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FFFuuullllll DDDaaayyy FFFiiieeelllddd TTTrrriiippp
EEExxxpppeeerrriiieeennnccceee
CCCuuurrrrrriiicccuuullluuummm
BBBooooookkkllleeettt
M. Adams 2014
2
Thanks for booking Historic Philadelphia, Inc.’s Full Day Field Trip Experience. Historic
Philadelphia, Inc. (HPI) is a non-profit dedicated to making American history relevant and real
through interpretation, interaction, and education. This curriculum booklet is part of that effort.
This book has lesson materials that supplement the Full Day Field Trip Experience. Materials
are available for the Betsy Ross House, Once Upon A Nation Story Stroll, and Liberty 360.
They can be used before or after the trip to enhance the educational value of the experience.
Most of the materials are readings, writing prompts, and worksheets that can be used on their
own with little or no prep work. A longer unit, How to Become a Storyteller, is included in
the Story Stroll section of the book.
When combined with the on-site learning during the Full Day Field Trip Experience, this
booklet meets Common Core and other national standards for English Language Arts, Math,
and the Social Studies. Our goal is to make American history as meaningful for you and your
students as possible. If something in this book needs explanation or if something else would be
helpful please let the HPI education staff know. We will be happy to offer assistance!
Thanks, again, for booking the Full Day Field Trip Experience with HPI! We are looking
forward to your visit!
Regards,
Mike Adams
Education Coordinator
Historic Philadelphia, Inc.
3
Acknowledgements
In 2012, Historic Philadelphia, Inc. (HPI)—a non-profit dedicated to making American history
relevant and real through interaction, interpretation, and education—launched its Full Day Field
Trip Experience to meet the needs of teachers and their students. Since then, the program has
provided exciting, engaging learning opportunities for over 9,000 students from more than 120
schools throughout the mid-Atlantic region and beyond. This booklet was created to enhance the
educational value of the on-site learning in the field trip program.
We would like to thank the many individuals who contributed their time, effort, and expertise in
the fields of history and education during the creation of the field trip program and throughout
the process of revising this third edition of the Full Day Field Trip Experience Curriculum
Booklet. Sincere thanks are offered to Sandy Lloyd, Lorna Howley, Jeff Miller, Kim Staub, Art
Ryan, Alison English, Logan Ackerley, and the many Storytellers, Field Trip Facilitators, and
Visitor Experience Team members who have made this program a success.
With great appreciation,
Mike Adams
Education Coordinator
Historic Philadelphia, Inc.
4
Contents
Betsy Ross House Materials 5 Basic Facts about Betsy Ross 6
Betsy Ross Timeline Activity 8
The Betsy Ross Controversy 9
“History of Betsy Ross” (reading and questions) 11
“American Flags in the 1700s” (reading and questions) 14
“Charles Henry Weisgerber” (reading and questions) 16
“How and Why the Betsy Ross Was Saved” (reading and questions) 18
Betsy Ross Math* 21
*Multiplication and Division, Prime and Composite Numbers, Writing and Ordering Fractions,
Multiplying and Dividing Fractions
Once Upon A Nation Story Stroll Materials 27 “How to Become a Storyteller” Unit 28
William Penn and Religious Tolerance (writing prompt) 39
Francis Daymon and Changing History (writing prompt) 40
The Second Bank and Authority Figures (writing prompt) 41
The Grimké Sisters and Speaking Out for Others (writing prompt) 42
Liberty 360 Materials 43 What Are They (matching worksheet) 44
Turkey vs. Eagle (reading/writing activity) 45
Create a Symbol 47
Star Spangled Banner (primary document/writing prompt) 48
“Proclaim Liberty” (Liberty Bell information) 49
Liberty 360 Math 52
*Unit Conversion, Fractions and Decimals, Powers of Ten
Additional Materials 55 A. Frequently Asked Questions 56
B. Curricular Standards (national standards and Common Core) 60
C. References 70
D. Education Department Contact Information 72
5
Lesson Materials Inspired by the
6
Basic Facts about Betsy Ross
Betsy Griscom—Childhood
Born Elizabeth Griscom in New Jersey on January 1, 1752, the 8th of 17 children.
When she was about three years old, Betsy and her Quaker family moved to a large
home on 4th and Arch Streets in Philadelphia.
As a teen, she apprenticed at John Webster’s upholstery shop near 2nd and Chestnut.
Betsy and John Ross
John Ross was also an apprentice to Webster.
John Ross was the son of Aeneas Ross, the assistant rector of Christ Church.
Betsy and John eloped in November of 1773.
Betsy’s family and the Quakers did not approve of Betsy marrying outside of her faith.
She was disowned by her family and read out of meeting (which meant she could no
longer be a member of her Quaker meeting).
She attended church services with her husband at Christ Church.
Betsy and John ran an upholstery shop together on Chestnut Street. Benjamin Franklin
and Benjamin Chew were among their customers.
John Ross served with the Pennsylvania militia, guarding guns and ammunition.
John Ross died at home and was buried at Christ Church on January 21, 1776.
Betsy and Joseph Ashburn
Betsy and Joseph Ashburn married at Old Swede’s Church on June 15, 1777.
Betsy made musket cartridges for the Continental Army in the winter of 1777/78.
Betsy and Joseph had two daughters together, Zillah and Eliza. Zillah died as an infant.
Captain Joseph Ashburn and his crew were captured by the British and taken to Old
Mill Prison in England.
Joseph died from an unknown illness while at Old Mill Prison.
Betsy and John Claypoole
John was captured by the British and imprisoned with Ashburn in Old Mill Prison
Claypoole was released from prison on June 22, 1782.
Upon his return, Claypoole visited Betsy to tell her the news of her husband’s death.
John and Betsy were married on May 8, 1783 at Christ Church.
In 1784, John and Betsy joined the Free or “Fighting” Quakers and worshipped at the
Meetinghouse that is still standing on 5th and Arch.
Betsy taught the upholstery trade to John and they continued the business together.
The Claypooles did upholstery work for the state government in Independence Hall.
Betsy and John had five daughters: Clarissa Sidney, Susanna, Rachel, Jane, and Harriet.
Harriet died as a child.
7
Betsy Ross—Flag maker
Betsy’s story was first told publicly by her grandson, William Canby, at the Historical
Society of Pennsylvania in 1870.
Canby, as well as Betsy’s daughters, granddaughters, and a niece, signed sworn affidavits
stating that they heard the story of the making of the first flag from Betsy’s own mouth.
In 1776, three men—George Washington, Robert Morris, and George Ross, visited Betsy
Ross in her upholstery shop. These three men made up the “Flag Committee.”
Washington showed Betsy a sketch of a flag with thirteen red and white stripes and
thirteen six pointed stars.
George Washington asked if Betsy could make a flag. Betsy responded: “I do not know,
but I will try.” This line was used in the sworn statements of many of Betsy’s family
members, suggesting that it is a direct quote from Betsy.
Betsy suggested changing the stars to five points rather than six because it would be faster
to sew. She showed them how to do it with just one snip of her scissors. They agreed to
change the design to have stars with five points.
George Ross was the uncle of Betsy’s late husband, John.
The first flag was probably used in battle and did not survive.
On May 29th, 1777, Betsy Ross was paid a large sum of money from the State Navy
Board for making flags.
On June 14th, 1777, Congress adopted the Stars and Stripes as our official national flag.
Betsy continued to make flags. From 1817-1828, Betsy and her daughter Clarissa were in
the upholstery and flag-making business together. Together, they made hundreds of flags
for the government.
Betsy Ross House and Courtyard
The front of the house was built around 1740 and the later addition on the back was
built sometime before 1760.
Betsy Ross lived in the house from about 1776-1779.
The offices were built in 1937, the gift shop in 1965.
The fountain was installed in the courtyard in 1974. The sculptor, Henry Mitchell, was
famed for his ability to sculpt small animals. The cats have no real significance to Betsy
Ross or the House.
The 19th century owners of the home added a large storefront window, removed the
front staircase, removed fireplaces, and made other 19th century renovations.
The house was restored in 1937 with a $25,000 contribution from A. Atwater Kent and
the architectural design of Richardson Brognard Okie.
Okie saved all of the old boards, nails, and architectural elements wherever possible.
Where these elements could not be salvaged, he replaced them with pieces from
demolished Colonial homes.
Betsy and John Claypoole were buried in the courtyard in 1976. They were originally
laid to rest in a Quaker cemetery on Fifth and Locust Streets, then at Mount Moriah
Cemetery in southwest Philadelphia, and finally, in the courtyard.
8
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9
The Betsy Ross Controversy
Betsy’s story came out in 1870 when her grandson, William Canby, made a speech to the
Historical Society of Pennsylvania. How can we trust him?
William Canby, along with Sophia B. Hildebrandt (Betsy’s granddaughter), Rachel
Fletcher (Betsy’s daughter), and Margaret Donaldson Boggs (Betsy’s niece), all gave
affidavits stating that Betsy Ross had told them the story of General Washington and the
Flag Committee visiting her upholstery shop. The affidavits are virtually identical in their
recollection Betsy’s story.1
This type of history is called “oral history.” Many cultures, including American Indians,
rely on oral history to pass important stories of their culture’s history from grandparents
to grandchildren, generation after generation. More and more historians are seeing the
value of oral histories as unique perspectives on the past.
How can we trust that Betsy Ross was telling the truth when she told her family the story?
According to her family, Betsy Ross received a visit from the Flag Committee in late May
1776. Though General Washington was away commanding the army at the time, he
made a special trip to Philadelphia from May 23 – June 5, 1776 to pick up military
supplies.2 Betsy got the date right.
If Betsy Ross made the first flag, why was she not famous during her lifetime?
At the time, flags were not revered like they are today. The flag was not a symbol of
liberty or patriotism; it was simply a military supply like a tent or a uniform. Betsy Ross
told her children and grandchildren the legendary story not because she had made the
first flag, which was probably somewhat insignificant in her mind, but because she had
met General George Washington, a great man who would later become the first
President of the United States.
Why did Washington choose Betsy Ross for the special honor of making the Nation’s first flag?
Washington didn’t choose Betsy for the special honor of making the Nation’s first flag
because there was no special honor. The flag was just another military supply. He could
just have easily asked her to make tents for the army, and asked a different upholsterer to
make the flag.
