INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 03
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
State Resources:
IFD Legend
Bold, italic black: Knowledge and Skill Statement (TEKS)
Bold black: Student Expectation (TEKS)
Blue: Supporting information / Clarifications and notes from CSCOPE (Specificity)
Italics blue: provides unit level clarification
Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units
EXEMPLAR LESSONS
Estudios Sociales Grade 05 Unit 03 Exemplar Lesson 02:
Nuestros documentos históricos
Grade 05 Social Studies Unit 03 Exemplar Lesson 02:
Our Founding Documents
Grade 05 Social Studies Unit 03 Exemplar Lesson 01:
Declaring Independence
Estudios Sociales Grade 05 Unit 03 Exemplar Lesson 01:
Declaración de Independencia
RUBRIC(S) FOR PERFORMANCE INDICATORS
Grade 05 Social Studies Unit 03 Rubric 01
Grade 05 Social Studies Unit 03 Rubric 02
UNIT TEST
Social Studies Grade 05 Unit 03: Celebrate Freedom
Week
Estudios Sociales Grade 05 Unit 03: Semana para
celebrar la libertad
RATIONALE:
This unit bundles Student Expectations that address state and federal mandates for studying the Constitution, Bill of Rights and the Declaration of Independence. The unit provides a
brief overview of the founding documents that led the United States as it became a free and independent nation.
The unit, usually falling right after the unit on colonies, provides students a glimpse into the founding documents, especially the Declaration of Independence. It poses questions, just
before students study to find the answers, such as, “We just learned about life in the British colonies. Then here we find out that the colonies declared war on Britain! How did the
colonies get to the point of declaring war on their mother­country?” Over the next units, students learn the answer to this question .
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page 1 of 16 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 03
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of
trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of
Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent
American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and
the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12
study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that
among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the
Governed."
Prior to this unit, since Kindergarten, students have recognized Celebrate Freedom Week and Constitution Day. In this unit, students begin a more rigorous, academic study of the
founding documents of the United States. In this unit, students learn that:
The Declaration of Independence was an open letter from the colonists to King George listing the many grievances the colonists had under British rule.
The writers of the Constitution included an introduction to the document. This introduction addresses principles that we as a people value and around which
our government is built.
Discussions in this unit set the stage for later development of deep understanding of the beliefs and principles upon which the country was founded, and prepares students to look at
issues that have come up time and again throughout the nation’s history. These issues continue to be studied in future units and include looking at “our people as a nation of
immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage
movement.”
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page 2 of 16 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 03
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:
Students may believe that the rights endowed to us by the Constitution are unlimited.
PERFORMANCE INDICATORS
Grade 05 Social Studies Unit 03 PI 01
CONCEPTS
KEY UNDERSTANDINGS FOR LEARNERS
Conflict
Different points of view on political, economic, and social
Point of View
issues may lead to conflict.
Rights
Governing documents in a democratic nation reflect the
Beliefs
beliefs of its citizens.
As a colonist, write a to letter to King George explaining
why you and the members of your colony are demanding
freedom. Justify your explanation with three reasons.
Standard(s): 5.15A , 5.24B , 5.24D , 5.25D
ELPS ELPS.c.4K , ELPS.c.5F
Grade 05 Social Studies Unit 03 PI 02
Create a collage with words and pictures to illustrate the
important ideas of the Constitution and the Bill of Rights
as applied to our contemporary society, including how the
documents reflect the protection of rights of individuals.
Explain, orally or in writing, why you included the words
and pictures you did.
Standard(s): 5.15B , 5.15C , 5.25A
ELPS ELPS.c.1C , ELPS.c.1E
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page 3 of 16 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 03
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT
Constitution – the basic principles and laws of a nation
Preamble – an introductory statement, as in the Constitution
Unalienable rights – fundamental rights or natural rights guaranteed to people naturally instead of by the law; the unalienable rights to life, liberty, and
the pursuit of happiness are listed in the Declaration of Independence
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
5.15
Government. The student understands important ideas in the Declaration of
Independence, the U.S. Constitution, and the Bill of Rights. The student is
expected to:
5.15A
Identify the key elements and the purposes and explain the importance of
the Declaration of Independence.
Identify, Explain
KEY ELEMENTS, PURPOSES, IMPORTANCE OF THE DECLARATION
OF INDEPENDENCE
Including, but not limited to:
Key Elements
Preamble
Statement of Belief in Human Rights
Charges against Human Rights
List of Complaints (Charges against the King)
Statement of Separation
Signatures
Purposes – Written as an open letter, the Declaration
was written to
Explain the colonists' position on the purpose of
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Grade 5 Estudios Sociales,Social Studies
UNIT : 03
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
government
List the colonists' grievances against King
George III to show the legitimacy of their actions
to others
Engender sympathy (and monetary support) and
encourage reluctant colonists (and British
subjects) to join them
Encourage foreign nations to help them
Importance
Set out the founding principles upon which the
United States came to be built.
