Grade 5 Social Studies Unit 4

Grade 5 Social Studies Unit 4 Title US Government The Big Three Big Idea/Enduring Understanding Important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights form the basis of the United States Government. It is vital for individuals to participate in the democratic process at the local, state, and national levels. Suggested Dates 4 th Six Weeks 32 Days Guiding Questions Which founding document has the biggest impact on my life today? What makes a good citizen? Why did the Articles of confederation not work? American citizens have rights guaranteed in the Bill of Rights. 3A * 15B 15C * 16A * 20A Safety Net Standards * Readiness TEKS Why does the Constitution still work today, more than 200 years after it was written? TEKS 3B 15A 16BC 17C 18AB 19ABC 20B Vertical Alignment Expectations *TEKS one level above* *TEKS one level below* SS TEKS Supporting TEKS Process Skills 6AB, 24ABCDE, 25ABCDE,26AB

Sample Assessment Question How and why was the United States created? Explain the purpose of the U.S. Constitution as described in the preamble. Contrast the basic functions of the three branches of government. In what ways did our founding fathers contribute to the development of the national government? What was the difference between a Federlist and an Anit-federalist? What were the Anti-federlist two main objections to the Consitution? What was the purpose of the Bill of Rights? Describe the fundamental rights guranteed by the Bill of Rights. Why has it been a good idea that the process for amending the Constitution be relatively difficult? How can you contact elected and appointed officials in the local, state, and national governments? Why is it important to have a democracy? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS 6AB, 24A-E, 25A-E, 26AB Knowledge and Skills with Student Expectations (3) History. The student understands the events that led from the Articles of Confederation to the creation of the U.S. Constitution and the government it established. The Safety Net Standard (A) Readiness identify the issues that led to the creation of the U.S. District Specificity/Examples Vocabulary Instructional Strategies 5.3A Blooms: Remember Events and ideas and important people: During and after the Revolution, the Articles of Confederation governed the U.S. Roger Sherman, one of the Founding Fathers helped write this document. The Articles of Confederation gave most powers to the States instead of the federal government: Events/People: Articles of the Confederation U.S. Constitution Key Words: Government Unanimous Majority Write terms unanimous and majority on the board - write student comments on the terms differences Structured conversation about the Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Chap. 6 A New Nation Lesson 1 Articles of Confederation Lesson 2 Creating the Constitution This is new content introduced at fifth grade and helps prepare students for Social Studies, Grade 8. Students need to know that a Constitution is a formal plan of government. The Bill of Rights (First Ten Amendments) was ratified (approved) in 1791 and became part of the Constitution.

Constitution, including the weaknesses of the Articles of Confederation; States argued over state boundaries; States taxed goods imported from neighboring states; Congress had no power to pass taxes or print money (states did that); Money problems upset creditors and debtors; Trade agreements with other countries were difficult because of division among 13 states (former colonies); A Constitutional Convention met in 1787 in Philadelphia and elected delegates wrote a new Constitution for the U.S. Articles of Confederation Share with the group the weaknesses The Articles of Confederation provided a weak form of government and needed to be changed in order for the new United States government to be effective. George Washington was unanimously chosen as the first president and was inaugurated in New York City in 1789. He served until John Adams was elected in 1796. Our current Constitution is the same one passed in 1787, although it has been amended (formally changed) 27 times, including the Bill of Rights. Have the students research the roles of significant individuals in the creation of the Constitution such as James Madison, George Mason, Benjamin Franklin and others and report about their ideas. These delegates agreed upon a federal form of government in which power is shared between states and the national government. Working in groups, have students examine the problems of government in the Articles of Confederation and describe why there would be a need to resolve this problem and cite ways the Constitution solved each problem. The students could use a chart to record their ideas. The government would have three parts or branches: The Legislative, the Executive, and the Judicial. Children's Literature Shhh! We're Writing the Constitution. Putnam, 1987. There were disagreements over some issues and these resulted in compromises: If You Were There When They Signed the Constitution by Elizabeth Levy. Scholastic, 1987. "Three Fifths Compromise" and the controversy over slavery stated 3/5 of slaves would be counted to determine a state's population. The Great Compromise Two houses of Congress - one Freedom Documents by Francene Sabin. Troll Communications. 1985. United Streaming (open another window and log in before clicking on this link) This is Our Government Shhh! We re Writing the Constitution

