Unit Overview
Objectives:
4.C&G.1 Understand the development, structure and function of North Carolina’s government.
4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution.
4.C&G.1.2 Compare the roles and responsibilities of state elected leaders.
4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state.
4.C&G.1.4 Compare North Carolina’s government with local governments.
4.C&G.2 Analyze the North Carolina Constitution.
4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and responsibilities.
4.C&G.2.2 Give examples of rights and responsibilities of citizens according to North Carolina Constitution.
4.C&G.2.3 Differentiate between rights and responsibilities reflected in the North Carolina Constitution.
Essential Questions:
- What are the key principals from the North Carolina Constitution? And what does this say about the people who wrote it?
- How has our Constitution changed over time?
- What rights are guaranteed to all citizens in the constitution?
- What responsibilities do citizens have?
- How does being a responsible citizen protect the rights of others?
- Why is our government divided into three separate branches?
- How are our state and local governments similar and different?
Assessment:
Assessment should be done throughout the unit, as you see student understanding of concepts through class discussion. Short quizzes can be given at any appropriate time within the unit, based on the essential questions of the lesson. Several quizzes are embedded within the unit, but these can be altered at teacher discretion. By the end of the unit, students should be able to answer all of the essential questions listed above. The goal is understanding of concepts rather than memorization of facts.
Revised September 2013
Standard / Essential Question / Lesson / Teacher Preparation / AssessmentDay 1 / 4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution.
4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state. / What are the key principals from the North Carolina Constitution? What does this say about the people who wrote it?
How has our Constitution changed over time? / Students will use note taking handout and NCpedia article to summarize the 5 stages of governorship in NC, focusing on the sequence of events and who had decision making power. / Have projector available, or make copies of NCpedia article.
Make copies of note taking handout. / Informal/
Observation
Day 2 / 4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution.
4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state. / What are the key principals from the North Carolina Constitution? What does this say about the people who wrote it?
How has our Constitution changed over time? / Students will look at a primary source: Instructions to the Delegates from Orange in the Halifax Congress, to be held in November, 1776
Students will examine this document to discover what the people desired from their new government. / Have projector available for viewing primary source.
Consider differentiation for students who struggle with note taking without a graphic organizer (you may want to provide notes for these students)
Preview primary source and become familiar with format and content / Informal/
Observation
Day 3 / 4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution.
4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state.
4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and responsibilities. / What are the key principals from the North Carolina Constitution? What does this say about the people who wrote it?
How has our Constitution changed over time? / Students will look at the Declaration of Independence, and then at the Preamble of the United States Constitution to look at how one affects the other. What does this say about the purpose of the Constitution and the beliefs of the people? / Choose picture book related to the Declaration of Independence.
Have projector available to display School House Rock video.
Make copies of Preamble handout for students. / Informal/
Observation
Day 4 / 4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution.
4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state.
4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and responsibilities.
4.C&G.2.2 Give examples of rights and responsibilities of citizens according to North Carolina Constitution. / What are the key principals from the North Carolina Constitution? What does this say about the people who wrote it?
How has our Constitution changed over time? / Students will compare the Preamble of the US Constitution to the Preamble of the NC Constitution. Students will complete a writing activity where they will answer the question:
Why is important that our country have a Constitution (written plan for Government) / Make copies of the Preamble handout for students / Informal/
Observation
Day 5 / 4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution.
4.C&G.2.2 Give examples of rights and responsibilities of citizens according to North Carolina Constitution. / What are the key principals from the North Carolina Constitution? What does this say about the people who wrote it?
How has our Constitution changed over time? / Students will look at the text of the three North Carolina Constitutions to determine whether or not the wishes of the people were met. Students will also observe changes to the Constitution that were made over time. / Have projector available for viewing primary sources.
Copy 1776 Constitution for each small group
Preview primary sources and become familiar with format and content / Informal/
Observation
Day 6 / 4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution.
4.C&G.2.2 Give examples of rights and responsibilities of citizens according to North Carolina Constitution. / What are the key principals from the North Carolina Constitution? What does this say about the people who wrote it?
How has our Constitution changed over time? / Students will learn vocabulary related to voting rights in North Carolina. Students will then participate in a jigsaw activity where they will look at primary sources related to how voting rights have changed over time in North Carolina. They will then take a “quiz” which is actually a sample literacy test from Alabama. Lesson will culminate in a class discussion about the importance of knowing what is in the constitution and voting. / Have projector available for viewing PowerPoint.
