Unit Plan 24 (Grade 4 Social Studies): Symbols and State Pride
Students explore state symbols and Indigenous homelands, interpreting how flags, mottos, and emblems reflect identity and values, then design a symbol that honors state pride and Indigenous history.
Focus: Interpret the meanings of the state flag, motto, and other state emblems (seal, bird, flower, landmarks) and connect them to state identity, values, and history—including the homelands and cultures of Indigenous peoples of the region. Students consider what state symbols highlight and what they may leave out, then design a symbol that reflects pride, place, and respect for Indigenous histories.
Grade Level: 4
Subject Area: Social Studies (Civics • History)
Total Unit Duration: 5 sessions (one week), 45–60 minutes per session
I. Introduction
Students explore how symbols—like the state flag, motto, bird, flower, and seal—tell a story about who we are as a state. They learn to “read” visual and verbal symbols for their meanings, values, and connections to geography and history. The class also learns about Indigenous peoples of the region and how their homelands, cultures, and symbols connect to the same land that the state now represents. By the end of the week, students create a State Pride Symbol Page or Patch that honors both state identity and Indigenous presence.
Essential Questions
- What are symbols, and how do our state’s symbols (flag, motto, seal, bird, flower) show what the state is proud of or what it values?
- How do our state symbols connect to the state’s landforms, resources, and history?
- Who lived on this land before the state was formed, and how do Indigenous peoples connect to our state today?
- In what ways do state symbols include or leave out certain stories, especially Indigenous histories and cultures?
- How can we show state pride while also showing respect for Indigenous peoples and their ongoing connection to this place?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Define symbol and identify the state flag, motto, and at least two other state emblems (e.g., bird, flower, seal, landmark).
- Interpret the meaning of state symbols by connecting colors, pictures, and words to state identity, values, and geography.
- Describe key features of at least one or two Indigenous nations from the region (homelands, environment, some aspects of culture) and how these connect to the land now represented by the state.
- Compare how state symbols and Indigenous perspectives each tell stories about the place, noticing continuity and change.
- Create a State Pride Symbol Page or Patch (drawing + explanation) that includes symbols showing both state pride and respect for Indigenous peoples or homelands.
- Explain their design choices in writing or orally, using evidence from texts, maps, and class discussions about symbols and histories.
Standards Alignment — 4th Grade (C3-based custom)
- 4.C3.Civ.4 — Interpret symbols, holidays, and commemorations; connect to state identity and values.
- Example: Explain your state flag’s symbols and motto.
- 4.C3.Hist.3 — Describe Indigenous peoples of the region (homelands, cultures, continuity and change).
- Example: Summarize how environment shaped a nation’s food, housing, and movement.
Success Criteria — Student Language
- I can name and describe our state flag, motto, and at least two other state symbols.
- I can explain what some colors, pictures, or words on the flag or seal stand for.
- I can share facts about at least one Indigenous nation from our region and where their homelands are.
- I can notice what stories our state symbols tell and what they might leave out.
- I can design a symbol or patch that shows pride in our state and respect for Indigenous peoples.
- I can explain my design using evidence from what we learned in class.