Civic Education and Community Change
American Government/Social Studies/ Grade 5
Unit Summary: This fifth grade social studies unit examines the principles and core values of the American government and the how people can be an agent of change. This unit
uses lessons from the Constitution series by iCivics, Inc. a nonprofit organization dedicated to advancing civic education. Teacher may copy, distribute and transmit this work
for non-commercial purposes. With the focus of the unit on close reading and opinion/argumentative writing, the unit could be effectively taught in tandem with a unit in English
language arts that focuses on the development of opinion/argument and close reading.
Timeline: This is a stand-alone unit that can be done at the beginning of the school year or at the end of the school year after instruction on the American Revolution. Each of the
four multi-day lessons can stand alone. Teachers can decide whether to use the essential questions for the unit as a summative assessment at the end of each lesson or the four
essential questions at the end of the unit. The essential questions are embedded into the unit project.
Teachers may choose to do this unit at the beginning of the school year as part of establishing their own classroom community based on the values and agreements/rules
establishing for a successful learning community. The timing works well for Constitution Day on September 17thTeachers may also choose to do at the end of the school year as a
culminating unit to engage students in being active and engaged citizens through the development of a community service learning project.
These Model Curriculum Units are designed to exemplify the expectations outlined in the MA Curriculum Frameworks for English Language Arts/Literacy and Mathematics
incorporating the Common Core State Standards, as well as all other MA Curriculum Frameworks. These units include lesson plans, Curriculum Embedded Performance
Assessments, and resources. In using these units, it is important to consider the variability of learners in your class and make adaptations as necessary.
The contents of this model curriculum unit were developed under a grant from the U. S. Department of Education. However, these contents do not necessarily represent the policy
of the U. S. Department of Education, and you should not assume endorsement by the Federal Government.
This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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Table of Contents
Unit Plan 3
Lesson 1 Core Values of the American People - 7
Lesson 2 Power Brokers - 21
Lesson 3 The Balancing Act - 28
Lesson 4 The Power of One - 33
Unit Resources - 33
CEPA - 49
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Stage 1 Desired Results
Massachusetts History and Social Science Curriculum
Framework
Concepts and Skills
HISTORY AND GEOGRAPHY
3. Interpret timelines of events studies. (H)
CIVICS AND GOVERNMENT
CS8. Define and use correctly words related to
government: citizen, suffrage, rights, and representation,
federal, state, county, and municipal. (C)
CS9. Give examples of the responsibilities and powers
associated with major federal and state officials (e.g. the
President, chief justice of the Supreme Court, governor,
state senators, and state representatives.)
CS10. Explain the structure of the student’s city or town
government.
Transfer
Students will be able to independently use their learning to…
Apply knowledge of political and social systems to participate actively as an informed citizen of a
democracy.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
Students will keep considering …
 The American government is derived from a
 How do our basic principles and core values
set of basic principles and core values.
influence our actions?
 Compromise and collaboration helps to solve  How and why do separate countries or
problems.
territories unite?
 Change can be achieved by one or more
 Why is balance of power important in
people.
government?
 How can one or more citizens effect change?
Learning Standards
5.16 Explain the meaning of the key ideas on equality,
natural rights, the rule of law, and the purpose of
government contained in the Declaration of Independence.
(H, C, E)
Acquisition
Students will know…
Students will be skilled at…
 How the American government works.
 Identifying key concepts using academic
language
 The rights and responsibilities of American
citizens.
 Analyzing primary source documents
 Essential elements of US seminal documents  Problem solving through compromise and
collaboration
 Writing arguments supported by evidence with
a strong conclusion
5.24 Describe the basic political principles of American
democracy and explain how the
Constitution and the Bill of Rights reflect and preserve these
principles. (C)
A. individual rights and responsibilities
B. equality
C. the rule of law
D. limited government
E. representative democracy
5.20 Explain the reasons for the adoption of the Articles of
Confederation in 1781 and for its later failure. (H, C)
5.21 Describe Shays’ s Rebellion of 1786–1787 and explain
why it was one of the crucial
events leading to the Constitutional Convention. (H, E, C)
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5.22 Identify the various leaders of the Constitutional
Convention and describe the major
issues they debated. (H, E, C)
A. distribution of political power D. the Great Compromise
B. rights of individuals E. slavery
C. rights of states
5.23 Describe the responsibilities of government at the
federal, state, and local levels
(e.g., protection of individual rights and the provision of
services such as law enforcement
and the building and funding of schools). (C)
5.24 Describe the basic political principles of American
democracy and explain how the
Constitution and the Bill of Rights reflect and preserve these
principles. (C)
A. individual rights and responsibilities
B. equality
C. the rule of law
D. limited government
E. representative democracy
5.25 Identify the three branches of the United States
government as outlined by the
Constitution, describe their functions and relationships, and
identify what features of
the Constitution were unique at the time (e.g., the
presidency and the independent
judiciary). (H, C)
5.26 Identify the rights in the Bill of Rights and explain the
reasons for its inclusion in the
Constitution in 1791. (H, C)
5.27 Explain how American citizens were expected to
participate in, monitor, and bring
about changes in their government over time, and give
examples of how they continue
to do so today. (H, C)
ELA/Literacy
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ELA RI .Explain how an author uses reasons and evidence
to support particular points in a text, identifying which
evidence support which point(s).
ELA W5.1Write opinion pieces on topics or texts supporting
a point of view with reasons and information.
 Introduce a topic or text clearly, state an opinion, and
create an organizational structure in which ideas are
logically grouped to support the writer’s purpose.
 Provide logically ordered reasons that are supported by
facts and details.

Link opinion and reasons using words, phrases and
clauses.
Provide a concluding statement or section related to the
opinion presented.
ELA W.7 Conduct short research projects that use several
sources to build knowledge through investigation of every
aspect of a topic.
ELA W.8 Recall relevant information from experiences or
gather relevant information from print and digital sources;
summarizes or paraphrase information in notes and finished
work, and provide a list of sources.
Evaluative Criteria
Community Problem and Evidence
Causes and Solution
Action Plan
Presentation
Stage 2 - Evidence
Assessment Evidence
CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT
The Community Council of (your town/city name here) is interested in ways to make the community
better and build greater community involvement.
The Community Council would like to learn about the work you and your classmates have done You are
invited as special guest to The Community Council meeting to see and hear your action plans, speeches,
and written editorials. The Town Council would like to share your work with schools and community
organizations across the country through a state of the art website with connections to social media and
print media as well. This is your opportunity to show the country how citizens can make change in their
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community.
OTHER EVIDENCE:
Learning Journals
Formative Assessment
Summative Assessment- Open Response with the four essential questions
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Lesson 1 Core Values of the American People
Students will be introduced to the core values and principles of the American people as expressed in the Declaration of Independence and the Constitution. They will
identify and explore these values which form the foundation of our government and how they apply to daily life.
Lesson II: The Power Brokers
Students will understand the sequence of events that led to the writing and ratification of the U.S. Constitution. Students will understand why we have this constitution
and who has the power.
