Grade 08 Social Studies Unit 04 Exemplar Lesson 04: U.S. Constitution

Grade 08 Unit 04 Exemplar Lesson 04: U.S. Constitution Unit: 04 Lesson: 04 Suggested Duration: 3 days 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 be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson, students explain the significance of 1787, the signing of the Constitution of the United States, and how the grievances listed in the Declaration of Independence were addressed in the U.S. Constitution and the Bill of Rights. Students identify examples of art and literature that reflect society at the time of the signing of the Constitution and create their own art to represent important elements of the First Amendment. 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. 8.1 History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: 8.1C Explain the significance of the following dates: 1607, founding of Jamestown 1620, arrival of the Pilgrims and signing of the Mayflower Compact 1776, adoption of the Declaration of Independence 1787, writing of the U.S. Constitution 1803, Louisiana Purchase 1861-1865, Civil War. Supporting Standard 8.15 Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to: 8.15C Identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights. Readiness Standard 8.19 Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to: 8.19B Summarize rights guaranteed in the Bill of Rights. Readiness Standard 8.21 Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to: 8.21B Describe the importance of free speech and press in a constitutional republic. Supporting Standard 8.25 Culture. The student understands the impact of religion on the American way of life. The student is expected to: 8.25C Analyze the impact of the First Amendment guarantees of religious freedom on the American way of life. Readiness Standard 8.26 Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: 8.26B Identify examples of American art, music, and literature that reflect society in different eras. Supporting Standard Skills TEKS 8.30 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 8.30C Transfer information from one medium to another, including written to visual and statistical to written or Last Updated 04/29/2013 page 1 of 17

visual, using computer software as appropriate. Unit: 04 Lesson: 04 Suggested Duration: 3 days GETTING READY FOR INSTRUCTION Performance Indicators Grade 08 Unit 04 PI 04 As a delegate to the First U.S. Congress, create a chart to share with your state leaders that explains how the grievances listed in the Declaration of Independence have been addressed in the U.S. Constitution and Bill of Rights Standard(s): 8.15C, 8.19B, 8.25C, 8.30C ELPS ELPS.c.1C, ELPS.c.4J Key Understandings Limited governments guarantee specific rights to their citizens. What are the significant dates in U.S. History through 1877? What were the colonial grievances listed in the Declaration of Independence, and how were those grievances addressed in the U.S. Constitution and the Bill of Rights? What rights are guaranteed in the Bill of Rights? What is the importance of free speech and press in a constitutional republic? How have First Amendment guarantees of religious freedom impacted the American way of life? What are examples of American art, music, and literature that reflect society in different eras? Vocabulary of Instruction constitutional republic constitution sovereignty compromise Materials American History Scrapbook 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: Source Analysis Teacher Resource: Source Analysis KEY Handout: Constitution Cards Handout: Gallery Walk Notes Resources Document Analysis Worksheet: http://www.archives.gov/education/lessons/worksheets/ 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. Last Updated 04/29/2013 page 2 of 17

