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National Symbols Of Great Britain Essay Topics

The national symbols of England are things which are emblematic, representative or otherwise characteristic of England or English culture. Some are established, official symbols; for example, the Royal Arms of England, which has been codified in heraldry. Other symbols may not have official status, for one reason or another, but are likewise recognised at a national or international level.

Flags[edit]

Main article: List of English flags

The national flag of England, known as St George's Cross, has been England's national flag since the 13th century. Originally the flag was used by the maritime state the Republic of Genoa. The English monarch paid a tribute to the Doge of Genoa from 1190 onwards, so that English ships could fly the flag as a means of protection when entering the Mediterranean. A red cross acted as a symbol for many Crusaders in the 12th and 13th centuries. It became associated with Saint George, along with countries and cities, which claimed him as their patron saint and used his cross as a banner.[1] Since 1606 the St George's Cross has formed part of the design of the Union Flag, a Pan-British flag designed by King James I.[2][2]
The Royal Banner of England[3] (also known as the Banner of the Royal Arms,[4] the Banner of the King) is the English banner of arms; it features the Royal Arms of England. This Royal Banner differs from England's national flag, St George's Cross, in that it does not represent any particular area or land, but rather symbolises the sovereignty vested in the rulers thereof.[5]

Flora and fauna[edit]

See also: Fauna of England

The Barbary lion is a national animal of England. In the Middle Ages, the lions kept in the menagerie at the Tower of London were Barbary lions.[6] English medieval warrior rulers with a reputation for bravery attracted the nickname "the Lion": the most famous example is Richard I of England, known as Richard the Lionheart.[7] Lions are frequently depicted in English heraldry, either as a device on shields themselves, or as supporters. They also appear in sculpture, and sites of national importance. The lion is used as a symbol of English sporting teams, such as the England national cricket team.[8]
The oak is the national tree of England,[8] representing strength and endurance. The Royal Oak and Oak Apple Day commemorate the escape of King Charles II from the grasps of the Parliamentarians (Roundheads) after the Battle of Worcester in 1651 (the last battle of the English Civil War); he hid in an oak tree to avoid detection before making it safely into exile. The Major Oak is an 800–1000 year old oak in Sherwood Forest, fabled as the principal hideout of Robin Hood.[9]
The rose is England's national flower. Usually red,[8] it is used, for instance, in the emblems of the English Golf Union and England national rugby union team.

Food and drink[edit]

Main article: English cuisine

Fish and chips has been a recognisable cultural and culinary symbol of England since the mid-19th century.[8] A strong contender for the unofficial title of England's national dish, it remains hugely popular as an affordable and nutritious takeaway meal.
Roast beef and Yorkshire pudding is a widely consumed part of English cuisine, and is symbolic of England.[8] It is another contender for the title of England's national dish.
Tea is symbolic of England.[8] In 2006, a government-sponsored survey confirmed that a cup of tea constituted a national symbol of England.[10] By an alternative view, it may be considered symbolic of Britain rather than England alone for its historical British connection with Empire and India,[11] and is not specifically pre-Union of the Crowns or pre-Union of Parliaments. It is also drunk widely and equally in England, Scotland and Wales.

Heraldry[edit]

Main article: English heraldry

The Royal Arms of England[12] is a coat of arms symbolising England and the English monarchs.[13] Designed in the High Middle Ages, the Royal Arms was subject to significant alteration as the territory, politics and rule of the Kingdom of England shifted throughout the Middle Ages. However, the enduring blazon, or technical description, is "Gules three lions passant guardant in pale Or armed and langued Azure",[5][14] meaning three horizontally positioned, identical gold lions facing the observer, with blue tongues and claws, on a deep red background. Although officially subsumed into the heraldry of the British Royal Family in 1707, the historic Royal Arms featuring three lions continues to represent England on several coins of the pound sterling, forms the basis of several emblems of English national sports teams (such as the England national football team),[15][16] and endures as one of the most recognisable national symbols of England.[13]
St Edward's Crown was one of the English Crown Jewels and remains one of the senior Crown Jewels of the United Kingdom, often being used as the coronation crown.[17] Since 1952, two-dimensional representations of the crown have been used in coats of arms, badges, and various other insignia to indicate the authority of the monarch throughout the Commonwealth realms.
The Tudor rose, which takes its name from the Tudor dynasty, was adopted as a national emblem of England around the time of the Wars of the Roses as a symbol of peace.[18] It is a syncretic symbol in that it merged the white rose of the Yorkists and the red rose of the Lancastrians - cadet branches of the Plantagenets - who went to war over control of the royal house. It is also known as the Rose of England.[19]

