3 Grade Sample NA (V2)
UNIT: INQUIRY
Sources
WEEK 2
PEOPLE AND PLACES
Historians identify, select, analyze, and evaluate sources to understand the past. When we think like a historian, we ask questions such as: What happened? When did it happen? Who was involved? How and why did it happen? Thinking Like a Historian
Historians use different forms of evidence, such as art and photographs, artifacts, oral histories, maps, and graphs, to find the answers to their questions.
What past events are you curious about?
ESSENTIAL QUESTION
How does asking questions about history help us?
Sources
Primary and Secondary Sources Historians use different sources to find out about people, places, and events in the past. There are two main types of sources. Primary sources are created by people who saw or experienced something themselves. They are usually created around the time of the event. They can include photographs, diaries, drawings, maps, and letters. Secondary sources are made by people who did not see or experience events themselves. They are usually created by people who have
Primary sources
studied primary sources. Secondary sources include textbooks, magazine articles, book reviews, encyclopedias, and documentaries. A story you write about your own vacation is a primary source. You were there and experienced the vacation. Someone can interview you and write about your vacation, too. Their story is a secondary source.
Secondary sources
Primary or secondary sources? Types of Sources
4
2
1
5
3
Week 2 of 32 • Page 3
Historians analyze sources to answer questions about the past. When we analyze something, it means that we study it carefully. To analyze sources, we investigate them. We want to know about the author or creator, the purpose, and the format. We want to be confident in the source. How Do We Examine Sources?
Multiple Perspectives
Everyone is different and has a unique perspective , or way of seeing things. Experiences and events may be interpreted differently by people. People have different cultural or individual perspectives. It is important to understand the perspectives of others. When we look at multiple perspectives, we can have a deeper understanding of what happened in the past. This helps us create the most accurate analysis of the people and events of history.
Week 2 of 32 • Page 4
Name ________________________________________________________________________________
What was life like for children 100 years ago? Think like a historian. Look at some primary source images and see what you can discover. Life for Children in the 1920s
<u>School</u><br> Look at the images of schools. What can you discover about school in the 1920s? School
<u>Work</u><br> <br> Work
In the 1920s, not all children went to school. There were no laws that said children had to go to school. In fact, many young children worked to help their families. Some worked in cotton mills. These were big factories that made fabric from cotton. Many young children worked in these factories.
What do you notice about the children in the photos?
<u>Play</u><br>
Play
<br> Children everywhere like to play. Look at the photographs and compare them to your life today. What are the similarities and differences?
What primary sources could a historian use to write about your life?
UNIT: CIVICS AND GOVERNMENT
Important Documents
WEEK 9
PEOPLE AND PLACES
Ideas, promises, and directions are written down for many reasons. Something in writing can be looked at many times. Writing can be shared with many people. The same ideas, promises, and directions are then known by many people. When a person signs a document, it shows that they agreed with what was written. We find important documents on a local, state, and national level. On a national level, important documents include the Constitution of the United States, the Declaration of Independence, and
the Bill of Rights. Laws, treaties, and trade agreements are also considered important national documents. These documents outline our rights and responsibilities as citizens.
ESSENTIAL QUESTION What is the U.S. Constitution and why is it important?
The Declaration of Independence is an important document in the United States. This document was written by Thomas Jefferson in 1776. It established the United States as an independent nation away from Great Britain. This meant the United States would have their own government. The Declaration of Independence explains the purpose of government. A government is meant to protect “life, liberty and the pursuit of happiness.” The new United States government would be founded on these principles. The Declaration of Independence Important Documents
“We hold these Truths to be self-evident,
that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness— That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed.”
What do you think “the pursuit of happiness” means?
Week 9 of 32 • Page 3
The Constitution of the United States
What is the purpose of the Constitution? Underline information in the article that supports your answer.
of happiness. It is the people who give their consent, or agreement, to be
The Constitution of the United States was written to create the government that is described in the Declaration of Independence. Written in 1787, the Constitution sets the way the government functions. The Constitution gives directions on what the government can and cannot do in the United States. Men got together in Philadelphia, Pennsylvania, to create the new government. The government is based on the people having the rights to life, liberty, and the pursuit
governed. The way they are governed is described in the Constitution. The people elect representatives to make decisions for the common good. Representing the people is an important democratic principle. President Abraham Lincoln said the United States is a “government of the people, by the people, for the people.”
The Constitution is divided into three parts.
Part 1: The Preamble
The preamble explains the purpose of the document.
Part 2: The Articles
The Articles explain how the government should be run. They define the power of the government. The Articles ensure that no branch has too much power. The Constitution checks the balance of power. It helps the power remain with the people.
Part 3: The Amendments
The Amendments are changes made after the Constitution was written.