Lesson III The Balancing Act: Who gets what powers?
Students will understand that the three branches of government are structured to maintain an equal balance of powers.
Lesson IV Power of One
Students will analyze their roles as citizens and how they can effect change.
Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012
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(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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Lesson 1 Core Values of the American People
Brief Overview of Lesson -Students will be introduced to the core values and principles of the American people as expressed in the Declaration of Independence and the
Constitution. They will identify and explore these values which form the foundation of our government and how they apply to daily life. As you plan, consider the variability of
learners in your class and make adaptations as necessary.
Prior Knowledge Required: None required. This unit is designed to stand alone, but it may also follow a unit on the Revolutionary War.
Estimated Time (minutes): three 45-minute lessons
Resources for Lesson
Learning journal (find specific information in resources section)
Pencils and/or pens, highlighters; colored pencils, markers and/or crayons; post-its (optional)
Scissors glue or paste
Booklets: plain paper, lined paper and/or construction paper for booklets, glue or glue sticks, paper punch and yarn or stapler
Word wall for targeted academic language/vocabulary
Declaration of Independence:
Photocopy of the text for each student to use for close reading to mark up.
The Constitution of the United States:
Photocopy of the Preamble text for each student to use for close reading to mark up.
iCivics
http://www.icivics.org/
http://www.icivics.org/teachers for specific lesson content and optional learning activities Each iCivics lesson has been reproduced in the appendix. Please go directly to the
website to download PowerPoints. Please note that I-civics units are periodically updated and/or revised.
PowerPoint program and projector to display iCivics lessons
Optional: NPR (National Public Radio) reading of Declaration of Independence: this can be used as an audio only or audio and video presentation with appropriate projector
NPR link http://www.npr.org/programs/morning/features/2002/jul/declaration/
Teacher may choose to use optional books from suggested resources and any additional books they feel are helpful including a Social Studies Grade 5 text.
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(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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Lesson Number and Name: Lesson 1 Core Values of the American People
Time (minutes): Three 45-minute lessons
Overview of the Lesson: This lesson identifies, describes and analyzes the core values of our American government as expressed in the Declaration of Independence and the
Constitution:
 All men are created equal.
 Everyone has the right to life, liberty, the pursuit of happiness and the right to property.
 Our government derives its powers from the consent of the governed. We, the people, are the source of our power.
Standards to be addressed in this lesson:
Civic and Governments
8. Define and use correctly words related to government: citizen, suffrage, rights, representation, federal, state, county, and municipal.
5.16 Explain the meaning of the key ideas on equality, natural rights, the rule of law, and the purpose of government contained in the Declaration of Independence.
5.24 Describe the basic political principles of American democracy and explain how the
Constitution and the Bill of Rights reflect and preserve these principles. (C)
A. individual rights and responsibilities
B. equality
C. the rule of law
D. limited government
E. representative democracy
5.26 Identify the rights in the Bill of Rights and explain the reasons for its inclusion in the Constitution in 1791.
ELA/Literacy
ELA RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which evidence support which point(s).
ELA W.7 Conduct short research projects that use several sources to build knowledge through investigation of every aspect of a topic.
ELA W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarizes or paraphrase information in notes and finished
work, and provide a list of sources
Essential Question(s) addressed in this lesson:
How do our basic principles and core values influence our actions?
Objectives Students will describe, analyze, and apply core American values as expressed in the Declaration of Independence, the Preamble to the Constitution and the Bill of
Rights.
Language Objectives: Students will be able to speak, read and write.
Targeted Academic Language
inalienable rights
natural rights
pursuit of happiness
consent of the governed
just powers
consent
evident
abolish
happiness
rights
self-evident
life
powers
liberty
equal
people
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Core Values








freedom of religion, of speech, and of the press; the right to assemble peacefully, and the right to petition the government
the right to keep and bear arms
house soldiers during peacetime
unreasonable searches and seizures
due process of law
the right to a jury trial
cruel and unusual punishments
excessive bail or fines
What students should know and be able to do before starting this lesson
 Close reading
 Read for details and summarize
 Analyze information and apply to one’s own life
 Work in groups
 Keep a learning journal
Anticipated Student Pre-conceptions/Misconceptions
Students may have trouble understanding what a value is and what a value means.
Students may read literally and not understand archaic language such as “All men are created equal” (which refers to all people) and “to secure the blessings of liberty to our
posterity” (which does not imply a religious rite.)Students may have difficulties with the concepts of the stated values, rights and responsibilities. Students may think that the right to
“pursuit of happiness” is the right to have other people do things for them to make them happy.
Instructional Materials/Resources/Tools
Hey King: Get Off Our Backs! http://www.icivics.org/teachers/lesson-plans/hey-king-get-our-backs
Directions for Democracy http://www.icivics.org/teachers/lesson-plans/directions-democracy
Directions for Democracy is also included as the first section in the updated version of The Anatomy of a Constitution http://www.icivics.org/teachers/lesson-plans/anatomyconstitution note that iCivics periodically updates and revises lessons
Resources for Lesson – see page 7
Instructional Tips/Strategies/Suggestions for Teacher
Learning Journals can be an extension of their Social Studies class notebook or they can be new composition books.
Teachers can
 monitor the first uses of the Journal to ensure the correct formatting.
 model the vocabulary and academic language both by pronouncing target words clearly and using them in context during the lesson.
 prepare to explain difficult vocabulary words in student-friendly language.
 Students can be encouraged to use the academic language.
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The word wall of targeted vocabulary and other anticipated difficult words can be pre-posted for students to use.
The teacher should be familiar with the Declaration of Independence and the Constitution and might benefit from re-reading the documents before presenting the lessons.
It’s helpful to set up and run all the electronic equipment before using in the classroom. A back-up plan that doesn’t require accessing information on-line is helpful. For example:
download documents (such as the PowerPoint’s and NPR reading onto a thumb drive.) There are some great kid-friendly posters about the Bill of Rights that explain the meaning of
each amendment. This resource can speed up the teaching of the core values of the Constitution. The summative assessment may be done in different formats that meet the needs
of the students. It can be a booklet or a PowerPoint. It might take the format of a skit, a rap, a YouTube post, etc. The booklet may be paper-based or electronic (such as using
tablet apps for book writing.)
Assessment
Formative:
Vocabulary terms by completing Hey King! Cutout activity A pp 1-2.
Outline of Declaration of Independence Hey King! Cutout activity B p 3
Cut and paste
Daily summarizers
Optional: Review of events leading to the American Revolution (Hey King: Get Off Our Backs!) Reading pp1-2 with Review Worksheet.
Optional Extension: Evaluate the colonists’ reactions to the Stamp Act using primary sources (Hey King: Get Off Our Backs!) Extension Activity pp1-3. Place into Learning
Journals (right side.)
Summative:
Booklet or PowerPoint (or other format) illustrating our nation’s core values as applied to the student’s lives.
Identify the core values.
Lesson 1-A Details including but not limited to:




Lesson Opening
Optional Pre-assessment: ask students to answer each of the four essential questions for the unit:
How do our basic principles and core values influence our actions?
