Tennessee State Capitol 5th Grade Lesson Plans

Transcription

1 Tennessee State Capitol 5th Grade Lesson Plans 1

2 For more information on other programs at the museum contact: Public Programs Department (615) (800) or online at: Tennessee State Museum, April 2003, 1,000 copies. Publication authorization #316532, This public document was promulgated at a cost of $.67 a copy. 2

3 4 th Grade Capitol Lesson Plans Curriculum Framework Objectives: a c a c b, c d d c b, d Introduction As a class create a K-W-L chart. Display a large piece of butcher paper on the chalkboard. Divide it into three columns. Label the columns with the following: What we already know about the Tennessee State Capitol; What we want to know; and What we learned. Before starting the unit have students share their thoughts for the first and second columns. Keep chart displayed throughout unit. After your capitol visit, review the chart. Evaluate students by filling in the last column. Vocabulary ØHave students identify or define each of the following terms related to the State Capitol. Definitions are provided in the appendix. ÙHave students create acrostics for five of the vocabulary words. Each line of the acrostic includes terms or phrases which describe the vocabulary word. Example: A ffirmative L egislation Y es A way to help society E ndorsement W ritings ÚHave students complete the crossword puzzle which is provided in the appendix. judicial branch assembly vote Andrew Johnson capital election Andrew Jackson capitol citizen James K. Polk senator speaker representative governor law William Strickland Nashville bill legislative branch aye executive branch 3

4 Time Lines and Maps Ø Mapping It Out Nashville has not always been the capital of Tennessee. Knoxville, Murfreesboro, and Kingston all served as the state s capital. Provide students with a copy of the Tennessee Capital Cities found in the appendix. Have them label and identify each of the capital cities along with the various rivers in the state. Ú T Time Encourage students to conduct research in books and the Internet (see suggested resources). Next, have students complete the Tennessee Time activity sheet found in the appendix. ÛClothesline Time Make a time line using a clothesline and hang it up in your classroom. Display a picture or outline of Tennessee on the left to mark the starting point. As students conduct research throughout this unit, have them fill out index cards with a year on one side, and a fact on the other. Discuss each year and fact and add it to the time line. Students can refer to the T Time activity to help get them started. Encourage them to conduct additional research to flesh out the time line. Tennessee Government and Civics ØThree Branches Lead students in a discussion of the roles of the three branches of government. Be sure to cover the following chart which addresses those branches of government which work or have worked in the State Capitol. (You may decide to cover only the basic functions and information regarding each branch.) ÙHave students complete The Tennessee Three 4

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6 activity found in the appendix. ÚMock Session A. Pass out copies of How a Bill Becomes a Law found in the appendix. Lead students in a discussion of the legislative process. B. Next have students develop their own bills or ideas for laws and put them in writing. Û Rights and Responsibilities Explain to students that every U.S. citizen has rights and responsibilities. Lead students in a discussion about the difference between the two. Rights can be defined as something due to one by the law or Constitution. Responsibilities can be defined simply as duties. (A good reference and example is the Bill of Rights.) Next, have students complete the R & R activity found in the appendix. Discuss the correct answers when completed. C. Divide class into two groups, the House of Representatives and the Senate. D. Have both groups send five members to The Committee. This group will review each of the bills and pick ten to place on the appropriate Calendars. Those legislators whose bills have been chosen should be given the opportunity to prepare for debate. E. Assign the roles of speaker and chief clerk in each house. The speakers will preside over the debates and keep order in their respective chambers. The chief clerks will be responsible for tallying the official votes. F. Have students participate in debates concerning each of the bills. G. Once the debates are closed, the speakers instruct their fellow members to vote on the bills. The speakers then sign the bills which have passed with a majority vote and send them to the governor. (This can be the teacher or another student.) H. Have the governor make his decision and then explain why. 6