Began a nation by declaring the answer to the
questions, “Who are we?” and “What do we
believe?” that have set the standard for freedom
around the world.
Key ideas (new and earthshaking in a world of
empires and monarchies)
All men are created equal
Unalienable rights (include: life, liberty,
pursuit of happiness)
Governments are instituted by men
deriving their just powers from the consent
of the governed
Right of the people to alter or abolish
[government]
These United Colonies are, and of Right
ought to be Free and Independent States
The colonies are absolved from all
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Grade 5 Estudios Sociales,Social Studies
UNIT : 03
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
allegiance to the British Crown as Free
and Independent States, they have full
Power to … [do] what Independent States
may of right do
5.15B
Explain the purposes of the U.S. Constitution as identified in the
Preamble.
Explain
PURPOSES OF THE U.S. CONSTITUTION IDENTIFIED IN THE
PREAMBLE
Including, but not limited to:
Purposes identified in the Preamble
To form a more perfect union (to join together
the colonies)
To establish justice (define and protect the rule
of law)
To insure domestic tranquility (to prevent
conflicts within or between the states)
To provide for the common defense (a united
power opposing any attacks)
To promote the general welfare (human rights
and a stable society)
To secure the blessings of liberty (insure that
the concept of freedom endures)
Purpose of the Constitution in general
Define and limit the powers of the government
Establish the framework for the government of
the United States (3 branches: Congress as a
bicameral legislative branch, President as head
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Grade 5 Estudios Sociales,Social Studies
UNIT : 03
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
of executive branch, Supreme Court as judicial
branch)
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."
5.15C
Explain the reasons for the creation of the Bill of Rights and its
importance.
Explain
REASONS FOR THE CREATION OF THE BILL OF RIGHTS AND ITS
IMPORTANCE
Including, but not limited to:
Reasons for creation of Bill of Rights
Delineate individual rights that are fully
protected by law
Reach a compromise to ensure ratification by
gaining support from the Anti-Federalists
Importance of Bill of Rights
Ensures individual human rights protections
5.17
Citizenship. The student understands important symbols, customs,
celebrations, and landmarks that represent American beliefs and principles
and contribute to our national identity. The student is expected to:
5.17A
Explain various patriotic symbols, including Uncle Sam, and political
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Explain
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Grade 5 Estudios Sociales,Social Studies
UNIT : 03
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
symbols such as the donkey and elephant.
VARIOUS PATRIOTIC SYMBOLS AND LANDMARKS
Including, but not limited to:
Uncle Sam – national personification of the United
States and sometimes more specifically of the
American government
Symbols – Donkey (Democratic party); Elephant
(Republican party)
5.17B
Sing or recite "The Star-Spangled Banner" and explain its history.
Sing/Recite, Explain
STAR-SPANGLED BANNER
Including, but not limited to:
“The Star­Spangled Banner” was officially made the
national anthem by Congress in 1931, although it
already had been adopted as such by the army and
the navy.
Background – Francis Scott Key, a lawyer, visited the
British fleet in Chesapeake Bay to secure the release
of Dr. William Beanes, who had been captured after
the burning of Washington, D.C. The release was
secured, but Key was detained on ship overnight. In
the morning, he was so delighted to see the American
flag still flying over the fort that he began a poem to
commemorate the occasion. That poem became the
lyrics to the Star-Spangled Banner; the music was a
popular British song.
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page 8 of 16 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 03
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
5.17C
Recite and explain the meaning of the Pledge of Allegiance to the United
States Flag.
Recite, Explain
MEANING OF THE PLEDGE OF ALLEGIANCE
Including, but not limited to:
"I pledge allegiance to the flag of the United States of
America, and to the republic for which it stands, one
nation under God, indivisible, with liberty and justice for
all."
“Under God” was added in 1954.
5.17D
Describe the origins and significance of national celebrations such as Memorial Day,
Independence Day, Labor Day, Constitution Day, Columbus Day, and Veterans Day.
Describe
ORIGINS AND SIGNIFICANCE OF NATIONAL CELEBRATIONS
Including, but not limited to:
Independence Day honors the birthday of the United
States of America and the adoption of the Declaration
of Independence on July 4, 1776. It's a day of picnics
and patriotic parades, a night of concerts and
fireworks, and a reason to fly the American flag.
Constitution Day commemorates the formation and
signing of the U.S. Constitution by thirty-nine brave
men on September 17, 1787, recognizing all who, by
coming of age or by naturalization, have become
citizens.
5.20
Citizenship. The student understands the fundamental rights of American
citizens guaranteed in the Bill of Rights and other amendments to the U.S.
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page 9 of 16 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 03
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Constitution. The student is expected to:
5.20A
Describe the fundamental rights guaranteed by each amendment in the
Bill of Rights, including freedom of religion, speech, and press the right to
assemble and petition the government the right to keep and bear arms
the right to trial by jury the right to an attorney.
