3rd+Grade+American+Symbols

__Creators__ : Veronica Vander Weide and Yesenia Guzman __Content Area__: History __Grade__: 3rd __Unit Theme__: American Symbols __Length of Unit__: 3 weeks __Summary:__ This unit will focus the students' learning of American symbols. This unit will build upon prior knowledge learned in previous grades (1st and 2nd). The students will particiapte in several activities that will teach them about the realtionships the United States has built with other nations (such as France and the gift of the Statue of Liberty), and how the flag provided unity to the 13 colonies in a time of war. The unit will also have lessons on how the flag is still a symbol of unity today.

__Vocabulary Terms:__ U.S.Flag, Liberty Bell, Independence, Rights,Statue of Liberty, Allegiance, Government, Declaration,Bald Eagle, Country, Courage, Ellis Island,Great Seal, Land, Salute, Betsy Ross,Freedom, President, Justice, Laws, Liberty, Celebrate, Patriotic, Citizen, Symbol, Pledge, American, and Leaders

Stage 1: Identify Desired Results What content standards are addressed? __Social Studies Standards--Grade 3:__ __Language Arts Standards--Grade 3:__ //**Reading**// //**Writing and Oral Language Conventions**//
 * 3.4.3 Know the histories of important local and national symbols that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty).
 * 3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.
 * 1. Word Analysis, Fluency, & Systematic Vocabulary Development**
 * 1.1 Know and use complex word families when reading to decode unfamiliar words.
 * 1.2 Decode regular multisyllabic words.
 * 1.3 Read aloud narrative and expository text fluently.
 * 1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meaning of words.
 * 1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations.
 * 1.6 Use sentence and word context to find the meaning of unknown words.
 * 1.8 Use knowledge of prefixes and suffixes to determine the meaning of words.
 * 2. Reading Comprehension**
 * 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from the text.
 * 2.3 Demonstrate comprehension by identifying answers in text.
 * 2.4 Recall major point in the text and make and modify predictions about forthcoming information.
 * 3. Literary Response and Analysis**
 * 3.5 Recognize the similarities of sounds in words and rhythmic patterns.
 * //Writing//**
 * 1. Writing Strategies**
 * 1.1 Create a single paragraph, develop topic sentence, and include simple supporting facts and details.
 * 1.4 Revise drafts to improve coherence and logical progression of ideas.
 * 1. Written and Oral Language Conventions**
 * 1.1 Understand and be able to use complete and correct sentences in writing and speaking.
 * 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
 * 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.
 * 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.
 * 1.6 Use commas in dates and locations.
 * 1.7 Capitalize geographic names, holidays, historical periods, and special events correctly.
 * 1.8 Spell correctly one-syllable words.
 * //Listening and Speaking//**
 * 1. Listening and Speaking Strategies**
 * 1.1 Retell, paraphrase, and explain what has been said by the speaker.
 * 1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker.
 * 1.3 Respond to questions with appropriate elaboration.
 * 1.5 Organize ideas chronologically or around major points of information.
 * 1.6 Provide a beginning, middle, and end, including concrete details that develop a central idea.
 * 1.7 Use clear and specific vocabulary to communicate ideas and establish the tone.
 * 1.8 Clarify and enhance oral presentations through the use of appropriate props.
 * 1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages.
 * 2. Speaking Applications**
 * 2.1 Make a brief narrative presentation.
 * 2.2 Plan and present dramatic interpretations of experiences, stories, poems, and plats with clear diction, pitch, tempo, and tone.
 * 2.3 Make descriptive presentations that use correct sensory details to set forth and support impressions of people, places, things, or experiences.

__ Visual Arts--Grade 3 : __ **3. Historical and Cultural Context ** **5. Connections, Relationships, Application**
 * 2. Creative Expression**
 * 2.3 Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.
 * 2.4 Create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes.
 * 3.5 Write about a work of art that reflects a student's own cultural background.
 * 5.2 Write a poem or story inspired by their own works of art.

__What enduring understandings are desired (and what misunderstandings will be addressed)? __

__What essential questions will guide this unit and focus teaching/learning?__ What do American symbols stand for? What have symbols done for this country? What was the purpose of the Statue of Liberty and who gifted it to the United States? Why is there a need for symbols in America, and what have they done for this country?

