What made the old man in the poem proud of the flag? According to the old man, where had the flag been? Do you think he was talking about the flag in front of the courthouse or the American flag itself?
What would you say the flag meant to the old man? The flag is important to Americans. For example, think about medal-winning athletes who break into tears when they see the flag.
People associate the flag with our country's ideals and its history. In this lesson, students decide what the flag means to them.
For each, ask students to write one sentence describing what the picture brings to mind about the American flag and the United States. They should react to each image you present, even if they are unfamiliar with the historical moment portrayed. Discuss the images and the students' reactions. Which images stirred the students the most? What does the flag mean to the students? Now that the class has reacted to various images of the flag, students will attempt to determine if older Americans react in a similar way.
During class discussion, have students prepare a few questions for a survey they will present to various adults, and decide which images to use one or more of those from " Symbols in a Symbol: What Does the Flag Mean? When the questions are ready, have students complete the survey with an assigned number of adults; provide a deadline when surveys should be completed.
After students have had a chance to give the survey, discuss the results. What are the similarities between adult and student reactions to the images? Is it possible to sharpen the definition of what the flag means to Americans in general or were reactions mostly individual? Recommended reading from "Our Flag" U.
Government for Kids , a link from Internet Public Library. Skip to main content. Lesson Plan. Photo caption. Library of Congress. In what ways do the lyrics of "The Star-Spangled Banner" reflect actual events? What evidence do we have of its popularity? Lesson Plan Details Preparation. Review each lesson in this unit and select appropriate archival materials to use in class discussions—particularly for Lesson 3. Bookmark them, if possible; download and print out the selected documents and duplicate copies as necessary for student viewing.
Obtain background information on the Star-Spangled Banner from The Star-Spangled Banner web feature from the Smithsonian Museum of American History If desired, familiarize the students with the following vocabulary words before beginning this unit: anthem, banner, patriotism, preservation, spangled, stars and stripes, and symbol.
The materials list in "The Star-Spangled Banner in Pictures and Words" identifies images that require no or very little reading and documents that require reading at varying levels of difficulty. These materials can be assigned to student groups or individuals or simply displayed around the room for everyone to inspect.
The extensive list of images and documents allows flexibility in adapting the lesson to a particular class. One group, for example, may be more interested in or comfortable with the documents than another. For "What Does It Mean? Independent students can create an annotated anthem on their own. For a whole-class version of Lesson 5, prepare a large copy of the first stanza of the Star-Spangled Banner on a series of sheets of large paper.
Select excerpts that will allow for illustration using the documents from "The Star-Spangled Banner in Pictures and Words", or student-created images. Leave sufficient space to illustrate each excerpt with the images the class chooses or creates. Check with your local VFW Post.
For "What Does the Flag Mean? In addition, students who will give the survey at home will need copies of the images. These days, the year-old song has exposed a fault line between those who see the anthem and flag as ideals beyond reproach and others who believe patriotism is contingent on how a country treats its citizens. In return, the teams promised organized displays of national pride including the honoring of members of the armed forces, surprise military homecomings and on-field color guard and reenlistment ceremonies.
Stick to sports? Good luck. Just four years after his triumph, he died of unknown causes. He was The big banner passed to his widow, Louisa Hughes Armistead, and became known as her "precious relic" in the local press. She apparently kept it within the Baltimore city limits but lent it out for at least five patriotic celebrations, thereby helping to lift a locally revered artifact into the national consciousness.
On the most memorable of those occasions, the flag was displayed at Fort McHenry with George Washington's campaign tent and other patriotic memorabilia when Revolutionary War hero the Marquis de Lafayette visited in October When Louisa Armistead died in , she left the flag to her daughter, Georgiana Armistead Appleton, just as a new war broke out. That conflict, the bloodiest in America's history, brought new attention to the flag, which became a symbol of the momentous struggle between North and South.
The rebels know that, as surely as the sun rises, the honor of the country's flag will presently be vindicated. In Baltimore, a Union city seething with Confederate sympathizers, Major Armistead's grandson and namesake, George Armistead Appleton, was arrested attempting to join the rebellion.
He was imprisoned in Fort McHenry. His mother, Georgiana Armistead Appleton, found herself in the ironic position of decrying her son's arrest and pulling for the South, while clinging to the Star-Spangled Banner, by then the North's most potent icon. She had been entrusted to protect it, she said, "and a jealous and perhaps selfish love made me guard my treasure with watchful care. Like other Armisteads, Georgiana Appleton found the flag both a source of pride and a burden.
As often happens in families, her inheritance generated hard feelings within the clan. Her brother, Christopher Hughes Armistead, a tobacco merchant, thought the flag should have come to him and exchanged angry words with his sister over it. With evident satisfaction, she recalled that he was "forced to give it up to me and with me it has remained ever since, loved and venerated.
With the end of the Civil War and the approach of the nation's centennial in , Georgiana Appleton was pressed by visitors who wanted to see the flag and by patriots wishing to borrow it for ceremonies.
She obliged as many of them as she thought reasonable, even allowing some to snip fragments from the banner as souvenirs. Just how many became obvious in , when the flag was photographed for the first time, hanging from a third-floor window at the Boston Navy Yard.
It was a sad sight. Red stripes had split from their seams, drooping away from white ones; much of the bunting appeared to be threadbare; the banner was riddled with holes, from wear and tear, insect damage—and perhaps combat; a star was gone from the canton.
The rectangular flag that Mary Pickersgill had delivered to Fort McHenry was now almost square, having lost about eight feet of material. Thomassen-Krauss suggests that this banner's fly end, the part that flies free, was probably in tatters when the Armistead family took possession of it. By the time it reached Boston for its photo op, the ragged end had been trimmed and bound with thread to contain further deterioration. According to Thomassen-Krauss, fly end remnants were likely used to patch more than 30 other parts of the flag.
Other trimmings were probably the source for most of the souvenirs the Armisteads handed out. It was "cut out for some official person," Georgiana wrote, though she never named the recipient. The photograph reveals another telling detail: the presence of a prominent red chevron stitched into the sixth stripe from the bottom.
The voluble Georgiana Appleton never explained it. But historians have suggested it might have been a monogram—in the form of the letter "A" from which the cross-bar has been dropped or was never pieced in, placed there to signify the Armisteads' strong sense of ownership. That familial pride burned bright in Georgiana Appleton, who fretted over the banner's well-being even as she lent it out, snipped pieces from it and grew old along with a family relic that had come into being only four years before she did.
She lamented that it was "just fading away. When she died at age 60 in , she left the flag to a son, Eben Appleton. Like family members before him, Eben Appleton—33 at the time he took possession of the flag—felt a keen responsibility to safeguard what, by then, had become a national treasure, much in demand for patriotic celebrations.
Aware of its fragile state, he was reluctant to part with it. Indeed, it would appear that he lent it out only once, when the flag made its last public appearance of the 19th century, appropriately enough in Baltimore. The occasion was the city's sesquicentennial, celebrated October 13, Performing Arts.
In , the parade replaced live animals with helium balloons designed by puppeteer Tony Sarg. Social History. Quirky History. When humans stopped being nomadic, we could no longer walk away from our waste.
A collection of our recent stories in celebration of American Indian Heritage Month. Recent Posts E.
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