Grade 04 Social Studies Unit 03 Exemplar Lesson 02: Bill of Rights · 2013. 8. 27. · Handout:...

Grade 4

Social Studies

Unit: 03

Lesson: 02

Suggested Duration: 3 days

Grade 04 Social Studies Unit 03 Exemplar Lesson 02: Bill of RightsGrade 04 Social Studies Unit 03 Exemplar Lesson 02: Bill of Rights

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 beimplementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List ofState Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

Students learn about the U.S. Constitution and the Bill of Rights and compare the documents to the Texas documents.

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.

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 The student understands important ideas in historical documents of Texas and the United States.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.

4.15C Identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and

the Bill of Rights (Celebrate Freedom Week).

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:

4.21A 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 Social Studies Unit 03 PI 02

Compare the Texas founding documents and the United States founding documents. Identify similarities and differences as you write a news story for the local

newspaper.

Standard(s): 4.15C , 4.21A , 4.21B , 4.21C

ELPS ELPS.c.5B

Key Understandings

Individual rights are protected both by the state and federal governments.

— What is the purpose and importance of the founding documents of the United States?

— What is the purpose and importance of the founding documents of Texas?

— How do the founding documents of the United States and Texas compare?

Vocabulary of Instruction

Freedom Constitution Declaration

Last Updated 04/028/2013

Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 15

http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=2147512039http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=2147512040http://www.tea.state.tx.us/index2.aspx?id=6148about:/module/standards/Tools/Browse?StandardId=111508about:/module/standards/Tools/Browse?StandardId=111509about:/module/standards/Tools/Browse?StandardId=111515about:/module/standards/Tools/Browse?StandardId=111578about:/module/standards/Tools/Browse?StandardId=111579about:/module/standards/Tools/Browse?StandardId=111582about:/module/standards/Tools/Browse?StandardId=111585about:/module/standards/0/111515/standard.ashxabout:/module/standards/0/111579/standard.ashxabout:/module/standards/0/111582/standard.ashxabout:/module/standards/0/111585/standard.ashxabout:/module/standards/0/118138/standard.ashx

Materials

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: U.S. Bill of Rights Cards (cut apart, 1 set per student or group)

Handout: Bill of Rights Sentence Stems (optional, 1 per student)

Handout: Texas Bill of Rights (1 per student)

Handout: Purpose of Founding Documents (1 per student)

Teacher Resource: Purpose of Founding Documents KEY

Handout: Compare Founding Documents PI (1 per student)

Handout: News Story PI (optional, 1 per student)

Resources

The Bill of Rights from the National Archives http://www.archives.gov/exhibits/charters/bill_of_rights.html

Transcription of the Bill of Rights from the National Archives http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html

Texas Declaration of Independence: https://www.tsl.state.tx.us/treasures/republic/declare-01.html

Constitution of the Republic of Texas: http://www.tshaonline.org/handbook/online/articles/mhc01

1876 Constitution of the State of Texas: http://tarlton.law.utexas.edu/constitutions/text/1876index.html

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

Texas Declaration of Independence:

1836 – Written when Texas declared independence from Mexico; patterned after the United States document.

Constitution of the Republic of Texas:

Written hastily in 1836 at Washington-on-the-Brazos.

Patterned after the U.S. Constitution.

Texas State Constitution:

1876 Constitution of the State of Texas (Constitution still in force).

There have been seven Texas constitutions: the constitution of Coahuila y Tejas, the 1836 Constitution of the Republic of Texas, the

state constitutions of 1845 (written when Texas became a state), 1861 (amendment never submitted to voters seceding from Union and

joining Confederacy), 1866 (rejoining the U.S.), 1869 (Reconstruction Constitution), and the current constitution, which took effect on

February 15, 1876.

Both U.S. and Texas constitutions provide for federalism, a separation of powers, checks and balances, and a bill of rights.

Comparison:

Both are bicameral (2 houses, House of Representatives and Senate).

Both set up a system of limited government with 3 branches (Executive, Judicial, Legislative).

Both state the duties of major officials and spell out how voters select those officials.

Both include a Bill of Rights.

U.S. Constitution added the Bill of Rights (1st 10 amendments); Texas Constitution built in the Bill of Rights, including it in the

Constitution as Article I.