How and why do separate countries or territories unite?
Why is balance of power important in government?
How can one or more citizens effect change?
Activator: What does your family (option: our class) value most? List five things you (we) value in your Learning Journal (left side.)
At this time, students will also write down the daily objective and the summarizer prompt in their journals (left side.)
During the Lesson
 Discussion of activator. (Option: students place their value statements around the room in categories using post-it notes.)
 Optional: Review of events leading to the American Revolution (Hey King: Get Off Our Backs!) Reading pp1-2 with Review Worksheet.
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





Optional Extension: Evaluate the colonists’ reactions to the Stamp Act using primary sources (Hey King: Get Off Our Backs!) Extension Activity pp1-3. Place
into Learning Journals (right side.)
Reading aloud of the Declaration of Independence while students follow along on their copies. (Option: Use the NPR reading with video.)
Close reading of Preamble, Natural Rights, (optional: Grievances) and Resolution of Independence.
Discuss vocabulary terms by completing Hey King! Cutout activity A pp 1-2. Place into Learning Journals (right side.)
Review for accuracy. Reteach as needed.
Outline the Declaration of Independence by complete Activity B Hey King! (Cutout activity B p 3). Place into Learning Journals (right side.)
Review for accuracy. Reteach as needed.
Lesson Closing
What are the core values in the Declaration of Independence?
Students record their responses in Learning Journal.
Lesson 1-B Details
Lesson Opening
Why do we need a government? Explain why in your Learning Journal (left side.)
At this time, students will also write down the daily objective and the summarizer prompt in their journals (left side.)
During the Lesson
Discuss activator. Students should identify some of the purposes of government (see Preamble.)
Read the Preamble of the Constitution while students follow along on their copies.
Optional: Read aloud a picture book illustrating the Preamble. See resources for suggestions.
Close reading of the Preamble to the Constitution.
Read Directions for Democracy p 1.
Discuss the meaning of the phrases in the Preamble by completing Breaking it Down Reading p 1. A pp 1-2. Place into Learning Journals (right side.)
Review for accuracy. Reteach as needed.
Read Directions for Democracy pp2-3. Have students identify and refer to each section of the Constitution as they read.
Note especially the need for compromise and collaboration to succeed in writing and adopting the Constitution.
Complete Worksheet p1. Place into Learning Journal (right side.)
Review for accuracy. Reteach as needed.
Complete Amendment Matching Cut and Paste Activity in Journals (right side.)
Review for accuracy. Reteach as needed
Lesson Closing
Explain one purpose of the US government as listed in the Preamble.
Record responses in Learning Journal (left side.)
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Lesson 1-C Details including but not limited to
Lesson Opening
Select one core value of our government and explain why you think it is really important.
During the Lesson
Students will work alone, with partners or in small groups to design and assemble booklets.
The booklets will illustrate three core values of our government, one place in our fundamental documents where they are found, and examples from the student’s life
illustrating that value.
The booklet’s conclusion will analyze in a well-developed paragraph why these three core American values are important to us today.
[Final assessment Essential Qs]
 All men are created equal.
 Everyone has the right to life, liberty, the pursuit of happiness and the right to property.
Our government derives its powers from the consent of the governed. We, the people, are the source of our power
Insert template of booklet using screen shots from PowerPoint- sample of booklet with annotated screen in resources.
Lesson Closing
We the people value…..
Record responses in Learning Journal
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Core Values Booklet Rubric
Purpose
Organization
Evidence and
claims
Content
Knowledge
Conventions,
Grammar
And Usage
Advanced
Proficient
Developing
Beginning
It is clear your purpose is to explain
the importance of the core values. All
your details and illustrations are on
topic and focuses on what can be
learned from the government.
Details are organized logically and
flow from one to the other smoothly.
All details are focused on what can be
learned about the core values.
All statements are about the core
value and its importance to the
people. All the statements about the
core values are backed up by
evidence that has been learned
during the unit.
Knowledge of the topic is clear
through the use of the details and
how they relate them back to the
topic. All details are accurate and
appropriate.
Convention, grammar, and usage
mistakes are nonexistent.
It is clear you are explaining the
core values and all your details
and illustrations explain the
importance of the government.
All statements are about the core
values and are backed up with
evidence learned from the unit.
You attempt to explain the core
values, but sometimes go off
topic by, including details and
illustration that are not
important to it.
Details are out of order which
makes it hard to understand
the writing. Not all the details
are focused on the core value.
Most statements are about the
core values. Some are backed
up with evidence.
It is not clear what your
purpose for writing is, and
your details and illustrations
are not clear about the core
values document.
There is no clear organization
to the details. They are not
focused around the core
values.
The writing often strays from
talking about the core values
and is not backed up with
evidence.
Knowledge of the topic is clear
through use of accurate and
appropriate details.
There is a good knowledge of
the topic. Most details support
that knowledge.
Knowledge of the topic is
limited. Claims are not
supported with details.
Convention, grammar, and usage
mistakes do not get in the way of
understanding the content.
Convention, grammar, and
usage mistakes make some
parts of the reading unclear.
Convention, grammar, and
usage mistakes interfere with
understanding the writing.
Details are organized clearly. All
relate back to what can be
learned about core values.
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(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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Lesson II: The Power Brokers
Brief Overview of Lesson: Students will understand the sequence of events that led to the writing and ratification of the U.S. Constitution. Students will understand why we have
this constitution and who has the power. As you plan, consider the variability of learners in your class and make adaptations as necessary.
Prior Knowledge Required: Previous lesson: Students will have been introduced to the core values and principles of the American people as expressed in the Declaration of
Independence and the Constitution. Students will have identified and explored these values which form the foundation of our government and how they apply to daily life.
Estimated Time: two 45 minute lessons
Resources for Lesson:
http://www.icivics.org/teachers for specific lesson content and optional learning activities Each i-civics lesson has been reproduced in the appendix. Please go directly to the
website to download PowerPoint. Please note that I-civics units are periodically updated
Wanted: A Just Right Government unit
Student Worksheets
PowerPoint with projector or Transparencies
Scissors
Tape or Glue
Construction Paper/Adding Machine Tape/Index Code or paper to create timelines or can be done electronically
Calliope Film Clip- Shay’s Rebellion
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Lesson Number and Name: Power Brokers (2A)
Time): 45 min.
Overview of the Lesson: Students will identify and describe the Articles of Confederation, Shays’ Rebellion and analyze how these led to the U.S. Constitution. Students will
compare and contrast key points about power distribution between the Articles of Confederation and the U.S. Constitution.
Standards:
5.20 Explain the reasons for the adoption of the Articles of Confederation in 1781 and for its later failure. (H, C)
5.21 Describe Shays’ Rebellion of 1786-1787 and explain why it was one of the crucial events leading to the Constitutional Convention. (H, E, C)
5.22 Identify the various leaders of the Constitutional Convention and describe the major issues they debated. (H, E, C)
A. distribution of political power
B. rights of individuals
C. rights of states
W.5.7 Conduct short research projects that use several sources to build through investigation of different aspects of the topic.
