Teaching American History Grant
Teacher: Gina Coniglio
Unit Topic:
Our Constitution: The Supreme Law of the Land
Grade: 3
History Essential Questions:
What is the purpose of the Constitution? How did it shape our country?
Duration: (2-3) 45 min. sessions
Standards of Learning:
History SOL: The student will:
SS.3.C.1.3: Explain how government was established through a written Constitution
SS.3.C.3.3: Recognize that every state has a state constitution
SS.3.C.3.3: Recognize that the Constitution of the United States is the supreme law of
the land.
Reading SOL: The student will:
LA.3.1.7.4 Identify cause-and-effect relationship in text.
LA.3.2.2.3 Organize information to show an understanding of main ideas within a text
through charting, mapping, or summarizing.
LA.3.5.2.1 Recall, interpret, and summarize information presented orally.
Lesson Objectives:
Content: The student will:
The students will be presented with information on the Constitution in order to gain
understanding of how the American government was shaped and how this document
continues to be the supreme law of the land.
Process: The student will:
Participate in discussions about the Constitution, using primary source documents.
Students will have time to discuss and draw conclusions with a partner and with the
whole group.
Materials:
*Tradebook:
Shhh! We’re Writing the Constitution by Jean Fritz
We the Kids by David Catrow
*Technology:
Promethean Flipchart: The Constitution
Schoolhouse Rock DVD: America Rock
United Streaming video: Shhh! We’re Writing the Constitution by Jean Fritz
If available, Brainpop video: The U.S. Constitution
*Primary Source Document: The Constitution and the Bill of Rights
http://www.archives.gov/exhibits/charters/charters_downloads.html documents
http://www.archives.gov/exhibits/charters/constitution_transcript.html Transcripts
*Other: Chart paper, markers, drawing paper, post-its for each student
Assessment/Evaluation: The student will:
Illustrate a specific part of the Constitution to show an understanding of that part. Each
student will present their drawing and explain their given part.
Lesson Procedure:
Background Knowledge and Purpose Setting: The teacher will:
Create a web on chart paper. Use one color marker to chart, What we think we know
about the Constitution. At the completion of the entire lesson, use a different color
marker and add, What we learned about the Constitution.
Before Reading: The teacher will:
Ask and lead a discussion of: What is a state? What is a country? What if the U.S.
were actually 50 countries? What if we needed a special permit or passport to travel
between states? What if each state used its own currency? Guide students towards an
understanding of what America would be like if it was not the “United States”.
During Reading: The student will:
Understand why the Constitution was written. Using Promethean flipchart, The
Constitution, or reading the book titled, Shhh! We’re Writing the Constitution by Jean
Fritz, introduces the history of the Constitution. During the lesson use the Think-PairShare strategy. Ask: Why were the men called Framers? Why were there only men at
the Constitutional Convention? Why did the people want “rights”? How does having 3
branches of government guarantee that power is shared? What would be different in
America if we did not have the Constitution?
After Reading: The student will:
Work with a partner to review rights & amendments from the Constitution and Bill of
Rights. Assign partners a right or amendment. Have them use the Think-Pair-Share
strategy to discuss the right they have been given. Students can use primary source
documents, websites, or books to review. Guiding questions: Why is it important for
citizens to be given this right? How would our country be different without it? Do you
think this right affects kids? If so, how?
Closure: The student will:
Gather together in a whole group to discuss their thoughts and ideas about why rights
are important.
Extension/Differentiation: The student could:
*Research a Framer and create a Power Point presentation.
*Create a class Constitution. All “rights” must be agreed on by a 2/3 vote of the class.
*Research our state Constitution. Create a double bubble map of similarities and
differences to the U.S. Constitution.
*Research facts about our state Constitution. Prepare a poster to share with the class.
*Present short plays about amendments on Constitution Day, September 17 th.
http://www.crfcelebrateamerica.org/index.php/holidays/4th-of-july/75-boston-plays
RESOURCES
This factual gem that's written with Jean Fritz's
humorous touch chronicles the hot summer of 1787 where fifty-five
delegates from thirteen states huddled together in the strictest secrecy in
Philadelphia to draw up the constitution of the United States!
Sooner or later, just about every American kid is
required to memorize the Preamble to the Constitution of the United
States. And until now, it was one of the more boring, meaningless
assignments. But artist and political cartoonist David Catrow has changed
all that with his witty, clear-as-a-Liberty-Bell picture book. For him, the
Constitution is "a kind of how-to book, showing us ways to have
happiness, safety, and comfort." With laugh-out-loud cartoony
illustrations, and the actual words of the Preamble as the only text,
Catrow depicts a camping trip taken by a diverse, bumbling group of
friends, demonstrating the rights and responsibilities the Constitution
places on all Americans, young and old
Nine short cartoons make up this America Rock
DVD, a 30-minute program that will stir patriotism
and teach kids a bit of history. Titles include “I’m
just a Bill”, “The Preamble”, and “The Great
American Melting Pot”.