Creating Personal Flags: Symbols of Citizenship
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we create our own flags that represent the values, identity, and beliefs of our community just like the US flag does for its citizens?Essential Questions
Supporting questions that break down major concepts.- What do flags symbolize and why are they important to people and communities?
- How can we use symbols, shapes, and colors to represent ideas and values?
- What can we learn about our community and the people in it through the study of flags?
- How do the roles and characteristics of leaders influence the community and its symbols?
- In what ways can we use art and design to express our identity and values?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will understand the significance of flags as symbols and what they represent for different communities.
- Students will develop skills in collaborative conversation and active listening to gather diverse perspectives.
- Students will create a flag that encapsulates their understanding of their community's values and identity.
- Students will deliver a presentation explaining the symbolism behind their designed flag.
- Students will learn about the roles and characteristics of community leaders and how these influence community symbols.
Common Core English Language Arts
C3 Framework for Social Studies State Standards
Entry Events
Events that will be used to introduce the project to studentsVirtual World Flag Tour
Take students on a virtual tour of world flags through an interactive presentation that highlights the diversity and uniqueness of flags. Partner with a multicultural center or use digital resources to guide students through the symbolism of flags across different countries, sparking interest in global perspectives.Design Challenge Kickoff
Host a design challenge where students, in teams, create quick prototypes of new flag designs using craft materials. Encourage them to think about the symbols that represent their own identity and community values. This hands-on event sets the stage for deeper exploration and personalizes the learning experience.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Flag Exploration Adventure
Students embark on a journey to explore various global flags, learning about the symbolism and significance behind their designs. This activity sets the foundation for understanding how flags represent communities and values.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA discussion board or journal entry where students record their impressions and what they've learned about flag symbolism.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.2.1 by engaging students in collaborative conversations about flag symbolism. Also initiates alignment with D2.Civ.10.K-2 by understanding community perspectives.Symbolism Scavenger Hunt
Students participate in a scavenger hunt activity where they identify and analyze symbols, shapes, and colors that could represent their community. This helps cultivate their understanding of how to use visual elements effectively in flag design.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA class chart or collage displaying the collected symbols and their meanings, which can be referenced during flag design.Alignment
How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.SL.2.2 as students gather and discuss information from different resources. Builds upon understanding roles and perspectives in D2.Civ.2.K-2.Flag Design Studio
In this hands-on activity, students design their own flags using the knowledge gathered from previous activities. They incorporate meaningful symbols and colors that reflect their community's values and identity.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA prototype of a flag designed by each student or group, representing their community's values and identity.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.2.1 and D2.Civ.2.K-2 as students collaboratively create symbols representing community values.Community Flag Presentation
Each student presents their flag design to the class, explaining the symbolism and choices they made, fostering public speaking and active listening skills.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA class presentation session with students sharing their flag designs and the stories behind them.Alignment
How this activity aligns with the learning objectives & standardsCorrelates with CCSS.ELA-LITERACY.SL.2.4 through delivery of presentations and engagement in focused discussions. Reinforces D2.Civ.10.K-2 by comparing perspectives.Virtual Leadership Showcase
This activity incorporates watching pre-recorded videos of local leaders, such as mayors, discussing their roles and how symbolism plays into the governance and identity of their community.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA reflective report or journal entry summarizing what students learned from the video presentations about community leaders and values.Alignment
How this activity aligns with the learning objectives & standardsSupports D2.Civ.2.K-2 and D2.Civ.3.K-2 by providing exposure to leadership roles, actions, and symbolic influences through multimedia learning.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioCommunity Flag Design and Presentation Rubric
Symbol Understanding and Use
Evaluates students' grasp of what symbols represent and their ability to incorporate these symbols into their flag design meaningfully.Symbol Comprehension
Measures how well students understand and explain the meaning behind the symbols, shapes, and colors used in their flag designs.
Exemplary
4 PointsThe student demonstrates an in-depth understanding of symbol meanings and creatively integrates them into the flag design with clear relevance to community values.
Proficient
3 PointsThe student shows a clear understanding of symbol meanings and effectively integrates them into the flag design related to community values.
Developing
2 PointsThe student has a basic understanding of symbol meanings and attempts to integrate some into the flag design, though connections to community values may be weak.
Beginning
1 PointsThe student shows limited understanding of symbols, with minimal integration into the flag design, lacking clear connections to community values.
Creative Design Application
Assesses the student's creativity and skill in designing a flag that effectively uses symbols, shapes, and colors.
Exemplary
4 PointsThe student demonstrates exceptional creativity, with a highly cohesive and visually striking flag design that powerfully represents community identity.
Proficient
3 PointsThe student applies creative thinking, resulting in a cohesive and appealing flag design that adequately represents community identity.
Developing
2 PointsThe student attempts creative application with some elements of cohesion, though the overall design perhaps lacks clarity or effectiveness in conveying identity.
Beginning
1 PointsThe student's flag design shows minimal creativity and lacks cohesion, failing to effectively convey community identity.
Presentation Skills
Evaluates the student's ability to clearly and effectively present their flag's symbolism and engage in discussions.Clarity and Focus
Assesses how well the student maintains focus on the topic and articulates their flag design's symbolism during presentation.
Exemplary
4 PointsThe student presents fluently, with a strong focus on the topic, providing comprehensive explanations of design choices and symbolism with clear articulation.
Proficient
3 PointsThe student clearly explains their design choices and symbolism, with generally focused and coherent presentation delivery.
Developing
2 PointsThe student attempts to explain design choices and symbolism but may lack focus or clarity, resulting in a somewhat disjointed presentation.
Beginning
1 PointsThe student struggles to articulate design choices and symbolism, with an unfocused or incomplete presentation.
Engagement and Feedback
Measures the student's ability to engage with peers and respond to audience questions or feedback during presentations.
Exemplary
4 PointsThe student actively engages with the audience, thoughtfully responding to questions and feedback, demonstrating insightful reflections that enhance understanding of their flag design.
Proficient
3 PointsThe student engages well with the audience, providing relevant answers to questions and feedback, showing understanding of their flag design.
Developing
2 PointsThe student attempts to engage with the audience but offers limited responses to questions or feedback, suggesting a partial understanding of their design.
Beginning
1 PointsThe student shows minimal engagement with the audience and struggles to respond appropriately to questions or feedback.
Collaborative Skills
Assesses the student's ability to work with others during discussions and activities related to flag design.Teamwork and Contribution
Evaluates how the student contributes to group activities and collaborates with peers during the flag design process.
Exemplary
4 PointsThe student consistently takes initiative in group settings, facilitating discussions and contributing valuable insights to the flag design process.
Proficient
3 PointsThe student actively participates in group activities, providing useful contributions and engaging in effective teamwork.
Developing
2 PointsThe student participates in group activities with variable engagement, occasionally contributing but may require encouragement to actively participate.
Beginning
1 PointsThe student rarely participates in group discussions or activities and provides minimal contributions to the flag design process.