Annotated Resource Set (ARS)
Phase I
1.Title / Content Area:
Americas Symbols
2. Developed by:
Suzanne Reed
3. Grade Level:
Elementary
4. Essential Question:
What are the meanings behind some of America’s major symbols of our country?
5. Contextual Paragraph
We see the flag waving on poles across America but do we really know what the
meaning behind the flag is. We have heard about the Liberty Bell, Statute of Liberty,
and sang the National Anthem but what is the significance behind each one of these
symbols. It seems now days that Americans do not even know that meaning and
significance behind some of what America holds dear. This lesson is to teach
children the significance of these symbols and how they came about in our country.
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6. Resource Set
Liberty Bell
Liberty Bell March
Black and White
Negative
“The Liberty Bell”
“Old Glory”
Star Spangled Banner
Sheet music
The Liberty Bell in
Philadelphia,
Pennsylvania 1980
CREATED/PUBLISHED
Cincinnati, Ohio, John
Church, 1893
Liberty Bell in the in the
Great Hall 1935
1884 Music Score
Print shows the fiftystar American flag with
text for the pledge of
allegiance. 1968
Title: Star spangled
banner [sheet music]
Alternate Title: Music
for a nation; American
sheet music, 1820-1860
Creator: Rziha, Francis
Place of Publication:
Baltimore
http://www.loc.gov/pictures/
item/2011630518/resource/
http://memory.loc.gov/cgibin/query/h?ammem/dukes
m:@field%28NUMBER+@ban
d%28b0594%29%29ink
http://www.loc.gov/pictures/
resource/fsa.8e01464/
http://memory.loc.gov/cgibin/ampage?collId=amss&file
Name=as1/as107670/amsspa
ge.db&recNum=0&itemLink=
h?ammem/amss:@field%28D
OCID+@lit%28as107670%29
%29
http://www.loc.gov/pictures/
item/2010646234/
http://lcweb2.loc.gov/diglib/i
has/loc.natlib.ihas.200152823
/default.html
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Phase II
Foundations Annotations
7. Curriculum Connections
Math- The student will explore further into the size of the Statue of Liberty. Finding out the dimensions and working out word problems that I make for the students. The word
problems will further the students’ knowledge about the Statue of Liberty. Example: The Statue of Liberty was built in France and came to America in 350 pieces. If they put 50
pieces in one shipping container how many containers would they need? Show your work using your base ten blocks.
Art- The students will construct a symbol of America out of papier-mâché.
Reading- The students will read different literature pertaining to our topic and use “think marks” as they are reading so we can discuss them in small group and as a class.
Writing- the students will make an acrostic poem out of the word “America” using what they know, learned and/or read in a book from the classroom library. Each letter must be
used as the begging letter and all words used must pertain to America somehow. Preferably information that we have learned in class. Example: C-constitution
8. Curriculum Standards
5.2.1 Explain the significance of America’s symbols
(e.g., Pledge of Allegiance, Statue of Liberty,
Liberty Bell, American flag, Star Spangled
Banner)
9. Content & Thinking Objectives

Students will understand the difference between primary and secondary sources and how they are used

Students will search for their own primary source on an American symbol; how have these symbols changed

Students will develop a sense of what is relevant when picking their primary source for their topic; not all sources are relevant or needed; learn that less is sometimes
more

Students will develop a sense of what Americas Symbols mean and reflect on what they mean to them; if their attitudes towards them have change in anyway
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10. Inquiry Activities & Strategies
http://www.glogster.com/zann99/ars-ameericas-symbols/g-6l3ftu99gefgc0efl85uga0 Video Glob
th
http://www.prairiepublic.org/education/instructional-resources?post=1503 My America presented by the Learning Channel; K-6 grade; Teacher Resource included
11. Assessment Strategies
Rubrics-See example at the end of the document pg. 7
KWL chart-See example at the end of the document; I will use this before we watch the episode on the learning channel about the American Flag. The students will fill in what they
know & want to know before we watch the 20min episode and then the students will fill in the “what I learned” section. (Example on pg. 6)
Writing Activities, Groups Activities- Formative assessments
Other Resources
12. Web Resources
This 1985 Ken Burns film chronicles the creation and history of the Statue of Liberty and what it represents to all Americans. Narrated by David McCullough, the
film traces the development of the monument--from its conception, to its complicated and often controversial construction, to its final dedication--and offers
interviews with a wide range of Americans to explore the meaning of the Statue of Liberty.
PBS-http://video.pbs.org/program/statue-liberty/
http://youtu.be/30OyU4O80i4 School House Rocks
http://libertyskids.com/arch_what_amrflag.html The Flag, Declaration of Independence
13. Secondary Sources
PBS.org
Liberty Kids Website
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http://www.abcteach.com/directory/theme-units-us-patriotism-3786-2-1
http://www.superteacherworksheets.com/patriotic-symbols.html
http://www.enchantedlearning.com/crafts/presidentsday/- Enchanted Learning; has coloring pages, mini books, art project ideas etc.
-Chart from Enchanted Learning: Help with Math & Art activities
Dimensions of the Statue of Liberty:
Height from ground to tip of torch
Length of nose
Length of the head (chin to top of head)
Length of right arm
Width of mouth
Ground to top of pedestal
Dimensions in Feet
305 feet 1 inch
4 ft 6 inches
17'3"
42 ft
3 ft
154 ft
Dimensions in Meters
93 m
1.37 m
5.26 m
12.80 m
.91 m
46.94 m
14. Print and Other Media Resources
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Literature Circle - Listening and Sharing : America
Teacher Name: Suzanne Reed
Student Name:
________________________________________
CATEGORY
4
3
2
Comprehension
Student seems to understand
entire story and accurately
answers 3 questions related
to the story.
Student seems to understand
most of the story and
accurately answers 2
questions related to the story.
Student understands some
Student has trouble
parts of the story and
understanding or remembering
accurately answers 1 question most parts of the story.
related to the story.
Participates Willingly
Student routinely volunteers
answers to questions and
willingly tries to answer
questions s/he is asked.
Student volunteers once or
twice and willingly tries to all
questions s/he is asked.
Student does not volunteer
answers, but willing tries to
answer questions s/he is
asked.
Student does not willingly
participate.
Follows Along
Student is on the correct page
and is actively reading along
(eyes move along the lines) or
finger is following words
being read aloud by others.
Student is on the correct page
and usually appears to be
actively reading, but looks at
the reader or the pictures
occasionally. Can find place
easily when called upon to
read.
Student is on the correct page
and seems to read along
occasionally. May have a little
trouble finding place when
called upon to read.
Student is on the wrong page
OR is clearly reading ahead or
behind the person who is
reading aloud.
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