Grade 5 Goverment Lessons 3-9

United States Government

Lesson Three: The Mayflower Compact (one day)

1. Begin the lesson by showing an image of the Mayflower Compact.

2. Read (and show on the projector), the background information and the words of the original document. (Worksheets 1 and 2 of 4)

3. Have the students find words from the Mayflower Compact that show evidence that the Pilgrims wanted to establish a self‐government, with everyone’s consent, and that they all believed in the rules of the law.

4. Give students the graphic organizer (Worksheet 3 of 4) to record their evidence.

Encourage them to quote directly from the Compact. (Worksheet 4 of 4 is the Compact)

5. To close the lesson, watch the Discovery Education Video: Pilgrims Come to America (2:56) http://player.discoveryeducation.com/index.cfm?guidAssetId=382D1C3A‐9B1E‐ 4728‐A27E‐D11D052A732A&blnFromSearch=1&productcode=US

The video segment describes the first colonists at Plymouth and describes their reasons for wanting to come to America. Roughly half were Pilgrim Separatists and half were of the Church of England, or Anglicans. These were both males and females.

Most of them were fairly young. The Pilgrims sought religious freedom in America.

They planned to be fishermen, but the colony produced mostly furs and lumber, as well as some fish. Most colonists farmed. The Plymouth colonists also wanted to live in a place where they had a better change of economic success than they had in England.

Government Lesson 3 Worksheet 1 of 4

The Mayflower Compact

What is it?

The Mayflower Compact was the first written framework of government established in what is now the United States.

The Mayflower Compact is a written agreement composed by a vote of the new settlers arriving at New Plymouth in November of 1620. They had traveled across the ocean on the ship Mayflower, which was anchored in what is now Provincetown Harbor near Cape Cod, Massachusetts. The Mayflower Compact was drawn up with fair and equal laws, for the general good of the settlement and with the will of the majority. The Mayflower’s passengers knew that the New World’s earlier settlers failed due to a lack of government. They hashed out the content and eventually composed the Compact for the sake of their own survival.

All 41 of the adult male members on the Mayflower signed the Compact, while on the ship. Being the first written laws for the new land, the Compact determined authority within the settlement and was the observed governing law until 1691. This compact established that the colony (mostly persecuted Separatists), was to be free of English law. It was devised to set up a government from within themselves and was written by those to be governed.

What did it say?

The original document is said to have been lost, but it is said to have read:

"In the name of God, Amen. We, whose names are underwritten, the Loyal Subjects of our dread Sovereign Lord, King James, by the Grace of God, of England, France and Ireland, King, Defender of the Faith, etc. Having undertaken for the Glory of God, and Advancement of the Christian Faith, and the Honor of our King and Country, a voyage to plant the first colony in the northern parts of Virginia; do by these presents, solemnly and mutually in the Presence of God and one of another, covenant and combine ourselves together into a civil Body Politick, for our better Ordering and Preservation, and Furtherance of the Ends aforesaid; And by Virtue hereof to enact, constitute, and frame, such just and equal Laws, Ordinances, Acts, Constitutions and Offices, from time to time, as shall be thought most meet and convenient for the General good of the Colony; unto which we promise all due submission and obedience.

In Witness whereof we have hereunto subscribed our names at Cape Cod the eleventh of November, in the Reign of our Sovereign Lord, King James of England, France and Ireland, the eighteenth, and of Scotland the fifty‐fourth. Anno Domini, 1620."

Government Lesson 3 Worksheet 2 of 4

Who signed it and why?

When creating the Mayflower Compact, the signers believed that formal promises were not only to be honored between God and man, but also between each other.

They had always honored pledges as part of their righteous integrity and agreed to be bound by them. John Adams and many historians have referred to the Mayflower Compact as the foundation of the U.S. Constitution written more than 150 years later.

Government Lesson 3 Worksheet 3 of 4

Name _______________________________________

After reading the Mayflower Compact, find the words that show the evidence that the Pilgrims wanted to establish self‐government, with everyone’s consent, and that they all believed in the rules of the law.

Ideal

Belief in self‐government

Mutual consent

Belief in the rules of law

Ideal Explained

Evidence from the words in the Mayflower Compact

Government Lesson 3 Worksheet 4 of 4

The Mayflower Compact (Modern Version)

In the name of God, Amen. We, whose names are underwritten, the loyal subjects of our dread Sovereign Lord King James, by the Grace of God, of Great Britain, France, and Ireland, King, defender of the Faith, etc.

Having undertaken, for the Glory of God, and advancements of the Christian faith and honor of our King and Country, a voyage to plant the first colony in the Northern parts of Virginia, do by these presents, solemnly and mutually, in the presence of God, and one another, covenant and combine ourselves together into a civil body politic; for our better ordering, and preservation and furtherance of the ends aforesaid; and by virtue hereof to enact, constitute, and frame, such just and equal laws, ordinances, acts, constitutions, and offices, from time to time, as shall be thought most meet and convenient for the general good of the colony; unto which we promise all due submission and obedience.

