PROJECT GLAD · Web viewFritz, Jean, Shh! We’re Writing The Constitution, Putnam Publishing Group, reissue edition 1998 Granfield, L and Bjorkman, S. America Votes: How Our President

PROJECT GLADOrange Unified School District

THE CONSTITUTION(Level 5)

IDEA PAGES

I. UNIT THEME: People and events associated with development of the U.S. Constitution. Analyze the Constitution’s significance as the foundation of the American Republic The U.S. Constitution is the foundation of the American Republic Cross-Cultural Sensitivity Theme: People are unified in their desire for freedom.

II. FOCUS/MOTIVATION Big Book Cognitive Content Dictionary Picture File Cards Observation Charts Constitution Awards Artifacts Video Clips Inquiry Chart: What do you know about The Constitution? And What do you want to

know about The Constitution?

III. CLOSURE Completed Process Grid A persuasive letter/speech Editorial Process unit charts Team Task Group Presentation Living Wall Hall Of Fame Chapter Test Original Poem

IV. CONCEPTSGrade 5 California History-Social Science Standards

5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American Republic

5.7.1 List the shortcomings of the Articles of Confederation as set forth by their critics.

5.7.2 Explain the significance of the new Constitution of 1787, including the struggles over its ratification and the reasons for the addition of the Bill of Rights.

5.7.3 Understand the fundamental principles of American constitution democracy, including how the government derives its power from the people and the primacy of individual liberty.

The Constitution Level 5 CAOrange Unified School District - Project G.L.A.D (09/07)

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Idea PagesPg. 2

5.7.4 Understand how the Constitution is designed to secure our liberty by both empowering and limiting central governments and compare the powers granted to citizens, Congress, the president, and the Supreme Court with those reserved to the states.

5.7.5 Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution.

5.7.6 Know the songs that express American ideals (e.g., “America the Beautiful,” “The Star Spangled Banner”)

V. ORAL LANGUAGE/READING/WRITING SKILLSListening & Speaking1.0 Listening & Speaking Strategies

Comprehension1.1 Ask questions that seek information not already discussed.1.2 Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives.1.3 Make inferences or draw conclusions based on an oral report.

Organization and Delivery of Oral Communication1.4 Select a focus, organization structure, and point of view for an oral presentation.1.5 Clarify and support spoken ideas with evidence and examples.1.6 Engage the audience with appropriate verbal cues, facial expressions, & gestures.

Analysis and Evaluation of Oral and Media Communications1.7 Identify analyze & critique persuasive techniques; identify logical fallacies used

in oral presentations and media messages.1.8 Analyze media as sources for information, entertainment, persuasion,

interpretation of events, and transmission of culture.2.0 Speaking Applications (Genres & Their Characteristics)

2.1 Deliver narrative presentations.2.2 Deliver informative presentations about an important idea, issue, or event.2.3 Deliver oral responses to literature.

(Grades 3-5 ELD Standards) Listening & SpeakingComprehensionB: Speak with few words/sentences

Answer simple questions with one/two word responsesRetell familiar stories/participate in short conversations/using

gestures.EI: Ask/answer questions using phrases/simple sentences

Restate/execute multi step oral directionsI: Ask/ answer question using support elements

Identify key details from stories/informationEA: Identify main points/support details from content areasA: Identify main points/support details from stories & subject areas

Respond to & use idiomatic expressions appropriately Comprehension, Organization & Delivery of Oral CommunicationB: Uses common social greetingsEI: Identify main points of simple conversations/stories (read aloud)

Communicate basic needsRecite rhymes/songs/simple stories


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I: Speak with standard English grammatical forms/soundsParticipate in social conversations by asking/answering questionsRetell stories/share school activities using vocabulary, descriptive

words/paraphrasingEA: Retell stories including characters, setting, plot, summary, analysis

Use standard English grammatical forms/sounds/intonation/pitchInitiate social conversations by asking & answering

questions/restating & soliciting informationAppropriate speaking based on purpose, audience, subject matterAsk/answer instructional questionsUse figurative language & idiomatic expressions

A: Question/restate/paraphrase in social conversationsSpeak/write based on purpose, audience, & subject matterIdentify main idea, point of view, & fact/fiction in broadcast &

print mediaUse standard English grammatical forms/sounds/intonation/pitch

Reading:1.0 Word Analysis, Fluency & Systematic Vocabulary Development

Word Recognition1.1 Read narrative and expository text aloud with grade-appropriate fluency and

accuracy and with appropriate spacing, intonation, and expression. Vocabulary and Concept Development

1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words & phrases.1.3 Use Knowledge of root words to determine the meaning of

unknown words within a passage.1.4 Know common roots and affixes from Greek & Latin & use this knowledge to analyze the meaning of complex words.1.5 Understand & explain the figurative and metaphorical use of words in context.

2.0 Students read and understand grade-level appropriate material. They draw upon a variety of comprehension strategies as needed.

Structural Features of Informal Materials2.1 Identify structural patterns found in informational text.2.2 Analyze text that is organized in sequential or chronological order.

Comprehension & Analysis of Grade-Level-Appropriate Text2.3 Discern main ideas & concepts presented in texts, identifying & assessing evidence that supports those ideas.2.4 Draw inferences, conclusions, or generalizations about text and support them

with textual evidence and prior knowledge.2.5 Distinguish facts, supported inferences, and opinions in text.

2.0 Literary Responses & Analysis:Structural Features in Literature

3.1 Identify & analyze the characteristics of poetry, drama, fiction, & non-fiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.


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Narrative Analysis of Grade-Level-Appropriate Text3.2 Identify the main problem or conflict of the plot & explain how it is resolved.3.3 Contrast the actions, motives, & appearances of characters in a work of

fiction and discuss the importance of the contrasts to the plot or theme.3.4 Understand that theme refers to the meaning or moral of a selection and

recognize themes in sample works.3.5 Describe the function and effect of common literary devices.

