Thematic Teaching

patriotism: activity ideas

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Graphing Fireworks

Grade Level: K, 1-5
Subject: Math; Health & Fitness

Fireworks are an integral part of Fourth of July activities. While fireworks are beautiful, they can also be dangerous.

Discuss firework safety with students as a lead in to the activity. Who handles them? How do you handle them? Why do some states allow fireworks, while other states don't?

Building on the fascination students have with fireworks, create different graphs on firework information.

Have students visit The National Council on Fireworks Safety Web site for more information.

Using the map provided, students can create line, bar or pictographs of state firework laws. How many states allow all fireworks? How many allow "safe" fireworks? How many don't allow fireworks at all?

After students complete the graph, they can discuss how they feel about their own state's laws on fireworks. Are they fair? Too strict? Too lenient?

Extension: Have students take a position on the strictness or leniency of firework laws, and ask them to write a letter to their representative either supporting the law or asking for a change.

As a follow up, students could view a fireworks display, either on video or if possible, live. Students can graph the colors used. Which color was most popular? Which was least?
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The Science of Fireworks

Grade Level: 4-7
Subject: Science & Technology; Math

The previous lesson can be used as an initiation to this lesson. Have you ever wondered why fireworks only come in certain colors? Different chemicals burn different colors. Even today, pyrotechnicians look for ways to make new colors. Give students a copy of the table found the article, "Chemistry of Firework Colors." The table lists the chemicals and which color they create. If possible, give a teacher demonstration of the color some of these compounds can create, and then ask students to identify the chemical compound used. Students can still identify the compounds by viewing a fireworks display.

Online Resources

NOVA: Fireworks:
http://www.pbs.org/wgbh/nova/fireworks/

How Stuff Works:
http://www.howstuffworks.com/fireworks.htm

Print Resources

Fireworks: The Art, Science, and Technique by Takeo Shimizu
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What is the Declaration of Independence?

Grade Level: 2-4; 5-8
Subject: Social Studies; Reading & Language Arts

We know that the Declaration of Independence was an important document -- the birth of America as its own country. But the Declaration is much more than this.

Give students a copy of a transcription of the Declaration. While students may recognize some of the quotations from the document, it is unlikely they understand it. Go through it line by line and help students to translate the document into modern English.

As students do this, they will be able to see the Declaration of Independence is really a letter of protest, against the King of England's choices. Do we still write letters of protest to our leaders? What happens to us today? What happened to the colonists when they protested? Do students see why the right to protest has been protected within our laws from the beginning?

Have students write a letter; to a parent, to the principal, or to political leaders in protest of something they feel is important. (Perhaps a bed time, curfew, food in the cafeteria, or other current events.)

For younger students (2-4) read the Declaration, and explain in modern English what they are saying. Have students write down what they got out of it, then allow them to stain their copies of the "Declaration" with tea or coffee, so they can have their own copy.

Online Resources

Freedom: A History of US
http://www.pbs.org/wnet/historyofus/web01/segment9.html

Thomas Jefferson
http://www.pbs.org/jefferson/archives/documents/frame_ih198036.htm

National Archives
http://www.archives.gov/national-archives-experience/charters/charters.html

Print Resources

The Fourth of July Story by Alice Dalgiesh and Marie Nonnast
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Patriotic Protest in Song

Grade Level: 3-8
Subject: The Arts; Reading & Language Arts; Social Studies

The Fourth of July, by definition, is about the power of protest. Many times during the last century, music has been a medium of political protest. Protest is part of Democracy. Have students read lyrics to some different songs (listed below).

Discuss the following questions:
- What are they protesting?
- What points are they making in the music?
- Can or did the song make a difference?
- Do any of the songs shared make you feel or think differently than you did before?
Ask students if they know of any current songs that may be a protest against current U.S. foreign policy? Any that supports it? (Editor's note: Some songs students may share may not be suitable to share in class, so make sure to review any music before playing for the class.)