Literature[edit]

Main article: English literature

Geoffrey Chaucer (c. 1342/43-1400): "the first finder of our language", his Middle English collection of 24 stories The Canterbury Tales remains among the greatest poetic works of English literature.[20]
Charles Dickens (1812-1870): Generally considered the greatest English novelist of the Victorian era, his numerous works include: A Christmas Carol, Great Expectations, and Oliver Twist.[21]
George Orwell (Eric Arthur Blair, 1903-1950): English novelist, essayist, and critic whose politically founded works include the allegorical novella Animal Farm and dystopian novel Nineteen Eighty-Four.[22]
William Shakespeare (1564-1616): English poet, dramatist, and actor often called the English national poet and commonly regarded as the greatest dramatist of all time.[23]

Military[edit]

Main article: Military of England

Motor vehicles[edit]

Main article: Automotive industry in the United Kingdom

Music[edit]

Main article: Music of the United Kingdom

Myth and folklore[edit]

Main article: English folklore

People[edit]

See also: List of English people

Miscellaneous[edit]

See also: List of cultural icons of England

Big Ben is the nickname for the Great Bell of the clock at the north end of the Palace of Westminster in London, and often extended to refer to the clock and the clock tower. The tower is officially known as Elizabeth Tower: it was renamed in 2012 to celebrate the Diamond Jubilee of Elizabeth II. Previously it was known simply as the Clock Tower. "Big Ben" has become one of England's most prominent symbols.[41]
Buckingham Palace is the London residence and administrative headquarters of the reigning monarch of the United Kingdom. The palace is often the site of state occasions, and has been a focal point at times of national celebration and mourning.[42]
Coldstream Guards: The oldest regiment in the Regular Army in continuous active service, its origin lies in the English Civil War when Oliver Cromwell gave Colonel George Monck permission to form his own regiment as part of the New Model Army.[43]
Morris dancing is a form of English folk dance normally accompanied by music. It involves rhythmic stepping and choreographed figures by a group of dancers, usually wearing bell pads on their shins. Morris dancers may use sticks, swords and handkerchiefs when dancing. The earliest known, surviving English record of Morris dancing is dated to 1448.[44]
The White Cliffs of Dover: The cliffs have great symbolic value in England because they face Continental Europe across the narrowest section of the English Channel, where invasions have historically threatened and against which the cliffs form a symbolic guard. Before air travel, crossing from Dover was the primary route to the continent, so the cliffs also formed the first or last sight of England for those making the journey.[45]

See also[edit]

References[edit]