Literary Criticism3.6 Evaluate the meaning of archetypal patterns & symbols that are found in

myth and tradition by using literature from different eras & cultures.3.7 Evaluate the author’s use of various techniques to influence reader’s

perspective.(Grades 3-5 ELD Standards) Reading Word Analysis

Concepts about Print, Phonemic Awareness, Decoding & Word Recognition

B: Recognize familiar phonemesRecognize sound/symbol relationships in own writing

EI: Read orally recognizing/producing phonemes not in primary language

Recognize morphemes in phrases/simple sentencesI: Read aloud with correct pronunciation of most phonemes

Use common morphemes in oral & silent readingEA: Use knowledge of morphemes to derive meaning from

literature/texts in content areasA: Use root & affixes to derive meaning

Fluency & Systematic Vocabulary Development Vocabulary & Concept Development

B: Read aloud simple words in stories/gamesRespond to social & academic interactions (simple ques./ans.)Demonstrate comprehension of simple voc. with actionRetell simple stories with drawings, words, phrasesUses phrases/single word to communicate basic needs

EI: Use content vocabulary in discussions/readingRead simple vocabulary, phrases & sentences independentlyUse morphemes, phonics, syntax to decode & comprehend wordsRecognize & correct grammar, usage, word choice in speaking or

reading aloudRead own narrative & expository text aloud with pacing,

intonation, expressionI: Create dictionary of frequently used words

Decode/comprehend meaning of unfamiliar words in textRecognize & correct grammar, usage, word choice in speaking or

reading aloudRead grade level narrative/expository text aloud with pacing,

intonation, expressionUse content vocabulary in discussions/readingRecognize common roots affixes


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Idea PagesPg. 5

EA: Use morphemes, phonics, syntax to decode/comprehend wordsRecognize multiple meaning words in content literature & textsUse common roots & affixesUse standard dictionary to find meaningsRecognize analogies & metaphors in content literature & textsUse skills/knowledge to achieve independent readingUse idioms in discussions & readingRead complex narrative & expository texts aloud with pacing,

intonation, expressionA: Apply common roots & affixes knowledge to vocabulary

Recognize multiple meaning wordsApply academic & social vocabulary to achieve independent

readingUse idioms, analogies & metaphors in discussion & readingUse standard dictionary to find meaningsRead narrative & expository text aloud with pacing, intonation

Reading ComprehensionB: Answer fact questions using one/two word response

Connect simple text read aloud to personal experienceUnderstand & follow one-step directionSequence events from stories read aloud using key words /phrasesIdentify main idea using key words/phrasesIdentify text features: title/table of contents/chapter headings

EI: Use simple sentences to give details from simple storiesConnect text to personal experienceFollow simple two-step directionsIdentify sequence of text using simple sentencesRead & identify main ideas to draw inferencesIdentify text features: title, table of contents, chapter headingsIdentify fact/opinion in grade level text read aloud to students

I: Orally respond to comprehension questions about written textRead text features: title, table of contents, chapter headings,

diagrams, charts, glossaries, indexesIdentify main idea to make predictions & support detailsOrally describe connections between text & personal experienceFollow multi-step directions for classroom activitiesIdentify examples of fact/opinion & cause/effect in

literature/content textEA: Give main idea with supporting detail from grade level text

Generate & respond to text-related comprehension questionsDescribe relationships between text & personal Identify function of text features: format/diagrams/charts/

experiences/glossaryDraw conclusions & make inferences using text resourcesFind examples of fact, opinion, inference, & cause/effect in textIdentify organizational patterns in text: sequence, chronology

A: Make inferences/generalizations, draw conclusions from grade level text resources


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Idea PagesPg. 6

Describe main ideas with support detail from textIdentify patterns in text: compare/contrast, sequence, cause/effect

Reading Literacy Response & AnalysisNarrative Analysis of Grade-Level Appropriate TextB: One/two word oral responses to factual comprehension questions

Word/phrase oral response identifying characters and settingsDistinguish between fiction & non-fictionIdentify fairy tales, folk tales, myth, legend using lists,

charts, tablesEI: Orally answer factual questions using simple sentences

Orally identify main events in plotRecite simple poemsOrally describe setting of literature pieceOrally distinguish among poetry, drama, short storyOrally describe character of a selection

I: Paraphrase response to text using expanded vocabularyApply knowledge of language to derive meaning from text

EA: Describe figurative language (simile, metaphor, personification)Distinguish literary connotations from culture to cultureIdentify motives of charactersDescribe themes stated directlyIdentify speaker/narrator in textIdentify main problem of plot and how it is resolvedRecognize first & third person in literary text

A: Describe characters of poetry, drama, fiction & non-fictionEvaluate author’s use of techniques to influence readerDescribe directly stated & implied themesCompare & contrast motives of characters in work of fiction

Writing1.0 Writing Strategies

Organization & Focus1.1 Create multiple-paragraph narrative composition.1.2 Create multiple-paragraph expository compositions.1.3 Use organizational features of printed text to locate relevant information. 1.4 Create simple documents by using electronic media & employing organizational

features.1.5 Use a thesaurus to identify alternative word choices and meanings.1.6 Edit & revise manuscripts to improve the meaning & focus of writing by adding,

deleting, consolidating, clarifying, and rearranging words & sentences.2.0 Writing Applications (Genres & Their Characteristics)

2.1 Write narratives2.2 Write responses to literature.2.3 Write research reports about important ideas, issues, of events.2.4 Write persuasive letters or compositions.


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Idea PagesPg. 7

Written & Oral English Language Conventions1.0 Written & Oral English Language Conventions Sentence Structure

1.1 Identify & correctly use prepositional phrases, appositives, & independent & dependent clauses; use transitions & conjunctions to connect ideas.

Grammar1.2 Identify and correctly use verbs that are often misused, modifiers, and pronouns.Punctuation1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation

marks around exact words of a speaker and titles of poems, songs, short stories, & so forth.

