我的旗帜，我的故事

Fourth graders have been global explorers this year, journeying from Australia’s Great Barrier Reef to the Great Wall of China, celebrating Swiss National Day in Switzerland, and learning about Eid al-Fitr in Saudi Arabia. 在他们的世界之旅的每一站，学生们都会对这个国家进行研究，并就其美食和文化、体育和娱乐、经济和出口、地理和旅游，以及政府、首都和民族自豪感的象征进行合作。

Each presentation invariably features the country’s national flag, and social studies teacher Ward Russell wanted to help his students understand why national flags evoke such strong feelings of pride and patriotism by exploring the deeper meanings behind them. 学生们观看了哥伦比亚广播公司（CBS）周日早间节目《旗帜学》（vexillology），这是一门研究旗帜设计的学科，探讨了好旗与坏旗的区别。 然后，他们检查了迄今为止他们研究过的所有国家的国旗，并了解了每个图案背后的含义。

为了帮助学生们了解国旗的深层含义和象征意义，沃德要求他们设计能代表他们身份的个人旗帜。 每个学生选择了六个反映他们身份的要素。 “I kept it pretty broad,” Ward explained. “I asked them to think about what they want others to know about them. It could be a personality trait, something they value, or something they enjoy.” The project offered a creative and meaningful way for students to engage with this year’s schoolwide theme of ‘看见和被看见,’ allowing them to express their individuality through visual storytelling.

Following the five principles of good flag design—simplicity, meaningful symbolism, a limited color palette (2–3 colors), no text, and a purposeful choice to be either unique or connected to another flag—students created personal flags using Google Slides. 他们接受了这一挑战，深思熟虑地选择了反映珍贵的家庭记忆、个人价值观、信仰和指导他们生活的信念的颜色和符号。 贝博体彩app是在低年级的走廊上展出了一系列旗帜，这些旗帜不仅在视觉上引人注目，而且具有深刻的意义。