5. Prepare materials and handouts as needed. Unit: 04 Lesson: 04 Suggested Duration: 3 days Background Information There are many turning points in American history that have contributed to the system of government that exists today. One such turning point was 1787, the writing of the Constitution of the United States. While a new system of government was created through this republic, ratification happened in 1788, only with the assurance that individual rights would be protected through the Bill of Rights. The protection of individual rights had origins when the colonists declared independence from England. The Declaration of Independence clearly outlines colonial grievances and clearly communicates a desire to protect the individual rights of citizens while protecting the interests of the nation at large. Colonies evolved into states that agreed to a commitment to the more national interests through the Articles of Confederation. This confederation of states proved to be too weak to maintain order as was evident through Shay s rebellion and that a stronger national government was needed. In an effort to revise the Articles of Confederation to better serve the needs of citizens and state governments, delegates from each state came together at the Philadelphia Convention. The revision convention turned into a Constitution Convention, and a new government system was formed through the Constitution of the United States. It is clear that ratification of the Constitution proved difficult; ultimately, a series of compromises allowed for a peaceful resolution to a national problem. The Constitution was ratified and addressed many of the grievances from the Declaration of Independence, weaknesses that were identified in the Articles of Confederation, and a desire to protect the individual rights of the people of the United States. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Signing the Constitution 1. Project an image of a work of art based on the signing of the Constitution. 2. Students work individually to analyze the work of art, using an art analysis worksheet, while the teacher models the process of analysis. (See Materials.) 3. Facilitate a discussion with students. Possible discussion questions: What does this art represent about the signing of the Constitution or 1787? What might these delegates have been thinking as they signed the Do you think the delegates who signed the Constitution experienced similar concerns to the signers of the Declaration of Indepence? Why or why not? EXPLORE Grievances Addressed in the Constitution 1. Divide the class into small groups. 2. Distribute the Handout: Source Analysis. (one per group) 3. Students use the same process as in the ENGAGE part of the lesson to analyze art and literary quotes. 4. Students identify which rights are being addressed in each piece. Use Teacher Resource: Source Analysis KEY to facilitate student analysis. 5. Distribute one set of the Handout: Constitution Cards to each group. 6. Students match one grievance listed in the Declaration of Independence with a passage from the Constitution that addresses the grievance. 7. Students can use their Bill of Rights Memory Page from their American History Scrapbook to support them with this activity. 8. Once a group has correctly matched the Consitution Cards, they can copy the list onto their American History Scrapbook. 9. With a partner, students explain how a grievance was addressed in the Constitution. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 15 minutes Materials: Purpose: Scene at the Signing of the Constitution of the United States by Howard Christy Document Analysis Worksheet: http://www.archives.gov/education/lessons/worksheets/ The purpose of this part of the lesson is to examine how art represents the context of 1787, the signing of the Constitution. Students will compare the experience of signing the Constitution with signing the Declaration of Independence. TEKS: 8.26B Instructional Note: To encourage discussion about the image, encourage students to identify the nouns and verbs in the image. Scaffolding the discussion with lower-order analysis will encourage higher-level analysis of the source. Suggested Day 1-2 continued 55 minutes Materials: American History Scrapbook Document Analysis Worksheet: http://www.archives.gov/education/lessons/worksheets/ Attachments: Purpose: Handout: Source Analysis Teacher Resource: Source Analysis KEY Handout: Constitution Cards The purpose of this part of the lesson is to facilitate student thinking about how the grievances from the Declaration of Independence are addressed in the Constitution by analyzing primary and secondary sources. Check for depth of understanding while partners explain grievances addressed. Confirm accurate explanations while strengthening inaccurate or incomplete explanations. TEKS: 8.15C, 8.26B Instructional Note: This exploration offers an opportunity for the teacher to informally Last Updated 04/29/2013 page 3 of 17

Unit: 04 Lesson: 04 Suggested Duration: 3 days assess student understanding of how the grievances listed in the Declaration of Independence are addressed in the Constitution. This activity offers an opportunity to clarify or enrich critical thinking skills. EXPLAIN Significance of 1787 1. Students use the handout ( Timeline) from previous lessons. 2. Students add 1787 to the timeline and list characteristics that define the year 1787. 3. Write the following questions on the board: What is the importance of free speech and press in a constitutional republic? How have First Amendment guarantees of religious freedom impacted the American way of life? 4. Students think, and then write responses from memory or from their Timeline. 5. With a partner, students share their reponses and add to thinking as partners identify events, people, and ideas from history that answer the questions. 6. Teacher scribes explanations as volunteers share their responses. ELABORATE Translating Ideas into Art 1. Students create a memory page in their American History Scrapbook to represent how First Amendment rights have impacted the American way of life. Students can use the list generated in the Explain part of the lesson to aid their art development. 2. Students create their own piece of art on a memory page to represent the freedom of speech, press, and religion. Students should write or draw why these freedoms are important and how they have impacted the American way of life. 3. Distribute the Handout: Gallery Walk Notes. The classroom becomes an art gallery for students to do a gallery walk. Students write notes on the Handout: Gallery Walk Notes page to compare/contrast the art of others with their own 4. Facilitate a discussion with students about similarities and differences among the works of art. EVALUATE Grade 08 Unit 04 PI 04 As a delegate to the First U.S. Congress, create a chart to share with your state leaders that explains how the grievances listed in the Declaration of Independence have been addressed in the U.S. Constitution and Bill of Rights. Standard(s): 8.15C, 8.19B, 8.25C, 8.30C ELPS ELPS.c.1C, ELPS.c.4J Suggested Day 2 continued 20 minutes Materials: American History Scrapbook Attachments: Handout: Timeline Purpose: The purpose of this part of the lesson is to encourage students to identify the significance of the date 1787, writing of the Constitution. TEKS: 8.1C, 8.21B, 8.25C Instructional Note: Students can refer to locally adopted materials, their Timeline or other instructional materials to facilitate thinking about the questions and to strengthen their conversations in the Think-Pair-Share. Suggested Day 3 20 minutes Materials American History Scrapbook Attachments: Handout: Gallery Walk Notes Purpose: The purpose of this part of the lesson is to strengthen students thinking with transferring information from one medium to another written to visual. The students began the lesson by analyzing art and literature from the time period. They will create their own art to represent their own thinking about the time period. TEKS: 8.19B, 8.21B, 8.25C Instructional Note: Students may want more than 20 minutes to create a work of art. This part of the lesson can be a homework assignment for Day 2 so that students have more time for the translation. Suggested Day 3 continued 30 minutes TEKS: 8.15C, 8.19B, 8.25C, 8.30C Last Updated 04/29/2013 page 4 of 17