based on population (House) and the other based on equal representation with each state having two senators (Senate) Delegates agreed on Electoral College To safeguard individual freedoms, a Bill of Rights would be added later. By 1789, nine states had ratified the Constitution, and it became the law. (3) History. The student understands the events that led from the Articles of Confederation to the creation of the U.S. Constitution and the government it established. The (B) Readiness identify the contributions of individuals, including James Madison, and others such as George Mason, Charles Pinckney, and Roger Sherman who helped create the U.S. Constitution 5.3B Bloom s: Remember, Understand James Madison began to argue for a strong national government. Leaders such as George Washington, John Adams, and Thomas Jefferson agreed. George Mason -Constitutional Delegate from Virgina, is with James Madison known as the Father of the Bill of Rights. Charles Pinckney - Signer of the Constitution, Senator, Representative, and Governor from South Carolina Roger Sherman the only person to sign all four great state papers of the United States, the Continental Association, The Declaration of Independence, Article of Confederation and the Constitution. Key Words: contributions delegate compromise Preamble seperation of powers checks and balances veto Structered conversation: Reasons for the convention to modify the Articles of Confederation -Why was this convention needed? In small groups, have students do mini research and share with the class. Venn Diagram to compare and contrast Chap. 6 A New Nation Lesson 2 Creating the Constitution Lesson 3 The Bill of Rights

(15) Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to: (A)Supporting identify the key elements and the purposes and explain the importance of the Declaration of Independence; 5.15A Bloom s: Understand, Remember Declaration of Independence written by Thomas Jefferson and signed on July 4. 1776. Purpose - To declare colonial independence from the King George and the British government. It stated the reasons for independence and ideas about governments. It declared: 1. that people have God-given unalienable rights that cannot be taken away (life, liberty, pursuit of happiness); Key Words: Resolution Preamble Grievance Petition Independence Rights Treason Identify three rights that Jefferson says that people are born with What are 2 Grievances listed in the Declaration of Independence? Pair share: What is an example of how you are free to pursue happiness? Chap. 5 The American Revolution Lesson 3 Declaring Independence Online Resources United Streaming (open United Streaming in another window before clicking on this link.) Just the Facts: American History: The Declaration of Independence. 2. the purpose of government was to protect the peoples' rights; 3. government gets its power from the people; 4. people have the right to change a government that is not protecting their rights (and it listed the abuses). Importance - It declared that the colonies would be free and independent from Great Britain. It provided a model for many other countries and areas (Texas) to fight for independence. The most famous part states:

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 power 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 (15) Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to: (B) Readiness explain the purposes of the U.S. Constitution as identified in the Preamble; 5.15B Bloom s : Understand Purpose: The United States Constitution was adopted in 1787 and finally ratified by enough states in 1789 to officially become the written plan of government for the United States of America. It contained a Preamble, which outlined the purpose Articles which described the function and powers of the government (levels, branches, and duties of government officials). Bill of Rights - first ten Amendments to the Constitution (adopted in 1791). Events/People: Thomas Jefferson 2nd Continental Congress Key Words: Constitution Preamble Provide a copy of Constitution Use internet to find Schoolhouse Rock Preamble and play song for students to introduce the words of the Constitution Preamble In a written paragraph have students describe Chap. 6 A New Nation Lesson 4 Key Concepts of the Constitution Students have learned about these founding documents beginning in second grade. In fourth grade, they examined the documents in more detail. This objective provides the foundation for many objectives in seventh and eighth grade. Constitution of the United States of America - In general was to establish a system of government and a written plan for ensuring the purposes of government would be carried out. Review the reason for government in the United States - to establish and maintain order among a group of people and to protect the rights of the citizens.

