Grade 3
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 2 days
Bases de nuestro gobierno
Lesson Synopsis:
Students learn about the Declaration of Independence and about the term “consent of the governed” as well as its
relationship to the Declaration of Independence and the United States Constitution. Students also learn about several
Founding Fathers, including Benjamin Franklin, and their contributions to communities that have influenced history.
TEKS:
3.1
3.1A
3.1B
3.1C
3.10
3.10A
3.10B
3.11
3.11A
3.11C
The student understands how individuals, events, and ideas have influenced the history of various communities.
The student is expected to:
Describe how individuals, events, and ideas have changed communities, past and present.
Identify individuals including: Pierre-Charles L'Enfant, Benjamin Banneker and Benjamin Franklin who have helped
to shape communities.
Describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de
Oñate, have contributed to the expansion of existing communities or to the creation of new communities.
The student understands important ideas in historical documents at various levels of government. The student is
expected to:
Identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights.
Describe and explain the importance of the concept of "consent of the governed" as it relates to the functions of
local, state, and national government.
Citizenship. The student understands characteristics of good citizenship as exemplified by historical and
contemporary figures. The student is expected to:
Identify characteristics of good citizenship including truthfulness, justice, equality, respect for oneself and others,
responsibility in daily life, and participation in government by educating oneself about the issues, respectfully
holding public officials to their word, and voting.
Identify and explain the importance of individual acts of civic responsibility, including obeying laws, serving the
community, serving on a jury, and voting.
Social Studies Skills TEKS:
3.17
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:
3.17C
Interpret oral, visual, and print material by identifying the main idea, distinguishing between fact and opinion,
identifying cause and effect, and comparing and contrasting.
3.18
3.18C
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
Use standard grammar, spelling, sentence structure, and punctuation.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):

Create a graphic organizer (e.g., Frayer model) to help explain important ideas related to the idea “consent of the
governed.” Elaborate, in a paragraph, on the importance of the term “consent of the governed” and explain its
relationship to the Declaration of Independence, the United States Constitution, and the Bill of Rights.
Key Understandings and Guiding Questions:

En una sociedad democrática, las personas votan por el líder que representa sus necesidades, gustos y deseos.
— ¿Cómo participan las personas en el gobierno de una república constitucional?
— ¿Por qué es importante “el consentimiento de los gobernados” para las funciones del gobierno local, estatal y
nacional?
— ¿Cuáles son los actos individuales de responsabilidad cívica/civil y por qué son importantes?
Vocabulary of Instruction:

Consentimiento de los
gobernados
©2012, TESCCC
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voto
cimientos
04/05/13
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independencia
líder
page 1 of 6
Grade 3
Social Studies
Unit: 02 Lesson: 01
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elección
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agravio
Materials:
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Refer to the Notes for Teacher section for materials.
Attachments:

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Teacher Resources: Foundations
Handout: Founding Fathers Who Wrote the Declaration of Independence (1 per student or pair)
Handout: Grievances (cut apart, 1 slip per student)
Handout: Excerpt from the Declaration of Independence (cut apart, 1 slip per student)
Handout: Read, Consider, Re-read (1 per person)
Resources and References:

Research information on foundations, Declaration of Independence, and the Constitution.
Advance Preparation:
1. Become familiar with content and procedures for the lesson, including the Read, Consider, Re-read strategy.
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:
Become familiar with the first few words of the Declaration of Independence.
Become familiar with and be sure to understand the concept of “consent of the governed.”
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 – Vocabulary development
1. Show pictures of foundations of buildings (Use the Teacher Resource:
Foundations.)
NOTE: 1 Day = 10 minutes
Suggested Day 1 – 5 minutes
Materials
 Pictures of foundations of buildings
2. Introduce the comparison that just like a strong foundation is needed to
build a strong house, when our nation began, a strong foundation was
needed. Use words such as:
 Whenever a structure like a house is built, the builder starts with
a good foundation. What does a foundation mean? What is the
foundation of a house usually made of?
 For a house or building it usually is a cement slab with steel
rods in it to make it strong. Can you imagine for a really big
skyscraper how strong the foundation would have to be? The
taller and heavier the building, the stronger the foundation needs
to be.
Attachments
 Teacher Resource: Foundations
EXPLORE – Declaration and Continental Congress
Suggested Day 1 – 20 minutes
Materials:
 Painting of Signing of the
Declaration of Independence by
1. Continue the analogy to talk about the foundation of our nation’s
government. Use words such as:
 This week we are celebrating Celebrate Freedom Week. We
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Grade 3
Social Studies
Unit: 02 Lesson: 01
Instructional Procedures
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Notes for Teacher
celebrate our way of life, the freedoms we enjoy, and remember
the choices and decisions that were made to ensure our
freedom.
Just like builders want to lay a strong foundation for a building
they are building, the leaders who started the United States of
America also wanted a strong foundation upon which to build a
new country.
They knew that the laws and rules are the foundation of a
country. The founding documents for our country are the
Declaration of Independence, the Constitution, and the Bill of
Rights.
2. Students practice saying “Continental Congress” three or four times aloud
as a group. Continue the discussion using words such as:
 So the leaders of the 13 colonies met. They called the meeting
the Continental Congress.
 A Congress, to the Founding Fathers, meant an official meeting,
assembly or gathering. They founded the country. They wrote
the documents that form the foundation for our nation.