  1. ^ ab"St. George – England's Patron Saint". Britannia.com. Retrieved 1 February 2009. 
  2. ^ ab"United Kingdom – History of the Flag". FlagSpot.net. Retrieved 2009-09-05. 
  3. ^Thompson 2001, p. 91.
  4. ^Fox-Davis 1909, p. 474
  5. ^ abFox-Davies 2008, p. 607.
  6. ^Barnett R., Yamaguchi N., Shapiro B., Sabin R. (2008). "Ancient DNA analysis indicates the first English lions originated from North Africa". Contributions to Zoology. 77 (1): 7–16. 
  7. ^Garai, Jana (1973). The Book of Symbols. New York: Simon & Schuster. ISBN 0-671-21773-9. 
  8. ^ abcdefg"What images are associated with England?". projectbritain.com. Retrieved 2010-09-22. 
  9. ^"UK: Up a tree with the king to be". The Daily Telegraph. Retrieved 2 September 2016. 
  10. ^Gallagher 2006, p. 19.
  11. ^"Scotland and the British Empire". History Today. Retrieved 2 September 2016. 
  12. ^Jamieson 1998, pp. 14–15
  13. ^ abBoutell 1859, p. 373: "The three golden lions upon a ground of red have certainly continued to be the royal and national arms of England."
  14. ^The First Foot Guards. "Coat of Arms of King George III". footguards.tripod.com. Retrieved 4 February 2010. 
  15. ^Briggs167.
  16. ^Ingle, Sean (2002-07-18). "Why do England have three lions on their shirts?". The Guardian. UK. Retrieved 2010-09-15. 
  17. ^"Queen at Westminster Abbey to mark her coronation". The Guardian. Retrieved 2 September 2016. 
  18. ^"National flowers". Number10.gov.uk. 13 January 2003. Archived from the original on 9 September 2008. Retrieved 8 August 2009. 
  19. ^Smith, Jed (2005-06-03). "England's Rose – The Official History". Museum of Rugby, Twickenham. RugbyNetwork.net. Retrieved 2009-08-08. 
  20. ^"Geoffrey Chaucer: English writer". Encyclopædia Britannica. Retrieved 2 September 2016. 
  21. ^"Charles Dickens: British novelist". Encyclopædia Britannica. Retrieved 2 September 2016. 
  22. ^"George Orwell: British author". Encyclopædia Britannica. Retrieved 2 September 2016. 
  23. ^"William Shakespeare: English author". Encyclopædia Britannica. Retrieved 2 September 2016. 
  24. ^"Oliver Cromwell: English statesman". Encyclopædia Britannica. Retrieved 2 September 2016. 
  25. ^Manchester, William (2015). The Last Lion: Winston Spencer Churchill: Visions of Glory, 1874-1932. Pan Macmillan. p. 82. ISBN 978-1-4472-7951-8. 
  26. ^"When asked if Nelson was a symbol of British or English identity there was a clear division of opinion, with most saying English" (Watson, Sheila (November 2006). "'England expects': Nelson as a symbol of local and national identity within the Norfolk Nelson Museum". museum and society. 4 (3): 129–151. ISSN 1479-8360. ).
  27. ^"Horatio Nelson, Viscount Nelson: British naval commander". Encyclopædia Britannica. Retrieved 2 September 2016. 
  28. ^"Nominate England's greatest icon". BBC News. Retrieved 4 September 2016. 
  29. ^"The Birth of Rolls Royce". History Today. Retrieved 4 September 2016. 
  30. ^"Black Cab tops the list of London's transport 'Design Icons'". Transport for London. Retrieved 4 September 2016. 
  31. ^"100 Greatest Artists". Rolling Stone. Retrieved 4 September 2016. 
  32. ^"The Beatles 'add £82m a year to Liverpool economy'". BBC News. Retrieved 4 September 2016. 
  33. ^""The Father of English Musick": William Byrd". The Spectator. Retrieved 4 September 2016. 
  34. ^"£20 Elgar note withdrawal 'a national disgrace'". The Daily Telegraph. Retrieved 4 September 2016. 
  35. ^"Sir Edward Elgar: English composer". Encyclopædia Britannica. Retrieved 4 September 2016. 
  36. ^"Arthur: Legendary king of Britain". Encyclopædia Britannica. Retrieved 5 September 2016. 

 

Title – American Symbols
By – Natalie Gutierrez
Primary Subject – Social Studies
Secondary Subjects – Art, Language Arts
Grade Level – 1-2 grades

Adapted and modified from Mrs. Jones, FSUS, K-2

Summary: Students will learn that a symbol is something that stands for, or represents, something else. They will learn about the national symbols that are unique to our country. They will complete artwork to depict the symbols and read non-fiction books to further their comprehension. Writing skills will be reinforced through various writing activities.

Sunshine State Standards:

      Time, Continuity, and Change

 

        The student understands historical chronology and the historical perspective. (SS.A.1.1)
        • understands that history tells the story of people and events of other times and places.

 

      People Places and Environment

 

        The student understands the interactions of people and the physical environment. (SS.B.2.1)

 

      Government and the Citizen

 

        The student understands the structure, functions, and purposes of government and how the principles and values of American democracy are reflected in American constitutional government. (SS.C.1.1)

 

 

      The student understands the role of the citizen in American democracy. (SS.C.2.1)
      • knows the qualities of a good citizen (e.g., honesty, courage, and patriotism).
      • knows that a responsibility is a duty to do something or not to do something.
      • knows the sources of responsibility, examples of situations involving responsibility, and some of the benefits of fulfilling responsibilities.
      • Knows that the right to privacy is a personal right guaranteed by the United States Constitution and knows when privacy is expected.

