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Subject Areas |
Art and Culture
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Folklore |
History and Social Studies
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U.S. History - Civics and U.S. Government |
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U.S. History - Colonial America and the New Nation |
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Time Required |
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Depending on the maturity and attention span of students, approximately 20 to 25 minutes for each of two to four lessons |
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Skills |
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photographic analysis
graphic design
literacy skills |
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Stars and Stripes Forever: Flag Facts for Flag Day
"One flag, one land, one heart,
one hand, One Nation, evermore!" — Voyage
of the Good Ship Union, Stanza 12 Oliver Wendell Holmes (1809-1894)
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. — The
Pledge of Allegiance, 1892 Francis Bellamy (1856-1931)
Introduction
Did you know that the original Pledge of Allegiance
did not contain the phrase "of America"? In 1923, the words were added to avoid
confusion among immigrants as to which country they were pledging their allegiance!
The pledge was officially amended again on June 14, 1954, by a joint resolution
of Congress approved by President Eisenhower, to read "one nation under God."
But no matter how it has changed over the years, the Pledge has remained a time-honored
salute to the American flag, one of our most cherished national symbols.
In this unit, students will learn what a symbol is, and how this particular symbol—the
American flag—is an important part of our everyday lives. Learning the history
of the flag will help instill in students respect for our national symbol and
help them learn appropriate etiquette regarding our flag. Students will learn
that other symbols of our country, such as the President and certain holidays,
like Flag Day, are important to us as well. Students can also contribute symbols
from their familial, ethnic and national cultures to show the diversity of American
society and its links to other parts of the world.
Learning Objectives
After completing the lessons in this unit,
students will be able to: - Tell what a symbol is and give examples of
a symbol, such as the American flag.
- Give examples of other countries
and their flags.
- Understand the relationship of city to state to country.
- Explain
how symbols relate to objects and actions, how one thing can stand for another.
- Talk
about the design of the American flag, i.e., what the colors mean, and that the
13 stripes represent the original 13 colonies.
- Discuss the legend of Betsy
Ross (1752-1836).
- Learn about Flag Day (June 14).
Understand
of meanings of words and phrases in the Pledge of Allegiance: pledge, allegiance,
United States of America, Republic, stands, nation, under God, indivisible, liberty,
justice, for all (optional lesson for grade 2).
Guiding Question: What is a symbol? What does the symbol, our American
flag, stand for? Why do countries have flags? Why are flags important to countries?
How did the design of our American flag emerge to its present stage? What do other
countries' flags look like?
Preparing to Teach this Lesson - For the lessons in this unit, you
will need a classroom flag and pictures of the American flag, which are generally
available in newspapers and library resources, as well as online.
- The resources below will provide you with appropriate photographs for lessons
1 and 2. Locate them and print them out for class use. Unless otherwise noted,
all photographs are available on the EDSITEment-reviewed website American
Memory.
- For Lesson
l
- For Lesson
2
- Making the Flag (To find this image, search American
Memory for the exact phrase "Detroit Publishing: Making the Flag")
- Betsy Ross House (To find this image, search American
Memory for the exact phrase "Betsy Ross House"): Betsy Ross' home is located
at 239 Arch Street in Philadelphia, Pennsylvania.
- Stars
and Stripes Forever
Available through the Digital
Scriptorium, this historic sheet music includes a picture of the composer,
John Philip Sousa. - Familiarize yourself with
the following background information about the American flag.
- The
colors of the flag
The only specific reference to the three colors
comes from a report by the Secretary of the Continental Congress, Charles Thomson.
Mr. Thomson said: "White signifies purity and innocence; Red, hardiness and valour;
and Blue, vigilance, perseverance and justice." Other American writers have suggested
that red stands for blood shed fighting for our country, white symbolizes loyalty,
and blue, the unity of our citizens bound together as one nation. The colors also
echo the colors of the British flag, and the original drafts of the flag included
the Union Jack in place of the section now containing the stars.
