introductory text - teacher created materials

20197—Teaching through Text Sets: Constitution and Government © Teacher Created Materials16

Standards • Reading: Analyze

how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.

• Writing: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work.

• Content: Know how fundamental values and principles of American democracy are expressed in documents such as the Declaration of Independence, the Preamble to the United States Constitution, and the Bill of Rights, as well as in American songs, stories, and speeches.

• Language: Communicate information, ideas, and concepts necessary for academic success in the area of Social Studies.

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Introductory Text

Before Reading

1. Write the vocabulary words on index cards. Make one set of cards for each small group. Discuss the definitions of the words as a class. Then, ask students to organize the words into categories.

• You may choose to support below-level learners and English language learners by introducing the vocabulary words and definitions to students in a small group ahead of time.

2. Have groups share their categories with the class. Ask groups to explain the reasoning behind the groupings.

During Reading

1. Read We the Kids aloud to the class. 2. As you read, ask students the following text‑dependent questions: • After the introduction: According to the author, what did “those old guys with

their big words and big ideas” want when they wrote the Constitution? • After each consecutive page: What does the picture tell us about the meaning

of the phrase _______? How does this illustration contribute to the meaning of the Preamble?

After Reading

1. Divide the class into 10 small groups. Assign each group a phrase from the text. Distribute drawing paper and coloring supplies to groups.

2. Have students draw new illustrations to clarify the meaning of their assigned phrase.

3. Have groups present their illustrations to the class. Ask students to explain how their illustrations contribute to the meaning of the Preamble.

4. Distribute copies of the Essential Question activity sheet (page 17) to students. Allow time for students to write ideas or information from the Introductory Text that will answer the Essential Question. (This activity sheet will be used in most lessons.)

Progress Check: During Step 3, listen for students analyzing the way their illustrations contribute to the meaning of the text.

© Teacher Created Materials 20197—Teaching through Text Sets: Constitution and Government 17

Name: ____________________________

Date: _____________________________

Directions: Write ideas or information from each text that help you answer the Essential Question below.

Essential Question

How are the values and beliefs of America’s Founding Fathers represented in the Constitution?

#8722 Primary Source Readers: Early America 192 ©Teacher Created Materials, Inc.

The Constitution and the Bill of Rights Reader

Before Reading 1. Complete the Introductory Activity (page 190) with the whole class. Then,

divide your students into ability-based reading groups. The students who read this book should be reading on or above the fifth grade reading level. For additional resources to teach this lesson’s objectives, see the appendix on pages 237–239.

2. Have the students copy the U.S. Constitution web from the introduction activity to a blank sheet of paper. They may write down the questions that were formulated by the class, but they must think of the remaining questions on their own. It might be a good idea to circle the group and take a look at their questions, guiding those who need support.

3. Activate prior knowledge by asking these Social Studies questions. What do you know about the United States government? Who makes our laws? How do they do this? What does the president do?

4. Reading Activity—Have students look at the questions on their Constitution webs. Why did they choose those? They should explain at least two of their choices. Ask them which questions on their webs will be the hardest to answer.

3 Students will identify and explain the basic functions of the three branches of government. (Social Studies Content Objective)

3 Students will actively question as they read. (Nonfiction Reading Objective)

3 Students will write narrative biographies of historical figures. (Narrative Writing Objective)

• The Constitution and the Bill of Rights readers • Copies of student reproducibles (pages 196–200) • New York’s Ratification Parade primary source overhead transparency

Learning Objectives

Resources

©Teacher Created Materials, Inc. 193 #8722 Primary Source Readers: Early America

The Constitution and the Bill of Rights Reader (cont.)

During Reading 5. The first read-through of the book should be a teacher read-aloud as the students

follow along. This will allow students to hear the correct pronunciation of the many words they may be seeing for the first time. This may be a good time to display the PowerPoint slide show of the reader (filename: constitn.ppt), so that the students can follow along as you read. It can act like an electronic big book for the students.

6. The second time the students can read the text on their own. Before they read independently, read to them the social studies and reading questions below. They need to be thinking about these as they read.