Songs Online:

"Yankee Doodle Dandy":
http://www.niehs.nih.gov/kids/lyrics/yankee.htm (lyrics and midi file)

"Imagine":
http://www.oldielyrics.com/lyrics/john_lennon/imagine.html (lyrics)
http://www.geocities.com/TheTropics/7902/JohnLennon/tribute.html (Real Audio file; sung by Elton John)

"To Washington":
http://www.mellencamp.com/index.php?page=lyrics (lyrics)

"Have You Forgotten":
http://www.usatoday.com/life/music/news/2003-02-25-anthem-lyrics_x.htm (lyrics)
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We're Having a Picnic

Grade Level: K-3
Subject: Reading & Language Arts; Social Studies; Health & Fitness; The Arts

Families often spend the Fourth of July having picnics. It's no wonder July is National Picnic month! What makes a picnic? What can make it special and unique? What traditions are involved?

Read Uncle Chente's Picnic by Diane Gonzales Bertrand and Pauline Rodriguez Howard, and then discuss how different groups have different traditions. Have students write about their family's traditional picnics. What sorts of food do they have? Where did they come from? Who comes? After writing their essay, students can then create a "picnic picture" on paper by taking a length of red and white gingham ribbon then gluing it down. This becomes the picnic blanket. On the picnic blanket, have students create a collage of food found at picnics, emphasizing a balanced meal. Allow them to add details such as themselves, or ants with markers.

Extensions:
- Organize a class Fourth of July picnic.
- Bring favorite picnic foods.
- Check out Harvard Medical School's Virtual Picnic, and see which of your favorite picnic foods are healthy!
Online Resources

Harvard Medical School's Virtual Picnic: (requires Shockwave)
http://www.intelihealth.com/IH/ihtIH/WSIHW000/325/14272/330662.html?d=dmtContent

Dole's 5-A-Day Program:
http://www.dole5aday.com/Teachers/T_Index.jsp

Nutrition Explorations:
http://www.nutritionexplorations.com/educators/main.asp

Print Resources

Uncle Chente's Picnic by Diane Gonzales Bertrand, Pauline Rodriguez Howard, and Julia Mercedes Castilla
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What is Patriotism To You?

Grade Level: 6-8; 9-12
Subjects: Reading & Language Art; Social Studies; The Arts

Ask your students: What is your definition of patriotism? Give students several minutes to record their ideas. Next, have students share their definitions and ideas with a partner, in small groups, or in a large group. Facilitate discussion about the different definitions.

Next, conduct a large group brainstorming and discussion session centered on a question like: Is being patriotic and expressing patriotism really important? This question will probably create some controversy and debate among students, depending on their personal beliefs. For example, a student who has a family member may have much different views about patriotism than a student who believes that war is wrong. Use these responses to discuss how patriotism can be demonstrated and felt in a variety of ways.

Facilitate this type of discussion until all points of view have been discussed.

After the discussion concludes, write the following questions on the board or distribute them to students on paper.
- What does patriotism look like to you?
- What does patriotism sound like to you?
- How does patriotism make you feel (emotionally)?
- What action(s) does/do patriotism inspire you to take?
Ask students to record their answers and ideas about each of these questions. They will use these ideas and the previous discussion to create a project that expresses their views on patriotism. This project could be:
- a photograph
- a poem, song, or story
- a painting, drawing, collage, model, or sculpture
- a letter to the editor, a persuasive speech, or another piece of writing
- a short skit or play
When projects are completed, each student should share what he/she has created with the class. Projects could then be displayed for public viewing or used as part of a performance related the theme patriotism or a related unit of study.
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The New Patriotism

Grade Level: 6-8; 9-12
Subjects: Social Studies; Math; Reading & Language Arts

The aftermath of 9/11 placed the U.S. at war with Iraq and fighting terrorism around the world. While U.S. troops took up arms, American civilians showed their national pride. patriotism became popular again. Flying the flag, singing the national anthem, and pledging allegiance to the flag seemed more heartfelt, and certainly more popular. Not only were everyday Americans practicing patriotism, but celebrities, advertisers, and major U.S. retailers jumped on the bandwagon as well. Patriotism was now being used to sell everything from CD's to soda to fast food to clothing.