In witness whereof we have hereunto subscribed our names at Cape Cod the 11th of November, in the year of the reign of our Sovereign Lord King James, of England, France, and Ireland, the eighteenth, and of Scotland the fifty‐ fourth, 1620

Lesson 4: The Declaration of Independence (Day One)

1. Begin the lesson by asking students to list two things that they don’t like about being young person/things that they would change/things they think are unfair. After a few minutes, have students share, writing the list on the board. Explain to students that their complaints can also be called grievances (a wrong considered grounds for complaint).

2. Next handout the letter to the tooth fairy (Worksheet 1 of 5). Have a student read the letter out loud. As a class “SOAP” the document. This is a technique for analyzing a source.

S Speaker

O Occasion

A Audience

P Purpose

Who is the author? Who What event caused the Who was the document What was the motivation is the author speaking as? document to be written? written for? (not history of the author? To Mother, father, teacher, Speech, protest, students or historians) persuade? To convert? child? celebration, Diary? Newspaper Remember, we all occupy inauguration? article? Why? different roles.

Speaker – Annisa Occasion – she lost her tooth Audience – the tooth fairy Purpose – She wants money – “I need money.”

3. As you go over the answers, have students refer directly to the text to support their response. Discuss why Annisa is really writing this letter. (It is not a typical tooth fairy letter; she is ANGRY because the tooth fairy has not yet left her money and it’s been over two weeks).

Connect Annisa’s anger to the idea of complaints and grievances.

4. Return to the list created at the start of the lesson. Explain to students that there are moments when all of us are more eager to express what's wrong than we are to think critically about the problem and possible solutions. There is no reason to think people were any different in 1776. It's important to understand the complaints of the colonists as one step in a process involving careful deliberation and attempts to redress grievances.

5. To close the lesson, ask the students to imagine that, in hopes of effecting some changes, they are going to compose a document based on their complaints to be sent to the appropriate audience. Students will complete Worksheet 2 of 5.

Note: The questions each correspond to a section of the Declaration 1. (Preamble) 2. (statement of beliefs, or the thinking behind the complaints) 3. (the list of complaints) 4. (prior attempts to redress grievances) 5. (declaration of independence) 6. (the signatures)

Lesson 4: The Declaration of Independence (Day Two) 1. Have students take out the document they wrote addressing their grievances (Worksheet 2 of 5). Set the scene for the day’s lesson:

Opponents of the Stamp Act of 1765 declared that the act—which was designed to raise money to support the British army stationed in America after 1763 by requiring Americans to buy stamps for newspapers, legal documents, mortgages, liquor licenses, even playing cards and almanacs—was illegal and unjust because it taxed Americans without their consent.

American resistance forced the British Parliament to repeal the Stamp Act in 1766. In the succeeding years, similar taxes were levied by British Parliament and protested by many Americans. The American Revolution was brewing. With many complaints in mind, the framers created the Declaration of Independence, adopted by the Continental Congress on July 4, 1776, in which the colonies declared their freedom from British rule.

2. Explain to students that the different parts of the Declaration are the same as the parts in their documents and that in today’s lesson they are going to look at that document. To view an “original” copy of the Declaration of Independence go to: http://www.archives.gov/exhibits/charters/declaration.html

*The following are the questions the students answered during Lesson 4 Day 1.

Question #1 Preamble Question #2 Statement of beliefs or the thinking behind the complaints Question # 3 The list of complaints Question #4 prior attempts to redress grievances Question #5 Declaration of Independence Question #6 The signatures

3. Tell students that the Declaration of Independence is revolutionary. It is the first ever declaration of its kinds and it becomes a template for future declarations made by many other nations across the world and across time. It asks people to take a leap into treason, provides no plan for the future, it is risky, yet persuasive. Emphasize to students that although a good number of the colonists were literate (especially in the New England colonies) the declaration was written to be read out loud, i.e. it was meant to be listened to (it was read in town squares and commons across the 13 colonies). If you can (and you have time) consider showing the scene from the HBO series John Adams which shows the vote and the initial reading of the Declaration. Go to http://www.youtube.com/watch?v=‐7Y1ougODMo and begin at 4:15 (if you start at the beginning, it shows the delegates voting).

4. Hand out worksheets 3, 4, and 5. Read the first two pages as a class. As you read, include language from the SOAP lesson (i.e. who is the author? Who is the audience? Why is this being written?) Have students complete the last page on their own. Go over the answers to the SOAP chart.

Government Lesson 4

Worksheet 1 of 5

Name __________________________________________________

peaker – Annisa

ccasion – she lost her tooth

udience – the tooth fairy

urpose – She wants money –

“I need money.”