Make copies of primary sources on colored paper (one color per source if possible, for ease of transition)
Copy jigsaw activity sheet for each student
Preview jigsaw activity sheet to anticipate any differentiation that will be necessary for struggling readers. Consider assignment of students to groups. Copy Literacy Test for each student / Informal/
Observation
Day 7
Day 8 / 4.C&G.1.2 Compare the roles and responsibilities of state elected leaders. / Why is our government divided into three separate branches? / Students will take a quiz as a short assessment. Students will then discuss how our government is divided into 3 separate branches which have different duties. Students will complete an independent/partner activity. / Access projector for displaying primary sources. Access Harcourt Books, or print and copy information from link.
Copy Graphic Organizer for students. / Quiz
Day 9 / 4.C&G.1.2 Compare the roles and responsibilities of state elected leaders. / Why is our government divided into three separate branches? / Students will summarize the responsibilities of the governor and executive branch through class discussion of the state Constitution. / Decide which optional activity will be completed.
Access projector (smartboard if possible) for displaying primary sources. / Informal/
Observation
Day 10 / 4.C&G.1.2 Compare the roles and responsibilities of state elected leaders. / Why is our government divided into three separate branches? / Students will complete a scavenger hunt using the Constitution’s legislative section. Students will then take a short quiz. / Access computers or print copies of constitution for use by students.
Copy scavenger hunt for each student. / Quiz
Day 11 / 4.C&G.1.2 Compare the roles and responsibilities of state elected leaders. / Why is our government divided into three separate branches? / Students will view a website that explains the structure of the Judicial branch, and then will read scenarios and act as a judge to read the Constitution and decide on a verdict / Access computers for this lesson. Print out copies will not be easy to use.
Copy student pages / Informal/
Observation
Day 12 / 4.C&G.1.2 Compare the roles and responsibilities of state elected leaders. / Why is our government divided into three separate branches? / Students will learn about how a bill becomes a law and will discuss the importance of all branches of government in the process. / Access projector for viewing video clips and presentation.
Copy student pages / Informal/
Observation
Day 13 / 4.C&G.1.2 Compare the roles and responsibilities of state elected leaders.
4.C&G.1.4 Compare North Carolina’s government with local governments. / Why is our government divided into three separate branches?
How are our state and local governments similar and different? / Students will determine the difference between state government and local government by exploring the Town of Apex website (or another town website) and the Wake County Government website. Students will complete a comparison chart / Access computers – at least 1 for every pair of students.
Copy Comparison Chart / Informal/
Observation
Day 14 / 4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and responsibilities.
4.C&G.2.3 Differentiate between rights and responsibilities reflected in the North Carolina Constitution. / What rights are guaranteed to all citizens in the constitution? / Students will analyze the NC Constitution to find rights that are guaranteed to citizens. Students will then create a Classroom Bill of Rights in small groups and present to the class. / Access projector for viewing primary sources / Informal/
Observation
Day 15
Day 16 / 4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and responsibilities.
4.C&G.2.3 Differentiate between rights and responsibilities reflected in the North Carolina Constitution. / What responsibilities do citizens have?
How does being a responsible citizen protect the rights of others? / Students will analyze the NC Constitution to find what responsibilities citizens are expected to carry out for our country to run effectively / Access Harcourt books, or choose a picture book that explains the responsibilities of citizens. / Informal/
Observation
Day 17 / 4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and responsibilities.
4.C&G.2.3 Differentiate between rights and responsibilities reflected in the North Carolina Constitution. / What responsibilities do citizens have?
How does being a responsible citizen protect the rights of others? / After viewing several examples, students will create a public service announcement urging citizens to be responsible. This will show their understanding of the rights and responsibilities of citizens in North Carolina / Access projector for showing PSA samples
Copy project sheet and reflection sheet for each student
Make available appropriate resources for independent projects / Project
Day 18
Day 19
Day 20
Revised September 2013
Day 1
History of Governorship in NC
Concepts:
North Carolina’s government has changed over time.
North Carolina has not always been ruled by a governor that was elected by the people.
Resources:
NCPedia Article -
Note-taking sheet – History of Governorship in North Carolina
Optional – Biographies of the original Lords Proprietors
Process:
- Begin by asking students what they already know about the government in North Carolina. Allow students to respond by sharing previous knowledge.
- Tell students that today they will be reading an article about the history of how North Carolina’s government began. Display article on projector (preferred method) or pass out copies of the article to students. Distribute copies of note-taking sheet to each student.
