What Is the Constitution?

Third Grade

Social Studies

Unit: 12 Lesson: 02

Lesson Synopsis:

In this lesson, students are introduced to the Constitution. They learn have learned about rules at home and at school. In this lesson they will learn that our country also has rules set out by the Constitution.

TEKS:

K.8 / Government. The student understands the purpose of rules. The student is expected to:
K.8A / Identify purposes for having rules.
K.8B / Identify rules that provide order, security, and safety in the home and school.
K10 / Citizenship. The student understands important symbols, customs, and responsibilities that represent American beliefs and principles and contribute to our national identity. The student is expected to:
K.10C / Identify Constitution Day as celebration of American freedom.

Social Studies Skills TEKS:

K.14 / Social Studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources, including electronic technology. The students is expected to:
K.14B / Obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, print material, and artifacts.
K15 / Social studies skills. The student communicates in oral and visual forms. The student is expected to:
K.15A / Express ideas orally based on knowledge and experiences.
Getting Ready for Instruction
Performance Indicator(s):

· Identify the U.S. Constitution as the rules for our country and explain that it ensures our freedom. (K.8A; K.10C; K.15A)

Key Understandings and Guiding Questions:

· La Constitución, las reglas de nuestra nación, ayudan a garantizar la libertad para todos.

— ¿Qué es la Constitución?

— ¿Por qué tenemos reglas?

— ¿Por qué tenemos una Constitución?

Vocabulary of Instruction:

Third Grade

Social Studies

Unit: 12 Lesson: 02

· herencia patriótica

· reglas

· Constitución

· derechos

· libertad

Grade/Course

Social Studies

Unit: Lesson:

Kindergarten

Social Studies

Unit: 01 Lesson: 01

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

Kindergarten

Social Studies

Unit: 01 Lesson: 01

Kindergarten

Social Studies

Unit: 03 Lesson: 01

Attachments:

Kindergarten

Social Studies

Unit: 03 Lesson: 01

· Teacher Resource: First page of the Constitution of the United States

· Teacher Resource: Fourth page of the Constitution of the United States

· Teacher Resource: Sample Constitution Checklist

Resources and References:

· None identified

Advance Preparation:

1. Become familiar with content and procedures for the lesson, including the idea that, as a nation, we have a very specific set of rules, the Constitution, by which we operate our country.

2. Read and become familiar with background information regarding the Constitution.

3. Refer to the Instructional Focus Document for specific content to include in the lesson.

4. Preview materials and websites according to district guidelines, including sites to be used during Center Time to reinforce information gained.

5. Prepare materials and handouts as needed.

· Print copies and prepare to display the pages of the Constitution (page one and page four)

· Print copies and prepare to display the painting “The Scene at the Signing of the Constitution” by Howard Chandler Christy.

Background Information:

Kindergarten

Social Studies

Unit: 03 Lesson: 01

From the TEKS Introduction:

(7) Students must demonstrate learning performance related to any federal and state mandates regarding classroom instruction. Although Kindergarten is not required to participate in Celebrate Freedom Week, according to the TEC, §29.907, primary grades lay the foundation for subsequent learning. As a result, Kindergarten Texas Essential Knowledge and Skills include standards related to this patriotic observance.

In 1952, President Harry S. Truman signed a bill that moved the celebration of “I Am an American Day” from the third Sunday in May to September 17 so that this holiday would coincide with the signing of the U.S. Constitution in 1787. Congress renamed the holiday “Citizenship Day.” A joint resolution passed in 1956 requested the President to proclaim the week beginning September 17 and ending September 23 each year as “Constitution Week.” Senator Robert C. Byrd (D-WV) entered an amendment to the Consolidated Appropriations Act of 2005 that changed the name of the September 17 holiday to “Constitution Day and Citizenship Day.” The purpose of “Constitution Day and Citizenship Day” is to honor and celebrate the privileges and responsibilities of U.S. citizenship for both native-born and naturalized citizens, while commemorating the creation and signing of the supreme law of our land. The addition of the amendment, known as Public Law 108 - 477, requires all schools that receive federal funds hold an educational program for their students on September 17 of each year.

