PROJECT GLAD
Orange Unified School District
THE CONSTITUTION
(Level 5)
IDEA PAGES
I.
UNIT THEME:

People and events associated with development of the U.S. Constitution.
 Analyze the Constitution’s significance as the foundation of the American Republic

The U.S. Constitution is the foundation of the American Republic

Cross-Cultural Sensitivity Theme: People are unified in their desire for freedom.
II.
FOCUS/MOTIVATION

Big Book

Cognitive Content Dictionary

Picture File Cards

Observation Charts

Constitution Awards

Artifacts

Video Clips

Inquiry Chart: What do you know about The Constitution? And What do you want to know about The Constitution?
III.
CLOSURE

Completed Process Grid

A persuasive letter/speech

Editorial

Process unit charts

Team Task Group Presentation

Living Wall Hall Of Fame

Chapter Test

Original Poem
IV.
CONCEPTS
Grade 5 California History-Social Science Standards

5.7 Students describe the people and events associated with the development of the
U.S. Constitution and analyze the Constitution’s significance as the foundation of the American Republic

5.7.1 List the shortcomings of the Articles of Confederation as set forth by their critics.

5.7.2 Explain the significance of the new Constitution of 1787, including the struggles over its ratification and the reasons for the addition of the Bill of Rights.

5.7.3 Understand the fundamental principles of American constitution democracy, including how the government derives its power from the people and the primacy of individual liberty.
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
1

Idea Pages
Pg. 2

5.7.4 Understand how the Constitution is designed to secure our liberty by both empowering and limiting central governments and compare the powers granted to citizens, Congress, the president, and the Supreme Court with those reserved to the states.

5.7.5 Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution.
 5.7.6 Know the songs that express American ideals (e.g., “America the Beautiful,”
“The Star Spangled Banner”)
V.
ORAL LANGUAGE/READING/WRITING SKILLS
Listening & Speaking
1.0
Listening & Speaking Strategies
Comprehension
1.1
Ask questions that seek information not already discussed.
1.2
Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives.
1.3
Make inferences or draw conclusions based on an oral report.
Organization and Delivery of Oral Communication
1.4
Select a focus, organization structure, and point of view for an oral presentation.
1.5
Clarify and support spoken ideas with evidence and examples.
1.6
Engage the audience with appropriate verbal cues, facial expressions, & gestures.
Analysis and Evaluation of Oral and Media Communications
1.7
Identify analyze & critique persuasive techniques; identify logical fallacies used in oral presentations and media messages.
1.8
Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.
2.0
Speaking Applications (Genres & Their Characteristics)
2.1
Deliver narrative presentations.
2.2
Deliver informative presentations about an important idea, issue, or event.
2.3
Deliver oral responses to literature.
(Grades 3-5 ELD Standards) Listening & Speaking
Comprehension
B: Speak with few words/sentences
Answer simple questions with one/two word responses
Retell familiar stories/participate in short conversations/using gestures.
EI: Ask/answer questions using phrases/simple sentences
I:
Restate/execute multi step oral directions
Ask/ answer question using support elements
Identify key details from stories/information
EA: Identify main points/support details from content areas
A: Identify main points/support details from stories & subject areas
Respond to & use idiomatic expressions appropriately
Comprehension, Organization & Delivery of Oral Communication
B: Uses common social greetings
EI: Identify main points of simple conversations/stories (read aloud)
Communicate basic needs
Recite rhymes/songs/simple stories
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
2

Idea Pages
Pg. 3
I: Speak with standard English grammatical forms/sounds
Participate in social conversations by asking/answering questions
Retell stories/share school activities using vocabulary, descriptive words/paraphrasing
EA: Retell stories including characters, setting, plot, summary, analysis
Use standard English grammatical forms/sounds/intonation/pitch
Initiate social conversations by asking & answering questions/restating & soliciting information
Appropriate speaking based on purpose, audience, subject matter
Ask/answer instructional questions
Use figurative language & idiomatic expressions
A: Question/restate/paraphrase in social conversations
Speak/write based on purpose, audience, & subject matter
Identify main idea, point of view, & fact/fiction in broadcast & print media
Use standard English grammatical forms/sounds/intonation/pitch
Reading:
1.0
Word Analysis, Fluency & Systematic Vocabulary Development
Word Recognition
1.1
Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate spacing, intonation, and expression.
Vocabulary and Concept Development
1.2
Apply knowledge of word origins, derivations, synonyms,
antonyms, and idioms to determine the meaning of words &
phrases.
1.3
Use Knowledge of root words to determine the meaning of unknown words within a passage.
1.4
Know common roots and affixes from Greek & Latin & use this
knowledge to analyze the meaning of complex words.
1.5
Understand & explain the figurative and metaphorical use of
words in context.
2.0 Students read and understand grade-level appropriate material. They draw upon a variety of comprehension strategies as needed.
Structural Features of Informal Materials
2.1
Identify structural patterns found in informational text.
2.2
Analyze text that is organized in sequential or chronological order.
Comprehension & Analysis of Grade-Level-Appropriate Text
2.3
Discern main ideas & concepts presented in texts, identifying
& assessing evidence that supports those ideas.
2.4
Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
2.5
Distinguish facts, supported inferences, and opinions in text.
2.0
Literary Responses & Analysis:
Structural Features in Literature
3.1
Identify & analyze the characteristics of poetry, drama, fiction, & non-fiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
3