Trumbull
Declaration of Independence
Charters of Freedom at the National
Archives
Attachments
 Teacher Resource: Foundations
 Handout: Founding Fathers Who
Wrote the Declaration of
Independence (1 per student or
pair)
 Handout: Grievances (1 per
student or pair)
 Handout: Independence from
Great Britain (1 per student or pair)
3. Dissect the word congress:
 con=with
 gress=to walk
 congress: a formal meeting or assembly of representatives for
discussion
 the leaders came together to meet and define path they would
walk to achieve their goals
4. Show slide 7
5. The Declaration of Independence was written by a committee of five of
the Founding Fathers. It was written to address the grievances of the
colonists. Thomas Jefferson was the primary author of the Declaration of
Independence document. The four other people who helped him write the
Declaration of Independence were:
 John Adams of Massachusetts
 Roger Sherman of Connecticut
 Robert Livingston of New York
 Benjamin Franklin of Pennsylvania
6. Distribute the Handout: Founding Fathers Who Wrote the Declaration
of Independence
7. Show slide 8.
8. The leaders understood they were writing important documents that
would shape our nation, and our communities.
9. Show slides 9, 10 and 11
10. Show slide 12 and click on the link to go to the Declaration of
Independence at the National Archives Charters of Freedom site.
11. Provide some background for students regarding the colonies.
Background that needs to be provided depends on students’ prior
knowledge. Some background could include:
 The Colonists were very unhappy with King George and Britain
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04/05/13
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Grade 3
Social Studies
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
(the colonies were part of Britain). They were unhappy about
quite a few things. They called them grievances. A grievance is
a complaint.
12. Distribute the Handout: Grievances to each student.
13. Students read this summary of grievances.
14. Provide background information to help students understand some of the
background for why the founding documents were written. If desired, use
the Handout: Independence from Great Britain. Students follow along
while Teacher reads the Handout aloud.
15. Guide students to conclude the main idea:
 The leaders of the American colonies felt King George and the
British were being unfair by not listening to their complaints, not
allowing the colonists to vote on decisions (no consent of the
governed), and charging far too much money for taxes.
 The American colonists decided to gather the main leaders of
the colonies. The colonies were on the continent of America.
Therefore, the meeting was called the First Continental
Congress.
16. Teacher read aloud the Handout: Independence from Britain while
students follow along.
EXPLAIN – 3-2-1
Suggested Days 1 – 10 minutes
1. Students write:
 3 people who were part of the Continental Congress
 2 grievances the colonists had against King George
 1 person who wrote the Declaration of Independence
EXPLORE – Founding Documents
1. Show slide 13 of the Teacher Resource: Foundations.
2. Distribute the Handout: Excerpt from the Declaration of
Independence.
3. Also distribute the Handout: Read, Consider, Re-read. Students place
their name on the chart and follow teacher directions to read the
document four times, rating their understanding of the document each
time. (Questions for the middle column can be posed as a class and
posted as an anchor chart to be discussed between readings.
4. Students summarize on the bottom of the chart by summarizing what they
learned by reading/discussing the document four times.
5. Distribute the Handout: Excerpt from the Declaration of
Independence.
6. As a class, students read aloud the excerpt from the Declaration of
Independence one more time.
©2012, TESCCC
04/05/13
Suggested Days 1 – 15 minutes
Materials:
 Declaration of Independence
Attachments:
 Teacher Resource: Foundations
 Handout: Excerpt from the
Declaration of Independence (cut
apart, 1 slip per student)
 Handout: Read, Consider, Re-read
(1 per student)
Instructional Note:
It is important that students recognize
that the ideas incorporated in the
Declaration of Independence (and the
constitution and Bill of Rights were
ideas that changed communities – the
individuals who chose to meet and write
the documents, the actual act of writing
the documents, and the ideas embodied
in the founding documents – changed
communities, past and present
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Grade 3
Social Studies
Unit: 02 Lesson: 01
Instructional Procedures
EXPLAIN – Meet state mandate
Notes for Teacher
