 5 minutes
1. Students repeat the naming activity from the Explain section
Materials
Last Updated 05/02/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 5 of 33 Grade 5
Social Studies
Unit: 07
Lesson: 03
Suggested Duration: 2 days
above.
2. Distribute to students two maps – one with the states labeled and
one with the state boundaries but not labels.
3. Student pairs take turns trying to locate and name as many states
as they can. Student A uses the map with state boundaries but no
labels, and Student B checks his/her naming using the map with
the states labeled.
Map of the United States showing the
state boundaries unlabeled (1 per
student)
Map of the United States showing the
state boundaries labeled (1 per
student)
4. Students switch and Student B now names the states while Student TEKS: 5.7C; 5.17A; 5.24B; 5.25D
A checks.
EXPLAIN – More National Symbols
Suggested Day 2 (continued) ‒ 10 minutes
1. Students recall National Landmarks and symbols they have
learned about. (Quick review from the past few days of lessons.)
Clarify any misinformation and prompt students to help them
remember.
Materials:
2. There are other things we look to today to symbolize our
beliefs and patriotism, things that the new nation looked to
express their patriotism and to bind them together as a
nation and help define our national identity. These include
the bald eagle, the Capitol building, the White House, the
Liberty Bell, the Statue of Liberty, Uncle Sam, and even the
donkey and elephant that represent our political parties.
3. Divide students into groups of 6. Distribute the Handout: National
Symbols to each group.
Information on national symbols
including bald eagle, the Capitol
building, the White House, the Liberty
Bell, the Statue of Liberty, Uncle Sam,
and even the donkey and elephant
Attachments:
Handout: National Symbols (1 per
group)
Handout: Symbol Chart (1 per
student)
4. Distribute the Handout: Symbol Chart
5. Each student in the group studies a different symbol and
summarizes information on their Handout: Symbol Chart.
6. Students then present their learning to the other group members,
who record information on their Handout: Symbol Chart.
7. Facilitate a discussion where students contribute information about
national symbols, what they represent, and why symbols are
important to people of the United States.
Symbols often display evidence of patriotism.
Why are symbols of our country important to
people? (i.e., they help us remember and celebrate
what is important to us and bind us together as a
nation)
Instructional Note
If students are placed in groups of 3,
each student would learn about and
present information on 2 of the
symbols.
EXPLAIN
Suggested Day 1 (continued) ‒ 5 minutes
1. Student pairs share:
Materials:
3 symbols of the United States and what they symbolize
2 reasons symbols are important to a country
1 important thing to celebrate about our country
Map pencils to draw symbols on cube
scissors and glue to create cube
Attachments:
Handout: Symbols Cube (optional, 1
per student)
Last Updated 05/02/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 6 of 33 Grade 5
Social Studies
Unit: 07
Lesson: 03
Suggested Duration: 2 days
TEKS: 5.17A; 5.17C; 5.17E; 5.24B; 5.25D
Instructional Note:
Alternate Explain activity: Symbols
Cube
Distribute the Handout: Symbols
Cube (If possible, copy the
symbols cube onto cardstock or
thicker paper for sturdiness)
Each student creates a symbols
cube which will allow for 6
important United States symbols
of their choice. Student will draw
and label 6 symbols of the United
States of America. (Students use
their completed symbols sheets
as reference.
Students cut out their cube, fold
it and glue the tabs on the inside
to complete the cube.
Cubes can be used for matching
games, center activities, or can
be hung for display and review.
ELABORATE
Suggested Day 1 (continued) ‒ 5 minutes
1. Students read the statement from the Handout: Ben Franklin
Disagrees about the bald eagle and the turkey. (Or, teacher may
read it aloud.) Students decide if they agree or disagree.
Attachments:
2. Students draw a picture of another symbol for the United States of
America that we do not have already. Explain why it would be a
very good symbol for the United States of America.
Handout: Ben Franklin Disagrees (1
copy to read aloud or 1 copy per
student)
TEKS: 5.17A; 5.24A; 5.24B; 5.25A
EVALUATE
Grade 5 Social Studies Unit07 PI03
Create a booklet of American symbols. Include at least five symbols plus the
national anthem and the Pledge of Allegiance. Show each symbol, explain its
significance, and tell how it reflects our American beliefs.
Standard(s): 5.17A , 5.17B , 5.24B , 5.25D
ELPS ELPS.c.1C
Suggested Day
Materials
Paper for making a booklet (4 pages
folded in half)
Attachments
Teacher Resource: Symbols Booklet
Sample Template PI (optional)
TEKS: 5.17A, 5.24B; 5.25D
Instructional Note
Symbols used in this unit include: White
