State Capitol 4th Grade Lesson Plans

Lesson plans provided by 1 the For more information on other programs at the museum contact: Public Programs Department (615) 741-0830 (800) 407-4324 or online at: www.tnmuseum.org

Tennessee State Museum, April 2003, 1,000 copies. Publication authorization #316532, This public document was promulgated at a cost of $.67 a copy.

Lesson plans provided by 2 the Tennessee State Museum 4th Grade Capitol Lesson Plans

Curriculum Framework Objectives: 4.1.04 c 4.5.09 a, b 4.3.02 b 4.5.10 a, b 4.4.02 b, e 4.5.11 e 4.4.03 b, c 4.5.12 c 4.4.04 b

Introduction As a class create a K-W-L chart. Display a large ÙHave students create acrostics for five of the piece of butcher paper on the chalkboard. Divide vocabulary words. Each line of the acrostic it into three columns. Label the columns with the includes terms or phrases which describe the following: “What we already know about the vocabulary word. ;” “What we want to know;” and “What we learned.” Before starting Example: the unit have students share their thoughts for the A ffirmative L egislation first and second columns. Keep chart displayed Y es A way to help society throughout unit. After your capitol visit, review E ndorsement W ritings the chart. Evaluate students by filling in the last column. ÚHave students complete the crossword puzzle which is provided in the appendix. Vocabulary ØHave students identify or define each of the following terms related to the State Capitol. Definitions are provided in the appendix.

judicial branch capitol aye (State of) Franklin speaker citizen vote assembly capital election James K. Polk bill William Strickland limestone governor representative Sequoyah law legislative branch senator executive branch constitution chambers Nashville

Lesson plans provided by 3 the Tennessee State Museum Time Lines and Maps Ø Mapping It Out Nashville has not always been the capital of Tennessee. Knoxville, Murfreesboro, and Kingston all served as the state’s capital. Provide students with a copy of the “Tennessee Capital Cities” found in the appendix. Have them label and identify each of the capital cities along with the various rivers in the state.

ÙMapping It Out After students have completed the map activity, discuss why Nashville was chosen as the perma- nent capital in 1843. Have them consider Nashville’s (central) location, its accessibility by way of the Cumberland River, and mention the fact that the land was a gift to the state. Next provide students with copies of “Tennessee’s New Ú “T” Time Capital” found in the appendix. Have them decide Encourage students to conduct research in books where the state capital should be and place it on and the Internet (see suggested resources). Next, the map of Tennessee. Then have students provide have students complete the “Tennessee Time” two to three reasons why that city should be activity sheet found in the appendix. chosen as the capital. ÛClothesline Time Make a time line using a clothesline and hang it up in your classroom. Display a picture or on the left to mark the starting point. As students conduct research throughout this unit, have them fill out index cards with a year on one side, and a fact on the other. Discuss each year and fact and add it to the time line. Students can refer to the “T Time” activity to help get them started. Encourage them to conduct additional research to flesh out the time line.

Tennessee Government and Civics ØThree Branches Lead students in a discussion of the roles of the three branches of government. Be sure to cover the following chart which addresses those branches of government which work or have worked in the State Capitol. (You may decide to cover only the basic functions and information regarding each branch.)

Lesson plans provided by 4 the Tennessee State Museum Lesson plans provided by 5 the Tennessee State Museum ÙHave students complete “The Tennessee Three” Û Rights and Responsibilities activity found in the appendix. Explain to students that every U.S. citizen has rights and responsibilities. Lead students in a ÚMock Session discussion about the difference between the two. A. Pass out copies of “How a Bill “Rights” can be defined as “something due to one Becomes a Law” found in the appendix. by the law or Constitution.” “Responsibilities” Lead students in a discussion of the can be defined simply as “duties.” (A good legislative process. reference and example is the Bill of Rights.) Next, have students complete the “R & R” activity B. Next have students develop their own found in the appendix. Discuss the correct an- “bills” or ideas for laws and put them in swers when completed. writing.

C. Divide class into two groups, the House of Representatives and the Senate.

D. Have both groups send five members to “The Committee.” This group will review each of the “bills” and pick ten to place on the appropriate “Calendars.” Those “legislators” whose bills have been chosen should be given the opportunity to prepare for debate.

E. Assign the roles of speaker and chief clerk in each “house.” The speakers will preside over the debates and keep order in their respective chambers. The chief clerks will be responsible for tallying the official votes.

F. Have students participate in debates concerning each of the bills.

G. Once the debates are closed, the speakers instruct their fellow members to vote on the bills. The speakers then sign the bills which have passed with a majority vote and send them to the “governor.” (This can be the teacher or another student.)

H. Have the governor make his decision then explain why.

Lesson plans provided by 6 the Tennessee State Museum Ü Don’t Just Sit There– Get Involved! Now that you have discussed rights and responsi- bilities with your students, discuss ways in which they can get involved. Yes, even school kids can get involved with public policy and/or government issues. Discuss several possibilities that will encourage your class to participate in your com- munity (or state). *One activity is having students write letters or send e-mail to their local or state legislators. As a class, discuss what are Terrific Tennesseans some of their major concerns regarding Throughout Tennessee’s history there have been education, conservation, family issues, etc. many memorable characters. Have students Students can express their opinions and choose one of the following people whose bust concerns as they write their lawmakers. sculpture or portrait is on display in the building, For state legislators’ contact information and complete the “Terrific Tennesseans” activity consult the General Assembly’s web site at found in the appendix. Information about each www.legislature.state.tn.us. individual can be found in The Tennessee Encyclo- pedia of History & Culture, published by the **Have students make posters or flyers Tennessee Historical Society and given to all that promote a good cause then display Tennessee School libraries. It is also available them throughout your school. For online at http://tennesseeencyclopedia.net. example: “Don’t be a litterbug!” William Strickland Sequoyah ***Another activity is to choose a class John Donelson Andrew Jackson project that will help improve society. Cave Johnson Felix Grundy Examples are organizing a clean-up day at James Robertson James. K. Polk school, volunteering to help out at a com- Gov. William B. Campbell David Crockett munity center, volunteering at the local John Bell Andrew Johnson animal shelter. The possibilities are Gov. James Jones endless and the kids (and you) will have Ephraim H. Foster fun doing it! Gov. William Carroll Dr. Gerard Troost Charlotte Robertson John Sevier Matthew Fontaine Maury

