Everywhere we go we are surrounded by artifacts that memorialize aspects of United States history and values. In this inquiry, students will use photographs from the Library of Congress to learn about these national symbols, landmarks, and influential Americans and sort them into meaningful categories. Through this process students will recognize and explain the significance of national symbols and the people who influenced our nation.
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About the inquiry
Compelling Question
Why are some things so special they become national symbols?
Standards
D2.Geo.2.K-2 Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
Instructional Snapshot
Teachers may begin this activity by asking students if they know what a national symbol is. Students are asked to turn and talk with a partner to come up with an explanation about what a national symbol is and to think of national symbols that they already know about. Have a few partners share their thoughts with the class. Explain that a national symbol is something special that represents a country and shows what makes it unique or important. Explain that national symbols help people feel proud of their country and remind them of its rich history and values. Create a chart listing the national symbols students already know (American Flag, Bald Eagle, Liberty Bell, etc.)
Explain to students that today they will work to answer the question “Why are some things so special they become national symbols?” Introduce the source set, students will use for this activity. Review details from each source, on each slide.
Next, students cut out and analyze different digital photographs from the Sorting Worksheet and sort them into categories. Students should see that some of the images are of people (influential Americans), some are of places (important landmarks & monuments), and some are of things (national symbols). Students glue images into the categories. They determine the name of each category and justify it with evidence gathered from the source set slides.
Lastly, students share their work with a partner or small group and discuss why these people, places, and things are so special that they became national symbols.
Formative Tasks
COLLABORATE: Students turn and talk about the national symbols in the source set
DELIBERATE: Students deliberate to share how they sorted the symbols and to discuss the question, “Why are some things so special they become national symbols?”
PRODUCE: Students sort the photographs into three categories and produce labels for each category.
Sources
Memorial Source Set, Library of Congress
Summative Performance Task
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Taking Informed Action
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