Deciding to conduct business with Betsy Ross would have been an easy one. George Ross,
a member of Washington’s Flag Committee who was actively involved in defending the
Delaware River from British invasion, was her uncle by marriage. George Ross knew that 1 View the affidavits online http://www.ushistory.org/betsy/flagaffs.html
2 Miller, Marla, Betsy Ross and the Making of America, p. 174.
10
Betsy had been recently widowed, and may have suggested helping the struggling young
upholsterer.
Is there any hard evidence to support the claim that Betsy Ross made the first flag?
Yes. Aside from strong circumstantial evidence,, there are also the minutes from the Navy
Board from May 1777 that clearly state that Betsy Ross was paid for making a flag: “An
order on William Webb to Elizabeth [Betsy] Ross, for fourteen pounds, twelve shillings,
two pence for making ship’s colours [flag], &c, put into Richards store.”3 This is the earliest
receipt for a flag on record.
Fourteen pounds was an enormous sum of money for the time. This means that either
Betsy made one very large flag, or that she made many small ones. The receipt from the
Navy Board is not specific.
About one month after Betsy Ross was paid, Congress passed the flag resolution on June
14, 1777: “Resolved, That the flag of the United States be thirteen stripes, alternate red and
white; that the union be thirteen stars, white in a blue field, representing a new
constellation.”4
Did Betsy make any other flags?
Yes. Betsy made flags, many of which were government contracts, for over 50 years with
the help of daughter Clarissa. For example, in 1811, Betsy made over 50 garrison flags for
the U.S. Arsenal on the Schuylkill River.5
3Navy Board minutes, May 1777, Pennsylvania State Archives, Harrisburg
4 Journals of the Continental Congress, Marine Committee, 14 June 1777, Library of Congress, Washington DC
5 “List of Camp Equipage & Tools Required in the Southern District,” 28 January 1811, Tench Coxe Papers, Historical Society of
Pennsylvania.
11
History of Betsy Ross
On January 1, 1752, Elizabeth Griscom, familiarly called Betsy, was the eighth of 17 children born
into the Quaker family of Samuel and Rebecca Griscom.
Samuel, a successful carpenter, moved his large family from their farmhouse in New Jersey to the
growing city of Philadelphia when Betsy was about three years old. They eventually settled into a large
home on 4th and Arch streets.
Although Betsy is often referred to as a seamstress, she was actually a trained upholsterer. After
completing her formal education at a school for Quaker children, Betsy went on to apprentice to John
Webster, a talented and popular Philadelphia upholsterer. She spent several years under Webster,
learning to make and repair curtains, bedcovers, tablecloths, rugs, umbrellas and Venetian blinds, as
well as working on other projects that involved sewing.
While apprenticing to Webster, Betsy
met and fell in love with a fellow
apprentice named John Ross, an
Anglican and son of the Assistant
Rector of Christ Church. Being
devout Quakers, Betsy’s family did
not approve of her relationship with
John. Marrying outside of the faith
was an offense worthy of expulsion
from the Quaker community.
Nevertheless, on November 4, 1773,
Betsy and John fled across the
Delaware River to Hugg’s Tavern in
Gloucester, New Jersey where they
married without the blessing of her
family and fellow Quakers.
Despite the loss of family connection, the newlyweds prospered, soon opening their own upholstery
business in a rented house on Philadelphia’s Chestnut Street, in the heart of a bustling section of
Philadelphia now known as Old City.
They were married for just over two years when their union was tragically cut short by the American
Revolution. John Ross, a member of the local militia, passed away, leaving Betsy a childless widow at
the age of 24. Betsy continued to run her upholstery business, making extra income by mending
uniforms and making tents, blankets, cartridges, and, of course, flags for the Continental army.
On June 15, 1777, Betsy married her second husband, Joseph Ashburn. Joseph was a mariner and
was often at sea, leaving Betsy, a new mother, alone in Philadelphia. The sea was a dangerous place
during the Revolution; in 1780 a British war ship captured Joseph’s ship. The crew was charged with
treason and taken to Old Mill Prison in Plymouth, England. While Ashburn was imprisoned at Old
12
Mill, his and Betsy’s first daughter, Zillah, died at only nine months old and their second daughter,
Eliza was born.
Later, in 1782, still grieving from the death of her first child, Betsy was visited by an old acquaintance
named John Claypoole. He was a fellow prisoner and close friend of Joseph Ashburn. John was there
to bring Betsy the news of her second husband’s death. At the age of 30, Betsy was once again a
widow.
John Claypoole and Betsy rekindled their old friendship and were married on May 8, 1783. A year
later, Betsy returned to her Quaker roots when she and her husband joined the Society of Free
Quakers—a sect, unlike the pacifist traditional Quakers, that supported America’s fight for freedom
from British rule.
With John Claypoole, Betsy was finally able to enjoy a lengthy marriage. But, this 34-year relationship
was not without its struggles. The couple had five more daughters together, but only four of them lived
to maturity. In 1793, Betsy’s mother, father, and sister died within days of each other from the yellow
fever, leaving Betsy to raise her niece. In 1812, Betsy and John’s young, widowed daughter Clarissa
moved into their home with her five young children and a sixth on the way. Once again, Betsy had a
full house of children to care for. But the children were not the only members of the household who
needed Betsy’s attention. For nearly 20 years, John Claypoole was disabled as a result of his earlier war
injuries. He died from a lengthy illness in 1817.
Betsy continued her upholstery and flag-making business with the help of her daughter Clarissa. After
over fifty years in her trade, she retired at the age of 76 and left the city to live on her daughter
Susanna’s farm in the remote suburb of Abington. According to her descendants, although her vision
was failing rapidly, Betsy continued to take the long carriage ride to the Free Quaker Meetinghouse in
the city every week
By 1833 Betsy was completely blind. She spent the last three years of her life living with her daughter
Jane’s family on Cherry Street in Philadelphia. With family present, Betsy Ross died peacefully in her
sleep on January 30, 1836. She was 84 years old.
13
“History of Betsy Ross” Questions
1. Betsy Ross was a trained upholsterer, meaning she made what kinds of things?
A. Dresses, shirts, hats, and gloves
B. Curtain, bedcovers, tablecloths, and rugs
C. Plates, cups, bowls, and platters
D. Tools, horseshoes, nails, and swords
2. What things did Betsy make for the Continental Army to increase her income?
A. Cartridges
B. Blankets
C. Tents
D. All of the above
3. Betsy Ross joined the Free Quakers. What made Free Quakers different from traditional
Quakers?
A. Free Quakers could support American’s fight for freedom from Great Britain
B. Free Quakers could vote in presidential elections
C. Free Quakers could not serve as members of the Continental Congress
D. Free Quakers could not be put in prison
4. Overall, do you think Betsy Ross had an easy life or a difficult life? Provide three examples to
support your opinion.
14
American Flags in the 1700s
Today, we think of the flag of the United States of America as a symbol of our county and
patriotic spirit. It is more than red, white, and blue cloth sewn together; it represents our nation,
our history, and what we stand for. We treat the flag with respect and have special rules and
procedures for hanging and displaying it. In the late 1700s—when Betsy Ross started making flags
for our new nation—the American flag did not carry these symbolic meanings.
Flags served useful military purposes—they helped
military leaders identify troops or ships as friend or
foe from far away. Flags could also help direct armies
and navies during smoke-filled battles on land or at
sea—much like the way traffic lights today tell drivers
when to stop or go. If major intersections would be
dangerous without traffic lights imagine how much
more dangerous a battlefield would be if there was no
way to tell armies where to go. Without flags,
commanders could lose track of their armies during
battle and lives (and wars) could be lost. Flags, like
the ones Betsy Ross sewed for the Continental Army,
played a big part in the outcomes of battles during the
American Revolution.
At the beginning of the American Revolution, each of
the 13 states used their own versions of flags to
represent themselves. Some flags had pine trees on
them, others had snakes, and some even used parts of
the British flag in their own designs. There was no
such thing as an American flag that represented all the states. This could make it confusing for
American commanders who needed to know where their soldiers were on the battlefield.
As the war went on, the Second Continental Congress—who represented the citizens of the 13
states—decided they needed a single design for a flag. On June 14, 1777, Congress passed the
“Flag Resolution” that stated:
“Resolved, That the flag of the United States be thirteen stripes, alternate red and white;
that the union be thirteen stars, white in a blue field, representing a new Constellation.”
This was the official birth of the American flag. But it still took many years for the flag to serve as
a symbol, around the world, of everything America has done and all that America stands for.
This is quite a change from the days when Betsy Ross made flags as tools for the military.
15
“American Flags in the 1700s” Questions
1. What was the main use of American flags in the 1700s?
A. Showing patriotism
B. For displays on homes and storefronts
C. Identifying our armies and navies
D. Representing America’s history
2. What does foe mean in the second paragraph?
A. Ally
B. Enemy
C. Supporter
D. Partner
3. What filled battlefields in the 1700s that could make it hard for military commanders to find
their soldiers?
A. Smoke
B. Mud
C. Fire
D. Fog
4. What is the symbolic meaning of “new Constellation” in the “Flag Resolution”?
A. Americans’ love of astronomy
B. Creation of a new shape
C. Union with Great Britain
D. The new nation (America)
5. How important were flags as military supplies in the 1700s?
6. How important were flag makers, like Betsy Ross, to America’s ability to win Independence
from Great Britain?
16
Charles Henry Weisgerber (1856-1932)
Charles Henry Weisgerber, the founder of the Betsy Ross House
museum, was born June 15, 1856, in New York City. His parents
were Carl and Augusta Weisgerber, who had recently moved to
the United States from Germany. He and his family moved to
Philadelphia in the 1860s.
When he grew up, Weisgerber wanted to be an artist. In 1888,
he traveled to France to study at the Paris Conservatory of Art.
When he returned to Philadelphia, he learned of a competition to
paint an historic scene from Pennsylvania history. While walking
through the city looking for inspiration he came across Mund’s
Tavern on Arch Street in Philadelphia. In the window was a sign
that read “First Flag of the US Made in this House.” Weisgerber
went inside to inquire about the sign and learned the story of
Betsy Ross and the American flag; he found the inspiration for his
painting.
Weisgerber began work on a large (9 feet by 12 feet) painting called Birth of Our Nation’s Flag.
It won the contest, and was displayed in the Pennsylvania Room of the 1893 Columbian
Exposition in Chicago. While at the Exposition—a giant fair—Weisgerber’s painting was seen by
millions of people.
Charles H. Weisgerber married his wife Sarah, in 1893. Their first child, Augusta, was born in
1895.
