SS.5.CG.2.6

This is lesson #1 in the paired text unit series for The Great Seal of the United States by Terri DeGezelle and The Great Seal of the United States by Norman Pearl. In this lesson students will make observations about relevant details on The Great Seal of the United States, as a prereading activity. Then students will complete a graphic organizer to demonstrate what they see, what they inferred or predicted each symbol represents in regard to the United States, and what they still wonder about The Great Seal.

This ELA/Civics Integrated Text Units is designed to support students with the integration of civics into the ELA classroom through the reading and studying of both The Great Seal of the United States by Terri DeGezelle and Norman Pearl’s book The Great Seal of the United States. Students will identify new vocabulary, describe both Florida and USA seals, as well as the importance of national symbols and their meaning. Using timelines, graphic organizers, worksheets, and other activities they will connect these symbols to ither documents like the Declaration of Independence and the understanding of unalienable rights. Each lesson in this series leads to a culminating activity in which students will use their knowledge and understanding of symbols and relevant details to create their own Great Seal.

This resource uses a book that you will need to obtain before implementing the resource.

Type: Lesson Plan

This is lesson 10 in the 12-lesson text unit series for Shh! We’re Writing the Constitution. After reading the text, this lesson will focus on the central idea that the U.S. Constitution is a recognized symbol of the United States, and details that support the central idea. Students will recognize that the writing and ratification of the U.S. Constitution was necessary for the United States to be a unified country rather than individual states. After reading Shh! We’re Writing the Constitution, students will identify the central idea of the text and specific details that support it using a graphic organizer. The lesson is introduced using social media as a platform to engage students to interact with the content.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

This lesson is the final lesson in a three-part mini-unit on coding and integrated civics. In this integrated civics lesson, students will be using all of the research and information gathered from the lesson II planning and design sheet in order to create a program on Scratch that explains the different components of the Great Seal of the United States. 

Type: Lesson Plan

This lesson plan serves as the second step in a series of a three-lesson mini-unit. Within this integrated civics lesson, students will begin the "unplugged" designing process of their Scratch coding project. Students will research the Great Seal of the United States and prepare to input the information gathered into their own project. 

Type: Lesson Plan

This lesson plan serves as the first step in a series of a three-lesson mini-unit. Within this integrated civics lesson, students will become acclimated to the ways in which computer science, and more specifically coding, have the ability to share factual information about national symbols. 

Type: Lesson Plan

To understand the overarching themes of freedom and resiliency in the United States of American, students will identify and analyze the figurative language in the poem “Defence of Fort M’Henry” which turned into our National Anthem. After close reading and group consensus conversation, and possible extension exploration & research, a written or digital presentation which demonstrates students understanding of the “Star-Spangled Banner’s” significance as a symbol of the United States will be the resulting work product of this integrated lesson plan.

Type: Lesson Plan

Students will use visuals to match descriptions of the Bill of Rights. Students will reflect on the impact of the Bill of Rights in a writing prompt. 

Type: Lesson Plan

This is lesson 3 of 3 that will integrate ELA, Civics and Computer Science to create a visual presentation using Block coding with Scratch to demonstrate knowledge of the symbols within the Great Seal of the United States. In this lesson, students will use their template to code a Scratch program that explains the symbolism of the Great Seal of the United States. After developing their block coding, students will use the grading rubric to review for any errors, potential debugging, and suggest changes.

Type: Lesson Plan

This lesson provides students with the opportunity to read and recognize how the “Star-Spangled Banner” anthem, originally named, “Defense of Fort McHenry,” represents the United States. By analyzing how the poetic elements of rhyme and imagery contribute to the meaning of each of the verses of the Star-Spangled Banner, students will recognize the importance of this American symbol.

Type: Lesson Plan

In this lesson plan, students will explain how the Great Seal, Bill of Rights, Star-Spangled Banner, and Emancipation Proclamation represent the United States. Students will create their own symbols to represent themselves.

Type: Lesson Plan

In this student-centered activity, students will study the literal and figurative meanings of one of Abraham Lincoln’s famous metaphors, “A house divided cannot stand.” By participating in various station activities, students will analyze how the figurative meaning of the metaphor aligned with the message in Lincoln's Emancipation Proclamation. 

Type: Lesson Plan

This is lesson 2 of 3 that will integrate ELA, Civics and Computer Science to create a visual presentation using block coding with Scratch to demonstrate knowledge of the symbols within the Great Seal of the United States. In this lesson, students will use their research on the symbolism of the Great Seal to plan out a Scratch program that includes choosing a sprite and writing narration.

Type: Lesson Plan

This is lesson 1 of 3 that will integrate ELA, Civics, and Computer Science to create a visual presentation using block coding with Scratch to demonstrate knowledge of the symbols within the Great Seal of the United States. This lesson will provide foundational information as students research and organize facts about the symbolism found in the Great Seal of the United States to determine how it illustrates the history of America.

Type: Lesson Plan

Luis Martínez-Fernández was born at the beginning of the Cuban Revolution. Dr. Martínez-Fernández immigrated to the United States with his family when he was 2 years old after the Bay of Pigs Invasion. His family moved to Lima, Peru after his father was offered employment there. Dr. Martínez-Fernández’s family left Peru after the President of Peru was ousted from power. The new government in Peru concerned Dr. Martínez-Fernández’s father and the family moved to Puerto Rico where they become U.S. Citizens. Dr. Martínez-Fernández moved to the U.S. after graduation from The University of Puerto Rico. He is a Professor of History, an author, and is civically engaged through his nationally syndicated column.

Type: Video/Audio/Animation