Title: To Sign or Not To Sign?
Grade: 5th
Time Needed: Two class periods
Essential Standards:
Social Studies
5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States government.
Integrated Curriculum Standards:
Language Arts
5.RIT.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Music
5.ML.1.1 Illustrate independence and accuracy while singing and playing instruments within a group or ensemble.
Lesson Objectives: Students will:
• know that the Constitutional Convention of 1787 led to the establishment of a new form of government;
• be able to summarize the articles of the United States Constitution;
• understand why some delegates signed the Constitution and others did not
Materials: Creating the Constitution video and transcript, Read-Aloud play (one per student), Constitution classroom poster, signing pen, student journals, dictionaries, thesauri, Preamble song (Schoolhouse Rock), copies of lyrics
Procedure:
Day 1
Before:
Day 2
Before:
Assessment: Students will be assessed over the two days for their participation in class discussions and activities; teacher will observe and take notes. Students' final journal responses will also be assessed for demonstration of understanding.
Differentiation:
ELL: Students learning English as a second language will need to be paired up with a fluent partner for this lesson. It is very heavy in specific language, which may be difficult for these students. They should be encouraged to make picture dictionaries and use graphic organizers throughout. The song, video, and transcripts of both of these will be useful for these students, as they can follow along and highlight unknown words or concepts.
Special Needs: Students with special needs can benefit from many of the same accommodations as the ELLs. In addition, students can work in pairs for the Read Aloud play and define key vocabulary ahead of time.
Enrichment and Extension: Students that require this type of accommodation can work together to create a classroom Constitution based on issues that they see in the classroom and host a Constitutional Convention for their classmates.
Resources:
http://constitutioncenter.org/media/files/ConDayKit.pdf
http://www.usconstitution.net/const.html
Grade: 5th
Time Needed: Two class periods
Essential Standards:
Social Studies
5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States government.
Integrated Curriculum Standards:
Language Arts
5.RIT.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Music
5.ML.1.1 Illustrate independence and accuracy while singing and playing instruments within a group or ensemble.
Lesson Objectives: Students will:
• know that the Constitutional Convention of 1787 led to the establishment of a new form of government;
• be able to summarize the articles of the United States Constitution;
• understand why some delegates signed the Constitution and others did not
Materials: Creating the Constitution video and transcript, Read-Aloud play (one per student), Constitution classroom poster, signing pen, student journals, dictionaries, thesauri, Preamble song (Schoolhouse Rock), copies of lyrics
Procedure:
Day 1
Before:
- As students enter the classroom, ask if they would like to sign their name on a large sheet of paper or chalk/white board in the front of the classroom, with the following statement on top:
- After everyone has had a chance to sign, ask: Why did you decide to sign or not sign this statement? What does it mean that you signed or didn't sign it?
- Discuss how signing is a statement of your belief. It is a willingness to take a stand and risk your reputation.
- Tell students that when the delegates of the 1787 Constitutional Convention signed the Constitution, they were taking a stand and risking their own reputations. Citizens today do the same thing when they sign a petition.
- View the video “Creating the Constitution” (http://www.teachertube.com/viewVideo.php?video_id=5604&title=Creating_the_Constitution) and pass out a copy of the video transcript to each student.
- Use the Constitution poster to familiarize students with the structure of the document. Review each article and ask students to summarize them in their journals. The main topic and a short description of each article will suffice.
- Direct students to Article VII.
- Make clear that just because students signed the statement about schools closing for National Students' Day, doesn't make it true. There must be a process of ratification. Discuss how Article VII says that nine of the states needed to vote in favor of ratification of the Constitution. Tell students that by signing, the delegates were deciding whether or not they believed the Constitution should be ratified by the people.
- Recall students' attention to the Preamble to the Constitution. What do all of those words mean?
- Break students up into 6 teams, each with a dictionary and thesaurus. Their task will be to come up with their own definition of one of the six principles listed in the Preamble: form a more perfect union, establish justice, ensure domestic tranquility, provide for the common defense, promote general welfare, or secure the blessings of liberty. They may use their reference books and each other only!
- After about 10 minutes, create new jigsaw groups so that one person from each home group can explain their phrase.
- Call the class back together, ask each group to give their definition and write it on chart paper. Answer any questions and define words as needed.
- Finish the lesson by rereading the Preamble.
- Play the Schoolhouse Rock Preamble song for the students. Pass out copies of the lyrics.
- Have students sing along with the song.
Day 2
Before:
- Remind students of the Preamble and ask them to sing the Preamble song.
- Tell the students that today you will be continuing the Constitutional Convention and talking about reasons people may or may not have wanted to sign the Constitution into law.
- Provide each student with a copy of Handout 2. Explain that the play is a fictional conversation between John Jay and Elbridge Gerry, where they each give their opinions about signing the Constitution. Have two students volunteer to read the play aloud.
- After reading, ask: What is the strongest reason John Jay gave for signing the Constitution? What is the strongest reason Elbridge Gerry gave for not signing the Constitution? Which delegate do you agree with? Why?
- Explain how there’s really no winner in the debate. If the Federalists hadn't prevailed, we wouldn't have a Constitution. But if the Anti-Federalists hadn't dissented, the Constitution wouldn't have had a Bill of Rights. Explain what Federalist and Anti-Federalist mean.
- Review with students that ratifying the Constitution was an important process that only happened through the will of the American people.
- Discuss the ratification process. Ask: What role did the signatures of the framers play in the ratification process?Who ultimately had the power to put the Constitution into place?
- Explain that the most important idea of the Constitution is the idea of popular sovereignty, which is government of the people and by the people. When it was written, other countries were run by monarchs and emperors, who had the final authority in all matters. The framers of the Constitution imagined a government where the final authority was in the hands of the citizens. This was a radical idea.
- Invite students to sign the Constitution poster, if they choose.
- Explain that this Constitution is not the same as the Constitution the framers signed. It is today’s Constitution, which is longer because it has been changed by amendments and Supreme Court interpretation. For example, today’s Constitution has a Bill of Rights. After the Civil War, it was amended to abolish slavery and promise “equal protection of the laws” to the freed slaves, a promise that was eventually extended to other groups. Other amendments have authorized the income tax, provided for direct election of Senators, and expanded voting rights.
- Show students the classroom poster. Point out how the amendments to the Constitution are as long as the original text.
- Discuss with students how the video points out that the Constitution still begins with three perfect words: We the People. But it is not yet a perfect document. Have students answer these questions in their journals: How do we create a more perfect union—by signing or not signing? Why did you choose to sign? Why did you choose not to sign?
Assessment: Students will be assessed over the two days for their participation in class discussions and activities; teacher will observe and take notes. Students' final journal responses will also be assessed for demonstration of understanding.
Differentiation:
ELL: Students learning English as a second language will need to be paired up with a fluent partner for this lesson. It is very heavy in specific language, which may be difficult for these students. They should be encouraged to make picture dictionaries and use graphic organizers throughout. The song, video, and transcripts of both of these will be useful for these students, as they can follow along and highlight unknown words or concepts.
Special Needs: Students with special needs can benefit from many of the same accommodations as the ELLs. In addition, students can work in pairs for the Read Aloud play and define key vocabulary ahead of time.
Enrichment and Extension: Students that require this type of accommodation can work together to create a classroom Constitution based on issues that they see in the classroom and host a Constitutional Convention for their classmates.
Resources:
http://constitutioncenter.org/media/files/ConDayKit.pdf
http://www.usconstitution.net/const.html