S

O

A

P

Government Lesson 4

Name _______________________________________

Worksheet 2 of 5

Examine the list of complaints we made as a class, and then complete the following questions.

1.

To whom would you send your complaints? Why? ___________________________________________________________________________________ ___________________________________________________________________________________

2. What makes you think your complaints are worthwhile? Aren't there good reasons why things are the

way they are? ___________________________________________________________________________________ ___________________________________________________________________________________

3. What kinds of events inspired your complaints? Which one is the most important to you?

___________________________________________________________________________________ ___________________________________________________________________________________

4. Have you already tried to make any changes in the treatment of young people? In what way? (prior

attempts to fix the problem) ___________________________________________________________________________________ __________________________________________________________________________________ 5. Is it possible to say in a single sentence what it is you really want to happen?

___________________________________________________________________________________ ___________________________________________________________________________________ 6. Who would be willing to sign his/her name to this list of complaints even if it were going to be seen

and read by many people? ___________________________________________________________________________________ ___________________________________________________________________________________

Government Lesson 4

Worksheet 3 of 5

Name _________________________________________________________

Declaration of Independence, 1776 While Thomas Jefferson is credited as the main author of the declaration, each of the founding fathers contributed ideas to it.

In addition, see if you can find the influence of John Locke in the document!

Preamble: The reasons for writing down the Declaration. This is the very beginning of the document.

When in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

Dissolve: separate

Station: social standing Impel: force

The Preamble is followed by a statement of beliefs specifically stating why the signers believed they had the right to declare their independence.

Endowed: given Unalienable: impossible to give up Instituted: begun Deriving: receiving

Effect: bring out

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.

Government Lesson 4

Worksheet 4 of 5

After the statement of beliefs comes the list of complaints. There are many grievances; here are just a few:

For cutting off our Trade with all parts of the world: For imposing Taxes on us without our Consent: For depriving us in many cases, of the benefits of Trial by Jury: He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people.

Following the list of complaints, the signers of the Declarations explain how they have tried to fix these problems, but nothing has worked!

In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury.

Oppressions: cruel/unfair treatment Petitioned: formally have asked Redress: solution

And finally, the document ends with the actual declaring of independence.

We, therefore, the Representatives of the united States of America . . . do solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved;

Solemnly: seriously Absolved: free Allegiance: loyalty

The document has 56 signatures at the end. The signature of John Hancock is the biggest and is easily the most recognizable of all.

Government Lesson 4

Worksheet 5 of 5

Think back to the letter that Annisa wrote to the tooth fairy. She was upset and was demanding her money. The colonists were upset too and they were determined to gain their independence from Great Britain. The Founding Fathers felt it was very important to declare the reasons why the colonies were “breaking up” with Great Britain.

1. SOAP the Declaration of Independence.

2. In your own words, from the Speaker/s‐ Who are the speakers/ authors? point of view of an American colonist,

explain to King George why you are breaking up with him.

Occasion‐ What happened to cause this to be written?

Audience‐ Who do you think this document was written for? Who was going to read it?

Purpose‐ Why was this document written? What purpose does it serve?

Dear King George III, _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ Nice knowing you, ____________________________ (Your Signature)

Lesson 5: The Constitutional Convention (Day One)

Background Information: Once the Revolutionary War was over, the Founding Fathers had a difficult time solving the new countries’ problems. For one thing, it had no power to collect taxes under The Articles of Confederation. The Founding Fathers saw the need for a strong government that could pay the nations’ bills, settle arguments between states, and maintain order. They decided to set up a committee to write a constitution and to hold a Constitutional Convention. It was written in 1787 and includes the powers of the three branches of government and the rights of citizens. (This system owes its origins in part to the New York Iroquois tribes. These tribes had formed The League of Five Nations, a federation that dealt with common problems).

1. Hand out copies of the Readers Theatre: Unite or Die.

2. Assigns parts to students. Students can double up as narrators in order to give everyone a part.

3. For a clean copy of Unite of Die, you can download a pdf at http://www.charlesbridge.com/client/client_pdfs/downloadables/UniteorDie_ReadersTheate r.pdf

4. As students read, create a timeline on the board (or big paper) that can be saved for the next several lessons. Dates and events to include: September 3, 1783: Treaty of Paris signed September 1786: delegates from 5 states gather in Maryland May 25, 1787: the Constitutional Convention Begins September 17, 1787: the Constitution is signed

5. After reading the play, ask students to answer the following questions: a. Why did the Founding Fathers believe the Articles of Confederation had to be put aside? (they were too weak; there was a need for a stronger government) b. Identify a conflict that arose at the convention. (# of delegates based on population versus equal representation) c. Identity how the powers of the new government were divided. (three branches: executive, legislative, judicial),

Lesson 5: The US Constitution (Day Two)

1. Begin the lesson by asking students to review the answers to the following questions: a. Why did the Founding Fathers believe the Articles of Confederation had to be put aside? (they were too weak; there was a need for a stronger government) b. Ask students to identify a conflict that arose at the convention. (# of delegates based on population versus equal representation) c. Ask students to identity how the powers of the new government were divided. (three branches: executive, legislative, judicial)

2. Explain to students that they will be learning more about the three branches, but before they do, they need to better understand why the US Constitution is such an important document in our nation’s history.