In 1898, Weisgerber moved with his family into the Betsy Ross House. The first floor of the
house was open to visitors and the Weisgerber family lived in the upper two floors with his family.
The house had been purchased by the “American Flag House and Betsy Ross Memorial
Association.” This organization ran the Betsy Ross House in its early years as a museum.
Weisgerber was the organization’s Executive Secretary.
In 1902, the Weisgerbers had a son, Charles Vexil Domus. “Vexil Domus” means Flag House in
Latin.
Weisgerber was baptized, as an adult, at Christ Church on April 3, 1915. Charles Weisgerber
lived at the Betsy Ross House and served as Executive Secretary of the American Flag House and
Betsy Ross Memorial Association until his death, on March 13, 1932. Weisgerber was such a
respected citizen that the Mayor of Philadelphia, J. Hampton Moore, and the former Mayor,
Harry Mackey, attended his funeral. The millions who have visited the Betsy Ross House and
learned the story of the first American flag and the woman who sewed it owe great thanks to
Charles Weisgerber.
17
“Charles Henry Weisgerber (1856-1932)” Questions
1. Charles Weisgerber was the founder of what museum?
A. Philadelphia Museum of Art
B. Independence Hall
C. Powel House
D. Betsy Ross House
2. What does inquire mean in the second paragraph?
A. Argue
B. Complain
C. Ask
D. Make insults
3. What was the name of the painting by Charles Weisgerber that won a competition in 1893?
A. Betsy Ross and the Flag B. Birth of Our Nation’s Flag
C. Thirteen Stars and Stripes D. Columbian Exposition
4. What is the main point of the biography?
A. Charles Weisgerber was an excellent artist
B. Charles Weisgerber dedicated much of his life to the Betsy Ross House
C. Vexil Domus is Latin for Flag House
D. Charles Weisgerber did not have a large family
5. Describe a time when you looked for and found inspiration for a project.
18
How and Why the Betsy Ross House Was Saved
The house at 239 Arch Street in Philadelphia, known at the Betsy Ross House, was built
sometime around 1740. A rear addition to the house was added around 1760. During the time
Betsy Ross lived there and began making flags, the property was owned by Widow Hannah
Lithgow. Betsy probably only rented two rooms—a shop and bedroom—for her use from 1776 to
1779. When Betsy Ross left the house in 1779, no one
realized its significance. America was still at war with England
and no one knew about the flag made within the house’s walls.
The structure was both a place of business and a residence for
numerous shopkeepers and artisans for over 150 years. The
front room on the first floor served as the workshop and
showroom, while the business owner and his or her family
lived in the rest of the house. By the late 1850s, the house was
home to a tailor shop, and in the 1870s the Mund Family
transformed the home into a Tavern and cigar store.
When Betsy Ross’ story first became public in the 1870s, the
house took on historical significance. By 1876, the building
was generally recognized as the place where Betsy Ross lived
when she made the first American flag. Several of Betsy Ross’
surviving family members (daughters, grandchildren, and a
niece) said this was the location of the legendary event. The Mund family took advantage of the
house’s history by posting a sign which read: “First Flag of the US Made in this House.” An 1876
advertisement for the Mund’s tavern read: “Original Flag House…this is the house where the first
United States flag was made by Mrs. John (Betsy) Ross.”
By the late 19th Century most of the other
colonial-era buildings that once stood on
Arch Street had been torn down and
replaced with large industrial buildings and
warehouses. People feared that Betsy Ross’
home might also be torn down. If the
building was lost, an important piece of
history would be lost, too. In 1898, a group
of concerned citizens established the
American Flag House and Betsy Ross
Memorial Association to raise the funds to
purchase the house from the Munds,
restore it, and reopen it as a public museum
in honor of Betsy Ross and our first flag.
19
To raise the money to purchase
the house, Charles Weisgerber
and other members of the
American Flag House and Betsy
Ross Memorial Association sold
lifetime memberships to the
organization for 10 cents each.
Donors received membership
certificates imprinted with images
of Birth of Our Nation’s Flag
and the Betsy Ross House and
Betsy Ross’ grave. Individuals
were encouraged to form “clubs”
of thirty members to support the
effort.
The 10-cent subscriptions worked. By 1898, nearly two million dimes were collected—mostly
from school children—and the American Flag House and Betsy Ross Memorial Association and
enough money to purchase the house and open the museum. It was through the efforts of people
like Charles Weisgerber, the American Flag House and Betsy Ross Memorial Association, and
millions of school children that the Betsy Ross House was saved for future generations to learn
the story of the birth of the American flag.
20
“How and Why the Betsy Ross House Was Saved” Questions
1. Which of the following about the Betsy Ross House is true?
A. Betsy Ross lived there her entire life
B. It was as a place of business and a residence for more than 150 years
C. It has always had historical significance
D. Charles Weisgerber was the first person to live there
2. What does numerous mean in the second paragraph?
A. Unskilled
B. Few
C. Wealthy
D. Many
3. What is the legendary event referred to in the third paragraph?
A. The signing of the Declaration of Independence B. George Washington crossing the Delaware River
C. The making of the first American flag D. The Boston Tea Party
4. In your own words, describe why the Betsy Ross House was saved.
5. In your own words, describe how the Betsy Ross House was saved.
21
Betsy Ross Math:
Multiplication and Division
Directions: Betsy Ross used her skills as an upholsterer to make many contributions to the
American cause during and after the Revolution. Complete the multiplication and division
problems below to get an idea of how much work Betsy had to do.
1. Even though it looks like there are 13 stars on the flags that Betsy Ross made, she actually had
to sew stars on both the front and back of each flag for a total of 26 stars per flag. If Betsy had an
order to make 102 flags with 26 stars each, how many stars would Betsy have to sew onto flags?
2. The American Revolution lasted for about 440 weeks. If Betsy Ross worked 72 hours every
week, how many hours did Betsy Ross work during the American Revolution?
3. If, over the course of her flag making career, Betsy Ross made 172 flags for the U.S. Navy and
had to sew 978 stitches per flag, how many stitches did Betsy Ross make when sewing flags for the
Navy?
22
4. If Betsy Ross was completing an order of musket cartridges for the Continental Army and she
had to put 1,440 completed cartridges into boxes of 40 cartridges each, how many boxes would
Betsy Ross have filled?
5. Some upholsterers also made tents for soldiers in the Continental Army. If Betsy Ross sewed
a total of 9,316 stitches making 17 tents, and every tent has the same number of stitches, how
many stitches did Betsy Ross sew for each tent?
6. Betsy Ross had to cut fabric to make the necessary number of stripes to complete an order for
flags. If she needed 13 stripes per flags and cut her fabric into 1,547 stripes, how many flags had
probably been ordered?
23
Betsy Ross Math:
Prime and Composite Numbers
Directions: Read the facts below about Betsy Ross and the American flag. Identify whether the
number in each fact is prime or composite by circling either P (for prime) or C (for composite).
Explain how you know.
1. P or C Over the course of her life, Betsy Ross was married 3 times.
How do you know?
2. P or C The stars Betsy Ross made had 5 points each.
How do you know?
3. P or C The original design of the American flag had 6-pointed stars.
How do you know?
4. P or C The first American flag had 13 stars.
How do you know?
5. P or C Betsy Ross grew up in a family with 17 children.
How do you know?
6. P or C Betsy married John Ross when she was 21 years old.
How do you know?
7. P or C Betsy Ross was 24 years old when she made the first American flag.
How do you know?
8. P or C Betsy was 25 years old when she married Joseph Ashburn.
How do you know?
9. P or C Betsy was 31 years old when she married John Claypoole.
How do you know?
10. P or C Betsy Ross made flags for over 50 years.
How do you know?
Bonus: P or C Betsy Ross’ mother and father died from Yellow Fever in the year 1793.
How do you know?
24
Betsy Ross Math:
Writing and Ordering Fractions
Directions: Write a fraction for each Betsy Ross fact below using the numbers provided. Then,
order the fractions as directed.
7
13
On the American flag, 7 of the 13 stripes are red
Betsy Ross made 5-pointed stars, but the original design for the flag had 6-pointed stars
2 of Betsy Ross’ 3 husbands died during the American Revolution
Order the three fractions above from lowest value to highest value:
Only 5 of Betsy Ross’ 7 daughters survived to adulthood.
On the American flag, 6 of the 13 stripes are white
Growing up, Betsy Ross was 1 of 17 children.
Betsy Ross made flags for about 50 years. She lived for 84 years.
Order the four fractions above from lowest value to
highest value:
25
Betsy Ross Math:
Multiplying and Dividing Fractions
In Betsy Ross’ time dinner often included a meat dish such as stew, roasted chicken, or baked
ham. But there were also side dishes as part of the meal. This often included bread, biscuits, or
muffins such as Apple Cheddar Muffins. Below is a recipe for Apple Cheddar Muffins. This is
not an exact Colonial recipe; but, it can be thought of as an updated version of a Colonial recipe
with flavors and ingredients that someone like Betsy Ross would have known.
Directions: By multiplying and dividing fractions, halve and triple the recipe for Apple Cheddar
Muffins below. Use the blank “recipe cards” on the next page to record your answers.
Apple Cheddar Muffins
Preparation time: 15 minutes
Cooking time: 20-25 minutes
Servings: 12 muffins
Ingredients
1 1
2 cups all-purpose flour
1
2 cup cornmeal
1 1
2 teaspoons baking powder
1
2 teaspoon baking soda
1 teaspoon salt
1 cup coarsely grated cheddar cheese 1
2 cup butter
2
3 cup granulated sugar
2 large eggs
3 apples (peeled, cored, and diced or grated)
Method
1. Preheat oven to 350°F. Grease muffin tin or line it with 12 cupcake papers.
2. In a large mixing bowl, combine the first five (5) ingredients. Add the grated cheddar to
the dry mixture and stir.
3. In a separate bowl, beat the butter and sugar with an electric mixer. Continue beating as
you add the eggs, one at a time.
4. Stir the diced or grated apples into the wet mixture.
5. Add the wet mixture to the dry mixture all at once and stir until the dry ingredients are
moistened.
6. Fill the muffin cups about
2
3 full and bake 20 minutes. Do a toothpick test to be sure
the muffins are done.