7. After the second read-through, encourage students to go back and reread parts they did not understand. Also, give them a chance to ask other students for any needed clarification.

8. As a group, discuss answers to the following prompts. • Social Studies—What are the three branches of the U.S. government? What

does each one do? Why are checks and balances important? • Reading—Which of your questions from the Constitution web have been

answered? Each time a question is answered, place a checkmark next to it on your web. Write down additional questions that come up as you read.

9. As homework, assign the Presidential Vetoes 1789–2004 (page 196) activity sheet. First, go over the table with the students, explaining each column. Then, have the students answer the questions. The next day, go over the answers together as a group. Suggested answers are given on page 201.

After Reading 10. Writing Activity—Help each student to choose one historical figure from the

reader to investigate thoroughly. After students choose their people, the students should once again make question webs using the 5Ws + H question stems.

11. Then, have each student write a brief biography on his or her chosen person from the reader. This person will have to be researched using encyclopedias, resource books, and the Internet. The students’ biographies should be at least one page long each and should answer a minimum of half of the questions from their webs.



After Reading (cont)

12. Have students work in pairs to complete the Representatives in Congress (page 197) document-based assessment. You may have to explain how the districts are shown on the map. Each district is outlined with a dark line. The small numbers indicate the district numbers.

13. Use the following questions and activities for group discussions to conclude your study on this reader.

• Social Studies—What do the three branches of government have in common? For which branch would you like to work? Why?

• Reading—Look at the questions on your web. How many were answered in the book? Ask a question of your partner that you know has been answered in the book. See if he or she can answer it correctly. Choose one question that was not answered. Use another source, like the Internet, to find the answer.

14. A short post test, The Constitution and the Bill of Rights Quiz (page 200), is provided for your use if you want to assess student learning from the reader. A Unit Document-Based Assessment exam is also provided on pages 212–223 to help you further evaluate student learning.

15. Finally, pull the students back into a whole group to have them complete the Concluding Activity on page 191.

Primary Source Overhead ExtensionHistorical Background Information After the Constitutional Convention in September 1787, the delegates went back to their home states to present the Constitution to their fellow lawmakers as well as the public. The delegates had to convince their states that the Constitution should be ratified. That is, unless they did not agree with it. In that case, they would be rallying the public to oppose the new document. Nine states had to ratify the Constitution in order for it to become the new system of government. This would be determined by a vote taken at each state ratifying convention. Some states wanted to ratify almost immediately. In fact, Delaware and Pennsylvania were in a race to see who would become the “first state,” with Delaware earning the honor.

Other states were not in complete agreement. Two groups began to have fierce debates about the Constitution. The Federalists were very much in favor of the Constitution, while the Anti-Federalists believed it gave the central government too much control and the states would soon become powerless.



Primary Source Overhead Extension (cont)

Historical Background Information (cont.)

Even after the required nine states ratified the Constitution, Americans were waiting to see what big states like New York and Virginia were going to do. Some believed that the new system would not survive without the support of these states. Once they came on board, the Federalists celebrated a great victory. The dispute had become quite personal, so outspoken Federalists, such as Alexander Hamilton and James Madison, were especially proud. Eventually, all 13 states ratified the Constitution. Rhode Island was the last to do so in 1790, nearly three years after the convention ended.

Teaching Suggestions 1. Show the students the New York’s Ratification Parade primary source overhead.

(Due to copyright restrictions, this painting is not provided on the CD-ROM.)

2. Explain to the students that this picture is of a parade celebrating New York’s ratification of the Constitution. Use the historical background information to provide the students with a complete understanding of ratification. Make sure they understand the position of the two groups, the Federalists and Anti-Federalists.

3. In small groups, have the students discuss the following: What does this drawing show you? Why is the name “Hamilton” on a float? Why would there be a parade?

4. Nine states had already ratified the Constitution by the time New York did. Did it still matter that New York ratified the document? Why did New York take so long? Delaware was the first state to ratify. Why did that state ratify so quickly? Have a spokesperson from each group stand up and give the answers to these questions.

5. Give your students Ratifying the Constitution (page 198). They may need additional resources to complete all of the activities. Depending on your students, assign all of the activities or just a few. Suggested answers are given on page 201.

