Lesson: The American Flag by Julia Alderfer

I.

Lesson Topic Description/Plan Overview:

The focus of this lesson is based on understanding the American Flag. Both the
history of the United States and present day America are represented in this symbol of
the country.
1. Expected Duration: 1 hour
2. Social Sciences:
-Civics, History, Government
3. Concepts:
-The history of the American flag
-The meaning of the current American flag
-The rules and regulations revolving the American flag
4. Vocabulary:
13 Colonies: the British colonies founded along the Atlantic coast of America
(later became states)
Justice: the quality of being just or fair & the administration of the law
Ceremoniously: formally or elaborately polite
Half-Staff: the flag is flown halfway between the top and bottom of the mast
5. Skills:
-Reading
-Writing
-Oral language/discussion
6. Broad Goals of Lesson
-Learn about the history of the American flag
-Learn about the meaning of the American flag
-Learn why there are certain rules and regulations related to the display of the flag

II.

Content Outline
A. The American Flag
(http://www.pbs.org/americaresponds/theamericanflag.html)

1. History
-The first official national flag was approved by the Continental Congress on
June 14, 1777.
-It is widely believed, but not confirmed, that Betsy Ross sewed the first
American Flag.
-The flag had 13 stars and 13 stripes to represent the 13 original colonies.
-The flag is nicknamed "Old Glory".
-On August 3, 1949 President Truman officially declared June 14th Flag Day.
-After many design changes the flag currently has 50 stars. The last star was
added when Hawaii became a state on July 4, 1960.
2. Its Symbols

-The stripes represent the 13 original colonies.

-The 50 stars represent the number of states.
-The colors of the flag have meaning as well:
-Red symbolizes Hardiness and Valor.
-White symbolizes Purity and Innocence
-Blue represents Vigilance, Perseverance and Justice.
3. Proper Display
-The flag should be displayed from sunrise to sunset. If the flag is displayed at
night it should be illuminated.
-Never allow the flag to touch the ground or the floor.
-When displayed on a wall or window the blue field should be in the upper
left corner.
-The flag should be raised quickly and lowered ceremoniously.
-The flag is often flown at half-staff to show respect for someone who has
died. When flown at half-staff, the flag should be raised to the top for an
instant and then lowered to the half-staff position. The flag should also be
raised to the top before it is lowered at the end of the day.
III.

Standards
1. PDE-SAS
5: Civics and Government .1 Principals and Documents of Government 3rd
Grade- C: Define the principals and ideals shaping local government:
Liberty/Freedom, Democracy, Justice, Equality
5: Civics and Government .1 Principals and Documents of Government 3rd
Grade- F: Identify state symbols, national symbols, and national holidays.
2. NCSS Themes and Subthemes
II. Time, Community, and Change: Learners examine history and understand how
historical events have shaped the modern world.
X. Civic Ideals and Practices: An understanding of civic ideals and practices is
critical to full participation in society.

IV.

Lesson Objectives
-Students will participate in discussions related to the American flag.
-Students will create an HWL chart related to the American flag.
-Students will create their own American flag and write about what they learned from
the lesson.

V.

Teaching Procedures
A. Anticipatory Set/Introduction
1. Hand out a HKL chart to each student. Have them fill out the Heard section
based on anything that they have heard about the American flag.
2. Have students turn to a partner and compare their Heard columns.
3. Explain to the students that the main focus will be on the American Flag
(show picture). Ask for participants to share selections from their Heard
column.

4. Have students fill out their Want to Know columns. This will focus the
lesson as the students are curious to find out more about the flag.
B. Lesson Input
1. Pair students with partners and hand out the article on Betsy Ross to each
student. Have them read it together and highlight key points.
(https://www.teachervision.com/tv/printables/TCR/0743932609_82-85.pdf)

C.

D.
E.
F.
VI.

2. Bring the class back together. Go around the room and ask each new partner
pair to share two new pieces of information from the reading.
3. Have the students go back to their seats. Using PowerPoint, go through each
question and ask for volunteers to answer. Questions include: How many stars
are on the American flag? How many stripes are on the American flag? Why
are those amounts significant? Does anyone know any rules regarding the
display of the flag?
4. Introduce the vocab words and discuss the meaning and how they will fit into
the lesson.
5. Go through the PowerPoint of information on the flag. Have students practice
taking notes on important points from each slide.
6. Using construction paper, scissors, markers, and glue, have each student make
their own American flag (using the correct colors and amount of stars/stripes).
On each stripe line, have them write words or sentences from what they
learned in the lesson/what America means to them.
7. When finished, have each student come up and give the teacher their flag.
Using all of the flags, create a class flag collage on the bulletin board.
Guided Practice
1. The class will discuss questions related to the American flag. They will gather
new information doing this and from taking notes on the PowerPoint. The
students will use their information in creating their own flag and in filling out
the Know column on their charts.
Independent Practice
-None in this lesson
Differentiation
-I will differentiate this lesson based on the specific learning and behavioral needs
of my students.
Closure
1. Have students fill out their Know columns on their HWL charts and turn in.

Teaching and Student Resources and Evaluation of Resources

A. Student Resources: Betsy Ross article
(https://www.teachervision.com/tv/printables/TCR/0743932609_82-85.pdf)

B. Teacher Resources for Lesson Design:

(http://www.pbs.org/americaresponds/theamericanflag.html)
(http://edsitement.neh.gov/lesson-plan/stars-and-stripes-forever-flag-facts-flag-day#sect-activities)
(https://www.teachervision.com/tv/printables/TCR/0743932609_82-85.pdf)

Resource Title Influenc

e

Characteristics

Accessibility

Overall Rating

PBS America
Responds
Website

SI

Humanities
Stars and
Stripes
Website

MI

Betsy Ross
Article

SI

-Appropriate
grade-level
content to teach
-Helpful links to
various related
activities
-Many lesson
ideas
-Includes
questions to ask
students about
the American
flag
-Various lesson
activities
-Activity ideas
for different
grade levels
-Great article to
explain the true
history of Betsy
Ross
-Grade-level
reading
-Good length to
include in a
lesson

-Online (anyone
can access)

4/5
Would be a
great use to
find crafts
related to Flag
Day

-Online (anyone
can access)

5/5
Good source of
information for
different grade
levels related
to the flag

-Online (anyone
can access)

5/5
Good use with
data recall or
American
history

VII.

Formative and Summative Assessment of Students

1. Teacher will formatively access students by observation of their participation in
partner pair discussions, group discussion, and note taking.
2. The HWL chart and American flag craft will serve as the summative assessment.
Each of these crafts should reflect the students understanding of the content about
the American flag discussed in the lesson.

VIII.

Technology/Materials/Equipment
-Computer
-Projector
-White, Red, & Blue Construction Paper
-Lined Paper
-Pens/Markers/Crayons
-Scissors
-Glue

-Betsy Ross Article (for each student)

-HWL chart (for each student)
IX.

Reflection on Planning
Planning this lesson was stemmed off of students learning about American symbols.
It is important to study the American flag specifically because it is one of the in
symbols of our country as well as it being something seen in the community (and
beyond) every day. I wanted to include a variety of intelligences so that students who
learn differently have a variety of mediums to take in and practice their learning. I
also chose to have students working in partners, as a class, and individually for
practice being in several social situations/practice group work. This lesson can be
altered if studying a different American symbol, but include an aspect of history, a
craft, and an HWL chart.