CCSS: Integrate visual information with other information in print and digital texts
Identify key idea and details from text
Essential Question(s) addressed in this lesson:
How and why do separate states and territories unite?
Objectives
Students will be able to identify and describe the Articles of the Confederation.
Students will be able to identify and describe Shays’ Rebellion and explain why it was one of the crucial events leading to the Constitutional Convention.
Students will be able to analyze how the weaknesses of the Articles of Confederation and Shays’ Rebellion led to the development of the Constitution.
Students will be able to compare the Articles of Confederation with the Constitution in terms of the distribution of governmental power.
Language Objectives
ELLS communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.
Targeted Academic Language
Articles of Confederation
British Rule
Congress
Continental Congress
Judicial
Executive
Bill of Rights
Colonist
Cons
Convention
Legislative
Representation
Branch of Government
Confederation
Monarchy
Constitution
New Jersey Plan
Declaration of
Independence
Military
One chamber
Shays’
Rebellion
Dispute (Noun)
Penalize
President
Pros
Rebellion
Superior
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Inauguration
Taxes
Treaty
Independence
Virginia Plan
Inferior
Bi-cameral
Taxation
Venn Diagram
What students should know and be able to do before starting this lesson
Read for details and summarize key points
Sequence events
Identify cause and effect
Work in groups
Keep a learning journal
Anticipated Student Pre-conceptions/Misconceptions
One branch of government has more power than another.
The president has all the power.
Common adult misconceptions about Shays’ Rebellion
Massachusetts farmers who participated in the Shay’s Rebellion were poor. They were not.
The militia was involved. It was the mercenaries who were paid for by John Hancock.
Because history is written by the “winners”, it has been widely written that the Western Massachusetts farmers who participated in the rebellion were poor farmers who could not pay
tax or debt. In fact, many “Shaysites” were the people in their communities. Most were American Revolution veterans who had not been paid for their war service and did not
available cash money to pay taxes.
Instructional Materials/Resources/Tools – see page 14
Instructional Tips/Strategies/Suggestions for Teacher
The iCivic unit does not address the Shays’ Rebellion as stated in the MA Social Studies Framework.
Teachers will need to access additional resources and information for Shays’ Rebellion such as the class text.
Assessment- Formative- Activator and Summarizer
Complete Cause and effect flow chart for events from British rule to the Constitution from Wanted: Just Right Government
Complete Venn Diagram comparing the Articles of Confederation with the U.S. Constitution from Wanted: Just Right Government
**Complete graphic organizer identifying and describing Shays’ Rebellion and explaining why it was one of the crucial events leading to the Constitutional Convention.
Lesson Details
Lesson Opening1. Follow the Anticipate activator described in Wanted: Just Right Government
2. Ask who did the American colonist blame for their troubles in 1776? Have students put on post-it notes- Follow format of the Anticipate.
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During the Lesson
1. Read Wanted: A Just Right Government.
2. Power Point presentation- optional. The PowerPoint does reinforce the reading.
3. If not using the Power Point, use the active participation guide in pairs or small groups.
4. Cut and Paste Flow Chart in pairs
5. In conjunction with the Power Point or Active Participation Guide the teacher needs to provide the time frame and explanation of the Shay’s Rebellion.
6. Complete graphic organizer identifying and describing Shays’ Rebellion and explaining why it was one of the crucial events leading to the Constitutional Convention.
7. Review and reteach as needed.
Lesson Closing-Summarizer
Use the Active Participation Project Master for reflection and a check for understanding.
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Lesson Number and Name: Power Brokers: Illustrated and Annotated Timeline (2B)
Time (minutes): 45 minutes
Overview of the Lesson: Students will create an illustrated and annotated timeline with a summative statement.
Standard(s)/Unit Goal(s) to be addressed in this lesson:
5.20 Explain the reasons for the adoption of the Articles of Confederation in 1781 and for its later failure. (H, C)
5.21 Describe Shays’ Rebellion of 1786-1787 and explain why it was one of the crucial events leading to the Constitutional Convention. (H, E, C)
5.22 Identify the various leaders of the Constitutional Convention and describe the major issues they debated. (H, E, C)
A. Distribution of political power
B. Rights of individuals
C. Rights of states
W.5.7 Conduct short research projects that use several sources to build through investigation of different aspects of the topic.
CCSS: Integrate visual information with other information in print and digital texts
Identify key idea and details from text
Essential Question(s) addressed in this lesson:
Why do we have a constitution?
Objectives
Students will be able to construct an annotated timeline analyzing the causes and effects of key events in the development of America’s government from the Articles of
Confederation through Shays’ Rebellion to the Constitutional Convention.
Language Objectives
ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.
Targeted Academic Language -See Lesson 2A
What students should know and be able to do before starting this lesson
Have an understanding of a timeline and chronological order
Cause and effect
Construct a timeline
Anticipated Student Pre-conceptions/Misconceptions
Time period was short (1775-1791)
Instructional Materials/Resources/Tools see page 14
Instructional Tips/Strategies/Suggestions for Teacher
*Teachers can make a sample timeline or use one from a text or similar source
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A timeline is a type of number line. It is easiest to understand how quickly events followed one another when the time intervals are equal. Ex: there is only one year between 1775
Monarchy and 1776 Declaration of Independence and there are five years from 1776 to 1781 Articles of Confederation. Showing the longer interval emphasizes how much time
elapsed between events.
Assessment- Summative- Timeline from the time period- 1776-1791
Lesson Details
Lesson OpeningUsing post-it notes, list three things that have happened in the past week* (that you feel comfortable sharing and are appropriate for a classroom setting).
*Alternative: use events from a short story that the class has recently read
List the days of the week on the board on a timeline. Have students place post-it noted events in chronological order on the timeline.
During the Lesson
Using the sample timeline of student events, select a few for students to illustrate the timeline with simple drawings and to annotate it with simple explanations.
As needed, review how to construct a timeline.
Brainstorm important events for the timeline showing how power changed from 1775-1791
Sample: Identify these as the key events.
 1775 Monarchy: 13 American colonies governed by king
 1776 Declaration of Independence
 1783 Treaty of Paris/ End of Revolution
 1781- Articles of Confederation adopted
 1786- Shay’s Rebellion
 1788- U.S. Constitution becomes the law of the land
 1789- Washington sworn in as first president
 1791- Bill of Rights is ratified and added to the constitution
Introduce project: Explain how to construct the timeline with annotations and illustrations.
Students will construct an annotated timeline analyzing the causes and effects of key events in the development of America’s government from the Articles of Confederation through
Shays’ Rebellion to the Constitutional Convention.
This project can be completed by students working individually, in pairs, in small groups or as a whole class.
Each timeline must include at least:
A number line with equal intervals for the years 1775 to 1791
8 key events with annotated descriptions
4 illustrations
Each timeline will be accompanied by a summary statement. For this, each student will write a paragraph analyzing why these events are significant and contributed to the
redistribution of power from 1775 to 1791.
