1er grado

Estudios Sociales

Unidad: 02 Lección: 01

Lesson Synopsis:

This lessonhelps meet the state and federal requirements for Celebrate Freedom Week and Constitution Day. In this lesson students are introduced to the Constitution. They learn how it came into being and how it ensures our freedom. Students look back at the rules they wrote in Unit 1 and relate those to the Constitution. They look at U.S. symbols and begin to learn about customs and celebrations.

TEKS:

1.1 / History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
1.1A / Describe the origins of customs, holidays, and celebrations, of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day.
1.1B / Compare the observance of holidays and celebrations, past and present.
1.3 / History. The student understands the concepts of time and chronology. The student is expected to:
1.3A / Distinguish among past, present, and future.
1.11 / Government. The student understands the purpose of rules and laws. The student is expected to:
1.11A / Explain the purpose for rules and laws in the home, school, and community.
1.11B / Identify rules and laws that establish order, provide security, and manage conflict.
1.13 / Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
1.13A / Identify characteristics of good citizenship, including, truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting.
1.13 B / Identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt who have exemplified good citizenship.
1.14 / Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to:
1.14A / Explain state and national patriotic symbols, including the United States and Texas’ flags, the Liberty Bell, the Statue of Liberty, and the Alamo.
1.14B / Recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag.
1.14C / Identify anthems and mottoes of Texas and the United States.
1.14E / Explain how patriotic customs and celebrations reflect American individualism and freedom.
1.14F / Identify Constitution Day as a celebration of American freedom.

Social Studies Skills TEKS:

1.18 / Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to:
1.18A / Express ideas orally based on knowledge and experiences.
1.18B / Create and interpret visual and written material.
Getting Ready for Instruction
Performance Indicator(s):
  • Create part of a class mural depicting the American beliefs and principles reflected in the Constitution. Choose two of the symbols, customs, and celebrations included and explain how they reflect American beliefs and principles. (1.1A; 1.11B; 1.14E; 1.18A, 1.18B) 1E; 3E

Key Understandings and Guiding Questions:
  • Los documentos que gobiernan un país, sus símbolos, costumbres y celebraciones reflejan sus creencias y principios.

—¿Por qué tenemos reglas?

—¿Qué es la Constitución?

—¿Por qué tenemos una Constitución?

—¿Cómo celebramos nuestros documentos fundadores como la Constitución?

—¿Qué es importante para nuestra comunidad, estado y nación?

—¿Cuáles son los símbolos que representan estos importantes ideales?

—¿Qué es libertad?

—¿Cuáles son algunos símbolos estadounidenses de libertad?

—¿Cómo pueden nuestras reglas garantizar nuestra libertad?

—¿De qué manera nuestros documentos, símbolos, costumbres y celebraciones reflejan las creencias de nuestra nación?

Vocabulary of Instruction:

©2012, TESCCC 01/08/13page 1 of 12

1er grado

Estudios Sociales

Unidad: 02 Lección: 01

  • pasado
  • presente
  • reglas
  • Constitución
  • libertad
  • símbolo
  • patriótico

©2012, TESCCC 01/08/13page 1 of 12

1er grado

Estudios Sociales

Unidad: 02 Lección: 01

©2012, TESCCC 01/08/13page 1 of 12

Grade/Course

Social Studies

Unit: Lesson:

Materials:

© 2010, TESCCC 07/26/10page 1 of 12

Grade/Course

Social Studies

Unit: Lesson:

  • Refer to the Notes for Teacher section for materials.

