Grade 4
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 2 days
Grade 04 Social Studies Unit 07 Exemplar Lesson 02: The Influence of the U.S.
Constitution
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to
customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs
of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet
students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your
child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education
Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students identify and explain the importance of the Texas Constitution of 1836 and explain the basic functions of the
three branches of government during the Republic of Texas era. Students demonstrate their knowledge by comparing
and contrasting the governments of the Republic of Texas and the United States on a Venn Diagram and writing a
conclusion sentence.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that
portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education
Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
4.15
Government. The student understands important ideas in historical documents of Texas and
the United States. The student is expected to:
4.15A Identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas
Constitution, and other documents such as the Meusebach-Comanche Treaty.
4.15B Identify and explain the basic functions of the three branches of government according
to the Texas Constitution.
Social Studies Skills TEKS
4.21
Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including electronic technology. The
student is expected to:
4.21B Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions.
4.21C Organize and interpret information in outlines, reports, databases, and visuals, including
graphs, charts, timelines, and maps.
4.22
Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:
4.22B Incorporate main and supporting ideas in verbal and written communication.
4.22D Create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies.
Last Updated 05/07/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 11 Grade 4
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 2 days
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 04 Social Studies Unit 07 PI 02
Create a graphic organizer to compare and contrast the U.S. Constitution and the Texas Constitution. Chose two points on which to
elaborate, expanding on the ramifications of the issues.
Standard(s): 4.15A , 4.15B , 4.21B , 4.21C , 4.22B , 4.22D
ELPS ELPS.c.1C
Key Understandings
Important historic documents of the United States and Texas convey beliefs on which the country and state
operate.
— How did the political ideas of the United States influence the government of the Republic of Texas?
Vocabulary of Instruction
constitution
judicial branch
executive branch
representative government
legislative branch
Materials
Refer to the Notes for Teacher section for materials.
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading
or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are
available in the district site and are not accessible on the public website.
Handout: The Republic of Texas Political System (1 per student)
Teacher Resource: Rubric: Texas Constitution Flip Chart KEY
Handout: Political System Venn Diagram (1 per student)
Teacher Resource: Political System Venn Diagram KEY
Teacher Resource: Lesson Activities KEY
Resources
None identified
Advance Preparation
1.
2.
3.
4.
5.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Background Information
Students have learned about the basic foundations of a representative government and its leaders in K-3 social studies. Fourth grade is the
first year that students will compare the political systems of Texas and the United States. Information about the Texas Constitution will be
revisited when students examine the government of the state of Texas.
Last Updated 05/07/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 11 Grade 4
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 2 days
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of
learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance
Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools
Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Step Out
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
1. Focus student attention on the classroom flags of Texas and the
United States.
Ask:
What do these flags have in common? (same colors, use of
stripes, use of stars, placement of stars on the left).
2. Provide background information that explains that the Republic of
Texas borrowed many ideas from the United States beyond similar
flags.
Materials:
U.S. flag and a Texas flag
Purpose:
The purpose of this activity is to assess student prior
knowledge as well as explore the similarities
between the United States and the Republic of Texas.
TEKS: 4.15A, 4.21C
3. Line up students along a wall to participate in a Step-Out activity. If
the statement is true, the students take a step forward. If the
statement is not true, students stay where they are.
4. Read the following statements. After each statement, provide the
correct answer. Students step back if they provided and incorrect
answer.
The United States has a constitution. (TRUE)
The Republic of Texas had a constitution. (TRUE)
The leader of the United States is the president. (TRUE)
The leader of the Republic of Texas is the governor
(FALSE)
The capital of the United States is New York City. (FALSE)
The capital of the Republic of Texas was Austin, D.C.
(TRUE)
A Bill of Rights lists the rights of the government. (FALSE
A Bill of Rights lists the rights of individuals)
The governments of the United States and the Republic
of Texas were organized into three branches.(TRUE)
Citizens in the United States and the Republic of Texas
voted for their leaders. (TRUE)
5. The students should have taken six steps.
EXPLORE – Three branches of government
Suggested Day 1 (continued) – 20 minutes
1. Organize students into groups of three.
Materials:
2. Distribute to each student the Handout: The Republic of Texas
Political System.