Constitution day. (n.d.). Retrieved from http://mow.uscourts.gov/outreach/constitution_day.html

Many resources, including video clips, are available on the Internet by doing a search for such topics as Preamble, Constitution, or Constitution Day.

Kindergarten

Social Studies

Unit: 03 Lesson: 01

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

Kindergarten

Social Studies

Unit: 03 Lesson: 01

Instructional Procedures
Instructional Procedures / Notes for Teacher /
ENGAGE – Introduce the Constitution / NOTE: 1 Day = 30 minutes
Suggested Day 1 - 5 minutes
1. Display a picture of the first page of the Constitution. (If desired, use the Teacher Resource: First page of the Constitution of the United States.)
2. Ask:
· Do you know what this is?
3. Tell students it is called the Constitution of the United States of America.
4. Allow students to tell what they may know about the Constitution. If desired, create a K-W-L chart as students tell what they know. (Students may not have prior knowledge.)
5. Encourage inclusion of the terms/concepts of freedom, rules, authority, etc. / Attachments:
· Teacher Resource: First page of the Constitution of the United States
Purpose:
This part of the lesson provides students a concrete visual image of the Constitution.
TEKS: K.8A, K.8B; K.10C
EXPLORE – The story of the Constitution / Suggested Day 1 (cont’d) - 5 minutes
1. Explain to students that the Constitution is a set of rules or laws similar to our classroom rules. We have learned about school rules and classroom rules in previous units and we know that rules provide order in our school community so we are safe and secure at all times. The rules in the Constitution apply to our entire nation and they were written many, many years ago.
2. Show the mural, “The Constitution,” by Barry Faulkner in the National Archives.
3. Say: One of the most famous men who helped write the Constitution is George Washington. We will learn more about him this year / Materials:
· Map of the United States
· Children’s book about the Constitution.
Purpose:
Students gain new information about the story of the Constitution.
TEKS: K.8A, K.8B; K.10C
EXPLAIN – Yes or No? / Suggested Day 1 (cont’d) - 5 minutes
1. Play a game to determine if students have a basic understanding of the Constitution. Say each of the following statements. Pause and allow students to say “Yes” or “No.”
· The Constitution was written today. (No)
· The Constitution was written many, many years ago. (Yes)
· The Constitution is a set of rules like our classroom rules. (Yes)
· Our school principal helped to write the Constitution. (No)
· A man named George Washington helped write the Constitution. (Yes)
2. At the end of the game, have students turn to their neighbor and say one true statement about the Constitution. / Purpose:
This section helps the teacher determine if students have a basic understanding of the Constitution.
TEKS: K.8A, K.8B; K.10C
Instructional Note:
An idea for center time would be to allow students to access the preamble set to music or other appropriate video clips. (Many can be found by conducting an Internet search.)
ELABORATE – We need the Constitution / Suggested Day 1 (cont’d) - 5 minutes
1. Facilitate a discussion using questions such as:
· Why do we have a Constitution? (Draw a parallel between the rules of the classroom and the rules for the whole country, including the need for rules that make sure things are done fairly and that we are safe.)
EVALUATE – Identify and explain / Suggested Day 1 (cont’d) - 10 minutes
· Identify the U.S. Constitution as the rules for our country and explain that it ensures our freedom. (K.8A; K.10C; K.15A)
3D
1. Using the checklist and a rubric, evaluate students.
2. Ask each student:
· What is the Constitution?
· What does the Constitution make sure we have? / Attachments:
· Teacher Resource: Sample Constitution Checklist
Purpose:
To determine if students can tell that the Constitution is the law or rules of our country and it ensures our freedom.
TEKS: K.8A, K.8B; K.10C
Instructional Note:
A checklist is used for mastery because many students are still unable to write at this time of the school year. If students can write their responses, allow them to do so.