Lesson Closing
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Which event do you think was the most significant and why?
List of Unit Resources
Community Lessons_ Massachusetts Department of Education
www.doe.mass.edu/csl/comlesson.pdf
http://www.visuwords.com/
Everything you Need to know about American History Homework by Anne Zeman and Kate Kelly provides a helpful summary.
ISBN: 0-439-62520-3 www.scholastic.com
TImeliner Program by Tom Snyder Productions
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Lesson III The Balancing Act: Who gets what powers?
Brief Overview of Lesson: Students will understand that the three branches of government are structured to maintain an equal balance of powers. As you plan, consider the
variability of learners in your class and make adaptations as necessary.
Prior Knowledge Required: Previous lessons in unit.
Estimated Time Three- 45 minute class periods
Resources for Lesson
iCivics student worksheets and optional Power Point from Separation of Powers: What’s for Lunch? and Anatomy of the Constitution
Student Learning Journals
Scissors
Paste/glue
Construction paper (assorted colors)
White paper
Yarn or string
Coat hangers
Sticks (dowels)
Paper punch (single hole)
Markers, colored pencils
Newspapers/ News magazines for cutting up
And/or
On-line computer access and printer.
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Lesson Number and Name: III The Balancing Act? Who gets what powers? (Lesson 3A)
Time (minutes): 45 minutes
Overview of the Lesson: The three branches of government are structured to maintain an equal balance of powers
Standards to be addressed in this lesson:
SS 5.25 Identify the three branches of the United States government as outlined by the Constitution, describe their functions and relationships, and identify what features of the
Constitution were unique at the time (e.g., the presidency and the independent judiciary). (H, C)
W.5.7 Conduct short research projects that use several sources to build through investigation of different aspects of the topic.
Essential Question(s) addressed in this lesson:
Why is balance of power important?
Objectives
Students will be able to simulate the roles of each of the three branches of government.
Students will be able to identify the main role and function of each of the three branches
Students will be able to compare the simulation to a real-life example of a bill that became a law
Students will be able to compare and contrast the simulation activity to the real-life interaction of the three branches
Language Objectives
ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies
Targeted Academic Language
Three branches of
government
Judicial
Senator
Supreme Court
Executive
President
Justice
Legislative
Judge
Representative
Simulation
House of
Representatives
Senate
Simulate
What students should know and be able to do before starting this lesson
Previous lessons
How to use a Learning Journal
How to work cooperatively in groups to make a decision
How to draw conclusions and make educated guesses
How to make connections between simulations and real-life
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Anticipated Student Pre-conceptions/Misconceptions
The President has more power than anyone else.
Branches have different amounts of power
Judges just put people in jail
Common adult misconceptions: What constitutes judicial review?
Instructional Materials/Resources/Tools – see page 21
Assessment- Formative assessment
Completion of the 5 rounds of the What’s for Lunch simulation activity
Completion of Post-Simulation Activity
Completion of Real-Life Crossover
Lesson Details
Lesson Opening/ActivatorIs it better for one person or a group to make a decision? Explain why.
Students will write in their interactive notebooks for this unit.
During the Lesson
Discuss student answers to activator.
Follow Separation of Powers: What’s for Lunch Simulation Activity by dividing class into three groups and going through 5 rounds of the simulation to determine a healthy lunch
menu for your school.
Complete the Post-Simulation Activity to connect the students’ experiences to the roles of the three branches of government
Complete the Real-Life Crossover Activity by reading Separation of Powers and completing the student activity worksheet.
Lesson Closing/Summarizer-
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Lesson Number and Name: III The Balancing Act? Who gets what powers?
Time: 45 minutes
(Lesson 3B)
Objectives
Students will be able to explain the structure, function, and powers of the U.S. government as established in the Constitution.
Students will be able to identify the roles of the three branches of government
Students will be able to describe the constitutional amendment process
Students will be able to interpret the intentions of the Preamble of the Constitution
Language Objectives
ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies
Targeted Academic Language
Amendment
Ratification
Function
Federalism
Constitutional
Execute (to carry out)
Phrases in the Preamble are
presented in context
Preamble
Republican (a form of government
not political party)
Ratify
Structure
What students should know and be able to do before starting this lesson
How to use a Learning Journal
Close reading of primary source
Anticipated Student Pre-conceptions/Misconceptions
Republican and Democratic are not just the names of political parties but also types of government
Execute laws means to carry them out not kill them
Instructional Materials/Resources/Tools - see page 21
iCivics Unit- - iCivics Anatomy of the Constitution and student reading packet
student worksheets (Breaking it Down: The Preamble, Whose Job Is it? and Real-Life Crossover)
projection equipment to complete Breaking it Down: The Preamble
Instructional Tips/Strategies/Suggestions for Teacher
For Whose Job Is it? students can move to corners of room (marked Executive, Legislative and Judicial) to reveal their answers rather than simply rotating the desk tent.
For Parts C and D of Anatomy of Constitution student worksheet, students can cut-and-paste into their notebooks. Students can also use tape (post-it) the correct answers to
boards positioned on the wall.
Use a graphic organizer (like clock circles) to list the six purposes of government in student friendly language as listed in the Preamble.
Assessment- Formative assessment
Completion of Breaking it Down: The Preamble,
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Completion of Whose Job Is it
Completion of Anatomy of Constitution student worksheet
Lesson Details
Lesson Opening/ActivatorWhere does the government get its instructions? How do the people in the different branches of government know what to do?
Students will write in their interactive notebooks for this unit.
During the Lesson
Discuss student answers to activator.
Read aloud the first two paragraphs of the student reading packet.
Close reading of The Preamble to the Constitution Complete Breaking it Down: The Preamble worksheet. Students can annotate their readings.
Continue reading with the class the student reading packet through page 4.
Students complete of Whose Job Is it? To check for understanding use desk tents or see Instructional Tips for alternate activity.
Students complete of Anatomy of Constitution student worksheet
Complete the Anatomy of Constitution student worksheet.
Review purposes of government as suggested in Anatomy of Constitution teacher guide.
Lesson Closing/SummarizerList the six purposes of the U.S. government as found in the Preamble. Write in interactive notebook.
Lesson Number and Name: III The Balancing Act? Who gets what powers?
Time (minutes): 45 minutes
(Lesson 3C)
Objectives
Students will be able to identify the roles of the three branches of government
Students will be able to explain the checks and balances for each branch.
Students will be able to identify qualifications and duties for each branch.
Students will be able to identify current office holders and examples of what they do.
Language Objectives
ELLS communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies
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Targeted Academic Language
Checks and balances
Role
Qualification
Duties
What students should know and be able to do before starting this lesson
How to search for information on-line or in the newspaper
Cite the source of information
Anticipated Student Pre-conceptions/Misconceptions It is easy to make a mobile. Mobiles are for babies.
Common adult misconceptions: This may take more time than one class period if students work individually or in trios.
Instructional Materials/Resources/Tools see page 21
Instructional Tips/Strategies/Suggestions for Teacher
Kid-friendly websites for kids like US government or Ben’s- See Resources
For citing sources, students can use on-line resources such as Easy-bib
Students can work alone, in trios or as a class to make their mobile.