Idea Pages
Pg. 4
Narrative Analysis of Grade-Level-Appropriate Text
3.2
Identify the main problem or conflict of the plot & explain how it is resolved.
3.3
Contrast the actions, motives, & appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.
3.4
Understand that theme refers to the meaning or moral of a selection and recognize themes in sample works.
3.5
Describe the function and effect of common literary devices.
Literary Criticism
3.6
Evaluate the meaning of archetypal patterns & symbols that are found in myth and tradition by using literature from different eras & cultures.
3.7
Evaluate the author’s use of various techniques to influence reader’s perspective.
(Grades 3-5 ELD Standards) Reading
Word Analysis
Concepts about Print, Phonemic Awareness, Decoding & Word
Recognition
B: Recognize familiar phonemes
Recognize sound/symbol relationships in own writing
EI: Read orally recognizing/producing phonemes not in primary
I: language
Recognize morphemes in phrases/simple sentences
Read aloud with correct pronunciation of most phonemes
Use common morphemes in oral & silent reading
EA: Use knowledge of morphemes to derive meaning from literature/texts in content areas
A: Use root & affixes to derive meaning
Fluency & Systematic Vocabulary Development
Vocabulary & Concept Development
B: Read aloud simple words in stories/games
EI: Use content vocabulary in discussions/reading
Read simple vocabulary, phrases & sentences independently
I:
Respond to social & academic interactions (simple ques./ans.)
Demonstrate comprehension of simple voc. with action
Retell simple stories with drawings, words, phrases
Uses phrases/single word to communicate basic needs
Use morphemes, phonics, syntax to decode & comprehend words
Recognize & correct grammar, usage, word choice in speaking or reading aloud
Read own narrative & expository text aloud with pacing, intonation, expression
Create dictionary of frequently used words
Decode/comprehend meaning of unfamiliar words in text
Recognize & correct grammar, usage, word choice in speaking or reading aloud
Read grade level narrative/expository text aloud with pacing, intonation, expression
Use content vocabulary in discussions/reading
Recognize common roots affixes
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
4

Idea Pages
Pg. 5
I:
EA: Use morphemes, phonics, syntax to decode/comprehend words
Recognize multiple meaning words in content literature & texts
Use common roots & affixes
Use standard dictionary to find meanings
Recognize analogies & metaphors in content literature & texts
Use skills/knowledge to achieve independent reading
Use idioms in discussions & reading
Read complex narrative & expository texts aloud with pacing, intonation, expression
A: Apply common roots & affixes knowledge to vocabulary
Recognize multiple meaning words
Apply academic & social vocabulary to achieve independent reading
Use idioms, analogies & metaphors in discussion & reading
Use standard dictionary to find meanings
Read narrative & expository text aloud with pacing, intonation
Reading Comprehension
B: Answer fact questions using one/two word response
Connect simple text read aloud to personal experience
Understand & follow one-step direction
Sequence events from stories read aloud using key words /phrases
Identify main idea using key words/phrases
Identify text features: title/table of contents/chapter headings
EI: Use simple sentences to give details from simple stories
Connect text to personal experience
Follow simple two-step directions
Identify sequence of text using simple sentences
Read & identify main ideas to draw inferences
Identify text features: title, table of contents, chapter headings
Identify fact/opinion in grade level text read aloud to students
Orally respond to comprehension questions about written text
Read text features: title, table of contents, chapter headings, diagrams, charts, glossaries, indexes
Identify main idea to make predictions & support details
Orally describe connections between text & personal experience
Follow multi-step directions for classroom activities
Identify examples of fact/opinion & cause/effect in literature/content text
EA: Give main idea with supporting detail from grade level text
Generate & respond to text-related comprehension questions
Describe relationships between text & personal
Identify function of text features: format/diagrams/charts/ experiences/glossary
Draw conclusions & make inferences using text resources
Find examples of fact, opinion, inference, & cause/effect in text
Identify organizational patterns in text: sequence, chronology
A: Make inferences/generalizations, draw conclusions from grade level text resources
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
5

Idea Pages
Pg. 6
Reading Literacy Response & Analysis
Narrative Analysis of Grade-Level Appropriate Text
B: One/two word oral responses to factual comprehension questions
EI: Orally answer factual questions using simple sentences
Orally identify main events in plot
I:
Describe main ideas with support detail from text
Identify patterns in text: compare/contrast, sequence, cause/effect
Word/phrase oral response identifying characters and settings
Distinguish between fiction & non-fiction
Identify fairy tales, folk tales, myth, legend using lists, charts, tables
Recite simple poems
Orally describe setting of literature piece
Orally distinguish among poetry, drama, short story
Orally describe character of a selection
Paraphrase response to text using expanded vocabulary
Apply knowledge of language to derive meaning from text
EA: Describe figurative language (simile, metaphor, personification)
Distinguish literary connotations from culture to culture
Identify motives of characters
Describe themes stated directly
Identify speaker/narrator in text
Identify main problem of plot and how it is resolved
Recognize first & third person in literary text
A: Describe characters of poetry, drama, fiction & non-fiction
Evaluate author’s use of techniques to influence reader
Describe directly stated & implied themes
Compare & contrast motives of characters in work of fiction
Writing
1.0
Writing Strategies
Organization & Focus
1.1
Create multiple-paragraph narrative composition.
1.2
Create multiple-paragraph expository compositions.
1.3
Use organizational features of printed text to locate relevant information.
1.4
Create simple documents by using electronic media & employing organizational features.
1.5
Use a thesaurus to identify alternative word choices and meanings.
1.6
Edit & revise manuscripts to improve the meaning & focus of writing by adding, deleting, consolidating, clarifying, and rearranging words & sentences.
2.0
Writing Applications (Genres & Their Characteristics)
2.1
Write narratives
2.2
Write responses to literature.
2.3
Write research reports about important ideas, issues, of events.
2.4
Write persuasive letters or compositions.
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
6