Capitalization1.4 Use correct capitalization.Spelling1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

(Grades 3-5 ELD Standards) Writing Strategies & ApplicationsPenmanship, Organization & FocusB: Write alphabet

Label key parts of common objectCreate simple sentences/phrasesWrite brief narratives/stories using few standard grammatical

FormsEI: Write narratives that include setting and character

Respond to literature using simple sentences, drawings, lists, chartsWrite paragraphs of at least four sentencesWrite words/simple sentences in content areaWrite friendly letterProduce independent writing

I: Narrate sequence of eventsProduce independent writingUse a variety of genres in writingCreate paragraph developing central idea using grammatical formUse complex vocabulary & sentences in all content areasWrite a letter with detailed sentences

EA: Write detailed summary of storyArrange compositions with organizational patternsIndependently write responses to literatureUse complex vocabulary & sentences in all content areasWrite a persuasive letter with relevant evidenceWrite multi-paragraph narrative & expository compositions

A: Write short narrative in all content areasWrite persuasive compositionWrite narratives that describe setting, character, objects, eventsWrite multi-paragraph narrative & expository compositionsIndependently use all steps of writing process

Writing ConventionsB: Begin own name & sentences with capital letter

Use period at end of sentenceThe Constitution Level 5 CAOrange Unified School District - Project G.L.A.D (09/07)

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EI: Begin proper nouns & sentences with capital letterUse period at end of sentence/use some commasEdit for basic conventions

I: Produces independent writingUse standard word order

EA: Produces independent writing with correct capitals, punctuation, spelling

Use standard word orderEdit for basic conventions

A: Use complete sentences & correct orderUse correct parts of speechEdit for punctuation, capitalization, & spellingProduce writing with command of standard conventions

VI. SCIENCE AND MATH STANDARDS

Maps, charts, and graphs – location, latitude, and longitude

Study Skills – note taking, highlighting key ideas, use of advanced organizers

Cause and Effect

Scientific process skills; observe, communicate, compare, categorize, infer, and apply

VII. VOCABULARY

Commerce convention arsenal

Bill republic federal system

Compromise veto executive branch

Principle impeach legislative branch

Justice amendment judical branch

Federalists ratify Separation of Powers

Cabinet ideal electoral college

Creed patriotism Anti-Federalists

Civil Rights democracy due process of law

Reserved powers political party checks and balances


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Naturalization flowchart population density


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Idea PagesPg. 9

VIII. IMPORTANT PEOPLE, PLACES, AND EVENTS

Daniel Shay James Madison Patrick Henry

George Washington Benjamin Franklin John Adams

Edmund Randolph William Paterson Mary Pickersgill

Thomas Jefferson Alexander Hamilton Washington DC

Francis Scott Key Annapolis Philadelphia

Katharine Lee Bates Gouverneur Morris Federal Hall

Pennsylvania State House South Carolina State House

IX. RESOURCES AND MATERIALS

Bateman, Teresa, Red, White, Blue, and Uncle Who? The Stories Behind Some of America’s Patriotic Symbols, Holiday House, 2001.

Bernstein, Amy, The Constitutional Convention, TIME FOR KIDS Harcourt

Collier, Christopher and Collier, James Lincoln, Creating The Constitution: 1787, Benchmark Books, 1998.

deMauro, Lisa, The Star-Spangled Banner, TIME FOR KIDS Harcourt

Fritz, Jean, Shh! We’re Writing The Constitution, Putnam Publishing Group, reissue edition 1998

Granfield, L and Bjorkman, S. America Votes: How Our President Is Elected, Kids Can Press, 2003

Jones, Veda Boyd, The Senate, Chelsea House Publications, 2000

Kroll, Steve, By The Dawn’s Early Light: The Story of the Star Spangled Banner, Scholastic, 2000.

Litwin, Laura Baskes, Benjamin Banneker: Astronomer and Mathematician , Enslow Publishers, 1999

Oatman, Eric, George Washington’s Cabinet, TIME FOR KIDS Harcourt


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Idea PagesPg. 10

Quiri, Patricia Ryon, The Supreme Court, Children’s Press,1998

Santella, Andrew, Thomas Jefferson: Voice of Liberty, Children’s Press, 1999

Schleifer, Jay, Our Declaration of Independence, The Millbrook Press, 1992

Sobel, Syl., The U.S. Constitution and You, Barron’s Educational Series, 2001

Turner, Ann., Nettie’s Trip South, Aladdin Paperbacks, 1995

Younger, Barbara, Purple Mountain Majesties: The Story of Katharine Lee Bates and America The Beautiful, Dutton Children’s Books, 1998.

Internet Resourceswww.harcourtschool.comwww.timeforkids.comscore.rims.k12.ca.us/literature/k6www.califorianhistorian.comwww.library.ca.govwww.museumca.orgwww.nccs.netwww.constitutioncenter.orgwww.abcteach.com


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http://www.abcteach.com/

http://www.constitutioncenter.org/

http://www.nccs.net/

http://www.museumca.org/

http://www.library.ca.gov/

http://www.califorianhistorian.com/

http://www.timeforkids.com/

http://www.harcourtschool.com/

Orange Unified School DistrictThe Constitution

(Level 5)UNIT PLANNING PAGES

I. FOCUS AND MOTIVATION Observation Charts Inquiry Charts Realia /Artifacts Cognitive Content Dictionary- signal word Constitution Awards Big Book “Keys to The Constitution” Personal Interactions Patriotic Music Poetry / Chants

II. INPUT Timeline – key documents, people, and events for the Constitution Graphic Organizer – Three Branches of Government Pictorial – Articles of Confederation Narrative

Adapted from “…If You Were There When They Signed the Constitution by Elizabeth Levy

Expert groups— Articles of Confederation and Three Branches of Government Graphic organizer – World Map with inset of east coast states/colonies Read Aloud 10/2 lecture Expert Groups Mind Map

III.GUIDED ORAL PRACTICE T Graph with social skills/Team points Picture-file cards – observe, classify, categorize, label, highlight Process Grid Team Tasks Personal Interaction Reader’s Theater Sentence Patterning Chart Poetry

a. 3 Branches – Yes Ma’amb. Laws Here, Laws Therec. Constitution Cadenced. Articles of Confederatione. This Is My Countryf. This Land is Your Landg. Constitution Bugaloo


