A L I E F
Independent
School District
GRADE 5 SOCIAL STUDIES - UNITED STATES HISTORY
Unit 3: The Constitution and The Bill of Rights
Time: 6 Weeks
Hook ideas here!
Universal
Generalizations
When doing
something new,
people often learn by
trial and error.
Line ideas here!
Unit Understandings
concepts:
confederation, central
government, convention,
compromise
Developed 2005
(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
student is expected to:
(A) identify the issues that led to
the creation of the U.S.
Constitution, including the
weaknesses of the Articles of
Confederation; and
(B) 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.
(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) explain the purposes of the
U.S. Constitution as identified in
the Preamble;
Revised 2012
Sinker ideas here!
Student-Friendly TEKS
Topics/Content
The Constitution was
written to create a
more effective
government for the
United States.
Social Studies Pacing Guide
Need for a Stronger
Government

Weaknesses of the
Articles of Confederation

Problems in the New
Nation

Federalists and AntiFederalists
Constitutional Convention

Calling the Convention

The Founding Fathers

The Great Compromise

The Three Fifth’s
Compromise

Ratification
vocabulary:
ratify, founding fathers,
delegate Federalists and
Antifederalists
Unit Questions
Why was a new
Constitution needed after
the American Revolution?
Resources
Essential Resources:
Text, Ch. 10, pp. 338-347, 350355
History Alive! America’s Past,
Lesson 14 – The Constitution
LRE Bio Cards
Research Databases People
Research Databases Concepts
Lesson Plan: Constitution
Supplemental Resources
Leveled Text (Early America)
p.125-140
Overview of the Articles of
Confederation
Constitutional Convention
Compromises Overview
Thinking Map Ideas
5.3A, 5.15B, 5.3B
(18) Citizenship. The student
understands the importance of
individual participation in the
democratic process at the local,
state, and national levels. The
student is expected to:
(A) explain the duty individuals
Alief ISD 2011
Grade 5
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have to participate in civic affairs at
the local, state, and national levels;
Instructional Considerations: HA Lesson 14 is a strong support for 8th grade. Include the weakness of the Articles of Confederation.
Successful
compromise can result
in strong, lasting
agreements.
The Constitution
endures because it
balances power,
fosters compromise
and provides for
change.
concepts:
checks and balances,
branches of government,
executive, legislative, judicial
(16) Government. The student
understands the framework of
government created by the U.S.
Constitution of 1787. The student
is expected to:
(A) identify and explain the basic
functions of the three branches of
government;
Constitution and Bill of
Rights

Checks and Balances

The Three Branches of
Government
Why does the Constitution
still work?
Essential Resources:
Text, Ch. 10, pp. 348-349
History Alive! America’s Past,
Lesson 14 – The Constitution
vocabulary:
preamble, cabinet, treaty,
veto, unconstitutional
Research Databases Concepts
Supplemental Resources
(B) identify the reasons for and
describe the system of checks and
balances outlined in the U.S.
Constitution;
Lesson Plan: Constitution
Endures
Lesson Plan: Constitution
Lesson Plan: Constitution &
Bill of Rights
How Do Checks and Balances
Protect Our Rights?
Thinking Maps Ideas
5.16A, 5.16B
-National Geographic Reading
Expeditions Series (ESL books)
-Benchmark Education Series
(ESL books)
Instructional Considerations: HA Lesson 14 is a strong support for 8th grade. Include the weakness of the Articles of Confederation.
Dividing power helps
to prevent misuse of
power.
Alief ISD 2011
Grade 5
The Bill of Rights
protects the rights
and liberties of
Americans from the
abuses of
(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 student is
The Bill of Rights

Individual Rights

Rights Guaranteed by
the Bill of Rights
vocabulary:
amendment, liberties, rights
Was the Bill of Rights a
necessary addition to the
Constitution?
How are the rights of
Americans protected?
Essential Resources:
History Alive! America’s Past,
Lesson 15 – The Bill of Rights
Research Databases Concepts
2
government.
expected to:
concepts:
rights
(A) 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
of the accused, ratify, jury,
bail
(B) describe various amendments
to the U.S. Constitution such as
those that extended voting rights of
U.S. citizens.
Lesson Plan: Bill of Rights:
Reasons and Responsibilities
Worksheet 1, Worksheet 2,
Worksheet 3
Text, Ch. 10, 354
Supplemental Resources
Lesson Plan: Bill of Rights
Thinking Maps Ideas
5.15C, 5.20A, 5.20A
(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:
(C) explain the reasons for the
creation of the Bill of Rights and its
importance.
(USH 19A, 19B, 25C)
Instructional Considerations: HA Lesson 15 supports 8th grade. Include applications for freedom of speech and press.
Alief ISD 2011
Grade 5
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