Source Analysis Source 1 & 2: No part of His Majesty s dominions can be taxed without their consent this would seem to [contradict] the theory of the constitution. James Otis, Massachusetts legislator The British government enacted the Stamp Act to raise revenue from its American colonies for the defense of North America. Prime Minister George Grenville (1712 1770) also wanted to establish parliament s right to levy an internal tax on the colonists. Viewing the act as taxation without representation, Americans passionately upheld their rights to be taxed only by their own consent through their own representative assemblies. Future revolutionists saw the act as a harbinger of greater direct taxation and the loss of political rights. Widespread American opposition led to repeal of the act in 1766. Centuries of citizenship: a constitutional timeline. Retrieved from http://constitutioncenter.org/timeline/html/cw01_11876.html Image Source: Creating the united states. Retrieved from http://myloc.gov/exhibitions/creatingtheus/declarationofindependence/revolutionofthemind/exhibitobjects/protestsleadtorepealofstampact.aspx?enla rge=true&imageid=99140c6b-8b5b-44da-a798-53a319f34f19:d3d14bb7-0864-4454-93b0-2144a9a90156:409&persistentid=1:99140c6b- Sources Summary: 2012, TESCCC 04/09/13 page 1 of 6

Source 3: Image Source: His most gracious majesty King George the Third [Print Drawing]. Retrieved from http://www.loc.gov/pictures/resource/pga.03325/ George III (1738 1820) of Great Britain had the misfortune to become king in 1760, shortly before the drive to revolution in his American colonies began to gather momentum. Many historians and contemporaries have blamed the stubborn, inexperienced, and mentally unstable monarch for the repeated British miscalculations and mistakes that led to the independence of the United States. Certainly George III displayed no creativity or imagination in the formulation of policies toward the British colonies in America. Creating the united states. (n.d.). Retrieved from http://myloc.gov/exhibitions/creatingtheus/declarationofindependence/revolutionofthemind/exhibitobjects/americaslastmonarchgeorgeiii.aspx Sources Summary: 2012, TESCCC 04/09/13 page 2 of 6

Source 5: And be it further enacted by the authority aforesaid, That if it shall happen at any time that any officers or soldiers in his Majesty s service shall remain within any of the said colonies without quarters, for the space of twenty-four hours after such quarters shall have been demanded, it shall and may be lawful for the governor of the province to order and direct such and so many uninhabited houses, out-houses, barns, or other buildings, as he shall think necessary to be taken, (making a reasonable allowance for the same), and make fit for the reception of such officers and soldiers, and to put and quarter such officers and soldiers therein, for such time as he shall think proper. The avalon project: great britain. (n.d.). Retrieved from http://avalon.law.yale.edu/18th_century/quartering_act_1774.asp Sources Summary: 2012, TESCCC 04/09/13 page 4 of 6