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Planning PagesPg. 2

III. READING/WRITINGA. Whole Class

Cooperative strip paragraph with responding, revising and editing Found poetry Narrative – story map DRTA Sentence Patterning Chart – Reading and Trading Game Expository Group Frame

B. Cooperative Reading and Writing Team Tasks Ear-to-Ear Reading Flexible Group Reading ELD – Group Frame

Struggling Readers – Cooperative Strip ParagraphOn Level – SQ3R and Clunkers and Links

Focused Reading Expert Groups Mind Map

C. Individual Learning Logs Journals Personal Response Individual Tasks Explorations

D. Reading / Writing Workshop Mini lesson Write Author’s Chair Conference

IV. EXTENDED ACTIVITES Make a big book Write Chant Patriotic Songs Readers Theatre Poetry Museum Walk of Artifacts Art Project School House Rock songs and Video


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Planning PagesPg. 3

V. CLOSURE Process all learning and inquiry chart Required expository, narrative and poetry writing Graffiti Wall Read the walls Team Feud Assess Learning Logs (on going) Teacher and student made test Portfolio ( 3 pieces of writing) Evaluations Personal Exploration with rubric Class / Team Tasks


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Orange Unified School DistrictThe Constitution

(Level 5)Sample Daily Lessons

Day 1:

Focus/Motivation Personal Behavior Standards – Treasury Awards Cognitive Content Dictionary with signal word - Congress Observation Charts Inquiry Chart: What do you know about the Constitution? What are you wondering? Big Book, The Key Points to The Constitution

Input World Map/13 Colonies Inset

o Learning Logo ELD Reviewo 10/2 Discussion w/ primary language

Guided Oral Practice Poetry/Chant

Input Timeline

o 10/2o Learning Logo ELD Review

Guided Oral Practice T Graph for Social Skills: Cooperation Team Points Picture File Cards – Exploration Report

Input Pictorial – Articles of Confederation

o 10/2 o Learning Logo ELD Review

Reading/Writing Writer’s Workshop

o Mini lesson on types of writingo Plan, share, writeo Author’s Chair

Closure Interactive journal writing Poetry Home-School Connection


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Sample Daily Lesson PlansPg. 2

Day 2

Focus/Motivation Cognitive Content Dictionary – with Signal word We The People Notebook Award Process Home-School Connection Review Timeline/ World Map with word cards, pictures Review Legislative Branch Pictorial with word cards

Input If you were There … Narrative Input Chant, Highlight, Sketch/Picture File Cards

Guided Oral Practice Reader’s Theater Poetry

Input Graphic Organizer – Branches of Government

o 10/2o Learning logo ELD Review

Reading/Writing Team Tasks Expert Groups Personal Interaction-If you were going to help establish laws, what would they be and why

would they be important? Writer’s Workshop

o Mini lessono Plan, share, writeo Author’s Chair

Closure Poetry Read Aloud Home-School Connection


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Day 3

Focus/Motivation Cognitive Content Dictionary – with Signal word Process Home-School Connection Review Narrative with Conversation Bubbles and Word cards Review Branches of Government Graphic Organizer with word cards Constitution Book Marks

Guided Oral Practice Sentence Patterning Chart

o Reading and Trading Gameo Flip Chants

Reading/Writing Expert Groups Team Tasks Mind Map Process Grid Cooperative Strip Paragraph – Respond and Edit Found Poem Interactive journal writing Writer’s Workshop

o Mini lesson o Plan, share, writeo Author’s Chair

Closure Read Aloud Poetry Home/School Connection


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Day 4

Focus/Motivation Cognitive Content Dictionary – with Signal word Delegate Awards Process Home-School Connection

Input Revisit Observation Charts

Reading/Writing Story Map Team Writers Workshop Team Tasks

o Shareo Oral Evaluation

Flexible Reading Groupso SQ3R/Clunkers and Linkso ELD Group Frame

Closure Personal Interaction – What do you think about our laws and why? Home/School Connection Interactive journal writing Process Charts


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Day 5

Focus/Motivation Cognitive Content Dictionary – with Signal word Poetry Process Home-School Connection

Reading/Writing Ear to Ear reading with Poetry Booklets Team Tasks Team Task presentations and written evaluations Co-op Strip Paragraph with struggling readers Focused Reading with Personal CCD Listen and sketch

Closure Team Feud Graffiti Wall Process Inquiry Chart Evaluate week Letter home


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allegiance

devotion or loyalty to a person, country, or cause

equity

state of being equal or fair

democracy

a form of government in which power ultimately rests with the people, either directly or through elected representatives

democracy

a form of government in which power ultimately rests with the people, either directly or through elected representatives

oath

a formal promise or vow

commercetrade

Big Book – Important Points to the ConstitutionBy Suzanne Kent

There were many people and events associated with the development of the U.S. Constitution. The most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises. The first key point is that many leaders of the United States felt the desire to write a constitution. But the most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises.

There were many people and events associated with the development of the U.S. Constitution. The most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises. The second key point is that the Constitution provides the basic laws of our nation for the government and all citizens to follow. It allows us to understand who decides when we go to war, who has power, and how we keep this separation of powers in order. But the most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises.

There were many people and events associated with the development of the U.S. Constitution. The most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises. The third key point is that we begin to comprehend the struggles faced by these delegates as they wrote the Constitution. It took four long months of ideas, debates, and compromise to make this document a reality. The delegates agreed to strengthen the federal system, allowing the states to share power with the federal or national government. But the most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises.

There were many people and events associated with the development of the U.S. Constitution. The most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises. The fourth key point is that we realize a triumph when it proves to secure our liberties. The leaders clearly identified the United States as a changing nation; therefore, they wrote the Constitution to be a governing umbrella over the nation. It would lock into place the basic laws to be followed which keep order and peace during growth and change. But the most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises.