What key knowledge and skills will students acquire as a result of this unit? Students will know:
 * That symbols are used to create national identity, pride, and unity
 * Some national symbols were created by our Founding Father while others were gifts from foreign countries or took time to adapt/evolve to their current form
 * Our national symbols are important representations of American ideals throughout the world

Students will be able to:
 * Create a visual timeline that charts the adoption of national symbols
 * Determine what it is that they value and strive for and use that to create their own Great Seal
 * Identify the major national symbols and the ideals that they represent
 * Retell and add information to the content presented to them and form a creative expert presentation

Stage 2: Determine Acceptable Evidence What evidence will show that students understand? Performance Tasks:  Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): There are four "home school connections" that will be completed with family member at home. They are necessary for the students to connect and retell the information they have been learning as well as preparing for upcoming assignments. Informal assessment will be given throughout the unit through the grand discussions and lessons that the teacher will present. Also, a formal test will be given at the end of the unit to diagnose whether the students have learned the required content.  Student Self-Assessment: Student self-assessment will be given at the end of each performance task through their observations in their social science journals. The students will discuss what they learned from the project as well as pointing out what went well in their work and what was difficult. If the performance task involved collaborative work, the student will diagnose if their group worked well together and consider what they might do differently.
 * Lady Liberty Art Project
 * Timeline of the Adoption of National Symbols
 * Create Your Own Great Seal
 * You Be the Expert

Performance Task #1 Task Title: Lady Liberty Art Project Approximate time frame: Three da<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">ys of 40 minutes  <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">What desired understandings/content standards will be assessed through this task? **Understandings:** **Standards:** __Social Studies Standards--Grade 3:__ __Language Arts Standards--Grade 3:__ __Writing and Oral Language Conventions--Grade 3__ __Visual Arts--Grade 3__ <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">What criteria are implied in the standard[s]/understanding[s] __regardless__ of the task specifics? The standards outline that the students need to know the history of national citizens and how they create a sense of community and exemplify ideals. The Statue of Liberty is the iconic representation of the United States of America along with freedom and democracy. Some students may be first generation or have family members that remember the first time they saw the Statue of Liberty. This assignment is implemented to help the students connect American patriotism and ideals with their own. Also, the students will be able to recall the information presented during the lecture concerning the Statue of Liberty when they create their poem or story that will be attached to their art project.
 * The Statue of Liberty was a gift from the people of France to America.
 * It was designed and continues today to be a symbol of freedom, democracy, liberty, and friendship throughout the whole world, not just in the United States.
 * This American symbol has a different meaning for each person; what does it mean for you? Students will then create an art project that expresses what the Statue of Liberty means for them. It will also include a poem or short story to accompany the work.
 * 3.4.3 Know the histories of important local and national symbols that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty).