Idea Pages
Pg. 7
Written & Oral English Language Conventions
1.0 Written & Oral English Language Conventions
Sentence Structure
1.1
Identify & correctly use prepositional phrases, appositives, & independent & dependent clauses; use transitions & conjunctions to connect ideas.
Grammar
1.2
Identify and correctly use verbs that are often misused, modifiers, and pronouns.
Punctuation
1.3
Use a colon to separate hours and minutes and to introduce a list; use quotation marks around exact words of a speaker and titles of poems, songs, short stories, & so forth.
Capitalization
1.4
Use correct capitalization.
Spelling
1.5
Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.
(Grades 3-5 ELD Standards) Writing Strategies & Applications
Penmanship, Organization & Focus
B: Write alphabet
Label key parts of common object
Create simple sentences/phrases
Write brief narratives/stories using few standard grammatical
Forms
EI: Write narratives that include setting and character
Respond to literature using simple sentences, drawings, lists, charts
Write paragraphs of at least four sentences
Write words/simple sentences in content area
I:
Write friendly letter
Produce independent writing
Narrate sequence of events
Produce independent writing
Use a variety of genres in writing
Create paragraph developing central idea using grammatical form
Use complex vocabulary & sentences in all content areas
Write a letter with detailed sentences
EA: Write detailed summary of story
Arrange compositions with organizational patterns
Independently write responses to literature
Use complex vocabulary & sentences in all content areas
Write a persuasive letter with relevant evidence
Write multi-paragraph narrative & expository compositions
A: Write short narrative in all content areas
Write persuasive composition
Write narratives that describe setting, character, objects, events
Write multi-paragraph narrative & expository compositions
Independently use all steps of writing process
Writing Conventions
B: Begin own name & sentences with capital letter
Use period at end of sentence
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
7

Idea Pages
Pg. 8
EI: Begin proper nouns & sentences with capital letter
I:
Use period at end of sentence/use some commas
Edit for basic conventions
Produces independent writing
Use standard word order
EA: Produces independent writing with correct capitals, punctuation, spelling
Use standard word order
Edit for basic conventions
A: Use complete sentences & correct order
Use correct parts of speech
Edit for punctuation, capitalization, & spelling
Produce writing with command of standard conventions
VI.
SCIENCE AND MATH STANDARDS

Maps, charts, and graphs – location, latitude, and longitude

Study Skills – note taking, highlighting key ideas, use of advanced organizers

Cause and Effect

Scientific process skills; observe, communicate, compare, categorize, infer, and apply
VII.
VOCABULARY
Commerce
Bill
Compromise convention republic veto arsenal federal system executive branch
Principle
Justice
Federalists
Cabinet
Creed
Civil Rights impeach amendment ratify ideal patriotism democracy
Reserved powers political party
Naturalization flowchart legislative branch judical branch
Separation of Powers electoral college
Anti-Federalists due process of law checks and balances population density
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
8

Idea Pages
Pg. 9
VIII.
IMPORTANT PEOPLE, PLACES, AND EVENTS
Daniel Shay James Madison Patrick Henry
George Washington Benjamin Franklin
Edmund Randolph William Paterson
Thomas Jefferson Alexander Hamilton
John Adams
Mary Pickersgill
Washington DC
Francis Scott Key Annapolis
Katharine Lee Bates Gouverneur Morris
Philadelphia
Federal Hall
Pennsylvania State House South Carolina State House
IX.
RESOURCES AND MATERIALS
Bateman, Teresa, Red, White, Blue, and Uncle Who? The Stories Behind Some of America’s
Patriotic Symbols, Holiday House, 2001.
Bernstein, Amy, The Constitutional Convention, TIME FOR KIDS Harcourt
Collier, Christopher and Collier, James Lincoln, Creating The Constitution: 1787, Benchmark
Books, 1998. deMauro, Lisa, The Star-Spangled Banner, TIME FOR KIDS Harcourt
Fritz, Jean, Shh! We’re Writing The Constitution, Putnam Publishing Group, reissue edition 1998
Granfield, L and Bjorkman, S. America Votes: How Our President Is Elected, Kids Can Press,
2003
Jones, Veda Boyd, The Senate, Chelsea House Publications, 2000
Kroll, Steve, By The Dawn’s Early Light: The Story of the Star Spangled Banner, Scholastic,
2000.
Litwin, Laura Baskes, Benjamin Banneker: Astronomer and Mathematician , Enslow Publishers,
1999
Oatman, Eric, George Washington’s Cabinet, TIME FOR KIDS Harcourt
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
9

Idea Pages
Pg. 10
Quiri, Patricia Ryon, The Supreme Court, Children’s Press,1998
Santella, Andrew, Thomas Jefferson: Voice of Liberty, Children’s Press, 1999
Schleifer, Jay, Our Declaration of Independence, The Millbrook Press, 1992
Sobel, Syl., The U.S. Constitution and You, Barron’s Educational Series, 2001
Turner, Ann.,
Nettie’s Trip South, Aladdin Paperbacks, 1995
Younger, Barbara, Purple Mountain Majesties: The Story of Katharine Lee Bates and America The
Beautiful, Dutton Children’s Books, 1998.
Internet Resources www.harcourtschool.com
www.timeforkids.com
score.rims.k12.ca.us/literature/k6 www.califorianhistorian.com
www.library.ca.gov
www.museumca.org
www.nccs.net
www.constitutioncenter.org
www.abcteach.com
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
10