Content Area: Social Studies, Art, Writing

Symbols: Liberty Bell, Statue of Liberty, ” The Star-Spangled Banner ,” American Flag, Bald Eagle, United States Capitol, White House, Mount Rushmore

TEACHER GUIDE

Objectives: To learn about the national symbols that are unique to our country and that a symbol is something that stands for, or represents, something else.

  • The students will be able to recall facts from readings
  • The students will be able to write five complete sentences for each symbol
  • The students will be able to complete artwork associated with each symbol
  • The students will be able to visually identify each symbol
  • The student will be able to identify the purpose or reasoning for each symbol

Prerequisite Skills: Reading, listening, cooperation, following instructions

STUDENT ACTIVITY

The Task: American Symbols Folder

Materials:

  • black construction paper (extra long)
  • American symbols sheet (colored and cutout)
  • crayons
  • scissors
  • glue

What to do:

      Ask students to define the word symbol. Clarify that a symbol is something that stands for, or represents, something else. A flag is a national symbol that each country has. Like flags, most national symbols are unique to one country. Ask students to name people, places, and things that they believe represent the United States of America and that are unique to the nation. After they have brainstormed various symbols, demonstrate and display all the symbols: Statue of Liberty, Liberty Bell, American Flag, American Bald Eagle, Mt. Rushmore, White House,

Star-Spangled Banner

      , and United States Capitol. Do not discuss much about each symbol, so as to keep the students intrigued about each symbol. Instruct the students they will be creating a folder now to put all of the American symbols that they create.

 

    Pass out the American symbols coloring sheet and have students color, then cutout the symbols. Once they have completed, paste onto the front of folded black piece of construction paper with “American Symbols” written as title in white crayon on front cover. Teacher should collect and keep where they can be readily available to the students.

The Task: THE AMERICAN FLAG

Day One:

Materials:

  • Red construction paper cut into strips (7 per student)
  • Blue construction paper cut into small rectangles (1 per student)
  • White construction paper (1 per student)
  • Cutout stars (50 per student)
  • Glue
  • Books about American Flag

What to Do:

      After reading book(s) on American Flag, have students generate facts and sentences they comprehended from the book. Teacher writes facts on chart paper magnetized to the board. Facts are left on board for the students to refer to and add to, as well.

 

      Sample Facts that can be taken from book reading and should be written on Chart Paper:
      • Should be raised up a flagpole quickly and lowered slowly
      • Should be flown from sunrise until sunset
      • Should never touch the ground
      • Completed its first trip around the world in 1790
      • First flew on the moon in 1969

 

    After you have shown an example of the American Flag the students will create and have given verbal instructions, pass out 1 white sheet of construction paper, 7 strips of red paper, and one blue paper rectangle. After the students have glued on the strips and the rectangle, pass out 50 cutout starts to each student to glue onto blue rectangle. Display around the room!!

Day Two:

    The students will review the facts written on the chart paper on the previous day and discuss any new facts that should be added. The students are then given writing paper and asked to pick 5 of the facts/sentences and write on paper. When the students have completed their sentences and have had it reviewed by the teacher, the paper will be stapled to the back of their flag. Place in their American Symbols Folder!

The Task: American Bald Eagle

Day One:

Materials:

  • Bald eagle coloring cutout sheet
  • Brown paper bag
  • Crayons
  • Scissors
  • Glue
  • Books about American Bald Eagles

What to do:

      After reading book(s) on the United States Capitol, have students generate facts and sentences they comprehended from the book. Teacher writes facts on chart paper magnetized to the board. Facts are left on board for the students to refer to and add to, as well.

 

      Sample Facts that can be taken from book reading and should be written on Chart Paper:
      • Is found only in North America
      • Is not really bald
      • Returns to the same nest each year
      • Was once in danger of extinction
      • Is on the dollar bill

 

    After you have shown an example of the American Bald Eagle puppet the students will create and have given verbal instructions, pass out a bald eagle coloring cutout sheet to each student and a brown lunch bag. Have the students appropriately color the bald eagle, cut it out, and paste to bag to create a puppet. Display around the room!