6. Finally, have students complete My State Ratified (page 199). The students should work on the letters individually. Review the meaning of ratify and allow students to use their readers for assistance if they wish. Answers will vary, but an example letter is provided on page 201.


Using the Readers Student Reproducibles

Name _______________________________________________

Presidential Vetoes 1789–2004Directions: Use the table and what you know about vetoes to answer the questions.

George Washington 2 .....John Adams ..... .....Thomas Jefferson ..... .....James Madison 7 .....James Monroe 1 .....John Quincy Adams ..... .....Andrew Jackson 12 .....Martin Van Buren 1 .....William Henry Harrison ..... .....John Tyler 10 1James K. Polk 3 .....Zachary Taylor ..... .....Millard Fillmore ..... .....Franklin Pierce 9 5James Buchanan 7 .....Abraham Lincoln 7 .....Andrew Johnson 29 15Ulysses S. Grant 93 4Rutherford B. Hayes 13 1James A. Garfield ..... .....Chester A. Arthur 12 1Grover Cleveland 414 2

Benjamin Harrison 44 1Grover Cleveland 170 5William McKinley 42 .....Theodore Roosevelt 82 1William H. Taft 39 1Woodrow Wilson 44 6Warren G. Harding 6 .....Calvin Coolidge 50 4Herbert C. Hoover 37 3Franklin D. Roosevelt 635 9Harry S. Truman 250 12Dwight D. Eisenhower 181 2John F. Kennedy 21 .....Lyndon B. Johnson 30 .....Richard M. Nixon 43 7Gerald R. Ford 66 12James Earl Carter 31 2Ronald Reagan 78 9George Bush 44 1William J. Clinton 38 2George W. Bush ..... .....

1. What does it mean to veto a bill?

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2. What does it mean to override a veto?

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3. Which president vetoed the most bills?

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4. Why would a president not veto any bills?

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5. Which president had the most vetoes overridden by Congress?

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President Vetoes Vetoes Overidden by Congress

President Vetoes Vetoes Overidden by Congress



Name _______________________________________________

Representatives in Congress

Directions: This is a map of the congressional districts of the 108th Congress of the United States (January 2003 to 2005). The rules set up in the Constitution are still being used today to run the United States government. However, the country has changed quite a bit since the 1780s.

1. The number of representatives in the House still depends on population. Which state appears to have the most representatives? (Hint: This is the number of congressional districts in a state. The numbers and dark outlines indicate this.)

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2. Name at least two states with only one representative.

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Courtesy of The Library of Congress



Name _______________________________________________

Ratifying the ConstitutionDirections: Complete the following activities. Write your answers on another sheet of paper. (Your teacher will tell you which activities to complete.)

Knowledge

Which was the first state to ratify the Constitution?

Comprehension

Why do you think any state would have wanted to be the first? What would be good about that?

Application

What steps did the states have to take to ratify the Constitution?

Analysis

Think of a time when you had to decide something with others. It could be with your friends, with your classmates, or even with your brothers or sisters. How was that compared to doing it alone? How was it like what the states went through? How was it different?

Synthesis and Evaluation

In your group, each person will think of two new classroom rules. You will all do this alone without talking to each other. Write the rules down. Then, one by one, tell them to your group. Try to show them why your rules should be used. Let the other students in your group respond to your rules. When it is your turn to respond, try to be fair. After everyone is finished, take a secret vote. See which rules are ratified.



Name _______________________________________________

My State RatifiedDirections: Imagine that your state has just ratified the Constitution. You are so excited! You decide to write a letter to your friend to share the good news.

• Explain to your friend what happened at the ratifying convention.

• Mention the final vote (Use the Internet to find the real numbers, or make up your own. Just be sure that the “yes” votes outnumber the “no” votes.)

• Tell your friend why you are so glad it was ratified. What do you like best about the Constitution?

• Bonus: Are you a Federalist or an Anti-Federalist? Include that information in your letter.

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Name _______________________________________________

The Constitution and the Bill of Rights QuizDirections: Circle the best answer for the multiple-choice questions. Write your response to the short-answer question on the back of this page or on another sheet of paper.