Source 6: Now, one of the most essential branches of English liberty is the freedom of one's house. A man's house is his castle; and whilst he is quiet, he is as well guarded as a prince in his castle. This writ, if it should be declared legal, would totally annihilate this privilege. Custom-house officers may enter our houses when they please; we are commanded to permit their entry. Their menial servants may enter, may break locks, bars, and everything in their way; and whether they break through malice or revenge, no man, no court can inquire. Bare suspicion without oath is sufficient. James otis: against writs of assistance, february 1761. Retrieved from http://www.nhinet.org/ccs/docs/writs.htm Sources Summary: Source 7: That in all capital or criminal prosecutions a man hath a right to demand the cause and nature of his accusation, to be confronted with the accusers and witnesses, to call for evidence in his favor, and to a speedy trial by an impartial jury of twelve men of his vicinage, without whose unanimous consent he cannot be found guilty; nor can he be compelled to give evidence against himself; that no man be deprived of his liberty, except by the law of the land or the judgment of his peers. Virginia declaration of rights. Retrieved from http://www.constitution.org/bcp/virg_dor.htm Sources Summary: 2012, TESCCC 04/09/13 page 5 of 6

2012, TESCCC 04/09/13 page 6 of 6

Source Analysis KEY Sources 1 & 2: No part of His Majesty s dominions can be taxed without their consent this would seem to [contradict] the theory of the constitution. James Otis, Massachusetts legislator Source (August 1, 2012) Centuries of Citizenship: A Constitutional Timeline. Retrieved from: http://constitutioncenter.org/timeline/html/cw01_11876.html The British government enacted the Stamp Act to raise revenue from its American colonies for the defense of North America. Prime Minister George Grenville (1712 1770) also wanted to establish parliament s right to levy an internal tax on the colonists. Viewing the act as taxation without representation, Americans passionately upheld their rights to be taxed only by their own consent through their own representative assemblies. Future revolutionists saw the act as a harbinger of greater direct taxation and the loss of political rights. Widespread American opposition led to repeal of the act in 1766. Source (August 1, 2012) An Act for Repeal [of] the Stamp Act, March 18, 1766, At the Parliament Begun and Holden at Westminster. London: Mark Baskett, Printer to the King, 1766. Marian S. Carson Collection, Manuscript Division, Library of Congress (8) [Digital ID# us0008_1] Sources Summary: James Otis colonist Papers from King Georg III monarch Taxation without representation Otis presents unfairness of taxation without representation from the colonial point of view. King s papers represent the intent to tax colonists for the good of the monarchy. All states have representation in Congress, which sets taxes 2012, TESCCC 08/01/12 page 1 of 4

Source 3: George III (1738 1820) of Great Britain had the misfortune to become king in 1760, shortly before the drive to revolution in his American colonies began to gather momentum. Many historians and contemporaries have blamed the stubborn, inexperienced, and mentally unstable monarch for the repeated British miscalculations and mistakes that led to the independence of the United States. Certainly George III displayed no creativity or imagination in the formulation of policies toward the British colonies in America. Retrieved August 1, 2012.Benjamin Smith. His Most Gracious Majesty King George the Third. Engraving from the original painting by Sr. Wm. Beechey, R.A. London: J and J Boydell, ca. 1804. Prints and Photographs Division, Library of Congress (005.01.00) [Digital ID# http://hdl.loc.gov/loc.pnp/pga.03325] Source Summary: Benjamin Smith engraving of King George III King has absolute power King George was not prepared or successful at maintaining authority over the American colonies. Congress has the power to override Presidential veto 2012, TESCCC 08/01/12 page 2 of 4

Source 4: Besides, in an absolute monarchy, the will of the prince being the law, a liberty of the press to complain of grievances would be complaining against the law and the constitution, to which they have submitted or have been obliged to submit; and therefore, in one sense, may be said to deserve punishment; so that under an absolute monarchy, I say, such a liberty is inconsistent with the constitution, having no proper subject to politics on which it might be exercised, and if exercised would incur a certain penalty. This quote was elected from an article from Peter Zenger s newspaper. Peter Zenger was put on trial for speaking against government officials. While England had a tradition of free speech, the right was not protected from being tried as a seditious act against the King. Source (August 1, 2012). Selected Issues of the New York Weekly Journal. Retrieved from: http://law2.umkc.edu/faculty/projects/ftrials/zenger/journalissues3.html Source Summary: Peter Zenger tried for free speech in newspaper Colonists not allowed to speak out against the King Free speech without protection in the colonies 1 st Amendment freedom of speech Source 5: And be it further enacted by the authority aforesaid, That if it shall happen at any time that any officers or soldiers in his Majesty s service shall remain within any of the said colonies without quarters, for the space of twenty-four hours after such quarters shall have been demanded, it shall and may be lawful for the governor of the province to order and direct such and so many uninhabited houses, out-houses, barns, or other buildings, as he shall think necessary to be taken, (making a reasonable allowance for the same), and make fit for the reception of such officers and soldiers, and to put and quarter such officers and soldiers therein, for such time as he shall think proper. Source (August 1, 2012) The Avalon Project: Great Britain: Parliament The Quartering Act, June 2, 1774. http://avalon.law.yale.edu/18th_century/quartering_act_1774.asp Source Summary: King George III quarter troops if there are no barracks available Quartering Act forced colonists to house troops England quartering troops is expected in the homes of colonists 3 rd Amendment no quartering of troops 2012, TESCCC 08/01/12 page 3 of 4

