Lesson 3 – Constitution
Topic:
Class Constitution
Grade Range:
5th grade
Time Frame: One - Two 45 minute class periods
Common Core Standards:
Domain: 2010 Reading Standards for Informational Text K-5 5.RI.4
Standard: Craft and Structure
Cluster Objectives: Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 5 topic or subject area.
Domain: Reading Standards for Informational Text K-5 5.W.1
Standard: Text Types and Purposes
Cluster: Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.
Domain: 2010 Writing Standards K-5 5.W.2
Standard: Text Types and Purposes
Cluster: Write informative explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g.,
in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
Domain: 2010 Speaking and Listening Standards K-5 5.SL.1
Standard: Comprehension and Collaboration
Cluster: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly.
a. Come to discussions prepared having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion
and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Domain: 2010 Speaking and Listening Standards K-5 5.SL.2
Standard: Comprehension and Collaboration
Cluster: Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Domain: 2010 Language Standards K-5 5.L.4
Standard: Vocabulary Acquisition and Use
Cluster: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a
word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word
(e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation and determine or clarify the precise meaning of key words and phrases.
Learning Objective/Outcome:
- Students will learn about the U.S. Constitution.
- Students will explore the language and meaning of the Preamble.
- Students will display their comprehension by writing class constitutions in collaborative groups.
Key Vocabulary:
-compromise
-rule
- federalist
-antifederalist
-ratify
-Preamble
-delegate
-amendments
-Constitution
Materials:
- U.S. Constitution: The Constitutional Convention and Preamble (see attached)
- Markers
- Butcher paper/Chart Paper/Smart Board
- Poster board
Suggested Websites for further study:
http://www.usconstitution.net/constkids4.html
http://www.factmonster.com/ce6/history/A0813344.html
http://www.usconstitution.net/index.html
http://www.teachingamericanhistory.org/convention/
http://www.vrml.k12.la.us/cc/constitution_day/preamble/preambleforkids.htm
Higher Order Questions:
- Why are rules important?
- How should a government rule over its citizens?
Lesson Activities:
Building Background/Motivation:
Students are to use the Smart Board or white board to match the vocabulary words with their definitions.
Preamble - A beginning statement, especially the introduction to a formal document that serves to explain its
purpose. An introductory occurrence or fact.
Compromise – A settlement of differences in which each side makes concessions.
Rule – A law governing behavior or actions.
Delegates – A person authorized to act as representative for others.
Ratify - To approve and give formal sanction to; confirm.
Federalist – A supporter of a strong central government.
Antifederalist - An opponent of federalism and ratification of the U.S. Constitution
Approve - To consent or agree to.
Amendments – A formal change to the United States Constitution. As of 2008 there are twenty-seven
amendments or “changes” to the Constitution.
Constitution - A fundamental principles of government in a nation.
The teacher will inform students that they have won their freedom from British rule and will create their own
Constitution.
Presentation:
1. Read aloud the handout, U.S. Constitution: Background and Preamble (see attached).
2. Discuss the history of the U.S. Constitution and emphasize that the Constitution was a compromise that gave the 13
states a way to work together.
3. Read aloud the Preamble to the Constitution. Discuss its meaning by analyzing the following phrases:
We the People, of the United States - This means the citizens of the USA. The new form of government may have been
drawn up by some of the best- educated men of the new nation, but the rights of Republican government belonged to all.
in Order to form a more perfect Union - The Articles of Confederation had many limitations on governing the new
nation. In this phrase, the Framers were not stating they were crafting a government and nation that were without flaw;
they meant that the new Constitution would produce and uphold a better form of governance than the Articles.
establish Justice - The reasons for Revolution against England were still very much in the minds of American citizens.
Fair trade and fair trial were paramount.
insure domestic Tranquility - Shays’ Rebellion – an uprising of Massachusetts farmers against the state for repayment of
war debts- was one reason the Constitutional Convention was held. Citizens were very concerned with the keeping of
peace within our borders.
provide for the common defense - The possibilities of attacks by other countries was very real. No one state by itself had
the military might to defend itself against a large-scale attack. The Framers knew it was necessary for the states to work
together to defend the nation.
promote the general Welfare - This clause means the “well-being” of all. It relates back to the previous three clauses: by
establishing justice, keeping the peace, and defending the nation, the citizens’ well-being would be taken care of to the
best extent possible by a Federal government.
and secure the Blessings of Liberty to ourselves and our Posterity - America had fought long and hard for liberty freedom from a tyrannical government that had unjust laws, and placed the goals of the English Crown above the
individual. The purpose of the new Constitution was to protect and maintain those hard-won rights, for our Framers’
generation and all that followed.
do ordain and establish this Constitution for the United States of America - This ending clause makes a powerful
statement. We the People have made this governing document for Our nation, and it is We the People who give it the
power.
4. Discuss that the like our states, the class is a group of people who must work together.
5. Point out that individuals need rules to collaborate as a community successfully.
6. Have students form cooperative groups to brainstorm ideas for their Class Constitution.
7. As a class, share ideas and create a list of suggested rules in positive terms on chart paper/Smart Board.
8. Work together to write the Class Constitution on the poster board/Smart Board. Each student and the teacher should
sign the finished product. Post it in the room for referral throughout the year.
Review and Assessment:
Using the writing rubric, students will write a paragraph answering the following question. Which do you think is the
most important part of the Class Constitution? Explain your reasons.
Your paragraph should:
•
Include an introduction with a clearly stated topic sentence.
•
Be supported with details, facts, examples, or descriptions.
•
Have an effective conclusion.
Remember to edit for spelling, grammar, punctuation, and capitalization.
Interventions/Extensions:
Students will work in collaborative small groups of 2-3. Groups are purposefully constructed to maximize individual
strengths without magnifying areas of needs (heterogeneous grouping).
Handout
U.S. Constitution: The Constitutional Convention and Preamble
In 1787, state delegates met in Philadelphia met to create the United States Constitution. The
purpose of the convention was to amend the weak Articles of Confederation that had served as the
beginning constitution for the United States since 1781.
After U.S. leaders signed the Declaration of Independence on July 4, 1776, the nation was in need
of a governing constitution. The Continental Congress adopted the Articles of Confederation, which
established a confederation of states during the American Revolution. Under the articles the Continental
Congress could only regulate taxation and commerce within the states.
From May 25 to Sept. 17, 1787, a total of 74 state envoys chosen by their respective legislatures
gathered at the Pennsylvania State House in Philadelphia. Rhode Island was the only one of the 13 states
that was not represented. George Washington, was elected to preside over the Constitutional
Convention. Other delegates included Benjamin Franklin, James Madison from Virginia, Rufus King
and Elbridge Gerry from Massachusetts, Roger Sherman from Connecticut, Alexander Hamilton from
New York, and Gouverneur Morris and James Wilson from Pennsylvania.
The deliberations in the convention often were spirited as delegates argued over issues such as
states' rights, state representation in Congress, and slavery. The Convention was only supposed to draft
amendments to the Articles of Confederation but, as Madison later wrote, the delegates, "with a manly
confidence in their country," discarded the Articles and built a whole new form of government. The
delegates realized that they needed to forge some type of cooperation between the two different powers
that existed in America – the local governing power of the 13 independent states, and the power of a
central government.
They decided that the new central government needed to be respectful of the powers already
belonging to the states. However, they wanted the central government to have real power, so they
authorized it to coin money, to regulate commerce, to declare war and to make peace, among other
rights.
Although it took most of the summer to create, on September 17, 1787 the Constitution of the
United States was signed. The delegates had finally forged a compromise addressing all of their concerns
and created a constitution that was to be voted upon and ratified by all of the states. The following year a
majority of the states approved the Constitution, thus making it the “supreme law of the land.”
Below is the Preamble to the Constitution of the United States.
Preamble
We the people of the United States, in order to form a more perfect Union, establish justice, insure
domestic tranquility, provide for the common defense, promote the general welfare, and secure the
blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United
States of America.
Student Participation Rubric
Individual Work
4
 Student takes a voluntary, thoughtful,
and active role in own learning.
 Challenges himself on a daily basis.
 Student initiates discussions and
asks significant questions.
 Student’s contributions demonstrate
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3
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
2