The new emphasis on patriotism undoubtedly effected young people's view of what it means to be patriotic. As a class, discuss questions such as:
- What is patriotism?
- What are the ways that people today demonstrate patriotism?
- How have people demonstrated patriotism in the past?
- Compare/contrast how patriotism has been demonstrated by the past 3-4 generations.
- What does patriotism look and sound like today?
- Are young people today motivated to be patriotic because of world events and national pride or by the media and advertising?
After facilitating this discussion, ask students to work as a group to create a survey that could be used with other students in the school. The survey should ask relevant questions about how patriotism today is different than it was during other historical conflicts such as WWII, the Vietnam War, and even the Gulf War. In addition, students should try to gain information about what has caused being patriotic to be popular. Is it because of events or because of the media?

Assist students as they formulate questions for the survey. Discuss the means that will be used for conducting the survey. Determine how results of the survey will be recorded and reported. Finally, have students decide how they will share the survey results with others.

Students should then conduct the survey, tally and record results, and report their findings. As a follow-up to this activity and the results gleaned from it, have students write a 1-2 page essay about patriotism and the role it plays in American society today. These essays can then be posted with the survey results for others to see.

Online Resources

FOX News: Celebrating American Patriotism:
http://www.foxnews.com/story/0,2933,62336,00.html

Newsweek: The Spirit of America (Commemorative Issue):
http://www.msnbc.msn.com/id/3069699/

NewsHour Online: Where We Stand:
http://www.pbs.org/newshour/conversation/july-dec02/rosenblatt_7-05.html

Print Resources

A Patriot's Handbook: Songs, Poems, Stories, and Speeches Celebrating the Land We Love by Caroline Kennedy
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Home Front Patriots and Protestors

Grade Level: 6-8; 9-12
Subjects: Social Studies

Throughout the course of its history, the U.S. has been involved in numerous conflicts and wars. Almost every generation has a recollection of the war that shaped them in some way. For older Americans, it is WWII, followed by Korea, Vietnam, the Gulf War, and the recent war with Iraq. During these conflicts, civilians have played a key role in the way they have supported the troops. Many have also expressed their discontent with the U.S. government's decision to get involved in these conflicts.

Assign students to work in small groups to conduct research about the major wars the U.S. has been involved in since 1940. Each group should be assigned a specific conflict. They should find out how civilians reacted to the war efforts, what they did to support the troops, and what angered people about involvement in these conflicts. Questions might include:
- How did civilians work to support the morale of U.S. troops?
- What jobs/roles did civilians fill in order to keep America strong and produce the items needed by soldiers fighting the war?
- What signs, symbols, or slogans were associated with the war and strengthened morale among soldiers and citizens alike?
- What role did goodwill organizations like the Red Cross, the USO, and others play during these conflicts, and why were civilians so important to the success of the efforts of these organizations?
- What groups opposed U.S. involvement in this conflict?
- How did these groups express their discontent?
- What effect did these forms of protest have on the war effort? The morale of troops? The morale of civilians?
Once research is completed, the group should work together to create a visual display or presentation related to what they learned. This could be in the form of a multimedia type of presentation (such as Power Point), a collage illustrating what the group learned about, or a tri-fold poster board type of display showing various pictures with captions describing their significance. Each group should present their project to the class and explain what they learned about the role of civilians during the conflict they researched.

Online Resources

National Museum of Patriotism:
www.museumofpatriotism.org/

NOW: Bill Moyers on Patriotism and the American Flag:
http://www.pbs.org/now/commentary/moyers19.html

Wisdom Quotes:
www.wisdomquotes.com/cat_patriotism.html

Print Resources

United We Stand: A Visual Journey of Wartime Patriotism by Richard J. Perry
Reel Patriotism: the Movies and World War I by Leslie Midkiff Debauche
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The Right to Dissent, Part One

Grade Level: 6-8; 9-12
Subjects: Social Studies; Reading & Language Arts

According to public opinion polls, a majority of Americans supported the war against Iraq. However, there are some who have expressed their disagreement with the war, and faced accusations of being "un-American."

