Grade 03 Social Studies Unit 02 Exemplar Lesson 01: Foundations of Our Government

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Grade 3 Social Studies Unit: 02 Lesson: 01 Suggested Duration: 2 days Grade 03 Social Studies Unit 02 Exemplar Lesson 01: Foundations of Our Government

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis Students learn about the Declaration of Independence and about the term “consent of the governed” as well as its relationship to the Declaration of Independence and the United States Constitution. Students also learn about several Founding Fathers, including Benjamin Franklin, and their contributions to communities that have influenced history. TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx? id=6148.

3.1 History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:

3.1A Describe how individuals, events, and ideas have changed communities, past and present.

3.1B Identify individuals, including Pierre-Charles L'Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities.

3.1C Describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to the expansion of existing communities or to the creation of new communities.

3.10 Government. The student understands important ideas in historical documents at various levels of government. The student is expected to:

3.10A Identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights. 3.10B Describe and explain the importance of the concept of "consent of the governed" as it relates to the functions of local, state, and national government.

3.11 Citizenship. The student understands characteristics of good citizenship as exemplified by historical and contemporary figures. The student is expected to: 3.11A Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting.

3.11C Identify and explain the importance of individual acts of civic responsibility, including obeying laws, serving the community, serving on a jury, and voting.

Social Studies Skills TEKS

3.17 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

3.17C Interpret oral, visual, and print material by identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, and comparing and contrasting. 3.18 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

3.18C Use standard grammar, spelling, sentence structure, and punctuation.

GETTING READY FOR INSTRUCTION

Last Updated 05/20/13 page 1 of 10 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD Grade 3 Social Studies Unit: 02 Lesson: 01 Suggested Duration: 2 days Performance Indicators

Grade 03 Social Studies Unit 02 PI 01 Create a graphic organizer (e.g., Frayer model) to help explain important ideas related to the idea of “consent of the governed.” Elaborate, in a paragraph, on the importance of the term “consent of the governed” and explain its relationship to the Declaration of Independence, the United States Constitution, and the Bill of Rights. Standard(s): 3.10A , 3.10B , 3.17C , 3.18B ELPS ELPS.c.1D , ELPS.c.1E , ELPS.c.3G , ELPS.c.5B

Key Understandings

In a democratic society, people vote for the leader who represents their needs, wants, and desires.

— How do people participate in government in a constitutional republic? — Why is “consent of the governed” important to the functions of local, state, and national government? — What are the individual acts of civic responsibility, and why are they important? Vocabulary of Instruction

consent of the governed independence grievance vote leader foundation choice

Materials

Refer to the Notes for Teacher section for materials.

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.

Teacher Resources: PowerPoint: Foundations Handout: Founding Fathers Who Wrote the Declaration of Independence (1 per student or pair) Handout: Grievances (cut apart, 1 slip per student) Handout: Excerpt from the Declaration of Independence (cut apart, 1 slip per student) Handout: Read, Consider, Re-read (1 per person)

Resources

Research information on foundations, Declaration of Independence, the Constitution, and the Bill of Rights

Advance Preparation

1. Become familiar with content and procedures for the lesson, including the Read, Consider, Re-read strategy. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Prepare materials and handouts as needed.

Background Information

Become familiar with the first few words of the Declaration of Independence. Become familiar with and be sure to understand the concept of “consent of the governed.”

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons

Last Updated 05/20/13 page 2 of 10 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD Grade 3 Social Studies Unit: 02 Lesson: 01 Suggested Duration: 2 days are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures Notes for Teacher ENGAGE – Vocabulary development October 8 NOTE: 1 Day = 10 minutes Suggested Day 1 – 5 minutes

1. Show pictures of foundations of buildings (Use the Teacher Resource: Materials PowerPoint: Foundations.) Pictures of foundations of buildings 2. Introduce the comparison that just like a strong foundation is needed to build a strong house, when our nation began, a strong foundation was needed. Attachments Use words such as: Teacher Resource: PowerPoint: Foundations Whenever a structure like a house is built, the builder starts with a good foundation. What does a foundation mean? What is the foundation of a house usually made of? For a house or building it usually is a cement slab with steel rods in it to make it strong. Can you imagine for a really big skyscraper how strong the foundation would have to be? The taller and heavier the building, the stronger the foundation needs to be.

EXPLORE – Declaration and Continental Congress Suggested Day 1 – 20 minutes

1. Continue the analogy to talk about the foundation of our nation’s Materials government. Use words such as: Painting of Signing of the Declaration of This week we are celebrating Celebrate Freedom Week. We Independence by Trumbull celebrate our way of life, the freedoms we enjoy, and remember Declaration of Independence Charters of the choices and decisions that were made to ensure our freedom. Freedom at the National Archives Just like builders want to lay a strong foundation for a building they are building, the leaders who started the United States of Attachments America also wanted a strong foundation upon which to build a Teacher Resource: Foundations new country. Handout: Founding Fathers Who Wrote the They knew that the laws and rules are the foundation of a country. Declaration of Independence (1 per The founding documents for our country are the Declaration of student or pair) Independence, the Constitution, and the Bill of Rights. Handout: Grievances (1 per student or pair)

2. Students practice saying “Continental Congress” three or four times aloud as a group. Continue the discussion using words such as:

So the leaders of the 13 colonies met. They called the meeting the Continental Congress. A Congress, to the Founding Fathers, meant an official meeting, assembly or gathering. They founded the country. They wrote the documents that form the foundation for our nation.

3. Dissect the word congress:

con=with gress=to walk congress: a formal meeting or assembly of representatives for discussion the leaders came together to meet and define path they would walk to achieve their goals

4. Show slide 7 5. The Declaration of Independence was written by a committee of five of the Founding Fathers. It was written to address the grievances of the colonists.

Last Updated 05/20/13 page 3 of 10 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD Grade 3 Social Studies Unit: 02 Lesson: 01 Suggested Duration: 2 days Thomas Jefferson was the primary author of the Declaration of Independence document. The four other people who helped him write the Declaration of Independence were:

John Adams of Massachusetts Roger Sherman of Connecticut Robert Livingston of New York Benjamin Franklin of Pennsylvania

6. Distribute the Handout: Founding Fathers Who Wrote the Declaration of Independence 7. Show slide 8. 8. The leaders understood they were writing important documents that would shape our nation, and our communities. 9. Show slides 9, 10 and 11. 10. Show slide 12 and click on the link to go to the Declaration of Independence at the National Archives Charters of Freedom site. 11. Provide some background for students regarding the colonies. Background that needs to be provided depends on students’ prior knowledge. Some background could include:

The Colonists were very unhappy with King George and Britain (the colonies were part of Britain). They were unhappy about quite a few things. They called them grievances. A grievance is a complaint.

12. Distribute the Handout: Grievances to each student. 13. Students read this summary of grievances. 14. Provide background information to help students understand some of the background for why the founding documents were written. 15. Guide students to conclude the main idea:

The leaders of the American colonies felt King George and the British were being unfair by not listening to their complaints, not allowing the colonists to vote on decisions (no consent of the governed), and charging far too much money for taxes. The American colonists decided to gather the main leaders of the colonies. The colonies were on the continent of America. Therefore, the meeting was called the First Continental Congress.

EXPLAIN – 321 Suggested Day 1 – 10 minutes

1. Students write:

3 people who were part of the Continental Congress 2 grievances the colonists had against King George 1 person who wrote the Declaration of Independence

EXPLORE – Founding Documents Suggested Day 1 - 15 minutes

Materials:

1. Show slide 13 of the Teacher Resource: Foundations. Declaration of Independence 2. Distribute the Handout: Excerpt from the Declaration of Independence. Attachments:

Last Updated 05/20/13 page 4 of 10 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD Grade 3 Social Studies Unit: 02 Lesson: 01 Suggested Duration: 2 days 3. Also distribute the Handout: Read, Consider, Re-read. Students place their name on the chart and follow teacher directions to read the document four Teacher Resource: Foundations times, rating their understanding of the document each time. (Questions for Handout: Excerpt from the Declaration of the middle column can be posed as a class and posted as an anchor chart to Independence (cut apart, 1 slip per student) be discussed between readings. Handout: Read, Consider, Re-read (1 per student) 4. Students summarize on the bottom of the chart by summarizing what they learned by reading/discussing the document four times. Instructional Note: It is important that students recognize that the ideas 5. Distribute the Handout: Excerpt from the Declaration of Independence. incorporated in the Declaration of Independence (and the 6. As a class, students read aloud the excerpt from the Declaration of constitution and Bill of Rights were ideas that changed Independence one more time. communities – the individuals who chose to meet and write the documents, the actual act of writing the documents, and the ideas embodied in the founding documents – changed communities, past and present

EXPLAIN – Meet state mandate Suggested Day 2 - 5 minutes

1. Show slide 16 of the Teacher Resource: Foundations. Attachments

2. Student pairs take turns reading aloud the excerpt from the Declaration of Teacher Resource: Foundations Independence. Handout: Excerpt from the Declaration of Independence (cut apart, 1 slip per student)

EXPLORE – Benjamin Franklin – individuals shape communities Suggested Day 2 (cont’d) – 15 minutes

1. Segue from the Declaration of Independence to a discussion of consent of Materials the governed. Information on Benjamin Franklin 2. Introduce Benjamin Franklin as a good citizen who helped shape communities Constitution of the United States as part of the group of leaders who wrote the founding documents. He once said, “in free governments the rulers are the servants and the people their Instructional Note: superiors and sovereigns.” Benjamin Franklin is included as an example of good citizen several times during the year. In this lesson he is looked at 3. In a discussion, help students understand the concept of "Consent of the as a one of the founding fathers who helped shape governed": When people agree to establish and abide by a government, they communities by participating in writing Declaration and consent to be governed. According to the core beliefs of the United States, Constitution. In Unit 04, Franklin’s contributions to human as articulated in the articulated in the Declaration of Independence the only characteristics of place are studied, including lending legitimate government is one based on the consent of the governed. libraries, fire brigades, and post roads. In Unit 05, on cultural 4. Show students a picture of the Constitution from the National Archives characteristics of communities, Franklin’s participation in Charters of Freedom website and facilitate a discussion where students community is highlighted, including the fire brigade and Junto share what they know and what they want to know about the Constitution. Group. 5. When the Founding Fathers wrote the Constitution, they designed our government as a constitutional republic whose representatives derive their authority from the consent of the governed. Those representatives serve for an established tenure and are sworn to uphold the constitution. (The people elect representatives, who make decisions in the best interest of the people and do the will of the people who elected them. People then re- elect them or elect other representatives, whether at the local, state or national level.) 6. Continue the discussion, encouraging students to provide examples and non- examples of consent of the governed and determine how to describe the characteristics that can be used to recognize consent of the governed, and then define it in their own words.

EXPLAIN – Ben Franklin and the Community Suggested Day 2 (cont’d) – 5 minutes

1. Draw a picture of Benjamin Franklin being a good citizen. Write a caption for the picture, describing how he helped shape communities.

ELABORATE – Celebrate Freedom Week Suggested Day 2 (cont’d) – 10 minutes

1. Facilitate a discussion where students share what they have learned in the lesson, including information about the Declaration of Independence, the Constitution, consent of the governed, the Founding Fathers, Benjamin Franklin, voting as a responsible act of good citizenship, and other topics. In

Last Updated 05/20/13 page 5 of 10 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD Grade 3 Social Studies Unit: 02 Lesson: 01 Suggested Duration: 2 days the discussion, students answer the guiding questions and support the Key Understanding.

In a democratic society, people vote for the leader who represents their needs, wants and desires.

EVALUATE – Consent of the Governed Suggested Day 2 (cont’d) – 15 minutes

Grade 03 Social Studies Unit 02 PI 01 Instructional Note: Create a graphic organizer (e.g., Frayer model) to help explain important ideas related to the idea of “consent of the governed.” Elaborate, in a paragraph, on the importance of the term “consent of the governed” and explain its relationship to the Declaration of Independence, the United States Constitution, and the Bill of Rights. Standard(s): 3.10A , 3.10B , 3.17C , 3.18B ELPS ELPS.c.1D , ELPS.c.1E , ELPS.c.3G , ELPS.c.5B

1. A Frayer model is one type of organizer that could be created. A Cause- Effect chain or bubble map are others that could be used.

Last Updated 05/20/13 page 6 of 10 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD Grade 03 Social Studies Unit: 02 Lesson: 01 Founding Fathers Who Wrote the Declaration of Independence

Thomas Jefferson Benjamin Franklin Roger Sherman John Adams Robert Livingston

Virginia Pennsylvania Connecticut Massachusetts New York

Founding Document: Declaration of Independence

Image sources: Stuart, G. (Artist). (1821). Thomas Jefferson [Web Photo]. Retrieved from http://commons.wikimedia.org/wiki/File:Gilbert_Stuart_Thomas_Jeffersen.jpg Benjamin Franklin: Hall, H. B. (Artist). (1868). Portrait of Benjamin Franklin. [Web Photo]. Retrieved from http://hdl.loc.gov/loc.pnp/cph.3a26485 Roger Sherman: Earl, R. (Artist). (1775). Roger Sherman. [Web Photo]. Retrieved from http://artgallery.yale.edu/pages/collection/popups/pc_amerps/enlarge03.html John Adams: Durand, A. B. (Artist). (Date unknown). President John Adams. [Web Photo]. Retrieved from http://www.navy.mil/view_single.asp?id=10322 Stuart, G. (Artist). (1794). Robert R Livingston [Web Photo]. Retrieved from http://commons.wikimedia.org/wiki/File:Robert_R_Livingston_by_Gilbert_Stuart.jpeg

Summary of grievances in the Declaration of Independence The king (George III, King of Britain) had absolute power over the people The king taxed the colonists when they did not have representatives involved in the decision-making (Rules for taxing the colonists were made by members of Parliament, who did not represent the colonists; the colonists were taxed without their consent.) The king was not looking out for the good of the people. The king made war against colonists and incited others (Indians) to war against them. The king suspended trial by jury The king kept standing armies in colonies and required that citizens quarter (feed and house) troops (soldiers) in their homes The king dissolved the colony legislatures because the colonists opposed his invasions on the rights of people. The king has stopped colonists from trading with other countries, allowing them to only trade with Britain.

“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,.”

1. The teacher reads the selection aloud as students follow along. After the reading, in the first row of the matrix, students rate their understanding of the excerpt, using a scale of 1 to 10 with 10 as the highest rating. In the questions column, students list any questions they have about the selection, including vocabulary terms (they underline or highlight words not understood). 2. Students read the selection silently. Again, students rate their understanding, listing any additional questions. In the answers column, they note which questions from the first reading were answered by the second reading. They also note any additional questions. 3. Students work in a small group to answer questions still left unanswered. In a discussion, students, bring up any questions that still remain unanswered. 4. Student pairs take turns, reading and following along as the selection is read for a third time. Again, students rate their understanding. 5. The teacher reads the selection aloud for the fourth time. Students again read aloud any words that are highlighted as they are read. Students give the reading a final rating.

6. Students summarize reading in row at the bottom. Understanding Questions Answers Rating (Scale of 1-10) First Reading

Second Reading

Third Reading

Fourth Reading

Summary after reading four times: Explain what you learned.