Unit: 03 Lesson: 01 Suggested Duration: 2 days Grade 04 Unit 03 Exemplar Lesson 01: Importance of Founding Documents This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson, students analyze the founding documents and gain an understanding of the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. Skills TEKS 4.15 Government. The student understands important ideas in historical documents of Texas and the United States. The student is expected to: 4.15C Identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights (Celebrate Freedom Week). 4.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 4.21A Differentiate between, locate, and use valid primary and secondary sources such as computer software interviews biographies oral, print, and visual material documents artifacts to acquire information about the United States and Texas. 4.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 4.21C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. GETTING READY FOR INSTRUCTION Performance Indicators Grade 04 Unit 03 PI 01 Create an analysis pizza to identify each self-evident truth stated in the Declaration of Independence. Explain how each truth affects you today. Standard(s): 4.15A, 4.21B ELPS ELPS.c.1C, ELPS.c.1E Key Understandings The Declaration of Independence lists foundational rights important to American citizens. What is the intent, meaning, and importance of the founding documents of the United States? How do the self evident truths named in the Declaration of Independence still apply to our life today? Vocabulary of Instruction Unalienable Rights Freedom Constitution Tyranny Declaration Grievances Materials Last Updated 04/12/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 11
Unit: 03 Lesson: 01 Suggested Duration: 2 days Declaration of Independence from the National Archives Drawing paper Map pencils U.S. Constitution from the National Archives Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Declaration of Independence (1 per student) Handout: Pattern Puzzle (cut apart, 1 set per group) Handout: U.S. Constitution (1 per student) Handout: Bubble Talk (1 per student) Handout: Pizza Analysis PI (1 per student) Handout: Checklist: Pizza Analysis PI (1 per student) Teacher Resource P.I. Key Resources None Identified Advance Preparation 1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Prepare materials and handouts as needed. Background Information Each social studies class shall include: celebrate Freedom Week; appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical context. GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Students will analyze the Declaration of Independence. 1. Provide each student with drawing paper and map pencils. 2. Display the word FREEDOM (whiteboard, projector, etc.). 3. Students draw a picture of what the word means to them and title the drawing Freedom. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 10 minutes Materials: Drawing paper Map pencils 4. In pairs or small groups, students explain their picture to each other. 5. Facilitate a discussion where students make connections to today by inviting students to talk about their freedoms in daily life. Lead students to understand that because of the Founding Documents, we have these rights recognized the need for them in Declaration, set up in Constitution, and guaranteed in Bill of Rights. Last Updated 04/12/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 2 of 11
Unit: 03 Lesson: 01 Suggested Duration: 2 days 6. Introduce the topic of this lesson: learning about the part of the Declaration of Independence that states Americans freedoms. EXPLORE Declaration of Independence. 1. Distribute to each student the Handout: Declaration of Independence. 2. Students read the text on the attachment and underline key words and answer the questions about the text. 3. Project/display the Declaration of Independence. Review with students what they already know about the Declaration of Independence (it has been part of Constitution Week lessons since Kindergarten), including that it is a letter to King George VI to convey grievances about practices by the English government that the American colonists felt were unfair. Suggested Day 1 25 minutes Attachments: Handout: Declaration of Independence (1 per student) 4. Facilitate a discussion about the key words students underlined, as well as other important terms/ideas in the Declaration of Independence in order to help them develop an understanding of the intent, meaning, purpose, and importance of the documents, including: Truths, self-evident, equal, unalienable, rights, life, liberty, pursuit of happiness, instituted, consent of the governed EXPLAIN Declaration of Independence 1. Organize students into small groups (4 or fewer). 2. Distribute to each group the Handout: Pattern Puzzle. 3. Students work together to organize the cards in the correct order. Suggested Day 1 10 minutes Attachments: Handout: Pattern Puzzle (cut apart, 1 set per group) 4. Students stand up and as a group recite the statement they just analyzed. We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed. EXPLORE U.S. Constitution Suggested Day 2 20 minutes 1. Project/display the U.S. Constitution. Review with students what they already know about the Constitution (it has been part of Constitution Week lessons since Kindergarten); including that it is the document that set up the form of the government still in place today. 2. Distribute to each student the Handout: U.S. Constitution. 3. Facilitate a discussion about important ideas in the Constitution in order to develop an understanding of the intent, meaning, purpose, and importance of the document. 4. While discussing central ideas and articles, students complete the Handout: U.S. Constitution. 5. At some point during the discussion, focus student attention on the excerpt from the Declaration of Independence handout and the documents reviewed at the National Archives (primary source) and the statements on the U.S. Constitution handout (secondary sources). Emphasize the difference to help students make the distinction between primary and secondary sources. EXPLAIN U.S. Constitution 1. Distribute the attachment Handout: Bubble Talk. 2. Students use what they have learned about the Declaration of Independence and U.S. Constitution to explain how the founding documents are important to Americans by writing in their own words that the founding documents guaranteed them their rights as Americans and explaining how our government is designed. ELABORATE Consent of the Governed Attachments: Handout: U.S. Constitution (1 per student) Instructional Note As an extension, there are video clips about the Preamble that are available online and could be viewed. Primary source: document or physical object written or created during the time of the event. They offer an inside view of the event. Secondary source: created later by someone who did not experience first-hand or did not participate in the event; often interprets and analyzes primary sources, but is one or more steps removed from the event Suggested Day 2 (cont d) 5 minutes Handout: Bubble Talk (1 per student) Suggested Day 2 (cont d) 5 minutes 1. Write the following phrase on the board: Last Updated 04/12/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 3 of 11
