Overview and Background: Unit: Constitution

Gretchen Bergkamp : Cheney USD 268

Social Studies : Social Studies : Social Studies

Cheney Elementary : Grades 0 - 5 : Jan. - Jan.

Title:	Constitution
Topics:	Government
Time Frame:	5 sessions
Start Date:	Jan. 6 - Jan. 10

Other Designers:

Summary:
Students will learn that government and laws are essential, the functions of state and national capitals, how the constitution allocates and restricts power and responsibility in government.

Print Materials Needed:
The Making of the United States Constitution by Helen Stone Peterson
Shhh! We're writing the Constitution by Jean Fritz
A More Perfect Union: THe story of our Constitution by Betsy Maestro
We the People: The Constitution of the United States by Peter Spier
Social Studies Textbook

Resources:
Directions to "The Constitution Game found at www.archives.gov/digital_classroom/lessons/constitution/day1game.html

Resource Attachments:	student directions, rubric
Internet Resource Links: Link 1:http://www.archives.gov/digital_classroom/lessons/constitution/day1game.html Link 2:http://www.constitution%20facts.com/ Link 3:http://encarta.com/ Link 4:http://archives.gov/exhibit_hall

Notes:

Stage 1: Identify Desired Results

State:	KS
Title:	Civics - Government Standard
Standard(s):	The student uses a working knowledge and understanding of governmental systems of the United States and other nations with an emphasis on the U.S. Constitution, the necessity for the rule of law, the civic values of the American republican government, and the rights, privileges, and responsibilities to become active participants in the democratic process.

Understandings:
user	Government, rules, and laws are essential
user	functions of state and national capitals
user	shared ideals and diversity of American society and culture
user	The constitution allocates and restricts power adn responsibility in government

Essential Questions:
user	Why do we need laws?
user	What rights do/should we all have?
user	What does the Constitution give us/do for us?

Knowledge and Skills:

The student uses a working knowledge and understanding of governmental
systems of the United States and other nations with an emphasis on the U.S. Constitution, the
necessity for the rule of law, the civic values of the American republican government, and the
rights, privileges, and responsibilities to become active participants in the democratic process.(taken from the civics-gov't benchmark)
vocabulary: responsibilities, government, community, culture, constitution, rights, federalism, democracy, republic, fule of law, constitutional powers, prohibited powers, privileges, monarchy

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Students will pick a founding father they want to be (bios on website). They will write home to whomever about how things have gone at the Constitutional Convention and whay they have developed.

Task/Prompt: Directions for Constitution activity

Type:Performance Task

Topics: constitution, government

Summary:
Students will write a letter containing the following information:
1. Why the constitution was created instead of improving the articles of federation.
2. The conflict between a strong central government and more local/state control.
3. Describe the three branches of government, and attempt at explaining checks and balances.
4. The desire of some for a Bill of Rights
5. Voice/opinions of founding father (can be made up).

Print Materials Needed:

Resources:

Resource Attachments:

Internet Resource Links:
Link 1:
Link 2:
Link 3:
Link 4:
Link 5:

Notes:

Student Directions:
After reading the textbook and searching the websites for information on the constitution and the founding fathers, pick someone you want to be. You will write a letter home to someone as if you were that founding father. Give him personality. Make sure you tell: about the debate between a strong central government and more local/state control, why your group decided the constitution was necessary, how the constitution will give and restrict power through the three branches of government, and the desire of some for a Bill of Rights, and your opinion about those things.

Rubric(s)

Rubric: Constitution Activity Rubric

Summary:
Letters will be scored on a scale of 1-5. If the letter includes all 5 of the items below, the student receives a 5 on his/her paper. Only 4 of the items below equals a score of 4, etc.
1. Why the constitution was created instead of improving the articles of federation.
2. The conflict between a strong central government and more local/state control.
3. Describe the three branches of government, and attempt at explaining checks and balances.
4. The desire of some for a Bill of Rights
5. Voice/opinions of founding father (can be made up).

Other assessment evidence to be collected:

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

W - Ask essential questions, have group discussion.
H - Play "The Constitution Game". Tell students about their final project (letter).
E - Each day, read through the lesson in the textbook and discuss. Give kids time on the computer to research more about the Constitution and the founding father they have chosen. They may take notes as they do so they can use that information for their letter. Have the books available in the room for them to use as well.
R - Organize the class into 2 groups: Federalists and Anti-Federalists. Have them debate about the Constitution.
E - Students write their letters.