26
Apple Cheddar Muffins—Half (1
2 ) Recipe
cups all-purpose flour
cup cornmeal
teaspoons baking powder
teaspoon baking soda
teaspoon salt
cup coarsely grated cheddar cheese
cup butter
cup granulated sugar
large eggs
apples (peeled, cored, and diced or grated)
Apple Cheddar Muffins—Triple (3x) Recipe
cups all-purpose flour
cup cornmeal
teaspoons baking powder
teaspoon baking soda
teaspoon salt
cup coarsely grated cheddar cheese
cup butter
cup granulated sugar
large eggs
apples (peeled, cored, and diced or grated)
27
Lesson Materials Inspired by the
Story Stroll
28
How to Become a Storyteller
(inspired by Historic Philadelphia, Inc.’s Once Upon a Nation Story Stroll and adapted from Patriots, Pirates, Heroes, & Spies: Stories from Historic Philadelphia, Sandy Mackenzie Lloyd, Ed.)
How to Become a Storyteller
Long before stories were written down, they were passed through generations orally—by word of mouth. Even
though the past is generally recorded with the written word, oral history remains an important tool in
understanding people and cultures in specific times and places. American Indian culture places great value on
oral history. The narratives of African American slaves were largely preserved through oral history projects in the
1930s. Even Betsy Ross’ famous flag-making story was passed down through oral history before being recorded
by her grandson in the 1870s. Now it’s your turn to pass history along through storytelling.
Using the following pages you will brainstorm, research, write, and present a story about something you find
interesting, exciting, funny, or powerful in history. Before you visit historic Philadelphia, you will develop your
topic, some ideas, and a rough draft of your story. When you visit historic Philadelphia you will see expert
Storytellers in action and learn some tricks of the trade. Finally, when you get back to the classroom you will fine-
tune, polish, and enhance your story so when you present it to your class it is interesting, engaging, and
meaningful. In short, you will learn How to Become a Storyteller!
What Makes a Story Great?
A great story contains:
An attention-getting beginning (exposition and conflict), an interesting middle (rising action), and a
powerful ending (climax and resolution).
A main character or characters to which people can relate, learn from, or have an emotional
reaction to (protagonist—hero; antagonist—villain).
A central purpose, around which the story revolves (theme, message, or moral).
A great story also:
Engages our senses and imagination. It encourages us to “see” or “smell” or “feel” even if we are
just listening or reading (setting, situation, and climate).
Engages our emotions. A story can make us sad or happy or even laugh out loud.
Often makes us think and ask questions. What would I have done in that situation? What would
it be like to live back then? How is my life similar or different?
Can pass down history or important information. For thousands of years people didn’t write their
history; they told their history from one generation to the next.
Has a moral or message. Does this story offer an important lesson?
Think about a person or event in history that you find interesting. What makes this person or event meaningful
to you? What else do you want to know about this topic? Why would you want to write a story about this specific
topic? If you like this topic, chances are someone else will like it too; and, that can be a great story to start with if
you want to be a great storyteller.
If there is something personal or unique to you, that can make a great story as well. Maybe a story about
something from your life (your personal history) or something from an adult you know and respect. Is there a
story that’s been passed down through your family or community that has an important message and interesting
characters? This story can also be a great starting point!
29
Brainstorm some topics (people, inventions, events, etc.) that you find interesting in history. Maybe it’s something
you learned a little bit about in class but want to know more. Maybe it’s someone or something you saw in the
margins of your textbook that made you want to know the whole story. Maybe it’s an event from your life or the
life of someone you know.
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Which of these topics is the most interesting to you and the one you would most enjoy researching and sharing?
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Do Some Research to Uncover Your Story
A great story needs a central character or characters. A great story needs drama, passion, or humor. A great story
needs a moral or a message. It’s up to you to find out the Who, What, Where, Why, and When about your
topic so your story can be crafted and developed.
Who is/are the main character/characters in your story? What do we know about this person or these
people? Who is the protagonist (hero)? Who is the antagonist (villain)?
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What is the main topic, event, or conflict in your story? What is the rising action (what happens)? What
is the climax (major event when the conflict is dealt with)? What is the falling action (events that lead to
the resolution)?
Conflict: ______________________________________________________________________
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Rising Action: _________________________________________________________________
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Climax: _______________________________________________________________________
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Falling Action: _________________________________________________________________
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Resolution: ___________________________________________________________________
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Where does your story take place (setting, situation, and climate)?
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Why did what happened happen? Why is this story important? Why do you need to tell it and why do
other people need to hear it? (theme, message, moral)
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When does your story take place (setting, situation, and climate)?
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Create an Outline and Rough Draft of Your Story
Great stories always begin as an outline or map—a basic framework that helps the writer (you) organize his or her
thoughts, descriptions, dialogue, and other storytelling elements.
Use the framework below to create a basic “map” of your story.
31
Even
t/D
etai
l #3:
Con
flic
t:
Pro
tagonis
t v
s. A
nta
gonis
t
_____________ v
s. ___
_________
CL
IMA
X:
Tit
le:
Auth
or:
FA
LL
ING
AC
TIO
N
RIS
ING
AC
TIO
N
RE
SO
LU
TIO
N:
TH
EM
E, M
ES
SA
GE
, O
R M
OR
AL
:
EX
PO
SIT
ION
Set
ting:
Sit
uat
ion
/Cli
mat
e:
Char
acte
rs:
Even
t/D
etai
l #2:
Even
t/D
etai
l #1:
Even
t/D
etai
l #1:
Even
t/D
etai
l #2:
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Using the “map” you created, write a ROUGH DRAFT of your story. Try turning the short points and pieces of
information into an engaging, exciting story. Don’t forget to start off with an exciting “hook” to get your listeners’
attention. Add dialogue to bring your character(s) to life. Add details and imagery to help your listeners “see” the
world in which the story takes place. Organize the main events and ideas of your story into a logical order to hold
your listeners’ attention and build their interest. Add drama to the climax and make sure it sets up your story to
tell a strong moral or send a strong message. Find a way to tell your listener how the story resolves—how it ends.
Is it a happy ending? A sad ending? A more complex ending? How can you convey this to your listeners? Use
the space below to write your rough draft. Remember: It doesn’t have to be perfect. This is just a starting point.
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35
Editing and Improving Your Story
Read your story and think about the following:
How does the story start? Will this get your audience’s attention?
____________________________________________________________________________
____________________________________________________________________________
What events move the plot forward? Are these the most important events?
_____________________________________________________________________________
_____________________________________________________________________________
What is the climax of the story? Is this the single most important moment in the story?
____________________________________________________________________________
How does your story end? What is the resolution?
____________________________________________________________________________
Were there things in your story that didn’t contribute to the plot in a meaningful way?
_____________________________________________________________________________
_____________________________________________________________________________
Are there any characters that need more description or emphasis? How will you do this?
____________________________________________________________________________
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Are there any characters that need less description or emphasis?
____________________________________________________________________________
What elements of your story are the most powerful? Why?
_____________________________________________________________________________
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What is the message of your story? What do you want your audience to think and feel?
____________________________________________________________________________
36
Once you’ve made the necessary edits and revisions it’s time to move from being a story writer to
being a storyteller.
Think back to your Historic Philadelphia Field Trip and Story Stroll you went on—about the
performances given by your Storytellers—not the stories themselves.
What three things did you see (or hear) the Storytellers do that you really liked? What parts of the way they told
the stories did you think helped to make the stories more interesting, exciting, engaging, and meaningful?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What two things did you see (or hear) the Storytellers do that didn’t quite work? What did they do that you think
you can do even better? Was anything confusing about the way they told the stories? What will you do instead?
_____________________________________________________________________________
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Now go back through your story. This time you’re not really looking for things to change. You’re looking for
things that make for dramatic moments, funny parts, and major elements of where you’ll have a chance to use the
Storytelling skills you listed above. You might find a part where a certain movement or facial expression or tone
of voice will have a big impact—elements in your story that will make for great acting and engaging storytelling.
Use this space to list the major elements of the story you identified and write brief descriptions of the movements,
actions, facial expressions, tones of voice, accents, or other acting tools that will work well for each element.
Story Element What I’ll Do
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______________________ _______________________________________________________
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37
Practice Storytelling
Using all the notes you just took about how to tell a good story, it’s time to take the next steps towards becoming a
Storyteller. Find a place where you can practice telling your story by yourself with all the great “What I’ll Do”
ideas you came up with in the last section. As you tell your story, think to yourself, “Is this a story I would like to
hear? Is this how I would like someone to tell the story to me?” If you like the way the story sounds, you’re on
the right track. If something doesn’t seem quite right, now’s the time to go back and make changes.
Once you like the way your story sounds and you are comfortable with the way you want to tell it:
Find a partner to practice telling your story in front of someone.
Ask your partner what things were unclear, interesting, boring, etc. How can you improve?
Swap places and let your partner tell their story. Give them constructive criticism, too.
Go back and make any changes to your story or your storytelling.
What adjustments, if any, do you still need to make?
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Then, when you think the story is the best it can be…
Perform the Story
It’s time to take the stage. Close your book. Hide your notes. Tell your story!
You have become a Storyteller!
Remember: A good Storyteller is never afraid to go back and make changes to his or her acting,
the actual story, or anything else that will make the story and the storytelling better.
When you are finished telling your story ask yourself:
Was my story interesting?
What did I like?
Was there anything I didn’t make clear enough?
What would make the story better and more fun to listen to?
38
Then look back at the original story.
Did you forget anything important?
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What changes would make the story better?
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What changes would make the presentation—the storytelling—better?
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Overall, how do you think you did as a Storyteller? What were your favorite and not-so-favorite
parts this process?
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39
William Penn and Religious Tolerance
On the Story Stroll you learned that, as a teenager, William Penn was
kicked out school and his family home because he held religious views that
were different from his father’s and from what was commonly accepted in
England in the 1600s. Penn even went to jail—four times—for speaking out
publicly about what he believed. During one of this prison sentences he
wrote that, “My prison shall be my grave before I will budge a jot; for I owe
my conscience to no mortal man,” meaning that he would rather die in
prison that give up his religious beliefs because someone else told him to.
These experiences are part of what led Penn to establish Pennsylvania as a
place of religious tolerance—the ability to follow the religion you choose and
to worship how your conscience tells you to.
Why is religious tolerance important?
What is another thing people can be tolerant of? Why is this form of tolerance important, too?
40
Francis Daymon and Changing History
On the Story Stroll you learned that Francis Daymon used his ability
to speak French to translate a meeting that helped gain support from
the French government for the American cause at the beginning of
the Revolutionary War. Daymon was a librarian—not an elected
official, military commander, inventor, or explorer. In other words,
he was not the kind of person we usually think of when talking about
people who, “change history,” or, “make a difference in the world.”
