Grade 4

Social Studies

Unit: 07 Lesson: 02

Lesson Synopsis:
Students identify and explain the importance of the Texas Constitution of 1836 and explain the basic functions of the three branches of government during the Republic of Texas era. Students demonstrate their knowledge by comparing and contrasting the governments of the Republic of Texas and the United States on a Venn Diagram and writing a conclusion sentence.
TEKS:
4.15 / Government. The student understands important ideas in historical documents of Texas and the United States. The student is expected to:
4.15A / identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and other documents such as the Meusebach-Comanche Treaty;
4.15B / identify and explain the basic functions of the three branches of government according to the Texas Constitution
Social Studies Skills TEKS:
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:
4.21B / 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
4.22 / Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
4.22B / incorporate main and supporting ideas in verbal and written communication
4.22D / create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
Getting Ready for Instruction
Performance Indicator(s):
  • Create a graphic organizer to compare and contrast the U.S. Constitution and the Texas Constitution. Choose two points on which to elaborate expanding on the ramifications of the issues. (4.15A, 4.15B; 4.21B, 4.21C; 4.22B, 4.22D)
1C
Key Understandings and Guiding Questions:
  • Documentos importanes históricos de los Estados Unidos y de Texas transmiten las creencias en las cuales el país y el estado operan.
—¿Cómo influyeron las ideas políticas de los Estados Unidos al gobierno de la República de Texas?
Vocabulary of Instruction:
  • constitución
  • poder judicial
/
  • poder ejecutivo
  • gobierno representativo
/
  • poder legislativo

Materials:
  • Refer to the Notes for Teacher section for materials.

Attachments:
  • Handout: The Republic of Texas Political System(1 per student)
  • Teacher Resource: Rubric: Texas Constitution Flip ChartKEY
  • Handout: Political System Venn Diagram(1 per student)
  • Teacher Resource: Political System Venn DiagramKEY
  • Teacher Resource: Lesson Activities KEY

Resources and References:
  • 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:
Students have learned about the basic foundations of a representative government and its leaders in K-3 social studies. Fourth grade is the first year that students will compare the political systems of Texas and the United States. Information about the Texas Constitution will be revisited when students examine the government of the state of Texas.
Getting Ready for Instruction Supplemental Planning Document
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area..
Instructional Procedures
Instructional Procedures / Notes for Teacher
ENGAGE –Step Out / NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
  1. Focus student attention on the classroom flags of Texas and the United States.
Ask:
  • What do these flags have in common? (same colors, use of stripes, use of stars, placement of stars on the left).
  1. Provide background information that explains that the Republic of Texas borrowed many ideas from the United States beyond similar flags.
  1. Line up students along a wall to participate in a Step-Out activity.If the statement is true, the students take a step forward. If the statement is not true, students stay where they are.
  1. Read the following statements. After each statement, provide the correct answer. Students step back if they provided and incorrect answer.
  • The United States has a constitution. (TRUE)
  • The Republic of Texas had a constitution. (TRUE)
  • The leader of the United States is the president. (TRUE)
  • The leader of the Republic of Texas is the governor (FALSE)
  • The capital of the United States is New York City. (FALSE)
  • The capital of the Republic of Texas was Austin, D.C.(TRUE)
  • A Bill of Rights lists the rights of the government. (FALSE A Bill of Rights lists the rights of individuals)
  • The governments of the United States and the Republic of Texas were organized into three branches.(TRUE)
  • Citizens in the United States and the Republic of Texas voted for their leaders. (TRUE)
  1. The students should have taken six steps.
/ Materials:
  • U.S. flag and a Texas flag
Purpose:
The purpose of this activity is to assess student prior knowledge as well as explore the similarities between the United States and the Republic of Texas.
TEKS: 4.15A, 4.21C
EXPLORE –Three branches of government / Suggested Day 1(continued)–20 minutes
  1. Organize students into groups of three
  1. Distribute to each student the Handout:The Republic of Texas Political System.
  1. Student groups read the statements and work together to identify similarities by highlighting or underlining key content.
/ Materials:
  • Texas State Library and Archives
Attachments:
  • Handout: The Republic of Texas Political System (1 per student)
TEKS:4.15B,4.21B, 4.21C
EXPLAIN –Basic functions of the three branches / Suggested Day 1(continued) – 20 minutes
  1. Post a piece of butcher paper or use the board.
  1. Use the categories on the Handout: The Republic of Texas Political Systemto facilitate a whole group discussion based on the investigations of the students.
  1. Student groupsprovide the teacher suggested similarities based on the category. Encourage students to also brainstorm about additional similarities within each category, as well as additional categories for possible comparisons (such as patriotic symbols, buildings, etc.)
  1. As a class, students discuss the similarities and the teacher will scribe the similarities.
  1. Ask the class if there are any important similarities missing, and new ideas will be added as appropriate.
  1. Facilitate a discussion to provide correct information. Include modeling of the thought process and inferences made and conclusions drawn to reach the “answers.” Students adjust the information on their handout as needed. They can fold over the right side of their Handout: The Republic of Texas to create a new column of information added from brainstorming.
/ Materials:
  • Handout: The Republic of Texas Political System from Explore
  • butcher paper or board

ELABORATE – Flip Chart / Suggested Day 2 – 20 minutes
  1. Create a Texas Constitution Flip Chart that explains the functions of the three branches of government.
  1. Explain to students that the government of the Republic of Texas was influenced by the government of the United States. A major similarity was that both governments had three branches of government. Students will research the website to gather information about the functions of the three branches of government.
  1. Provide students two pieces of paper or have them use their own.
  1. Have students stagger the pieces of paper and fold over creating a layered-look flip book. See below.
  1. Instruct students to title each flap as shown below.
Fold
Texas Constitution
Executive Branch
Legislative Branch
Judicial Branch
  1. The information that will be included in the flip chart is below.
  • Texas Constitution
—Roles and Responsibilities of Citizens
—A visual to represent the branch
  • Branches of Government
—Leaders
—Function
—Powers
—A visual to represent the branch
  1. Use the Teacher Resource: Rubric: Texas Constitution Flip ChartKEYto evaluate the product.
/ Materials:
  • paper (2 pieces of white unlined paper per student)
Attachments:
  • Teacher Resource: Rubric: Texas Constitution Flip ChartKEY
  • Teacher Resource: Lesson Activities KEY

EVALUATE–Performance Indicator Graphic Organizer / Suggested Day 2 (continued) – 30 minutes
  • Students create a graphic organizer to compare and contrast the U.S. Constitution and the Texas Constitution. Choose two points on which to elaborate expanding on the ramifications of the issues. (4.15A, 4.15B; 4.21B, 4.21C; 4.22B, 4.22D)
1C
  1. Provide the students the Handout:Political System Venn Diagramto complete using the information gathered earlier.
  1. At the bottom of the Handout: Political System Venn Diagram, students answer the sentence stem.
/ Materials:
  • The Republic of Texas Political System from Day 1
  • Texas Constitution Flip Chart from Elaborate
Attachments:
  • Handout: Political System VennDiagram
  • Teacher Resource: Political System Venn DiagramKEY

©2012, TESCCC04/24/13page 1 of 4