Our Constitution has provided a stable government plan for the Untied States for over two hundred years. It has been amended 27 times in that time period, including the Bill of Rights. Important ideas in the Preamble to the Constitution: To form a more perfect union - pass laws, protect the rights of the citizens, run the government; To establish justice - basis for the court systems, civil rights; To insure domestic tranquility - basis for various domestic policies and reforms; To provide for the common defense - basis for foreign policy and the armed forces; To promote the general welfare - basis for laws and programs to help people; the Bill of Rights; To secure the blessings of liberty to ourselves and our posterity - what government is all about. How did the United States ensure our freedom and rights after the separation from Great Britain? which idea(s) are most important to them. Have students "grade" the progress of the United States in meeting the goals (ideas) as stated in the Preamble to the Constitution and the Declaration of Independence. They should support the "grade" with at least one fact or example. Review and discuss important concepts in the Declaration of Independence and the U.S. Constitution: Consent of the governed. Equality. Individual rights. Functions and organization of government. The Constitution replaced the Articles of Confederation that had not been an effective plan of government for the new states. George Washington was elected (unanimously) to be the first President of the United States under the new Constitution. He was inaugurated in 1789 in New York City (because Washington, D.C. was not built yet) and set a precedent for the peaceful transfer of power by only serving two terms as President. This is a good opportunity to remind students of the importance of the Bill of Rights in providing individual rights and freedoms.

(15) Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to: Safety Net Standard (C) Readiness explain the reasons for the creation of the Bill of Rights and its importance. 5.15C Bloom s: Understand The Bill of Rights refers to the first 10 Amendments to the U.S. Constitution. Many of these ideas are in these first 10 amendments came from earlier documents. The Bill of Rights was added to the Constitution in 1791. It was part of a compromise reached at the Constitutional Convention. Many delegates felt that the rights of individuals had to be "spelled out" and they said the only way they would vote for the Constitution was for it to contain a list of important rights. Individual rights included in the Bill of Rights are: 1. Freedom of religion 2. Freedom of speech 3. Freedom of the press 4. Right to assemble 5. Right to petition 6. Right to due process 7. Right to a trial by jury 8. Right to an attorney Constitution Rights Amendment Refer students to the Bill of rights. Have a group discussion of its importance. Discuss with students the meaning of the term admendment. Have each student write a paragraph describing the three "rights" he or she thinks are the most important in America and why. Have students respond to the following prompt in writing or in some art form: The Bill of Rights is Chapter 6 A New Nation Lesson 3 The Bill of Rights Students have learned about individual rights and freedoms in primary grades and specifically about the Bill of Rights in fourth grade. Have students list and describe those rights that they believe they have as Americans. Then have them compare their list to the actual document of the Bill of Rights (found in the text or from another source). Ask students questions such as: 1. Why important to have rights? 2. Which rights do you think are the most important? Why? (Have students rank order the rights from what is most important to them to what is least important to them) Help students understand that with rights come responsibilities For instance: You have the right to freedom of speech, but that doesn't mean that you can say anything you want to anytime you want to say it. Have students try and think of responsibilities that accompany the rights they are granted. Have each student write a paragraph describing the three "rights" he or she thinks are the most important in America and why. Two historic documents that influenced important ideas in the Bill of Rights and the Constitution were: The Magna Carta limited the power of the king, included the right of trial by jury

(16) Government. The student understands the framework of government created by the U.S. Constitution of 1787. The Safety Net Standard (A) Readiness identify and explain the basic functions of the three branches of government; 5.16A Bloom s: Understand Functions of the three branches of government: Legislative - to make laws Executive - to enforce laws Judicial - to interpret laws Federal level (National Government) - functions at this level is initiated from the U.S. capital - Washington, D.C. Many government offices are housed there. Legislative - Congress - U.S. House of Representatives and the U.S. Senate. Executive - President, Vice-Presidents and various Cabinet officials and departments. Judicial - U.S. Supreme Court and other federal courts. State level (State Government) - functions are initiated from the state capitols - in Texas, Austin. Legislative - State Legislature - State House of Representatives and State Senate. Executive - Governor, Lieutenant Governor, various elected and appointed 3 Branches of Government: Executive, Legislative, Judicial States Rights Preamble Republic Federal System Separation of Powers Checks and Balances Reserved Powers important because Graphic Organizer with columns for 3 branches of the government In each column define the purpose and function of the branch. Have students research the names of the individuals who serve their community ( www.house.g ov ) Discuss why this system of separation of powers and electing officials is important in he U.S. system of representative democracy The English Bill of Rights guaranteed trial by jury, no cruel or unjust punishment, the right to petition, and the right to bear arms. Chap. 6 A New Nation Lesson 2 Creating the Constitution Lesson 4 Key Concepts of the Constitution Students have been introduced to the functions of the three branches of government at the local level in third grade and at the state level in fourth grade. The United States Constitution and our Texas Constitution provide for a federal system with three branches of government, each with distinct powers. Each of these branches has "checks and balances" power over the other two at all levels. Given a list of the levels, functions, and major roles at each level of government, have the student classify the list according to level and branch. Create a grid on paper and ask students to match the position on the grid with the correct level and branch. The list should include: Congress, President, Vice-President, Supreme Court, Governor, Legislature, State Supreme Court, Mayor, City Council, Municipal Court, makes laws, enforces laws, interprets laws. Children's Literature First Children: Growing Up in the White House by Katherine Leiner. Tambourine, 1996. My Mother is the Smartest Woman in the World by Eleanor Clymer. Macmillan, 1982. About a mother who runs for mayor.

