Grade 5 Unit 1 Constitution Government Dates

Course / Grade 5 Unit 1 Constitution Government Dates:
Overview and Context / Ø  The overview will be a format for making classroom rules and procedures and how that applies to citizenship within the context of a US citizen with constitution and government for which it applies.
NYS Standards Themes & CCLS: / Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental systems of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Shift 1: Active Citizens are able to answer the following compelling questions: (Common Core Learning Anchor standards addressed: R1, W7, SL1.)
Shift 2: Active Citizens Evaluate Sources and Use Evidence (Common Core Learning Anchor Standards addressed: R1-10, W1,2,7-10, SL1)
Shift 3: Active Citizens Communicate/Critique Conclusions and Take Informed Action (Common Core Learning Anchor Standards addressed: R1, W1-8, SL1-6)
NYS SS Skills & Practices / Ø  ü Recognize and effectively select different forms of evidence used to make meaning in social studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs).
Ø  ü Demonstrate respect for the rights of others in discussion and classroom debates regardless of whether one agrees with the other viewpoint. Consider alternate views in discussion with teacher support.
Shift 1: Compelling Question (Inquiry) / Ø  How are the values and beliefs of America’s founding fathers represented in the constitution (R1, W7, SL1.)
Supporting Questions / Ø  What details support the main idea that America needed a new system of rules?
Ø  What was the American main fear about branches of government?
Ø  What did the founding fathers do to keep the fear from becoming a reality?
Ø  Why is the bill of rights so important to Americans?
Shift 2: Evaluating Sources and Using Evidence / Ø  Specific Primary and Secondary Sources Used for Lesson
TEACHING THROUGH TEXT SETS
Ø  Benjanin Franklyn Speech (primary)
Ø  Abagail Adams Letter(Primary)
Ø  An American Founder (Secondary Source)
Ø  The Constitution and the Bill of Rights (Secondary )
Ø  The Constitution of the United States The Foundation of Our Government (Secondary) Thumb drive
Ø  Constitution (Primary)
Ø  Preamble(Primary)
Information Fluency Continuum (IFC) Standards
Grade 5
Comprehension and Collaboration
• Actively listens to and restates others’ ideas and contributes own ideas...... #5.1
• Determines important details...... #1
• Uses prior knowledge and experiences to understand new facts and ideas ...... #1
• Selects and uses multiple appropriate print, non-print, electronic,
and human sources to answer questions ...... #1
CCLS
SL. 1-6
Resources
Books:
“We the Kids: The preamble to the Constitution of the U.S.” by David Catrow
“Constitution Translated for Kids” by Cathy Travis
“The Constitution” by John Hamilton
“Shh! We’re Writing the Constitution” by Jean Fritz (This is also a video on Learn360)
Databases:
TrueFlix: this link has a watch it and read it portion. Further reading is a link to answer the question, “Who made the Constitution happen?”
http://tfx.grolier.com/p/node-33060/01001871
PebbleGo: this breaks the constitution down into categories: What, When, Who, and related articles. This website will read to the student.
http://www.pebblego.com/content/socialstudies/article.html?a=5212
BrainPop: this search link of BrainPop has results for constitution and citizenship.
https://www.brainpop.com/search/search.weml?keyword=constitution
Britannica Elementary: this search of Britannica offers a list of resources. The benefit to this is three separate reading levels of sources.
http://school.eb.com/levels/elementary/search/articles?query=contitution&includeLevelOne=true
Learn360:
General search for Constitution:
http://www.learn360.com/Search.aspx?SearchText=constitution&lid=4929327
The Making of the Constitution:
http://www.learn360.com/ShowVideo.aspx?lid=4929327&SearchText=constitution&ID=924793
The U.S. Constitution
http://www.learn360.com/ShowVideo.aspx?lid=4929327&pageAll=2&SearchText=constitution&ID=640184
Websites:
List of Signers: this has specific information about each of the people that signed the Constitution.
http://www.archives.gov/education/lessons/constitution-day/signers.html
Constitution Game: this is a high level game. You sort pieces of the Constitution into the Preamble, Articles, Bill of Rights, and Amendments.
http://teacher.scholastic.com/scholasticnews/indepth/constitution_day/constitution.asp
Scholastic General Information: if you are looking for a variety of articles and sources of information.
http://www.scholastic.com/browse/collection.jsp?id=391
School House Rock-The Preamble
https://www.youtube.com/watch?v=yHp7sMqPL0g
Liberty Kids- We the People
https://www.youtube.com/watch?v=Ceb1wkSamG4
iTunesU:
4th grade constitution copy:
This has a list of resources with images.
Possible Tech Integration:
Padlet: this allows everyone with access to the account to write their ideas on one sheet.
Secondary Source
Harcourt Social Studies The United States Civil War To Present Chapters, 16 Lesson 3, pages 562-569
Ø  Common Core Learning Anchor Standards addressed: R1-10, W1,2,7-10, SL1
Ø  Students use the following sources of evidence which list relevant information representing a wide range of views and personal experience
Ø  Students will evaluate the credibility of sources by examining how experts value the source(s).