© 2010, TESCCC 07/26/10page 1 of 12

Grade/Course

Social Studies

Unit: Lesson:

© 2010, TESCCC 07/26/10page 1 of 12

1er grado

Estudios Sociales

Unidad: 02Lección: 01

Attachments:
  • Teacher Resource: Primera página de la Constitución de los Estados Unidos
  • Handout: Handout: La Constitución – Actividad cloze(1 per student)
  • Teacher Resource:Ejemplo de Diagrama de Venn
  • Teacher Resource:Juramento a la Bandera
  • Teacher Resource:Juramento a la Bandera en el lenguaje de señas americano
  • Teacher Resource: Cuarta página de la Constitución de los Estados Unidos
  • Handout:El buen ciudadano(optional, 1 per student)
  • Handout:Tarjetas de símbolos y celebraciones estadounidenses (1 set per group of 4)

©2012, TESCCC 01/08/13page 1 of 12

1er grado

Estudios Sociales

Unidad: 02Lección: 01

Resources and References:
  • Possible optional web resources:
  • First page of the Constitution:
  • Fourth page of the Constitution:
  • The Scene at the Signing of the Constitution:
  • The Constitution, mural by Barry Faulkner:
  • The Charters of Freedom at the National Archives:
  • Background information about the Constitution:
  • The United States flag:
  • The Pledge of Allegiance in American Sign Language:
  • Francis Scott Key:
  • “The Star Spangled Banner”:
  • Patriotic Music:
  • Patriotic music from the Library of Congress:
  • Many resources, including video clips, are available on the Internet by doing a search for such topics as Preamble, Constitution, or Constitution Day.
  • Possible, optional picture book resources: We the Kids: The Preamble to the Constitution by David Catrow;Shh! We're Writing the Constitutionby Jean Fritz

Advance Preparation:
  1. Become familiar with content and procedures for the lesson, including the idea that, as a nation, we have a very specific set of rules, the Constitution, by which we operate our country.
  2. Read and become familiar with background information regarding the Constitution.
  3. Refer to the Instructional Focus Document for specific content to include in the lesson.
  4. Preview materials and websites according to district guidelines, including sites to be used during Center Time to reinforce information gained.
  5. Prepare materials and handouts as needed.
  6. Print copies of the pages of the Constitution.
  7. Prepare to display the paintingThe Scene at the Signing of the Constitution by Howard Chandler Christy.
  8. Prepare to display the mural The Constitution by Barry Faulkner
  9. Locate and prepare to show pictures of patriotic celebrations and symbols. These can be printed or shown as a power point or photo story.

Background Information:

©2012, TESCCC 01/08/13page 1 of 12

1er grado

Estudios Sociales

Unidad: 02Lección: 01

From the TEKS Introduction:

(7) Students must demonstrate learning performance related to any federal and state mandates regarding classroom instruction. Although first grade is not required to participate in Celebrate Freedom Week, according to the TEC, §29.907, primary grades lay the foundation for subsequent learning. As a result, first grade Texas essential knowledge and skills include standards related to this patriotic observance.

During this Celebrate Freedom lesson, students review how rules in our families and schools establish order, provide security, and manage conflict. Students begin to relate the concept of rules in our families and schools to rules for the country, which are laid out in the Constitution. By using the words of the Preamble:“We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America” students see that the purposes of rules are spelled out in this founding document (e.g., establish justice = establish order to make things fair for all; ensure domestic tranquility = manage conflict; provide for the common defense = provide security). This also introduces characteristics of good citizenship, which will be further developed throughout the year. The lesson also builds skills and understanding of concepts related to patriotic observance of Celebrate Freedom Week and includes recognition of the patriotic symbols of the nation, including the Liberty Bell, Statue of Liberty, the American flag, and the Pledge of Allegiance.

Bill of Rights (paraphrased) –

From

First Amendment–Congress can't make any law about your religion, or stop you from practicing your religion, or keep you from saying whatever you want, or publishing whatever you want (like in a newspaper or a book). And Congress can't stop you from meeting peacefully for a demonstration to ask the government to change something.

Second Amendment–Congress can't stop people from having and carrying weapons, because we need to be able to defend ourselves.

Third Amendment–You don't have to let soldiers live in your house, except if there is a war, and even then only if Congress has passed a law about it.

Fourth Amendment–Nobody can search your body, or your house, or your papers and things, unless they can prove to a judge that they have a good reason to think you have committed a crime.