Last Updated 05/07/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
Texas State Library and Archives
page 3 of 11 Grade 4
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 2 days
3. Student groups read the statements and work together to identify
similarities by highlighting or underlining key content.
Attachments:
Handout: The Republic of Texas
Political System (1 per student)
TEKS: 4.15B, 4.21B, 4.21C
EXPLAIN – Basic functions of the three branches
Suggested Day 1 (continued) – 20 minutes
1. Post a piece of butcher paper or use the board.
Materials:
2. Use the categories on the Handout: The Republic of Texas
Political System to facilitate a whole group discussion based on
the investigations of the students.
Handout: The Republic of Texas
Political System from Explore
butcher paper or board
3. Student groups provide the teacher suggested similarities based on
the category. Encourage students to also brainstorm about
additional similarities within each category, as well as additional
categories for possible comparisons (such as patriotic symbols,
buildings, etc.)
4. As a class, students discuss the similarities and the teacher will
scribe the similarities.
5. Ask the class if there are any important similarities missing, and new
ideas will be added as appropriate.
6. Facilitate a discussion to provide correct information. Include
modeling of the thought process and inferences made and
conclusions drawn to reach the “answers.” Students adjust the
information on their handout as needed. They can fold over the
right side of their Handout: The Republic of Texas to create a new
column of information added from brainstorming.
ELABORATE – Flip Chart
Suggested Day 2 – 20 minutes
1. Create a Texas Constitution Flip Chart that explains the functions of Materials:
the three branches of government.
paper (2 pieces of white unlined paper
2. Explain to students that the government of the Republic of Texas
per student)
was influenced by the government of the United States. A major
similarity was that both governments had three branches of
Attachments:
government. Students will research the website to gather
Teacher Resource: Rubric: Texas
information about the functions of the three branches of
Constitution Flip Chart KEY
government.
Teacher Resource: Lesson Activities
3. Provide students two pieces of paper or have them use their own.
KEY
4. Have students stagger the pieces of paper and fold over creating a
layered-look flip book. See below.
TEKS: 4.15B, 4.22B, 4.22D
5. Instruct students to title each flap as shown below.
6. The information that will be included in the flip chart is below.
Texas Constitution
Last Updated 05/07/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 11 Grade 4
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 2 days
— Roles and Responsibilities of Citizens
— A visual to represent the branch
Branches of Government
— Leaders
— Function
— Powers
— A visual to represent the branch
7. Use the Teacher Resource: Rubric: Texas Constitution Flip
Chart KEY to evaluate the product.
8. See Teacher Resource: Lesson Activities KEY.
EVALUATE – Performance Indicator Graphic Organizer
Grade 4 Social Studies Unit07 PI02
Create a graphic organizer to compare and contrast the U.S. Constitution and
the Texas Constitution. Chose two points on which to elaborate, expanding on
the ramifications of the issues.
Standard(s): 4.15A , 4.15B , 4.21B , 4.21C , 4.22B , 4.22D
ELPS ELPS.c.1C
1. Provide the students the Handout: Political System Venn
Diagram to complete using the information gathered earlier.
2. At the bottom of the Handout: Political System Venn Diagram,
students answer the sentence stem.
Last Updated 05/07/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
Suggested Day 2 (continued) – 30 minutes
Materials:
The Republic of Texas Political System
from Day 1
Texas Constitution Flip Chart from
Elaborate
Attachments:
Handout: Political System Venn
Diagram
Teacher Resource: Political System
Venn Diagram KEY
page 5 of 11 Grade 4
Social Studies
Unit: 07 Lesson: 02
The Republic of Texas Political System
Use the right column to make notes on the similarities.
Political
United States
Characteristic
American leaders held a
Constitution
It is a written plan convention to write the
of government
U.S. Constitution which
was approved by the last
of the first thirteen states in
1790.
Bill of Rights
This is a set of
amendments or
an additional list
of rights of
citizens
Legislative
Branch
This is part of the
government that
has
representatives
and make laws
Executive
Branch
This is part of the
government is led
by an elected
president and
enforces the laws
The American leaders at
the convention added the
Bill of Rights to protect the
individual rights of U.S.
citizens.
The Convention which met
at Washington-on-theBrazos wrote the
Constitution of 1836, which
served throughout the
period of the Republic of
Texas.
The Convention delegates
included a Declaration of
Rights in the Constitution to
protect the rights of Texas
citizens.
