Grade 4
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 2 days
Importancia de los documentos históricos fundamentales
Lesson Synopsis:
In this lesson, students analyze the founding documents and gain an understanding of the intent, meaning, and
importance of the Declaration of Independence and the U.S. Constitution.
TEKS:
4.15
4.15C
Government. The student understands important ideas in historical documents of Texas and the United States. The
student is expected to:
Identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of
Rights.
Social Studies Skills TEKS:
4.21
4.21A
4.21B
4.21C
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:
Differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews;
biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States
and Texas.
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.
Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines,
and maps.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):

Create an analysis pizza to identify each self-evident truth stated in the Declaration of Independence. Explain how
each truth affects you today. (4.15C; 4.21B)
1C, 1E
Key Understandings and Guiding Questions:

La Declaración de Independencia describe los derechos fundamentales que son importantes para los ciudadanos
norteamericanos.
— ¿Cuál es el propósito, significado e importancia de los documentos históricos fundamentales de los Estados
Unidos?
— ¿Cómo las “verdades evidentes” que se describen en la Declaración de Independencia todavía aplican a
nuestra vida en la actualidad?
Vocabulary of Instruction:


derechos inalienables
libertad


constitución
tiranía


declaración
agravios
Materials:

Refer to the Notes for Teacher section for materials.
Attachments:







Handout: Declaration of Independence Excerpt Analysis (1 per student)
Handout: Pattern Puzzle (cut apart, 1 set per group)
Handout: U.S. Constitution Study Sheet (1 per student)
Handout: Bubble Talk (1 per student)
Handout: Pizza Analysis (1 per student)
Handout: Checklist: Pizza Analysis (1 per student)
Teacher Resource: P.I. KEY
©2012, TESCCC
04/04/13
page 1 of 4
Grade 4
Social Studies
Unit: 03 Lesson: 01
Resources and References:






LRE-Constitution Quiz: http://www.texaslre.org/constitution_quiz.html
LRE-Preamble Scramble Game: http://www.texaslre.org/preamble_game/preamble_intro.html
LRE-Branches of the Federal Government Game: http://www.texaslre.org/branches_game/branches_game.html
LRE-Declaration Clarification Game: http://www.texaslre.org/declaration_clarification_game/declaration_intro.html
LRE-The Bill of Rights Match Game: http://www.texaslre.org/BOR/billofrights.html
Teaching Texas: www.teachingtexas.org
Advance Preparation:
1.
2.
3.
4.
5.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Background Information:
Each social studies class shall include: celebrate Freedom Week; appropriate instruction concerning the intent, meaning,
and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical
context.
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
ENGAGE – Students will analyze the Declaration of
Notes for Teacher
Independence.
1. Provide each student with drawing paper and map pencils.
2. Display the word FREEDOM (whiteboard, projector, etc.).
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
Materials:
 Drawing paper
 Map pencils
3. Students draw a picture of what the word means to them and title
the drawing Freedom.
4. In pairs or small groups, students explain their picture to each
other.
5. Facilitate a discussion where students make connections to today
by inviting students to talk about their freedoms in daily life. Lead
students to understand that because of the Founding Documents,
we have these rights – recognized the need for them in
Declaration, set up in Constitution, and guaranteed in Bill of
Rights.
6. Introduce the topic of this lesson: learning about the part of the
Declaration of Independence that states Americans’ freedoms.
EXPLORE – Declaration of Independence.
1. Distribute to each student the Handout: Declaration of
Independence.
Suggested Day 1 – 25 minutes
Attachments:
 Handout: Declaration of Independence (1
per student)
2. Students read the text on the attachment and underline key words
and answer the questions about the text.
©2012, TESCCC
04/04/13
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Grade 4
Social Studies
Unit: 03 Lesson: 01
Instructional Procedures
Notes for Teacher
3. Project/display the Declaration of Independence. Review with
students what they already know about the Declaration of
Independence (it has been part of Constitution Week lessons
since Kindergarten), including that it is a letter to King George VI
to convey grievances about practices by the English government
that the American colonists felt were unfair.
4. Facilitate a discussion about the key words students underlined,
as well as other important terms/ideas in the Declaration of
Independence in order to help them develop an understanding of
the intent, meaning, purpose, and importance of the documents,
including:
 Truths, self-evident, equal, unalienable, rights, life,
liberty, pursuit of happiness, instituted, consent of
the governed
EXPLAIN – Declaration of Independence
1. Organize students into small groups (4 or fewer).
2. Distribute to each group the Handout: Pattern Puzzle.
Suggested Day 1 – 10 minutes
Attachments:
 Handout: Pattern Puzzle (cut apart, 1 set
per group)
3. Students work together to organize the cards in the correct order.
4. Students stand up and as a group recite the statement they just
analyzed.
We hold these Truths to be self-evident, that all Men are
created equal, that they are endowed by their Creator with
certain unalienable Rights, that among these are Life, Liberty
and the Pursuit of Happiness--That to secure these Rights,
Governments are instituted among Men, deriving their just
Powers from the Consent of the Governed.
EXPLORE – U.S. Constitution
1. Project/display the U.S. Constitution. Review with students what
they already know about the Constitution (it has been part of
Constitution Week lessons since Kindergarten); including that it is
the document that set up the form of the government still in place
today.
2.
3.
4.
5.
Suggested Day 2 – 20 minutes
Attachments:
 Handout: U.S. Constitution (1 per student)
Instructional Note
 As an extension, there are video clips about
the Preamble that are available online and
Distribute to each student the Handout: U.S. Constitution.
could be viewed.
 Primary source: document or physical
Facilitate a discussion about important ideas in the Constitution in
object written or created during the time of
order to develop an understanding of the intent, meaning,
the event. They offer an inside view of the
purpose, and importance of the document.
event.
 Secondary source: created later by
While discussing central ideas and articles, students complete the
someone who did not experience first-hand
Handout: U.S. Constitution.
or did not participate in the event; often
interprets and analyzes primary sources,
At some point during the discussion, focus student attention on
but is one or more steps removed from the
the excerpt from the Declaration of Independence handout and
event
the documents reviewed at the National Archives (primary source)
and the statements on the U.S. Constitution handout (secondary
sources). Emphasize the difference to help students make the
distinction between primary and secondary sources.
EXPLAIN – U.S. Constitution
©2012, TESCCC
Suggested Day 2 (cont’d) – 5 minutes
04/04/13
page 3 of 4
Grade 4
Social Studies
Unit: 03 Lesson: 01
Instructional Procedures
Notes for Teacher
1. Distribute the attachment Handout: Bubble Talk.

Handout: Bubble Talk (1 per student)
2. Students use what they have learned about the Declaration of
Independence and U.S. Constitution to explain how the founding
documents are important to Americans by writing in their own
words that the founding documents guaranteed them their rights
as Americans and explaining how our government is designed.
ELABORATE – Consent of the Governed
Suggested Day 2 (cont’d) – 5 minutes
1. Write the following phrase on the board:
 Consent of the Governed
2. Students think briefly and then turn and talk with a partner about
the meaning of the phrase, the relationship between the phrase
and the founding documents studied, and the relationship
between the phrase and their lives.
3. Student pairs share their thoughts with the class.
4. Continue the class discussion by encouraging students to answer
the guiding questions and support their thinking about the Key
Understanding:
 The Declaration of Independence lists foundational rights
important to American citizens.
— What are the intent, meaning, and importance of the
founding documents of the United States?
— How do the “self-evident truths” named in the Declaration
of Independence still apply to our life today?
EVALUATE – Performance Indicator
Suggested Day 2 (cont’d) – 20 minutes
Create an analysis pizza to identify each self-evident truth Attachments:
stated in the Declaration of Independence. Explain how
 Handout: Analysis Pizza (1 per student)
each truth affects you today. (4.15C; 4.21B)
 Handout: Checklist-Analysis Pizza (1 per
1C, 1E
student)
 Teacher Resource: P.I. KEY
1. Distribute to each student the Handout: Analysis Pizza and the
Handout: Checklist-Analysis Pizza.
 In each slice, students re-write the statement in their own
words and tell how it affects them today.
 Student and teacher use the checklist to assess student work.

©2012, TESCCC
04/04/13
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