FRAME THE LESSON
TEACHER:
CLASS: 5th Grade
DATE: November 9-10
M T W TH F
Bill of Rights
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials
3B: identify the contributions of individuals, including James Madison, and others such as George Mason, Charles Pinckney, and
Roger Sherman who helped create the U.S. Constitution
Pearson’s 5th Grade
Building Our Nation
TE
15C: explain the reasons for the creation of the Bill of Rights and its importance
17D: describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day,
Constitution Day, Columbus Day, and Veterans Day
(p. 266-271)
19A: explain the contributions of the Founding Fathers to the development of the national government;
20A: describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and
press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an
attorney
Objective/Key Understanding:




Compare and contrast the viewpoints of Federalists and Anti-Federalists.
Describe the process that led to the ratification of the Constitution by the states.
Understand that to get ratification the supporters of the Constitution had to agree to add a Bill of Rights.
Explain that the Bill of Rights guarantees the individual rights of all citizens.
Vocabulary
Federalist
Anti-Federalist
Bill of Rights
Amendment
Due process
Closing Product/ Question/ Informal Assessment:

Got it Questions 1-8 (p. 266-271)
Critical Writing Prompt:
 The museum has old posters from 1787. Some support the Federalist point of view, and others support the Anti-Federalists. Describe what one
of the posters says.
Stop and Check for Understanding- High Level Questions
The Nation Debates (p.266-267)
 What problem arose by the end of the Constitutional Convention?
 How would you compare Federalist and Anti-Federalist views of government?
 What was the Bill of Right meant to do?
 How did concerns about individual rights led to the inclusion of the Bill of Rights in the U.S. Constitution?
 Why did Anti-Federalists worry about the President becoming a king?
 What questions would you want to ask Alexander Hamilton and Patrick Henry, based on their statements?
 How and why was the United States government created at the Constitutional Convention?
Ratifying the Constitution (p.268)
 What was the effect of promising that Congress would allow amendments to the Constitution?
 After Connecticut voted to ratify the Constitution, how many more states needed to ratify for it to become the new plan for government in the United
States?
 Would the Constitution have been ratified if there had been no promise that a Bill of Rights could be added?
 Why do most Delaware license plates include the motto “The First State”?
 Which was the first large state to ratify the Constitution? Which was the last large state to ratify it? How many years passed between the two states’
vote.
Protecting Rights (p.269)
 How do individual rights limit the powers of the federal government as expressed in the Bill of Rights?
 What were the fundamental rights of all citizens set forth in the First, Sixth, Seventh, and Eighth amendments?
 Why do many people consider the First Amendment the most important amendment?
 Why would Anti-Federalist have supported the Tenth Amendment?
The Ten Amendments (p.270-271)
 Why do you think it took more than two years for the Bill of rights to go into effect?
 What was the purpose of the Bill of Rights?
 How are the Fourth and Fifth Amendments similar?
 Why are these ten amendments called the “Bill of Rights”?
 What does passage mean?
 How do you know the Bill of Rights was important to other governments?
 How do you think people in states such as Massachusetts felt about the Bill of Rights? Explain.
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p. 266)
 Read to the class the Key Idea: “I will know that the Bill of Rights guarantees the individual rights of all citizens.” Tell students in this lesson
they will be learning about this concept and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 266).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Remind students that the Bill
of Rights guarantees the individual rights of all citizens.
 The Nation Debates (p.266-267)
 Ratifying the Constitution (p.268)
 Protecting Rights (p.269)
 Ten Amendments (p.270-271)
Students are to read assigned sections and be prepared to share findings with class.
~ Remind students they will know that the Bill of Rights guarantees the individual rights of all citizens.
The Nation Debates (p.266-267)
 When the new Constitution became public, the nation found itself divided. Citizens who supported it became known as Federalists. Federal
refers to the kind of government the Constitution created. People who did not support the Constitution became known as Anti-Federalists.
Ratifying the Constitution (p.268)
 On December 7, 1787, Delaware became the first state to ratify, or approve, the Constitution. Nine stated needed to ratify it before the
Constitution would become the law of the land. By the time Connecticut voted for it in early 1788, five states had ratified the Constitution .But
the lack of a Bill of Rights remained a serious concern for many states.
Protecting Rights (p.269)
 Americans who fought for the Bill of Rights considered it so important because it spells out the individual rights of each citizen. Many people
felt that unless their rights were stated, the government might take unfair advantage of its citizens. By protecting basic rights, the Constitution
serves to protect the common good, or what is best for the whole United States.
Ten Amendments (p.270-271)
 On September 25, 1789, just a few months after the Constitution took effect, the first national Congress officially proposed the Bill of Rights.
The states approved these ten key amendments to the Constitution. On December 15 1791, they went into effect. The Bill of Rights is
summarized in the chart below.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here.
(Please see this information above).
 Students will demonstrate mastery by completing the Got It Questions:
 Based on the statement in the pictures on these two pages, under each man’s name, Identify whether he was a Federalist or an Anti-Federalist.
(p. 267)
 Identify and circle the date on the timeline when enough states had ratified the Constitution for it to take effect. (p.268)
 Describe why you think people celebrated the ratification of the U. S. Constitution, as is seen in this New York City celebration. (P. 269)
 Circle an amendment that you think is very important. Explain why (p.270)
 Illustrate one of the fundamental rights in the First “Amendment. Write a caption to describe this right. (p.271)
 Describe how Amendments 5 through 8 have become the foundation of due process within the U. S. judicial system.(p.271)
 The museum has old posters from 1787. Some support the Federalist point of view, and others support the Anti-Federalists. Describe what one
of the posters says. (p. 271)
 Explain the overall reason for the creation of the Bill of Rights.(p.271)
FRAME THE LESSON
Summarizing
TEACHER:
CLASS: 5th Grade
DATE: November 11
M T W TH F
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
24B: 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
Pearson’s 5th Grade
Building Our Nation
TE
(p. 272-273)
Objective/Key Understanding:



Understand how to summarize main ideas
and details in a single sentence.
Understand how to paraphrase
information in one’s own words.
Distinguish important detail from less
important ones.
Closing Product/ Question/ Informal
Assessment:

Apply the Skill Activity (p. 273).
Rigor & Relevance: (Real World Connection)

Preview the Sill (p. 272)
Tell students the y will know how to summarize main ideas and details into a single statement. Before
reading the worktext, ask students to explain what the expression sum up means.
 What does the word sum up as a noun and as a verb?
 How can you put everything into just one sentence?
 Why is it helpful to summarize reading details in your own words?
Practice the Skill (p. 272)
Remind students the y will know how to summarize main ideas and details into a single statement. Have
students read the first paragraph on page 272. Discuss the difference between a main idea and details.
Use the chart on the bottom of the page to reinforce this discussion.
 How is the statement in the Main Idea box supported by the information in the Details Box?
Students are to then work in pairs, groups or independently to review pages 266 and 267. Students can
take notes in a two-column chart under the headings Federalists and Anti-Federalists. They can use their
charts to help them answer the first three questions on the worksheet.
Apply the Skill (p. 273)
Direct students’ attention to the Try it! Section. Remind students the y will know how to summarize main
ideas and details into a single statement. Have students answer question 1-4 independently and then
compare their answers in small groups.