3. Hand out the “Stranded on a Desert Island” worksheet (1 of 5). Read out loud as a class and then have students answer questions individually on the back. Then have them partner to share responses. These responses should be ready to share with the rest of class. As students share their answers, point out similar responses among the students; try and relate their answers to what they read and know about John Locke:

State of nature – a condition in which there is no government; Natural rights – life, liberty, and property. They are what make us human beings and what define our purpose in life.

Social contract – the best way to protect each person’s natural rights so all people can enjoy them and live at peace with one another. Individuals must agree with others to create and live under a government and give that government the power to make and enforce laws.

4. Close the lesson by pointing out to students that just as they tried to determine how to organize, protect, and govern their desert island, the framers of the Constitution struggled to determine the purpose and function of their new government.

Lesson 5: The US Constitution, the Preamble (Day Three)

1. Share with students an image of the Constitution (available @ http://www.archives.gov/exhibits/charters/constitution.html). They will not be able to see the fine print, but that is the point – they will be able to see “We the People.”

Discuss the importance of these words as the starting point.

2. Share the following information with the students:

The Preamble is the opening statement to the Constitution which explains the reasons the Framers crafted our Republican form of government, to replace the Articles of Confederation. The Constitution was drafted over a period of about six weeks, and then was eloquently phrased by the Committee of Style – headed by Governor Morris of Pennsylvania. The Preamble is an explanation, but it is not the law. The laws of our country are clearly detailed in Articles I – VII, which follow after the preamble. The powers of each branch of the Federal government, and the states, are set forth in these articles. (Show the image of the original document).

3. Next handout the Preamble to the United Sates Constitution worksheet (2 of 5).

Read the top of the page together. Have students read the Preamble once to themselves and then read it out loud as a class. To help them understand what each part means, ask them to think about the stranded on a desert island activity. Then as a class, work together to explain/re‐write each line.

Stranded Island Questions 1. How will you make sure that anyone who feels unfairly treated will have a place to air complaints? (establishing justice) 2. How will you make sure that people can have peace and quiet? (insuring domestic tranquility) 3. How will you make sure that group members will help if outsiders arrive who threaten your group? (providing for the common defense) 4. How will you make sure that the improvements you make on the island (such as shelters, fireplaces and the like) will be used fairly? (promoting the general welfare) 5. How will you make sure that group members will be free to do what they want as long as it doesn't hurt anyone else? (securing the blessing of liberty to ourselves) 6. How will you make sure that the rules and organizations you develop protect future generations? (securing the blessing of liberty to our posterity)

4. To check for understanding, have students complete (on their own) the Preamble paraphrasing worksheet (3 of 5).

Teacher Guidance for writing the class interpretation of the preamble: We the People, of the United States This means the citizens of the USA. The new form of government may have been drawn up by some of the best‐ educated men of the new nation, but the rights of Republican government belonged to all. in Order to form a more perfect Union The Articles of Confederation had many limitations on governing the new nation. In this phrase, the Framers were not stating they were crafting a government and nation that were without flaw; they meant that the new Constitution would produce and uphold a better form of government than the Articles. establish Justice The reasons for the Revolution against England were still very much in the minds of American citizens. Fair trade and fair trial were paramount. insure domestic Tranquility Shays’ Rebellion – an uprising of Massachusetts farmers against the state for repayment of war debts‐ was one reason the Constitutional Convention was held. Citizens were very concerned with the keeping of peace within our borders. provide for the common defense The possibilities of attacks by other countries was very real. No one state by itself had the military might to defend itself against a large‐scale attack.

The Framers knew it was necessary for the states to work together to defend the nation. promote the general Welfare This clause means the “well‐being” of all. It relates back to the previous three clauses: by establishing justice, keeping the peace, and defending the nation, the citizens’ well‐being would be taken care of to the best extent possible by a Federal government. and secure the Blessings of Liberty to ourselves and our Posterity. America had fought long and hard for liberty…freedom from a tyrannical government that imposed unjust laws, and placed the goals of the English Crown above the individual. The purpose of the new Constitution was to protect and maintain those hard‐won rights, for our Framers’ generation and all that followed. do ordain and establish this Constitution for the United States of America This ending clause makes a powerful statement…We the People have made this governing document for Our nation, and it is We the People who give it the power.