Invite a federal official to visit your classroom.
An alternative opening/closing might be “Tell me everything you know about *[pop star].”
“ Now tell me everything you know about *[local federal office holder for your students]. “
At end of this activity, “Now tell me everything you know about *[local federal office holder].”
Teachers can remind students of how little they knew at the start of the lesson.
Assessment- Formative assessment
Completion of student template for mobile
Lesson Details
Lesson Opening/ActivatorIf I were serving in the U.S. government, I would like to be ___________________ because ________________.
Students will write in their interactive notebooks for this unit.
During the Lesson
Discuss student answers to activator.
Review the three branches of government and their basic roles.
Present mobile project. See sample template in Appendix.
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Divide/Assign the class according to the groupings you have chosen for this project (e.g. trios)
Students will each complete assigned template section(s).
Students will research information as needed.
Students will construct mobiles.
Students will self-assess using rubric.
Students will hang mobile (with adult help)
Lesson Closing/Summarizer- Now—who would you like to be and why?
Students will write in their learning journals for this unit.
Summative Assessment
Students will be able to construct a mobile of the three branches of government. Hanging off the mobile will be information describing and illustrating the branches.
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Lesson IV Power of One
Brief Overview of Lesson: Students will analyze their roles as citizens and how they can effect change. As you plan, consider the variability of learners in your class and make
adaptations as necessary.
Prior Knowledge Required: Previous lessons in unit.
Estimated Time: Three- 45minute class periods
Resources for Lesson: iCivics student worksheets and optional Power Point from Citizen Me and Students, Engage!
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Lesson Number and Name: Power of One- Citizen Me (Lesson 4A)
Time: 45 minutes
Overview of the Lesson: Students will create a Citizenship Pyramid, read Ted’s Big Day of Rights and Responsibilities and analyze how they can effect change as citizens.
Standards to be addressed in this lesson:
10. Explain the structure of the student’s city or town government.
5.27 Explain how American citizens were expected to participate in, monitor, and bring about changes in their government over time, and give examples of how they continue to do
so today.
Essential Question(s) addressed in this lesson: How can one or more citizens effect change?
Objectives
Students will be able to define citizenship on five levels.
Students will be able to describe key rights and responsibilities of citizens and identify the source of those rights and responsibilities.
Students will be able to identify and explain examples of rights and responsibilities
Students will be able to analyze how they as individuals can effect change in their communities.
Language Objectives
ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.
Targeted Academic Language
Rights
Responsibilities
Citizen
Citizenship
Pyramid
Community
City Charter
Ordinances
Anticipated Student Pre-conceptions/Misconceptions
Only adults are citizens and/or have rights and responsibilities
Instructional Materials/Resources/Tools
iCivics Unit- Citizen Me- copies of Citizen Pyramid, Instructional Reading and Story Activity
Instructional Tips/Strategies/Suggestions for Teacher
Post-It Activity- Teachers may choose to do the activator using post-its. Students would then sort into rights and responsibilities with the option of re-thinking what is a right and
responsibility.
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Lesson Details
Lesson Opening/ActivatorWhat rights do you have as a citizen? What responsibilities?
Students will write their responses in their Learning Journals.
During the Lesson
1. Build a Citizen Me Pyramid.
2. Optional- View Power Point- Citizen Me
3. Read “Ted’s Big Day of Rights and Responsibilities”
4. Student’s use pyramids to complete chart- identify levels and two rights at each level
Lesson Closing/Summarizer- What is one right or responsibility that you will carry out before bedtime? Write in interactive notebook.
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Lesson Number and Name: IV Power of One Student, Engage! (Lesson 4B)
Time: 25 minutes for lesson- Teacher may choose to introduce the Power of People CEPA for the last 20 minutes of the class.
Overview of the Lesson: Students will identify problems in their school that they would like to change and develop an action plan with steps.
Standard(s)/Unit Goal(s) to be addressed in this lesson:
5.27 Explain how American citizens were expected to participate in, monitor, and bring about changes in their government over time, and give examples of how they continue to do
so today.
Essential Question(s) addressed in this lesson: How can one or more citizens effect change?
Objectives:
Describe the ways that citizens can engage with their environment to affect political change
Develop an action plan and present to class.
Students will be able to analyze their roles as citizens and how they can effect change in their communities.
Targeted Academic Language
Action Plan
Political change
Engage
Address
Underage
Environment
Solution
Issue
City Hall/Town Hall
Congress
Brainstorm
Scenario
Movement
State legislature
Illegal
Outcomes
Littering
Homelessness
Public Policy
Impact
Anticipated Student Pre-conceptions/Misconceptions
Only adults can effect change.
Young don’t have the power to effect change.
Instructional Materials/Resources/Tools
Optional- inspirational video clips on young people who effected meaningful change.
Instructional Tips/Strategies/Suggestions for Teacher
Teacher may decide based on their class, school and community how to focus students on developing an action plan and the based best mode of presentation.
Turn and talk is an option for generating changes needed in the school.
The teacher may choose to have students in small groups to jigsaw the 4 problems and potential solutions on the Reflection Activity Page 1 and 2.
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Assessment- Formative-activator
Summative- Action Plan
Lesson Details
Lesson Opening: What problems in our school would you like to see changed? Students will write in the interactive notebook
During the Lesson
1. List action steps to solve the problems identified visually.
2. Conduct a class discussion of potential solutions.
3. Complete the reflection sheet Students, Engage! Provides an opportunity for students to think about how to effect change. Students can vote on the answers for questions
1-4.
Additional class time can be used to introduce the CEPA.
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List of Unit Resources
Balance of Power
Essential Questions: Why is balance of power in government important?
Student Instructions:
This project is designed to help your better understand our system of government and the balance of power through in a visual. .
1.
2.
3.
4.
Complete the template.
Make the mobile. Be sure to include all the information and show how it balances.
Illustrate your mobile with pictures, drawings and news articles.
Make it colorful and make it balance. You will string the information for each branch onto a mobile made from a coat hanger and sticks so that your mobile has three parts.
You will attach information off the main branch so that it hangs down and continues to balance.
5. You will find the information you need in the text book, in the Constitution, in the newspaper. You may use additional sources, including on-line resources. Please note on
the template your source for the current example of someone from this branch and what he/she is doing.
6. Note to teachers: You can choose how you would like the grouping. Individual, small group, or whole class with a jig-sawing of the three branches. Each of you must offer
different examples and names of people on your worksheet. If you work with others, you must provide double (or triple) the number of examples.
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Name___________________________
Legislative Branch
Purpose:
Identify the two houses of the Legislative Branch:
Lower Chamber ____________________________________________________________________
Title of Office Holder:
Qualifications for office:
Duties of this house:
How can this branch check the powers of the others?
Executive:
Judicial:
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Upper Chamber ______________________________________________________________________________
Title of Office Holder:
Qualifications for office:
Duties of this house:
How can this branch check the powers of the others?