The Legislative Branch
makes laws This branch
has representatives that
are elected by U.S.
citizens.
The Legislative Branch
makes laws. It is led by a
group of representatives
that were elected by Texas
citizens.
The President leads the
Executive Branch. The
President signs bills into
law and is elected by
citizens. They are elected
for 4 years. The president
enforces the laws.
The Executive Branch
includes the President. The
President is elected by
citizens and makes sure the
laws are followed. They
were elected for 3 years.
(The first president was
elected for 2 years.)
The Judicial Branch was
made up of the Supreme
Court and other lesser
courts as determined by the
Congress. The Supreme
Court heard only cases on
appeal.
Citizens who are 21 years
of age may vote in an
election.
The Judicial Branch is
made up of the Supreme
Court and other courts as
determined by the
Congress. The Supreme
Court determines whether
a law is constitutional.
Citizens who are 18 years
Citizens
They can vote for of age may vote in an
representatives
election.
Judicial Branch
This is part of the
government that
has judges that
interpret laws
©2012, TESCCC
Republic of Texas
08/01/12
What is similar?
page 1 of 1
Grade 4
Social Studies
Unit: 07 Lesson: 02
Rubric – Texas Constitution Flip Chart
CATEGORY
5
3
1
TOTAL
Content:
Citizens
Content was
accurate and correct
showing depth of
information.
Most content was
accurate and
correct.
Content was not
accurate.
Content:
Executive
Branch
Content was
accurate and correct
showing depth of
information.
Most content was
accurate and
correct.
Content was not
accurate.
Content:
Legislative
Branch
Content was
accurate and correct
showing depth of
information.
Most content was
accurate and
correct.
Content was not
accurate.
Content:
Judicial Branch
Content was
accurate and correct
showing depth of
information.
Most content was
accurate and
correct.
Content was not
accurate.
20 – 13 Great Job!
12 – 5 Good Job!
4 – 0 Needs Improvements
TOTAL
©2012, TESCCC
08/01/12
page 1 of 1
Grade 4
Social Studies
Unit: 07 Lesson: 02
Political System Venn Diagram
United States
Republic of Texas
Similarities
Constitution
Branches of
Government
Rights of Citizens
©2012, TESCCC
08/01/12
page 1 of 2
Grade 4
Social Studies
Unit: 07 Lesson: 02
The purpose of the Republic of Texas Constitution is _____________________________
_______________________________________________________________________
The political system of the United States and the Republic of Texas are similar because
_______________________________________________________________________.
They are different because __________________________________________________
________________________________________________________________________
_______________________________________________________________________.
©2012, TESCCC
08/01/12
page 2 of 2
Political System Venn Diagram KEY
United States
Constitution
Branches of
Government
Ratified by states
President elected for
4 years
Similarities
Governed by
a Constitution
Three Branches of
Government
Vote for
Representatives
Voting Age – 18 years
Rights of Citizens
Republic of Texas
Grade 4
Social Studies
Unit: 07 Lesson: 02
Approved by
delegates
President elected for
2 years
Voting Age – 21 years
The political system of the United States and the Republic of Texas are similar because _________________. They are
different because ______________________. (Use Venn Diagram to complete sentence summary)
©2012, TESCCC
08/01/12
page 1 of 1
Grade 4
Social Studies
Unit: 07 Lesson: 02
Lesson Activities KEY
ELABORATE – Flip Chart (Day 2)
KEY
Texas Constitution
Rights and Responsibilities
Voting
Serving on a Jury
Obey Laws
Executive Branch
Leaders: President
Function: carries out federal laws and recommends new
ones, directs national defense and foreign policy, and
performs ceremonial duties
Powers: directing government, commanding the Armed
Forces, dealing with international powers, acting as chief
law enforcement officer, and vetoing laws
Legislative Branch
Leaders: Congress – House of Representatives and the
Senate
Function: make the laws
Powers: passing laws, originating spending bills (House),
impeaching officials (Senate), and approving treaties
(Senate)
Judicial Branch
Leaders: Supreme Court
Function: interpreting the Constitution, reviewing laws, and
deciding cases involving states' rights.
Powers: interpret the law, declare laws bad
(unconstitutional)
©2012, TESCCC
04/24/13
page 1 of 1