What skills, knowledge, or experiences do you have (or think you
might have in the future) that will prepare you to be able to change
history? How can you make the world better by doing what you do
well?
41
The Second Bank and Authority Figures
On the Story Stroll you learned about President Andrew Jackson and his “war”
with the Second Bank of the United States and the bank’s president, Nicholas
Biddle. Specifically, you learned that Andrew Jackson asked his friend, Roger
Taney (“TAW-nee”), to take the government’s money out of the bank, causing
the Second Bank to run short on money and close. This was a major cause of
the instability of the American economy that lasted more than 100 years.
If a friend asked you to do something and you were not sure if that thing was right, would you still
do it? Why or why not?
If an authority figure—someone with more power than you—asked you to do something and you
were not sure if that thing was right, would you still do it? Why or why not?
You also learned that, when Roger Taney agreed to take the government’s money out of the
Second Bank, Andrew Jackson made Taney the Secretary of the Treasury—a powerful position in
the U.S. government. Do you think it is right for a president to ask his or her friends to do favors
in exchange for a position in the government? Why or why not?
42
The Grimké Sisters and Speaking Out for Others
On the Story Stroll you learned about Sarah and Angelina Grimké and
their efforts to fight slavery. In the story you heard, Angelina Grimké
continued to give an anti-slavery speech at
Pennsylvania Hall while an angry mob attacked
the building. She continued to speak out for
what she believed in even when her own safety
was at risk. Perhaps more importantly, she was
speaking out for other peoples’ freedom when she, herself, did not stand
to gain anything.
Would you be willing to speak out for a group of people or a cause even if your safety were at
risk? Why or why not?
Does your answer change based on whether or not you would personally gain something from
speaking out? In other words, is your willingness to speak out for a group of people or causes
based on whether or not you would be personally affected? Why or why not?
43
Lesson Materials Inspired by
44
What Are They?
After learning about the meanings behind the American symbols in Liberty 360, draw lines
connecting each symbol with its meaning.
A symbol to
remind us to be
ever watchful
A gift to show
the friendship
between the
United States
and France
An ancient
symbol of love,
order, and
beauty
Unchanging part
of the flag that
represents the
original 13
states.
A symbol of
“broken”
promises of
liberty and
freedom
Presents our
strength and
courage in the
“international
language”
Part of the flag
that changes
each time we
add a new state
A symbol for the
federal
government,
with images for
war and peace
45
Turkey vs. Eagle
In Liberty 360, you learned that Benjamin Franklin thought the turkey should be
our national bird. Based on the information below, which bird (the turkey or the
eagle) do you think is better to represent America today? Defend your choice using
at least three of the facts provided.
The wild turkey is the only type of poultry
native to North
America
A turkey’s eyes
are located on
opposite sides of its
head, allowing the
animal to see two
objects at once with limited depth
perception.
Turkeys have a strong sense of hearing and
can pinpoint sounds as far as a mile away.
Turkeys range is sizes from 5-10 pounds to
larger turkeys weighing over 40 pounds
Turkeys can fly short distances at speeds up
to 55 miles per hour. They can also reach
speeds of 25 miles per hour on the ground.
Turkeys’ heads change colors when they
become excited.
All species of turkeys are omnivorous (eating
plants and meat). They forage on the
ground, or climb small trees to feed.
Turkeys are also known to occasionally
consume small animals like snakes, frogs,
lizards, and salamanders
Three out of four turkeys don’t survive
beyond the first weeks of life. Turkeys
typically live one or two years. Turkeys
have been known to live 10 years or
longer, but those were rare exceptions.
The bald eagle is the only eagle unique to
North America.
An eagle's average
weight is ten to
fourteen pounds.
Northern birds are
significantly larger
than their southern
relatives.
A bald eagle's lifting power is about 4
pounds. They do not generally feed on
chickens or other domestic livestock, but
they will make use of available food
sources. Bald eagles will eat dead and
decaying flesh.
An eagle's eye is almost as large as a
human's, but its sharpness is at least four
times that of a person with perfect vision.
It's possible for bald eagles in the wild to
live longer than thirty years, but the average
lifespan is fifteen to twenty years.
During level flight, they can achieve speeds
of about 30 to 35 mph.
Both male and female adult bald eagles
have a blackish-brown back and breast; a
white head, neck, and tail; and yellow feet
and beak.
The bald eagle's scientific name signifies a
sea eagle with a white head. At one time,
the word "bald" meant "white," not hairless.
46
The is a better bird to represent the United States today because:
Use the space below to draw your own version of the Great Seal of the United States using the
bird you chose.
47
Create a Symbol
In Liberty 360, you learned the meaning of American symbols. Now, it’s your turn to create a
symbol!
Use the space below to draw your own unique symbol of what America means to you. Then,
write a brief explanation of why you chose the symbol you did and what your symbol represents.
48
The Star Spangled Banner
In Liberty 360, you learned that our national anthem, “The Star Spangled Banner,” was originally
written as a poem by Francis Scott Key. He wrote the poem while trapped on a British warship in
Baltimore Harbor when the British navy launched rockets and bombs at Fort McHenry during
the War of 1812.
On the right is a
copy of the first
stanza of Key’s
original, hand-
written poem,
followed by an
easier-to-read
copy of the text.
O say can you see by the dawn's early light,
What so proudly we hailed at the twilight's last gleaming,
Whose broad stripes and bright stars through the perilous fight,
O'er the ramparts we watched, were so gallantly streaming?
And the rockets' red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there;
O say does that star-spangled banner yet wave,
O'er the land of the free and the home of the brave?
For Francis Scott Key, seeing the flag flying over Fort McHenry the morning after the British
bombardment meant the Americans had not surrendered. It symbolized that his country was still
there. He saw the flag as representing the “land of the free and the home of the brave.”
What does the American flag represent to you? What do you think the flag symbolizes? Using
the style of Key’s poem as a model, write an 8-line poem about what the American flag means to
you. What do you think of, and how do you feel, when you see an American flag?
49
“Proclaim Liberty…”
During Liberty 360 you heard that the Liberty Bell is a symbol for “broken promises” of
freedom, liberty, and rights. Using the information below, complete the “timeline” of the history
of the Liberty Bell on the next page.
The Bell's Message (Source: The National Park Service)
The Liberty Bell's inscription conveys a message of liberty which goes beyond the words
themselves. Since the bell was made, the words in the inscription have meant different things to
different people. When William Penn created Pennsylvania's government he allowed citizens to
take part in making laws and gave them the right to choose the religion they wanted. The colonists
were proud of the freedom that Penn gave them. In 1751, the Speaker of the Pennsylvania
Assembly ordered a new bell for the State House. He asked that a Bible verse to be placed on
the bell—"Proclaim LIBERTY throughout all the Land unto all the inhabitants thereof" (Leviticus
25:10). The new bell arrived two years later. However, it cracked soon after it arrived in
Philadelphia. Local craftsmen John Pass and John Stow cast a new bell in 1753, using metal from
the English bell. Their names appear on the front of the bell, along with the city and the date. As
the official bell of the Pennsylvania State House (today called Independence Hall) it rang many
times for public announcements. The old State House bell was first called the "Liberty Bell" by a
group trying to outlaw slavery. These abolitionists remembered the words on the bell and, in the
1830s, adopted it as a symbol of their cause. By 1846 a thin crack began to affect the sound of the
bell. The bell was repaired in 1846 and rang for a George Washington birthday celebration, but
the bell cracked again and has not been rung since. No one knows why the bell cracked either
time. Beginning in the late 1800s, the Liberty Bell traveled around the country to expositions and
fairs to help heal the divisions of the Civil War. It reminded Americans of their earlier days when
they fought and worked together for independence. In 1915, the bell made its last trip and came
home to Philadelphia, where it now silently reminds us of the power of liberty. For more than
200 years people from around the world have be inspired by the bell's message. No one can see
liberty, but people have used the Liberty Bell to represent this important idea.
50
1681,
Wil
liam
Pen
n f
ounds
Pen
nsy
lvan
ia
1751, _
_______________
______________________
______________________
______________________
1752. B
etsy
Ross
is
born
1753, _
_______________
______________________
__________________
____
______________________
______________________
1846, _
___
____________
__________
____________
__________
____________
__________
____________
1830’s
, _
______________
______________________
______________________
______________________
______________________
1833, A
ndre
w J
ackso
n
goes
to “
war
” w
ith t
he
Sec
ond B
ank o
f U
.S.
1838,
Angel
ina
Gri
mké
del
iver
s her
spee
ch a
t
Pen
nsy
lvan
ia
Hal
l
Lat
e 1800’s
, _
________
__
______________________
______________________
______________________
______________________
______________________
1876, T
he
Lib
erty
Bel
l is
repla
ced b
y t
he
Cen
tennia
l
Bel
l
1915, _
________
_______
_______________
_______
_______________
_______
_______________
_______
20__, Y
ou v
isit
ed
51
Additional Liberty Bell Facts (Source: The National Park Service)
The Liberty Bell's inscription
Proclaim LIBERTY throughout all the Land unto all the Inhabitants thereof Lev. XXV X By Order of the ASSEMBLY of the Province of PENSYLVANIA [sic] for the State House in
Philada
Pass and Stow Philada MDCCLIII (1753)
Bell Facts:
The bell weighs about 2000 pounds.
It is made of 70% copper, 25% tin, and small amounts of lead, zinc, arsenic, gold, and
silver.
It hangs from what is believed to be its original yoke, made from American elm, also
known as slippery elm.
52
Liberty 360 Math:
Unit Conversion
The Statue of Liberty is approximately 150 feet tall from her toe to the tip of her torch. Use this
measurement to complete to following activities.
1. How tall is the Statue of Liberty in yards?
2. How tall is the Statue of Liberty in inches?
3. How tall is the Statue of Liberty in centimeters? (1 inch = 2.54 centimeters)
4. The average 5th grade girl is 54 inches tall. How many average 5th grade girls would it take to
equal the height of the Statue of Liberty?
5. The average 5th grade boy is 55 inches tall. How many average 5th grade boys would it take to
equal the height of the Statue of Liberty?
53
Liberty 360 Math:
Fractions and Decimals
When the U.S. Constitution went into effect, in 1789, very few Americans had the right to vote.
Only White males over the age of 21 who owned land and/or met certain income requirements
were allowed to vote in all the states. It was not until the 15th, 19th, and 26th Amendments were
added to the Constitution that more Americans gained the right to vote.
