US Constitution
Quarter 3
Set up notebook.
• Add file to the front of your science binder.
• Put paper behind it to take notes.
• Each day write the date at the top to help you when you go back to review.
Democracy and Articles
of Confederation
Lesson 1
Essential Questions
• What is democracy?
• Why does the United States have a Constitution?
Vocabulary:
We will write down definitions as we go through the lesson.
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Democracy:
Democratic Republic:
Government:
Articles of Confederation
Constitution:
Federalism:
What is democracy?
• On post-it notes, write down what you believe democracy is.
• Only put one idea per sticky note
What is democracy?
• In your table groups, compare ideas to see if any common thoughts or
themes appear.
• Group similar thoughts together.
Democracy Brain Pop Video
Partner Discussion
• What is the difference between a direct democracy and a representative
democracy?
• What is the difference between Greek, Roman, and United States democratic
governments?
• Do we need to add/ delete anything to our democracy chart?
The Declaration of Independence was
written in 1776, but the Constitution wasn’t
written until 1787.
• How do you think the colonies were ruled in those 11
years?
Articles of Confederation
• As you watch this brain pop video, I want you to fill in the graphic organizer.
Weaknesses of the Articles of Confederation
• In your table group, develop a list of the weaknesses of the Articles of
Confederation
Wrap-Up
• Is there anything we need to add/ delete to our class democracy chart?
• Next, we will be talking about the Constitution. Begin thinking about what
you already know about it from 4th grade.
US Constitution
Lesson 2
Essential Questions
• Why was the Constitution written in 1787?
• How and why has the Constitution changed over
time?
Vocabulary:
We will write down definitions as we go through the lesson.
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Amendment:
Congress:
Delegate:
Preamble:
Great Compromise:
Majority:
U.S. Constitution Overview
• In your notes, create a KWL Chart and
go ahead and fill in what you “know” and
“want to know or wonder” about the
constitution.
Constitution book on Big Universe
• As I read the following
book, follow along and
add notes to your KWL
chart.
Constitution Big Universe Book
With a partner, answer the following questions in your notes.
Wrap-Up
• Why was the Constitution written in 1787?
• How and why has the Constitution changed over time?
• Next, we will be talking about the Preamble. Begin thinking about what you
already know about it from 4th grade.
Understanding the
Preamble
Lesson 3
Essential Questions
• What do the words in the Preamble to the
Constitution mean?
• What is the purpose of the Preamble?
Vocabulary:
We will write down definitions as we go through the lesson.
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Union:
Justice:
Domestic:
Tranquility:
Common Defense:
Promote:
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General Welfare:
Blessings of Liberty:
Posterity:
Ordain:
Establish:
Preamble with today’s language
US Preamble to the Constitution
Preamble re-written in today’s language
We The People Video
• This video focuses on the phrase
“ We the People” as you watch, I
want you to think about who are
“the people” and why our
founding fathers wanted to start
the Constitution with these 3
words.
Who are “the people”
• Are these “ people” the same today as they were when the Constitution was
written?
• Do you think the “principles” our founding fathers put in the preamble are still
true today?
• What would you add or take out today?
The Constitution
Lesson 4
Essential Questions
• Thinking about the United States Constitution:
1. What does it say?
2. What does it mean?
Vocabulary:
We will write down definitions as we go through the lesson.
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Article:
Legislative:
Executive:
Judicial:
Ratify:
US Constitution
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Look back at your KWL you created earlier this week.
What should you add to it?
Have any of your questions been answered?
Take a minute to add to it.
Label a sheet of Paper with Roman Numerals I-VII
leave enough room to take notes!
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I
II
III
IV
V
VI
VII
As we watch this video, take notes for each article.
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I
II
III
IV
V
VI
VII
Group Research
• Each group will be assigned one Article of the Constitution. In your group
you will:
1. Close read your article, and decide what information is important and
should be shared with the class.
2. Create a flyer explaining your Article. Your flyer should summarize the
main points of the Article.
3. Grade yourself using the rubric to insure you have all the requirements.
Group Research Day 2
• Take a few minutes to finish up your flyer and decide how you will present.
• We will present the Articles in the order they are in the Constitution.
Three Branches of
Governmnet
Lesson 5/6
Essential Questions
• Thinking about the United States Constitution:
1. How does the Constitution prevent the government from
2.
3.
abusing its power?