House, Capitol, Star-Spangled Banner
(song and flag), Uncle Sam, USS
Constitution, bald eagle, Statue of
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Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 7 of 33 Grade 5
Social Studies
Unit: 07
Lesson: 03
Suggested Duration: 2 days
Liberty, Mt. Rushmore. Students may
be aware of other symbols as a result
of prior learning. These other symbols
can be acceptable as well, and could
include Washington Monument, the
national flower the rose, the national
tree the oak, the bison, and others.
The booklet should include 8 pages
made from 4 pieces of paper folded in
half. They should include: a cover, a
page for the national anthem, a page
for the Pledge of Allegiance, and a
page for each of 5 symbols chosen by
the student.
Last Updated 05/02/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 8 of 33 Grade 5
Social Studies
Unit: 07 Lesson: 03
Pledge of Allegiance
I pledge allegiance to the flag
of the United States of America,
and to the Republic for which it stands;
one nation under God,
indivisible,
with liberty and justice for all.
Pledge of allegiance. (2013). Retrieved from http://publications.usa.gov/epublications/ourflag/pledge.htm
©2012, TESCCC
04/17/13
page 1 of 1
Grade 5
Social Studies
Unit: 07 Lesson: 03
The History and Purpose of Mt. Rushmore
The Mt. Rushmore landmark or monument, carved into the Black Hills of South Dakota, was designed to
represent the first 150 years of the United States of America. It has become a symbol of America and the
freedom and hope the country offers to people from all cultures and backgrounds.
The likenesses of four presidents of the United States are carved into the mountainside of Mt. Rushmore. Each
huge sculptured head is 60 feet high. The carvings were mostly made using dynamite rather than usual
sculpture tools like the hammer and chisel.
You might wonder why each president was chosen to be among the four. These four presidents were selected
by the sculptor, Gutzon Borglum because of their role in preserving the nation and in expanding its territory.
The comments by each name below help to explain why he chose each of the men. The comments are edited
remarks made in a speech at the 1927 Dedication of the Mt. Rushmore landmark by President Calvin
Coolidge:
 President George Washington – “represents our independence, our Constitution, our liberty…He
stands as the foremost disciple of ordered liberty, a statesman with an inspired vision…”
 President Thomas Jefferson – “whose wisdom insured that the Government… should be entrusted to
the administration of the people….Recognizing the destiny of this Country, he (Jefferson) added to its
(United States) territory.”
 President Abraham Lincoln – “(His) great task was to demonstrate the permanency of our Union and to
extend the principle of freedom to all inhabitants of our land.”
 President Theodore (Teddy) Roosevelt – “To political freedom he strove to add economic freedom. By
building the Panama Canal he brought into closer relationship the east and the west and realized the
vision that inspired Columbus in his search for a new passage to the Orient.”
It was not mentioned in this speech, but one other reason we remember President Theodore Roosevelt is that
he set aside major lands for national parks like Mt. Rushmore.
From the man who sculpted the four faces we have this statement:
“The purpose of the memorial is to communicate the founding, expansion, preservation, and
unification of the United States…”
--Master Sculptor, Gutzon Borglum
If you research further, you will find that construction was controversial, especially among American Indian
tribes since the area was originally seized from the Lakota tribe after the great Sioux War of 1876.
Excerpts courtesy of the National Park Service. (2013, April 18). Memorial history. Retrieved from http://www.nps.gov/moru/historyculture/mountrushmore-national-memorial.htm
©2012, TESCCC
05/01/13
page 1 of 1
Grade 5
Social Studies
Unit: 07 Lesson: 03
The United States Grows
Federalism is one of the important principles on which our government is based.
Beginning with the original thirteen colonies that became the first thirteen states, the
United States, in the Constitution, established a system of Federalism that defines the
relationship between the national government and state governments as a sort of
partnership. The laws of the United States are sovereign, or the law first of all. As new
states are added, states can add laws of their own as long as they don’t interfere with
the United States laws.
According to the Constitution, the federal government does have certain powers defined
to it, things that have to do with the common good of all the states, such as currency
(money), national income tax, relationships with foreign countries and trade. When the
United States Constitution has a rule or law, the states must follow it.
Just like the federal government, all the states in the United States have the same