Orange Unified School District
The Constitution
(Level 5)
UNIT PLANNING PAGES
I.
FOCUS AND MOTIVATION

Observation Charts

Inquiry Charts

Realia /Artifacts

Cognitive Content Dictionary- signal word

Constitution Awards
 Big Book “Keys to The Constitution”

Personal Interactions

Patriotic Music

Poetry / Chants
II.
INPUT

Timeline – key documents, people, and events for the Constitution

Graphic Organizer – Three Branches of Government

Pictorial – Articles of Confederation

Narrative
 Adapted from “…If You Were There When They Signed the Constitution by
Elizabeth Levy

Expert groups— Articles of Confederation and Three Branches of Government

Graphic organizer – World Map with inset of east coast states/colonies

Read Aloud

10/2 lecture

Expert Groups

Mind Map
III.GUIDED ORAL PRACTICE

T Graph with social skills/Team points

Picture-file cards – observe, classify, categorize, label, highlight

Process Grid

Team Tasks

Personal Interaction

Reader ’ s Theater

Sentence Patterning Chart

Poetry a.
3 Branches – Yes Ma’am b.
Laws Here, Laws There c.
Constitution Cadence d.
Articles of Confederation e.
This Is My Country f.
This Land is Your Land g.
Constitution Bugaloo
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
11

Planning Pages
Pg. 2
III.
READING/WRITING
A.
Whole Class

Cooperative strip paragraph with responding, revising and editing

Found poetry

Narrative – story map

DRTA

Sentence Patterning Chart – Reading and Trading Game

Expository Group Frame
B.
Cooperative Reading and Writing

Team Tasks

Ear-to-Ear Reading

Flexible Group Reading
ELD – Group Frame
Struggling Readers – Cooperative Strip Paragraph
On Level – SQ3R and Clunkers and Links

Focused Reading

Expert Groups

Mind Map
C. Individual

Learning Logs

Journals

Personal Response

Individual Tasks

Explorations
D. Reading / Writing Workshop

Mini lesson

Write

Author’s Chair
 Conference
IV.
EXTENDED ACTIVITES

Make a big book

Write Chant

Patriotic Songs

Readers Theatre

Poetry

Museum Walk of Artifacts

Art Project

School House Rock songs and Video
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
12

Planning Pages
Pg. 3
V. CLOSURE

Process all learning and inquiry chart

Required expository, narrative and poetry writing

Graffiti Wall

Read the walls

Team Feud

Assess Learning Logs (on going)

Teacher and student made test

Portfolio ( 3 pieces of writing)

Evaluations

Personal Exploration with rubric

Class / Team Tasks
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
13

Orange Unified School District
The Constitution
(Level 5)
Sample Daily Lessons
Day 1:
Focus/Motivation

Personal Behavior Standards – Treasury Awards

Cognitive Content Dictionary with signal word - Congress

Observation Charts

Inquiry Chart: What do you know about the Constitution? What are you wondering?

Big Book, The Key Points to The Constitution
Input

World Map/13 Colonies Inset o Learning Log o ELD Review o 10/2 Discussion w/ primary language
Guided Oral Practice

Poetry/Chant
Input

Timeline o 10/2 o Learning Log o ELD Review
Guided Oral Practice

T Graph for Social Skills: Cooperation

Team Points

Picture File Cards – Exploration Report
Input

Pictorial – Articles of Confederation o 10/2 o Learning Log o ELD Review
Reading/Writing
 Writer’s Workshop o Mini lesson on types of writing o Plan, share, write o Author’s Chair
Closure

Interactive journal writing

Poetry

Home-School Connection
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
14

Sample Daily Lesson Plans
Pg. 2
Day 2
Focus/Motivation

Cognitive Content Dictionary – with Signal word

We The People Notebook Award

Process Home-School Connection

Review Timeline/ World Map with word cards, pictures

Review Legislative Branch Pictorial with word cards
Input
 If you were There … Narrative Input

Chant, Highlight, Sketch/Picture File Cards
Guided Oral Practice

Reader’s Theater

Poetry
Input

Graphic Organizer – Branches of Government o 10/2 o Learning log o ELD Review
Reading/Writing

Team Tasks

Expert Groups

Personal Interaction-If you were going to help establish laws, what would they be and why would they be important?
 Writer’s Workshop o Mini lesson o Plan, share, write o Author’s Chair
Closure

Poetry

Read Aloud

Home-School Connection
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
15

Sample Daily Lesson Plans
Pg. 3
Day 3
Focus/Motivation

Cognitive Content Dictionary – with Signal word

Process Home-School Connection

Review Narrative with Conversation Bubbles and Word cards

Review Branches of Government Graphic Organizer with word cards

Constitution Book Marks
Guided Oral Practice

Sentence Patterning Chart o Reading and Trading Game o Flip Chants
Reading/Writing

Expert Groups

Team Tasks

Mind Map

Process Grid

Cooperative Strip Paragraph – Respond and Edit

Found Poem

Interactive journal writing
 Writer’s Workshop o Mini lesson o Plan, share, write o Author’s Chair
Closure

Read Aloud

Poetry

Home/School Connection
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
16

Sample Daily Lesson Plans
Pg. 4
Day 4
Focus/Motivation

Cognitive Content Dictionary – with Signal word

Delegate Awards

Process Home-School Connection
Input

Revisit Observation Charts
Reading/Writing

Story Map

Team Writers Workshop

Team Tasks o Share o Oral Evaluation

Flexible Reading Groups o SQ3R/Clunkers and Links o ELD Group Frame
Closure

Personal Interaction – What do you think about our laws and why?