U.S. Constitution was written and signed in 1787 and has been amended 27 times; Texas Constitution has been rewritten

several times, current Constitution was written in 1876.

In U.S. Constitution there is strong separation of powers and a strong executive; Texas Constitution has a weak executive

Grade 4Social Studies

Unit: 03

Lesson: 02




http://files5.mycscope.us/018252154091065232227024222225111247086190222047/Download.ashx?hash=2.2http://files5.mycscope.us/017116171200209174131015124004042141111132169059/Download.ashx?hash=2.2http://files5.mycscope.us/085141147059195241047177052067009191069053155125/Download.ashx?hash=2.2http://files5.mycscope.us/185203089035113073160054231254107023239089115240/Download.ashx?hash=2.2http://files5.mycscope.us/113015102253028058212188057013195189034074232088/Download.ashx?hash=2.2http://files5.mycscope.us/059159025248158020030205106043034024221160172007/Download.ashx?hash=2.2http://files5.mycscope.us/053119020053195125184075105012118145242023182192/Download.ashx?hash=2.2http://www.archives.gov/exhibits/charters/bill_of_rights.htmlhttp://www.archives.gov/exhibits/charters/bill_of_rights_transcript.htmlhttps://www.tsl.state.tx.us/treasures/republic/declare-01.htmlhttp://www.tshaonline.org/handbook/online/articles/mhc01http://tarlton.law.utexas.edu/constitutions/text/1876index.html

(power is divided between several elected officials).

U.S. Constitution is relatively short (7,400 words, 27 amendments); Texas Constitution is long and specifically spells out much

policy (80,000+ words, 400+ amendments).

U.S. Constitution is the highest law in the land; principle of federalism applies to the Texas Constitution, which cannot go

against the U.S. Constitution.

Texas Bill of Rights:

33 sections (originally 29, amended to include others).

Written so “That the general, great and essential principles of liberty and free government may be recognized and established…”The U.S. Constitution added the Bill of Rights as the first ten amendments; the Texas Constitution puts the Bill of Rights at the beginning

in Article I.

Comparison of the Texas Bill of Rights and the U.S. Bill of Rights.

Parallels between the U.S. and Texas founding documents:

The government of England became oppressive, so the colonists wrote the Declaration of Independence to declare their independence

from England. When the colonists won that war, they needed a government. They wrote the Constitution to set up a system of limited

government. They further wanted to make sure individual rights were protected, so they wrote the U.S. Bill of Rights.

The government of Mexico became oppressive, so the settlers in the Mexican state of Tejas wrote the Declaration of Independence to

declare their independence from Mexico. They knew they would need a government. They drew heavily on the U.S. Constitution to write a

constitution to set up a system of limited government for the new Republic of Texas (1836). When the Republic of Texas joined the United

States (1845) and became the state of Texas, a state constitution was written, and then rewritten several times in response to various

events. The 1876 version is the Texas State Constitution still in place. The writers of the Texas State Constitution (1876) further wanted to

make sure individual rights were protected, so they wrote the Texas Bill of Rights.

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” Tabwithin the “My Content” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Rights

Notes for Teacher

NOTE: 1 Day = 50 minutes

Suggested Day 1 – 10 minutes

1. Group students in groups of 2-3 students.

2. Say

In the last lesson, we learned about the Declaration of

Independence, where we heard the famous words:

“We hold these truths to be self-evident, that all men arecreated equal, that they are endowed by their Creator with

certain unalienable Rights, that among these are Life, Liberty,

and the pursuit of Happiness.”We also learned that the Founding Fathers wrote the

Constitution to set up the government for the new nation, the

United States of America.

The Constitution the Framers wrote set up the government

for the new country. It spelled out what the government could

do, but it did not say what the government could not do.

People wanted strong guarantees that the new government

would not trample on their newly won freedoms. The Bill of

Rights, the first ten amendments to the Constitution, lists the

rights of Americans.