Because we live in a democratic society and are governed according to the Constitution, even the right to disagree with government policies is protected along with other basic rights. Many people are therefore concerned about the Patriot Act, passed by Congress in 2002, which impacts individual rights to privacy and the system of checks and balances.

To get students thinking about the Patriot Act, the rights they enjoy because they live in the U.S., and varying opinions about U.S. government policies, have them complete the following anticipation activity:

1. Have students number a piece of notebook paper 1-5. Read each statement below to the students. Ask them to write Agree or Disagree on their paper next to the corresponding number for each statement.
- Patriotic people always support the decisions of their government leaders.
- A person can protest against decisions made by the government but still be patriotic.
- The right for citizens to disagree with government officials and their policies without fearing for their safety is worth fighting for.
- Many Americans take their freedoms and rights for granted.
- People should be willing to surrender some of their personal rights and freedoms for the safety and protection of all U.S. citizens.
2. After students have responded to each statement, read the statements again one by one and facilitate discussion about the various points of view. Encourage students to cite specific facts, reasons, and examples to support their opinions.

Online Resources

Freedom Forum:
www.freedomforum.org

American Civil Liberties Union: Free Speech:
www.aclu.org/FreeSpeech/FreeSpeechMain.cfm

Religion and Ethics Weekly: Dissent During War:
www.pbs.org/wnet/religionandethics/week631/cover.html

NewsHour Online: Dissention and War:
http://www.pbs.org/newshour/bb/politics/jan-june03/dissent_03-19.html

Print Resources

A Peace Reader: Essential Readings on War, Justice, Non-Violence, and World Order by Joseph J. Farley and Richard Armstrong.
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The Right to Dissent, Part Two

Grade Level: 6-8; 9-12
Subjects: Social Studies; Reading & Language Arts

Have students conduct research about the Patriot Act. Remind them that the word PATRIOT is really an acronym for Providing Appropriate Tools Required to Intercept and Obstruct Terrorism, and that the Act was put into place in response to the events of September 11, 2001. While researching the Patriot Act, students should continue to think about the previous discussion and the questions posed. Students should be looking for factual information that addresses the following types of questions:
- What impact does the Patriot Act have on individual Americans?
- What is the overall goal of the Patriot Act?
- What are the current methods being used to show disapproval for the Patriot Act?
- What are the primary points of contention that have triggered opposition to the law?
Once students have finished researching the Patriot Act, they should complete a written activity stating their ideas/opinions about the Patriot Act. Students could use a number of different formats to present their opinions about the act. These could include:
- a political cartoon, poster, or bumper sticker and a caption and sharing it with the class. They should include an explanation about their opinions when they share the project.
- a letter to the editor, an editorial, or a letter to a lawmaker explaining their support or lack of support for the Patriot Act and the reasons that support their opinions. These should be shared with classmates.
- a 3-5 minute persuasive speech about the Patriot Act and their point of view about this piece of legislation.
- a short essay, poem, song, or one-act play based on the Patriot Act and their opinions about the act. Share this piece of writing or perform the piece for the class.
Online Resources

NewsHour Online: USA Patriot Act:
http://www.pbs.org/newshour/bb/terrorism/homeland/patriotact.html

NewsHour Online: Libraries and Liberties:
http://www.pbs.org/newshour/bb/law/jan-june03/library_6-18.html

NOW: Civil Liberties After 9/11:
http://www.pbs.org/now/politics/timeline.html

American Civil Liberties Union: USA Patriot Act:
www.aclu.org/SafeandFree/SafeandFree.cfm?ID=12126&c=207

Center for Constitutional Rights: USA Patriot Act:
www.ccr-ny.org/v2/reports/report.asp?ObjID=BdSKj6pXDC&Content=159

Electronic Privacy Information Center: USA Patriot Act:
www.epic.org/privacy/terrorism/hr3162.html
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Published: July 2003

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Thematic Teaching

patriotism: activity ideas

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