government officials and departments. Judicial - State courts including the state Supreme Court and District Courts. Local level (City/County) - functions at this level is initiated in numerous cities and counties throughout the states - these governments are created by each state and vary according to the state charters. In Texas, Legislative - city or town councils and county commissioners. Executive - Mayor (city) or City Manager; County Judge and other elected and appointed officials in various departments. Judicial - Municipal (city) courts, Justice of the Peace Courts, County courts. Online Resources: United Streaming(open another window and log in before clicking on this link) Understanding the Constitution :The Executive Branch Understanding the Constitution :The Legislative Branch Understanding the Constitution :The Judicial Branch Federal laws and federal officials are more powerful than state officials and laws, which in turn take precedence over local laws and official decrees. What are the purposes of the Legislative, Executive, and Judicial branches and how is their power balanced?

(16) Government. The student understands the framework of government created by the U.S. Constitution of 1787. The (B) Supporting identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and 5.16B Bloom s: Analyze, Understand Each branch of government shares power with the other two branches so that no one part of the government can become dictatorial (all powerful). Some examples of checks and balances at the federal level are: Legislative Branch - Approve appointments for the Cabinet, federal judges, and others made by the executive branch. Pass a law over the President's veto with a two-thirds majority. Impeach the President and federal judges; Propose amendments to the Constitution. Executive Branch - Veto laws passed by the legislative branch. Nominate federal judges and other important government appointments. Judicial Branch - Declare a law passed by the legislative branch unconstitutional. Overturn the rulings of lower courts. Declare an act of the executive branch unconstitutional. Preamble, Three Branches of the Government (Executive, Legislative, Judicial), States Rights Checks and Balances Use a chart to show the 3 branches of governement and the checks and balances for each branch Go to Flocabulary website. Search Social Studies section for The Three Branches of Governement: checks and Balances. This is new information at this grade. Ask students why it is important to have a system of checks and balances. Point out to the students that when the Constitution was written, the Founding Fathers were very concerned with government abuse of power and they did everything they could think of to try and limit the powers of government. Have students look in the newspaper for any examples of current events that illustrate any one of the systems of checks and balances. The recent impeachment trial of President Clinton and the controversy over the election of George W. Bush are examples of some of the checks and balances at work in the state and federal constitution. Impeach means to put a government official on trial and then if they are found guilty, they are impeached - removed from office. President Clinton was put on trial in the Senate but was found not guilty, and therefore was not impeached. Have students create a flow chart or other graphic organizer to illustrate the system of checks and balances. Have students analyze in writing why the system of checks and balances in United States government is important. Using news articles have student find and summarize one example of the system of checks and balances at work in government.