In debates, people have opposing points of view about ideas or issues. Who were the opposing
sides in “The Nation’s Debate”?
How would you explain the point of view of each side in a short statement?
What is one detail that provides more information about the point of view of each side?
How would you summarize the section of Lesson 3 titled “The Nation’s Debate”?
Engage
Explore
Explain
Elaborate
Evaluate
Preview the Skill (p.272)
A Tell students the y will know how to summarize main ideas and details into a single statement. Before reading the worktext, ask students to explain
what the expression sum up means.
 What does the word sum up as a noun and as a verb?
 How can you put everything into just one sentence?
 Why is it helpful to summarize reading details in your own words?
Summarizing (p. 272)
Tell students the y will know how to summarize main ideas and details into a single statement. In math, you add numbers to come up with a sum. In
social studies, you combine main ideas and details to create a summary. When you summarize you sum up a larger amount of text into a clear statement.
 For example, you might summarize the United States Constitution as a plan for government that includes three branches-legislative, executive,
and judicial.
Writing a summary is a good way to analyze and remember information. Read the paragraph below. Then look at the way it is divided into main idea
and details.
 Does the summary clearly state the information in the paragraph?
Practice the Skill (p. 272)
Remind students the y will know how to summarize main ideas and details into a single statement. Instruction is then differentiated to meet the varied
needs of students as follows:
Special Needs:
 Ask students to summarize something they heard on the news today or in a conversation at home. Discuss the value of keeping summaries short
and clear.
Extra Support:
 Ask students to summarize what happened in the process of ratifying the Constitution. They should reread the text section on page 268 to
refresh their memories. Discuss how using the timeline on that page could help make the ratification process clearer for them.
On-Level:
Have students complete a graphic organizer similar to the one on page 270 for each of the sections of Lesson 2, summarizing the ratification process, the
purpose of the Bill of Rights, and the Bill of Rights itself.
Challenge/Gifted:
 Have students role-play a debate between Federalists and Anti-Federalists over inclusion of the Bill of Rights in the Constitution. After the
debate, have class members write a summary of the arguments made by each side.
After student learn about summarizing, use the ELPS support note on page 266b to help English Language Learners.
Beginning
 Read the first three sentences of the third paragraph aloud to students. Then write the following sentence opener on the board or chart paper: In
order to limit…Have students completer the sentence, based on the information they heard. Reread the text sentences if necessary.
Intermediate
 Have students work in pairs. Each student should the third paragraph aloud to their partner. Ask them to work together to write a summary of
the information in their own words. Discuss their summaries.
Advanced
 Read the description of the First Amendment from the second paragraph on page 269 aloud to students. Ask them to listen carefully and then
write a one sentence summary of the First Amendment.
Advanced High
 Have students turn to the Constitution in the text (page R$) and read the actual language of the First Amendment. Working in pairs, have
students write a summary of the First Amendment. Compare student summaries.
Try It (p. 273)
Reread the section of Lesson 3 titled “The Nation Debates” on pages 266 and 267. Analyze the information and answer the following questions about
summarizing.




In debates, people have opposing points of view about ideas or issues. Who were the opposing sides in “The Nation’s Debate”?
How would you explain the point of view of each side in a short statement?
What is one detail that provides more information about the point of view of each side?
How would you summarize the section of Lesson 3 titled “The Nation’s Debate”?
FRAME THE LESSON
Key Concepts of the Constitution
TEACHER:
CLASS: 5th Grade
DATE: November 12
Student Expectations Bundled in Lesson
Noun=Underline
M T W TH F
Resources/Materials
Verb=Italicize
15B: explain the purposes of the U.S. Constitution as identified in the Preamble
16A: identify and explain the basic functions of the three branches of government
Pearson’s 5th Grade
Building Our Nation
TE
(p. 274-281)
16B: identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution
20B: describe various amendments to the U.S. Constitution such as those that extended voting rights of U.S. citizens
Objective/Key Understanding:







Describe the Civic responsibilities of citizens of the Unite States.
Analyze the basic principles of democracy and why they are important to citizens today.
Analyze the role of the Supreme Court and other federal courts n interpreting the Constitution and the Bill of
Rights.
Explain the basic functions of United States government institutions and their significance.
Explain the military’s role in defending the nation
Identify government agencies that work to promote the well-being of Americans.
Summarize how voting rights have been expanded to include more citizens.
Introduce Vocabulary Activity (p. 275)
Popular sovereignty
Constitutional republic
Civic responsibility
Rule of law
Judicial review
Closing Product/ Question/ Informal Assessment:
Got it Questions 1-10 (p. 274-281)
Rigor & Relevance
Critical
Writing/Real World
Connection:
During a hurricane,
your town is in danger
of flooding. Explain
why the President
would send the
National Guard to
help your town.
Stop and Check for Understanding- High Level Questions
A More Perfect Union (p. 274)
 Why is it important that state constitutions follow the rules of the U.S. Constitution?
 How can people become informed about current events and elections?
 What part of the word Preamble lets you know it comes at the beginning of the Constitution?
Establish Justice (p. 275)
 How do the Constitution’s basic principles protect citizens?
 How do the principles of rule of law and individual rights limit the powers of the federal government as expressed in the Constitution and the Bill of
Rights?
Ensure Domestic Tranquility (p. 276)
 How is the responsibility of the National Guard different from that of the U.S. Army or Navy? (
 How does the FBI ensure that our country is safe and peaceful?
 How would the National Park Service help you and your family during a visit to a National Park?
 What is one question you would ask an EPA worker about how the agency protects the environment?
Provide for the Common Defense (p. 277)
 What does common mean in the phrase “common defense.”
 How do the armed forces provide common defense?
 Why do you think the U.S. Navy needs aircraft?
 What is a “search-and – rescue mission?
 How does our political system limit the power of the military as expressed in the Constitution?
 What important purpose do the armed forces fulfill for our government?
Promote the General Welfare (p. 278)
 How does the Food and Drug Administration work for the well-being of Americans?
 What is the purpose of Social Security?
 How are Medicare and the Children’s Health Insurance Program similar?
 What two words are combined in the word Medicaid?
 What is one way that states help make sure cars are safe?
Secure Liberty (p. 279)
 How does the Bill of Right express “the Blessing of Liberty”?
 What important freedom that you now have might be missing if there were no Bill of Rights?
Amending the Constitution (p. 279-280)
 How has amending the Constitution given more citizens “the Blessings of Liberty”?
 What was the result of the Constitution’s expansion of voting rights from our nation’s early history to today?
 What is one question you have about the amendments to the Constitution?
 Why has it been a good idea that the process for amending the Constitution be relatively difficult?
 What do you think might happen if the requirements were changed and an amendment could be ratified by only half of the states?
 As a result of the Twenty-fifth Amendment, what do you think happened when President Richard Nixon resigned in 1974?
 Why do you think the Twenty-Sixth Amendment lowered the voting age in all states to 18?
Out of Many, One (p. 281)
 What does E Pluribus Unum mean?
 How are the words unum and united connected?
 In what ways can you make your school or community a better place?
Engage
Explore
Explain
Introduce the Key Idea & Vocabulary (p.274)

Read to the class the Key Idea: “I will know how the Constitution affects our lives today.” Then explain that this is what they will learn in this lesson. Tell students in this lesson
they will be learning about this quote and what it means to American History.

Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 274).
Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.

A More Perfect Union (p. 274)

Establish Justice (p. 275)

Ensure Domestic Tranquility (p. 276)

Provide for the Common Defense (p. 277)

Promote the General Welfare (p. 278)

Secure Liberty (p. 279)

Amending the Constitution (p. 279-280)

Out of Many, One (p. 281)
Remind students they will know how the Constitution affects our lives today.
A More Perfect Union (p. 274)

The Preamble explains that the Constitution was created to “form a more perfect union.” Leaders hoped to strengthen and unify the country. Under the Constitution, the nation
has a strong federal government that shares powers with state governments. Each state has its own constitution, but each must obey the U.S. Constitution.
Establish Justice (p. 275)

The Constitution rests on basic principles, or ideals. One of these is the rule of law. This means that the law protects citizens from a government’s misuse of power. Another
principle is “equality under the law.” Everyone is considered equal, so the law applies equally to citizens and government officials. The Constitution seeks to treat all citizens
with justice, or fairness. The rights and freedoms expressed in the Bill of rights belong to every citizen equally. The government cannot take them away.
Ensure Domestic Tranquility (p. 276)

Domestic tranquility refers to a safe and peaceful homeland. “Domestic” means home and family. “Tranquility” means peace or calm. The government has many agencies
whose job it is to make sure Americans are safe as a nation and within their towns and homes.
Provide for the Common Defense (p. 277)

The nation is defended, or protected by men and women serving in the armed forces. The army protects the nation on land, and the navy defends the seas. The marines operate
both on land and sea. The air force operates in the skies using jets, helicopters, and other aircraft. Along the nation’s coastlines, the coast guard enforces the law, sometimes
working as part of the navy. The coast guard also performs search-and-rescue missions to aid ships and people in danger. The National Guard serves as part of the army and the
air force.
Promote the General Welfare (p. 278)