- The stars on the flag
The number of stars
on the flag has always represented the number of states in the Union. The original
flag had 13 stars—one for each of the 13 original colonies (Delaware, Pennsylvania,
New Jersey, Georgia, Connecticut, Massachusetts, Maryland, South Carolina, New
Hampshire, Virginia, New York, North Carolina and Rhode Island). It then rose
to 15 when Vermont (1791) and Kentucky (1792) were added; 20 with the admission
of Tennessee (1796), Ohio (1803), Louisiana (1812), Indiana (1816) and Mississippi
(1817); and 21 with Illinois (1818). In 1818, Congress passed The Flag Act, which
stipulates that the flag will always have 13 stripes, and that stars will be added
for new states each July 4 only. From that point on, the flag changed frequently:
Number
of Stars | State
and Year Admitted to Union | 23 | Alabama
(1819) and Maine (1820) | 24 | Missouri
(1821) | 25 | Arkansas
(1836) | 26 | Michigan
(1837) | 28 | Florida
and Texas (both 1845) | 29 | Iowa
(1846) | 30 | Wisconsin
(1848) | 31 | California
(1850) | 32 | Minnesota
(1858) | 33 | Oregon
(1859) | 34 | Kansas
(1861) | 35 | West
Virginia (1863) | 36 | Nevada
(1864) | 37 | Nebraska
(1867) | 38 | Colorado
(1876) | 43 | North
Dakota (1889), South Dakota (1889), Montana (1889), Washington, (1889) and Idaho
(1890) | 44 | Wyoming
(1890) | 45 | Utah
(1896) | 46 | Oklahoma
(1907) | 48 | New
Mexico and Arizona (both 1912) | 50 | Alaska
and Hawaii (both 1959) | - The
stripes on the flag
The red and white stripes represent each of the
original 13 colonies. The first "Stars and Stripes" had 13 stars and 13 stripes.
The U.S. Congress declared on June 14, 1777: "The flag of the United States will
be thirteen stripes, alternate red and white [and] . . . the union [canton] be
thirteen stars, white in a blue field, representing a new constellation."
- Flag talk
The flag may be alternately
called a "jack" (also a reference to naval flags), an "ensign" (used by sailors
referring to the flag on their ship), "standard" (used by amilitary officer or
soldier; a person carrying the flag is called a standard bearer); and "colors"
(a man or woman asked to serve in the military is "called to the colors" and the
"colors are raised" each morning). Nicknames for the American flag are "Old Glory,"
the "Stars and Stripes," and the "Star-Spangled Banner." Vexilology is the study
of the history of flags. A person engaged in this pursuit is called a vexilologist.
- Flag dates
July 4, 1776: The Declaration
of Independence is signed. A new flag with stars and stripes is designed.
June 14, 1777: Congress passes a law making the Stars and Stripes America's
official flag. Sept. 13, 1814: Francis Scott Key writes "The Star-Spangled
Banner" after the British attack on Fort McHenry in Baltimore, Maryland.
1818: Congress passes the Flag Act, which declares that the American flag will
always have 13 stripes. Stars will be added to the canton to reflect new states
only on July 4. 1892: Francis Bellamy writes the Pledge of Allegiance.
1916: President Woodrow Wilson proclaims June 14 as (unofficial) Flag Day.
1942: Congress passes the Flag Code, which lists the rules and proper etiquette
for handling the American flag. Aug. 3, 1949: President Harry Truman
signs congressional legislation making June 14 National Flag Day. Note
to the teacher: These lessons introduce students to different countries
and help them learn about the different entities of nation, state, and city, which
all might have their own flags. The lessons employ visual as well as auditory
and oral skills. Fine motor skills are utilized in cutting and pasting activities
and in coloring, though ability to use detail will be determined by grade levels
and skills within each grade. Multi-modal lessons encourage students with special
needs to use their skill strengths in responding within each lesson format.