Thomas Jefferson said, “A Bill of Rights is what the people areentitled to against every government…”

3. Project/display the Bill of Rights from the National Archives and briefly

Materials:

The Bill of Rights from the National Archives

http://www.archives.gov/exhibits/charters/bill_of_rights.html


Unit: 03

Lesson: 02




http://www.archives.gov/exhibits/charters/bill_of_rights.html

discuss.

4. Add further background by saying:

The opening of the Bill of Rights says this:

“The conventions of a number of the States having atthe time of their adopting the Constitution, expressed a

desire, in order to prevent misconstruction or abuse of

its powers, that further declaratory and restrictive

clauses should be added.”This means that the states, in order to keep the

government from abusing its power, wanted assurances

added to the Constitution. The Framers added

statements to limit the power of the government and

thus protect the rights of the individual – the first 10amendments to the Constitution, the Bill of Rights.

EXPLORE –Bill of Rights. Suggested Day 1 (cont’d) – 1 5 minutes

1. Say:

Think back to (lesson 1) what we learned about the

Declaration of Independence and the grievances

(complaints) the colonists voiced about the English

government. Many of the amendments in the Bill of

Rights address the same concerns voiced in the

garievances. The Bill of Rights makes sure our

rights are protected. Let’s listen.

1. Distribute the Handout: U.S. Bill of Rights Cards.

2. While still projecting/displaying the Bill of Rights from the

National Archives, teacher reads the actual wording of the

primary source document, The Bill of Rights. (See the

transcription on the National Archives site.).

3. Students, in groups of two to three, match the amendment

with the explanation, and visual while the teacher reads the

actual wording.

4. Student groups discuss each amendment as they match the

cards to build a matrix.

Materials

Transcription of the Bill of Rights from the National Archives

http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html

Attachments:

Handout: U.S. Bill of Rights Cards (cut apart, 1 set per student or

group)

EXPLAIN – U.S. Bill of Rights. Suggested Day 1 (cont’d) – 10 minutes

1. Students complete the following sentence stems:

The Founding Fathers made sure the Bill of Rights was added to the

Constitution because…One important amendment is ____.

It is important because …

Attachments

Handout: Bill of Rights Sentence Stems

(optional, 1 per student)

EXPLORE –Texas Bill of Rights Suggested Day 1 (cont’d) – 10 minutes

1. With students still in their small groups (2-3 students), distribute the Handout:

Texas Bill of Rights.

2. Using the Handout: U.S. Bill of Rights Cards from the earlier EXPLORE,

students work in pairs to compare the Texas Bill of Rights to the U.S. Bill of

Rights. Student identify with a checkmark each right listed in the Texas Bill of

Rights that is the same as in the U.S. Bill of Rights.

3. Facilitate a brief discussion comparing the U.S. and Texas documents. (see

background information, above), making sure students understand that both the

federal and state founding documents (Bill of Rights) protect individual rights.

Materials

Handout: U.S. Bill of Rights Cards from earlier

EXPLORE

Attachments:

Handout: Texas Bill of Rights (1 per student or

group)

EXPLAIN - Texas Documents Suggested Day 1 (cont’d) – 10 minutes

1. Still in their groups, students complete the comparison (Venn Diagram and Materials


Unit: 03

Lesson: 02




http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html

sentence stems) at the bottom of the Handout: Texas Bill of Rights and share

their ideas with the class. Handout: Texas Bill of Rights from earlier

EXPLORE

EXPLORE –Comparing Texas and U.S. Documents Suggested Day 2 – 20 minutes

1. Distribute the Handout: Purpose of Founding Documents.

2. Tell the story of the U.S. founding documents and the Texas founding

documents. Emphasize the parallels between the events and the writing of the

documents and provide information on how the documents compare. During the

discussion, guide students to fill in the handout and help them draw conclusions

about the purpose of the documents. (See Background Information, above. Use

information provided and/or add other information as needed.)

3. Facilitate a discussion to answer questions that may arise.

Materials

Article “BROADMINDED MEN OF TEXAS.;Pioneers of the Lone Star State, with Rare

Forethought, Laid Its Foundations Well and

Strong” from the NYT content repository onProject Share

Attachments:

Handout: Purpose of Founding Documents (1

per student)

Teacher Resource: Purpose of Founding

Documents KEY

Instructional Note

If desired, access articles on the Texas Constitution from the

New York Times content repository on Project Share to share

with students, modeling the news story they will create in the

Evaluate section. For one such article, published on 8/1/1898,

search in the repository for “BROADMINDED MEN OF TEXAS.;

Pioneers of the Lone Star State, with Rare Forethought, Laid Its

Foundations Well and Strong.” (Modernday articles of interest

from current papers could serve as well.)