Sample Re‐written Preamble We the people of the United States of America are here to make sure that everyone has the same rules to live by. Also, we want to watch over these rules in order to make sure they are being followed. We wrote these down in this Constitution so that all the States can work together as one country. These laws must be fair and will help keep us safe and protected in our homes. These laws will also protect us from unsafe acts against our country, as well as keep us healthy and strong.

These special rules will keep us free and make sure we get to forever keep all the important things in our lives that we are thankful for like our family, religion and our thoughts.

Lesson 5: The Ratification of the US Constitution (Day Four) 1. Review the background of the timeline of the writing of the US Constitution: From May to September 1787 a group of men known as the Framers met. The Framers talked about what should be in the Constitution. The United States was a brand new country. The United States had a government that did not work very well. The Framers met to find a new way of running the country. This meeting is called The Convention.

Some of the Framers are famous to us today. They include James Madison, Ben Franklin, and George Washington.

At that time there were only 13 states. The men came from all the states except Rhode Island. Each state had ideas for the new government. The Framers had many debates.

They talked a lot. They make a lot of speeches. By talking about it, they came up with a plan that everyone could agree with. They had to have a lot of compromises. Only by agreeing could all the arguments be worked out. Ben Franklin said the he was not sure if the plan was perfect. He said that it was probably as perfect as it could be. After the Convention, the Constitution had to be approved. Actually, only nine states had to agree to, or ratify, the Constitution. But everyone wanted all 13 states to agree. Two states took a long time to decide to agree. These states were Rhode Island and North Carolina. In the end, they did agree. Once the first nine states agreed, we say the Constitution was "ratified." New Hampshire was the ninth state to ratify.

2. Class Activity to simulate writing a constitution and ratifying it: a. Divide the class into (random) groups of about four or five. Distribute the Worksheet (4 of 5) for this activity to each group. Explain that the goal of this activity is for the group to find some interest they all share and develop a club around it. Encourage the groups not to settle on their first idea but to think of at least five possibilities. The Worksheet offers some suggestions for possible clubs. b. Each group of students should meet to determine their mission and common goals, a name for their club, and a logo. Then each group writes a constitution which specifies their goals, decision‐making procedures, meeting times, and so on. Upon completion, each group member signs the charter. To help your students write their charters, they can use History Alive pages 220‐233. (In addition, there is helpful information at this website: http://www.usconstitution.net/constkids4.html) Additional Resources: http://www.wartgames.com/themes/government/constitution.html

Lesson 5 – Seven Principles of the US Constitution (Day Five)

1. Using History Alive, have students read section 14.3. This section explains how the delegates invented a strong national government and strong state governments and that the Constitutional Convention set up a government where there was a balance of powers. (Essentially a review of the first three lessons).

2. Next, as a class watch the Brain POP movie. It is listed under Social Studies and is called the US Constitution: It’s the Law of the Land. (3:56) 3. ** Before you begin the movie, have students take a look at the worksheet so that they are prepared to take notes as they watch.

4. Have students complete the 6 Word Summary and Metaphor worksheet (5 of 5) and share with the class.

Government Lesson 5

Name ________________________________

Worksheet 1 of 6

Stranded on a Desert Island

Background: It was supposed to be a fun school trip to the beach. Your teacher gave you have an hour to collect shells and plants for a science project.

Suddenly, a giant wave appeared out of nowhere and carried your group (all of the students, but no teacher!) into the middle of the sea. The wave carries you away, and the water is so powerful that all of you fall unconscious, only to wake up on a sandy beach several hours later.

Everyone goes off to explore the island, and after a couple of hours, it becomes clear that your group is stuck on this small desert island with no hope of escape.

You will probably have to wait a long time until someone comes to rescue you, and you will need to come up with a plan to survive that you will all stick to. There are some problems with the island:  You have no electricity.  You have all lost your mobile phones in the sea.  There is not much fresh water to drink.  On the island, you are completed isolated.  The island does have some animals and fruit and vegetables, but there will only be enough for everyone if the food is shared.

Who’s in charge? The strongest? The weakest? You? 1. How will you make sure that anyone who feels unfairly treated will have a place to air complaints?

2. How will you make sure that people can have peace and quiet?

3. How will you make sure that group members will help if outsiders arrive who threaten your group?

4. How will you make sure that the improvements you make on the island (such as shelters, fireplaces and the like) will be used fairly?

5. How will you make sure that group members will be free to do what they want as long as it doesn't hurt anyone else?

6. How will you make sure that the rules you develop will protect future generations?

Government Lesson 5

Name ___________________________________

Worksheet 2 of 6

The Constitution of the United States is the cornerstone of our American government.

In 4,543 words this document describes the structure or plan of the government and the rights of the American people. The Constitution is known as a "living document" because it can be amended. Since its ratification, it has only been changed (amended) 27 times. The Constitution is a strong document, more powerful than any branch of government or any state. At the same time, it is flexible enough to allow for freedom and changes in America.

