ALEX Lesson Plan

     

Let's Tour Lady Liberty!

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  This lesson provided by:  
Author:Deana Elmore
System: Pike County
School: Goshen Elementary School
  General Lesson Information  
Lesson Plan ID: 33841

Title:

Let's Tour Lady Liberty!

Overview/Annotation:

In this lesson, students will embark on a virtual field trip to the Statue of Liberty. This exciting tour will enable students to make observations related to the statue's iconic history. These observations will allow students to gain an appreciation of the size of the statue, what the statue represents, and how it is an important symbol to our country.

 Associated Standards and Objectives 
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 3
Geographic and Historical Studies: People, Places, and Regions
12 ) Explain the significance of representations of American values and beliefs, including the Statue of Liberty, the statue of Lady Justice, the United States flag, and the national anthem.

Insight Unpacked Content
Strand: History, Civics and Government
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Identify national historic figures, including the founding fathers and other historic male and female American's, and relate them to the democratic values each exemplifies.
  • Describe national celebrations, including their significance and democratic values associated with each.
  • Identify American symbols and monuments and describe the history and significance of each.
Teacher Vocabulary:
  • historic figures (male and female)
  • celebrations
  • exemplify
  • democratic values
  • recognize
  • founding fathers
  • significance
  • national holidays
  • American symbols
  • monuments
Knowledge:
Students know:
  • Fundamental democratic values including equality, justice, and responsibility for the common good.
  • The names and significance of national historic figures, both male and female.
  • The significance of national holidays and the relationship of each to democratic values.
  • The history and significance of American symbols and monuments.
  • Vocabulary: democratic values, equality, justice, responsibility, common good, founding father, national holiday, American symbol, monument
Skills:
Students are able to:
  • Identify national historic figures and celebrations.
  • Identify the ways historic figures and celebrations exemplify fundamental democratic values.
  • Recognize our country's founding fathers and other historic male figures.
  • Recognize historic female figures.
  • Describe national holidays, including the significance of each and the democratic values associated with each.
  • Identify American symbols and monuments and describe the history and significance of each.
Understanding:
Students understand that:
  • There is an importance and impact of national historic figures and celebrations.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.3.12- Identify representations of American values and beliefs, including the Statue of Liberty, the United States flag, and the national anthem.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
R5) Locate and curate information from digital sources to answer research questions.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate information from digital sources to answer research questions.
  • curate information to present or share with others.
Teacher Vocabulary:
  • curate
  • keyword
  • search engine
  • database
Knowledge:
Students know:
  • that information to research questions can be obtained from digital sources.
  • how to use resources to organize information.
  • how to use resources to present or share with others.
Skills:
Students are able to:
  • create a list of keywords or phrases to enter into a search engine and/or database such as the Alabama Virtual Library.
  • use additional words or punctuation to narrow search such as AND (+), OR, NOT (
  • ), and quotation marks.
  • organize information.
  • share information by creating a digital resource.
Understanding:
Students understand that:
  • information can be located from a digital source to answer research questions.
  • information can be organzied and shared by creating a digital resource.

Local/National Standards:

 

Primary Learning Objective(s):

Students will become familiar with the history, significance, and physical facts of this famous landmark/sculpture.

 

Additional Learning Objective(s):

Students will be able to indicate/name the location of the statue on a map of New York State and explain one  reason for this location choice.
Students will be able to describe at least two historical events that happened at the time of the statue’s dedication.
Students will give an example of an item that  represents an idea, thought, or feeling, and apply this  knowledge to the ideals that the statue represents.
Students will visually recognize the statue, including  the various parts (tablet, torch, crown) and be able to  recall physical and historical facts about the statue.

 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

25 copies of "Lady Liberty Ideals" graphic organizer

25 copies of "Let's Tour Lady Liberty" questionnaire

Technology Resources Needed:

Computers with Internet access

*For blogging activity, free blogs are available at

https://wordpress.com/

http://www.blogster.com/

Background/Preparation:

Students should have an understanding of the difference between the terms "symbol" and "symbolism."

  Procedures/Activities: 

1.  Show a picture of the Statue of Liberty. Activate prior student knowledge by asking what this symbol/landmark represents to our state and country.

2. Read aloud The Story of the Statue of Liberty by Betsy and Giulio Maestro. As you read, students will record evidence of the ideals that the Statue of Liberty embodies on a graphic organizer.

3. Discuss the recorded evidence by creating a "class" graphic organizer, combining responses together. 

4. Students will View virtual tour of Statue of Liberty at http://www.nps.gov/stli/learn/photosmultimedia/virtualtour.htm

 5. While on tour, students will complete a "scavenger hunt" of the famous landmark. Their findings should be recorded on their questionnaire.

6. Students will use their findings to write a blog entry explaining why many immigrants chose to come to America. The entry must develop a logical argument portraying which/what American "ideal" immigrants found attractive.

7. Once students have completed their entries, they can share with other students if time permits. 



Attachments:
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  Assessment  

Assessment Strategies

Acceleration:

 

Intervention:

For students who are low-functioning, it might be beneficial to assign a peer partner to help guide them through the virtual field trip.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.