Home/School Connection

Interactive journal writing

Process Charts
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
17

Sample Daily Lesson Plans
Pg. 5
Day 5
Focus/Motivation

Cognitive Content Dictionary – with Signal word

Poetry

Process Home-School Connection
Reading/Writing

Ear to Ear reading with Poetry Booklets

Team Tasks

Team Task presentations and written evaluations

Co-op Strip Paragraph with struggling readers

Focused Reading with Personal CCD

Listen and sketch
Closure

Team Feud

Graffiti Wall

Process Inquiry Chart

Evaluate week

Letter home
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
18

oath
equity
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
19

Big Book – Important Points to the Constitution
By Suzanne Kent
There were many people and events associated with the development of the U.S. Constitution. The most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises. The first key point is that many leaders of the United States felt the desire to write a constitution. But the most important thing is that we analyze the
Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises.
There were many people and events associated with the development of the U.S. Constitution. The most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises. The second key point is that the Constitution provides the basic laws of our nation for the government and all citizens to follow. It allows us to understand who decides when we go to war, who has power, and how we keep this separation of powers in order. But the most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises.
There were many people and events associated with the development of the U.S. Constitution. The most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises. The third key point is that we begin to comprehend the struggles faced by these delegates as they wrote the Constitution. It took four long months of ideas, debates, and compromise to make this document a reality. The delegates agreed to strengthen the federal system, allowing the states to share power with the federal or national government. But the most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises.
There were many people and events associated with the development of the U.S. Constitution. The most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises. The fourth key point is that we realize a triumph when it proves to secure our liberties. The leaders clearly identified the United States as a changing nation; therefore, they wrote the Constitution to be a governing umbrella over the nation. It would lock into place the basic laws to be followed which keep order and peace during growth and change. But the most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises.
There were many people and events associated with the development of the U.S. Constitution. The most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises. The fifth key point is that the American ideals can be expressed by many people. A constitutional democracy brings a system of checks and balances to the legislative, executive, and judicial branches. As these branches share power, individual liberty gives power to both the citizens and the government.
But the most important thing is that we analyze the Constitution’s significance as the foundation of the
American republic to discover key triumphs, struggles, and compromises.
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
20

Timeline
 1773 - Boston Tea Party


1774 - First Continental Congress
 1774 - British pass Intolerable Acts
1775 - Battle of Lexington and Concord


1775 - Battle of Bunker Hill
 1775 - Second Continental Congress
1776 - Declaration of Independence
 1777 - Articles of Confederation adopted by the Second Continental Congress ( November 15 )
 1777 - Vermont , as the Republic of Vermont , passes the Constitution of Vermont , the first in the nation to outlaw slavery



 1781 - Articles of Confederation ratified


1781 - British surrender at Yorktown
 1783 - Treaty of Paris (1783) ends United States Revolutionary War
1786 - Shays' Rebellion


1786 - Annapolis Convention fails
 1787 - Constitutional Convention in Philadelphia
1787 - Delaware , Pennsylvania and New Jersey ratify the constitution
 1788 - Georgia , Connecticut , Massachusetts , Maryland , South Carolina , New Hampshire ,
Virginia and New York ratify the constitution
1789 -
1789 -
1789 -
Constitution goes into effect
George Washington
North Carolina
becomes President
ratifies the constitution
 1790 - Rhode Island ratifies the constitution
 1791 - Bill of Rights ratified
 1799 - George Washington dies
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
21

Legislative Branch - Article I Background Information
In Article I, the Constitution describes the legislative branch , or lawmaking branch, of the new government. Powers granted, or given, to Congress include making laws, raising an army and a navy, declaring war, and coining and printing money. It would also control commerce.
Under the Articles of Confederation, congress had been the only branch of the national government. Under the constitution, three branches share those powers. The delegates created this separation of powers to keep any one branch from controlling the government.
During the Constitutional Convention, Congress set up two houses – the House of
Representatives and the Senate. Either house could propose a bill. For a bill to become a law, a majority in each house would have to vote for it. Citizens were given the power to vote directly for the members of the House of Representatives. Senators would be chosen by their state legislatures. Today, citizens vote directly members of both houses of Congress.
The number of members each state sent to the House of Representatives would depend on the state’s population. Today the number of representatives is limited to 435. That number is divided among the states based on their population. In the senate, each state has two senators. Article I outlines rules for congress that are still in effect. For example, members of the House of Representatives are elected to two-year terms, while members of the Senate serve six-year terms.
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
22

Can Veto a Bill passed by
Congress
Picture
Nominates Supreme Court
Justices
Can override the
Presidents Veto
The President

Manages the government

Proposes new laws

Makes treaties

Heads the armed forces
Can rule that the
Presidents actions are unconstitutional
Picture
Approves appointments of
Supreme Court Justices
Picture
Can rule that a law is unconstitutional
Congress

Passes taxes

Makes laws
The Constitution Level 5 CA 
Approves treaties

Orange Unified School District - Project G.L.A.D (09/07)
Approves appojntments
The Supreme Court and other Federal Courts