1

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

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careful preparation and thoughtful
listening.
Student consistently completes
assigned tasks on time.
Student consistently takes an active
role in their own learning.
Student participates regularly in
class discussions.
Student frequently volunteers ideas,
asks thoughtful questions, and
defends opinions.
Student consistently completes
assigned tasks on time.
Student sometimes takes an active
role in own learning.
Student sometimes shares relevant
ideas and asks appropriate
questions.
Student is reluctant to take risks, yet
contributes occasionally to class
discussions.
Student’s contributions are usually
informed by preparation, although
occasionally may be unprepared.
Student may need occasional
reminders to stay on task, make the
most of class time, and to increase
his level of commitment to the
course.
Student generally completes
assigned tasks on time, although he
may need infrequent reminders.
Student rarely takes an active role in
his own learning.
Student often does not participate
and rarely shares ideas or asks
questions.
Student is often unprepared for or
disengaged from class.
Student often refuses to offer ideas
even when called upon.
Student frequently fails to complete
assigned tasks.
Group Work
 In group discussions and assignments,
student acts as a leader and facilitates
discussion.
 Student takes the initiative to organize and
carry out projects.
 Student is willing to take risks, to assert an
opinion and support it.
 Student listens actively to others.
 Student participates regularly in group
discussions and assignments, occasionally
taking a leadership role.
 Student helps plan and implement group
work.
 Student listens respectfully to his/her
classmates and is willing to share ideas as a
result of having completed assignments.
 Student seldom initiates or leads
discussions, but they contribute regularly.
 Student participates in group work.
 Student listens to classmates and respects
their opinions.
 Student seldom contributes to group
discussions
 Student may impede the work of the group
through uninformed, irrelevant, or insensitive
comments.
 Student displays poor listening skills, and
may be intolerant of the opinions of others.