Grade 4
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 2 days
La influencia de la Constitución de los Estados Unidos
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:
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 The student understands important ideas in historical documents of Texas and the United States.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
Social Studies 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
GETTING READY FOR INSTRUCTION
Performance Indicator(s):

Create a graphic organizer to compare and contrast the U.S. Constitution and the Texas Constitution. Choose
two points on which to elaborate expanding on the ramifications of the issues. (4.15A, 4.15B; 4.21B, 4.21C;
4.22B, 4.22D)
1C
Key Understandings and Guiding Questions:

Documentos importanes históricos de los Estados Unidos y de Texas transmiten las creencias en las cuales el
país y el estado operan.
— ¿Cómo influyeron las ideas políticas de los Estados Unidos al gobierno de la República de Texas?
Vocabulary of Instruction:


constitución
poder judicial


poder ejecutivo
gobierno representativo

poder legislativo
Materials:

Refer to the Notes for Teacher section for materials.
Attachments:


Handout: The Republic of Texas Political System (1 per student)
Teacher Resource: Rubric: Texas Constitution Flip Chart KEY
©2012, TESCCC
04/24/13
page 1 of 4
Grade 4
Social Studies
Unit: 07 Lesson: 02



Handout: Political System Venn Diagram (1 per student)
Teacher Resource: Political System Venn Diagram KEY
Teacher Resource: Lesson Activities KEY
Resources and References:

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.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area..
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
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.
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.
©2012, TESCCC
04/24/13
page 2 of 4
Grade 4
Social Studies
Unit: 07 Lesson: 02
Instructional Procedures



Notes for Teacher
(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
Suggested Day 1 (continued) – 20 minutes
Materials:
 Texas State Library and Archives
1. Organize students into groups of three
2. Distribute to each student the Handout: The Republic of Texas
Political System.
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.
Suggested Day 1 (continued) – 20 minutes
Materials:
 Handout: The Republic of Texas Political
System from Explore
 butcher paper or board
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.)
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
©2012, TESCCC
04/24/13
Suggested Day 2 – 20 minutes
Materials:
 paper (2 pieces of white unlined paper per
student)
Attachments:
 Teacher Resource: Rubric: Texas
Constitution Flip Chart KEY
page 3 of 4
Grade 4
Social Studies
Unit: 07 Lesson: 02
Instructional Procedures
Notes for Teacher
information about the functions of the three branches of
government.

Teacher Resource: Lesson Activities KEY
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.
5. Instruct students to title each flap as shown below.
Fold
Texas Constitution
Executive Branch
Legislative Branch
Judicial Branch
6. The information that will be included in the flip chart is below.
 Texas Constitution
— 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.
EVALUATE – Performance Indicator Graphic Organizer

Students create a graphic organizer to compare and contrast the
U.S. Constitution and the Texas Constitution. Choose two points
on which to elaborate expanding on the ramifications of the
issues. (4.15A, 4.15B; 4.21B, 4.21C; 4.22B, 4.22D)
1C
1. Provide the students the Handout: Political System Venn
Diagram to complete using the information gathered earlier.
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
2. At the bottom of the Handout: Political System Venn Diagram,
students answer the sentence stem.
©2012, TESCCC
04/24/13
page 4 of 4