(16) Government. The student understands the framework of government created by the U.S. Constitution of 1787. The (C)Supporting distinguish between national and state governments and compare their responsibilities in the U.S. federal system. 5.16C Bloom s: Analyze, Understand Functions of the three branches of government: Legislative - to make laws Executive - to enforce laws Judicial - to interpret laws Federal level (National Government) - functions at this level is initiated from the U.S. capital - Washington, D.C. Many government offices are housed there. Legislative - Congress - U.S. House of Representatives and the U.S. Senate. Executive - President, Vice-Presidents and various Cabinet officials and departments. Judicial - U.S. Supreme Court and other federal courts. State level (State Government) - functions are initiated from the state capitols - in Texas, Austin. Legislative - State Legislature - State House of Representatives and State Senate. Executive - Governor, Lieutenant Governor, various elected and appointed government officials and departments. Judicial - State courts including the state Supreme Court and District Courts. National/ federal State Local (county/city) Think, Pair, Share - Three levels of government - President, Governor, Mayor - who votes for each which is most powerful and why Students have been introduced to the functions of the three branches of government at the local level in third grade and at the state level in fourth grade Vocabulary for students: Reserved powers - all powers not delegated to the federal government or denied to the states are reserved to the states and the people. The United States Constitution and our Texas Constitution provide for a federal system with three branches of government, each with distinct powers. Each of these branches has "checks and balances" power over the other two at all levels. There are three kinds of "governmental powers": Those that are shared between national, state and local governments - taxation, regulating voting and voter registration; borrowing money, passing laws and other functions of each of the three branches. Those delegated specifically to the national government and/or denied to state government - declaring war, maintaining an army, making or printing money, conducting foreign relations. th Those reserved for state government (under the 10 Amendment to the Constitution) - education, local law enforcement, health including hospitals, and state roads and highways. Have students make a "Government Notebook" in which they find articles from the newspaper that illustrate each of the levels and branches of government. After the students collect the articles, they should create a title

Local level (City/County) - functions at this level is initiated in numerous cities and counties throughout the states - these governments are created by each state and vary according to the state charters. In Texas, Legislative - city or town councils and county commissioners. Executive - Mayor (city) or City Manager; County Judge and other elected and appointed officials in various departments. Judicial - Municipal (city) courts, Justice of the Peace Courts, County courts. Federal laws and federal officials are more powerful than state officials and laws, which in turn take precedence over local laws and official decrees. tells the level and branch represented. Under the title they should summarize in one or two sentences what function of government is being described in each article. This can be an individual or a group assessment project. Examples: An article about the President's signing a new bill for a U.S. energy policy would have the following heading: Federal Government - Executive Branch The President is enforcing a new law by signing it and making it official. An article about the State Senate passing a law related to schools would have the following heading: State Government - Legislative Branch The Texas Senate is making a new law by passing it by majority vote. Now it must also pass the Texas House of Representatives. Given a list of the levels, functions, and major roles at each level of government, have the student classify the list according to level and branch. (18) Citizenship. The student understands the importance of individual participation in the democratic process at the local, state, and national levels. The (A) Supporting 5.18A Bloom s:understand Duty Participation Civic affairs Have the class plan and carry out a service project at the school or in the local community Pages 44-47 United Streaming TLC Elementary School: Understand Good Citizenship. explain the duty individuals have to participate in civic affairs at the local, state, and national levels; and

(18) Citizenship. The student understands the importance of individual participation in the democratic process at the local, state, and national levels. The (B) Supporting explain how to contact elected and appointed leaders in local, state, and national governments. 5.18B Bloom s:analyze, Apply To correspond with the White House ( President Obama and Vice President Joe Biden) Instruction on how to call, email, or mail U.S. state and federal officials Elected Leaders Appointed Leaders Local, state, national government Four steps in contacting public officials: 1. Identify issue 2.Identify which level of government to contact 3. Identify who to speak with 4. The best way to contact the official. Pages 46-51 (19) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The (A)Supporting explain the contributions of the Founding Fathers to the development of the national government; 5.19A Bloom s:evaluate, Understand, Apply What impact did have on the development of our country? Founding Fathers, Patriots, Loyalists, Benjamin Franklin, Nathan Hale, George Washington, James Madison, George Mason, Charles Pinckney, Roger Sherman, Yankee Doodle Mini research on the Founding Fathers, report important information to the class Each student (or 2 students work together)pick one person and write the contribution of that person in one paragraph Pages 38-40 (19) Citizenship. The student understands the importance of effective leadership in a What did important individuals contribute to the creation of our National identity? National Government Help students identify the labels for the Reoccuring throughout the textbook.