<span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Through what authentic performance tasks will students demonstrate understanding? <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">G.R.A.S.P.S. <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Goal: Students will display their knowledge of the history and background of the Statue of Liberty. They will explain and display its ideals through an artistic representation of the statue and its accompanying poem or short story. The students will re able to relate their ideas concerning patriotism with those of immigrants from years past. <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Role: Students will work individually as the teacher demonstrates the basic shape needed to create their Statute of Liberty. They will then work in pairs to cut out the newspaper for their body. Their partner will help them brainstorm scenes that symbolize America or New York for their background. After they have their idea, the students will work individually at stations to paint their picture. <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Audience: The audience is the students themselves.At the end of the period, each student will be able to present their Statue of Liberty and describe their art project and then read aloud their written selection, whether it be a poem or a short story. Afterwards, the teacher will be storing the item to put on display at Open House for the parents to see what their students have been learning in Social Studies this year. <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Scenario: The students will be taught through various short stories (including a story about a young girl who raised money to build the pedestal for Lady Liberty) as well as classroom text books and a short video clip about the installation of the statue. The lecture/ presentation portion will be over two days while this project will be for the following three class periods. <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Purpose: The purpose of this activity is for students to realize the cultural significance of the Statue of Liberty in the previous century as well as her lasting impact today. Also, students will understand that America is unique in its symbolism of freedom and democracy and that the Statue of Liberty is literally a beacon for these ideals. <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Standard[s]: __Language Arts Standards--Grade 3:__ **//Writing//** //**Writing and Oral Language Conventions**// __Visual Arts--Grade 3:__ **2. Creative Expression** <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">What student products/performances will provide evidence of desired understanding? The product will be the art project/collage/painting that each student will create along with the poem or short story that will accompany the art. The evidence can be found in the chosen background of the art and the subject matter written about. The background should either contain American/patriotic symbols or a cityscape of New York, which is where the statue is located. The poem or short story should emphasize what the Statue of Liberty represents to the American people, the world, and/or the student. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">By what criteria will student products/performances be evaluated? The art project should have the following: The poem or short story should have the following: <span style="color: #008000; font-family: 'Arial Black',Gadget,sans-serif;">Performance Task #2 <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Task Title: Timeline of the Appearance or Adoption of Our National Symbols <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Approximate time frame:  One class period of 40 min. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">What desired understandings/content standards will be assessed through this task? **Understandings:** **Standards:** __Social Studies Standards--Grade 3:__
 * 1. Writing Strategies**
 * 1.1 Create a single paragraph, develop topic sentence, and include simple supporting facts and details.
 * 1.4 Revise drafts to improve coherence and logical progression of ideas.
 * 1. Written and Oral Language Conventions**
 * 1.1 Understand and be able to use complete and correct sentences in writing and speaking.
 * 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
 * 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.
 * 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.
 * 1.6 Use commas in dates and locations.
 * 1.7 Capitalize geographic names, holidays, historical periods, and special events correctly.
 * 1.8 Spell correctly one-syllable words.
 * 2.3 Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.
 * 2.4 Create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes.
 * 3. Historical and Cultural Context**
 * 3.5 Write about a work of art that reflects a student's own cultural background.
 * 5. Connections, Relationships, Application**
 * 5.2 Write a poem or story inspired by their own works of art.
 * The correct basic shape of the Statue of Liberty (which is attainable by following the teacher's instructions)
 * Newspaper overlaid onto her body
 * A cityscape background of New York or a background designed with American symbols
 * A creative way of expressing the ideals that the Statue of Liberty represents
 * At least four of the facts covered in the lecture portion of the lesson unit
 * Accurate spelling, grammar, and capitalization
 * Proper format for either a poem or short story
 * Many of the national symbols were created by our founding fathers.
 * Some national symbols were gifts from other countries that were given throughout our history.
 * It may take some time or debate to determine what will become a national symbol.
 * 3.4.3 Know the histories of important local and national symbols that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty).
 * 3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.