Day Two:

    The students will review the facts written on the chart paper on the previous day and discuss any new facts that should be added. The students are then given writing paper and asked to pick 5 of the facts/sentences and write on paper. When the students have completed their sentences and have had it reviewed by the teacher, the paper will be folded up and stapled inside of their puppet. Place in their American Symbols Folder!

The Task: Liberty Bell

Day One:

Materials:

  • Liberty Bell handout
  • Brown/copper non-toxic paint
  • Paintbrushes
  • Various colored construction paper
  • Glue
  • Scissors
  • Books about the Liberty Bell

What to Do:

      After reading book(s) on the Liberty Bell, have students generate facts and sentences they comprehended from the book. Teacher writes facts on chart paper magnetized to the board. Facts are left on board for the students to refer to and add to, as well.

 

      Sample Facts that can be taken from book reading and should be written on Chart Paper:
      • Was originally made in England
      • Weights more than 2,000 pounds
      • Cracked the first time in it was rung
      • Was recast and remained crack free until 1835
      • Is no longer rung, but has been struck on special occasions

 

    After you have shown an example of the Liberty Bell the students will create and have given verbal instructions, pass out the Liberty Bell handout. Once every table is ready, distribute the brushes and the paint to each group. Once the paint has dried, have the students cutout their bell and paste it to a red, white, or blue piece of construction paper. Display around room!

Day Two:

    The students will review the facts written on the chart paper on the previous day and discuss any new facts that should be added. The students are then given writing paper and asked to pick 5 of the facts/sentences and write on paper. When the students have completed their sentences and have had it reviewed by the teacher, the paper will be stapled to the back of their Liberty. Place in their American Symbols Folder!

The Task: The Star-Spangled Banner

Day One:

Materials:

  • Recording of The Star-Spangled Banner
  • Handout of lyrics to The Star-Spangled Banner
  • (no other artwork listed)

What to Do:

      Have the students listen to the music of

Star-Spangled Banner

 

      The students will listen to the teacher present information about

The Star-Spangled Banner

      using books found at the library.

 

      After reading book(s) on the Star-Spangled Banner and listening to the recording, have students generate facts and sentences they comprehended from the book. Teacher writes facts on chart paper magnetized to the board. Facts are left on board for the students to refer to and add to, as well.

 

      Sample Facts that can be taken from book reading and should be written on Chart Paper:
      • Was written in one day
      • Was first titled ” The Defense of Fort McHenry
      • Is the national anthem of the United States
      • Has been the national anthem since 1931
      • Is traditionally sung at the start of major sporting events

 

    ***Students will then complete an artwork***

Day Two:

    The students will review the facts written on the chart paper on the previous day and discuss any new facts that should be added. The students are then given writing paper and asked to pick 5 of the facts/sentences and write on paper. When the students have completed their sentences and have had it reviewed by the teacher, the paper will be stapled to the back of their artwork. Place in their American Symbols Folder!

The remaining symbols, Statue of Liberty, White House, Mt. Rushmore, and the United States Capitol , will have lessons that are all very similar to the ones listed above. Each lesson begins with a brief introduction of the symbol by display and then reading a book or books on the symbol. The teacher then has the students relay facts from the book and writes them on chart paper displayed on the board. The students then create a piece of artwork. The following day, students review the facts already learned, and then add on to the facts list or read another book. The students then have the task of picking five of the facts listed and writing 5 of them in complete sentences. Once the students have completed the unit, they are able to take their American Symbols folder home and share all that they have learned with their family and friends!

ESOL Modification:

    This lesson is a very good lesson that includes accommodations built into the lesson.
    • Listening while teacher reads encourages student to “pick-up” on grammar and pronunciation.
    • When writing sentences, copying sentences already created by class/teacher. Student is able to properly re-create sentences and grasp sentence writing skills.
    • Art is universal!

Assessment:

      Assessment is an ongoing through the process of learning. There is no formal test or culmination of knowledge at the very end.

 

    The teacher should be looking for:
    • Listening during group reading
    • Participation during culmination of facts from books
    • Working cooperatively with their group during art production
    • Creativity in art projects
    • Recognizes each symbol visually
    • Writes complete sentences
    • Eagerness during duration of unit

The students responded VERY well to the lesson and had fun the whole time. We were surprised to see how much they loved the books and the pictures contained in them. This was a very, very fun unit plan that we will both use in our classroom!

E-Mail Natalie Gutierrez !