Week 9 of 32 • Page 4
Name ________________________________________________________________________________
The Amendments
Changes to the Constitution are called amendments . Today, there are 27 amendments to the Constitution of the United States. The first 10 amendments are known as the Bill of Rights . They are not the only amendments that have been made over the years. Among other things, amendments have made slavery illegal, given women the right to vote, and established the voting age as 18.
Congress sets up the process for states to ratify , or approve, an amendment. Three-fourths of the states must pass it. The system of checks and balances helps make sure all voices are heard. Citizens can voice their ideas about amendments to their elected officials. This gives the people a voice in the government.
Part of the U.S. Constitution is a section known as the Bill of Rights. The Declaration of Independence spoke of the liberty and freedom of people. The Bill of Rights lists things the government is not allowed to do. This protects the liberty and freedom of the people. The Bill of Rights also explains how the government is to act in protecting the people’s liberty and freedom. The Bill of Rights
UNIT: GEOGRAPHY
Migration
WEEK 21
PEOPLE AND PLACES
Migration is the movement of people, ideas, and goods from one place to another. People can migrate to new cities, states, and even countries. Migration to and from an area can affect communities. A large increase in population may put a strain on natural resources. Many people leaving an area may put a strain on local businesses. When people migrate, they bring many different ideas and cultures together. This mixing of cultures creates a new community.
United States Population
400 million
331 million
300 million
308 million
200 million
100 million
0
What cultures are represented in your community?
2010
2020
Data from U.S. Census Bureau
ESSENTIAL QUESTION
Why do people move from one place to another?
Movement can be small or large. People move for many reasons. Geographers call these reasons push- pull factors. Push-pull factors help us understand how and why people move. Push and pull factors are different for every person. What could be a pull factor for one person could be a push factor for another. Reasons for Movement
Push Factors
Push factors are a reason people move. They are things that push people away from a place. A push factor could be
moving to avoid harmful situations. This type of push factor includes war, natural disasters, and religious persecution. Other push factors include poor economics and a lack of natural resources.
Pull Factors
A pull factor is something that encourages people to move to another place. Factors that pull people to a new community are usually positive. Pull factors include better jobs, more freedom, or different resources. Pull factors can also be influenced by various details. These factors are personal, economic, political, and environmental. However, they are always important.
Week 21 of 36 • Page 3
Week 21 of 32 • Page 4
Name ________________________________________________________________________________
Push and Pull Factors Activity
Create a list of your movements within the day. Think about the reasons for your movement. Is it a push factor or a pull factor? Write the action under the appropriate column. Be prepared to explain your reasoning.
Push Factors
Pull Factors
• • • •
• • • •
Community Push and Pull Factors
Why did people move to your community? Write a paragraph explaining why you think people moved to your community.
Why might people move away from your community? Write a paragraph explaining why you think people might move away from your community.
UNIT: ECONOMICS
Urban, Suburban, and Rural Land Use
WEEK 28
PEOPLE AND PLACES
People form communities based on how they use the land. When many people want to live in one location, the land is known as an urban area. Urban areas can also be called cities. In cities, buildings for business and homes are developed to be close together. Tall buildings with many floors or stories are built so many people can live on smaller pieces of land. Transportation in urban areas is organized to move as many people and goods as possible in and out of the city. There is less land available to grow food in urban areas. Food for many people has to be brought into the city. Urban Communities
Highlight two characteristics of an urban community.
ESSENTIAL QUESTION
How does land use influence change in communities?
Urban, Suburban, and Rural Land Use
Highlight two characteristics of a suburban community.
Suburban Communities A suburban community is formed in areas outside of a city. Suburbs have fewer businesses and people living in one location. There are less developed areas with fewer tall buildings. Living spaces have open areas with no buildings. These spaces are yards, parks, and open lots or fields. Transportation systems in the suburban community are smaller. Highways transport goods and people to business and residential areas. There is some land available for families to have small farms and grow food. Food is brought in to help feed the population in the suburban community.
Rural Communities
Rural communities have large spaces of undeveloped land. This land is used for large farms that grow food for the urban and suburban communities. Houses are far apart in rural communities. Businesses are built together in a town. There are not usually many public transportation options. Roads connect goods and people with the towns.
Highlight two characteristics of a rural community. Do you live in an urban, suburban, or rural community?
Week 28 of 32 • Page 3
A map of San Francisco, 1854
San Francisco: Part One
San Francisco is an example of a town that grew to be a city. The O hlone Tribe lived in the bay area. World explorers from Spain, England, and Russia traveled to the area in the 1700s. Russian traders made their home in the region. The Spanish explorers claimed the land northwest of Mexico for the King of Spain. By 1821, Mexico was independent from Spain. The Mexican government claimed the bay as part of their country. In 1835, a small settlement of many different origins named the land Yerba Buena. During the Mexican-American War, the United States acquired the land from Mexico. The American military renamed Yerba Buena “San Francisco.”
