American Civics Education for Fifth Grade
How Does The Give Me Liberty Program Work?
Some of the youth we teach pledging allegiance to the flag.
Give Me Liberty Guiding Principles and Core Methodologies
Through interactive learning, activities students complete at home, and even memorization of important speeches, documents and people, students gain a powerful awareness of the founding of the United States and her guiding ideals and principles.
What we Teach: The General Program
Below are tables describing what is taught in the Give Me Liberty program and how it correlates to an Utah State Core Standard objective. The first table describes achievements students can make to gain a reward. The rewards vary from achievement to achievement and from year to year. They are generally certificate of achievement, but could be a trophy, ribbon or other token. Find all the Utah Core Standards here.
| Achievement | Utah Core Standard | Give Me Liberty Objective | Content |
| Pledge of Allegiance | Standard 5.3.1f Discover the basis for the patriotic and citizenship traditions we have today (i.e. Pledge of Allegiance, flag etiquette, voting). | Students will be able to recite and write the Pledge of Allegiance. | “I Pledge Allegiance to the Flag of the United States of America, and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all” |
| Flag Etiquette | Standard 5.3.1f Discover the basis for the patriotic and citizenship traditions we have today (i.e. Pledge of Allegiance, flag etiquette, voting). | Students will learn the proper and correct manners in handling and respecting the American flag. | General flag etiquette standards. |
| Star Spangled Banner | Standard 5.3.1f Discover the basis for the patriotic and citizenship traditions we have today (i.e. Pledge of Allegiance, flag etiquette, voting). | Students will be able to recite the first verse of our national anthem. | Text to the first verse of our national anthem. |
| Preamble to the Constitution | Standard 5.3.1b Analyze goals outlined in the Preamble | Students will recite and memorize the preamble of the Constitution. | “We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution…” |
| Declaration Phrase | Standard 5.3 Students will understand the rights and responsibilities guaranteed in the United States Constitution and Bill of Rights. Standard 5.2.1c Students will explain the content and purpose of the Declaration of Independence | Students will memorize and recite the phrase from the declaration. | “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. We mutually pledge to each other our lives, our fortunes, and our sacred Honor.” |
| Bill of Rights: Amendment 1 | Standard 5.3 Students will understand the rights and responsibilities guaranteed in the United States Constitution and Bill of Rights. Standard 5.3.2c Analyze the impact of the Bill of Rights on our lives today. | Students will memorize and recite the 1st Amendment. . | Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. |
| Gettysburg Address | Standard 5.3.4a Identify the key ideas, events, and leaders of the Civil War using primary sources | Students will memorize and recite the Gettysburg Address. | Primary text of the address given by Abraham Lincoln, Nov. 19, 1863 |
| Locate and Name 50 States and Capitals | Not applicable | Students will locate and name all 50 States and capitals. | |
| Symbols of the USA, Old Glory,and Utah | Standard 5.3.1f Discover the basis for the patriotic and citizenship traditions we have today (i.e. Pledge of Allegiance, flag etiquette, voting). | Students will be able to recognize and name all of the symbols of the USA, Flag, and state of Utah. | Stars and stripes, meaning of the colors, bald eagle, rose, statue of Liberty, liberty bell, motto “In God We Trust”, July 4, 1776, beehive, sego lilly, Industry, cherry, elk, aspen tree |
| Events in American History | Standard 5.2 Students will understand the chronology and significance of key events leading to self-government. | Students will be able to order key battles and events leading up to the Declaration of Independence and Constitution. | Stamp Act, Boston Massacre, Boston Tea Party, 1st Continental Congress, Paul Revere’s Ride, Lexington and Concord, Bunker Hill, Declaration of Independence, crossing the Delaware River, Valley Forge, Articles of Confederation, Battle of Yorktown, Constitution |
| Interviews | Standard 5.5.3b Identify a current issue facing the world and propose a role the United States could play in being part of a solution | Students will be able to interview a veteran and an elected official and summarize what they learned from the interview process. | Veterans from the local community, “Why I Love America” speakers, local elected officials |
What we Teach: Classroom Encounters with Historical Figures
When our actors come into a classroom portraying someone from the past, it brings history to life in a unique way. This list isn’t comprehensive, we add and remove characters as needed, but the principles they teach remain.