Suggested Activities
Lesson 1:
The American Flag: A Symbol of Our Country Lesson
2: The History of the American Flag and Flag Day Lesson
3: The Pledge of Allegiance (optional lesson for grade 2) Extending
the Lesson
Lesson 1 The American Flag: A Symbol
of Our Country
Begin by explaining to students that they will
discover what a symbol is (something that stands for, or represents, something
else). You might start the discussion by talking about symbols you use in the
classroom — perhaps a smiley face or gold star that is awarded for good behavior
or good work in the classroom. Students who participate in Boy Scouts or Girl
Scouts or those who play on a sports team may have uniforms — a uniform is
also a symbol, and a way of tying people together. Ask students to identify
other symbols they notice in the classroom or throughout the school. As they name
symbols, list their answers in a chart on the board. Then ask students to describe
what each of these symbols stands for, and add their descriptions to the chart.
The American flag should emerge as a symbol during this discussion; begin to turn
the conversation to focus on the flag and what it represents to students.
Use the following questions to help guide class discussion: - What
are the colors of our flag? What do the colors mean (represent)?
- What
are the parts of our flag called?
- How many stars can we count on the canton?
What do the 50 stars represent?
- What daily activity do we do in school
that shows how important the American flag is to us?
- Where else do we
see the American flag? (At the post office, White House, office buildings, government
buildings, cemeteries, and so on.)
Through the discussion, help students
to discover that the American flag is an important symbol for many people throughout
the U.S. and in other parts of the world. A country's flag is a source of cultural
or national pride and a feeling of being part of something — sort of like
a team or a club. Other U.S. symbols are: - The 50 state flags.
- The
flag of the President of the United States.
- The Bald Eagle, the national
bird.
- "Uncle Sam," from the famous "I Want You!" World War I recruiting
poster by James Montgomery Flagg.
To conclude this lesson, students can
draw and color the American flag, color a pre-drawn flag, or create a cut-and-paste
flag using construction paper. Remind students that the seven red stripes should
be pasted in alternate patterns (beginning with four short red stripes and ending
with three long red stripes). The blue canton should be colored or glued on last
and then stars drawn (small circles in white chalk may be drawn to represent stars)
or pasted onto it.
Lesson 2 The History of the American
Flag and Flag Day
Introduce this lesson by saying that our American
flag did not always look like it does today. Share with children the changes to
our flag's canton as new states were added to the Union. Images of the complete
history of official U.S. flags, from the first 13-star flag to today's 50-star
flag, can be found on the United
States Flag page, available through a link from the EDSITEment-reviewed Internet
Public Library. This resource also includes images of the state flags of the
U.S. and several flags used during the Revolutionary and Civil Wars. (Note: Many
of the books included in the Resources
section, below, include images of the first official flag with 13 stars, as
well as the 48-star flag.) The colors red, white, and blue come from
the joining of two flags—St. George's Cross (England, 1200s), a simple red
cross on a white background, and St. Andrew's Cross (Scotland, 1200s), a white
cross placed like an X, corner to corner, on a blue background. In 1606, after
England and Scotland had joined together, the new flag, the Union Jack, became
the first official flag of Great Britain. Provide children with the following:
- One (8 ½ x 11") sheet white paper
- One 8 ½ x 11") sheet blue construction
paper
- Two (2" wide) pre-cut strips of red construction paper (one 8 ½",
one 11" length)
- Two (2" wide) pre-cut strips of white construction paper
(both 14" or more in length, to be trimmed when glued)
With students
imitating teacher's model, place red strips horizontally and vertically at center
of white paper, to make the St. George's Cross. On the blue construction paper,
students will place white pre-cut strips corner to corner and glue
strips down, to make the St. Andrew's Cross. After appropriate
discussion of differences in crosses and the identification of the countries associated
with these crosses on either a world map or map of Europe, students should glue
the red strips in horizontal and vertical positions over the St. Andrew's
Cross to make the Union Jack. This activity confirms the colors of our American
flag and provides some history as to how our flag came to be red, white, and blue.
The first colony, Virginia, was founded in 1607 by settlers from England.