The Constitution is organized into three parts:

Preamble: Describes the purpose of the document and government.

Articles: Establish how the government is structured and how the Constitution can be changed. There are seven articles.

Amendments: Changes to the Constitution; the first ten are called the Bill of Rights

The Preamble is a 52‐word sentence that introduces the Constitution. The very long sentence explains the purpose for writing the Constitution. Read the Preamble and then follow the directions below.

Preamble to the United States Constitution We the People of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.

Government Lesson 5

Line from the Preamble…

Worksheet 3 of 6

What it means…

1. We the People of the United States, in order to form a more perfect union,

2. establish justice,

3. insure domestic tranquility,

4. provide for the common defense,

5. promote the general welfare,

6. and secure the blessings of liberty to ourselves and our posterity,

7. do ordain and establish this Constitution for the United States of America

In the boxes below, write down a definition or explanation of the word.

1. Union

2. justice

3. domestic

4. tranquility

6. defense

7. general

8. welfare

10. posterity

11. ordain

12. establish

5. common

9. secure

Government Lesson 5

Name _________________________________________

Worksheet 4 of 6

Now it’s your turn to update the Preamble. Use the information from the boxes above to help your write a modern version of the Preamble in the space below.

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Government Lesson 5

Name ___________________________

Worksheet 5 of 6

You Make the Rules!

Our Club Constitution

Here are some ideas for a club:

Robotics, Art, Intramurals, Engineering, Astronomy, Newspaper, Cheerleading, Science Club, Student Government, Pep Club

Name of our club _____________________________________________________________

Our Constitution (What are your rules?)

Unanimously voted on and ratified _________________ (date)

Signed:

Government Lesson 5

Worksheet 6 of 6

Name ________________________________

As you watch the video, record important words in the box below.

Now, look at the words that you wrote, and use them to help you complete the following:

1. A Six‐Word Summary of the Video

2. Create your own metaphor:

The United States Constitution is like _______________________________________________________ because it _______________________________________________________

Lesson 6: The Bill of Rights (Day One of Two)

Students will need to work in small groups or pairs to complete this activity on the computer.

If that is problematic, this can be completed as a whole class activity with the computer portion projected for the whole class.

1. Activate prior knowledge and remind students that in the previous lesson, they learned that the Constitution is divided into three parts: the Preamble, the Articles and the Amendments. For the next two days, they will be focusing on the first ten amendments, which they have learned is called the Bill of Rights.

2. The purpose of the Bill of Rights is to guarantee the individual rights of citizens. Students should go to the following website and play the game there to learn about the individual rights protected by the Bill of Rights: http://www.constitutioncenter.org/billofrightsgame/ 3. Once the students have found all eights rights and “fixed” the Bill of Rights, they should print and ratify their own copies of the Bill of Rights. They will need this copy of the Bill of Rights to complete Worksheet 1 of 2, The Bill of Rights… In My Own Words on Day Two.

Lesson 6: The Bill of Rights (Day Two of Two)

1. The students will need their copies of the Bill of Rights that they printed yesterday. Give students copies of Worksheet 1 of 2. (It is two pages). Using the Bill of Rights, they will translate each amendment into their own words. Students can work individually or in pairs.

2. After students have been given some time to translate the Bill of Rights, come together as a class and discuss the meaning of each amendment. Be sure each student has the correct information on their own sheet and give students the opportunity to share their responses. If time permits, allow students the opportunity to add a symbol or picture to represent each amendment.

3. Give students copies of Worksheet 2 of 2. (It is two pages). Tell the students that now that they understand the meaning of each amendment, they can begin to think of situations where each amendment would apply to their own lives. Worksheet 2 gives situations and asks the students to identify which amendment applies to each situation. This allows students the time to apply the knowledge and ensure understanding.

Government Lesson 6

Worksheet 1 of 2

The Bill of Rights . . . In My Own Words By: ___________________________________________

Use the Bill of Rights document and translate each amendment into your own words.

What does each amendment mean? What freedoms are guaranteed to citizens? How are they protected by the Bill of Rights? Be sure to use your words and include all parts of each amendment. If you would like, you may draw a picture representing each amendment, in addition to writing the words, to help you remember what each one means.

The Bill of Rights: The First Ten Amendments to the Constitution of the United States of America Amendment I

Amendment II

Amendment III

Amendment IV

Amendment V

Amendment VI

Amendment VII

Amendment VIII

Amendment IX

Amendment X

Government Lesson 6

Worksheet 2 of 2

Bill of Rights Situations: Exercising the Amendments

By: ___________________________________

Directions: Read each situation below very carefully. Next, name the amendment that is being exercised in each of the following situations in the space provided.