EXPLAIN – Comparing Texas and U.S. Documents Suggested Day 2 (cont’d) – 10 minutes

1. In pairs, students take turns telling the stories of the U.S. and Texas founding

documents, using academic vocabulary and emphasizing the sequence of events

and the purpose and importance of the documents.

2. Teacher circulates, listening to ensure correct information is being relayed.

Materials

Handout: Purpose of Founding Documents

completed in the Explore section above

ELABORATE Suggested Day 2 (cont’d) – 20 minutes

1. Students contribute to a class discussion where they use academic language to

answer the guiding questions and provide evidence to support the Key

Understanding:

Individual rights are protected both by the state and federal

governments.

- What is the purpose and importance of the founding documents of the

United States?

- What is the purpose and importance of the founding documents of

Texas?

- How do the founding documents of the United States and Texas

compare?

EVALUATE - compare U.S. and Texas Founding documents Suggested Day 3 – 50 minutes

Grade 04 Social Studies Unit 03 PI 02

Compare the Texas founding documents and the United States founding documents. Identify

similarities and differences as you write a news story for the local newspaper.

Standard(s): 4.15C , 4.21A , 4.21B , 4.21C

ELPS ELPS.c.5B

1. Distribute the Handout: Compare Founding Documents PI and, if desired, the

Handout: News Story PI to help students complete the Performance Indicator.

2. Use a rubric to evaluate student learning.

Attachments:

Handout: Compare Founding Documents PI

(1 per student)

Handout: News Story PI (optional, 1 per

student)

Instructional Note

Newspaper articles require a different style of writing from what

is used when writing a story. A news article has all of the

important information in the opening paragraph. Parts of a news

article:

Headline: a short, attention-getting statement


Unit: 03

Lesson: 02




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about the event.

Byline: who wrote the story

Lead paragraph: Put ALL the “who, what, when,where, why and how” in the opening sentence(s)of the article.

Explanation: After the lead paragraph, the writer

decides what other facts or details the reader

might want to know. The writer must make sure

that any important questions are answered. This

section can also include direct quotes from

witnesses or bystanders.


Unit: 03

Lesson: 02




Grade 4 Social Studies

Unit: 03 Lesson: 02

©2012, TESCCC 04/12/13 page 1 of 2

U.S. Bill of Rights Cards

First

Amendment

Citizens have freedom of religion, speech, press, assembly, and petition.

Second

Amendment

Third

Amendment

Fourth

Amendment

Fifth

Amendment

Citizens have the right to bear arms.

No soldier shall, in time of

peace, be quartered or placed in a citizen’s house.

A citizen’s house or personal items shall not be searched unless there is

good reason.

Citizens have rights when accused of a crime.


Unit: 03 Lesson: 02

©2012, TESCCC 04/12/13 page 2 of 2

Sixth

Amendment

Citizens have the right to a

speedy and fair trial.

Seventh

Amendment

Eighth

Amendment

Ninth

Amendment

Tenth

Amendment

Citizens have a right to a jury of their peers when put

on trial.

Bails, fines, and punishment

will not be excessive.

Citizens have rights that may not be listed.

Powers not given to the federal government are

given to the states.

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Unit: 03 Lesson: 02

©2012, TESCCC 05/09/12 Page 1 of 1

Bill of Rights Sentence Stems

1. The Founding Fathers made sure the Bill of Rights was added to the Constitution because __________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

2. One important amendment is _______________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

3. It is important because ____________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________


Unit: 03 Lesson: 02

©2012, TESCCC 04/12/13 Page 1 of 2

Texas Bill of Rights

Below are the rights included in the Texas Bill of Rights. Check the rights that are listed in the U.S. Bill of Rights.

______Section 1 Texas is a free and independent state that must follow the U.S. Constitution.

______Section 2 The power of the government is determined by citizens.

______Section 3 All men have equal rights and will not be denied those rights because of sex, race, color, creed, or national origin.