There were many people and events associated with the development of the U.S. Constitution. The most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises. The fifth key point is that the American ideals can


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be expressed by many people. A constitutional democracy brings a system of checks and balances to the legislative, executive, and judicial branches. As these branches share power, individual liberty gives power to both the citizens and the government.But the most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises.


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Timeline 1773 - Boston Tea Party 1774 - First Continental Congress 1774 - British pass Intolerable Acts 1775 - Battle of Lexington and Concord 1775 - Battle of Bunker Hill 1775 - Second Continental Congress 1776 - Declaration of Independence 1777 - Articles of Confederation adopted by the Second Continental Congress (November 15) 1777 - Vermont, as the Republic of Vermont, passes the Constitution of Vermont, the first in the

nation to outlaw slavery

1781 - Articles of Confederation ratified 1781 - British surrender at Yorktown 1783 - Treaty of Paris (1783) ends United States Revolutionary War 1786 - Shays' Rebellion 1786 - Annapolis Convention fails 1787 - Constitutional Convention in Philadelphia 1787 - Delaware, Pennsylvania and New Jersey ratify the constitution 1788 - Georgia, Connecticut, Massachusetts, Maryland, South Carolina, New Hampshire,

Virginia and New York ratify the constitution 1789 - Constitution goes into effect 1789 - George Washington becomes President 1789 - North Carolina ratifies the constitution

1790 - Rhode Island ratifies the constitution 1791 - Bill of Rights ratified 1799 - George Washington dies


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http://en.wikipedia.org/wiki/George_Washington

http://en.wikipedia.org/wiki/United_States_Bill_of_Rights

http://en.wikipedia.org/wiki/Rhode_Island

http://en.wikipedia.org/wiki/North_Carolina

http://en.wikipedia.org/wiki/George_Washington

http://en.wikipedia.org/wiki/United_States_Constitution

http://en.wikipedia.org/wiki/New_York

http://en.wikipedia.org/wiki/Virginia

http://en.wikipedia.org/wiki/New_Hampshire

http://en.wikipedia.org/wiki/South_Carolina

http://en.wikipedia.org/wiki/Maryland

http://en.wikipedia.org/wiki/Massachusetts

http://en.wikipedia.org/wiki/Connecticut

http://en.wikipedia.org/wiki/Georgia_(U.S._state)

http://en.wikipedia.org/wiki/New_Jersey

http://en.wikipedia.org/wiki/Pennsylvania

http://en.wikipedia.org/wiki/Delaware

http://en.wikipedia.org/wiki/Philadelphia_Convention

http://en.wikipedia.org/wiki/Annapolis_Convention

http://en.wikipedia.org/wiki/Shays'_Rebellion

http://en.wikipedia.org/wiki/United_States_Revolutionary_War

http://en.wikipedia.org/wiki/Treaty_of_Paris_(1783)

http://en.wikipedia.org/wiki/Battle_of_Yorktown_(1781)

http://en.wikipedia.org/wiki/Articles_of_Confederation

http://en.wikipedia.org/wiki/Constitution_of_Vermont

http://en.wikipedia.org/wiki/Republic_of_Vermont

http://en.wikipedia.org/wiki/Vermont

http://en.wikipedia.org/wiki/November_15

http://en.wikipedia.org/wiki/Articles_of_Confederation

http://en.wikipedia.org/wiki/United_States_Declaration_of_Independence

http://en.wikipedia.org/wiki/Second_Continental_Congress

http://en.wikipedia.org/wiki/Battle_of_Bunker_Hill

http://en.wikipedia.org/wiki/Battle_of_Lexington_and_Concord

http://en.wikipedia.org/wiki/Intolerable_Acts

http://en.wikipedia.org/wiki/First_Continental_Congress

http://en.wikipedia.org/wiki/Boston_Tea_Party

Legislative Branch - Article I Background Information

In Article I, the Constitution describes the legislative branch, or lawmaking branch, of the new government. Powers granted, or given, to Congress include making laws, raising an army and a navy, declaring war, and coining and printing money. It would also control commerce.

Under the Articles of Confederation, congress had been the only branch of the national government. Under the constitution, three branches share those powers. The delegates created this separation of powers to keep any one branch from controlling the government.

During the Constitutional Convention, Congress set up two houses – the House of Representatives and the Senate. Either house could propose a bill. For a bill to become a law, a majority in each house would have to vote for it. Citizens were given the power to vote directly for the members of the House of Representatives. Senators would be chosen by their state legislatures. Today, citizens vote directly members of both houses of Congress.

The number of members each state sent to the House of Representatives would depend on the state’s population. Today the number of representatives is limited to 435. That number is divided among the states based on their population. In the senate, each state has two senators. Article I outlines rules for congress that are still in effect. For example, members of the House of Representatives are elected to two-year terms, while members of the Senate serve six-year terms.


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Checks and Balances

Executive Branch

Legislative Branch Judicial Branch


Nominates Supreme Court Justices

Can Veto a Bill passed by Congress

The President

Manages the government Proposes new laws Makes treaties Heads the armed forces

Can override the Presidents Veto

Can rule that the Presidents actions are

unconstitutional

Picture

Approves appointments of Supreme Court Justices

Picture

Can rule that a law is unconstitutional

Congress

Passes taxes Makes laws Approves treaties Approves appojntments

Picture

The Supreme Court and other Federal Courts

Decides whether or not laws are constitutional

Explains the meanings of treaties 1

NarrativeAdapted from …If you were there when They Signed the Constitution by Elizabeth Levy

(Scholastic Inc.)

After America won the Revolutionary War, there were still many problems. Most Americans did not yet think of themselves as citizens of the United States. There was no way of making people follow the laws. States were arguing among themselves. No one could collect taxes. Most people in the new states were farmers, and farmers were in debt due to high prices. People who could not pay their debts were thrown in jail, so many Americans found themselves in jail.

People thought that part of their problems were because the Articles of Confederation were not written very well. They needed a new set of laws! They wanted America to be one nation with one set of laws. They wanted to write a new constitution. James Madison brought everyone together for a convention in Maryland in 1786. Only five of the thirteen states sent delegates, so nothing much was done. Then in 1787, James Madison and Alexander Hamilton called for another convention in Philadelphia. At this convention, they wrote our Constitution. They called the convention the “Grand Convention” or the Federal Convention.” Later, it became known as the Constitutional Convention.

