Citizenship Unit Plan for 5th Grade

Joni Hough
October 27, 2009
ARTE 5121

THEMATIC/ISSUE UNIT

Theme: Citizenship

Grade: 5

Rationale for the Unit:

These lessons will introduce students to three aspects of citizenship. Students will study art as a social statement when they learn about and create a political cartoon, they will learn about art as public service by creating postcards to send to soldiers who are stationed overseas, and they will learn about art as a unifying symbol as they study the symbolism of flags around the world and then make their own personal flag.

In fifth-grade social studies, students learn about the United States government. It is important that students learn to think critically about government and about the social issues which are dealt with by our elected officials. It is also important that students have the opportunity to express their views in a safe environment. By studying and creating political cartoons, students are expressing their views and participating in the government process.

By the fifth-grade, students are old enough to realize some of the realities of war, such as the homesickness many soldiers face when they are stationed overseas for long periods of time. This gives students the opportunity to empathize with and appreciate the sacrifice of soldiers. At this age, students like to feel that they can make a difference in the world, which they can by sending postcards to soldiers who are stationed overseas.

At this age students are old enough to begin to understand symbolism. By studying to symbolism of a variety of countries’ flags, students learn about specific examples of symbolism and about the priorities of the country they study. Students will utilize what they learn about other countries’ flags to create a flag that is meaningful to them.

This unit also allows students to continue to explore a variety of media. They will use ink for drawing, colored pencils for drawing and coloring, and textiles for painting and sewing.

Students will begin this unit by studying flags and creating a personal flag. In this lesson, students will learn how to use symbolism to communicate meaning. They will also learn about flags from around the world. Second, students will create a postcard to send to a soldier overseas. Through this project, students will learn that art can be use for community service. Students will also explore the use of blending and variation in value. Finally, students will create an editorial cartoon, which will teach them about using art to express their opinions. Students will also learn that editorials are not fact, but the author/artist's opinion.

For the flag lesson, I have selected visual examples that represent countries all over the world. Through these examples students will learn about the symbolism of flags of United States and countries around the world. For the postcard lesson, I have selected examples that are crated by students of a similar age. By doing this, students will be able to associate with skill level and they will not feel overwhelmed. For the final lesson, I have selected examples that cover a variety of contemporary issues with which students should be familiar.


Goal of the Unit:

In this unit, students will learn that political cartoons express the artist’s opinion, not facts, about an issue and students will express their personal opinion about a current issue by creating an editorial cartoon. Students will learn about the symbolism used to create flags and how that communicates the ideals of a country. Students will then use that information to create a flag that communicates their personality. Students will appreciate the sacrifices soldiers make for our country and will perform a public service by sending them postcards.


Content Standards:

1.01 Use the imagination as a source for symbolic expression.
1.03 Use current events as a catalyst for the discussion and production of art.
3.01 Recognize and apply the elements of art in an aesthetic composition.
3.02 Recognize and apply the design principles used in composition.
3.05 Critique his or her own work and that of others in terms of design principles.
3.06 Recognize the validity of one's feelings and impressions when solving visual problems.
3.07 Recognize the value of intuitive perceptions in the problem-solving process when creating art.
5.04 Compare art of one culture to that of another culture or time.
5.08 Recognize there are many universal themes in art throughout history.
6.02 Critique artwork in relation to design principles: emphasis, movement, repetition, space, balance, value, unity.

INDIVIDUAL LESSON PLAN 1

Title: Personal Flag

Class Time: 45 minutes, Number of Classes: 4

Content Standards: 1.01, 5.04, 5.08

Specific Objectives:
1. Students will research the symbolism of flags from a variety of countries.
2. Students will present their research to the class.
3. Students will design a symbol that represents them.
4. Students will use their symbol to create a flag.


Prior Skills/Learning: Students will use their knowledge about the symbolic nature of color for this lesson.


Materials, Visuals, and Resources:

• sheets of felt, 8" x 10"
• fabric paint
• assorted colors of felt
• large needles
• thread
• Picture of American flag
• Handouts about flags and their symbolism (email for copy of handout attachment)

Teacher Preparation: Print handouts for students and an American flag. Research symbolism of the American flag. Gather felt, needles, and thread.

Vocabulary Concepts:
Symbol- something that stands for or suggests something else by reason of relationship, association, convention, or accidental resemblance; especially : a visible sign of something invisible (the lion is a symbol of courage)

Procedures for the Classroom:
1. Setting the Stage: Did you know that the US flag is a symbol? Define symbol. You are going to work in pairs and select a flag to research and share your findings with the class. Then you get to create your own flag that represents you. (3-5 minutes)

2. Demonstration of Techniques or Processes:

• Day 1 - Show American flag. Have students point out the symbolism of the American flag.

1. White signifies purity and innocence
2. Red, hardiness & valour
3. Blue, the color of the Chief
4. 50 stars, each state of the US (5-7 minutes)

• Day 2 or 3 (depending on student progress) - Demonstrate how to do a running stitch.

3. Time to Work:

• Day 1 - Divide students into pairs. Have students select a flag from the handouts and present information about their flag to the class. (20-30 minutes)

• Day 2 - Students will design a symbol that represents them. Students will begin cutting out their symbol for their flag. (35 minutes)

• Day 3 and 4 - Student will sew their symbols to their flags. (30-45 minutes)

4. Clean-up: (5-10 minutes)

5. Closure: Students will share their flags with the class for critique. Students will explain their symbols. Students will state what they liked/disliked about this lesson. (15 minutes)

Assessment:

Excellent, Good, or Needs Improvement

Student researched the flag of their choice.
Student clearly presented research to the class.
Student designed a personal symbol.
Student created a neat, well designed flag.