organization using three branches of government: a bicameral legislative branch
(senate and house of representatives,) an executive branch (governor,) and a judicial
branch (judges).
Another thing states have in common is patriotic traditions, symbols and landmarks. The
United States has a national anthem and the states each have a state song. The United
States has the Pledge of Allegiance and states often have their own pledge. The United
States has landmarks, and so do the states. For instance, the song “Texas, Our Texas”
is the state song, the pledge “Honor the Texas Flag” is its state pledge. Texas also has
many landmarks such as the Alamo and the San Jacinto Monument.
Each state has a capital city, too. The state capital is usually (but not always) located
near the center of the state. The United States capital, Washington, D.C. was located
near the center when there were only thirteen states, but now it is far to the east side of
the United States.
So, how did the United States get more than just the original thirteen states? Here is the
story: the United States added big pieces of land one at a time. Mostly, the territories
were added toward the west, toward the Pacific Ocean (there were some exceptions).
Follow along on the map as I read this story:
©2012, TESCCC
10/08/12
page 1 of 3
Grade 5
Social Studies
Unit: 07 Lesson: 03
When the United States first became a country, it included the land ceded by Great
Britain with the 1783 Treaty of Paris. This included the lands of the thirteen original
colonies and land west of the Appalachians to the Mississippi River.
The land northwest of the Ohio River was one important area, as we learned when
we studied the War of 1812. The territory called the Northwest Territory, added as
a result of the Northwest Ordinance, eventually became the states of Illinois,
Indiana, Michigan, Minnesota, (most of) Ohio, and Wisconsin. This part of the
country is now known as the Midwest.
When President Thomas Jefferson bought the Louisiana Purchase that expanded
the United States territories to French claims west of the Mississippi River. That
land has become the states of Arkansas, Kansas, Iowa, Missouri, Nebraska,
Oklahoma and parts of Colorado, Louisiana, Minnesota, Montana, New Mexico,
North Dakota, South Dakota, Texas and Wyoming. (Whew! What a large addition to
the United States that was!)
Next the Treaty of 1818 established our northern border with Canada as the 49 th
parallel to the Pacific Ocean. Then the territory (part of which had been known as
the Oregon Country) became the states of Idaho, Oregon, Washington, and
northern parts of Montana, Minnesota, North Dakota and South Dakota.
In 1820, another treaty, the Adams-Onis Treaty, known as the Spanish Cession,
added Florida.
In 1845, the Republic of Texas was annexed and by setting the new boundaries of
Texas as it is shaped today, the United States gained a little bit of New Mexico,
Colorado, Oklahoma, Kansas, and Wyoming, too.
An odd thing happened in 1847. Remember that the District of Columbia is not a
state? Do you also remember it was first exactly 10 miles square? In the year 1847,
the District of Columbia voted to give up its land south of the Potomac River. It gave
it back to Virginia, so the size and shape of Virginia changed.
In 1848, the United States got into the War with Mexico over happenings on the
border between the two countries, mostly in Texas. At the end of that war the
Treaty of Guadalupe Hidalgo gave a large area of land to the United States. It is
now the states of California, Nevada, Utah, Arizona and the rest of Colorado, New
Mexico and Wyoming.
©2012, TESCCC
10/08/12
page 2 of 3
Grade 5
Social Studies
Unit: 07 Lesson: 03
In 1853, the United States made the Gadsden Purchase which was a strip of land
along the U.S.-Mexico border. The U.S. paid $10 million for the land which is now
part of New Mexico and Arizona.
In 1867, the United States bought the Alaskan Territory from Russia, and
eventually Alaska became a state (1959).
In 1900, the United States annexed the Hawaiian Islands. They became a state in
1959.
And, finally, the United States annexed the Oklahoma Territory and Indian
Territory, which later combined to make the state of Oklahoma (in 1907).
Remember, as each of these territories developed into states, the states adopted a
Constitution, set up three branches of government, designed a flag, chose a state song
and other state symbols, and decided on a capital city. Just like the United States has
national landmarks, they all have state landmarks. Each of the 50 states cooperates
with one another and their citizens are expected to follow the laws of the United States
of America. The states all share the national landmarks because they belong to all who
live in the United States.
©2012, TESCCC
10/08/12
page 3 of 3
Grade 5
Social Studies
Unit: 07 Lesson: 03
State Investigations
Group 1
Group #1: States
Delaware:
 Capital: Dover