Almost no one arrived at the convention on time. It had been very rainy, and all the roads were mud, making travel very difficult. Poor James Madison was there by himself! Then George Washington arrived, and soon so did Benjamin Franklin. These early arrivals, though, had to wait until delegates from at least seven states arrived before the Convention could begin. They went to parties, toured Philadelphia – and spent a lot of time talking and arguing about what should go into the constitution.

They finally met at the Pennsylvania State House, or, as people were already beginning to call it, Independence Hall. As the delegates walked to the hall in the morning, they had to walk by a prison that was full on people who were there because they couldn’t pay their debts. The prisoners stuck out their hats and begged the delegates for money. You can still visit Independence Hall today, and it looks very much the same as it did in 1787. It is a graceful red brick building with tall windows.

Fifty-five delegates showed up to the convention. Usually there were only thirty for forty delegates working at any time. Most of them were in their early thirties, they were very rich, and half of them were lawyers. Many of them had served in the army during the Revolutionary War. Ben Franklin was the oldest delegate at eighty-one. George Washington was there, so were Alexander Hamilton, Governor Morris, and James Madison, among many others.


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There were two rules that helped to make the Convention a success. First, the delegates decided to keep everything they said a secret. They put guards at the window and even nailed the windows shut. It would turn out to be the hottest summer in years. Without air conditioning or even electric fans, you can imagine how hot it got! The second rule was that delegates were allowed to change their minds, even after the vote had been taken, and vote again. They needed to have rules that would keep people talking until a compromise could be reached.

Several times, when people disagreed, they had to come up with a plan that would be acceptable to both sides. There were two opposing sides at the Convention. One side, the “nationalists,’ wanted to see a strong and untied nation come result from the Convention. The other group, the “states’ rights” people, wanted to make sure that the states kept their rights. Each group wanted to create a republic, a group without a king. They argued about how to do this. They also argued about how to decide the number of national representatives there would be from each state. The Virginia Plan, proposed by James Madison, called for two branches of Congress. The larger branch would be based on the number of people in each state. The smaller branch would have members elected by the members in the larger branch. The small states did not like this plan. After much argument, they came up with the “Great Compromise.” Congress would have two branches or houses. One house would be based on population, and in the other house each state would be equal. Women and children could not vote. Slaves were counted as three fifths for the population count; in other words, five slaves would count as three free men.

The delegates went on to make many more decisions – about having three branches of government, about checks and balances, about taxes and raising an army. They decided to elect George Washington as their first president because both sides respected him very much.

We know so much about what happened at the Convention because James Madison took a seat in the very front on the very first day and wrote daily notes about the convention’s accomplishments for the day. He would not allow those notes to be published until the last delegate to the Convention died. It turned out to be James Madison himself, who died in 1836. George Washington called the Constitution a miracle. So did James Madison. There are many miraculous things about the Constitution, but the real miracle is that the men who wrote it had so much respect for the need of the people to control and change their government.

Adapted from …If you were there when They Signed the Constitution by Elizabeth Levy(Scholastic Inc.)


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Poetry Booklet

Name: ___________________________The Constitution Level 5 CAOrange Unified School District - Project G.L.A.D (09/07)

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Branches of Government Yes M’amWritten by Suzanne Kent ‘07

Are these the branches of government? Yes, Ma’amAre these the branches of government? Yes, Ma’amHow do you know? Enforce laws.How do you know? They keep order.Give me some examples. Senators, and JudgesGive me some examples. Bills, and laws

Is this the Legislative Branch? Yes, Ma’amIs this the Legislative Branch? Yes, Ma’amHow do you know? It makes the laws.How do you know? It has two houses.Give me an example. House of RepresentativesGive me an example. The Senate

Is this the Executive Branch? Yes, Ma’amIs this the Executive Branch? Yes, Ma’amHow do you know? It enforces laws.How do you know? President can veto.Give me an example. Manages government.Give me an example. Makes treaties

Is this the Judical Branch? Yes, Ma’amIs this the Judicial Branch? Yes, Ma’amHow do you know? Supreme Court Justices.How do you know? Congress must approve.Give me an example. Supreme Court Give me an example. Federal Court


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On Our Own from England (sung to the tune of “On the Road Again” by Willie Nelson)By Sharon Cecchi

On our own from EnglandWe just can’t wait to get on our own from EnglandThe life we love is being in-de-pe-e-n-dentAnd we can’t wait to get on our own from EnglandWe’re goin places that we’ve never beenSeein things like rev-o-l-u-utionsAnd we can’t wait to get on our own from England

Shout America

On our own from EnglandLike a band of rebels we go cross the countryWe're the colonistsInsisting that King George see things our wayYes our wayGetting on our own from EnglandJust can't wait to get on our own from England The life we love is being in-de-pe-e-n-dentAnd we can't wait to get on our own from England

Shout America

On our own from EnglandWe just can’t wait to get on our own from EnglandThe life we love is being in-de-pe-e-n-dentAnd we can’t wait to get on our own from EnglandWe’re holdin meetings in private densSigning things like Con-sti-tu-utionsAnd we can’t wait to get on our own from EnglandAmerica

On our own from EnglandLike a bunch of authors we go writin documents

We're the delegatesInforming King George of the taxes we resentYes we resentGetting on our own from EnglandJust can't wait to get on our own from England The life we love is being in-de-pe-e-n-dentAnd we can't wait to get on our own from England

America


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Constitution CadenceBy Scott Praska

We just know what we’ve been told.Our Constitution is over 200 years old.

Our founding fathers did agreeTo write a document, to keep people free.

Sound off – 1787Sound off – Signed

Sound off 1,2,3, 4 – Constitution

Executive, is the branch that includes the President.

He hears from his Cabinet as their advice is lentThen he decides what money is spent!

