Unit: 07 Lesson: 02 Suggested Duration: 2 days Grade 04 Unit 07 Exemplar Lesson 02: The Influence of the U.S. Constitution 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 Students identify and explain the importance of the Texas Constitution of 1836 and explain the basic functions of the three branches of government during the Republic of Texas era. Students demonstrate their knowledge by comparing and contrasting the governments of the Republic of Texas and the United States on a Venn Diagram and writing a conclusion sentence. 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. 4.15 Government. The student understands important ideas in historical documents of Texas and the United States. The student is expected to: 4.15A Identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and other documents such as the Meusebach-Comanche Treaty. 4.15B Identify and explain the basic functions of the three branches of government according to the Texas Constitution. Skills TEKS 4.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 4.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 4.21C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. 4.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 4.22B Incorporate main and supporting ideas in verbal and written communication. 4.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies. Last Updated 05/07/13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 11
Unit: 07 Lesson: 02 Suggested Duration: 2 days GETTING READY FOR INSTRUCTION Performance Indicators Grade 04 Unit 07 PI 02 Create a graphic organizer to compare and contrast the U.S. Constitution and the Texas Constitution. Chose two points on which to elaborate, expanding on the ramifications of the issues. Standard(s): 4.15A, 4.15B, 4.21B, 4.21C, 4.22B, 4.22D ELPS ELPS.c.1C Key Understandings Important historic documents of the United States and Texas convey beliefs on which the country and state operate. How did the political ideas of the United States influence the government of the Republic of Texas? Vocabulary of Instruction constitution judicial branch executive branch representative government legislative branch Materials Refer to the Notes for Teacher section for materials. 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: The Republic of Texas Political System (1 per student) Teacher Resource: Rubric: Texas Constitution Flip Chart KEY Handout: Political System Venn Diagram (1 per student) Teacher Resource: Political System Venn Diagram KEY Teacher Resource: Lesson Activities KEY Resources None identified 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. 5. Prepare materials and handouts as needed. Background Information Students have learned about the basic foundations of a representative government and its leaders in K-3 social studies. Fourth grade is the first year that students will compare the political systems of Texas and the United States. Information about the Texas Constitution will be revisited when students examine the government of the state of Texas. Last Updated 05/07/13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 2 of 11
Unit: 07 Lesson: 02 Suggested Duration: 2 days GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Step Out 1. Focus student attention on the classroom flags of Texas and the United States. Ask: What do these flags have in common? (same colors, use of stripes, use of stars, placement of stars on the left). 2. Provide background information that explains that the Republic of Texas borrowed many ideas from the United States beyond similar flags. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 10 minutes Materials: U.S. flag and a Texas flag Purpose: The purpose of this activity is to assess student prior knowledge as well as explore the similarities between the United States and the Republic of Texas. TEKS: 4.15A, 4.21C 3. Line up students along a wall to participate in a Step-Out activity. If the statement is true, the students take a step forward. If the statement is not true, students stay where they are. 4. Read the following statements. After each statement, provide the correct answer. Students step back if they provided and incorrect answer. The United States has a constitution. (TRUE) The Republic of Texas had a constitution. (TRUE) The leader of the United States is the president. (TRUE) The leader of the Republic of Texas is the governor (FALSE) The capital of the United States is New York City. (FALSE) The capital of the Republic of Texas was Austin, D.C. (TRUE) A Bill of Rights lists the rights of the government. (FALSE A Bill of Rights lists the rights of individuals) The governments of the United States and the Republic of Texas were organized into three branches.(true) Citizens in the United States and the Republic of Texas voted for their leaders. (TRUE) 5. The students should have taken six steps. EXPLORE Three branches of government 1. Organize students into groups of three. 2. Distribute to each student the Handout: The Republic of Texas Political System. Suggested Day 1 (continued) 20 minutes Materials: Texas State Library and Archives Last Updated 05/07/13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 3 of 11
Unit: 07 Lesson: 02 Suggested Duration: 2 days 3. Student groups read the statements and work together to identify similarities by highlighting or underlining key content. Attachments: Handout: The Republic of Texas Political System (1 per student) TEKS: 4.15B, 4.21B, 4.21C EXPLAIN Basic functions of the three branches 1. Post a piece of butcher paper or use the board. 2. Use the categories on the Handout: The Republic of Texas Political System to facilitate a whole group discussion based on the investigations of the students. 3. Student groups provide the teacher suggested similarities based on the category. Encourage students to also brainstorm about additional similarities within each category, as well as additional categories for possible comparisons (such as patriotic symbols, buildings, etc.) Suggested Day 1 (continued) 20 minutes Materials: Handout: The Republic of Texas Political System from Explore butcher paper or board 4. As a class, students discuss the similarities and the teacher will scribe the similarities. 5. Ask the class if there are any important similarities missing, and new ideas will be added as appropriate. 6. Facilitate a discussion to provide correct information. Include modeling of the thought process and inferences made and conclusions drawn to reach the answers. Students adjust the information on their handout as needed. They can fold over the right side of their Handout: The Republic of Texas to create a new column of information added from brainstorming. ELABORATE Flip Chart 1. Create a Texas Constitution Flip Chart that explains the functions of the three branches of government. 2. Explain to students that the government of the Republic of Texas was influenced by the government of the United States. A major similarity was that both governments had three branches of government. Students will research the website to gather information about the functions of the three branches of government. 3. Provide students two pieces of paper or have them use their own. 4. Have students stagger the pieces of paper and fold over creating a layered-look flip book. See below. Suggested Day 2 20 minutes Materials: paper (2 pieces of white unlined paper per student) Attachments: Teacher Resource: Rubric: Texas Constitution Flip Chart KEY Teacher Resource: Lesson Activities KEY TEKS: 4.15B, 4.22B, 4.22D 5. Instruct students to title each flap as shown below. 6. The information that will be included in the flip chart is below. Texas Constitution Last Updated 05/07/13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 4 of 11