Many government agencies work for the welfare, or well-being, of Americans, The Food and Drug Administration makes sure that food and medicines are safe for public use.
The Department of Transportation sets safety standards for automobiles. The National Institutes of Health help keep the public healthy by tracking outbreaks of disease such as
the flu. The Centers for Disease Control also work to protect public health and prevent disease.
Secure Liberty (p. 279)

Blessings of Liberty.” Liberty means “freedom.” For example, the Constitution protects a person’s freedom to express an opinion in a newspaper. It also protects citizen’s right
to gather in public places and to own property. However, not all citizens have always enjoyed these freedoms. Throughout history, Americans have worked to give more
citizens these blessings of liberty.
Amending the Constitution (p. 279-280)

When the founding fathers wrote the Constitution, they allowed for it to be changed, or amended, over time. Several of these amendments have affected one of citizens’ most
important liberties, the right to vote.
Out of Many, One (p. 281)

The motto E Pluribus Unum has special meaning for Americans. It means that out of 50 distinct states comes one United States. It suggests that despite our differences, we
share certain principles, such as a strong belief in individual rights. These beliefs keep us united, though it is not always easy for one nation to include so many different people
and opinions. However, to keep the nation strong and united, good citizens must go beyond their basic civic and political responsibilities to improve government and society. In
other words, not only do citizens need to vote and exercise their rights, they need to take an active role in making the nation and their communities better. They can volunteer,
suggest improvements and even run for office.
Elaborate
Evaluate
Questions from the Stop and Check for Understanding- High Level Questions are to be used here.
(Please see this information above).
Students will demonstrate mastery by completing the Got It Questions:
 Summarize in the space below what you’ve learned about the Constitution so far. (p.275)
 In this photograph, National Guard workers help clean up after a tornado has struck a town in Oklahoma. Explain how the National Guard helps to ensure
domestic tranquility. (p.276)
 Identify and add where each branch of the military operate to the word web. (p.277)
 Government agencies test and inspect products such as cars to ensure that they are safe. Explain why this is the responsibility of the federal government.
(p. 278)
 Amendments to the Constitution have expanded voting rights. Identify and fill in the char with the missing dates and amendments. (p.279)
 Compare and Contrast the Fifteenth and Twenty-sixth Amendments (p.280)
 Identify how many present-day states must ratify an amendment to make it a part of the Constitution. (p.280)
 Summarize Describe two ways in which the Preamble to the Constitution affects our lives today.
(p.281)
 During a hurricane, your town is in danger of flooding. Explain why the President would send the National Guard to help your town. (p.281)
 Describe how amendments have changed voting rights from the time the Constitution was ratified until today. (p.281)
TEACHER:
CLASS: 5th Grade
DATE: November 13
M T W TH F
FRAME THE LESSON
TEKS Practice
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
3B: identify the contributions of individuals, including James Madison, and others such as George Mason, Charles Pinckney, and Roger
Sherman who helped create the U.S. Constitution
15B: explain the purposes of the U.S. Constitution as identified in the Preamble
15C: explain the reasons for the creation of the Bill of Rights and its importance
16A: identify and explain the basic functions of the three branches of government
16B: identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution
17D: describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution
Day, Columbus Day, and Veterans Day
19A:explain the contributions of the Founding Fathers to the development of the national government;
20A: describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and
press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an
attorney
20B: describe various amendments to the U.S. Constitution such as those that extended voting rights of U.S. citizens
24B: 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
Objective/Key Understanding:
~ After studying this topic, students will demonstrate the following enduring understandings:
 Every citizen is equal under the laws of the United States.
 The U. S. Constitution is an enduring document that has been amended over time.
 The U.S. Constitution guarantees the rights of citizens and the structure and responsibilities of our government.
 People with different viewpoints may need to compromise to reach a common goal.
 People agree to follow written rules because this helps them to live and work together.
~ Students will answer questions about every TEKS on the TEKS Practice pages 282-285.
Resources/Materials
Pearson’s 5th Grade
Building Our Nation
TE
(p. 282-285)