| Historical Figure | Utah Core Standards | Give Me Liberty Objectives/Teaching |
| Betsy Ross | Standard 5.2.1 Use primary sources to craft an argument representing different perspectives in the American Revolution. Standard 5.3.1 Explain how key individuals influenced the outcome of the American Revolution | Students will understand the meaning and significance of the Pledge of Allegiance by engaging with Betsy Ross (reenactor). They will learn flag etiquette and analyze primary and secondary sources. |
| Isaiah Thomas | Standard 5.2.3a Explain the significance of the Bill of Rights Standard 5.3.2c Analyze the impact of the constitution on their lives today (free speech) | Students will understand the meaning and significance of the First Amendment and Freedom of the Press by engaging with Isaiah Thomas (reenactor) and a young guide providing modern application. Students will discuss differences and similarities between colonial restrictions to the press and modern issues as they print their own copies of the Bill of Rights on a roller printer. |
| Colonial Chandler | Standard 5.2.1c Explain the content and purpose for the Declaration of Independence. | Students will understand how their examples shine brighter when combined with others to help preserve our rights of life, liberty, and pursuit of happiness that are essential to freedom. Students will also understand that the United We States has a manifest destiny to be an example and a blessing to the entire human race. |
What we Teach: The Liberty Bus
The Liberty Bus is a mobile exhibit and learning environment. A classroom! Here we teach and focus youth on foundational principles through exhibits and an interactive character actor who shares thoughts and feelings about the importance of the American Revolution and the Charters of Freedom that came out of it.
| Liberty Bus Room | Utah Core Standards | Give Me Liberty Objectives |
| Room 1: Why Choose America | Standard 5.1. 1.d Determine reasons for the exploration of North America (e.g., religious, economic, political). U.S. I Standard 1.4: Students will identify how the period of exploration has affected the current human geography of the Americas, and in particular the role their own cultural background has played. | Students will understand why our ancestors came from different parts of the world, seeking a better life for themselves and their families. |
| Room 2: The Charter Documents | Standard 5.2.1a Explain the role of events that led to declaring independence. Standard 5.3 Students will understand the rights and responsibilities guaranteed in the United States Constitution and Bill of Rights. U.S. I Standard 4.4: Students will use evidence to explain how the Constitution is a transformative document that contributed to American exceptionalism. | Students will be able to explain the significant events leading to the creation of the Declaration of Independence through the exploration of the grievances mentioned in the document. Students will discover why our Constitution is revolutionary and how the Bill of Rights protects the rights of the people. |
| Room 3: Choose to be a heroic citizen Today! | Standard 5.3.2c Analyze the impact of the Constitution on their lives today. U.S. GOV Standard 2.3: Students will explain the purpose and importance of fulfilling civic responsibilities, including serving on juries; voting; serving on boards, councils, and commissions; remaining well-informed; contacting elected officials; and other duties associated with active citizenship. | Students will feel inspired to take action and become a productive citizen. They will pledge to work together in order to make America a better place for everyone. |
What we Teach: Give Me liberty Online
The Give Me Liberty program doesn’t stop at the classroom door. We have an online experience available to students of the Give Me Liberty program. Here we teach focused principles and engage student interest through activities they can do with their families or communities.