Lesson plans provided by 7 the Tennessee State Museum Appendix

Lesson plans provided by 8 the Tennessee State Museum Vocabulary Defined

1. Capitol– the building in which the state legis- 10. Citizen– a person who is entitled, by birth or lature meets. The state capitol is located on naturalization, to the rights and privileges of the Charlotte Avenue. city, state, or country where he resides.

2. Capital– a city that is the official seat of 11. William Strickland– the architect or designer government in a state. Nashville is the capital of of the state capitol. The capitol is considered the Tennessee. greatest work of his career. It was started in 1845 but not completed until 14 years later in 1859. 3. Assembly– refers to the two houses of the Strickland died before the building was finished Tennessee legislature, the House of Representa- and is entombed within the northeast wall. tives and the Senate. 12. Governor– the chief executive of a state. The 4. Representative– a member of a legislative is . body selected by popular vote. A Tennessee state representative must at least be 21 years old, serves 13. Vote– the way someone officially makes his a two-year term, and represents approximately choice of a candidate for an office or the way a 50,000 citizens. legislator expresses his decision about a proposed bill. 5. Senator– a member who is elected by popular vote to the upper house in a legislature. A Tennes- 14. Constitution– a written set of basic laws and see senator must at least be 30 years old, serves a principles that outline the function and limits of a four-year term, and represents approximately government. Tennessee’s first constitution was 150,000 citizens. written in 1796.

6. Legislative branch– the branch of government 15. (State of) Franklin– refers to the first attempt which makes the laws of the state. Tennessee’s at statehood from the . The legislative branch of government consists of the “lost ” was created in 1784 in House of Representative and the Senate. what is now but collapsed in 1789.

7. Executive branch– the branch of government 16. Andrew Jackson– the 7th president of the which enforces the laws of the state or makes sure . Jackson was known as “Old they are carried out. The chief executive officer of Hickory” because he was as tough as a hickory Tennessee is the governor. tree. He became the hero of the Battle of New Orleans during the . His celebrity 8. Judicial branch– refers to the branch of status helped him become president in 1828. government which interprets the laws of the state. The State Supreme Court is the highest or most 17. James Knox Polk– the 11th president of the powerful judicial body in Tennessee. United States. Polk was the first “dark horse” candidate for president meaning that he was not 9. Election– an organized activity in which one is expected to win the nomination. He was also chosen for an office by a vote. referred to as “Young Hickory” because he was a Jacksonian Democrat who remained loyal to Jackson.

Lesson plans provided by 9 the Tennessee State Museum Vocabulary Defined (cont.)

18. John Sevier– the only governor of the state of Franklin and Tennessee’s first governor.

19. Sequoyah– a Cherokee Indian who invented the Cherokee syllabary which consists of 85 characters and is still in use today.

20. Bill– an idea for a law or a proposed law presented to a legislative body for approval.

21. Nashville– the capital of Tennessee. It be- came the permanent capital in 1843.

22. Andrew Johnson– the 17th president of the United States. Johnson is best remembered for being the country’s first impeached president although he was acquitted by one vote.

23. Speaker– the presiding officer of a legislative assembly.

24. Cherokee–a Native American nation which was most predominant in southeastern Tennessee. The Cherokee had lived and hunted in Tennessee long before any European settlers.

25. Limestone– chosen as a state rock of Tennes- see by the General Assembly on February 28, 1979. It is a porous stone common in Tennessee and was used in the construction of the Capitol.

26. Aye– an old English word meaning yes, and by tradition used by legislators in voting yes.

27. Law– a rule established by authority, society, or the Tennessee General Assembly.

28. Chambers– rooms for the meetings of assem- blies especially legislative assemblies.

Lesson plans provided by 10 the Tennessee State Museum Lesson plans provided by 11 the Tennessee State Museum Lesson plans provided by 12 the Tennessee State Museum Lesson plans provided by 13 the Tennessee State Museum Lesson plans provided by 14 the Tennessee State Museum Lesson plans provided by 15 the Tennessee State Museum Lesson plans provided by 16 the Tennessee State Museum Lesson plans provided by 17 the Tennessee State Museum Lesson plans provided by 18 the Tennessee State Museum Lesson plans provided by 19 the Tennessee State Museum *Courtesy of the Senate Activity Book Lesson plans provided by 20 the Tennessee State Museum Lesson plans provided by 21 the Tennessee State Museum Lesson plans provided by 22 the Tennessee State Museum Terrific Tennesseans

Read each of the questions carefully and provide answers about your Terrific Tennessean.

1. My Terrific Tennessean is ______.

2. When and where was your Terrific Tennessean born? When and where did he or she die?

3. Where did your Terrific Tennessean live?

4. Make a time line of your Terrific Tennessean’s life. Try to include at least 5 years.

5. List two or more of your Terrific Tennessean’s accomplishments.

6. Do you think your Terrific Tennessean is terrific? Why or why not?

7. On the back of this sheet, design, draw, and color a historical marker to commemorate your Terrific Tennessean.

Lesson plans provided by 23 the Tennessee State Museum