1. When the delegates at the Constitutional Convention wrote the Constitution, not everyone supported it. Three men wrote letters to a newspaper to try to convince people to ratify the document. What were those letters called? a. Committee of Correspondence b. Patriot Letters

2. Why was the “checks and balances” system important in making the Constitution? a. The system kept from giving too much power to one branch of government. b. The president cannot rule the government like a king. c. Each branch of government has its own jobs to do. d. All of the above statements are correct.

3. The first 52 words of the Constitution state the purpose of the new government. What are these words called? a. The Bill of Rights b. The Preamble

4. During the Constitutional Convention, men argued about the number of representatives each state could send to Congress. Small states had one idea and large states had another idea. What compromise did they make to solve the problem? a. They formed both a House and Senate to make up Congress. b. They set up a parliament style government. c. They added a Bill of Rights. d. They promised to add amendments to the Constitution.

5. How can the president “check” Congress? a. The president can write a new law. b. The president can veto a law Congress passed. c. The president can impeach a senator he does not like. d. All of the above statements are correct.

Short-Answer Question 6. Write a clear paragraph to explain why it was very important to add the first

10 amendments to the Constitution. Give examples to support your writing.

c. Federalist Papers d. Letters for Liberty

c. The Declaration of Independence d. The Magna Carta



Student Reproducibles—Answer KeyPage 196—Presidential Vetoes 1789–2004

1. To veto a bill is to stop it from becoming a law.

2. If the president vetoes a bill, Congress can override the veto. Two-thirds of Congress have to vote yes on a bill to override the president’s veto and make the bill a law.

3. Franklin D. Roosevelt

4. A president would not use veto if he agreed with the bills Congress was sending his way. Maybe those presidents worked with congresses that were composed of a majority of members from the president’s own political party.

5. Andrew Johnson

Page 197—Representatives in Congress

1. California has 53 respresentatives

2. Alaska, Delaware, Montana, North Dakota, South Dakota, Vermont, Wyoming, and Washington D.C. all have just one representative.

Page 198—Ratifying the Constitution

Knowledge—Delaware

Comprehension—It’s always fun to be the first of anything because people notice you. Those who are first stand out. The first state might feel proud to hold this position and be listed in history books as number one.

Application—Men were chosen to go to a special meeting where they talked about the Constitution. They would share their opinions and try to get others to see their side. After many discussions, the men would vote. The Constitution would be ratified by the state if it got more yes votes than no votes.

Analysis—It is harder to make a decision with a group. Each person wants to do things his own way. Usually there are disagreements. How was it like what the states went through? A group was deciding instead of just one person. How was it different? There were many more people at the state conventions.

Synthesis/Evaluation—These answers will vary depending on what rules are already in place in the classroom.

Page 199—My State Ratified (sample letter)

Hi. I just came back from the New Jersey ratifying convention. The Constitution was ratified! It is now our new system of government in the United States. The Articles of Confederation are gone. Since I’m a Federalist, I am really happy. When I got to the convention, it was so crowded. From the way people were talking, I had an idea that most liked the Constitution. In fact, I didn’t see one Anti-Federalist there. Many speakers went before the audience before we finally voted. Thirty-eight people agreed to ratify and 0 disagreed! It was unanimous. Can you believe it? It didn’t take us that long really. We were the third state to ratify.

The Constitution is really great. It divides our government into three parts. All three parts have the same power. That way, no part of government can ever take control over our country. I think that’s so important. We can also make people leave the government if they are doing something really wrong. That makes me feel more safe.

Page 200—The Constitution and the Bill of Rights Quiz

1. c

2 d

3. b

4. a

5. b

6. Essay: Answers will vary.

The Constitution of the United StatesThe U.S. Constitution Lesson Plan

Objectives• Fluency: Students will

participate in an oral reading, focusing on the use of correct phrasing.

• Content Area: Students will understand the various parts of the Constitution and how each part shapes the United States government.

