Grade Level: 3
Time: 40–45 minutes
Standards: Cultural Communities in Connecticut Present and Past

3.His.11.a. Make inferences about the intended audience and purpose of a variety of historical sources from information within the source itself (e.g., diary entries, historical markers, letters, seals, symbols).

Learning Objective:

Students will identify the Connecticut State Seal and describe the symbols it contains. They will explain what the grapevines and motto represent and make inferences about why the seal was created. Students will also design and explain a symbol that represents themselves or their group.

Teacher Background:

Connecticut’s official seal and coat of arms are long-standing symbols of the state and its history. The design shows three grapevines with the Latin motto Qui Transtulit Sustinet, which translates to “He Who Transplanted Still Sustains.” The earliest version of the seal came from England in 1639 with George Fenwick and was first used by the Saybrook Colony. When Saybrook joined the Connecticut Colony in 1644, the seal came with it and became the colony’s official mark on government documents. Early versions of the seal showed fifteen grapevines, but by 1711 the design was simplified to three vines, likely representing the early Connecticut settlements of Hartford, Windsor, and Wethersfield. After the American Revolution, the inscription around the seal was updated in 1784 to reflect Connecticut’s new status as a state, and the design has remained largely unchanged since. Today the seal and coat of arms appear on the state flag and many official documents, serving as a reminder of Connecticut’s early colonial roots and the communities that helped establish the state.

Click Here to learn more about the Connecticut State Seal on Connecticut History

Materials:

• Image of the Connecticut State Seal (projected slide, printed image, or board display)
• One large sheet of paper per pod with a seal outline (circle or shield)
• Small paper circles or shapes (one per student)
• Crayons, colored pencils, or markers
• Glue sticks
• Scissors

Optional:

• Example images of symbols (sports, hobbies, animals, objects) to help students brainstorm ideas for their pod seal.

Introduction: (8–10 minutes)

Teacher Prompt:

“Does anybody know what a seal is? Some of you might think of the animal, but a seal can also be a special symbol that represents a place or a group. Today we are going to learn about the Connecticut State Seal and then make a seal for your pod, your group of desks.

The Connecticut State Seal shows three grapevines inside a shield, with a ribbon underneath that has a line of Latin text. The grapevines represent the three original English settlements in Connecticut: Hartford, Windsor, and Wethersfield.

Grapevines symbolized growth, survival, community, and care. These were ideas the early settlers believed described their new colony.

The ribbon beneath the shield includes the Latin motto “Qui Transtulit Sustinet.” This phrase means “He who transplanted still sustains.” The motto expressed the belief that the colony had been guided and supported as it took root and grew.

The Connecticut State Seal uses pictures and words to tell a story about identity, history, and cooperation. Today, you are going to create a seal that represents your pod, your group of desks, using symbols that show what is important about your group.”

2. Class Discussion:

Ask students the following questions and discuss their responses as a class.

1. Why do you think the early settlers used grapevines as symbols?
2. What does the motto tell us about how they saw themselves?
3. What kinds of symbols could represent your pod?
4. What symbol might represent you as an individual?

Main Activity: Create a Pod Seal Collage (20–25 minutes)

Each pod will create one large seal. Every student will design a small symbol circle that will be added to the larger seal to create a group collage.

• Group Brainstorm: Students discuss ideas about what represents their pod. This could include hobbies, foods, shows, games, sports, where they live, or favorite colors. Every student should contribute at least one idea.
• Choose Symbols: Students decide which symbols will appear on their seal. There should be no duplicates. For example, if one student chooses a football, only one football should appear on the seal. Each student chooses one symbol to draw.
• Create Individual Circles: Students draw and color their symbol on a small circle. Students can cut out their circles if needed and should write their initials on the back.
• Build the Pod Seal: Students glue their circles onto the large seal paper in a design the group agrees on. Pods may add a short motto if they would like.

Opportunities for Assessment

1. Homework: Students talk with their family and create a Family Seal using symbols that represent important parts of their family’s identity. Students bring their seal to class the next day to share.
2. Class Share (8–10 minutes): Each pod presents their finished seal and explains what symbols they chose and why those symbols represent their group.
3. Closing Reflection Questions:

• • How does combining everyone’s symbols help tell the story of your pod?
  • Why do groups, states, and countries use symbols to represent themselves?

Slides and Worksheets

Slides Presentation (Canva) (PDF)

Flag Outline Worksheet (PDF) (Doc)