What are the responsibilities of the legislative, executive, and
judicial branches of government?
How does the system of checks and balances work to make
the three branches of government responsible to each other
and the people?
Vocabulary:
We will write down definitions as we go through the lesson.
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President
Commander-in-Chief
Veto
Bill
Senate
Impeach
Cabinet
Checks and balances
Separation of power
Create a tri-chart to take notes on the 3 branches
Executive Branch
Legislative Branch
Judicial Branch
As we watch this videos, take notes on each branch
in your tri-chart.
Checks and Balances
1. Complete the matching worksheet and the
cut and paste worksheet with a partner.
2. We will go over these tomorrow
The Bill of Rights
Lesson 7/8
Essential Questions
• Thinking about the United States Constitution:
1. What is the purpose of the Bill of Rights?
2. How does the Bill of Rights affect our lives?
Vocabulary:
We will write down definitions as we go through the lesson.
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Petition
Due process
Incriminate
Prohibit
Infringe
Violate
Impartial
Assemble
Listen for the reason behind adding the Bill of Rights to
the Constitution and an explanation of the first ten
amendments.
Refer to the Bill of Rights as we read the Bill
of Rights Big Universe Book.
Let’s use what we have learned about each amendment to
explain them in quick simple terms.
Amendment
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Explanation
Visitor from Outer Space
You are watching TV one night when all of a sudden a strange looking creature
appears on the TV and says:
My name is STHGIR and I am from another planet in another galaxy where the
people are far superior to the beings on planet EARTH. My people have gained
control over your government. We have the ability to take control of your lives.
We do not want a war between our planet and yours, but we do need to control some
things so that we can live in harmony with you. We believe you have too much
freedom. We need to take some of your rights away. We would like to come to a
decision that we can both be happy with.
Therefore, I am giving you a list of ten of the rights that you now have. Look over the
list and decide which five you want to keep. If you do not decide, I will decide for you.
To help you make your selection, rank the rights listed below in
the order of importance, with 1 being the right you value most
and would give up last and 10 the right you think is least
important and would give up first.
____Right to bear arms
____Right to privacy
___Right to protection
from cruel and unusual
punishment
____Right to freedom of
religion
____Right to freedom of
speech
____Right to protection
from self-incrimination
____Right to legal counsel
and a jury trial
____Right to peacefully
assemble
____Right to freedom of the
press
____Right to protection from
unreasonable searches and
seizures
Right to
bear arms
Right to
peacefully
assemble
Right to
freedom of
speech
Right to
protection from
self-incrimination
Right to legal
counsel and
trial by jury
Right to
privacy
Right to protection
from cruel and
unusual punishment
Right to
freedom of
the press
Right to
freedom of
religion
Right to protection
from unreasonable
searches and
seizures
Rights and Responsibilities
of Citizens
Lesson 9-10
Essential Questions
1. What does it mean to be a US citizen?
2. How are the rights, responsibilities and privileges
of citizens protected by the constitution?
3. Why and how should citizens actively participate
in our government?
Vocabulary:
We will write down definitions as we go through the lesson.
• Citizen
• Naturalization
• Immigrant
• Participate
• Vote
What does it mean to be a citizen?
• Of our class?
• Of your community?
• Of the United States?
What are the rights and responsibilities you
have as a citizen?
• Of our class?
• Of your community?
• Of the United States?
Continue to think about those questions as we
watch this video. Think about if you would
change your answer after watching this video.
USA Studies Weekly Reader
• Read Week 19 and answer the question.
Review for Test
Lesson 11
Naturalized Citizen:
a person who is a citizen of the US but was not
born in the USA.
To become a naturalized citizen, people must take a
test to demonstrate knowledge of the US
government and laws.
Study Guide for Naturalized Citizen Test
• You must work with a partner to create a study guide/aid to assist people preparing to
take the test.
• You can get creative in how you choose to present the information: brochure, poster,
song/rap, taped news program, slide show, game, flash cards, etc.
• The following topics must be included in the guide/aid:
What is a democracy?
What is the Constitution and what does it do?
What do the first three words of the constitution
mean?
What does the preamble mean?
What are the Bill of Rights? Why are they
important?
What are some rights that are protected by the Bill of
rights?
What are the three branches of government?
What is the name of each Branch and what does id do?
What stops one branch from being too powerful?
How can US citizens participate in their democracy?