//**Writing and Oral Language Conventions**//


 * 1. Written and Oral Language Conventions**

<span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">What criteria are implied in the standard[s]/understanding[s] __regardless__ of the task specifics? Not only does a timeline allow the students to organize the information concerning our national symbols in a spatial context, it will also aid them in understanding that many symbols are very old (created by our Founding Father) but that others were gifts (the Statue of Liberty) and some took time to evolve into what we think of them today (our flag). Students will also begin to easily identify the shape of the symbols by having to sketch the symbol by the pertinent information on the timeline. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Through what authentic performance tasks will students demonstrate understanding? <span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">G.R.A.S.P.S. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Goal: The goal of this project is to help students identify the tie it took for may of these national symbols to become adopted or accepted as part of our country's national identity. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Role:  The students will be working in pairs to create their timeline. This will allow any students who struggle with arranging items in a chronological order to work with a partner. Also, students will be able to help each other fill in the necessary information if they missed any during the unit's lessons concerning each symbol. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Audience: The audience for this project will be their partner for the project as well as their classmates. Most students' timelines should be similar and therefore there will be no oral presentation with this performance task. The teacher will assess the pairs work and then the timelines will be saved for display with other National Symbols Thematic Unit projects. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Scenario:  This performance task will come at the end of the lessons/lectures that introduce the main content information concerning the national symbols covered in this unit. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Purpose:  The purpose of this performance task is to allow the students to organize the information which has been presented to them into a graphic organizer, such as a timeline. This will aid the students in recalling the content and understanding that some of our national symbols took time to be adopted, evolve from their original state, or be gifted to this country. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Standard[s]: __ Social Studies Standards--Grade 3: __ __Writing and Oral Language Conventions__ 1. Written and Oral Language Conventions <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">What student products/performances will provide evidence of desired understanding? <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;"> The timeline will be the product that will provide evidence of desired understanding. The student pairing will allow those who struggle with chronology to gain insight from their partner. Also, the drawing portion of the assignment will aid in recognition of the national symbols being studied. The timeline provided above is just a first draft with the information and does not include the sketches of each symbol. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">By what criteria will student products/performances be evaluated? Each timeline will need the following: <span style="color: #008000; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Performance Task #3 <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Task Title:  Create Your Own Great Seal <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Approximate time frame:  Two class periods of 40 min <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">What desired understandings/content standards will be assessed through this task? **Understandings:** **Standards:** __Social Studies Standards--Grade 3:__ __Visual Arts--Grade 3:__ <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">What criteria are implied in the standard[s]/understanding[s] __regardless__ of the task specifics? <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Through what authentic performance tasks will students demonstrate understanding? <span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">G.R.A.S.P.S. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Goal: The goal of this performance task is to enable students to identify what they value in their life. They will then need to determine an appropriate symbol to represent that value or ideal. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Role: Each student will work on their Great Seal individually. Students will be allowed to discuss in their think groups what they might consider important or brainstorm pictorial representations of their value. Ultimately, the seal must be a representation of each student's values and ideals. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Audience: The audience will be the student's family member, fellow classmates, and the teacher. One of the "home school connections" asks families to create a seal with what they consider important or value. This is meant to prepare the students for this assignment. They will be able to discuss with their families what they wish to place on their seal. At the end of the project the students will present their Great Seals for the class and explain what each item represents and why they consider it important. Finally, the teacher will assess, collect, and then display the Great Seals for Open House. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Scenario: This performance task will occur shortly after the portion of the unit that discusses the process that went into creating the National Great Seal for the United States. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Purpose: The purpose of this activity is to help the students connect with the ideals set forth for all American citizens. The purpose of the Great Seal is to identify that which America unique and an ideal. The students will be able to understand the thought that the committee had to go through when they carefully considered what would be placed on the Great Seal. This seal is used on official documents and countries around the world recognize its significance and the power it holds. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Standard[s]: __Social Studies Standards--Grade 3:__
 * 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.
 * 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.
 * 1.6 Use commas in dates and locations.
 * 1.7 Capitalize geographic names, holidays, historical periods, and special events correctly.
 * 3.4.3 Know the histories of important local and national symbols that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty).
 * 3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.
 * 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.
 * 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.
 * 1.6 Use commas in dates and locations.
 * 1.7 Capitalize geographic names, holidays, historical periods, and special events correctly.
 * Date of the adoption of the symbol
 * What the symbol represents
 * Physical description of the symbol
 * Where it is located (if applicable)
 * A sketch of the symbol to accompany its information
 * Students will understand that different national symbols where chosen to be placed on the Great Seal and that they were chosen because of the ideals that they represent.
 * Students will know that these are the ideals that the people of the United States have decided are that which they wish to strive for and obtain.
 * 3.4.3 Know the histories of important local and national symbols that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty).
 * 2. Creative Expression**
 * 2.3 Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.
 * 2.4 Create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes.
 * [[image:sp12tep545-546az/9620581_orig.jpg width="448" height="336" align="right"]]3.4.3 Know the histories of important local and national symbols that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty).

__Visual Arts--Grade 3:__ <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">What student products/performances will provide evidence of desired understanding? Each student's Great Seal will be the product that will provide evidence of the desired understanding that seals are used to represent the desired ideal or what the owner considers valued and important. The student will also need to be bale to verbally explain why the item were chosen, how it was designed, and what values or important ideals the student wanted to represent. A short written explanation must be given for the display board; this will aid them for their oral presentation. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">By what criteria will student products/performances be evaluated? The Great Seals will need the following: <span style="color: #008000; font-family: 'Arial Black',Gadget,sans-serif;">Performance Task #4 <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Task Title: You Be the Expert <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Approximate time frame: Two days of 40-45 minutes
 * 2. Creative Expression**
 * 2.4 Create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes.
 * At least four symbols that represent the ideals or values of the student
 * Color (and no area may be left blank)
 * A short paragraph explaining what each symbol represents and why the student considers it important
 * An oral presentation for their Great Seal