Symbol or slogan: Liberty and Independence
Proud to be the very first state!
Pennsylvania:
 Capital _______________________

Symbol or slogan _________________________________________
New Jersey:
 Capital _______________________

Symbol or slogan _________________________________________
Georgia:
 Capital _______________________

Symbol or slogan _________________________________________
Connecticut:
 Capital _______________________

Symbol or slogan _________________________________________
©2012, TESCCC
10/08/12
page 1 of 10
Grade 5
Social Studies
Unit: 07 Lesson: 03
Group 2
Group #2 States
Massachusetts:
 Capital: Boston

Symbol or slogan: By the Sword We Seek Peace, but Peace Only Under Liberty
The state flag has an arrow pointing downward meaning peace.
Maryland:
 Capital _______________________

Symbol or slogan _________________________________________
South Carolina:
 Capital _______________________

Symbol or slogan _________________________________________
New Hampshire:
 Capital _______________________

Symbol or slogan _________________________________________
Virginia:
 Capital _______________________

Symbol or slogan _________________________________________
©2012, TESCCC
10/08/12
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Grade 5
Social Studies
Unit: 07 Lesson: 03
Group 3
Group #3 States
New York:
 Capital: Albany

Symbol or slogan: "Excelsior" meaning reaching upward to higher goals.
Goddess of Liberty is on their flag.
North Carolina:
 Capital _______________________

Symbol or slogan _________________________________________
Rhode Island:
 Capital _______________________

Symbol or slogan _________________________________________
Vermont:
 Capital _______________________

Symbol or slogan _________________________________________
Kentucky:
 Capital _______________________

Symbol or slogan _________________________________________
©2012, TESCCC
10/08/12
page 3 of 10
Grade 5
Social Studies
Unit: 07 Lesson: 03
Group 4
Group #4 States
Tennessee:
 Capital: Nashville

Symbol or slogan: Three stars on the flag represent 3 landforms—mountains in the east,
highlands in the middle, and lowlands in the west.
Ohio:
 Capital _______________________

Symbol or slogan _________________________________________
Louisiana:
 Capital _______________________

Symbol or slogan _________________________________________
Indiana:
 Capital _______________________

Symbol or slogan _________________________________________
Mississippi:
 Capital _______________________

Symbol or slogan _________________________________________
©2012, TESCCC
10/08/12
page 4 of 10
Grade 5
Social Studies
Unit: 07 Lesson: 03
Group 5
Group #5 States
Illinois:
 Capital: Springfield