Unit: 03 Lesson: 01 Suggested Duration: 2 days Consent of the Governed 2. Students think briefly and then turn and talk with a partner about the meaning of the phrase, the relationship between the phrase and the founding documents studied, and the relationship between the phrase and their lives. 3. Student pairs share their thoughts with the class. 4. Continue the class discussion by encouraging students to answer the guiding questions and support their thinking about the Key Understanding: The Declaration of Independence lists foundational rights important to American citizens. - What is the intent, meaning, and importance of the founding documents of the United States? How do the self evident truths named in the Declaration of Independence still apply to our life today? EVALUATE Performance Indicator Grade 04 Unit 03 PI 01 Create an analysis pizza to identify each self-evident truth stated in the Declaration of Independence. Explain how each truth affects you today. Standard(s): 4.15A, 4.21B ELPS ELPS.c.1C, ELPS.c.1E Suggested Day 2 (cont d) 20 minutes Attachments: Handout: Pizza Analysis PI (1 per student) Handout: Checklist: Pizza Analysis PI (1 per student) Distribute to each student the Handout: Pizza Analysis PI and the Handout: Checklist: Pizza Analysis PI. In each slice, students re-write the statement in their own words and tell how it affects them today. Student and teacher use the checklist to assess student work. Last Updated 04/12/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 4 of 11
Declaration of Independence Grade 4 In 1776, at the beginning of the American Revolutionary War, American colonists got together to write a letter to the King of England. They wanted to explain why they were fighting to be their own country, independent of England. Below are the words they used to explain how they felt. We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed Directions: 1. Underline the six most important words in the text. 2. What makes you happy about living in the United States? 3. Why is voting important? 2012, TESCCC 05/07/12 page 1 of 1
Pattern Puzzle Grade 4 We hold these Truths to be self-evident, that all Men are created equal That they are endowed by their Creator with certain unalienable Rights That among these are Life, Liberty and the Pursuit of Happiness That to secure these Rights, Governments are instituted among Men Deriving their just Powers from the Consent of the Governed 2012, TESCCC 05/07/12 page 1 of 1
U.S. Constitution Grade 04 TEXT Draw what you have read In 1776, Thomas Jefferson wrote the Declaration of Independence. Jefferson explained why the United States wanted to be independent of Great Britain. Declaring independence started the American Revolution. When the United States was formed, a government was needed. The U.S. Constitution was written to form the government of the United States. It included three branches of government and a Bill of Rights. Changes in the U.S. Constitution only occur by the consent of the governed, which are American citizens. The Bill of Rights is part of the U.S. Constitution that lists the first ten amendments. The first ten amendments list the rights and freedoms of American citizens. What is the purpose of the U.S. Constitution? Why is the U.S. Constitution important to Americans? 2012, TESCCC 05/07/12 Page 1 of 1
Bubble Talk Draw a picture of yourself in the box Why are the founding documents important to me as an American? 2012, TESCCC 05/07/12 Page 1 of 1
Pizza Analysis Self-Evident Truths Grade 4 Endowed by their Creator with unalienable Rights All Men are Created Equal INSTRUCTIONS In each pie slice Deriving their just Powers fom the Consent of the Governed Write in your own words what the phrase means. Describe how each self-evident truth affects your life. (give an example) Draw a symbol to represent this truth. These self-evident truths are important because. 2012, TESCCC 04/12/13 Page 1 of 1
Checklist: Pizza Analysis Grade 4 Category Self-Evident Truths All Men are Created Equal Student and teacher use this form to check off if each part of the task has been completed Task Student: Wrote the phrase that is listed in your own words Described how each self-evident truth affects you Drew a symbol to represent this truth Student Score: Completed Task Teacher Score: Completed Task Self-Evident Truths Endowed by their Creator with unalienable Rights Self-Evident Truths Deriving their just Powers from the Consent of the Governed Summary A person s self-evident truths are important because Student: Wrote the phrase that is listed in your own words Described how each self-evident truth affects you Drew a symbol to represent this truth Student: Wrote the phrase that is listed in your own words Described how each self-evident truth affects you Drew a symbol to represent this truth Student has completed the sentence starter with a logical answer that supports the main idea and is written with appropriate grammar and spelling. Student has completed the task. 2012, TESCCC 05/07/12 Page 1 of 1
Teacher Resource P.I. KEY Possible Answers KEY All Men are created equal All people have rights that can t be taken away from them All people are created equal Endowed by their Creator with certain unalienable rights Unalienable rights are rights that can t be taken away from a person. They are life, liberty, and the pursuit of happiness. People have a choice regarding what type of job they will have, where they will live, etc. The Consent of the Governed People should be able to decide who governs them People vote for who will govern them A person s self-evident truths are important because all people should be able to make their own choices about things. 2012, TESCCC 04/04/13 page 1 of 1