Grade Level: 3
Time: 1 class period 

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).

3.Inq.4.a. Construct arguments using claims and evidence from multiple sources about Connecticut history. 

Learning Objective: 

Students will understand the story of how the state’s flag came to be what we know today and examine what symbols can represent, brainstorming their own symbols about the state and their family unit.

Teacher Background: 

(If students completed the “Understanding the State Seal” activity, they will already be familiar with the CT state seal.)

The Connecticut State Seal shows three grapevines inside a shield, and a ribbon beneath it with a line of Latin text. The three grapevines represent the three original English settlements in Connecticut: Hartford, Windsor, and Wethersfield. The Latin motto “Qui Transtulit Sustinet” translates to “He who transplanted still sustains,” which expressed the belief that the colony had been guided and supported as it took root and grew.

The flag’s official description, as prepared by the Connecticut General Assembly: “Five feet, six inches in length and four feet, four inches in width, of azure blue silk, with the armorial bearings (the crest or coat of arms) in argent white silk with the design in natural colors and border of the shield embroidered in gold and silver. Below the shield there is a white streamer, cleft (split) at each end, bordered in gold and browns, the streamer bearing in dark blue the motto ‘Qui Transtulit Sustinet.'”

Click here for more information on the state flag.

Materials: 

• One flag outline per group (printable worksheet)
• Crayons, colored pencils, markers

Introduction (10-15 minutes)

1. Teacher Prompt:

“Does anyone know what the Connecticut state flag looks like? 

Did you know that Connecticut did not adopt an official state flag until 1897? Before then, people used many different versions of flags. In 1895, a group called the Daughters of the American Revolution wanted a state flag to decorate their new meeting place, and a special government committee was formed to choose one.  

Different groups wanted the flag to look different ways, and suggestions were printed in the newspaper The Hartford Courant. Some Civil War veterans wanted to use the flag they had fought under. During the Civil War, Connecticut units carried two main flags: a national flag and a blue regimental flag. These flags were powerful visible symbols of patriotism, and soldiers were instructed to ‘follow the colors.’ They represented hope: as long as the flags were flying, the soldiers kept fighting.  

Eventually the groups compromised, choosing a design that kept the blue color along with the state seal. The flags represented service and sacrifice. Now, let’s consider what symbols tell the story of Connecticut today and how they compare to the sacrifices symbolized by the old battle flags. If we were designing a brand-new state flag right now, what symbols would best represent our state’s current identity, history, and culture?” 

2. Class Discussion: 

• Vocabulary: regimental, patriotism, compromise
• What is the purpose of a flag?
• What does a flag represent?
• Why do you think the Civil War veterans felt so strongly about their blue regimental flag?
• What is a symbol?
• What kinds of symbols and colors could represent Connecticut’s diverse cultural communities or important geography today?

Main Activity: Design a New State Flag (25-30 minutes)

Divide students into small groups. Each group will create one new Connecticut State Flag design.

1. Group Brainstorm (5 minutes): Students share ideas about what symbolizes Connecticut today: local industries, famous innovators, historical sites, diverse cultural groups, environmental features, etc. Every student must offer at least one idea for a symbol.
2. Assign Symbols (3–4 minutes): Students decide together which symbols will go on the new flag design. No duplicates: if someone chooses pizza, only one pizza appears. Students choose one symbol each to draw on the flag. Check for coordination: “How does this symbol relate to Connecticut’s history or identity?”
3. Create the New Flag (8-10 minutes): Students collaboratively decide on the flag’s colors. Students draw their individual symbols onto the large flag outline in a unified design they agree upon. The group decides whether to include a motto (the historical motto, a new one they create, or no motto). Students finish coloring the flag.
4. Share-Out & Conclusion (8–10 minutes): Each group presents their new State Flag design and explains what symbols they chose, why each symbol represents Connecticut today, and, if, they included a motto, what story it tells about the state.
5. Closing Activity (Optional): Have students vote on what flag they want to represent Connecticut.

Opportunities for Assessment

1. Homework: For homework, students will go home and talk with their family about the traditions, stories, values, and interests that are important to them. Using what they learn, each student will design a family flag that represents who they are and what their family cares about.   
   1. Research their family by asking questions at home (e.g., traditions, foods, activities, places, jobs, cultural backgrounds, hobbies).
   2. Choose 2–3 symbols that represent their family’s identity.
   3. Create a family flag using those symbols.
   4. Write a short paragraph explaining why they chose each symbol and how it represents their family. The paragraph should include specific details about what each symbol stands for and why it belongs on their family flag.

Slides and Worksheets

Slides Presentation (Canva) (PDF) (Editable Powerpoint)

Flag Outline Worksheet (PDF) (Doc)