Decides whether or not laws are constitutional

Explains the meanings of treaties
1

Adapted from … If you were there when They Signed the Constitution by Elizabeth Levy
(Scholastic Inc.)
After America won the Revolutionary War, there were still many problems. Most Americans did not yet think of themselves as citizens of the United States. There was no way of making people follow the laws. States were arguing among themselves. No one could collect taxes. Most people in the new states were farmers, and farmers were in debt due to high prices. People who could not pay their debts were thrown in jail, so many Americans found themselves in jail.
People thought that part of their problems were because the Articles of Confederation were not written very well. They needed a new set of laws! They wanted America to be one nation with one set of laws.
They wanted to write a new constitution. James Madison brought everyone together for a convention in
Maryland in 1786. Only five of the thirteen states sent delegates, so nothing much was done. Then in
1787, James Madison and Alexander Hamilton called for another convention in Philadelphia. At this convention, they wrote our Constitution. They called the convention the “Grand Convention” or the
Federal Convention.” Later, it became known as the Constitutional Convention.
Almost no one arrived at the convention on time. It had been very rainy, and all the roads were mud, making travel very difficult. Poor James Madison was there by himself! Then George Washington arrived, and soon so did Benjamin Franklin. These early arrivals, though, had to wait until delegates from at least seven states arrived before the Convention could begin. They went to parties, toured
Philadelphia – and spent a lot of time talking and arguing about what should go into the constitution.
They finally met at the Pennsylvania State House, or, as people were already beginning to call it,
Independence Hall. As the delegates walked to the hall in the morning, they had to walk by a prison that was full on people who were there because they couldn’t pay their debts. The prisoners stuck out their hats and begged the delegates for money. You can still visit Independence Hall today, and it looks very much the same as it did in 1787. It is a graceful red brick building with tall windows.
Fifty-five delegates showed up to the convention. Usually there were only thirty for forty delegates working at any time. Most of them were in their early thirties, they were very rich, and half of them were lawyers. Many of them had served in the army during the Revolutionary War. Ben Franklin was the oldest delegate at eighty-one. George Washington was there, so were Alexander Hamilton,
Governor Morris, and James Madison, among many others.
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
1

There were two rules that helped to make the Convention a success. First, the delegates decided to keep everything they said a secret. They put guards at the window and even nailed the windows shut. It would turn out to be the hottest summer in years. Without air conditioning or even electric fans, you can imagine how hot it got! The second rule was that delegates were allowed to change their minds, even after the vote had been taken, and vote again. They needed to have rules that would keep people talking until a compromise could be reached.
Several times, when people disagreed, they had to come up with a plan that would be acceptable to both sides. There were two opposing sides at the Convention. One side, the “nationalists,’ wanted to see a strong and untied nation come result from the Convention. The other group, the “states’ rights” people, wanted to make sure that the states kept their rights. Each group wanted to create a republic, a group without a king. They argued about how to do this. They also argued about how to decide the number of national representatives there would be from each state. The Virginia Plan, proposed by James
Madison, called for two branches of Congress. The larger branch would be based on the number of people in each state. The smaller branch would have members elected by the members in the larger branch. The small states did not like this plan. After much argument, they came up with the “Great
Compromise.” Congress would have two branches or houses. One house would be based on population, and in the other house each state would be equal. Women and children could not vote.
Slaves were counted as three fifths for the population count; in other words, five slaves would count as three free men.
The delegates went on to make many more decisions – about having three branches of government, about checks and balances, about taxes and raising an army. They decided to elect George Washington as their first president because both sides respected him very much.
We know so much about what happened at the Convention because James Madison took a seat in the very front on the very first day and wrote daily notes about the convention’s accomplishments for the day. He would not allow those notes to be published until the last delegate to the Convention died. It turned out to be James Madison himself, who died in 1836. George Washington called the Constitution a miracle. So did James Madison. There are many miraculous things about the Constitution, but the real miracle is that the men who wrote it had so much respect for the need of the people to control and change their government.
Adapted from … If you were there when They Signed the Constitution by Elizabeth Levy
(Scholastic Inc.)
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
2

The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
3

Branches of Government Yes M’am
Written by Suzanne Kent ‘07
Are these the branches of government?
Yes, Ma’am
Are these the branches of government? Yes, Ma’am
How do you know? Enforce laws.
How do you know? They keep order.
Give me some examples. Senators, and Judges
Give me some examples. Bills, and laws
Is this the Legislative Branch?
Is this the Legislative Branch?
Yes, Ma’am
Yes, Ma’am
How do you know? It makes the laws.
How do you know? It has two houses.
Give me an example. House of Representatives
Give me an example. The Senate
Is this the Executive Branch? Yes, Ma’am
Is this the Executive Branch? Yes, Ma’am
How do you know? It enforces laws.
How do you know? President can veto.
Give me an example. Manages government.
Give me an example. Makes treaties
Is this the Judical Branch? Yes, Ma’am
Is this the Judicial Branch? Yes, Ma’am
How do you know? Supreme Court Justices.
How do you know? Congress must approve.
Give me an example. Supreme Court
Give me an example. Federal Court
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
4

On Our Own from England (sung to the tune of “On the Road Again” by Willie Nelson)
By Sharon Cecchi
On our own from England
We just can’t wait to get on our own from England
The life we love is being in-de-pe-e-n-dent
And we can’t wait to get on our own from England
We’re goin places that we’ve never been
Seein things like rev-o-l-u-utions
And we can’t wait to get on our own from England
Shout America
On our own from England
Like a band of rebels we go cross the country
We're the colonists
Insisting that King George see things our way
Yes our way
Getting on our own from England
Just can't wait to get on our own from England
The life we love is being in-de-pe-e-n-dent
And we can't wait to get on our own from England
Shout America
On our own from England
We just can’t wait to get on our own from England
The life we love is being in-de-pe-e-n-dent
And we can’t wait to get on our own from England
We’re holdin meetings in private dens
Signing things like Con-sti-tu-utions
And we can’t wait to get on our own from England
America
On our own from England
Like a bunch of authors we go writin documents
We're the delegates
Informing King George of the taxes we resent
Yes we resent
Getting on our own from England
Just can't wait to get on our own from England
The life we love is being in-de-pe-e-n-dent
And we can't wait to get on our own from England
America
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
5