Fifth Amendment–You can't be tried for any serious crime without a Grand Jury meeting first to decide whether there's enough evidence for a trial. And if the jury decides you are innocent, the government can't try again with another jury. You don't have to say anything at your trial. You can't be killed, or put in jail, or fined, unless you were convicted of a crime by a jury. And the government can't take your house or your farm or anything that is yours, unless the government pays for it.

Sixth Amendment– If you are arrested, you have a right to have your trial pretty soon and the government can’t keep you in jail without trying you. The trial has to be public, so everyone knows what is happening. The case has to be decided by a jury of ordinary people from your area. You have the right to know what you are accused of, to see and hear the people who are witnesses against you, to have the government help you get witnesses on your side, and you have the right to a lawyer to help you.

Seventh amendment – You also have the right to a jury when it is a civil case (a case between two people rather than between you and thegovernment.)

Eighth amendment – The government can’t make more than is reasonable in bail or in fines, and the government can’t order you to have cruel or unusual punishments (like torture) even if you are convicted of a crime.

Ninth Amendment – Just because these rights are listed in the Constitution doesn’t mean that you don’t have other rights too.

Tenth Amendment – Anything that the Constitution doesn’t say that Congress can do should be left up to the states, or to the people.

Clip art picture ideas:

Constitution Day background:

In 1952, President Harry S. Truman signed a bill that moved celebration of “I Am an American Day” from the third Sunday inMay to September 17 so that this holiday would coincide with the signing of the U.S. Constitution in 1787. Congress renamed the holiday “Citizenship Day.” A joint resolution passed in 1956 requested the President to proclaim the week beginning September 17 and ending September 23 each year as “Constitution Week.” Senator Robert C. Byrd (D-WV) entered an amendment to the Consolidated Appropriations Act of 2005 that changed the name of the September 17 holiday to “Constitution Day and Citizenship Day.” The purpose of “Constitution Day and Citizenship Day” is to honor and celebrate the privileges and responsibilities of U.S. citizenship for both native-born and naturalized citizens, while commemorating the creation and signing of the supreme law of our land. The addition of the amendment, known as Public Law 108 - 477, requires all schools that receive federal funds hold an educational program for their students on September 17 of each year.

July 4th (Independence Day) celebrates the signing of the Declaration of Independence on July 4, 1776. It has been a federal holiday in the United States since 1941, but the tradition of Independence Day celebrations goes back to the 18th century and the American Revolution (1775-83).

From:

The United States Flag has 13 stripes. Seven are red and 6 are white. It also has 50 white stars on a blue background. The stripes represent the 13 original colonies. The 50 stars represent the 50 states in the U.S. The first U.S. flag was designed in 1777. The flag has been changed many times since then. New stars are added each time new states join the union. The Pledge of Allegiance is a promise of loyalty to the United States. When we say the Pledge of Allegiance we stand and put our right hand over our heart to show respect for the flag.

The Liberty Bell has become the symbol of freedom in the United States. It rang when the Continental Congress signed the Declaration of Independence. The Bell was cast in London, England in 1752. It is made mostly of copper and tin. After it arrived in the U.S., the Bell cracked. A new bell was made from the metal in the old one, but this one also cracked. A third bell was built from the same metal, and now this one has a crack too!

The last time the bell rang was on February 23, 1846 for George Washington's birthday celebration. Today, the Liberty Bell hangs in Philadelphia for all to see. The Statue of Liberty is located in New York. The Statue of Liberty symbolizes freedom throughout the world. The Statue was actually a gift from the people of France. The Statue represents a woman escaping the chains of tyranny. She holds a torch, which represents liberty. The Statue’s full name is Liberty Enlightening the World.

From: (paraphrased)

Francis Scott Keywrote “The Star Spangled Banner.” He was born in Frederick County, Maryland on August 1, 1780 and died in Baltimore on January 11, 1843. He was the son of John Ross Key, a Revolutionary officer. He became a lawyer. When the British invaded Washington in 1814, Francis Scott Key learned that his friend had been taken prisoner by the British soldiers. Key went to help obtain the release of his friend when a battle ensued at Fort McHenry. Key waited all night, watching the flag by the glare of the battle. The firing stopped and in the darkness he wondered whose flag would be flying over the fort. As the daylight appeared he could see the United State flag waving over Fort McHenry. He was inspired by what he saw and began writing the words we know today as “The Star Spangled Banner.”