Sound off – ExecutiveSound off – President


What do the House of Representatives doAlong with one hundered Senators, too?They make up new laws for me and you

The legislative branch helps the president too!

Sound off – LegislativeSound off – Making Laws


Nine judges on the Supreme Court's benchThe President picks ‘em, but the senate votes 'em in

They decide if the laws of our land are still fairIn the Judicial branch, they watch the laws with care.

Sound off – JudicialSound off – Supreme Court


The Legislative Branch is good at making the lawsThe Judicial branch makes sure the laws have no flaws

The Executive Branch is who enforces it all becauseBalanced, but separate powers are good for us all

Sound off – Checks and BalancesSound off – Government



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I Know an Important DocumentI know an important document,A very important document,A very important document,It's called the Declaration of Independence,

It was written by Thomas Jefferson, Explaining to King George,Why we had unalienable rights to be free, To pursue life, liberty, and happiness.

I know an important document,A very important document, A very important document, It's called the Bill of Rights.

They were added to our U.S. Constitution in 1791,To ensure that our individual rights are protected.So let us tell you some:Freedom of speech, freedom of religion, and the right to a fair trial.

I know an important document,A very important document,A very important document,It's called the 13th Amendment to the Bill of Rights.

First there was the Emancipation Proclamation in 1863, That freed the slaves in the Confederate States.Then came the 13th Amendment in 1865,That ended slavery in all states.

-M. Campbell, P. Casarez,E. Gaw, and K. Gingras


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Constitution BugalooBy Sharon Cecchi

I’m an American and here to sayI am proud of our country, the Revolutionaries made

Through a document known as the ConstitutionThe supreme law was made, a nation had begun. Cooperation, delegation

Compromise, tooDoing the Constitution BUGALOO.

The delegates in Pennsylvania, ratified the planBut “We the People”, took the stand!To make our own laws, define our government, too.We came together, we’re unified and true. Cooperation, delegation

Compromise, tooDoing the Constitution BUGALOO

In 1787, the Convention honored the command To create the longest living document known to man,With fortitude, unity, they sealed they’re fateThey helped to make the best nation, the United States. Cooperation, delegation

Compromise, tooDoing the Constitution BUGALOO


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Articles of Confederation(Oh My Darling)

Misty Campos

I was writing,I was writing,I was writing for our country

Thinking of a…RepublicChoosing re-pre-sentatives

They met in congress,Met in congress,

Only 9 had to agreeCongress is a committee

With the power to make a treatyDeclare war and solve our problems And our Articles came to be

Then they failed,Then they failed,

And George Washington agreedThey needed a place to meetFrom Annapolis to D.C.

They failed because,Failed because,

An army could not be raisedThen they made their own money

And inflation came to be.There were rebellions and riotsAnd the Articles were changed

They were written,They were written,They are still written today,

Oh my darling Washington, you have saved the dreadful day!


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LAWS HERE, LAWS THERES Alaux ‘07

Laws here, Laws there, Laws, laws, everywhere!

New laws emerging, Constitutional laws protecting, Judicial laws governing, and legislative laws overseeing!

Laws in the Constitution,Laws about our freedom, Laws from our founding fathers, and laws throughout our history!

Laws here, laws thereLaws, laws, everywhere!

LAWS. LAWS. LAWS.


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#____ Name_________________Home School Connection

How does your family share responsibilities at home? What are some responsibilities of each of your family members? Please sketch or write

in box below.Parent You

X ________________________ X ________________________


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#____ Nombre_________________

Conexión entre el hogar y la escuela

¿Como es que tu familia comparte las responsabilidades en la casa? ¿Que son unas de las responsabilidades de los miembros de tu familia? Por favor dibuja o escribe en el siguiente cuadro.

Padres Tu

X ______________________ X ______________________


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Think about how you would feel leaving your home to travel to a new land. What would you be afraid of? What would you be excited about?

Sketch or write.Parent You

X_________________________ X________________________


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#____ Nombre_________________


Piensa de como te sentirás si dejaras tu casa para viajar a un país/mundo desconocido. ¿Que te asustará? ¿Que te emocionará? Dibuja o escribe en siguiente cuadro.

Padres Tu

X___________________ X____________________


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Out of all three branches of government, legislative, executive, and judicial, sketch or write which one would you like to work for and why?

Parent You

X______________________ X________________________


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#____ Nombre_________________

Conexión entre el hogar y la escuela De las tres ramas del gobierno, legislativo, ejecutivo y judicial, dibuja ¿En cuál de ellas te gustaría trabajara y por qué?

Padres Tu

X___________________ X___________________


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Sketch or write any information that you know about the United States government.

Parent You

X _____________________ X________________________


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#____ Nombre_________________


Dibuja o escriba cualquier información que te acuerdes del gobierno de los Estados Unidos.

Padres Tu

X_____________________ X___________________


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#____ Name_____________

Home School Connection

Sketch an American symbol that expresses our nation’s ideals. Explain why this symbol is important or any facts you know about the symbol.

Picture of Symbol Write down details or facts

X_____________________ X ______________________


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#____ Nombre_________________


Dibuja un símbolo americano que exprese los ideales de nuestra nación. Explica por que este símbolo es importante o algunos detalles que conozcas sobre este símbolo.

Dibujo de simbolo Escribe detalles o datos

X_____________________ X____________________


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Articles of Confederation

After the United States won the revolution and declared Independence in 1776, the founding fathers needed to create a new government. Leaders came together at the Second Continental Congress and created the Articles of Confederation. This new form of government was ratified or approved in 1781.

The Articles of Confederation set up one governing house called Congress. Congress had very little power. The states kept most of the power and the federal government could not make decisions without the approval from each state.

The Articles of Confederation had several negative impacts. First, Congress could not raise taxes to pay for the war and this young country had heavy debts to pa to France. Also, Congress could not control trade between the states and other countries or trade between each state. Finally, many states had their own currency, making travel and trade between states more difficult.

Several people were involved in the writing of the Articles of Confederation. Among the most influential were John Adams, Alexander Hamilton, Thomas Jefferson and Gouvernour Morris.