Source 6: Now, one of the most essential branches of English liberty is the freedom of one's house. A man's house is his castle; and whilst he is quiet, he is as well guarded as a prince in his castle. This writ, if it should be declared legal, would totally annihilate this privilege. Custom-house officers may enter our houses when they please; we are commanded to permit their entry. Their menial servants may enter, may break locks, bars, and everything in their way; and whether they break through malice or revenge, no man, no court can inquire. Bare suspicion without oath is sufficient. Source (August 1, 2012). James Otis: Against Writs of Assistance, February 1761 Retrieved from: http://www.nhinet.org/ccs/docs/writs.htm Source Summary: James Otis colonial point of view Allowed homes to be searched without warrants James Otis argues against the use of British writs of assistance in colonial homes. 4 th Amendment no unwarranted search and seizure Source 7: That in all capital or criminal prosecutions a man hath a right to demand the cause and nature of his accusation, to be confronted with the accusers and witnesses, to call for evidence in his favor, and to a speedy trial by an impartial jury of twelve men of his vicinage, without whose unanimous consent he cannot be found guilty; nor can he be compelled to give evidence against himself; that no man be deprived of his liberty, except by the law of the land or the judgment of his peers. Source (August 1, 2012) Virginia Declaration of Rights. Retrieved from: http://www.constitution.org/bcp/virg_dor.htm Source Summary: Virginia Declaration of Rights colonies No trial by jury of peers Colonial point of view presented in both the Declaration of Independence and the U.S. Constitution 6 th Amendment right to speedy public trial 7 th Amendment trial by jury 2012, TESCCC 08/01/12 page 4 of 4

Constitution Cards The Constitution cards are in the right column. Grievances listed in the Declaration of Independence are listed on the left. The cards are matched. Cut the cards apart before distributing them to each group. Article I, Section. 8. Taxation without representation King has absolute power Colonists not allowed to speak out against the King The Congress shall have Power To lay and collect Taxes, Duties, Imposts and Excises, to pay the Debts and provide for the common Defence and general Welfare of the United States; but all Duties, Imposts and Excises shall be uniform throughout the United States; Article 1, Section. 7. Every Bill which shall have passed the House of Representatives and the Senate, shall, before it become a Law, be presented to the President of the United States: If he approve he shall sign it, but if not he shall return it, with his Objections to that House in which it shall have originated, who shall enter the Objections at large on their Journal, and proceed to reconsider it. If after such Reconsideration two thirds of that House shall agree to pass the Bill, it shall be sent, together with the Objections, to the other House, by which it shall likewise be reconsidered, and if approved by two thirds of that House, it shall become a Law. But in all such Cases the Votes of both Houses shall be determined by yeas and Nays, and the Names of the Persons voting for and against the Bill shall be entered on the Journal of each House respectively. If any Bill shall not be returned by the President within ten Days (Sundays excepted) after it shall have been presented to him, the Same shall be a Law, in like Manner as if he had signed it, unless the Congress by their Adjournment prevent its Return, in which Case it shall not be a Law. Amendment I Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. 2012, TESCCC 04/09/13 page 1 of 2

Amendment III Quartering Act forced colonists to house troops No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law. Amendment IV Allowed homes to be searched without warrants No trial by jury of peers The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. Amendment VI In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence. Amendment VII In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law. Charters of freedom: constitution and bill of rights. Retrieved from http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html 2012, TESCCC 04/09/13 page 2 of 2

Gallery Walk Notes Examine each item, then record notes about how the pieces are similar or different from your own creation. Record the reasons why each freedom has impacted the American way of life. FREEDOMS SIMILARITIES DIFFERENCES Speech Press Religion Other How do these freedoms impact the American way of life? 2012, TESCCC 08/01/12 page 1 of 1