Golden Gate Bridge, San Francisco, CA
Week 28 of 32 • Page 4
Name ________________________________________________________________________________
San Francisco: Part Two
Streets and highways were built to move people and trade in and out of the city. Railroads were built to connect San Francisco with the state and the country. The harbor became organized for bringing people and goods safely to the city. Today, the many transportation systems can be seen on a map. California attracted people from all over the world. Many settled in the San Francisco area. The rich diversity of food, music, and customs made San Francisco an exciting place to live and work. The diversity is seen today in architecture, restaurants, places of worship, and community festivals.
The discovery of gold in California in 1848 brought thousands of people to the state. San Francisco was the place of entry. Many went to the goldfields in the mountains. Many stayed in the town and found work taking care of all the new settlers. Buildings were constructed with no plan for the organization of blocks or streets. The land was being used as new needs occurred. There were many conflicts with such rapid population growth. Elections took time and organization. The government was disorganized. People would construct a building quickly with no regard for safety. Over time, the city became more organized.
California Gold Rush town, Springfield. 1853
San Francisco, California
Palace of Fine Arts
Week 2.1
Summary of the Week: Students will engage in an exploration of different types of sources that can be used to help understand events in the past. Standards: N/A Teacher Background Knowledge: N/A Notes for Teacher: The sequence of articles in this week is designed to build and support the learning of concepts for students. Essential Question: How does asking questions about history help us? Learning Objective: Students will be able to apply historical thinking skills to discover what life was like for children 100 years ago. “I Can” Statement: I can apply my historical thinking skills to discover what life was like for children 100 years ago. Student Edition Vocabulary and Phrases: analyze: to study something carefully historian: a person who studies history by using evidence and asking questions perspective: a way of seeing things primary source: sources created by people who saw or experienced something themselves secondary source: sources made by people who did not see or experience events themselves Language for Social Studies Learning: N/A Critical Thinking Question: When you disagree with a friend, how can you use multiple perspectives to help you resolve the conflict?
Sources | Week 2
Week 2.2 Let’s Draw or Write: Find an old family photo and practice being a historian. What information can you learn from the photograph? Make a list of 3-5 questions you can ask about the photo. Share your findings with someone who knows more about the photo and see how accurate you were. Wellness Questions: ● When you look at your behavior over the last week, what would your friends and family be able to tell someone about you? What would you want the different perspectives about you to show? ● When you disagree with a friend, how can you use multiple perspectives to help you resolve the conflict? Weekly Assessment Questions: 1. Fill in the blank: A(n) bibliography is an example of a secondary source. Distractors: interview; journal; letter 2. Which characteristic do historians display when asking questions? a. carelessness
b. curiosity c. respect d. responsibility 3. Fill in the blank: Historians analyze sources by asking questions .
Distractors: finding answers; generating solutions; discovering problems 4. True or false : Only one perspective is important when learning about history. 5. True or false: Art can be an important piece of evidence. 6. Which conclusion is supported by this image?
a. There were no schools for children. b. Men did not participate in family life.
c. More girls than boys were born to families. d. Women worked to help support their family. 7. Which question is not important when analyzing sources? a. Who is the author? b. When was it created? c. Where is the source located? d. Is it a primary or secondary source? 8. True or false : Mary shared her beach trip with the class. Luis told his mother about Mary’s trip. Luis is a primary source.
Sources | Week 2
Week 2.3
Student Edition Week 2
Sources | Week 2
Week 2.4
Present Guiding Question to Class: Present the essential question, learning objective, and student “I can” statement. Have students preview the text to identify the vocabulary words for this week. Unpack weekly vocabulary, as appropriate. Article 1: Thinking Like a Historian Word Count: 61 Vocabulary: historian: a person who studies history by using evidence and asking questions High Impact Teaching Strategy: Questioning Lesson Plan: 1. Read the title of the article, “Thinking Like a Historian.” 2. Ask students: a. What do you notice about the word “historian?” 3. Guide the discussion into looking at the root word: “history.” 4. Define “historian” with the class, and write the definition for students to see. 5. Ask students: a. What characteristics do you think a historian must have? 6. Show students the video “Ms. Archambo.” This video describes the characteristics of a historian. 7. Discuss the characteristics mentioned in the video: specifically, curiosity. 8. Set a purpose for reading: We are going to read more details about how you can think like a historian. Pay attention to the types of questions historians ask. 9. Read the article. 10.Discuss the questions listed in the article. Ask students: a. Can you think of other questions that would be helpful to ask? b. Discuss questioning words: who, what, when, where, why, and how. a. to fill their free time b. to create evidence c. to understand the past d. to complete assignments 2. What question would a historian ask if they wanted to find out the date of an event? a. Who was at the event? Article Assessment Questions: 1. Why do historians evaluate sources?
b. How was the event organized? c. When did the event take place? d. Where did the event take place?
Sources | Week 2
Week 2.5
3. What do historians use to find answers? a. evidence
b. the past c. problems d. questions
Materials Needed: N/A Online Related Media: Video: “Mrs Archambo” Extended Reading Articles: N/A
Article 2: Primary and Secondary Sources (taught with “Types of Sources”) Word Count: 124 Vocabulary: primary source: sources created by people who saw or experienced something themselves secondary source: sources made by people who did not see or experience events themselves High Impact Teaching Strategy: Deliberate Practice Lesson Plan: 1. Set a purpose for reading: We are going to read about the sources that historians use to learn about people, places, and events of the past. As we read, look for the two types of sources they use and how they differ. 2. Read the article. As you reach each type of source, have students circle the words “primary” and “secondary.” 3. Discuss the differences between the two types of sources. Discuss the meaning of the words “primary” and “secondary:” a. Primary: root word “prime,” meaning “first.” b. Secondary: root word “second.” 4. Show students the video “Primary and Secondary Sources.” 5. Complete the activity at the bottom of the page “Types of Sources.” Give students time to decide if each image is a secondary or primary source. Discuss each image as a class. 6. Have students refer to the article to answer the questions during the discussion. 7. Hand out the graphic organizer Primary Pieces. Read the instructions as a class. 8. Give students time to complete the graphic organizer. You can add additional items for the students to sort by bringing in other sources or using image sources provided in related media. 9. Have students put the graphic organizer Primary Pieces into their interactive notebooks. a. How do you know it is a primary source? b. How do you know it is a secondary source?
Sources | Week 2
Week 2.6
Article Assessment Questions: 1. What sources are created by people who experienced an event? a. experiential b. historical c. primary d. secondary 2. What sources are created by people who did not experience an event? a. experiential b. historical c. primary d. secondary 3. Harold asked Sasha about her vacation. He wrote about Sasha’s trip in the school newspaper. What type of source is Harold’s article? a. experiential b. historical c. primary d. secondary Materials Needed: Graphic organizer Primary Pieces
Online Related Media: Video: “Primary and Secondary Sources” Extended Reading Articles: N/A
Article 3: Types of Sources Word Count: N/A For instructions, see the lesson plan for the article “Primary and Secondary Sources.” Vocabulary: N/A
Sources | Week 2
Week 2.7
High Impact Teaching Strategy: N/A Lesson Plan: N/A Article Assessment Questions: N/A Materials Needed: N/A Online Related Media: N/A Extended Reading Articles: N/A
Article 4: How Do We Examine Sources? Word Count: 120 Vocabulary: analyze: to study something carefully High Impact Teaching Strategy: Questioning Lesson Plan: 1. Prior to the lesson, write each question listed in the article on a separate piece of paper/sentence strip. 2. Set a purpose for reading: Today, we are going to read about how historians analyze sources. As we read, pay attention to the questions the historians ask. 3. Divide the class into nine groups (one group per question). 4. Assign each group one of the questions from the article. 5. Ask students to create a short explanation to present their question to the class. They should focus on these questions in their presentation: a. Does this question tell us about the author/creator, the purpose, or the format of the source? b. What does the question tell you about the source? c. Why is it important to ask the question about the source? d. Give an example of a source you would analyze with this question. 6. Allow students to present their questions. 7. Have a class discussion about how historians use primary and secondary sources to answer questions about the past. Have students write a paragraph to explain in their own words. 8. Have students copy or cut out the questions and put them into their interactive notebooks. (NOTE: make sure not to cut this week’s edition until you are finished with the other activity on the back.)
Sources | Week 2
Week 2.8
Article Assessment Questions: 1. Why do historians analyze sources? a. to be confident in them
b. because they are told they have to c. to complete a school assignment d. because they think it’s fun 2. What do historians learn by asking: “Why was the source made?” a. the creator b. the event c. the format d. the purpose 3. What question helps a historian learn more about a source’s format?
a. Why was it made? b. Who is the creator? c. How was it created? d. When was it created?
Materials Needed: Nine sentence strips with one question from the graphic in the article listed on each Online Related Media: N/A Extended Reading Articles: N/A
Article 5: Multiple Perspectives Word Count: 71 Vocabulary: perspective: a way of seeing things High Impact Teaching Strategy: Collaborative Learning Lesson Plan:
1. Prior to the lesson, find an object that looks very different depending on which side you look at. Some examples could include a large seashell, a Rubik’s cube, or a stuffed animal. 2. Set a purpose for reading: Today, we are going to read about perspectives. As we read, think about why it is important to gather information from multiple perspectives. 3. Define the word “perspective.” 4. Read the article. 5. Conduct the Multiple Perspective activity.* a. Break the class into five groups. b. Ask one group to leave the room or sit to the side with their eyes closed. c. The other four groups will sit in four different spots in the room. d. Place an object in the middle of the room. Each group should have a different view of the object. e. Ask students to draw the object exactly how they see it.
Sources | Week 2
Week 2.9
f. Invite the fifth group to come in or approach the object and hold it with their eyes closed. They should describe the object based on what they feel (without guessing what it is). g. Record their descriptions on the board. h. Display all drawings and the descriptions for students to see. 6. Discuss multiple perspectives: a. Ask students: Why is it important to gather multiple perspectives? b. What if we only had the description from one group? c. How is each group's drawings/description different? d. Compare this activity to historians analyzing sources. 7. Have students record their perspective drawing/description in their interactive notebooks. 8. *This activity can be done in smaller groups if you have multiple objects. Article Assessment Questions: 1. What does “perspective” mean in the article? a. culture b. events c. facts d. opinions 3. What is one way to better understand the past, according to the article? a. going to a museum b. writing primary sources c. asking historians questions d. looking at multiple perspectives Materials Needed: Objects that look different from different angles (for example: stuffed animals, Rubik's a. what historians say b. way of seeing things c. what historians collect d. the way we live our lives 2. What has the greatest influence on perspective?
cube, a large seashell, etc.) Online Related Media: N/A Extended Reading Articles: N/A
Article 6: Life for Children in the 1920s Word Count: 127 Vocabulary: N/A High Impact Teaching Strategy: Deliberate Practice
Sources | Week 2
Week 2.10
Lesson Plan: 1. Divide the class into groups of three.
2. Set a purpose for reading: Today, we are going to practice analyzing like a historian. Your task will be to write a paragraph about children in the 1920s by analyzing the primary sources provided. As we read, highlight the questions in each section of the article. 3. Read the article. Students should highlight the questions as you read. 4. Have each group write two or three more questions they have about the photos. 5. Give the groups time to answer their questions and write a paragraph about children in the 1920s. 6. Allow groups to share their paragraphs and discuss what information from the source they used to get their information. 7. Give each student the graphic organizer Examining Historical Sources. Have students complete the organizer. a. NOTE: Related media has additional images to help students with this activity if you choose. Have students put their graphic organizer into their Interactive notebooks. b. NOTE: You may need to guide the students in this activity. For example, point out that in the 1920s, children’s clothes, hairstyles, and poses were similar to the adults at that time. What might that say about how people thought of children at the time?
Article Assessment Questions: 1. Why did many children not go to school? a. The teachers sent them away. b. They spent all day at the park. c. There were no laws about school. d. Not enough schools were built. 2. What did many children do in the 1920s? a. take pictures
b. get home schooled c. babysit their siblings d. work in factories 3. Where did many children work? a. cotton mills
b. national parks c. home gardens d. school playgrounds
Sources | Week 2
Week 2.11
Materials Needed: Graphic organizer Examining Historical Sources
Online Related Media: Image: “Warping Machine”
Image: “Inside a One Room Schoolhouse” Image: “Playing Hop-Scotch Long Ago” Image: “Playing Long Ago” Image: “Students Learning in an Old School House” Image: “Industrial Spinner” Extended Reading Articles: N/A
Additional Answer Keys: N/A
Sources | Week 2
Week 2.12
Name ___________________________________________________________
Date _____________
Studies Weekly Third Grade: People And Places
Sources Week 2 Assessment
1. Choose the word that best completes the sentence. A(n) __________ is an example of a secondary source. bibliography interview journal letter
2. Which characteristic do historians display when asking questions? a. carelessness
b. curiosity c. respect d. responsibility
3. Choose the phrase that best completes the sentence. Historians analyze sources by __________.
asking questions finding answers
generating solutions discovering problems
4. Only one perspective is important when learning about history. True False
5. Art can be an important piece of evidence. True False
Sources | Week 2
Week 2.13
6. Which conclusion is supported by this image?
a. There were no schools for children. b. Men did not participate in family life. c. More girls than boys were born to families. d. Women worked to help support their family.
7. Which question is not important when analyzing sources? a. Who is the author? b. When was it created? c. Where is the source located? d. Is it a primary or secondary source?
8. Mary shared her beach trip with the class. Luis told his mother about Mary’s trip. Luis is a primary source. True False
Sources | Week 2
9.1
Summary of the Week: Students will examine important documents of the United States, including the Declaration of Independence, the Constitution, and the Bill of Rights. Standards: N/A Teacher Background Knowledge: N/A Notes for Teacher: The sequence of articles in this week is designed to build and support the learning of concepts for students. Essential Question: What is the U.S. Constitution and why is it important? Learning Objective: Students will be able to explain how the U.S. Constitution establishes the purpose and fulfills the need for government. “I Can” Statement: I can explain how the U.S. Constitution establishes the purpose and fulfills the need for government. Student Edition Vocabulary and Phrases: amendments: additions or changes to a document Bill of Rights: the first 10 amendments (or additions) to the Constitution Declaration of Independence: explains the purpose of government and broke ties with Great Britain The Constitution of the United States: provides the structure of the government and describes how people are to be governed ratify: approve Language for Social Studies Learning: Language for Social Studies Learning includes any unbolded terms and phrases in the student edition and the teacher edition that enable student understanding. We suggest using a graphic organizer, such as a Frayer box, to assist in student understanding of the weekly vocabulary. the Amendments: changes made after the Constitution was written
the Articles: explain how the government should be run the Preamble: explains the purpose of the Constitution Important Documents | Week 9
9.2
Critical Thinking Questions: ● What are some possible consequences of not having our important information written in documents for everyone to read? ● In pairs, discuss what it means to have a "right to liberty.” Explore what this means to you personally. Let’s Draw or Write: Write a paragraph to explain why we need to write our important information in documents. Wellness Question: In pairs, discuss what it means to have a "right to liberty.” Explore what this means to you personally. Weekly Assessment Questions: 1. Open response: What is an important document in your life? Why is it important to you? (Answers will vary.) 2. Why were American colonists not happy with Great Britain?
a. The colonies only had 13 seats in Parliament. b. Trade ships would not land in Massachusetts. c. They believed Great Britain violated their rights. d. Great Britain did not sign the Treaty of Paris of 1763. 3. Read the sentence from the Declaration of Independence.
... all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.
What right is listed in this sentence? a. to vote for leaders
b. to have religious freedom c. to freely speak opinions d. to seek for happiness in life 4. Open response: Think about a right listed in the Bill of Rights. Describe how you use that right every day. (Answers will vary.) 5. Matching: Match each document with its purpose. Declaration of Independence: announces the separation from Great Britain
Constitution: outlines the structure of government Bill of Rights: ensures individual rights for citizens Amendments: changes to a formal document 6. Why was the Bill of Rights added to the U.S. Constitution? a. The Constitution was too short.
b. There were no rights in the Constitution. c. The writers wanted specific rights added. d. There was no one in charge of the country.
Important Documents | Week 9
9.3 7. Open response: Why have there been so many changes to the Constitution? (Sample answer: Some things were not working as expected, so changes needed to be made to fix them. The Founders were not able to predict every situation. As the country changes, some changes also need to be made to the Constitution.) 8. Fill in the blank: Three-fourths of states must approve amendments to the U.S. Constitution. Distractors: One-half; Two-thirds; Seven-eighths
Important Documents | Week 9
9.4
Student Edition Week 9
Important Documents | Week 9
9.5
Present Guiding Question to Class: Present the essential question, learning objectives, and student “I can” statements. Have students preview the text to identify the vocabulary words for this week. Unpack weekly vocabulary, as appropriate. Article 1: Important Documents of the United States Word Count: 107 Vocabulary: N/A High Impact Teaching Strategies: Multiple Exposures, Collaborative Learning Lesson Plan: 1. Start the week with an object lesson. Give students a game of some type for which they do not know the rules. (A game like chess could work here, as long as students don’t know how to play. You need a game that has rules that aren’t easy to remember. There are many variations of chess from other countries that could work too. These include Xiangqu, Shogi, and Chaturaji.) Give students the pieces and ask them to play the game. a. When students ask how to play, discuss the problem of not having rules. Why is it a problem? What happens when there are no rules? What could be the results? 2. Then, explain the rules of the game to the class. The rules should be a bit lengthy or complicated, so students will not be able to easily remember them. As students play, they should see the difficulty of not having a written form of the rules. They may make up their own rules or argue about what the rules were. They may ask other students. They may ask you. After playing for a short time, discuss the situation together: a. What were the problems? b. How did you handle the problems? c. What are some possible solutions? 3. Have a class discussion about the importance of formal documents to establish rules and organization to help us live together peacefully and successfully.
4. Show students the video “Historical Documents Intro.” 5. Look at the images displayed with the article. Ask students: a. What are these documents? b. Can you name any of these documents? c. Why are these documents important to our country?
d. Did you hear any of these documents mentioned in the video? 6. Read the article as a class. 7. Give students the Important Documents graphic organizer. Tell them that they will be using this organizer to record more details as they work throughout the week.
Important Documents | Week 9
9.6
Article Assessment Questions: 1. Why is writing important?
a. It is very hard to learn. b. Documents disappear easily.
c. There is only one written language. d. It can be shared with many people. 2. What is not a level mentioned in the article where important documents are found? a. international b. local c. national d. state 3. Why would someone sign a document?
a. They agree with it. b. It is very important. c. It has many pages. d. They cannot read it.
Materials Needed: Game for students to play in groups Graphic organizer Important Documents
Online Related Media: Video: “Historical Documents Intro” Extended Reading Articles: N/A
Article 2: Declaration of Independence Word Count: 77 Vocabulary: Declaration of Independence: explains the rights of the people and breaks ties with Great Britain
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High Impact Teaching Strategies: Collaborative Learning, Multiple Exposures, Setting Goals Lesson Plan: 1. Show students the video “The Declaration of Independence.” Ask students to listen for what the Declaration of Independence is. 2. Put the students in groups and have them discuss their ideas. 3. Have students listen to the video a second time and make a list of the important points related to the Declaration of Independence. 4. Have students share their ideas with a partner or small group. 5. Share, as a class, to create one list. Points from the video are: a. In the summer of 1776, a committee was appointed by the Continental Congress to write the Declaration of Independence. b. The purpose of the declaration was to tell the king of England that the colonists wanted to govern themselves. c. The committee chose Thomas Jefferson to write the Declaration of Independence. d. Jefferson wrote the Declaration of Independence, and the committee discussed and revised it. e. The first part of the Declaration explains how people have rights that can’t be taken away (inalienable). f. The second part says King George didn’t respect those rights. g. The Declaration was read to colonies, and almost all people approved of the language. h. Congress voted on July 2, 1776, at Independence Hall in Philadelphia. i. The Declaration of Independence was officially signed on July 4, 1776. j. It was signed by 56 delegates from 13 states. k. We celebrate our country's independence on the Fourth of July. 6. Set a purpose for reading the article (to understand the importance of the Declaration of Independence): Ask students to mark the important points in the text. 7. Read the article together. The important points are: a. The Declaration of Independence is an important document for the United States. b. It was written by Thomas Jefferson. c. It established the United States as an independent nation. d. The Declaration of Independence explains the purpose of government. e. The purpose of government is to protect the life, liberty, and happiness of its citizens. f. The new government would be founded on these principles. 8. Ask students to compare the information from the two sources (the video and the article). 9. Have students summarize the main ideas of each source. 10.Have students explain how the important points support the main idea. 11.Hand out the Important Documents graphic organizer. 12.Give students time to add information to the graphic organizer.
Important Documents | Week 9
9.8 13.Have students recite the highlighted portion of the Declaration of Independence from the article: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness—That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." Note: If you have students who cannot recite aloud, have them follow along by pointing to the words of the text. 14.Have a discussion about the meaning of the quote, especially the three rights: life, liberty, and the pursuit of happiness. 15.Hand out old magazines or newspapers. Invite students to create a collage about the rights listed in the Declaration of Independence by cutting out images. They could also draw their own images for each of the rights mentioned in the Declaration of Independence. 16.Invite students to write a paragraph about what these rights mean to them under
their collage. Have them display their work for others in the school to see. 17.At the end of the week, have students place the collage and the graphic organizer in their interactive notebooks. Article Assessment Questions: 1. Who wrote the Declaration of Independence? a. John Hancock b. Thomas Jefferson
c. Alexander Hamiltion d. George Washington 2. What did the Declaration of Independence do?
a. organize a national army b. create a new government c. give citizens individual rights d. separate the U.S. from Britain 3. What is the purpose of government?
a. to elect leaders b. to protect rights c. to gain more land d. to become wealthy
Materials Needed: Items for students to create a collage (paper, markers, glue, scissors, old magazines, etc.) Graphic organizer Important Documents Online Related Media: Video: “The Declaration of Independence” Extended Reading Articles: N/A
Article 3: The Constitution of the United States Word Count: 134
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Vocabulary: The Constitution of the United States: provides the structure of the government and describes how people are to be governed the Preamble: explains the purpose of the Constitution the Articles: explain how the government should be run the Amendments: changes made after the Constitution was written High Impact Teaching Strategies: Explicit Teaching, Collaborative Learning, Questioning Lesson Plan: 1. Ask students: Why is the U.S. Constitution an important document? Give them time to discuss the question. 2. Read the article. Ask students to pay particular attention to information that might help them answer the question “Why is the U.S. Constitution an important document?” 3. Invite students to reread the article with a highlighter or pencil in hand. Have them underline any phrases that explain why the U.S. Constitution is an important document. (sets the way the government functions; gives directions on what the government can and cannot do in the United States; defines our civil rights) 4. Use the image "Constitution Anchor Chart" to help students understand the three parts of the Constitution. The Preamble, which is the introduction, describes the goals of the Constitution. a. Read the text of the Preamble together, and have students underline the various goals. 5. The second part of the Constitution includes the Articles. There are seven articles. The first three articles describe the three branches of government. The last four articles describe how we make and approve amendments. 6. The final section of the Constitution is the Amendments. There are currently 27 amendments. The first 10 amendments are also known as the Bill of Rights. 7. Remind students of the importance of having formal documents. 8. Have students add information about the Constitution to the Important Documents graphic organizer. 9. Optional Extension Activities: a. Give students the Our Classroom Constitution graphic organizer, and have them complete it with a partner. Have students add the Our Classroom Constitution graphic organizer to their interactive notebooks. b. Using your previously established class rules, create a formal class constitution. You could use the language of the Preamble as a guide. Change the statements to everyday language, together with your class (i.e., We, the students of Ms. Smith’s class, in order to form a peaceful and happy classroom …). Then include your specific class rules and responsibilities as the articles and amendments. Create a large version of the class constitution on posterboard, and have a signing ceremony with your students.
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Article Assessment Questions: 1. What was the purpose of the Constitution? a. to organize a national army b. to create a new government c. to give people individual rights d. to separate the U.S. and Britain 2. Where was the Constitution written? a. Boston, MA b. New York, NY c. Washington, DC d. Philadelphia, PA 3. What is an important democratic principle? a. representing all citizens
b. forming new governments c. creating wealth for everyone d. establishing a powerful leader
Materials Needed: Graphic organizer Important Documents Graphic organizer Our Classroom Constitution, if doing extension activity
Online Related Media: Image: “Constitution of the United States” Image: “Constitution Anchor Chart” Extended Reading Articles: N/A
Article 4: The Amendments (taught with “The Bill of Rights”) Word Count: 117 Vocabulary: amendments: additions or changes to a document Bill of Rights: the first 10 amendments (or additions) to the Constitution ratify: approve
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High Impact Teaching Strategies: Questioning, Collaborative Learning, Explicit Teaching Lesson Plan: 1. Introduce the concept of an amendment. 2. Read the article “The Amendments.” 3. Have students underline important information about the amendments in the article. (Responses will vary. Amendments are changes to the Constitution. There are currently 27 amendments. The first 10 are called the Bill of Rights. Congress sets up amendments. States ratify, or approve, amendments. Three-fourths of states must ratify an amendment.) 4. Ask students to consider why three-fourths of states must ratify an amendment for it to be passed. (Student responses will vary. The main idea is that there should be a clear majority of the people who agree with a proposed change.) 5. Ensure the students understand that the Constitution can be amended and that the first 10 amendments to the Constitution make up the Bill of Rights. 6. Show students the video “Bill of Rights Intro.” 7. Read the article “The Bill of Rights.” 8. Have students add information about the Bill of Rights to the Important Documents graphic organizer. 9. Optional Extension: a. This activity covers the freedoms covered in the First Amendment. List the rights mentioned in the article “The Bill of Rights” on the board. (freedom of expression (speech), freedom of religion, the right to vote, and the right to a fair trial) b. Explain to students that they are going to learn about the rights covered in just the First Amendment in the Bill of Rights. (religion, speech, press, assembly, and petition) c. The vocabulary in this article is content-heavy and a bit difficult. Read the online article “The First Amendment” together. Then, work together as a class to complete the Kid Friendly First Amendment graphic organizer, using the article.
Article Assessment Questions: 1. What are changes to the Constitution called? a. ratification b. adjustments c. amendments d. the Bill of Rights 2. How many Amendments are there today?
a. 10 b. 18 c. 27 d. 36 3. Who sets up the process for states to ratify an amendment?
a. Congress b. governors c. the president d. the Supreme Court
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Materials Needed: Graphic organizer Important Documents Graphic organizer Kid Friendly First Amendment if doing extension
Online Related Media: Video: “Bill of Rights Intro” Extended Reading Articles: “The First Amendment,” if doing optional extension
Article 5: The Bill of Rights (taught with “The Amendments”) Word Count: 67 For instructions, see the lesson plan for the article “The Amendments.” Vocabulary: N/A High Impact Teaching Strategies: N/A Lesson Plan: N/A Article Assessment Questions: 1. What document contains the Bill of Rights? a. the Gettysburg Address b. the United States Constitution c. the Emancipation Proclamation d. the Declaration of Independence 2. What group best describes who has the right to a fair trial? a. all citizens
b. elected leaders c. wealthy families d. male landowners
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3. What is the purpose of the Bill of Rights? a. to free enslaved people b. to create a government c. to protect citizens’ rights d. to separate from England Materials Needed: N/A Online Related Media: N/A Extended Reading Articles: N/A
Additional Answer Keys: N/A
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Name ___________________________________________________________
Date _____________
Studies Weekly Third Grade: People And Places
Important Documents Week 9 Assessment
1. What is an important document in your life? Why is it important to you? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
2. Why were American colonists not happy with Great Britain? a. The colonies only had 13 seats in Parliament. b. Trade ships would not land in Massachusetts. c. They believed Great Britain violated their rights. d. Great Britain did not sign the Treaty of Paris of 1763.
3. Read the sentence from the Declaration of Independence.
... all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.
What right is listed in this sentence? a. to vote for leaders b. to have religious freedom c. to freely speak opinions d. to seek for happiness in life
Important Documents | Week 9
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