Other problems developed due to the new Articles of Confederation. Taxes in the states were extremely high. Many people could not pay their taxes resulting in people having to be put in prison and losing their land. In 1786, Daniel Shay led a group of angry citizens in an attack on an arms storehouse. Their attack known as Shay’s Rebellion, was defeated, but the federal government was now worried about future rebellions


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Executive Branch - Article II

In Article II, the Constitution says the power to enforce laws made by Congress is given to the executive branch. Some delegates believed that one person should be the chief executive, or leader. Others worried that a single executive would be too much like a monarch.

The delegates finally decided on a single chief executive – the President. Citizens vote for electors, who, in turn, vote for the President. This group of electors is called the electoral college.

To be elected President, a person must be at least 35 years old and must have been born in the United States. The President must also have lived in the United States for 14 years. The President is elected to a four-year term.

Once again, the delegates were careful to preserve the separation of powers. They decided that the President would be able to veto, or reject bills passed by congress. However, Congress could then override the President’s veto with a two-thirds majority vote.

The delegates also made the President commander in chief of the United States military. The President’s main power, however, would be to “take care that laws be faithfully executed.” If this duty was not carried out, Congress could impeach the President, or accuse the President of crimes. If found guilty, the President could be removed from office.


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Judicial Branch - Article III

According to Article III of the Constitution, the judicial branch must decide whether laws are working fairly. The judicial branch is the court system.

Although the states already had their own courts, the delegates agreed to create a federal court system, too. The courts in this system would decide cases that dealt with the constitution, treaties, and national laws. They would also decide cases between states and between citizens of different states.

The delegates did not organize the judicial branch in the same way as the other branches. Most of their decisions applied only to the highest court in the United States, which they called the Supreme Court. The Supreme Court would head the judicial branch. Other courts would be created as needed.

The delegates decided that the President would nominate the Supreme Court justices, or judges. The Senate would vote whether to approve them. The delegates decided that the Supreme Court justices could stay in office for life. This would allow justices to make decisions without worrying about losing their jobs. At first there were six Supreme Court justices. Today there are nine. The Supreme Court has the power to strike down any law that goes against the Constitution. Only by changing the Constitution can Congress restore a law struck down by the Supreme Court.


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Bill of Rights

After the Constitutional Convention, the Federalists agreed to add a list of amendments to the Constitution. The Bill of rights is the first ten amendments to the Constitution. It lists the rights that are guaranteed to all U.S. citizens and became part of the constitution in 1791. The writers of the Bill of Rights believed in the importance of fairness, unlike the British government. The amendments in the Bill of Rights make sure that the government respects the liberty of individual people.

The First amendment gives people the freedom to follow any religion, or none at all. It also says the government cannot promote or financially support any religion. The First Amendment also protects freedom of speech, freedom of the press and the right of the people to assemble, or gather together.

The Second Amendment protects people’s rights to have weapons. The Third Amendment says the government cannot for people to house soldiers in peacetime. The Fourth Amendment protects people against unreasonable searches of their homes.

]

The Fifth through Eighth Amendments deal with due process of law. This term means that people have the right to a fair public trial by a jury. They do not have to testify against themselves in court, and they have the right to an attorney. If convicted, they cannot be sentenced to any cruel punishment.

The Ninth amendment says the people have many other rights not specifically listed in the constitution. The Tenth Amendments says that the national government can only do things that are listed in the Constitution. This means that all other authority, called the reserved power, belongs to the states or to the people.

The constitution has been called a “living document” because it can be changed to reflect new ideas about individual rights and the role of government. However, amendments to the Constitution are added only after a long process. That is why thousand of of amendments have been suggest, but only twenty-seven have been added.


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Mind Map


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Process Grid

The Constitution

Purpose Key Points Impact PeopleOther

ImportantFacts

Legislative BranchArticle I

To make laws, raise and keep an army/navy, coin and print money, and control commerce.1787

Set up 2 houses. House of Reps and the SenateEach can propose bills

New laws created by vote.Majority vote in house of Reps and Senate required for bill to pass

State House RepresentativesSenators

House reps. serve 2yr terms.Senators 6 yr term

TheArticles of

Confederation

Create a new nationalGovernment after declaring Independence in 1776. Ratified/App-roved 1781

-Called Congress-States kept power-Govt. could’nt make decisions without approval of each state

-Congress could not tax states-Heavy Debt to France-Congress could not control tade-Many states had their own currency

John AdamsAlex. HamiltonThomas JeffersonGov. Morris

High taxes angered peopleFarmers losing propertyDaniel Shay led rebellion 1786Rebellion created need for a stronger govt.

Executive Branch

Article II

To carry out laws passed by congress and be commander in chief or the military1787

-Chief Executive of exec. branch is President-President can veto/reject bills-Congress can override veto with a majority vote

Maintains separation of powers. Presidents decisions can be challengedEnsures laws are faithfully executed

President

George Washington 1st President

President must at least 35 yrs oldElected by the people to a 4yr termCan be impeached if duties are not carried out.

Judicial Branch

Article III

Court system that determines whether laws are working fairly. 1787

Federal court system.Deals with constitutional, treaties and national law.

Supreme Court heads the judicial branch.Power to stike laws that go against the const.Must change the const. to restore a law struck down by Supreme Court

Chief Justice

Supreme court justices

Pres. Nominates Justices. Lifetime appointmentCan also be impeached

Bill of

Rights

To protect and guarantee the rights of all people. Added to the Const. in 1791

1st 10 amendments to the Const. Make sure the Govt. respects the liberty of all individuals. Fair rights to the people, unlike the British govt.

Freedom of religion, speech, right to bear weapons, due process of law, free from unreasonable search of home and other.

All citizens of the United State

Called a living documentCan be changed to reflect new ideas about rights and govt. 1000s of amend-ments suggested only 27 added


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Documents

PROJECT GLAD · Web viewFritz, Jean, Shh! We’re Writing The Constitution, Putnam Publishing Group, reissue edition 1998 Granfield, L and Bjorkman, S. America Votes: How Our President