- Explain to students that the development of North Carolina’s government happened in 5 major stages.
- Choosing the method appropriate for your students (read aloud, partner reading, independent reading), read one section at a time of the article, pausing after each section for discussion and to fill out the note-taking chart.
- Higher level discussion questions are included at the bottom of the note-taking sheet. These can be discussed with partners first and then whole class, or just with the whole class, depending on time constraints. Writing out the answers to these questions is not necessary.
*Note: Students will most likely not be able to complete this activity independently without class discussion. This should not be assigned as an independent activity or assessment.
Revised September 2013
History of Governorship in North Carolina
History of Governorship in North CarolinaTeacher Guide
Revised September 2013
Day 2
Plans for Democracy
Concepts:
Explain the influence of the colonial history of North Carolina on the governingdocuments of our state.
Resources:
Primary Source: Instructions to the Delegates from Orange in the Halifax Congress, to be held in November, 1776.-
Notebook Paper for taking notes while reading (optional)
Process:
Ask students to discuss with a partner or small group: After the American Revolution, the people of each state were faced with a new challenge. What challenge do you think they faced?
Explain that after the American Revolution, North Carolina delegates had to create our first Constitution, or plan for government.
Read “As you Read” to the class as an introduction to the primary source, stopping for explanation where necessary.
Have students use notebook paper to document what they notice, responding to this question throughout the lesson: “What was important to the people who wrote our original Constitution?”
This list will not need to be memorized, but is a summarization activity that will help students build understanding. This list should be generated by students through class discussion and then written out together on chart paper (or other method). Teacher master contains anticipated responses. Students will be expected to explain 2-3 reasons on a future assessment.
Because this is a primary source, it will be difficult /impossible for fourth graders to read and understand independently. Use teacher judgment while reading through this document, skipping and explaining as necessary. Yellow highlighted notes are helpful explanations in plain language. Emphasize that this is not the ACTUAL constitution, but the plan that the people from Orange county wrote for what they wanted to be included in their state constitution
Key Points:
“We, the people of the County of Orange, who have chosen you to represent us in the next Congress of Representatives delegated by the people of this State require you to take notice that the following are our instructions to you which you are required to follow in every particular with the strictest regard.” – Explain to the students that the people wrote out these instructions to make sure that their representatives were actually representing what the people believed and wanted.
“The principal and supreme power is possessed only by the people at large, the derived and inferior power by the servants they employ.” – Explain that this means that the people are the ones who should hold the power of government, and that the elected officials should be servants to the people. Officials only have power that is given to them by the people.
“Secondly.” – This long and wordy paragraph is important, but will be best explained by the yellow highlighted comment.
“Thirdly.” – This paragraph discusses freedom of religion. The first yellow highlighted comment will be helpful in explaining why this was a priority for the people.
“Fourthly” – This paragraph identifies the importance of the three branches of government.
“Fifthly-Ninthly”- These paragraphs define additional protections and roles of the government.
“Tenthly” discusses the need to have a general assembly with two parts which are both elected.
“Eleventhly” discusses who should be allowed to vote. Note: yellow comment contains a quote from Ben Franklin that includes the word “jackass”. Be prepared to explain to students, or skip this comment box.
“Twelvethly” discusses method for elections, to be done by ballot. Yellow comment gives historical information about how elections were done in the past.
“Thirteenthly” discusses term limits for governors. Comment explains why this would have been important to the people at the time.
Finish note taking and wrap up discussion by asking students to think, and then discuss with a partner, one thing that they agree with from the list of priorities and one thing they disagree with. Allow 1 minute for silent thinking, and then 3-4 minutes for discussion with partner. Then ask for volunteers to share if time allows. Explain to students that the priorities that the colonists developed became the key principles (foundational beliefs that guide decision making) that would help create our Constitution.
Revised September 2013
Plans for Democracy – Note-Taking (Teacher Master)
What was important to the people when our constitution was written?
- Representation
- People have the power.
- Elected officials work for the people.
- The constitution must be approved by the people before it can go into effect, and only the people (not the legislature) can change it.
- Freedom of religion
- Power should be divided among three branches that have separate roles.
- All representatives in the legislature should be elected by the people.
- Landowners and adult men who paid taxes were the only ones who could vote in elections.
- Elections should be done by secret ballot.
- A new governor should be elected each year to make sure no governor ever had too much power.
Revised September 2013