7 Ü Don t Just Sit There Get Involved! Now that you have discussed rights and responsibilities with your students, discuss ways in which they can get involved. Yes, even school kids can get involved with public policy and/or government issues. Discuss several possibilities that will encourage your class to participate in your community (or state). *One activity is having students write letters or send to their local or state legislators. As a class, discuss what are some of their major concerns regarding education, conservation, family issues, etc. Students can express their opinions and concerns as they write their lawmakers. For state legislators contact information, consult the General Assembly s web site at **Have students make posters or flyers that promote a good cause then display them throughout your school. For example: Don t be a litterbug! ***Another activity is to choose a class project that will help improve society. Examples are organizing a clean-up day at school, volunteering to help out at a community center, volunteering at the local animal shelter. The possibilities are endless and the kids (and you) will have fun doing it! Terrific Tennesseans Throughout Tennessee s history there have been many memorable characters. Have students choose one of the following people whose bust sculpture or portrait is on display in the building, and complete the Terrific Tennesseans activity found in the appendix. Information about each individual can be found in The Tennessee Encyclopedia of History & Culture, published by the Tennessee Historical Society and given to all Tennessee School libraries. It is also available online at William Strickland Admiral Albert Gleaves Ida Bell Wells Barnett Andrew Johnson Matthew Fontaine Maury Robert Love Taylor Dr. Gerard Troost Nathan Bedford Forrest Gov. Lamar Alexander Edward Ward Carmack Gov. Frank Clement Alfred Taylor John Bell Anne Dallas Dudley Sgt. Alvin C. York Cordell Hull W.C. Handy Samuel Watkins David Farragut Sam Davis 7

8 Appendix 8

9 Vocabulary defined 1. Capitol the building in which the state legislature meets. The state capitol is located on Charlotte Avenue. 2. Capital a city that is the official seat of government in a state. Nashville is the capital of Tennessee. 3. Assembly refers to the two houses of the Tennessee legislature, the House of Representatives and the Senate. 4. Representative a member of a legislative body selected by popular vote. A Tennessee state representative must at least be 21 years old, serves a two-year term, and represents approximately 50,000 citizens. 5. Senator a member who is elected by popular vote to the upper house in a legislature. A Tennessee senator must at least be 30 years old, serves a four-year term, and represents approximately 150,000 citizens. 6. Legislative branch the branch of government which makes the laws of the state. Tennessee s legislative branch of government consists of the House of Representative and the Senate. 7. Executive branch the branch of government which enforces the laws of the state or makes sure they are carried out. The chief executive officer of Tennessee is the governor. 8. Judicial branch refers to the branch of government which interprets the laws of the state. The State Supreme Court is the highest or most powerful judicial body in Tennessee. 9. Election an organized activity in which one is chosen for an office by a vote. 10. Citizen a person who is entitled, by birth or naturalization, to the rights and privileges of the city, state, or country where he resides. 11. William Strickland the architect or designer of the state capitol. The capitol is considered the greatest work of his career. It was started in 1845 but not completed until 14 years later in Strickland died before the building was finished and is entombed within the northeast wall. 12. Governor the chief executive of a state. The governor of Tennessee is Phil Bredesen. 13. Vote the way someone officially makes his choice of a candidate for an office or the way a legislator expresses his decision about a proposed bill. 14. Aye an old English word meaning yes, and by tradition used by legislators in voting yes. 15. Andrew Johnson the 17 th president of the United States. Johnson is best remembered for being the country s first impeached president although he was acquitted by one vote. 16. Andrew Jackson the 7 th president of the United States. Jackson was known as Old Hickory because he was as tough as a hickory tree. He became the hero of the Battle of New Orleans during the War of His celebrity status helped him become president in James Knox Polk the 11 th president of the United States. Polk was the first dark horse candidate for president meaning that he was not expected to win the nomination. He was also referred to as Young Hickory because he was a Jacksonian Democrat who remained loyal to Jackson. 20. Bill an idea for a law or a proposed law presented to a legislative body for approval. 9

10 21. Nashville the capital of Tennessee. It became the permanent capital in Speaker the presiding officer of a legislative assembly. 23. Law a rule established by authority, society, or the Tennessee General Assembly. 10

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19 *Courtesy of the Senate Activity Book 19

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22 Terrific Tennesseans Read each of the questions carefully and provide answers about your Terrific Tennessean. 1. My Terrific Tennessean is. 2. When and where was your Terrific Tennessean born? When and where did he or she die? 3. Where did your Terrific Tennessean live? 4. Make a time line of your Terrific Tennessean s life. Try to include at least 5 years. 5. List two or more of your Terrific Tennessean s accomplishments. 6. Do you think your Terrific Tennessean is terrific? Why or why not? 7. On the back of this sheet, design, draw, and color a historical marker to commemorate your Terrific Tennessean. 22