Amendment

Situation A

B

C

D

E

Arturo was stopped by a police officer on his way home from school. The police officer wanted to search Arturo’s backpack because he heard a teenage boy had just robbed the candy store on the corner. Arturo said to the officer, “Do you have a warrant?” The officer said, “No.” Arturo informed the officer that he could not search his bag because it violated his rights.

Esperanza arrived home one evening to find a member of the United States Navy sitting at the dining room table eating dinner with her parents. Esperanza quickly turned to her parents and said, “Why is there a military person in our home?” Esperanza’s parents said, “We were told we had to house this soldier.” Esperanza quickly kicked the soldier out and said to him, “Read the Bill of Rights.”

Rafi is upset over the current curfew that affects teenagers throughout Glendale. Rafi decided that he was going to collect as many signatures as he could on a petition and present it to the city government’s office.

Joseph, a recent immigrant to the United States, was driving around the city of Los Angeles and noticed that there were churches and temples from several different religions located throughout the city. He was amazed at the fact that people in the United States could practice and worship any religion of their choosing.

On January 10, 2002, Gerard was arrested for trespassing on his neighbor’s property. When he appeared before the judge to set his trial date, the judge told him his trial would take place on January 24, 2006. Juan immediately informed the judge that this date was unacceptable.

F

G

H

I

J

Nowhere in the Constitution does it talk about what part of the federal government is in charge of education. Today each individual state controls and sets the standards for their state’s educational system.

Mary was caught littering in the park one day after school.

When she went to trial, the jury found her guilty since there was a ton of evidence showing her guilt. The judge decided to give Mary a special sentence. He wanted Mary to walk from Los Angeles to Washington D.C. Along her journey across the country, Mary had to fill up 1 million bags of trash with litter she found along the roads. Mary quickly informed the judge she did not have to fulfill this sentence.

Stephanie was told that she could not wear her favorite shirt anymore. Instead she had to wear shirts that were only approved by the federal clothing agency. Stephanie knew that this rule could not possibly be true because she learned about the Bill of Rights in school.

Elias wrote a nice lengthy article for the Daily News describing the changes students would like to see at Roosevelt Middle School. The principal tried to stop Elias’s article from being published in the local newspaper, but she was unsuccessful.

Nancy visited one of her elderly neighbors and noticed that she had a gun locked away in one of her cabinets. During the visit, Nancy turned to her neighbor and asked, “Why do you have a gun in your house?” Her neighbor simply said, “I am exercising my right to own a gun legally.”

Lesson 7: The Rights and Responsibilities of Citizenship in the U.S. (2 Days)

Day 1 Today’s focus is on the rights provided to citizens through the Amendments to the Constitution. The students will play a computer game that illustrates the rights of citizens.

This game provides all the information needed and allows the students to gain familiarity with the rights in the amendments while earning points for running a successful law firm that specializes in constitutional law. Demonstrate the game on the following website and complete one round together to ensure students’ understanding.

http://www.icivics.org/games/do‐i‐have‐right

After demonstrating, divide the students into groups of two or three as you see fit and give them time to play the game on the computer. They can complete the game in about 25 – 30 minutes.

Day 2 Today’s focus is on the responsibilities of citizens. The students will play a computer game that illustrates the responsibilities of citizens. This game provides all the information needed and allows students to gain familiarity with the responsibilities of citizenship while tossing anvils at community members and “launching responsibility” at them. Demonstrate the game on the following website and complete one round together to ensure students’ understanding.

http://www.icivics.org/games/responsibility‐launcher

After demonstrating, divide the students into groups of two or three as you see fit, and give them time to play the game on the computer. They can complete the game in about 15 – 20 minutes.

*One note on icivics.org… it is not necessary to log in or create an account. When you get to the game, and it prompts you to log in, just have the students click “No Thanks.”

Lesson 8: Structure of American Government (5 Days) 3 Branches Interact Simulation – Modified Directions

Preparation for Simulation  Download pdf ebook “3 Branches Interact Simulation” from the HHH website 5th Grade SS Curriculum page  Divide Class into Groups (See Teacher’s Guide p 14 for a description of how to set up the groups).  Create Folder for each group including copies of the following:

Day 1 p154 – 1 for each student Day 1 p45‐46 Double sided – 1 for each student Day 1 p154 and 158 Double Sided – 1 per group Day 1 p156 – 157 Double Sided – 1 for each student

Day 2 p47 – 49 Double sided ‐ 2 per group Day 2 p50 – 51 Double Sided – 2 per group Day 2 p52 – 54 Double Sided – 2 per group Day 2 p62 – 63 Double Sided – 1 for each student

Day 3 p55 – 57 Double Sided – 2 per group Day 3 p58 – 59 Double Sided – 2 per group Day 3 p60 – 61 Double Sided – 2 per group Day 3 p64 – 1 for each student