Constitution Cadence
By Scott Praska
We just know what we’ve been told.
Our Constitution is over 200 years old.
Our founding fathers did agree
To write a document, to keep people free.
Sound off – 1787
Sound off – Signed
Sound off 1,2,3, 4 – Constitution
Executive, is the branch that includes the President.
He hears from his Cabinet as their advice is lent
Then he decides what money is spent!
Sound off – Executive
Sound off – President
Sound off 1,2,3, 4 – Constitution
What do the House of Representatives do
Along with one hundered Senators, too?
They make up new laws for me and you
The legislative branch helps the president too!
Sound off – Legislative
Sound off – Making Laws
Sound off 1,2,3, 4 – Constitution
Nine judges on the Supreme Court's bench
The President picks ‘em, but the senate votes 'em in
They decide if the laws of our land are still fair
In the Judicial branch, they watch the laws with care.
Sound off – Judicial
Sound off – Supreme Court
Sound off 1,2,3, 4 – Constitution
The Legislative Branch is good at making the laws
The Judicial branch makes sure the laws have no flaws
The Executive Branch is who enforces it all because
Balanced, but separate powers are good for us all
Sound off – Checks and Balances
Sound off – Government
Sound off 1,2,3, 4 – Constitution
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
6

I know an important document,
A very important document,
A very important document,
It's called the Declaration of Independence,
It was written by Thomas Jefferson,
Explaining to King George,
Why we had unalienable rights to be free,
To pursue life, liberty, and happiness.
I know an important document,
A very important document,
A very important document,
It's called the Bill of Rights.
They were added to our U.S. Constitution in 1791,
To ensure that our individual rights are protected.
So let us tell you some:
Freedom of speech, freedom of religion, and the right to a fair trial.
I know an important document,
A very important document,
A very important document,
It's called the 13th Amendment to the Bill of Rights.
First there was the Emancipation Proclamation in 1863,
That freed the slaves in the Confederate States.
Then came the 13th Amendment in 1865,
That ended slavery in all states.
-M. Campbell, P. Casarez,
E. Gaw, and K. Gingras
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
7

By
I’m an American and here to say
I am proud of our country, the Revolutionaries made
Through a document known as the Constitution
The supreme law was made, a nation had begun.
Cooperation, delegation
Compromise, too
Doing the Constitution BUGALOO.
The delegates in Pennsylvania, ratified the plan
But “We the People”, took the stand!
To make our own laws, define our government, too.
We came together, we’re unified and true.
Cooperation, delegation
Compromise, too
Doing the Constitution BUGALOO
In 1787, the Convention honored the command
To create the longest living document known to man,
With fortitude, unity, they sealed they’re fate
They helped to make the best nation, the United States.
Cooperation, delegation
Compromise, too
Doing the Constitution BUGALOO
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
8

Articles of Confederation
(Oh My Darling)
Misty Campos
I was writing,
I was writing,
I was writing for our country
Thinking of a…Republic
Choosing re-pre-sentatives
They met in congress,
Met in congress,
Only 9 had to agree
Congress is a committee
With the power to make a treaty
Declare war and solve our problems
And our Articles came to be
Then they failed,
Then they failed,
And George Washington agreed
They needed a place to meet
From Annapolis to D.C.
They failed because,
Failed because,
An army could not be raised
Then they made their own money
And inflation came to be.
There were rebellions and riots
And the Articles were changed
They were written,
They were written,
They are still written today,
Oh my darling Washington, you have saved the dreadful day!
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
9

LAWS HERE, LAWS THERE
S Alaux ‘07
Laws here, Laws there,
Laws, laws, everywhere!
New laws emerging,
Constitutional laws protecting,
Judicial laws governing, and legislative laws overseeing!
Laws in the Constitution,
Laws about our freedom,
Laws from our founding fathers, and laws throughout our history!
Laws here, laws there
Laws, laws, everywhere!
LAWS. LAWS. LAWS.
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
10

Parent You
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
11

Padres
Tu
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
12

Parent
You
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
13

Padres Tu
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
14

Parent You
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
15

Padres
Tu
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
16

Parent You
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
17

Padres
Tu
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
18

Picture of Symbol Write down details or facts
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
19

Dibujo de simbolo Escribe detalles o datos
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
20

Articles of Confederation
After the United States won the revolution and declared Independence in 1776, the founding fathers needed to create a new government. Leaders came together at the Second Continental Congress and created the Articles of Confederation. This new form of government was ratified or approved in
1781.
The Articles of Confederation set up one governing house called Congress. Congress had very little power. The states kept most of the power and the federal government could not make decisions without the approval from each state.
The Articles of Confederation had several negative impacts. First, Congress could not raise taxes to pay for the war and this young country had heavy debts to pa to France. Also, Congress could not control trade between the states and other countries or trade between each state. Finally, many states had their own currency, making travel and trade between states more difficult.
Several people were involved in the writing of the Articles of Confederation. Among the most influential were John Adams, Alexander Hamilton, Thomas Jefferson and Gouvernour Morris.
Other problems developed due to the new Articles of Confederation. Taxes in the states were extremely high. Many people could not pay their taxes resulting in people having to be put in prison and losing their land. In 1786, Daniel Shay led a group of angry citizens in an attack on an arms storehouse.
Their attack known as Shay’s Rebellion, was defeated, but the federal government was now worried about future rebellions
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
21