<span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">What desired understandings/content standards will be assessed through this task? __Social Studies Standards--Grade 3:__ __Language Arts Standards--Grade 3:__ __Writing and Oral Language Conventions__ __Listening and Speaking__ <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">What criteria are implied in the standard[s]/understanding[s] __regardless__ of the task specifics? This is the culminating activity which will allow the students to work collaboratively in small groups and present a mini-lesson or presentation concerning a national American symbol. They will need to use all of the information previously introduced throughout the unit as well as researching additionally facts using the classroom computers. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Through what authentic performance tasks will students demonstrate understanding? <span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">G.R.A.S.P.S. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Goal: The goal is to allow the students to explore on a deeper level one of the symbols that was discussed earlier in the unit. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Role: Students will work collaboratively in groups of four to create their expert presentation. The group will need to decide if they will be creating a PowerPoint or a creative visual presentation such as a skit, song, or dance. All members must participate and contribute but the students may divide the work into portions to be completed by different members. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Audience: The audience is the class and the teacher. After two days of preparation, the groups will present their expert piece. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Scenario: This is the culminating activity/project of this unit. All lessons and lectures have been given and the students have completed all of the "home school connections" as well as all performance tasks. They should be capable of compiling their findings and knowledge into a culminating presentation. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Purpose: The purpose of this performance task is to allow the students the opportunity to investigate for further information concerning a specific national symbol that may have interested them. Also, the students will be able to express their findings and the knowledge that have gained in a creative format. Those who are kinesthetic learners will be able to perform a skit/song/dance and those who are visual learners may create a PowerPoint or other suitable visual presentation. <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">Standard[s]: __Social Studies Standards--Grade 3:__ __Language Arts Standards--Grade 3:__ <span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">What student products/performances will provide evidence of desired understanding? The student product of either a PowerPoint or other acceptable visual presentation will be evidence of student understanding. The group may also have a performance of a song, skit, or dance that contains the desired elements that will showcase their understanding of the content. The PowerPoint above is an example of s student product for this Performance Task.
 * 3.4.3 Know the histories of important local and national symbols that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty).
 * 3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.
 * 3.4.3 Know the histories of important local and national symbols that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty).
 * 3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.
 * //Listening and Speaking//**
 * 1. Listening and Speaking Strategies**
 * 1.1 Retell, paraphrase, and explain what has been said by the speaker.
 * 1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker.
 * 1.3 Respond to questions with appropriate elaboration.
 * 1.5 Organize ideas chronologically or around major points of information.
 * 1.6 Provide a beginning, middle, and end, including concrete details that develop a central idea.
 * 1.7 Use clear and specific vocabulary to communicate ideas and establish the tone.
 * 1.8 Clarify and enhance oral presentations through the use of appropriate props.
 * 1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages.
 * 2. Speaking Applications**
 * 2.1 Make a brief narrative presentation.
 * 2.2 Plan and present dramatic interpretations of experiences, stories, poems, and plats with clear diction, pitch, tempo, and tone.
 * 2.3 Make descriptive presentations that use correct sensory details to set forth and support impressions of people, places, things, or experiences.

<span style="color: #0000ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: left;">By what criteria will student products/performances be evaluated? Student products must have: Student performances must have: <span style="color: #008000; font-family: 'Arial Black',Gadget,sans-serif;">Stage 3: Plan Learning Experiences & Instruction <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Consider the W.H.E.R.E. elements, from the __students__' perspective. <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">In what ways will technology be used that will equip studnets to develop and demonstrate the desired understandings? <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">What parental/family involvement activities will equip students to develop and demonstrate the desired understanding? There are four "Home School Connections" that the students must complete with their families given at different points throughout the unit. This is designed to encourage the students to retell the information they learned in class, thereby solidifying the content. Also, it is a way to get parents involved with their students education and possibly teach them the information as well. This is vital in creating interactive citizens. The home school connection papers are printed in English and Spanish to facilitate whichever is the language spoken at home. A parent signature is required at the bottom of the page. The questions/activities are as follows: <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Design a bulletin board (include a sketch and tell in what ways it will be used to equip students to develop and demonstrate the desired understandings? <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">   Part of this thematic unit involves teaching the students the National Anthem as well as other famous patriotic songs. These are another type of national symbol that created a sense of unity when the population grew to include so many different cultures. Also, there are songs, chants, and poems that the students will be learning as part of the lecture/lesson plan time. Information can be memorized easier when students can sing the responses. This board challenges the students to match a portion of the lyrics on the left to its corresponding title on the right.  <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Calendar
 * All information discussed in class by the teacher and fellow students
 * New information researched by the group
 * Pictures of the symbol and/or those involved with its creation
 * All members must have participated in the creation of the product
 * All of the requirements as stated for the products
 * An artistic or creative way of presenting the material
 * Sketch two national symbols you have learned about in class today. Discuss with a family member what they mean to you.
 * Tell a family member about the symbolism of the Statue of Liberty. What other symbols does someone in your family know about? Sketch and compare American symbols and symbols from another country.
 * Discuss what freedom means to you. Ask a family member to describe what freedom means to them.
 * Discuss what a symbol is. Create a symbol that represents freedom to you and your family.