Day 4 p140 – 1 for each student, and 1 able to be projected for the class to see Day 4 p167 – 1 for each student

Day 5 p65 – 66 Double Sided – 1 for each student Day 5 p67 – 68 Single Sided – 1 for each student

Lesson 8 Day 1  (See Day 1 of Teacher’s Guide) Pizza Scenario, Don’t allow too much time for students to guess… get them to the problems and have them identify possible solutions as a whole class activity.  TG p 154 Then you can lead them to the branches of government faster. This should take about 20 minutes.  Assign the students to their jigsaw groups and give them their role, Branch and A or B. (Six students per group; if fewer, make sure all branches are represented in each group by at least one student).  (See Day 2 of Teacher’s Guide) Complete INTRODUCTORY ESSAY TG p45 and 46 as a whole class having students record the answers in SS notebooks.  Create the graphic organizers shown in TG p24 to show difference between confederacy and federal government. Have students add to SS Notebook.

Lesson 8 Day 2 (See Day 3 of Teacher’s Guide)  Explain the difference between their jigsaw groups (original groups) and expert groups (where they meet with other students with the same role to become experts on their branch of government). They will be meeting in expert groups, then teaching the other members of their jigsaw groups the information they learn. It is important that they understand they will be responsible for turn‐key teaching their information.

Complete Dossier 1 activity for each of the branches in their expert groups.  After allowing time for groups to complete, stop them and explain that they will gather back in their jigsaw groups for the next part of the project.(See Day 4 of Teacher’s Guide)  Have each group share out their focus questions from the Dossier 1 activities then take out their graphic organizers. In the interest of time, complete the Jigsaw Task 1 graphic organizers together asking students to volunteer their answers as you go. Each student should end up with a completed organizer. If you feel that you have time for the students to work cooperatively, then review and discuss as a class after, as the directions in the TG indicate, that would work too.

Lesson 8 Day 3  See Day 5 of Teacher’s Guide  Follow Day 5 of TG directions. p31 – 32

Lesson 8 Day 4  See Day 7 of Teacher’s Guide  Follow Day 7 of TG directions p35 – 39  As setup for this lesson, you will need 10 index cards, 6 labeled YES and 4 labeled NO and the projectable “How a Bill Becomes a Law” poster (TG p 140)

Lesson 8 Day 5    

See Day 8 of Teacher’s Guide Follow Day 8 of TG directions p 40 – 41 Students will need scissors and glue for this activity.

If you have time, and/or would like to assess the students on this material, there is an assessment included that you may use in part or in its entirety. Be sure to use Level 1 if you decide to use it, that is, pages 69 – 73 of the TG.

Lesson 9: Comparison of Federal and State Government (1 day)

1. Provide students with copies of Lesson 9 Worksheet 1 and Lesson 9 Worksheet 2. It is suggested that you copy each page single‐sided as the students will be comparing the pages side by side.

2. Once students have their worksheets, they need to choose two colors to underline or highlight the text. One color will be for the parts of government that are the same whether federal or state. The other color will represent the differences between federal and state government.

3. Demonstrate for the students, making sure to note that students do not have to color a whole sentence or box the same way. For example the President proposes the national budget, while the governor proposes the state budget. Both propose the budget… that could be highlighted in one color, while the budget they propose is different; i.e. national as compared to state. The words national and state could be highlighted in the other color.

4. The purpose of highlighting these charts is to allow students to visualize the information more clearly. In addition, it slows the students down enough that they really need to read carefully in order to distinguish small differences in wording. Be sure to note the difference between being an elected official and being an appointed official. This becomes apparent in the judicial branch of the national and state governments.

Lesson 9

Worksheet 1 of 2

THE FEDERAL GOVERNMENT LEGISLATIVE BRANCH (makes laws for the

Congress of the United

U.S. House of Representatives  Members are elected for 2-year terms



States are represented according to the size of their population

U.S. Senate  Members are elected for 6-year terms  Each state has two Senators

EXECUTIVE BRANCH (carries out national

President of the United  Elected for a 4-year term  Commander-in-Chief of the nation’s armed forces  Proposes the national budget  Enforces laws passed by Congress

JUDICIAL BRANCH (interprets and applies

United States  Justices are appointed

Other National  Justices are appointed

Lesson 9

STATE

NEW YORK

Worksheet 2 of 2

LEGISLATIVE BRANCH (makes laws for the

New York State Legislature

N.Y. Senate  Members are elected for 4-year terms 

Assembly  Members are elected for 2-year terms 

EXECUTIVE BRANCH (carries out state

Governor of New York    

Elected for a 4-year term Commands the state militia Proposes the state budget Enforces laws passed by New York State Legislature

JUDICIAL BRANCH (interprets and applies

New York Court of Appeals



Justices are appointed for 14-year terms based on merit selection

State Supreme Courts



Justices are elected for a 14 yr term