SummaryJohn Russell is a young man who enters the highly guarded Pennsylvania State House just as the delegates are debating about a Constitution for the United States. John Russell's story is told in The Constitution of the United States: The Foundation of Our Government, where he is given the opportunity to assist the delegates. George Washington praises him for the work he does, and James Madison gives him a very special gift.

24750 Building Fluency through Reader’s Theater ©Teacher Created Materials, Inc.

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Materials • The Constitution of the United States script booklets • The U.S. Constitution Character Masks (pages 110–115 or

Teacher Resource CD), copied on cardstock • copies of Take-Home Script: The Constitution of the United

States (Teacher Resource CD) • PowerPoint® slide show (Teacher Resource CD) • overhead transparencies of the poem and song (Teacher

Resource CD) • Performance CD and CD player or computer with a CD

drive and speakers

Introduce the LiteratureBefore reading A More Perfect Union: The Story of Our Constitution by Betsy Maestro, ask the students why they think we need a constitution. What does a constitution do for our country? What would our country be like without one? Then, read the story to the class. Ask the class what the book revealed about the Constitution of the United States. What would have happened if the delegates could not have agreed upon the items found in the Constitution? Have the students form small groups. In their groups, have them finish the following sentence, using information found in the book. “Without the Constitution, we . . .” Then, ask them to share their sentences with the class.

ELL SupportVarious parts of the U.S. Constitution might be particularly difficult for ELL students to understand. Prior to reading the literature book to the class, review vocabulary words found in the book.

Involving All the StudentsWhile this script has only six roles, there are many different ways you can involve all of your students. For this reader’s theater experience, divide the students that have not been assigned roles into groups of six. Then, assign each group a part of the U.S. Constitution, such as the Preamble, the Bill of Rights, etc. Allow the groups to create large murals that show the meaning of their parts of the U.S. Constitution. Then, display the murals during the performance.

©Teacher Created Materials, Inc. 24750 Building Fluency through Reader’s Theater

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Reading the Script 1. Read the Preamble aloud to the students. Then, place the

students into small groups and give them large sheets of paper. Assign each group a section of the Preamble. Have them create large posters, showing the meaning of their assigned sentences. Then, ask the students to share their posters, in the order they appear in the Preamble. Ask the class why the U.S. Constitution was written. Explain to them that though the delegates who were sent to write the Constitution knew why they were writing it, they still had many compromises and issues to work out before creating a document that could stand the test of time.

2. Provide each student with a copy of the script. You can give the script booklets to small groups or you can print copies of the Take-Home Script.

3. Post new vocabulary words on chart paper and discuss the definition of each word. Then, give students index cards. Ask them to create flash cards for the vocabulary words. They may write the word on one side, and then either the definition or a picture on the other. Allow them to practice learning the new words with partners.

4. Make a list on the board of the five characters from the script (excluding the narrator). Then place the students into five groups. Assign each group one character from the story. Have the groups use index cards to describe their assigned characters. They may also include quotes from the script on their cards and play “Who Am I?” Have the students read their descriptions aloud. Then, have the rest of the class name the characters that are being described.

5. Allow students time to practice their scripts before performing them for their class, other classrooms, or even parents, paying close attention to phrasing as they practice.

ELL SupportIf ELL students continue to have a difficult time processing the meaning of the vocabulary

words, allow them to find graphics on the computer that show the meanings of the words, rather than having them draw their own pictures. Then, have them glue the pictures on one side of the index cards, while writing the vocabulary words on the other side. This way, they can review the meaning of the vocabulary words. You may have other students help them find pictures that can be used on the flash cards.

Assigning RolesAssign roles to students based on their reading proficiency. It is important to remember that when students practice fluency, they should read materials at or below their reading level. This helps them to focus on their accuracy,

expression, and reading rate. If a student is reading text that is too difficult, attention will be focused on decoding words rather than reading with fluency. These are approximate reading levels for the roles in this script:

Meeting the Fluency Objective 1. The fluency objective for this script focuses on students’ ability to read passages fluently using

correct phrasing. Write a few sentences from the script on the board.

2. Read the first line in a very choppy manner, sounding out words, or slowing down and speeding up as you read. Then, ask the students if they could easily understand and comprehend what you were reading. Read the sentences again—but fluently this time. Ask the students which reading they preferred.