The Union Jack was flown for about 150 years over the original 13 colonies. In
1775, a Revolutionary War broke out between the 13 colonies, which wanted to make
their own laws, and Great Britain. The members of the 13 colonies (called colonists)
declared their independence (freedom) from Great Britain on July 4, 1776. Many
different symbols were used on the colonists' early flags, which were flown during
their fight for freedom. One symbol was the pine tree for strength. Another was
the rattlesnake (the "Don't Tread on Me" flag, which means "Don't abuse my rights").
On June 14, 1777, the Stars and Stripes became America's official flag with this
declaration by Congress: "Resolved, That the Flag
of the United States be thirteen stripes alternate red and white, that
the Union be thirteen stars white on a blue field representing a new constellation."
Using the images from American
Memory, introduce the legend of Betsy Ross. Discuss with students the meaning
of the word legend (an unverifiable story handed down from the past).
Who made the first Stars and Stripes flag? No one knows for sure, but Americans
are familiar with the story of Betsy Ross, a seamstress from Philadelphia. It
is said that, in 1776, George Washington visited Mrs. Ross and showed her a sketch
of a possible flag. The design showed 13 red and white stripes with 13 six-pointed
stars (called estoiles) set in a circle. Red
stood for courage or bravery, white stood for purity or goodness, and blue stood
for justice. The colors of the flag are symbols, too. According to legend,
the only suggestion that Mrs. Ross made about the flag design was to have a five-pointed
star (called a mullet), rather than a six-pointed
star. She supposedly made the first flag of wool bunting. Historians cannot say
for sure that Mrs. Ross made the first Stars and Stripes; however, records do
confirm that Mrs. Ross, a seamstress by trade, was paid for making a flag for
the Philadelphia navy in May 1777. The legend of Betsy Ross was started in a speech
made by her grandson, William J. Canby, in 1870. This story has made Betsy Ross
one of our national heroines. (In 1952, the U.S. Post Office issued a stamp with
Betsy Ross' picture on it.) Francis Hopkinson, a signer of the Declaration
of Independence, felt that he was the designer of the flag, and that he should
be paid by Congress for his design. Congress did not pay him, saying that many
people had contributed to the design. The design used the red and white stripes
from earlier flags, but added stars, which is an idea that may have come from
Hopkinson. In his library, historians have found his bookplate with the Hopkinson
family seal. In the center of the family seal are three six-pointed stars.
On August 3, 1949, President Harry Truman signed legislation making June
14 of each year National Flag Day. This is a day designated for all Americans
to celebrate our flag's birthday together, but it is not a federal holiday. If
school is still in session on June 14, flag etiquette can be discussed and practiced:
- The flag should be raised swiftly and lowered with respect, being sure
to "catch" the flag so that no part of it touches the ground.
- The
flag should be displayed at the entrance of every school and government building,
such as post offices, city halls, and so on. (Have students identify where in
their community they see the flag displayed.)
- The flag should
be displayed at polling locations on Election Day.
- The flag should
be displayed during daylight hours, if the weather is good, especially on government
holidays. (An all-weather flag should be used when weather is inclement.)
- The flag may be flown at night only if it is illuminated. (The White House
illuminates its flag.)
- In the U.S., no other flag may be flown
higher than the American flag. (The one exception to this rule is at the United
Nations Headquarters in New York.)
- The flag should have nothing
added or attached to it.
- The flag should never be dipped, or
bow for any reason. When the flag is carried in a parade, or grouped with other
flags, the American flag must be to the right of the other flags.
- According to our Flag Code, the only time that the American flag may be flown
upside down is to signal great danger; this is the sign of distress.
- The Flag Code also explains how to properly fold our flag.
Lesson 3 (Optional lesson for students in grade 2) The 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.
The following basic definitions of these words are generally suited
to children of this grade level: - Pledge - promise
- Allegiance
- loyalty, faithfulness, devotion
- United States of America - our country
(you may wish to display a U.S. map that shows the 48 contiguous states as well
as Alaska and Hawaii)
- Republic - a political unit (the U.S.) where people
are elected (such as senators) to exercise the power of the people and to make
decisions for the people
- Stands - is a symbol (distinguish between the
meaning of "stands" as representing versus upright posture)
- Nation - a
group of people who function under one government
- Indivisible - not able
to be divided
- Liberty - freedom, the state of being free of slavery, the
ability to exercise your own judgment and make your own decisions
- Justice
- fair treatment for all
- For all - refers to every citizen of the U.S.