1. Show slide 16 of the Teacher Resource: Foundations.
2. Student pairs take turns reading aloud the excerpt from the Declaration of
Independence.
EXPLORE – Benjamin Franklin – individuals shape communities
1. Segue from the Declaration of Independence to a discussion of consent
of the governed.
2. Introduce Benjamin Franklin as a good citizen who helped shape
communities as part of the group of leaders who wrote the founding
documents. He once said, “in free governments the rulers are the
servants and the people their superiors and sovereigns.” (If desired, use
the Teacher Resource: Benjamin Franklin: A Wise Founding Father.)
3. In a discussion, help students understand the concept of Consent of the
governed: When people agree to establish and abide by a government,
they consent to be governed. According to the core beliefs of the United
States, as articulated in the articulated in the Declaration of Independence
the only legitimate government is one based on the consent of the
governed.
4. Show students a picture of the Constitution from the National Archives
Charters of Freedom website and facilitate a discussion where students
share what they know and what they want to know about the Constitution.
5. When the Founding Fathers wrote the Constitution, they designed our
government as a constitutional republic whose representatives derive
their authority from the consent of the governed. Those representatives
serve for an established tenure and are sworn to uphold the constitution.
(The people elect representatives, who make decisions in the best
interest of the people and do the will of the people who elected them.
People then re-elect them or elect other representatives, whether at the
local, state or national level.)
Suggested Day 2 – 5 minutes
Attachments
 Teacher Resource: Foundations
 Handout: Excerpt from the
Declaration of Independence (cut
apart, 1 slip per student)
Suggested Day 2 (cont’d) – 15 minutes
Materials
 Information on Benjamin Franklin
 Constitution of the United States
Attachments
 Teacher Resource: Benjamin
Franklin: A Wise Founding Father
(optional)
Instructional Note:
Benjamin Franklin is included as an
example of good citizen several times
during the year. In this lesson he is
looked at as a one of the founding
fathers who helped shape communities
by participating in writing Declaration
and Constitution. In Unit 4, Franklin’s
contributions to human characteristics
of place are studied, including lending
libraries, fire brigades, and post roads.
In Unit 5, on cultural characteristics of
communities, Franklin’s participation in
community is highlighted, including the
fire brigade and Junto Group.
6. Continue the discussion, encouraging students to provide examples and
non-examples of consent of the governed and determine how to describe
the characteristics that can be used to recognize consent of the governed,
and then define it in their own words.
Suggested Day 2 (cont’d) – 5 minutes
EXPLAIN
1. Draw a picture of Benjamin Franklin being a good citizen. Write a caption
for the picture, describing how he helped shape communities.
ELABORATE – Celebrate Freedom Week
Suggested Day 2 (cont’d) – 10 minutes
1. Facilitate a discussion where students share what they have learned in
the lesson, including information about the Declaration of Independence,
the Constitution, consent of the governed, the Founding Fathers,
Benjamin Franklin, voting as a responsible act of good citizenship, and
other topics. In the discussion, students answer the guiding questions and
support the Key Understanding.
 In a democratic society, people vote for the leader who
represents their needs, wants and desires.
— How do people participate in government in a constitutional
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04/05/13
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Grade 3
Social Studies
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
republic?
— Why is “consent of the governed” important to the functions
of local, state, and national government?
— What are the individual acts of civic responsibility, and why
are they important?
EVALUATE – Consent of the Governed
1. Create a graphic organizer (e.g., Frayer model) to help explain important
ideas related to the idea “consent of the governed.” Elaborate, in a
paragraph, on the importance of the term “consent of the governed” and
explain its relationship to the Declaration of Independence, the United
States Constitution, and the Bill of Rights.
Suggested Day 2 (cont’d) – 15 minutes
Instructional Note:
2. A Frayer model is one type of organizer that could be created. A CauseEffect chain or bubble map are others that could be used.
©2012, TESCCC
04/05/13
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