Teacher's comments:

Student's comments:

Adaptations for Students with Special Needs:
Students with limited English proficiency will partner with a student who is more proficient with English and instructions will be written in students’ native languages if possible. Step-by-step instructions will be written for students with ADHD.

INDIVIDUAL LESSON PLAN 2

Title: Editorial Cartoons

Class Time: 45 minutes, Number of Classes: 3

Content Standards: 1.01, 1.03, 3.05, 3.06, 6.02

Specific Objectives:
1. In groups of three to four, students will list a minimum of ten current issues they wish to draw about and brainstorm about ways to illustrate each issue.
2. Each student will analyze their group’s list and select an appropriate idea to illustrate.
3. Each student will draw an editorial cartoon which demonstrates their opinion about a current issue.
4. Students will critique their own work, and that of other students, in relation to design principles, and on how successfully they communicated their opinion.


Prior Skills/Learning:
Students will have prior knowledge of current issues which they have discussed in their social studies class. Students have learned about the use of symbolism in artmaking by creating personal flags. Students also have previous experience critiquing their own work and the work of others, in relation to design principles.

Materials, Visuals, and Resources:

• examples of editorial cartoons (email for copy of examples)
• drawing paper
• pencils
• sharpies

Teacher Preparation: Gather examples of editorial cartoons. Have drawing paper, pencils, and sharpies available for students.

Vocabulary Concepts:
Editorial cartoon: An editorial cartoon, also known as a political cartoon, is an illustration or comic strip containing a political or social message, that usually relates to current events or personalities.


Procedures for the Classroom:
1. Setting the Stage: Explain that freedom of speech is a constitutional right and that drawing is a form of free speech. The right to free speech is considered to be one of the most important rights people possess in the U.S. Ask students to give examples of ways that people express their rights through free speech. Define editorial cartoon when it is mentioned (mention political cartoons if students do not.) (3-5 minutes)

2. Demonstration of Techniques or Processes: Show students two examples of editorial cartoons. Have students explain the meanings of each cartoon. (5-7 minutes)

3. Time to Work:

• Day 1 - Divide students into groups of three or four, depending on class size. Have students practice explaining two more cartoons. Have students brainstorm about current issues and how they might illustrate them. Have each student select an issue that they would like to illustrate for their editorial cartoon. (20-30 minutes)

• Day 2 - Students will draw their cartoons in pencil. (40 minutes)

• Day 3 - Students will finish their pencil drawings. Students will go over their pencil drawings in Sharpie. (30 minutes)

4. Clean-up: Students will clan up their area each day. (5-10 minutes)

5. Closure:

• Day 1 - Students will share their ideas with the class. (5 minutes)

• Day 2 - Students will share what they like/dislike about the project so far. (5 minutes)

• Day 3 - Students will share their cartoons with the class for critique. Students will comment on the use of design principles and the effectiveness of the communication of ideas. (15 minutes)

Assessment:

Excellent, Good, or Needs Improvement

Student actively participated in group discussion.
Student selected an appropriate current issue to illustrate.
Student drew an editorial cartoon which demonstrated his/her opinion about a current issue.
Student used time wisely, worked diligently, respected other students, and helped maintain the art room.

Teacher's comments:

Student's comments:


Adaptations for Students with Special Needs:
Students with limited English proficiency will partner with a student who is more proficient with English and instructions will be written in students’ native languages if possible. Step-by-step instructions will be written for students with ADHD.

INDIVIDUAL LESSON PLAN 3

Title: Postcard to a Soldier

Class Time: 45 minutes, Number of Classes: 2

Content Standards: 1.03, 3.01, 3.02, 3.07

Specific Objectives:
1. Students will discuss what would be appropriate subject matter for a postcard to a solder.
2. Students will design three thumbnail sketches and select the one with the best composition.
3. Students will draw a 4 x 6 postcard with color pencils.
4. Students will create variation in color values.
5. Students will write a short introductory note and address postcard with address provided by the teacher.

Prior Skills/Learning: Students have previously worked with the elements and principles of design.

Materials, Visuals, and Resources:

• 4 x 6 unlined note cards
• newsprint
• color pencils
• examples of previous students’ work (email for copy of examples)
• postage

Teacher Preparation: Get current addresses for soldiers stationed overseas. Have note cards, newsprint, and color pencils available for students. Get enough postage to send postcards overseas.

Vocabulary Concepts:
Mail art: Art that is sent through the mail.
Blending: Combining two, or more, colors to create a new color.
Value: The lightness or darkness of a value.

Procedures for the Classroom:
1. Setting the Stage: How do you feel when you get mail? Image that you are a soldier away from home for a long period of time. What would you miss? If you received a postcard from home how would you feel? What would you want to see on that postcard? (Write answers on the board.) Explain to students that today we are going try to make some soldiers feel good by sending them a postcard. (3-5 minutes)

2. Demonstration of Techniques or Processes: Review blending techniques and process of creating variations of values. Review principles of design. (5-7 minutes)

3. Time to Work:

• Day 1 - Students will draw thumbnail sketches of their design. Students will begin working on final postcard. (20-30 minutes)

• Day 2 - Students will finish drawing their postcards. Students will write introductory message and address postcards.

4. Clean-up: (5-10 minutes)

5. Closure: Students will share their work with the class for critique. Students will state what they liked/disliked about this lesson. (15 minutes)

Assessment:
1. Did student participate in discussion, show respect toward classmates, and help maintain the art room?
2. Did student create an appropriate postcard to send to a soldier?
3. Did student create three thumbnail sketches and utilize design principles when selecting their final composition?
4. Did student use a variety of values?
5. Did student write an introductory note on postcard?

Adaptations for Students with Special Needs:
Students with limited English proficiency will partner with a student who is more proficient with English and instructions will be written in students’ native languages if possible. Step-by-step instructions will be written for students with ADHD.