constitutional republic. The (B) Supporting identify past and present leaders in the national government, including the president and various members of Congress, and their political parties; and 5.19B Bloom s: Analyze, Remember Congress Political parties offices for each branch as well as state and local levels Students make a chart and put in the current office holder (19) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The (C) Supporting identify and compare leadership qualities of national leaders, past and present. 5.19C Bloom s: Analyze, Understand Characteristics of a good leader and of good citizenship might include: Willingness to support ideas of democracy, the Constitution and fair government. Respect for all people and their rights. Willingness to work hard and do a good job. Ability to work together with other people. Ability and desire to be fair to everyone. Dependability Honesty Intelligence Other special knowledge or skills that would help in being a good citizen or in Leadership qualities Have students brainstorm qualities they believe characterize effective leaders. Provide names of current and past elected officials and have students evaluate their leadership In second grade students learned to identify state and local leaders and evaluate their leadership qualities. Discuss the list of leadership qualities and have students add any qualities they feel are missing. Have them think about leaders, past and present, that they know or have studied such as George Washington, Thomas Jefferson, Benjamin Franklin, Abraham Lincoln, Sam Houston, Stephen Austin, Barbara Jordan, Henry Cisneros, Martin Luther King, Jr., Lyndon Johnson, Rosa Parks, Neil Armstrong, Franklin D. Roosevelt, George Bush, Bill Clinton, George W. Bush and others. Have them rank the leadership qualities of these people on a spectrum of 1 to 5 with 5 being the best leader and 1 representing the least qualified leader. Students should know that several 20 th century Presidents were from Texas. These are: Dwight Eisenhower (1952-1960) Lyndon Baines Johnson (1963-1968) George Bush (1988-1992) George W. Bush (2000-2008)

doing a particular job in the community. Ask students to evaluate their own leadership qualities and compare themselves to the list of qualities generated in the classroom. Have students create "Leadership Cards" using the same format as a baseball card. On one side of an index card put a picture of a leader, past or present. On the other side list basic biographical data and the qualities that made that person an important leader. Have students choose one leader past or present and assume the role of that person. In an oral presentation, have them defend why they are a good "candidate" for United States "leader of the year". (20) Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The (A) Readiness describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney; and 5.20A Bloom s: Understand The Bill of Rights refers to the first 10 Amendments to the U.S. Constitution. Many of these ideas are in these first 10 amendments came from earlier documents. The Bill of Rights was added to the Constitution in 1791. It was part of a compromise reached at the Constitutional Convention. Many delegates felt that the rights of individuals had to be "spelled out" and they said the only way they would vote for the Constitution was for it to contain a list of important rights. Individual rights included in the Bill of Rights are: 1. Freedom of religion 2. Freedom of speech 3. Freedom of the press 4. Right to assemble 5. Right to petition Bill of Rights Amendment Provide each student with a simplified language Bill of rights. The Texas Law Related Education website has a good example. Ask students to list their top four. Pair Share, expand to two more, Pair Share; call on groups to share group answer Students have learned about individual rights and freedoms in primary grades and specifically about the Bill of Rights in fourth grade Have students list and describe those rights that they believe they have as Americans. Then have them compare their list to the actual document of the Bill of Rights (found in the text or from another source). Ask students questions such as: 1. Why is it important to list rights that citizens have? 2. Which rights do you think are the most important? Why? (Have students rank order the rights from what is most important to them to what is least important to them) Help students understand that with rights come responsibilities For instance: You have the right to freedom of speech, but that doesn't mean that you can say anything you want to anytime you want to say it.

6. Right to due process 7. Right to a trial by jury 8. Right to an attorney What is the meaning of the various parts of the US Constitution, including the Bill of Rights? Have students try and think of responsibilities that accompany the rights they are granted. Two historic documents that influenced important ideas in the Bill of Rights and the Constitution were: The Magna Carta limited the power of the king, included the right of trial by jury The English Bill of Rights guaranteed trial by jury, no cruel or unjust punishment, the right to petition, and the right to bear arms. Have each student write a paragraph describing the three "rights" he or she thinks are the most important in America and why. Have students respond to the following prompt in writing or in some art form: The Bill of Rights is important because