Executive:
Judicial:
Illustrate the legislative branch by identifying who the office holders are now and an example of what he or she has done to carry out his duties.
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Name of person who represents your town or city:
___________________________
Current example of duties:
Source for this example:
Name of people who represent Massachusetts:
Current example of duties:
Source for this example:
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Name___________________________
Judicial Branch
Purpose:
People in charge and title:
Qualifications for office:
Duties of this branch:
How can this branch check the powers of the others?
Legislative:
Executive:
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Illustrate the judicial branch by identifying who the judges are now:
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
5. __________________________________________________________________
6. _________________________________________________________________
7. __________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
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Provide an example of what one judge has done to carry out his or her duties.
Judge _____________________________________________ Title _________________________________________
Current example of duties:
Source for this example:
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Name___________________________
Executive Branch
Purpose:
Person in charge and title:
Qualifications for office:
Duties of this branch:
How can this branch check the powers of the others?
Legislative:
Judicial:
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Illustrate the executive branch by identifying who the Chief Executive is now and an example of what he has done to carry out his duties.
Chief Executive ______________________________________________ Title __________________________________________
Current example of duties:
Source for this example:
Identify at least three more people in the Executive Branch (at least two from the Cabinet).
Include their names and examples of their duties.
1. Cabinet Member Name______________________________________ Title _____________________________________________
Duties and
Current Example
Source for this example:
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2. Cabinet Member Name____________________________________ Office __________________________________________
Duties and
Current Example
Source for this example:
3. Other Executive Member Name_____________________________________________________
Office /Title _______________________________________________________________________
Duties and
Current Example
Source for this example:
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Write a well-developed analysis of why it is important to have the powers of government checked and balanced between the three branches of government.
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(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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Books
My American Government by William David Thomas




Series: My American Government Series
ISBN-13: 9780836888645
Publisher: Gareth Stevens Publishing
Publication date: 7/28/2008
Includes Titles:
What is a Constitution?
What are the Parts of a Government
How do We Elect Our Leaders
What are Citizens’ Rights
My American Government brings social studies to life through a series of fact-filled, exciting books that introduce students to how our government works. Engaging analogies
provide insights into the origins and functions of government as well as offer a fresh perspective on the work done by the framers more than 200 years ago. Special Features
Include: Content correlated to NCSS and state curriculum standards, Engaging sidebars that build upon concepts introduced in text.
What Are Your Basic Rights? by Jacqueline Laks Gorman
Title; What Are Your Basic Rights?
Know Your Government
Author: Jacqueline Laks Gorman
Edition illustrated
Publisher Gareth Stevens Publishing LLLP, 2008
ISBN 0836888456, 9780836888454
Books in this new series are a great resource for introducing readers to key aspects of our government. Readers will learn about the importance of laws, the duties of our leaders,
the election process, and the rights and responsibilities shared by all Americans. The series uses easy-to-understand language to explain important concepts that are closely tied to
the social studies curriculum, and content correlates to NCSS and state standards. Each title includes a glossary, an index, and sources for further research. 24 pages, full-color
photographs, paperback, grades 2 and up
We the Kids…The Preamble to the Constitution of the United States by David Catrow
Author
David Catrow
Publisher Baker & Taylor, CATS, 2009
ISBN
1442060921, 9781442060920
This upbeat and offbeat look at the Preamble to our Constitution brings kids into its ideas and ideals, showing them the role it plays in their present-day lives and futures. Perfect for
inspiring discussion in classrooms and around kitchen tables, this original and thought-provoking book offers a distinctive expression of America's most celebrated principles-for
citizens of all ages. Includes a glossary of terms and a foreword by the artist.
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(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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The Bill of Rights: Protecting Our Freedom Then and Now by Syl Sobel
Paperback: 48 pages
Publisher: Barron's Educational Series (May 16 2008)
Language: English
ISBN-10: 0764140213
ISBN-13: 978-0764140211
By 1787, the leaders of America's 13 newly-created states that had just won their independence from Britain convened to draw up the Constitution of the United States. However,
citizens of many of the states feared that a new American government could take away certain of their rights, just as the British had done when they were colonies. It was soon
agreed to add a series of ten amendments to the Constitution in order to guarantee specific rights to all citizens and states. These first ten amendments are known as the Bill of
Rights. Syl Sobel presents each of these amendments in this brand-new book, and clearly explains them in terms that grammar school students will find both meaningful and
interesting. In the process, he points out fascinating facets of American constitutional history and law. He also explains how such rights as freedom of religion, speech, and
assembly, as well as protections from unreasonable searches and a fair trial by jury apply to all of us in our daily lives.
A More Perfect Union: The Story of Our Constitution by Betsy Maestro and Giulio Maestro (Aug 13 1987)
Paperback: 48 pages
Publisher: Programs and Genres; Reprint edition (Oct. 26 1990)
Language: English
ISBN-10: 0688101925
ISBN-13: 978-0688101923
Grade 2-4 Once again, the Maestros have produced a simple, attractive, and informative book about a milestone in American history. Here they cover the birth of the Constitution
from the initial decision to hold the convention, through the summer meetings in Philadelphia, the ratification struggle, the first election, and the adoption of the Bill of Rights… The
simplest and most accessible history of the Constitution to date. --Christine Behrmann, New York Public Library
The U.S. Constitution and You, Syl Sobel (Author)
Paperback: 48 pages
Publisher: Barron's Educational Series (May 1 2001)
Language: English
ISBN-10: 0764117076
ISBN-13: 978-0764117077
This book is different. It tells boys and girls about the great American document itself--explaining exactly what the Constitution does, as well as how it affects and protects people
today. Kids discover how the Constitution provides for the federal government's three branches--legislative, executive, and judicial. Then they see how it gives all citizens many
rights, including the right to vote, to enjoy freedom of speech and the press, to worship--or not worship--according to one's religious beliefs, to disagree openly with government
policy, and to defend oneself in courts of law when accused of crimes or civil wrongs. Kids also see how, according to the Constitution, many rights are kept beyond control of the
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(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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federal government, and are reserved for the separate states, communities, and individuals. This book's language is clear and simple. It cites many examples that relate directly to
each student's own experiences.
Shays' Rebellion and the Constitution in American History Mary E. Hull (Author)
Publisher: Enslow Publishers (February 2000)
Language: English
ISBN-10: 0766014185
ISBN-13: 978-0766014183
A well-organized examination of the issues leading up to Shays' uprising in 1787 and its impact on American history. The development of the Regulators, farmers who rebelled
against the Massachusetts government in order to break out of the economic cycle they had been forced to endure for a decade, and what they were able to achieve are related in a
carefully documented, readable narrative. The lively writing enables readers to understand the frustration of the people involved. Subheadings give a brief account of the action and
provide a nice outline on their own. Black-and-white photos and reproductions of documents are well chosen.-Julie Ventura, Fresno County Library System, CA
Shays' Rebellion by Michael Burgan (Author)
Publisher: Compass Point Books (Sept. 1 2008)
Language: English
ISBN-10: 0756538505
ISBN-13: 978-0756538507
After the Revolutionary War ended in 1783, Massachusetts raised taxes to pay for the cost of the war. Many small farmers could not pay their taxes and so faced imprisonment.