Use the following timeline to complete the table below.
15th Amendment
(People of Color)
19th Amendment
(Women)
26th Amendment
(18-Year-Olds)
Number of years between the
Constitution going into effect
and each Amendment:
Fraction of American history
(from 1789 to today) each
group could not vote:
Fraction converted to a
decimal, rounded to the nearest
hundredth: (You may need a calculator.)
Number of years each
Amendment has been part of
the Constitution:
Fraction of American history
(from 1789 to today) each
group could vote:
Fraction converted to a
decimal, rounded to the nearest
hundredth: (You may need a calculator.)
1789, U.S. Constitution goes
into effect
1971, 26th
Amendment lowers
the voting age from 21 to 18
1920, 19th
Amendment grants
suffrage for women
1870, 15th
Amendment grants suffrage
to people of color (males only)
20___,
Today
54
Liberty 360 Math:
Powers of Ten
The population of the United States has grown significantly since the American Revolution.
Below are data from U.S. Census Reports (the way the government measures population growth)
that will help give you an idea of how quickly the population grew.
Convert the following populations to their power of ten equivalents and find the difference
between each Census and the one before it. Examples have been provided.
U.S. Population Write the U.S. population
using Power of Ten notation.
How much did the U.S.
population grow between
Census Reports?
The U.S. population in 1776
is estimated to have been
approximately 2,500,000. 2.5 x 106
When the U.S. Census was
taken for the first time, in
1790, the population of the
United States was
approximately 4,000,000.
1.5 x 106
In 1820, the year when
Harriet Tubman and Susan B.
Anthony were born, the U.S.
population was approximately
10,000,000.
When Abraham Lincoln was
elected President, in 1860, the
U.S. population was
approximately 31,000,000.
By 1890, only 100 years after
the first Census, the U.S.
population reached
approximately 63,000,000.
The year John F. Kennedy
was elected president, 1960,
the U.S. population was
approximately 180,000,000.
The last time the Census was
taken, in 2010, the population
of the United States was
approximately 310,000,000.
55
Additional Materials
56
Appendix A
Frequently Asked Questions
What do the colors on the flag represent? When the Continental Congress adopted the Stars and Stripes as the nation’s flag in 1777, it did not
specify reasons for the colors of the flag. However, when Congress approved the design of the national Seal,
Charles Thomson, Secretary of the Continental Congress, did report:
"The colors of the [the vertical stripes] are those used in the flag of the United States of America;
White signifies purity and innocence, Red, hardiness & valour, and Blue, the color of the [the
broad band above the stripes] signifies vigilance, perseverance & justice."
SHORT ANSWER: White: Purity; Red: Valor; Blue: Perseverance and Justice
How long did it take Betsy to make the flag? Based on the research and work done by the staff and first-person interpreters at the Betsy Ross House, it
has been determined that given the conditions, tools, and materials under and with which Betsy worked, a typical
flag would take approximately two weeks to make.
SHORT ANSWER: About two weeks.
What happened to Betsy’s family? Of the seventeen Griscom children (Betsy and her sixteen siblings), only nine survived into maturity. Of
these not much is known as very little was documented. We do know three of Betsy’s siblings were nearly read
out of Quaker Meeting (essentially, kicked out of the church) but by publicly and formally apologizing were able
to remain within the faith. One of Betsy’s brothers was a silversmith—an indicator of the Quaker and Griscom
family traditions of involvement in the skilled trades. One of Betsy’s sisters was an upholsterer (like Betsy) who, at
the time of her death, in 1826, owned so many clothes that they made up 20% of her entire estate. These clothes,
according to the will, were divided between Betsy and another surviving sister. Betsy’s parents and one of her
sisters died within weeks of each other during the Yellow Fever outbreak of 1793. Betsy, now in her early 40’s,
took responsibility for her niece while raising her own daughters. Betsy passed the upholstery and flag-making
trades onto her daughters and granddaughters who worked in those fields well into the late-19th
Century.
Why did Andrew Jackson hate banks? There are numerous reasons historians give for Jackson’s dislike of the Second Bank of the United States
(2BUS) as well as banks in general:
As a young man Jackson was both irresponsible and uneducated in financial matters. On more than one
occasion Jackson over-spent and made bad investments, finding himself indebted to banks whose terms,
conditions, interest rates, and policies he (like most Americans today) simply did not understand. In this
way, Jackson had a personal distrust of banks—not unlike the root of Thomas Jefferson’s aversion to the
First Bank of the United States during the Washington Administration.
Although thoroughly educated through his own efforts, Jackson received no formal schooling. It also is
not an exaggeration to say that he grew up amidst a very rough, backwoods, rugged culture between the
Waxhaw settlement on the Carolina border region and in rural Tennessee. American sociopolitical
culture of the early-19th
Century was defined primarily as a battle between rural, agricultural individualism
and urban, industrial collectivism. For Jackson, banks—and the 2BUS specifically—represented the
epitome of urban-industrial philosophy and, so, he had cultural reasons to distrust the 2BUS.
In 21st
Century terms, Jackson viewed the 2BUS as representing the 1% while he and his Democratic Party
represented the 99%. Jackson, not unlike many of the Founding Generation, was opposed to
concentration of power in any form—political, religious, and economic. He opposed the 2BUS because
he felt the concentration of wealth limited the financial freedoms of agricultural society (both small farmers
57
and the constantly-indebted, land-rich, cash-poor plantation class of which he was a part). To Jackson,
tying the federal government’s finances in a public-private venture was to allow a handful of individuals to
exercise control over the people’s money. Jackson, essentially, had political reasons for disliking the
2BUS. It’s worth noting that Jackson’s detractors from the period viewed his use of the veto (he vetoed
more legislation than his six predecessors combined) as a flagrant abuse of Executive authority and a
violation of (through their elected legislators) the will of the people whom he claimed to represent.
In his veto message, Jackson also noted that a majority of the shares of the 2BUS were held by foreign
investors and foreign governments (the U.S. government treasury made up only 1/5 of the Bank’s deposits
and the U.S. government appointed only 1/5 of the members of the Bank’s governing board). The nation
whose investors controlled the larger share of the Bank’s stock was Great Britain. Jackson was an
Anglophobe of the highest order, a consequence of his and his family’s experiences during the American
Revolution (Jackson, himself, had a long, deep scar across his face from the sword of British officer who
slashed the then adolescent Jackson’s face when the latter refuse to polish the former’s boots). In addition
to his personal hatred of all things British, Jackson also loathed the idea of foreign investors having any say
in the finances of the still-young United States. Here we see both personal and philosophical reasons for
Jackson’s hatred of banks.
Jackson also notes in his veto message that, like Jefferson in the 1790’s version of the same battle, he held
the Bank of the United States, in any form, to be entirely unconstitutional. The First BUS and the 2BUS
were both chartered under the “necessary and proper” clause of the Constitution (Article I; Section 8).
Jackson, like Jefferson, felt the “necessary and proper” clause was not intended to grant broad, sweeping
powers to U.S. Congress. Jackson here expressed Constitutional reasons for not liking the Bank.
Finally, Jackson noted that a large amount of political favoritism was played by the governing board of the
Bank as well as its president, Nicholas Biddle. The Bank primarily supported politicians and campaigns
that supported its own best interests—mostly members of the Whig party. Jackson saw the use of public
funds in support of political causes to be a massive abuse of public funds and a corruption of the political
process. It’s worth noting here that Jackson had a habit of hiring personal friends for high level
government positions and frequently removed from office qualified civil servants if they did not belong to
his political party. He also, as noted in the next item, distributed the funds he removed from the 2BUS to
banks and bankers with histories of supporting his political ambitions.
SHORT ANSWER: Jackson didn’t trust banks, in general, because he didn’t fully understand how they
operated. He also thought the Bank was abusing its power by supporting politicians and giving too few people
control over the nation’s economy. Finally, he had a personal dislike of anything that moved too much power
away from individuals—big governments, organized religions, and especially banks.
What happened to the money Andrew Jackson took out of the bank? The Treasury Department, under the leadership of Roger Taney, distributed the money to 23 state banks,
often called “Pet Banks.” They were called “Pet Banks” because they were managed by political supporters of
Andrew Jackson. Essentially, the term “Pet Bank” was used to accuse Jackson’s administration of using
government money for political purposes just as much as Jackson had accused Nicholas Biddle of doing at the
Second Bank of the United States.
Within a period of about four years nearly all the money taken from the Second Bank of United States
and distributed to Pet Banks was gone. Without funds in the bank, U.S. currency (paper money) lost almost all of
its value. To curb this inflation and restore government funds, Jackson issued his “Specie Circular,” which
required all government land sales to be done in gold or silver. The results were a restricted money supply and
land speculation by wealthy individuals leading to over-investment and risky lending by smaller banks. This, in
turn, brought on greater inflation and, by 1837, a panic (or financial depression) that lasted in some areas of the
country until, arguably, the Civil War.
SHORT ANSWER: Roger Taney distributed the money to banks around the United States that were run
by political allies of Andrew Jackson. Within four years the money was gone and Jackson’s attempts to reverse
the problem actually made things worse and caused a generation-long financial downturn.
58
Why did Benjamin Franklin want the turkey to be the national bird? Franklin felt the turkey was a strong symbol for the new United States because it is native to North
America; it is an excellent source of nutrition—a staple food for Native American peoples and the first European
colonists; and, had never been used as a symbol by any European (or Old World) empires or nations.
Why is the rose the national flower? The rose wasn’t always the national flower of the United States. It became the national flower in 1986,
when a Resolution (which passed the Senate in 1985) was passed by the House of Representatives and declared to
the public by President Ronald Reagan. According to Reagan’s declaration, the rose has been a symbol for love,
peace, war, beauty, and order for centuries and the flower has been in existence in North America for millions of
years. The flower has also been used a symbol throughout American history, in poems, paintings, songs, plays,
and other forms of expression. Reagan also noted that the rose has been used as symbol of love between
individuals, love of country, and love in general. The rose also grows in all fifty states.
SHORT ANSWER: Very simply, the rose is the national flower because a joint resolution of Congress
made it so in 1986.
Why is Betsy Ross buried next to her house? Originally, Betsy Ross was buried in a Quaker cemetery at 5
th
and Locust Streets, just a few blocks from
the Betsy Ross House. NOTE: Even though Betsy was read out of meeting (kicked out of the Quaker faith) when
she married John Ross, she later joined a new sect of the Quaker faith with her third husband, John Claypoole.