______Section 4 Citizens will not be required to take a religious test to qualify for an elected office.

______Section 5 Citizens will not be disqualified in the courts because of their religion.

______Section 6 Citizens have the freedom to worship what they want.

______Section 7 Government money will not be given to any church.

______Section 8 Citizens have the freedom of speech.

______Section 9 A citizen’s house or personal items shall not be searched unless there is good reason.

______Section 10 Citizens have the right to a speedy and fair trial.

______Section 11 Citizens have rights if they are arrested.

______Section 12 Citizens have a right to trial.

______Section 13 Bails, fines, and punishment will not be excessive.

______Section 14 No citizen shall be convicted of the same crime twice.

______Section 15 Citizens have a right to a jury of their peers when put on trial.

______Section 16 Citizens have rights when they agree to a contract with another person.

______Section 17 Property will not be taken by the government unless compensated.

______Section 18 Citizens will not be put in jail for being in debt.

______Section 19 No citizen will be deprived of life, liberty, and the pursuit of happiness.

______Section 20 No person shall be taken to another State for a crime.

______Section 21 Citizens cannot be convicted of a crime if they die.


Unit: 03 Lesson: 02

©2012, TESCCC 04/12/13 Page 2 of 2

______Section 22 Citizens are not allowed to overthrow the government.

______Section 23 Citizens have the right to bear arms.

______Section 24 The military is not allowed to be in power.

______Section 25 No soldier shall, in time of peace, be quartered or placed in a citizen’s house.

______Section 26 One business cannot control an entire industry.

______Section 27 Citizens have the right to assemble.

______Section 28 Only the Legislature can stop laws.

______Section 29 Everything in the Bill of Rights is accepted by the government.

______Section 30 Citizens who have committed crimes have rights.

______Section 31 Citizens put in jail wrongfully will be given compensation (money).

______Section 32 Marriage is between a man and a woman.

______Section 33 Citizens have access to public beaches.

Compare Documents

U.S. Bill of Rights Texas Bill of Rights

Similarity


Unit: 03 Lesson: 02

©2012, TESCCC 05/07/12 Page 1 of 1

Purpose of Founding Documents

U.S. Declaration of Independence

U.S. Constitution

U.S. Bill of Rights

Texas Declaration of Independence

Texas Constitution


Purpose of document


Unit: 03 Lesson: 02

©2012, TESCCC 05/07/12 Page 1 of 1

Purpose of Founding Documents KEY

U.S. Declaration of Independence

U.S. Constitution

U.S. Bill of Rights

Texas Declaration of Independence

Texas Constitution


Purpose of document

Event Cause

Event Effect/Cause

Event Effect/Cause

Event Effect/Cause

Event Effect/Cause

Event Effect/Cause

Oppressive English government

War between colonies and England. Need to set up new government

Desire to ensure individual rights against possibility of oppressive government

Oppressive Mexican government

War between Texas and Mexico. Need to set up new government

Desire to ensure individual rights against possibility of oppressive government

Declare independence from Mexico

Declare independence from England

Set up new government

Set up new government

Ensure individual rights are protected

Ensure individual rights are protected


Unit: 03 Lesson: 02

©2012, TESCCC 04/12/13 Page 1 of 1

Compare Founding Documents

U.S. Founding Documents Texas Founding Documents

Similarity

One similarity between the U.S. Founding Documents and the Texas Founding Documents is ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ One difference is _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

In general

Constitution

Bill of Rights

Declaration of Independence


Unit: 03 Lesson: 02

©2012, TESCCC 05/09/12 Page 1 of 1

News Story

Masthead for your newspaper (name of paper, its cost, and the day your story was published).

Headline (title) of your article Drawing to go with your article Byline (name of author) Your article about the founding documents (Lead paragraph and further explanation)

Grade 04 Social Studies Unit 03 Exemplar Lesson 02: Bill of Rights · 2013. 8. 27. · Handout:...

Documents

Transcript of Grade 04 Social Studies Unit 03 Exemplar Lesson 02: Bill of Rights · 2013. 8. 27. · Handout:...