Symbol or slogan: Cardinal is the state bird, and popcorn is the state snack.
Illinois is from an Indian word meaning warrior.
Alabama:
 Capital _______________________

Symbol or slogan _________________________________________
Maine:
 Capital _______________________

Symbol or slogan _________________________________________
Missouri:
 Capital _______________________

Symbol or slogan _________________________________________
Arkansas:
 Capital _______________________

Symbol or slogan _________________________________________
©2012, TESCCC
10/08/12
page 5 of 10
Grade 5
Social Studies
Unit: 07 Lesson: 03
Group 6
Group #6 States
Michigan:
 Capital: Lansing

Symbol or slogan: World’s Motor Capital; Motto: One Nation Made Up of Many States
Florida:
 Capital _______________________

Symbol or slogan _________________________________________
Texas:
 Capital _______________________

Symbol or slogan _________________________________________
Iowa:
 Capital _______________________

Symbol or slogan _________________________________________
Wisconsin:
 Capital _______________________

Symbol or slogan _________________________________________
©2012, TESCCC
10/08/12
page 6 of 10
Grade 5
Social Studies
Unit: 07 Lesson: 03
Group 7
Group #7 States
California:
 Capital: Sacramento

Symbol or slogan: The Golden State; the flag has a grizzly bear and says California
Republic
Minnesota:
 Capital _______________________

Symbol or slogan _________________________________________
Oregon:
 Capital _______________________

Symbol or slogan _________________________________________
Kansas:
 Capital _______________________

Symbol or slogan _________________________________________
West Virginia:
 Capital _______________________

Symbol or slogan _________________________________________
©2012, TESCCC
10/08/12
page 7 of 10
Grade 5
Social Studies
Unit: 07 Lesson: 03
Group 8
Group #8 States
Nevada:
 Capital: Carson City

Symbol or slogan: Battle Born; State Song: Home Means Nevada
Nebraska:
 Capital _______________________

Symbol or slogan _________________________________________
Colorado:
 Capital _______________________

Symbol or slogan _________________________________________
North Dakota:
 Capital _______________________

Symbol or slogan _________________________________________
South Dakota:
 Capital _______________________

Symbol or slogan _________________________________________
©2012, TESCCC
10/08/12
page 8 of 10
Grade 5
Social Studies
Unit: 07 Lesson: 03
Group 9
Group #9 States
Montana:
 Capital:

Symbol or slogan: On the flag are a pick, shovel and plow representing all the jobs
that began the state. The motto on the flag says: Gold and Silver
Washington:
 Capital _______________________

Symbol or slogan _________________________________________
Idaho:
 Capital _______________________

Symbol or slogan _________________________________________
Wyoming:
 Capital _______________________

Symbol or slogan _________________________________________
Utah:
 Capital _______________________

Symbol or slogan _________________________________________
©2012, TESCCC
10/08/12
page 9 of 10
Grade 5
Social Studies
Unit: 07 Lesson: 03
Group 10
Group #10 States
Oklahoma:
 Capital: Oklahoma City

Symbol or slogan: The flag honors more than 60 different Native American tribes and
their ancestors.
New Mexico:
 Capital _______________________

Symbol or slogan _________________________________________
Arizona:
 Capital _______________________

Symbol or slogan _________________________________________
Alaska:
 Capital _______________________

Symbol or slogan _________________________________________
Hawaii:
 Capital _______________________