This sect, called the Free, or “Fighting,” Quakers, formed during the Revolution to allow Quakers to freely
express their consciences by supporting, or even fighting in, the War for Independence.
In the 19th
Century, the City of Philadelphia re-zoned the land for development and the gravesites were
excavated and remains moved.
Betsy was moved, with John Claypoole, to Mount Moriah Cemetery in what is now Southwest
Philadelphia. By the middle of the 20th
Century, much of the cemetery had fallen into disrepair. Betsy’s grave
had been especially neglected and was located in an area prone to flooding and vandalism. So, in 1975—just in
time for the bicentennial—Betsy and John’s remains were moved to their current location in the courtyard of the
Betsy Ross House.
SHORT ANSWER: Betsy Ross was not originally buried at her home. Her first grave site was used for
development, so her remains were moved in the 1800’s. Her second fell into disrepair; so, her remains were
moved to the Betsy Ross House courtyard in the 1970’s so they would be protected and her gravesite could be
seen by visitors to the House.
How did Robert Morris lose his money? Following the American Revolution, Morris invested heavily in numerous projects: multiple canal
companies, a massive (and never completed) mansion, greenhouses, hot-air balloons, and—most importantly—
more than six million acres of land in the South, particularly around the area that would become Washington,
D.C.
Morris had hoped to sell this land at a huge profit once the new capital was constructed and in use as the
home of the U.S. government. Unfortunately, for Morris, the organization he usually sold land to—the Holland
Land Company—was unable and unwilling to make large purchases when Holland declared war on France in the
late 1790’s. The land essentially had no value and Morris was without any actual money (cash). When his
creditors came to collect the money he owed them, his financial situation became clear. His former partner in
land-speculating (John Nicholson) sued him for monies owed. Nicholson at the time was already in debtors’
prison and was known to be remarkably fraudulent. But, once on trial, Morris’s financial difficulties could not be
solved or hidden any longer. He was placed into prison from 1798 to 1801. His release, in 1801, was the result
of the Federal Bankruptcy Act of 1800 which allowed Morris to declare a legally recognized, somewhat-structured
bankruptcy and spend the remainder of his life (he died in 1806) out of prison but living an incredibly modest
existence.
59
SHORT ANSWER: Morris purchased millions of acres of land thinking he could resell them for a profit.
Due to national and international complications, Morris was unable to find any buyers for his land. He ended up
land-rich and cash-poor. His property was broken up to pay back his creditors and Morris spent three years in
prison. He was released in 1801 and spent the last five years of his life living in a very modest style.
Why was there a Second Bank? When the twenty-year charter for the First Bank of the United States (FBUS)—passed by the U.S.
Congress and signed into law by President Washington in 1791—expired in 1811, the nation’s finances had no
central organization or regulation. This didn’t have a significant impact on the U.S. economy in the short term
due largely to increased government spending during the War of 1812, which began the following year. The
rampant inflation during the war was generally attributed to the conflict rather than the expiration of the FBUS.
Following the War of 1812 there was a brief period of economic growth and patriotic fervor that distracted from
larger abusive lending practices and over-speculation in land and commodities. By 1816 it became clear that the
government could not efficiently regulate the value of currency and businesses were dismayed by their inability to
rely on a return on their investments in government bonds.
To solve all of these issues a political coalition formed, consisting of Eastern industrialists and bankers
(looking for easy credit to establish business and trade) and Western and Southern nationalists (eager to purchase
land on credit and increase its value by developing those regions through investment and internal improvements).
This coalition, led by Henry Clay, John C. Calhoun, and Daniel Webster, successfully guided the charter of the
Second Bank of the United States through both houses of Congress. President Madison signed the twenty-year
charter into law in the spring of 1816.
The bank was established primarily to reduce the spread of private bank issuance of paper currency (to
prevent the inevitable financial collapse which would have resulted from unregulated credit), to aid the federal
government in facilitating land sales in the Western Territories, and to encourage industrial expansion through an
easing of credit to Eastern entrepreneurs.
SHORT ANSWER: Before there was a Second Bank there was, obviously, a First Bank. When the First
Bank of the United States’ charter expired—on schedule—in 1811, the federal government was left with no
efficient way to manage its finances, protect the value of money, or encourage economic growth. Political leaders
from the three distinct geographic regions of the U.S. organized a twenty-year charter for the Second BUS which
was signed into law by President Madison in 1816 (set to expire on 1836). The purpose of the bank was to secure
the value of paper money, encourage industrial growth, and make it easier for the federal government to manage
the sale of Western lands.
What happened to the First Bank? The First Bank of the United States (FBUS) was chartered for twenty years. The original charter was
signed into law by President Washington in 1791. In 1811, when the FBUS’ charter expired Congress had the
option to either re-charter the BUS or sell off its shares to private investors and make an immediate profit. Most
of the shares of the FBUS were purchased by French-born, naturalized American banker Stephen Girard. The
FBUS was reopened as a private bank named Girard Bank. During the War of 1812, Girard—through his bank—
was personally responsible for saving the government of the United States from complete financial collapse. It
was this reliance on a private bank that helped make the federal government aware of the need to have a
government-led (or at least government-involved) financial regulatory body in the aftermath of the war.
For his part, Girard became the wealthiest individual in America and one of the wealthiest Americans to
date. He was also one of the largest investors in the Second BUS when that institution received its charter.
SHORT ANSWER: The FBUS simply transferred from being a public-private institution to an entirely
private institution (owned by Stephen Girard) when the Bank’s charter expired in 1811.
60
Appendix B
The Full Day Field Trip Experience, coupled with the materials in this packet, meets the
following national curricular standards.
National Council for the Social Studies
Theme I: Culture A. Explore and describe similarities and differences in the ways groups, societies, and cultures
address similar human needs and concerns.
C. Describe ways in which language, stories, folktales, music, and artistic creations serve as
expressions of culture and influence behavior or people living in a particular culture.
Theme II: Time, Continuity, & Change A. Demonstrate an understanding that different people may describe the same event or situation
in diverse ways, citing reasons for the differences in views.
B. Demonstrate an ability to use correctly vocabulary associated with time such as past, present,
future, and long ago; read and construct simple timelines; identify examples of change; and
recognize examples of cause and effect relationships.
C. Compare and contrast different stories or accounts about past events, people, places, or
situations, identifying how they contribute to our understanding of the past.
Theme III: People, Places, & Environments A. Describe how people create places that reflect ideas, personality, culture, and wants and needs
as they design homes, playgrounds, classrooms, and the like.
Theme IV: Individual Development & Identity B. Describe personal connections to place—especially place as associated with immediate
surroundings.
E. Identify and describe the ways family, groups, and community influence the individual’s daily
life and personal choices.
F. Explore factors that contribute to one’s personal identity such as interests, capabilities, and
perceptions.
G. Analyze a particular event to identify reasons individuals might respond to it in different ways.
Theme V: Individuals, Groups, & Institutions B. Give examples of and explain group and institutional influences such as religious beliefs, laws,
and peer pressure, on people, events, and elements of culture.
Theme VI: Power, Authority, & Governance A. Examine the rights and responsibilities of the individual in relation to his or her social group,
such as family, peer group, and school class.
B. Explain the purpose of government
61
C. Give Examples of how government does or does not provide for needs and wants of people,
establish order and security, and manage conflict.
F. Identify and describe factors that contribute to cooperation and cause disputes within and
among groups and nations.
Theme VII: Production, Distribution, & Consumption E. Describe how we depend upon workers with specialized jobs and the ways in which they
contribute to the production and exchange of goods and services.
Theme VIII: Science, Technology, and Society A. Identify and describe examples in which science and technology have changed the lives of
people, such as in homemaking, childcare, work, transportation, and communication.
Theme IX: Global Connections A. Explore ways that language, art, music, belief systems, and other cultural elements may
facilitate global understanding or lead to misunderstanding.
B. Give examples of conflict, cooperation, and interdependence among individuals, groups, and
nations.
C. Examine the effects of changing technology on the global community.
F. Investigate concerns, issues, standards, and conflicts related to universal human rights, such as
the treatment of children, religious groups, and effects of war.
Theme X: Civic Ideals and Practices A. Identify key ideals of the United States’ democratic republican form of government, such as
individual dignity, liberty, justice, equality, and the rule of law, and discuss their application in
specific situations.
B. Identify examples of rights and responsibilities of citizens.
C. Locate, access, organize, and apply information about an issue of public concern from
multiple points of view.
D. Identify and practice selected forms of civic discussion and participation consistent with the
ideals of citizens in a democratic republic.
E. Explain actions citizens can take to influence public policy decisions.
F. Recognize that a variety of formal and informal actors influence and shape public policy.
G. Examine the influence of public opinion on personal decision-making and government policy
on public issues.
H. Explain how public policies and citizen behaviors may or may not reflect the stated ideals of a
democratic republican form of government.
I. Describe how public policies are used to address issues of public concern
J. Recognize and interpret how the “common good” can be strengthened through various forms
of citizen action.
62
National Council of Teachers of English
Anchor Standards
1. Students read a wide range of print and non-print texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information; to
respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print
and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their
purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize information and to create and communicate
knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and
dialects across cultures, ethnic groups, geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop
competency in the English language arts and to develop understanding of content across the
curriculum.
63
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of
literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).
64
Common Core State Standards
English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects
Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
65
Speaking and Listening
Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience.
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of
formal English when indicated or appropriate.
66
Common Core Standards
Below is a list of the individual lesson materials in this booklet with the Common Core standards
each activity meets.
Betsy Ross House
History of Betsy Ross R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text.
R5.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details
from text.
Betsy Ross Timeline R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text.
R5.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details
from text.
American Flags in the 1700s R5.A.1.1.2: Identify and/or interpret a synonym or antonym of a word used in text.
R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text.
R5.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details
from text.
1.5.5.A: Write with a clear focus, identifying topic, task, and audience.
1.5.5.C: Organize writing in a logical order. Use appropriate transitions within sentences and
between paragraphs. Include an identifiable introduction, body, and conclusion.
How and Why the Betsy Ross House Was Saved R5.A.1.1.2: Identify and/or interpret a synonym or antonym of a word used in text.
R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text.
R5.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details
from text.
1.5.5.A: Write with a clear focus, identifying topic, task, and audience.
1.5.5.C: Organize writing in a logical order. Use appropriate transitions within sentences and
between paragraphs. Include an identifiable introduction, body, and conclusion.
