Final Presentation

Katrina ShinnersSarah ArnoldRose Bravo

Nicole Medina

Handout

• PowerPoint slides with available note space

• Fun cartoons to make you think

• Adapting to Meet the Needs of every student

The First Pledge of Allegiance

“I pledge allegiance to my Flag,and to the Republic for which it stands:     one Nation indivisible,With Liberty and Justice for all.”

First Correction to The Pledge of Allegiance

“I pledge allegiance to the Flag of the United States,and to the Republic for which it stands:     one Nation indivisible,With Liberty and Justice for all.”

Second Correction to The Pledge of Allegiance

     “I pledge allegiance to the Flagof the United States of America,and to the Republic for which it stands:     one Nation indivisible,With Liberty and Justice for all.”

Our Present Day Pledge or Allegiance

“I pledge allegiance to the Flag     of the United States of America,and to the Republic for which it stands:     one Nation under God, indivisible,With Liberty and Justice for all.”

Facts About The Pledge

•Francis Bellamy or James Upham?•Bellamy was a socialist•Was designed to be stated in 15

seconds•Considered using equality and fraternity•Bellamy’s objection to the changes

Facts About the Pledge

• First debut in public schools: Oct. 12, 1892• Flag salute• Meaning behind the colors• Meaning behind stars and strips• June 1943, congress ruled that students could

not be forced to recite it• Only half of our fifty states have laws for

reciting The Pledge of Allegiance.

Inequities in Our Scenario

Power: the student that doesn’t say The Pledge and the one that chooses not to say it because the other student does not.

Spirituality: the child that doesn’t say The Pledge because it is against the child’s family morals and religious beliefs.

Inequities and Our Social Identities

*Katrina*

Power – Age“I don’t feel that I had the power to not say The Pledge.”

Spiritualism – Religion“I never thought of not saying the pledge because God was in it.”

Inequities and Our Social Identities

*Rose*

Power – Race and Religion“The struggle for power between different races sometimes uses religion to dominate the entire school curriculum (i.e. anti-bias) instead of including everyone’s ideologies into the social curriculum.”

*Sarah*

Power - age “The student that makes the choice to stand is using his power by defying what society says a 3rd grader should do.”

 Spirituality – Religion

“It’s hard for me to see spirituality in this scenario because as an adult I have not made my choice to have or not have religion in my life.”

  

Inequities and Our Social Identities

Inequities and Our Social Identities

*Nicole*

Power – Class

“Who has the power to tell us what to say, how to say it and when to say it?”

Spiritualism – Religion“Under God”

Curriculum Web

Making the Connection Through Language Arts: Overview

• Objective: To make a personal connection to The Pledge of Allegiance thru language, imagery and using writing skills to share that interpretation with others.

• Content Connection: Reading/ Writing/Spelling

Making Connection with Literature: Overview

• Imagery in books

• Pictures are worth a thousand words

Making Connection With Vocabulary: Overview

• Word Lists

• Reference Materials

• Word Finds

Connecting Through A Pen Pal: Overview

• Learning to write a friendly letter:- Introduction, family, school,

hobbies, interests…

• Comparison: differences and similarities

Connecting Language Arts Lessons to Inequities

"The lesson plans in Language Arts are designed  to enhance the students' knowledge of the meaning of the words recited in the  Pledge of Allegiance using a variety of resources. Students will also discuss the concepts behind the pledge and how they relate to each of them. The concepts of liberty include freedom of speech as well as freedom to practice any religion in our country. Power begins with knowledge and knowledge leads to action."

 

A Pledge to Self-Expression

• Objective: The students should be able to self-express ideas they have learned by designing individual or group flags and pledges.

• Content Area: Art

A Pledge to Self-Expression: Overview

• Have students choose on making individual or group flags

• Draw a “draft” if different ideas• Finalize student’s flag designs on a

clean piece of butcher or construction paper

A Pledge to Self-Expression: Overview

• Let students choose on individual or group pledge

• Make drafts of pledges by utilizing the vocabulary and different ideas from language arts lesson

• Finalize pledges on paper or computer. • Allow for changes to be made if necessary

Connecting Art Lessons to Inequities

• Power: letting students make a choice of what their individual or group flags look like.

• Spirituality: the students incorporate the

spirituality they have or don’t have into their pledges and flags they create individually or as groups.  

 

Your Voice, Your Choice

• Objective: The students will incorporate prior knowledge and critical thinking to make informed decisions and use their own voice to encourage change.

• Content Connection: Mathematics

Your Voice, Your Choice: Overview

• Mini campaign:- make a CHOICE!

• Use the pledge or make an alternative• Expressing your voice:

- poster boards- debates- speeches - surveys

Your Voice, Your Choice: Overview

• Make a choice

• Tally votes as a class

• Build a graph:- types of graphs- use percentages

Connecting Mathematics Lessons to Inequities

• Power: The students have the power to keep or change the classroom’s pledge. Offering students choice enables them power to change their “norms.”

• Spiritualism: Students can CHOOSE to incorporate faith/God(s) in their alternative ideas or reject it in their ideas.

References Benson, S. I Pledge of Allegiance. Retrieved December 1, 2006. http://cagle.msnbc.com/news/Pledge/2.asp

Bish, R. & Skeleton, R. (1969). I Pledge of Allegiance. Retrieved December 1, 2006. http://cagle.msnbc.com/news/Pledge/4.asp

Catrow, D. (2002). We the Kids. New York, NY. Puffin Books.

Creative Teaching Press. (2002). Alternatives to Worksheets. The Learning Works. Santa Barbara, California.

Gravois, M. (2001). Spectacular State Reports Projects For Any State. New York, NY. Scholastic Inc.

Grisewood, J.. (Ed.). (1994). The Kingfisher Illustrated Children's Dictionary (1st ed., New York,NY: Larousse Kingfisher Chambers, Inc.

Harvey, R. (2000). The Secret Record of Me. USA: Barnes & Noble Books

Jones Prince, A. (2004). Meet Our Flag, Old Glory. New York, NY: Time Warner Book Group

Marriott, D. (1997). What are the Other Kids Doing...while you teach small groups. Cypress, CA: Creative Teaching Press.

 

References Mesthrie, et.al, R. (2000). Introducing Sociolinguistics. Philadelphia,PA: John Benjamins Publishing Company .

Scholastic. (2002). The Star Spangled Banner: Special Commemorative Edition. New York, NY. Scholastic, Inc.

 

Skeleton, R. (1969). Red Skeleton-Pledge of Allegiance. Retrieved December 1, 2006. http://www.wfmu.org/MACrec/pledgeb.html

Tomkins, Gail E. (1998). Language Arts:Content and Teaching Strategies. Upper Saddle River, New Jersey: Simon & Schuster.

Wittels and Joan Greisman, H. (1985). A First Thesaurus. Racine, Wisconsin: Western Publishing Company, Inc.

USA Word-Finds. (2006). Vol. 3). USA: Kappa Books.

  

 

Now it is time for a small activity that connects to

our scenario.

Your full participation is appreciated.Thank You.