| Take Home Activities (Online) | Utah Core Standard | Give Me Liberty Objective |
| Unit 1: The Story of America | ||
| The Story of America 1.1 | U.S. I Standard 3.4: Students will explain how the ideas and events of the American Revolution continue to shape American identity. | Complicated challenges are part of the American story, and we can have faith that America can overcome when we strive to do the right thing. |
| Rights Vs. Responsibilities 1.2 | U.S. I Standard 4.3: Students will use historic case studies and current events to trace how and explain why the rights, liberties, and responsibilities of citizens have changed over time. | We are born with rights that are a gift from God. We also have responsibilities. Students will understand the connection between both. |
| Why Freedom? Tyranny vs Chaos 1.3 | Standard 5.3.3: Explain why the Founders established a compound constitutional republic with three branches, and cite historic and current examples of checks and balances. | Students will be able to explain the necessity for our constitutional republic form of government. |
| American Government Basics 1.4 | Standard 5.3.3: Explain why the Founders established a compound constitutional republic with three branches, and cite historic and current examples of checks and balances. | Students will be able to explain the structure of our American government. |
| Take Action 1.5 | Standard 5.3.6 Describe the civic duties members of American society have today (for example, voting, holding public office, jury duty | Students will take action in their own communities to fulfill their rights and responsibilities as American citizens. |
| Unit 2: Declaration of Independence | ||
| Declaration of Independence: What is it? 2.1 | Standard 5.2.2: Summarize the most significant ideas found in the Declaration of Independence. | Students will identify the important principles in the Declaration of Independence. |
| Rights in the Declaration of Independence 2.2 | Standard 5.2.2: Summarize the most significant ideas found in the Declaration of Independence. | Students will identify the rights as stated in the Declaration of Independence and explain them to their family. |
| Principles in the Declaration 2.3a “All Men Are Created Equal” | Standard 5.2.2: Summarize the most significant ideas found in the Declaration of Independence. | Students will be able to analyze what “equal” means in the context of the Declaration of Independence. |
| Principles in the Declaration 2.3b Unalienable Rights for All | Standard 5.2.2: Summarize the most significant ideas found in the Declaration of Independence. | Students will be able to defend the rights |
| Principles in the Declaration 2.3c Issue of Slavery | Standard 5.2.2: Summarize the most significant ideas found in the Declaration of Independence. | |
| Grievances Part 1: Where should sovereignty reside? 2.4a | Standard 5.2.2: Summarize the most significant ideas found in the Declaration of Independence. | |
| Grievances Part 2: Abuses of Power 2.4b | Standard 5.2.2: Summarize the most significant ideas found in the Declaration of Independence. | |
| We Mutually Pledge: What happened to the Signers? 2.5 | Standard 5.2.2: Summarize the most significant ideas found in the Declaration of Independence. | |
| Unit 3: Constitution of the United States | ||
| We The People: The Preamble 3.1 | Standard 5.3.2 Apply the ideals found in the Preamble of the United States Constitution to historic and current events and issues. | |
| Our Government: Constitutional Republic 3.2 | Standard 5.3.3 Explain why the Founders established a compound constitutional republic with three branches, and cite historic and current examples of checks and balances. | |
| 3 Branches of Government 3.3 | Standard 5.3.3 Explain why the Founders established a compound constitutional republic with three branches, and cite historic and current examples of checks and balances. | |
| Checks and Balances 3.4 | U.S. GOV Standard 1.2: Students will describe the structure of the United States’ form of government as a compound constitutional republic, including the ideas of federalism; checks and balances; separation of powers; commerce, elastic, and supremacy clauses; popular sovereignty; and limited government. | |
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State and Federal Powers 3.5 |
U.S. GOV Standard 3.2: Students will explain the role that local elected officers fulfill, such as mayors, council members, auditors, treasurers, surveyors, assessors, recorders, clerks, sheriffs, county commissioners, and district or county attorneys and how local government roles differ from state and federal roles. | |
| Amendments 3.6 | Standard 5.3.5: Investigate how constitutional amendments are passed, and provide examples of how amendments to the Constitution have extended rights to groups originally denied protection under the Constitution (for example, women, enslaved people, immigrants, Black Americans, Native Americans). | |
| Unit 4: Bill of RIghts | ||
| Rights vs. Responsibilities Review 4.1 | U.S. I Standard 4.3: Students will use historic case studies and current events to trace how and explain why the rights, liberties, and responsibilities of citizens have changed over time. | |
| Compromise and the History of the Bill of Rights 4.2 | U.S. I Standard 4.1: Students will explain how the ideas, events, and compromises which led to the development and ratification of the Constitution are reflected in the document itself. | |
| Individual Rights 4.3 | U.S. I Standard 4.3: Students will use historic case studies and current events to trace how and explain why the rights, liberties, and responsibilities of citizens have changed over time. | |
| Individual Protections 4.4 | U.S. I Standard 4.3: Students will use historic case studies and current events to trace how and explain why the rights, liberties, and responsibilities of citizens have changed over time. | |
| State vs Federal Powers 4.5 | U.S. GOV Standard 3.1: Students will explain the distribution of power among national, state, tribal, and local governments in order to identify how needs are met by governance systems. | |
| Conclusion | ||
| You’re Responsibility: How to take Action in Your Community |
The Awards System, Acknowledgements, & Endorsements