Freedom – the absence of necessity, coercion, or constraint in choice or action, the state of being free, such as the power to do what you want to do; the ability to move or act freely; a political right.

Constitution – the basic principles and laws of a nation, state, or social group that determine the powers and duties of the government and guarantee certain rights to the people in it.

Principle – a basic truth, law, or assumption; a basic or essential quality or element determining intrinsic nature or characteristic behavior

Citizenship – to be an official member of a politically defined region, natural born or naturalized; the character of an individual viewed as a member of society; behavior in terms of the duties, obligations, and functions of a citizen.

©2012, TESCCC 01/08/13page 1 of 12

1er grado

Estudios Sociales

Unidad: 02Lección: 01

Getting Ready for Instruction Supplemental Planning Document

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

©2012, TESCCC 01/08/13page 1 of 12

1er grado

Estudios Sociales

Unidad: 02 Lección: 01

Instructional Procedures
Instructional Procedures / Notes for Teacher
ENGAGE –Review classroom rules from Unit 1, Lesson 1 / NOTE: 1 Day = 30 minutes
Suggested Day 1- 5 minutes
  1. Draw student attention to the list of classroom rules.
Ask questions such as:
  • ¿Se acuerdan que escribimos estas reglas?(yes, earlier this school year)
  • ¿Por qué escribimos las reglas del salónde clases?(so we could be safe and learn at school)
  • ¿Non han ayudado las reglas del salónde clases a permanecer seguros?
  • ¿Han provisto orden las reglas del salón de clases?
  • ¿De qué manera las reglas del salónde clases noshan permitido aprender?(we follow the rules so that everyone has an opportunity to listen to the teacher, take turns participating in activities, and know we will be safe as we go through our day)
/ Materials:
  • List of classroom rules from Unit 1, Lesson 1
Purpose:
To remind students of the classroom rules created at the beginning of the year and to focus on the need for rules and the benefit that rules provide for our classroom community.
TEKS: 1.11AB
EXPLORE –The story of the Constitution / Suggested Day 1 (cont’d) -15 minutes
  1. Lead students to understand that, just like the lists of rules we have at home and at school, there is a list of rules for our entire country. Those rules are laid out in a document called the Constitution.
  1. Project or display the first page of the Constitution (Teacher Resource: Primera página de la Constitución de los Estados Unidos).
  1. Facilitate a brief discussion about what students see.
  1. Point to and read the Preamble: “We the People of the United States , in order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, (sic) promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do establish this Constitution for the United States of America.”
  1. Explain the meaning of the statement, including new vocabulary such as:
  • establish justice – establish order to make things fair for all
  • domestic tranquility – manage conflict or arguments
  • common defense – provide security or to keep all people safe
  • general welfare – the well-being or safety and security of all people
  • liberty – the power to do or choose what you want to as individuals
  • posterity – people in the future; the children and grandchildren of the Framers
  1. “Translate” the Preamble for students. The Preamble basically says that we are going to make a better place to live by making sure people can live safely and in peace. In order to make sure we and our children are safe, we are going to set up these rules.
  1. Read the Preamble again.
  1. To explain how the Constitution came into being, use words such as the following:
  • La Constitución de los Estados Unidos de América establece las leyes fundamentales de la nación. Establece el gobierno nacional y define los derechos y libertades del pueblo norteamericano.
  • La Constitución es el máximo conjunto de reglas o leyes en los Estados Unidos de América. La Constitución explica cómo funciona nuestro país.
  • Fue escrita en 1787. ¡Hace más de 200 años! (Help students understand that this is the past – a distant past.)
  • Un grupo de hombres se reunieron y decidieron que las cosas no estaban funcionando como debían. Este grupo de hombres se llaman los Autores de la Constitución.
  1. Use children’s books, if available, to help with these explanations.
/ Materials: