4th lesson plans - Tennessee State Museum Capital lesson plans.pdf · project that will help improve society. Examples are organizing a clean-up day at school, ... 16. Andrew Jackson–

Lesson plans provided bythe Tennessee State Museum1

TennesseeState Capitol

4th GradeLesson Plans


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

For more information onother programs at the

museum contact:Public Programs

Department(615) 741-0830(800) 407-4324

or online at:www.tnmuseum.org


4th Grade Capitol Lesson Plans

Curriculum Framework Objectives:4.1.04 c 4.5.09 a, b4.3.02 b 4.5.10 a, b4.4.02 b, e 4.5.11 e4.4.03 b, c 4.5.12 c4.4.04 b

IntroductionAs a class create a K-W-L chart. Display a largepiece of butcher paper on the chalkboard. Divideit into three columns. Label the columns with thefollowing: “What we already know about theTennessee State Capitol;” “What we want toknow;” and “What we learned.” Before startingthe unit have students share their thoughts for thefirst and second columns. Keep chart displayedthroughout unit. After your capitol visit, reviewthe chart. Evaluate students by filling in the lastcolumn.

VocabularyØHave students identify or define each of thefollowing terms related to the State Capitol.Definitions are provided in the appendix.

judicial branch capitol aye(State of) Franklin speaker citizenAndrew Johnson vote assemblyAndrew Jackson capital electionJames K. Polk Cherokee billWilliam Strickland limestone governorrepresentative Sequoyah lawlegislative branch John Sevier senatorexecutive branch constitution chambersNashville

ÙHave students create acrostics for five of thevocabulary words. Each line of the acrosticincludes terms or phrases which describe thevocabulary word.

Example:A ffirmative L egislationY es A way to help societyE ndorsement W ritings

ÚHave students complete the crossword puzzlewhich is provided in the appendix.


Time Lines and MapsØ Mapping It OutNashville has not always been the capital ofTennessee. Knoxville, Murfreesboro, andKingston all served as the state’s capital. Providestudents with a copy of the “Tennessee CapitalCities” found in the appendix. Have them labeland identify each of the capital cities along withthe various rivers in the state.

ÙMapping It OutAfter students have completed the map activity,discuss why Nashville was chosen as the perma-nent capital in 1843. Have them considerNashville’s (central) location, its accessibility byway of the Cumberland River, and mention thefact that the land was a gift to the state. Nextprovide students with copies of “Tennessee’s NewCapital” found in the appendix. Have them decidewhere the state capital should be and place it onthe map of Tennessee. Then have students providetwo to three reasons why that city should bechosen as the capital.

Ú “T” TimeEncourage students to conduct research in booksand the Internet (see suggested resources). Next,have students complete the “Tennessee Time”activity sheet found in the appendix.

ÛClothesline TimeMake a time line using a clothesline and hang itup in your classroom. Display a picture or outlineof Tennessee 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 oneside, and a fact on the other. Discuss each yearand fact and add it to the time line. Students canrefer to the “T Time” activity to help get themstarted. Encourage them to conduct additionalresearch to flesh out the time line.

Tennessee Government and CivicsØØØØØThree Branches Lead students in a discussion ofthe roles of the three branches of government. Besure to cover the following chart which addressesthose branches of government which work or haveworked in the State Capitol. (You may decide tocover only the basic functions and informationregarding each branch.)



ÙHave students complete “The Tennessee Three”activity found in the appendix.

ÚMock SessionA. Pass out copies of “How a BillBecomes a Law” found in the appendix.Lead students in a discussion of thelegislative process.

B. Next have students develop their own“bills” or ideas for laws and put them inwriting.

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

D. Have both groups send five members to“The Committee.” This group will revieweach of the “bills” and pick ten to place onthe appropriate “Calendars.” Those“legislators” whose bills have been chosenshould be given the opportunity to preparefor debate.

E. Assign the roles of speaker and chiefclerk in each “house.” The speakers willpreside over the debates and keep order intheir respective chambers. The chiefclerks will be responsible for tallying theofficial votes.

F. Have students participate in debatesconcerning each of the bills.

G. Once the debates are closed, thespeakers instruct their fellow members tovote on the bills. The speakers then signthe bills which have passed with a majorityvote and send them to the “governor.”(This can be the teacher or anotherstudent.)

H. Have the governor make his decisionthen explain why.

Û Rights and ResponsibilitiesExplain to students that every U.S. citizen hasrights and responsibilities. Lead students in adiscussion about the difference between the two.“Rights” can be defined as “something due to oneby the law or Constitution.” “Responsibilities”can be defined simply as “duties.” (A goodreference and example is the Bill of Rights.)Next, have students complete the “R & R” activityfound in the appendix. Discuss the correct an-swers when completed.


Ü Don’t Just Sit There– Get Involved!Now that you have discussed rights and responsi-bilities with your students, discuss ways in whichthey can get involved. Yes, even school kids canget involved with public policy and/or governmentissues. Discuss several possibilities that willencourage your class to participate in your com-munity (or state).

*One activity is having students writeletters or send e-mail to their local or statelegislators. As a class, discuss what aresome of their major concerns regardingeducation, conservation, family issues, etc.Students can express their opinions andconcerns as they write their lawmakers.For state legislators’ contact informationconsult the General Assembly’s web site atwww.legislature.state.tn.us.

**Have students make posters or flyersthat promote a good cause then displaythem throughout your school. Forexample: “Don’t be a litterbug!”

***Another activity is to choose a classproject that will help improve society.Examples are organizing a clean-up day atschool, volunteering to help out at a com-munity center, volunteering at the localanimal shelter. The possibilities areendless and the kids (and you) will havefun doing it!

Terrific TennesseansThroughout Tennessee’s history there have beenmany memorable characters. Have studentschoose one of the following people whose bustsculpture or portrait is on display in the building,and complete the “Terrific Tennesseans” activityfound in the appendix. Information about eachindividual can be found in The Tennessee Encyclo-pedia of History & Culture, published by theTennessee Historical Society and given to allTennessee School libraries. It is also availableonline at http://tennesseeencyclopedia.net.

William Strickland SequoyahJohn Donelson Andrew JacksonCave Johnson Felix GrundyJames Robertson James. K. PolkGov. William B. Campbell David CrockettJohn Bell Andrew JohnsonHugh Lawson White Gov. James JonesEphraim H. Foster Sarah Childress PolkGov. William Carroll Dr. Gerard TroostCharlotte Robertson John SevierMatthew Fontaine Maury


Appendix


Vocabulary Defined

1. Capitol– the building in which the state legis-lature meets. The state capitol is located onCharlotte Avenue.

2. Capital– a city that is the official seat ofgovernment in a state. Nashville is the capital ofTennessee.

3. Assembly– refers to the two houses of theTennessee legislature, the House of Representa-tives and the Senate.

4. Representative– a member of a legislativebody selected by popular vote. A Tennessee staterepresentative must at least be 21 years old, servesa two-year term, and represents approximately50,000 citizens.

5. Senator– a member who is elected by popularvote to the upper house in a legislature. A Tennes-see senator must at least be 30 years old, serves afour-year term, and represents approximately150,000 citizens.

6. Legislative branch– the branch of governmentwhich makes the laws of the state. Tennessee’slegislative branch of government consists of theHouse of Representative and the Senate.

7. Executive branch– the branch of governmentwhich enforces the laws of the state or makes surethey are carried out. The chief executive officer ofTennessee is the governor.

8. Judicial branch– refers to the branch ofgovernment which interprets the laws of the state.The State Supreme Court is the highest or mostpowerful judicial body in Tennessee.

9. Election– an organized activity in which one ischosen for an office by a vote.

10. Citizen– a person who is entitled, by birth ornaturalization, to the rights and privileges of thecity, state, or country where he resides.

11. William Strickland– the architect or designerof the state capitol. The capitol is considered thegreatest work of his career. It was started in 1845but not completed until 14 years later in 1859.Strickland died before the building was finishedand is entombed within the northeast wall.

12. Governor– the chief executive of a state. Thegovernor of Tennessee is Phil Bredesen.

13. Vote– the way someone officially makes hischoice of a candidate for an office or the way alegislator expresses his decision about a proposedbill.

14. Constitution– a written set of basic laws andprinciples that outline the function and limits of agovernment. Tennessee’s first constitution waswritten in 1796.

15. (State of) Franklin– refers to the first attemptat statehood from the Southwest Territory. The“lost state of Franklin” was created in 1784 inwhat is now East Tennessee but collapsed in 1789.

16. Andrew Jackson– the 7th president of theUnited States. Jackson was known as “OldHickory” because he was as tough as a hickorytree. He became the hero of the Battle of NewOrleans during the War of 1812. His celebritystatus helped him become president in 1828.

17. James Knox Polk– the 11th president of theUnited States. Polk was the first “dark horse”candidate for president meaning that he was notexpected to win the nomination. He was alsoreferred to as “Young Hickory” because he was aJacksonian Democrat who remained loyal toJackson.


Vocabulary Defined (cont.)

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

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

20. Bill– an idea for a law or a proposed lawpresented 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 theUnited States. Johnson is best remembered forbeing the country’s first impeached presidentalthough he was acquitted by one vote.

23. Speaker– the presiding officer of a legislativeassembly.

24. Cherokee–a Native American nation whichwas most predominant in southeastern Tennessee.The Cherokee had lived and hunted in Tennesseelong 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 Tennesseeand was used in the construction of the Capitol.

26. Aye– an old English word meaning yes, andby 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.











*Courtesy of the Senate Activity Book




Terrific Tennesseans

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

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 yourTerrific Tennessean.

Documents

4th lesson plans - Tennessee State Museum Capital lesson plans.pdf · project that will help improve society. Examples are organizing a clean-up day at school, ... 16. Andrew Jackson–