Describe
FUNDAMENTAL RIGHTS GUARANTEED BY EACH AMENDMENT IN
THE BILL OF RIGHTS
Including, but not limited to:
First Amendment – freedom of religion, speech, and
press, right to assemble and petition the government
Second Amendment – the right to keep and bear arms
Seventh Amendment – the right to trial by jury
Sixth Amendment – the right to an attorney (the right to
… the assistance of counsel)
Third Amendment – prohibits, in peacetime, the
quartering of soldiers in private homes without the
owner's consent
Fourth Amendment – guards against unreasonable
searches and seizures
Fifth Amendment – provides for “due process” to
protect against abuse of government authority in a
legal procedure
Eighth Amendment – prohibits excessive bail,
excessive fines, and cruel and unusual punishment
Ninth Amendment – because it would be impossible to
list all rights, this amendment, this amendment assures
that there are rights not specifically listed that are also
protected
Tenth Amendment – explicitly states the Constitution's
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Grade 5 Estudios Sociales,Social Studies
UNIT : 03
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
principle of federalism by providing that powers not
granted to the federal government nor prohibited to
the states by the Constitution are reserved,
respectively, to the states or the people
5.20B
Describe various amendments to the U.S. Constitution such as those that
extended voting rights of U.S. citizens.
Describe
VARIOUS AMENDMENTS TO THE U.S. CONSTITUTION
Including, but not limited to:
Amendments that extended voting rights of U.S.
citizens
15th Amendment – prohibits each government in the
United States from denying a citizen the right to vote
based on that citizen's "race, color, or previous
condition of servitude" (i.e., slavery). It was ratified on
February 3, 1870.
19th Amendment – “The right of citizens of the United
States to vote shall not be denied or abridged by the
United States or by any State on account of sex.”
23rd Amendment – permits citizens in the District of
Columbia to vote for Electors for President and Vice
President. The amendment was proposed by Congress
on June 17, 1960, and ratified by the states on March
29, 1961. The first Presidential election for which it was
in effect was the presidential election of 1964 (Lyndon
Johnson).
26th Amendment – gives 18­year­olds the right to vote
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UNIT : 03
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
5.24
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:
5.24B
Analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing
inferences and conclusions.
Analyze
INFORMATION
Including, but not limited to:
Sequencing
Categorizing cause and effect relationships
Identifying
Comparing
Contrasting
Finding the Idea
Summarizing
Making Generalizations
Making predictions
Drawing inferences
Drawing conclusions
5.24D
Identify different points of view about an issue, topic, or current event.
Identify
POINTS OF VIEW
Including, but not limited to:
Issue
Topic
Current event
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Grade 5 Estudios Sociales,Social Studies
UNIT : 03
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
5.25
Social studies skills. The student communicates in written, oral, and visual
forms. The student is expected to:
5.25A
Use social studies terminology correctly.
Use
SOCIAL STUDIES TERMINOLOGY CORRECTLY
5.25D
Create written and visual material such as journal entries, reports, graphic
organizers, outlines, and bibliographies.
Create
WRITTEN AND VISUAL MATERIAL
Including, but not limited to:
Journal entries
Reports
Graphic organizers
Outlines
Bibliographies
TEKS#
SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.
SE#
5.24
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:
5.24A
differentiate between, locate, and use valid primary and secondary sources such as computer software interviews biographies oral,
print, and visual material documents artifacts to acquire information about the United States
5.24B
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
5.24C
organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
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page 13 of 16 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 03
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
TEKS#
SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.
SE#
5.24D
identify different points of view about an issue, topic, or current event
5.24E
identify the historical context of an event.
5.25
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
5.25A
use social studies terminology correctly
5.25B
incorporate main and supporting ideas in verbal and written communication
5.25C
express ideas orally based on research and experiences
5.25D
create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
5.25E
use standard grammar, spelling, sentence structure, and punctuation.
5.26
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of
settings. The student is expected to:
5.26A
use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
5.26B
use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict
consequences, and take action to implement a decision
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English
language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement
ELPS as an integral part of each subject in the required curriculum.
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with
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UNIT : 03
ELPS#
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a
manner that is linguistically accommodated to help the student acquire English language proficiency.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
ELPS.c.1
Cross-curricular second language acquisition/learning strategies
ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order
for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in
English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. The student is expected to:
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to
acquire basic and grade-level vocabulary
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that
build concept and language attainment
ELPS.c.4
Cross-curricular second language acquisition/reading
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be
at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to
meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language
proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the
stage of decoding written text. The student is expected to:
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written
information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
Cross-curricular second language acquisition/writing
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UNIT : 03
ELPS#
TITLE : Unit 03: Celebrate Freedom Week
SUGGESTED DURATION : 4 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content
areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In
order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in
English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has
reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and
sentences in increasingly accurate ways as more English is acquired
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