New York State Standards Connection / Key Idea: Learners will understand that:
5.6 GOVERNMENT: The political systems of the Western Hemisphere vary in structure and organization across time and place. / Conceptual Understandings
See Below
75
o  Ø Students will examine the foundational documents of the United States government for evidence of the country’s beliefs, values, and principles.
o  Ø Students will compare and contrast the government structures and functions of the United States government with those of Canada, Mexico, and one other country in either the Caribbean or South America.
5.6b Legal, political, and historic documents define the values, beliefs, and principles of constitutional democracy.
Ø Students will examine the Declaration of Independence, the United States Constitution and Bill of Rights, the British North America Act, and the Canadian Bill of Rights in terms of key values, beliefs, and principles of constitutional democracy.
5.6c Across time and place, different groups of people in the Western Hemisphere have struggled and fought for equality and civil rights or sovereignty.
Ø Students will examine at least one group of people, such as Native Americans, African Americans, women, or another cultural, ethnic, or racial minority in the Western Hemisphere, who have struggled or are struggling for equality and civil rights or sovereignty.
5.6d Multinational organizations and nongovernmental organizations in the Western Hemisphere seek to encourage cooperation between nations, protect human rights, support economic development, and provide assistance in challenging situations.
Ø Students will examine multinational organizations and nongovernmental organizations and their roles in promoting cooperation, peace, and cultural understanding.
·  and contributions associated with the United States with those associated with Canada, Mexico, and a country in either the Caribbean or South America.
5.5b. Countries in the Western Hemisphere face a variety of concerns and issues specific to the region.
Ø Students will investigate a current issue that two or more Western Hemisphere countries are facing together. Some examples include environmental issues, immigration, and trade.
5.6 GOVERNMENT: The political systems of the Western Hemisphere vary in structure and organization across time and place.
(Standards: 5; Themes: GOV, CIV)
5.6a Government structures, functions, and founding documents vary from place to place in the countries of the Western Hemisphere.
Ø Students will examine the basic structure of the United States federal government, including the president, Grades K-8 Congress, and the courts. Page 75
·  Ø Students will examine the foundational documents of the United States government for evidence of the country’s beliefs, values, and principles.
·  Ø Students will compare and contrast the government structures and functions of the United States government with those of Canada, Mexico, and one other country in either the Caribbean or South America.
5.6b Legal, political, and historic documents define the values, beliefs, and principles of constitutional democracy.
Ø Students will examine the Declaration of Independence, the United States Constitution and Bill of Rights, the British North America Act, and the Canadian Bill of Rights in terms of key values, beliefs, and principles of constitutional democracy.
5.6c Across time and place, different groups of people in the Western Hemisphere have struggled and fought for equality and civil rights or sovereignty.
Ø Students will examine at least one group of people, such as Native Americans, African Americans, women, or another cultural, ethnic, or racial minority in the Western Hemisphere, who have struggled or are struggling for equality and civil rights or sovereignty.
5.6d Multinational organizations and nongovernmental organizations in the Western Hemisphere seek to encourage cooperation between nations, protect human rights, support economic development, and provide assistance in challenging situations.
Ø Students will examine multinational organizations and nongovernmental organizations and their roles in promoting cooperation, peace, and cultural understanding.
5.6b Legal, political, and historic documents define the values, beliefs, and principles of constitutional democracy.
Ø Students will examine the Declaration of Independence, the United States Constitution and Bill of Rights, the British North America Act, and the Canadian Bill of Rights in terms of key values, beliefs, and principles of constitutional democracy.
Content Specifications / (Teaching Points) - Learners will be able to:
Students will be able to examine the Declaration of Independence and the United States Constitution and Bill of Rights through multiple perspectives.
Students will be able to examine the foundational documents of the United States government for evidence of the country’s beliefs, values, and principles.
Key Content Vocabulary and Summative Assessment / Vocabulary:
Amendments
Cabinets
Candidate
Compromised
Congress
Continental congress
Delegates
Documents
Executive branch
Federal
Impeach
Interpreting
Judicial branch
Justices
Legislative branch
Nominates
Override
Population
Posterity
Preamble
Proposed
Ratify
Representatives
Veto
Patriotism
Volunteers
Active citizen
Due process of law
Bill of Rights
Primary documentaries
Secondary documents
Political Maps
State / Shift 3 Communicating Conclusions/Taking Informed Action (Summative Assessments):
Ø  (Common Core Learning Anchor Standards addressed: R1-10, W1,2,7-10, SL1, SS 5.4,5.5,5.6
Constitution and Government
Teachers Guide PPS 31-37
Class project of written and implemented class constitution.
Create a newspaper of the times of the constitution
Community Involvement: Volunteer throughout the day in the school
Teaching tolerance
CCLS Skills
Ø  R1-10, W1,2,7-10, SL1