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Grade: Middle

#3427. Colonial Flag

Social Studies, level: Middle
Posted Mon Mar 7 12:26:39 PST 2005 by Becky Blososky (beckb13@aol.com).
Colver, USA
Materials Required: Papers, scissors, markers
Activity Time: 50 minutes
Concepts Taught: Create a flag representing the newly freed colonies

PA Academic Standards:
8.1.6.A.3- Understand chronological thinking and distinguish between past, present and future time.
- People and events in time.
8.1.6.B.4- Explain and analyze historical sources. – Multiple historical perspectives
8.2.6.D.5- Identify and explain conflict and cooperation among social groups and organizations.- Military conflicts
8.3.6.C. 4- Explain how continuity and change has influenced US history form beginning to 1824.- Politics
8.3.6.D.1- Identify and explain conflict and cooperation among social groups and organizations in US history from beginnings to 1824. – Domestic instability

Goal of this lesson: The goal of this lesson is for the students to acquire an understanding as to what happened after the colonies gained their independence from England.

Materials: Text book
Computer
Power point slides and projector
Screen
Materials for project: colored paper
scissors- 2 pair
rulers
markers
glue sticks

Clerical/Administrative Tasks: Set up LCD projector, computer and screen
Take attendance
Have textbook and power point disk
Have and organize activity materials on desk

Instructional Objectives (Student-centered, observable, and precise statements of what students will be able to do)
- TSWBAT design and create a flag that they will construct on their unique ideas about how they think the new United States flag should have been represented and describe their creation. (Psychomotor/Affective)
- After class lecture, TSWBAT to justify the colonists’ reasons for revolution by listing 4 specific reasons why the colonists wanted to break away from England. (Cognitive/Affective)
- TSWBAT define key terms of the Revolutionary War on a take home worksheet due tomorrow. (Cognitive)

Introduction (attention getter, anticipatory set, discrepant event, open-ended problem scenario, engagement)
- Do you believe that the colonists had the right to revolt against England, based on yesterday’s discussion on how life was like as a colonist? If you were a colonist, would you have supported the Revolution or not, why?

Developmental Activities (Instructional components that provide opportunities for students to make progress toward intended instructional objectives)
Engage- Introduction- (10 min) Do you believe that the colonists had the right to revolt against England, based on yesterday’s discussion on how life was like as a colonist? If you were a colonist, for what reasons would you have supported the Revolution or not, why?
Explore- Allow students to continue coming up with ideas as to why they support or why they would not. Encourage debate and discussion between the students who agree and those who do not.
Transition- Let’s go over the results of the Revolutionary War and how the colonists were affected by it.
Explanation- (20 min) Provide students with information about the end of the Revolutionary War and the immediate results that came from it by having the students take notes on your power point slides.
Evaluate- (5 min) Questions and comments session for the students to ask any questions they may have or say something they would like to share with the class.
Transition- Now we're going to begin an activity in which you will design your own flag.
Elaborate- (15 min) Flag Activity and clean up- see direction sheet
- If time permits allow students to share their flags and explain them to the rest of the class. If not make sure that it gets done first thing next class period.


Assessment/Evaluation (How you and the students will know that they learned. May be formative or summative)
- Before we start the activity, do you have any comments that you would like to make about the Revolutionary War?
- Do you have any questions about the material we just discussed? Do you understand everything?
- Make sure you answer all questions before moving on.

Conclusion (Closure; a planned wrap-up for the lesson)
- Ask for final questions about the lesson.
- If time permits, have the students share their flags and explain why they designed theirs the way that they did.

Accommodations/Adaptations for Students with Special Needs: ADHD
Make sure that the student is seated in the front row of the class, directly in front of the teacher so that you can keep an eye on the student and classroom distractions are behind them. Maintain eye contact during verbal instruction. Make your directions clear and concise, repeat them if you feel that the student did not hear or was not paying attention to what you said. Make sure that your directions are simplified and try to avoid multiple commands that may cause the student to lose attention. Also you should make sure the student comprehends the instructions before beginning the task. During the flag activity make sure that you assist the student with tasks that may take a long time like cutting out the pieces of paper or gluing.

Reflective Notes:
- Did the students enjoy the flag making activity?
- Did the students comprehend the material that was presented to them?
- Did they actively participate in the questions and comments section?
- Was the lecture too long? Were the students interested in what we were talking about?
- Were the power point slides effective? Could all the students see them clearly?

Flag Activity
Teacher Instruction Sheet


- Remind students of what they just learned.
Brief overview of the results of the Revolutionary War.

- Now we are going to imagine that we are the revolutionists of the newly freed colonies.
Imagine that we are among those patriots who want to do something for our new country.

- I want all of you to imagine that you are going to create a flag that represents America and its beliefs.

- That is your task today. Your task is to create an American flag that you think should have represented the colonists.
You can be as creative as like, try different colors, patterns, designs, anything goes.

- I have set out the paper, markers, rulers and scissors that you can use for this task in the front on the table. Feel free to take what you need and remember to share the markers.
Remember to be careful when using the scissors.

- You will have 15 minutes to do this task and clean up the materials. All scraps of paper must be thrown in the garbage and all scissors, glue and rulers must be back on the table when we are finished cleaning up.

- If time permits, allow the students to share their flags with the rest of the class and explain why they designed theirs they way that they did.

- Walk around the room and make sure that the students are working on their flags and staying on task.
- Help students if they are lacking in ideas or creativity.

Technology Integration
**Remember that it is important to go over the rules of internet use in the classroom with your students before hand so they know how to use the computers in an educational way and avoid any controversial material.

No Computer- Have the students create their flags using scissors, rulers, markers and glue sticks. Once they
have completed their flag, the students can present them to the class using the overhead projector.
One Computer- While you are explaining the flag activity, have a photo of the original colonial flag on the
overhead projector. You can do a Google image search and pictures will come up, choose the one that you like best. Having the colonial flag visible to the students while they work on their project can help inspire them and enhance creativity.
Six Computers- Divide your class into groups of 2 or 3, placing each group at 1 computer. Allow the groups to
do an image search for pictures of the colonial flag. This will not take long, so have the students remain in their groups and create a flag together.
Computer Lab- Make sure to reserve the computer lab in advance. Have the students work in Paint or any
other image studio that may be on your computers. The students can create their flags using the computer and then print them out. Make sure that you have access to a colored printer so that the students intended artwork can be fully shown. After they print them out, have them explain them to the class.
Wireless Laptop- After the students create and discuss their flags. Have them go to the World Fact Book
website at http://www.cia.gov/cia/publications/factbook/docs/flagsoftheworld.html. On this page there are all of the different flags on the world. The students should pick a flag that is interesting to them. Research the country that they have chosen and write a brief 1 page description of the flag and location of the country that they chose. They will present this to the class.