Farmers known as Regulators organized protests, and in 1787, a large group of Regulators led by farmer Daniel Shays marched on the U.S. arsenal at Springfield. The rebellion
was quickly put down, but many government leaders believed that the country needed a stronger national government to deal with future rebellions, as well as the problems that had
led to the rebellion in the first place. This led to the writing of the U.S. Constitution, the governing document that is still used today.
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(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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WEB SITES
Ben's Guide to US Government
This is a terrific site for helping students understand our government. It explains the content clearly; in simple terms for younger students, and with more detail and depth for older
students. "How Laws are Made" and "Branches of Government" will be especially useful to fifth grade students.
Kids.Gov
Links to government/social studies web sites. They are grouped by age and subject area.
U. S. Department of Labor Kids Page
Information about the three branches of government and historical documents
NCES 5th Grade Social Studies Civics & Governance - LiveBinder www.livebinders.com/play/play?id=477819
Images and Transcripts of the Constitution
http://www.archives.gov/exhibits/charters/print_friendly.html?page=constitution_transcript_content.html&title=The%20Constitution%20of%20the%20United%20States%3A%20A%2
0Transcription
Shay’s Rebellion Engraved Illustrations
https://www.google.com/search?q=Engraved+illustrations+of+Shay's+Rebellion&newwindow=1&rlz=1T4ADRA_enUS443US542&tbm=isch&tbo=u&source=univ&sa=X&ei=Br9OU_
yrFIvNsQSRmYHIBg&ved=0CCoQsAQ&biw=1366&bih=584
Annenberg Classroom - Best Civics Sites for Teachers
www.annenbergclassroom.org/page/best-civics-sites-for-teachers
For teachers and students, the American Bar Association offers a resource guide on how to organize a Civics and Law Academy, which engages middle and ...
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Learning Journal
Interactive Notebook Format
Left Page
Today’s Date
Activator
Prompt and Response
Objective(s)
Daily Objective
Right Page
Your class notes go here!
Paste handouts here, too!
Summarizer
Prompt and Response
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Curriculum Embedded Performance Assessment (CEPA)
Civic Education and Community Change
This CEPA is essentially a Community Service Learning (CSL) project. Teachers can choose to decide the scope or limits of the CSL experience. Key is for students to identify a
problem, find evidence of the causes of the problems, identify a potential solution, develop an action plan, and craft a message to move an audience to action.
CEPA Teacher Instructions:
 Copy Students, Engage Action Plan 1 and 2 and rubric with submission checklist for each student/or post electronically.

Consider your class in planning how to introduce the CEPA. At a minimum, students should be provided with the Action Plan and the rubric with submission checklist.
Essential question should be posted.

Plan for differentiation.
Consider the options/choices you will provide your students for the CEPA. For more suggestions on differentiation, see note below
Content
Students who need additional support
You may choose to group students in small collaborative groups to develop on Engage Action Plan. You may choose to group students based on interests or the levels of difficulty
of the community problem.
Video clip of kids taking action - http://www.kidstakeaction.org/
Students working on grade level
Lesson and CEPA as presented
Extensions for more advanced students
You may choose for students to work independently or in small, collaborative groups based on interest or complexity of the community problem.
Text Complexity
Teacher can differentiate based on students’ reading levels to ensure all students have high success reading and the supports/scaffolding needed to access the materials.
Product
Teachers can differentiate the CEPA through the choice of products/performances. Teachers may decide to give student choice on the type of product they will produce. Time and
technology may determine the type of products you choose. Some possible options for the presentation are: Glogster, website, pod-cast, poster, brochure, or picture book.
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Decide whether or not your students would benefit from the Engagement Review in Students, Engage iCivic unit to set the stage for the CEPA. For districts with more experience as
with Community Service Learning this may not be needed. Teacher may also choose the scope of the community topics.
Decide how to partner your students to best meet their needs and interests.


Decide the amount of time you would like to devote to the CEPA.
o Short time frame- develop action plan and action plan for presentation.
o Longer time frame-have students develop an action plan and action plan page two.
Review and assess student work. Provide feedback to students using the rubric.
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Civic Education and Community Change (CEPA)
Student Instructions
The Community Council of (your town/city name here) is interested in ways to make the community better and build greater community involvement.
The Community Council would like to learn about the work you and your classmates have done You are invited as special guest to The Community Council meeting to see and hear
your action plans, speeches, and written editorials. The Town Council would like to share your work with schools and community organizations across the country through a state of
the art website with connections to social media and print media as well. This is your opportunity to show the country how citizens can make change in their community.
Action Plan and Presentation
Note: Teachers can revise the CEPA Student Instruction based on the scope or limits of the Community Service Learning experience.
You are a citizen in your world, country, state, city, school and home. You can effect change and make difference at every level.
Today you will think about a problem in your community, develop an action plan including steps to solve the problem. Think of the variety of ways that people use to share their
message with others. Decide what you are going to do. Read the instructions below.
Criteria for submission:
1. Introduction stating the problem
2. Logically organized causes problem
3. Solution with Action Plan to solve the problem
4. Product or performance should move people to action with solutions
Action Plan and speeches/editorials are due on __________________________
Are you ready for submission?
1. ______ I/We have identified a community problem
2. ______ I/We have evidence of the causes of the problem.
3. ______ I/We have a potential solution.
4. ______ I/We have developed an action plan.
5. ______ I/We have a message that will move people to take action and understand the solution.
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CEPA Rubric
Advanced
Proficient
Developing
Beginning
Community
Problem
I have identified a community problem
that needs to be addressed.
I have identified a community
problem.
I need to identify a
community problem.
Evidence
I have provided accurate and detailed
evidence about the causes of the
problem.
I have provided accurate
evidence about the causes of the
problem.
I have identified a community
problem but it may not be
considered a problem by
others.
I have provided evidence but it
may not be accurate causes of
the problem.
Solution
I have an on-target solution to the
problem that shows I have an
understanding of the causes and have
addressed in my solution.
I have a solution to the problem
shows that I understand the
causes.
I have developed a solution
that may solve the problems.
I need to develop a solution.
Action Plan
I have developed a complete and
detailed action plan to address the
problem.
I have developed a complete
action plan to address the
problem.
My action plan may not have
all the steps needed to solve
the problem.
I need to develop a complete
action plan to solve the
problem.
Presentation
My presentation/formatting enhances
understanding of the message by
informing the audience of the problem,
the causes, and the solution. My
message causes the audience to take
immediate action.
My presentation/formatting
informs the audience of the
problem, causes, and solution.
My message causes the
audience to take action.
My presentation/formatting
message tells the audience
about the problem and
possible solutions. My
message may not cause the
audience to take action.
I need to develop a
presentation/formatting with a
message that informs the
audience of the problem, the
causes, and the solution.
I need to provide evidence
about the causes of the
problem.
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(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
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