Unit: 07 Lesson: 02 Suggested Duration: 2 days Roles and Responsibilities of Citizens A visual to represent the branch Branches of Government Leaders Function Powers A visual to represent the branch 7. Use the Teacher Resource: Rubric: Texas Constitution Flip Chart KEY to evaluate the product. 8. See Teacher Resource: Lesson Activities KEY. EVALUATE Performance Indicator Graphic Organizer Grade 4 Unit07 PI02 Create a graphic organizer to compare and contrast the U.S. Constitution and the Texas Constitution. Chose two points on which to elaborate, expanding on the ramifications of the issues. Standard(s): 4.15A, 4.15B, 4.21B, 4.21C, 4.22B, 4.22D ELPS ELPS.c.1C 1. Provide the students the Handout: Political System Venn Diagram to complete using the information gathered earlier. 2. At the bottom of the Handout: Political System Venn Diagram, students answer the sentence stem. Suggested Day 2 (continued) 30 minutes Materials: The Republic of Texas Political System from Day 1 Texas Constitution Flip Chart from Elaborate Attachments: Handout: Political System Venn Diagram Teacher Resource: Political System Venn Diagram KEY Last Updated 05/07/13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 5 of 11
The Republic of Texas Political System Grade 4 Use the right column to make notes on the similarities. Political Characteristic Constitution It is a written plan of government Bill of Rights This is a set of amendments or an additional list of rights of citizens Legislative Branch This is part of the government that has representatives and make laws Executive Branch This is part of the government is led by an elected president and enforces the laws Judicial Branch This is part of the government that has judges that interpret laws Citizens They can vote for representatives United States Republic of Texas What is similar? American leaders held a convention to write the U.S. Constitution which was approved by the last of the first thirteen states in 1790. The American leaders at the convention added the Bill of Rights to protect the individual rights of U.S. citizens. The Legislative Branch makes laws This branch has representatives that are elected by U.S. citizens. The President leads the Executive Branch. The President signs bills into law and is elected by citizens. They are elected for 4 years. The president enforces the laws. The Judicial Branch is made up of the Supreme Court and other courts as determined by the Congress. The Supreme Court determines whether a law is constitutional. Citizens who are 18 years of age may vote in an election. The Convention which met at Washington-on-the- Brazos wrote the Constitution of 1836, which served throughout the period of the Republic of Texas. The Convention delegates included a Declaration of Rights in the Constitution to protect the rights of Texas citizens. The Legislative Branch makes laws. It is led by a group of representatives that were elected by Texas citizens. The Executive Branch includes the President. The President is elected by citizens and makes sure the laws are followed. They were elected for 3 years. (The first president was elected for 2 years.) The Judicial Branch was made up of the Supreme Court and other lesser courts as determined by the Congress. The Supreme Court heard only cases on appeal. Citizens who are 21 years of age may vote in an election. 2012, TESCCC 08/01/12 page 1 of 1
Rubric Texas Constitution Flip Chart Grade 4 CATEGORY 5 3 1 TOTAL Content: Citizens Content was accurate and correct showing depth of information. Most content was accurate and correct. Content was not accurate. Content: Executive Branch Content was accurate and correct showing depth of information. Most content was accurate and correct. Content was not accurate. Content: Legislative Branch Content was accurate and correct showing depth of information. Most content was accurate and correct. Content was not accurate. Content: Judicial Branch Content was accurate and correct showing depth of information. 20 13 Great Job! 12 5 Good Job! 4 0 Needs Improvements Most content was accurate and correct. Content was not accurate. TOTAL 2012, TESCCC 08/01/12 page 1 of 1
Political System Venn Diagram Grade 4 United States Similarities Republic of Texas Constitution Branches of Government Rights of Citizens 2012, TESCCC 08/01/12 page 1 of 2
The purpose of the Republic of Texas Constitution is The political system of the United States and the Republic of Texas are similar because. They are different because. 2012, TESCCC 08/01/12 page 2 of 2
Political System Venn Diagram KEY United States Similarities Republic of Texas Grade 4 Constitution Ratified by states Governed by a Constitution Approved by delegates Branches of Government President elected for 4 years Three Branches of Government President elected for 2 years Rights of Citizens Voting Age 18 years Vote for Representatives Voting Age 21 years The political system of the United States and the Republic of Texas are similar because. They are different because. (Use Venn Diagram to complete sentence summary) 2012, TESCCC 08/01/12 page 1 of 1
ELABORATE Flip Chart (Day 2) KEY Lesson Activities KEY Texas Constitution Rights and Responsibilities Voting Serving on a Jury Obey Laws Executive Branch Leaders: President Function: carries out federal laws and recommends new ones, directs national defense and foreign policy, and performs ceremonial duties Powers: directing government, commanding the Armed Forces, dealing with international powers, acting as chief law enforcement officer, and vetoing laws Legislative Branch Leaders: Congress House of Representatives and the Senate Function: make the laws Powers: passing laws, originating spending bills (House), impeaching officials (Senate), and approving treaties (Senate) Judicial Branch Leaders: Supreme Court Function: interpreting the Constitution, reviewing laws, and deciding cases involving states' rights. Powers: interpret the law, declare laws bad (unconstitutional) 2012, TESCCC 04/24/13 page 1 of 1