Executive Branch - Article II
In Article II, the Constitution says the power to enforce laws made by Congress is given to the executive branch . Some delegates believed that one person should be the chief executive, or leader.
Others worried that a single executive would be too much like a monarch.
The delegates finally decided on a single chief executive – the President. Citizens vote for electors, who, in turn, vote for the President. This group of electors is called the electoral college.
To be elected President, a person must be at least 35 years old and must have been born in the
United States. The President must also have lived in the United States for 14 years. The President is elected to a four-year term.
Once again, the delegates were careful to preserve the separation of powers. They decided that the President would be able to veto, or reject bills passed by congress. However, Congress could then override the President’s veto with a two-thirds majority vote.
The delegates also made the President commander in chief of the United States military. The
President’s main power, however, would be to “take care that laws be faithfully executed.” If this duty was not carried out, Congress could impeach the President, or accuse the President of crimes. If found guilty, the President could be removed from office.
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
22

Judicial Branch - Article III
According to Article III of the Constitution, the judicial branch must decide whether laws are working fairly. The judicial branch is the court system.
Although the states already had their own courts, the delegates agreed to create a federal court system, too. The courts in this system would decide cases that dealt with the constitution, treaties, and national laws. They would also decide cases between states and between citizens of different states.
The delegates did not organize the judicial branch in the same way as the other branches. Most of their decisions applied only to the highest court in the United States, which they called the Supreme
Court. The Supreme Court would head the judicial branch. Other courts would be created as needed.
The delegates decided that the President would nominate the Supreme Court justices, or judges.
The Senate would vote whether to approve them. The delegates decided that the Supreme Court justices could stay in office for life. This would allow justices to make decisions without worrying about losing their jobs. At first there were six Supreme Court justices. Today there are nine. The Supreme Court has the power to strike down any law that goes against the Constitution. Only by changing the Constitution can Congress restore a law struck down by the Supreme Court.
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
23

Bill of Rights
After the Constitutional Convention, the Federalists agreed to add a list of amendments to the
Constitution. The Bill of rights is the first ten amendments to the Constitution. It lists the rights that are guaranteed to all U.S. citizens and became part of the constitution in 1791. The writers of the Bill of
Rights believed in the importance of fairness, unlike the British government. The amendments in the
Bill of Rights make sure that the government respects the liberty of individual people.
The First amendment gives people the freedom to follow any religion, or none at all. It also says the government cannot promote or financially support any religion. The First Amendment also protects freedom of speech, freedom of the press and the right of the people to assemble, or gather together.
The Second Amendment protects people’s rights to have weapons. The Third Amendment says the government cannot for people to house soldiers in peacetime. The Fourth Amendment protects people against unreasonable searches of their homes.
]
The Fifth through Eighth Amendments deal with due process of law . This term means that people have the right to a fair public trial by a jury. They do not have to testify against themselves in court, and they have the right to an attorney. If convicted, they cannot be sentenced to any cruel punishment.
The Ninth amendment says the people have many other rights not specifically listed in the constitution. The Tenth Amendments says that the national government can only do things that are listed in the Constitution. This means that all other authority, called the reserved power , belongs to the states or to the people.
The constitution has been called a “living document” because it can be changed to reflect new ideas about individual rights and the role of government. However, amendments to the Constitution are added only after a long process. That is why thousand of of amendments have been suggest, but only twenty-seven have been added.
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
24

Mind Map
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
25

The
Constitution
Purpose
Legislative
Branch
Article I
To make laws, raise and keep an army/navy, coin and print money, and control commerce.
1787
The
Articles of
Confederation
Create a new national
Government after declaring
Independence in
1776.
Ratified/Approved 1781
Executive
Branch
Article II
Judicial
Branch
Article III
Bill of
Rights
To carry out laws passed by congress and be commander in chief or the military
1787
Court system that determines whether laws are working fairly.
1787
To protect and guarantee the rights of all people.
Added to the
Const. in 1791
Process Grid
Key Points Impact People
Other
Important
Facts
Set up 2 houses.
House of Reps and the Senate
Each can propose bills
-Called Congress
-States kept
power
-Govt. could’nt
make decisions
without approval
of each state
New laws created by vote.
Majority vote in house of Reps and
Senate required for bill to pass
-Congress could not tax states
-Heavy Debt to
France
-Congress could not control tade
-Many states had
their own
currency
State House
Representatives
Senators
John Adams
Alex. Hamilton
Thomas Jefferson
Gov. Morris
-Chief Executive of exec. branch is
President
-President can veto/reject bills
-Congress can override veto with a majority vote
Federal court system.
Deals with constitutional, treaties and national law.
1st 10 amendments to the Const.
Make sure the
Govt. respects the liberty of all individuals.
Fair rights to the people, unlike the
British govt.
Maintains separation of powers.
Presidents decisions can be challenged
Ensures laws are faithfully executed
Supreme Court heads the judicial branch.
Power to stike laws that go against the const.
Must change the const. to restore a law struck down by Supreme Court
Freedom of religion, speech, right to bear weapons, due process of law, free from unreasonable search of home and other.
President
George
Washington 1 st
President
Chief Justice
Supreme court justices
All citizens of the
United State
House reps. serve
2yr terms.
Senators 6 yr term
High taxes angered people
Farmers losing property
Daniel Shay led rebellion 1786
Rebellion created need for a stronger govt.
President must at least 35 yrs old
Elected by the people to a 4yr term
Can be impeached if duties are not carried out.
Pres. Nominates
Justices.
Lifetime appointment
Can also be impeached
Called a living document
Can be changed to reflect new ideas about rights and govt.
1000s of amendments suggested only 27 added
The Constitution Level 5 CA
Orange Unified School District - Project G.L.A.D (09/07)
26