Symbol or slogan _________________________________________
©2012, TESCCC
10/08/12
page 10 of 10
Grade 5
Social Studies
Unit: 07 Lesson: 03
Ten Cities with the Largest Population in the United States in 1790
City and State
New York, New York
Philadelphia, Pennsylvania
Boston, Massachusetts
Charleston, South Carolina
Baltimore, Maryland
North Liberties Township, Pennsylvania
Salem, Massachusetts
Newport, Rhode Island
Providence, Rhode Island
District of Southwark, Pennsylvania
Population
33,131
28,522
18,320
16, 359
13,503
9,913
7,921
6,716
6,380
5,661
Ten Cities with the Largest Population in the United States in 2010
City and State
New York, New York
Los Angeles, California
Chicago, Illinois
Houston, Texas
Philadelphia, Pennsylvania
Phoenix, Arizona
San Antonio, Texas
San Diego, California
Dallas, Texas
San Jose, California
Population
8,175,133
3,792,621
2,695.598
2,099,451
1,526,066
1,455,632
1,327,407
1,307,402
1,197,816
945,942
Source: US Census Bureau
©2012, TESCCC
4/23/13
page 1 of 1
Grade 5
Social Studies
Unit: 07 Lesson: 03
National Symbols
The flag of the United States of America
Originally designed by Betsy Ross for General George Washington, the United States flag has
changed over the years to keep up with the number of states. The red and white stripes stay at the
number 13 for the original 13 colonies and states. Each star is for one state.
There is certain flag etiquette about how the U.S. flag is to be flown and folded and carried.
People stand when the flag is passing by and place their right hand over their heart.
First official flag
“Betsy Ross” flag
(13 stars, 1777)
Figure 1
Star-Spangled Banner
(1814, 15 stars, 15 stripes)
Figure 2
Flag today
(1959, 50 stars, 13 stripes)
Figure 4
Figure 3
Liberty Bell:
The Liberty Bell rests in Philadelphia, Pennsylvania, as a symbol of freedom and liberty for all.
Inscribed on it are these words from the Bible, Leviticus 25: 10:
“Proclaim liberty throughout all the land unto all the inhabitants thereof.”
When the bell was first rung in Philadelphia it cracked. It has been recast twice but remains
cracked. The Liberty Bell was used to announce to the lawmakers that meetings and legislative
sessions were beginning, thus announcing that representatives of the people were meeting to
ensure the voice of the people was heard and decisions were not being made in secret. It was also
used to alert citizens of other public meetings or proclamations. The bell has always been used as
a symbol of freedom.
Figure 5
©2012, TESCCC
10/08/12
page 1 of 4
Grade 5
Social Studies
Unit: 07 Lesson: 03
The bald eagle
The bald eagle was chosen June 20, 1782, as the emblem of the United States of America,
because of its long life, great strength, and majestic looks. At that time it was also believed to
exist only on the north American continent. Also the head of the bald eagle has no plumage, or
crown, to demonstrate no king rules the United States.
There is a picture of a bald eagle with outspread wings on the back of gold coins, silver dollars,
the half dollar, and the quarter. The bald eagle is also on the Great Seal of the United States,
and on the President’s desk in the oval office.
Because the eagle lives in the wild, flies high, and has unlimited freedom, the eagle is a symbol
that reminds us of freedom as he sweeps high and low in our clear blue skies. Another reason
the bald eagle was chosen was that at one of the first battles of the Revolution eagles swooped
overhead as the battle raged. The patriots said the eagles were shrieking for freedom.
The brother of a Philadelphia naturalist provided a drawing of an eagle holding a bundle of
arrows in one talon and an olive branch in the other. The image was completed with a shield of
red and white stripes covering the breast of the bird with a crest above the eagle's head and a
cluster of thirteen stars surrounded by bright rays going out to a ring of clouds; and a banner,
held by the eagle in its bill, bearing the words E pluribus unum.
Though it has been a symbol of the United States since the beginning, it wasn’t until 1787 that
the American bald eagle was officially adopted as the emblem of the United States. Tradition
has it, that if the eagle is facing toward the arrows, the United States is in time of war. If the
eagle is facing the olive branch, it is a time of peace.
Figure 7
Figure 6
©2012, TESCCC
10/08/12
page 2 of 4
Grade 5
Social Studies
Unit: 07 Lesson: 03
Statue of Liberty
(Liberty Enlightening the World)
Given to the United States of America by the people of France to the people of the United States, in
honor of the hundredth anniversary of the Declaration of Independence, the statue named Liberty
Enlightening the World stands as a shining beacon in New York Harbor, welcoming all who enter
there. The statue is a symbol of democracy and freedom. She is also known as the Statue of Liberty
or Lady Liberty.
These words are written on the base of her statue:
“Give me your tired, your poor, your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door!”
--Emma Lazarus, 1883
Figure 8
Figure 9
Pledge of Allegiance
Written to inspire patriotism, reciting the pledge of allegiance to the United States gives citizens a
chance to remember their loyalty to their country and the principles of republicanism, national pride,
guidance from God, and belief in liberty and justice for every person.
People stand and place the right hand over the heart as the pledge and national anthem are recited
and sung.
I pledge allegiance to the flag of the United States of America, and
to the Republic for which it stands; one nation, under God, with
liberty and justice for all.
Figure 10
©2012, TESCCC
10/08/12
page 3 of 4
Grade 5
Social Studies
Unit: 07 Lesson: 03
Political Parties --The Donkey and the Elephant
The United States has two parties to help run the democracy. Each of the two parties votes to agree on what it’s “platform”
will be for the presidential election. Everyone who belongs to the party may not agree on every single issue chosen, but
they mostly agree, especially on the big, or most important issues. Then the parties each choose a Presidential Candidate
by voting in every state, then holding a political convention to tally the votes. The candidate chosen chooses their own
running mate for Vice President.
How do people choose a symbol for their party? Sometimes it is a choice and other times it is an accident, or someone
else chooses it for them. The political cartoonist, Thomas Nast came up with the design for the donkey as a symbol for the
Democratic Party and the elephant as a symbol for the Republicans.
The Donkey— Presidential candidate Andrew Jackson was the first Democrat to use the donkey on his campaign
posters. Jackson became famous for his leadership during the War of 1812. Later, cartoonist Thomas Nast drew a
recognizable, likable donkey for a symbol of the Democratic Party. The public immediately liked it and by 1880 it had
already become the unofficial symbol of the party. During his presidency, the donkey was used to represent Jackson's
stubbornness when he vetoed re-chartering the National Bank.
The Elephant— Political cartoonist Thomas Nast was also responsible for the Republican Party elephant. In a cartoon
that appeared in Harper's Weekly in 1874, Nast drew a donkey clothed in lion's skin, scaring away all the animals at the
zoo. One of those animals, the elephant, was labeled "The Republican Vote." That's all it took for the elephant to become
associated with the Republican Party. For a long time, Republicans have been known as the “G.O.P.” among the party
faithful meaning the “Grand Old Party.”
Whether or not their symbols are good ones, it has been important to our system of government to have two strong
political parties. Democracy is about having the discussion of what would be best for the whole country. Do you remember
how the Founding Fathers argued and discussed before they wrote the Declaration of Independence and then again
before they wrote the Constitution. The best democratic government is about expressing a point of view and if the views
are opposite, then finding a good compromise. People do not have to agree, but they must be polite and civil when
expressing their opinion. They must also listen to the other side and try to understand it and work on it until there is a
compromise.
What do you think?
Image credits:
Figure 1: Hopkinson, F. (Designer). (1777). Hopkinson flag. [Web Photo]. Retrieved from
http://upload.wikimedia.org/wikipedia/commons/3/3b/Hopkinson_Flag.svg
Figure 2: Ross, B. (Designer). (1777). Betsy Ross flag. [Web Photo]. Retrieved from
http://upload.wikimedia.org/wikipedia/commons/3/3b/US_flag_13_stars_–_Betsy_Ross.svg
Figure 3: 1964). The flag from the song. (1964). [Print Photo]. Retrieved from
http://upload.wikimedia.org/wikipedia/commons/d/d9/Star_Spangled_Banner_Flag_on_display_at_the_Smithsonian's_National_Museum_of_
History_and_Technology,_around_1964.jpg
Figure 4: (1959). Flag of the United States of America. (1959). [Web Photo]. Retrieved from
http://upload.wikimedia.org/wikipedia/commons/e/e2/Flag_of_the_United_States_(Pantone).svg
Figure 5: (2010). The liberty bell in 2008. (2010). [Print Photo]. Retrieved from
http://upload.wikimedia.org/wikipedia/commons/0/08/Liberty_Bell_2008.jpg
Figure 6: (2008). Great seal of the united states. (2008). [Web Photo]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/9/98/USGreatSeal-Obverse.png
Figure 7: (2011). Bald eagle. (2011). [Print Photo]. Retrieved from http://thesop.org/attachments/2011-004/27765_IMG_46_1322675951.jpg
Figure 8: (2010). Statue of liberty. (2010). [Print Photo]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/a/a1/Statue_of_Liberty_7.jpg
Figure 9: (2013). Statue of liberty, face isolated. (2013). [Print Photo]. Retrieved from
http://thumbs.dreamstime.com/thumblarge_61/1148433343qFyG7f.jpg
Figure 10: (2011). The pledge of allegiance. (2011). [Print Photo]. Retrieved from http://metapundit.net/school/symbols/pledge_allegiance.html
©2012, TESCCC
10/08/12
page 4 of 4
Grade 5
Social Studies
Unit: 07 Lesson: 03
Symbol Chart
Statue of Liberty
Star Spangled Banner
(National Anthem)
United States Flag
“Old Glory”
Pledge of Allegiance
Liberty Bell
Bald Eagle
Uncle Sam
Capitol building
©2012, TESCCC
4/23/13
page 1 of 2
Grade 5
Social Studies
Unit: 07 Lesson: 03
White House
USS Constitution
“Old Ironsides”
Donkey and Elephant
political party symbols
Bald eagle
©2012, TESCCC
4/23/13
page 2 of 2
Grade 5
Social Studies
Unit: 07 Lesson: 03
Symbols Cube
©2012, TESCCC
10/08/12
page 1 of 1
Grade 5
Social Studies
Unit: 07 Lesson: 03
Benjamin Franklin Disagrees
Benjamin Franklin disagreed with the choice of the bald eagle as our national symbol.
After Americans chose the bald eagle as their official emblem, Ben Franklin wrote his
daughter in France and made the following statement:
“I wish that the bald eagle had not been chosen as the representative of our
country, he is a bird of bad moral character, he does not get his living
honestly, you may have seen him perched on some dead tree, where, too
lazy to fish for himself, he watches the labor of the fishing-hawk, and when
that diligent bird has at length taken a fish, and is bearing it to its nest for the
support of his mate and young ones, the bald eagle pursues him and takes it
from him.... Besides he is a rank coward; the little kingbird, not bigger than a
sparrow attacks him boldly and drives him out of the district. He is therefore
by no means a proper emblem for the brave and honest. . . of America.. . .
For a truth, the turkey is in comparison a much more respectable bird, and
withal a true original native of America . . . a bird of courage, and would not
hesitate to attack a grenadier of the British guards, who should presume to
invade his farmyard with a red coat on.”
Decide if you think Mr. Franklin was serious.
What is another emblem you think the United States should have today? Draw a picture
of it and explain your reasons.
Source;
Davidson, S. (2011). Tom turkey and erik eagle. New York, NY: Arcade Publishing. Retrieved from
http://books.google.com/books?id=AxuZpld4UEMC&printsec=frontcover
©2012, TESCCC
10/08/12
page 1 of 1
Grade 5
Social Studies
Unit: 07 Lesson: 03
Symbols Booklet Sample Template
Symbol Illustration
Symbol Illustration
Significance
Significance
How does this symbol reflect our American beliefs?
How does this symbol reflect our American beliefs?
©2012, TESCCC
10/08/12
page 1 of 1