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1.
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Use a map to show students where New York harbor and France are in relationship to where they live. Explain that the statue was a gift to the U.S. from France that had to be built, taken apart, sent across the Atlantic Ocean and reassembled in the United States. It was finished and dedicated in 1886. On the board, emphasize the age by subtracting the year 1886 from the current year. Explain how the statue is a symbol of freedom and opportunity. Point out that it was the first thing millions of immigrants saw as they entered America at Ellis Island.
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2.
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Have students brainstorm what they know about the Statue of Liberty on a group KWL chart. Write all ideas on the interactive whiteboard or a large piece of paper in the KWL format.
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3.
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Read the book L is for Liberty by Wendy Cheyette Lewison.
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4.
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The class is now ready to take a detailed look at the statue, beginning with its symbol-packed design. With the brainstormed ideas displayed, encourage further discussion with these questions.
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Why does the statue face away from the U.S. if it is a symbol of liberty? Put the Statue of Liberty photograph on the interactive whiteboard or use a projector. (Note: The statue faces
France as a symbol of the enduring friendship between the two countries. This positioning was
fortuitous because the statue was subsequently viewed by more than 12 million immigrants as they entered the U.S. making it one of the first things they saw in America.
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What do people use torches for? What does the torch make you think about the statue? Put The Statue of Liberty: Hand and Torch of the Statue photograph on the interactive whiteboard.
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What is the symbolism of the chains at the statue's feet? Put Broken shackles, axe head and right foot at base, May 1984, photograph on the interactive whiteboard.
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Who uses a crown? What does the crown make you think about the statue? Put Profile view of left-side of head, May 1984 photograph on the interactive whiteboard.
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How does the tremendous size of the statue affect the way you feel about it? Show Statue of Liberty (and) New York Harbor photograph on the interactive whiteboard.
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Why are so many people familiar with the Statue of Liberty? Why are so many people aware of what it represents?
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5.
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As a class, review what a symbol is and identify examples of symbols in the classroom. Explain that a symbol brings to mind an idea. Over the years, a symbol tends to take on a meaning related to its history, function or appearance. Discuss how ideas can also be gradually transferred to an object over time. Millions of immigrants found themselves welcomed to America by the Statue of Liberty. The statue became associated with immigrants struggle for freedom and their desire for a better life.
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6.
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Study part of the famous poem engraved on the Statue of Liberty. Tell students that a poem, "The New Colossus", by Emma Lazarus, is inscribed on the base of the statue. Place the partial text of the poem on the interactive whiteboard. Read the partial poem aloud to students and briefly discuss its meaning. Give me your tired, your poor, Your huddled masses yearning to breathe free. The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!" Give students the poem word puzzle in partners and have them use the text to arrange the words in the proper order. Have students read the poem again.
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Divide the class into groups.
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8.
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Display picture of Jewish refugee children, enroute to Philadelphia aboard liner President Harding, waving at the Statue of Liberty. Discuss what the children may be feeling and what their hopes and their ideas about entering America might be.
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