Evaluation
The national
standards and skills/concepts employed in these lessons are "long range" in nature,
and internalized by students at different rates and with varying degrees. No formal
evaluation or test is suggested as a follow-up to these lessons. However, at various
and appropriate times, such as during the daily recitation of the Pledge of Allegiance
and on Flag Day, teachers may wish to review and reinforce concepts of these lessons
with students. Teachers will also observe students' reactions and integration
of concepts by student activities, discussions, and questions.
Extending the Lesson - Have students design a flag to represent
themselves and their own identity. Ask students to bring in objects that are symbols
in their lives, their families, or their traditions, which would be appropriate
for creating a flag. Ask students to name words they would use to describe themselves,
and then ask them to name objects that might represent these qualities. Student
flags could include photos or drawings of themselves, family members, friends
or pets; items signifying favorite sports or activities; favorite colors, etc.
Display students' flags for the class to see and ask each student to explain the
symbols that are represented on his/her flag.
- Have the students
make a joint flag to represent the class, incorporating symbols into a design.
(If you wish, students could work in small groups for this assignment, rather
than as a whole class.) After the project is completed, ask students about the
experience of collaborating and working on a project together. Help students compare
their experience to the story of Betsy Ross creating the first flag, with contributions
from George Washington and Francis Hopkinson (and perhaps others as well).
- Ask students about their family's cultural heritage. What countries did students'
ancestors come from? Point out the countries on a world map and show the class
a picture of each country's flag, using an encyclopedia or other resource. How
is each flag alike and different from the American flag? Do any students' families
fly a flag at home that represents their heritage? What do those flags represent
to students?
Other activities that can be used to extend these lessons
include: - Reciting the Pledge of Allegiance.
- Finding photos of
the American flag and other flags.
- Participating in Flag Day activities
and other events at which the flag is prominent, including sports activities,
holiday parades, school or club events, or other activities.
Selected EDSITEment Websites - American
Memory Project Library of Congress
http://memory.loc.gov/
Other Resources:
The following suggested titles are available at many public and school libraries,
in the children's sections. Each contains numerous photos that are appropriate
to these lessons. Many of these books are appropriate as "read aloud" stories
for children. It is suggested that teachers also contact their school media specialist
for additional titles and resources. - Armbruster, Ann. The
American Flag. New York: Franklin Watts, 1991.
- Ayer, Eleanor. Our
Flag. Brookfield, CT: The Millbrook Press, 1992.
- Fradin, Dennis.
The Flag of the United States. Chicago: Children's
Press, 1990.
- Haban, Rita. How Proudly They
Wave: Flags of the Fifty States. Minneapolis, MN: Lerner Publications,
1989.
- Kent, Deborah. The Star-Spangled Banner.
Chicago: Children's Press, 1995.
- Mayer, Albert. The
Story of Old Glory. Chicago: Children's Press, 1970.
- Mayer, Jane.
Betsy Ross and the Flag. New York: Random House,
1952.
- Quiri, Patricia Ryon. The American Flag.
New York: Children's Press, 1998.
- Swanson, June. I
Pledge Allegiance. Minneapolis, MN: Lerner Books, 1991.
- White,
David. The Great Book of Flags. Vero Beach,
FL: Rourke Publishing, 1991.
- Williams, Earl P. What
You Should Know About the American Flag. Lanham, MD: Maryland Historical
Press, 1987.
Other Information
Standards Alignment
- NCSS-1
Culture and cultural diversity. more
- NCSS-10
Civic ideals and practices. Citizenship in a democratic republic. more
- NCSS-2
Time, continuity, and change. The ways human beings view themselves in and over time. more
- NCSS-5
Individuals, groups, and institutions. more
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