Charles Henry Weisgerber R5.A.1.1.2: Identify and/or interpret a synonym or antonym of a word used in text.
R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text.
R5.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details
from text.
1.5.5.A: Write with a clear focus, identifying topic, task, and audience.
1.5.5.C: Organize writing in a logical order. Use appropriate transitions within sentences and
between paragraphs. Include an identifiable introduction, body, and conclusion.
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Prime and Composite Numbers M5.A.1.6.1: Define/list/identify prime and composite numbers less than or equal to 100.
Multiplication and Division M5.D.2.1.1: Solve for a missing number (blank, question mark, variable) in an equation involving
a single operation whole numbers only.
2.2.5.B: Multiply and divide single- and double-digit numbers; add and subtract fractions and
mixed numbers; add, subtract, multiply, and divide decimals.
M5.B.1: Demonstrate an understanding of measurable attributes of objects and figures, and the
units systems and processes of measurement.
M5.A.3.2.1: Use addition, subtraction, multiplication and division to compute accurately without
a calculator.
Writing and Ordering Fractions 5. 2.1.5.A: Apply number patterns to count and compare values of whole numbers, fractions, and
decimals.
M5.A.1.3.3: Compare proper fractions through 16ths with like and unlike denominators.
M6.A.1.3.2: Find the Least Common Multiple (LCM) of two numbers (through 50) and/or use
the LCM to find the common denominator of two fractions.
Multiplying and Dividing Fractions M6.A.3.2.1: Solve problems involving operations (+, -, x, ÷) with whole numbers, decimals
(through thousandths) and fractions (avoid complicated LCDs) - straight computation or
word problems.
Once Upon A Nation Story Stroll
How to Become a Storyteller 1.4.5.A: Write poems, multi-paragraph stories, and plays. Include detailed descriptions of
people. places, and things. Include literary elements and devices.
1.4.5.B: Write multi-paragraph informational pieces (e.g., essays, descriptions, letters, reports,
instructions). Use relevant graphics (maps, charts, graphs, tables, illustrations,
photographs).
1.5.5.A: Write with a clear focus, identifying topic, task, and audience.
1.5.5.B: Develop content appropriate for the topic. Gather, organize, and select the most
effective information appropriate for the topic, task, and audience. Write paragraphs
that have a topic sentence and supporting details
1.5.5.C: Organize writing in a logical order. Use appropriate transitions within sentences and
between paragraphs. Include an identifiable introduction, body, and conclusion.
1.5.5.D: Write with an understanding of style, using a variety of sentence structures and
descriptive word choices (e.g., adjectives, nouns, adverbs, verbs) to create voice. Include
specific details that convey meaning and set a tone.
1.5.5.E: Revise writing to improve organization and word choice: check the logic, order of ideas,
and precision of vocabulary.
68
1.5.5.F: Use grade appropriate conventions of language when writing and editing. Spell
common, frequently used words correctly. Use capital letters correctly. Punctuate
correctly. Use correct grammar and sentence formation.
1.7.5.A: Identify differences in formal and informal language used in speech, writing, and
literature.
William Penn and Religious Tolerance, Francis Daymon and Changing History, The Second
Bank and Authority Figures, The Grimké sisters and Speaking Out for Others R5.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details
from text.
R5.A.1.6.1: Identify the author’s intended purpose of text.
R5.B.3.1.1: Identify, explain, and/or interpret statements of fact and opinion in nonfictional text.
R5.A.2.5.1: Summarize the major points, processes, and/or events of a nonfictional text.
8.2.5.A: Compare and contrast common characteristics of the social, political, cultural, and
economic groups from Pennsylvania.
8.2.5.B: Illustrate concepts and knowledge of historical documents, artifacts, and places critical to
Pennsylvania history.
8.2.5.C: Differentiate how continuity and change in Pennsylvania history are formed and operate.
8.3.5.A: Compare and contrast common characteristics of the social, political, cultural and
economic groups in United States history.
8.3.5.B: Illustrate concepts and knowledge of historical documents, artifacts, and places critical to
United States history.
8.3.5.C: Differentiate how continuity and change in U.S. history are formed and operate.
8.3.5.D: Examine patterns of conflict and cooperation among groups and organizations that
impacted the history and development of the United States.
Liberty 360
What Are They R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text.
The Great Seal of the United States R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text.
Turkey vs. Eagle R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text.
R5.A.1.3.2: Cite evidence from text to support generalizations.
R5.A.2.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details
from text.
R5.B.3.1.1: Identify, explain, and/or interpret statements of fact and opinion in nonfictional text.
5.1.4.5.C: Write persuasive pieces. Include a clearly stated position or opinion. Include
supporting details, citing sources when needed.
69
5.1.5.5.D: Write with an understanding of style, using a variety of sentence structures and
descriptive word choices (e.g., adjectives, nouns, adverbs, verbs) to create voice. Include specific
details that convey meaning and set a tone.
5.1.5.5.F: Use grade appropriate conventions of language when writing and editing. Spell
common, frequently used words correctly. Use capital letters correctly. Punctuate correctly. Use
correct grammar and sentence formation.
1.5.5.C: Organize writing in a logical order. Use appropriate transitions within sentences and
between paragraphs. Include an identifiable introduction, body, and conclusion.
Create a Symbol
Proclaim Liberty
R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text.
R5.A.1.3.2: Cite evidence from text to support generalizations.
R5.A.2.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details
from text.
R5.B.3.1.1: Identify, explain, and/or interpret statements of fact and opinion in nonfictional text.
1.5.5.C: Organize writing in a logical order. Use appropriate transitions within sentences and
between paragraphs. Include an identifiable introduction, body, and conclusion.
Unit Conversion 2.2.5.B: Multiply and divide single- and double-digit numbers; add and subtract fractions and
mixed numbers; add, subtract, multiply, and divide decimals.
M5.B.1: Demonstrate an understanding of measurable attributes of objects and figures, and the
units systems and processes of measurement.
M5.B.1.2: Solve problems using simple conversions and/or add and subtract measurements.
M5.B.1.2.1: Convert using linear measurements, capacity, and weight (mass) within the same
system to the unit immediately above or below the given unit.
M5.D.2.1.1: Solve for a missing number (blank, question mark, variable) in an equation involving
a single operation whole numbers only.
M5.A.3.2.1: Use addition, subtraction, multiplication and division to compute accurately without
a calculator
Fractions and Decimals
5. 2.1.5.A: Apply number patterns to count and compare values of whole numbers, fractions, and
decimals.
M5.D.2.1.1: Solve for a missing number (blank, question mark, variable) in an equation involving
a single operation whole numbers only.
Powers of Ten M5.A.1.1.1: Use expanded notation to represent whole numbers or decimals (whole numbers
less than 10,000,000 and decimals through hundredths).
M5.D.2.1.1: Solve for a missing number (blank, question mark, variable) in an equation involving
a single operation whole numbers only.
70
Appendix C
References
Allen, Janet. Tools for Teaching Content Literacy. Stenhouse Publishers, 2004.
Berk, Laura E. Development through the Lifespan. Boston: Pearson A&B, 2007.
Blythe, Tina and Associates. The Teaching for Understanding Guide. San Francisco: Jossey-
Bass, 1998.
Center for Civic Education. We the People: The Citizen & the Constitution. 2007.
Davidson, James West and Michael B. Stoff. The American Nation. Englewood Cliffs, New
Jersey: Prentice Hall, 1995.
Davis, Allen F. and Mark H. Haller. The Peoples of Philadelphia: A History of Ethnic Groups and Lower-Class Life, 1790-1940. Philadelphia: University of Pennsylvania Press, 1973.
Fawcett, Susan. Evergreen: A Guide to Writing with Readings. Wadsworth Cengage Learning,
2011.
Fisher, Douglas and Nancy Frey. Improving Adolescent Literacy: Content Area Strategies at Work. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall, 2008.
Furr, R. Michael and Werne R. Bacharach. Psychometrics: An Introduction. Los Angeles:
SAGE Publications, 2008.
Johnson, Emilie Wright. Study Guide for Educational Psychology. Boston: Pearson A&B, 2007.
Kauchak, Donald P. and Paul D. Eggen. Learning and Teaching: Research-Based Methods. Boston: Pearson A&B, 2007.
Linn, Robert L. and M. David Miller. Measurement and Assessment in Teaching. Upper
Saddle River, New Jersey: Pearson Merrill Prentice Hall, 2005.
“The Literary Apprentice." The College of DuPage.
http://www.cod.edu/people/faculty/fitchf/readlit/symbol1.htm. 2000.
Lloyd, Sandra Mackenzie, Ed. Patriots, Pirates, Heroes & Spies: Stories from Historic Philadelphia. New York: Grosset & Dunlap, 2008.
71
Marzano, Robert J. with Jana S. Marzano and Debra Pickering. Classroom Management that Works: Research-Based Strategies for Every Teacher. Alexandria, Virginia: Association
for Supervision and Curriculum Development, 2003.
Miller, Marla R. Betsy Ross and the Making of America. New York: Henry Holt and
Company, 2010.
National Council of Teachers of English. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf. 2010.
Nieto, Sonia. Affirming Diversity: The Sociopolitical Context of Multicultural Education. Boston: Pearson A&B, 2004.
Spring, Joel. American Education. Boston: McGraw-Hill Higher Education, 2010.
Task Force of the National Council for the Social Studies. Expectations of Excellence: Curriculum Standards for Social Studies. 1994.
Topping, Donna and Roberta McManus. Real Reading, Real Writing: Content-Area Strategies.
Portsmouth, New Hampshire: Heinemann, 2002.
Weigley, Russell F. Philadelphia: A 300-Year History. New York: W. W. Norton & Company,
1982.
Woolfolk, Anita. Educational Psychology. Boston: Pearson A & B, 2007.
72
Appendix D
Thank you, again, for booking Historic Philadelphia’s Full Day Field Trip Experience! We hope
the program was exciting, memorable, and—of course—educational.
If you need any additional information regarding the materials in this booklet or for help using,
altering, expanding, or developing these or any other curricular materials, please let us know. If
you want us to help you write a few lesson plans or if you have questions related to the things you
did and saw on your trip, let us know. We can help with that, too!
E-mail:
Mike Adams, Education Coordinator, at [email protected]
Phone:
215-629-5801 x240
Mail:
150 South Independence Mall West, Suite 550, Philadelphia, PA 19106
Fax:
215-629-5814
Thanks for experiencing American history with Historic Philadelphia, Inc. See you next year!