3. Ask students to read the script over and over so they are familiar with each part of the script. Then, place each student who has been assigned a role into a small group with other students that do not have roles. Ask the students to look at their lines, and discuss difficult words that they may have to sound out. Have the students practice their roles in the small groups, with the other members of the groups giving advice on how to improve their phrasing.

4. Allow the students to perform their scripts, paying close attention to correct phrasing as they read.

❖ James: high 4th grade

❖ Narrator: high 4th grade❖ George: low 4th grade

❖ Delegate: low 4th grade❖ John: high 3rd grade

❖ Ben: high 3rd grade


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Social Studies Connection Hand out copies of the United States Constitution. Discuss the contents of the document with the students and how each part affects the United States and its citizens.

ELL SupportProvide ELL students with dictionaries and other resources that will make it easier for them to

understand the words found in the Constitution. This way, they will have an easier time explaining their thoughts about which part of the Constitution they feel is the most important.


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1. Then, to help students further understand checks and balances, a major part of the Constitution, do the following activity.

2. Assign one student in the class to be president. Assign nine students to be Supreme Court Justices. The rest of the class will be Congress. Divide Congress into the House and the Senate.

3. Have members of Congress create possible bills that they would like to turn into laws. These bills can be about changes they would like to see in the classroom, such as having a snack on Fridays or having extra free time. Allow them to introduce their bills to Congress. Using the Constitution as a guide, have the students vote on the bills in Congress, and see if they pass. Then, have the bills go to the president, for him/her to either sign or veto. You may wish to instruct the president that he/she can only sign one bill—just so that not too many class changes are being made. Once a bill is signed, take it to the Supreme Court to make sure that the new law is constitutional (or realistic for the classroom). Discuss with the class the importance of checks and balances and having a government run by more than one branch.

4. Then, ask the students which part of the Constitution they feel is the most important. Have them write short paragraphs explaining which part of the Constitution they feel is the most important and why. Have them share their thoughts and ideas with the class.


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Fine Arts Connection 1. The Constitution of the United States contains a song and a poem. The

song and poem relate to the reader’s theater, but are not limited to use only with this script.

2. The key to the song or poem performance is practice, practice, and more practice. Be sure to emphasize the correct use of phrasing when performing the song and poem. Use the professional recording of the poem and song to demonstrate how they should be read.

3. After students have listened to the professional recording of the poem, ask them to create their own poems about the United States Constitution. Tell them to think about each part of the Constitution. What words come to mind as they think about the Constitution? How did they feel, knowing their fathers or grandfathers created such a document?

4. Ask students to think about the meaning of each line of the song. How does it relate to them and the world in which they live? Place students into small groups. Assign each group a line from the song. Then, have the groups illustrate the meaning of their assigned lines and how the lines apply to them today. As the song is being performed, have the groups hold up their posters for the audience.

ELL SupportGive ELL students lists of vocabulary words that they might use as they create their poems. This will allow them to record their thoughts for their poems without having to determine the types of words to use.

Performance CD

Description

Characters, Setting, and Script Reading, pages 4–11 Volume III, Track 06

Poem: “It's My Honor” Volume III, Track 07

Script Reading (cont.), pages 12–21 Volume III, Track 08

Song: “We the People” Volume III, Track 09


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Teacher Resource CD

Description File Name

Constitution Character Masks masks_Constitution.pdf

Take-Home Script: Constitution of the U.S. THS_Constitution.pdf

PowerPoint®: Constitution of the U.S. PP_Constitution.ppt

Song Transparency: “We the People” song_Constitution.pdf

Poem Transparency: “It’s My Honor” poem_Constitution.pdf

Track

Image Credits

Page Number in Script Credit

coverThe Library of Congress; Ovidiu Iordachi/Shutterstock, Inc.

1The Library of Congress; Ovidiu Iordachi/Shutterstock, Inc.


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The Constitution of the United StatesThe U.S. Constitution Character Masks

Ben Franklin


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Delegate


112


George Washington


113


James Madison


114


John


115


Narrator

introductory text - teacher created materials

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