World History
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 5 days
Impact of Declaration of Independence and U.S. Constitution
Lesson Synopsis:
This lesson focuses on the impact of political ideas found in documents such as the Declaration of Independence and the
U.S. Constitution on contemporary political systems.
TEKS:
WH.19
WH.19B
Government. The student understands the characteristics of major political systems throughout history. The
student is expected to:
Identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic,
oligarchy, limited monarchy, and totalitarianism. Readiness Standard
WH.20
Government. The student understands how contemporary political systems have developed from earlier systems of
government. The student is expected to:
WH.20B
Identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish
Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of
Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen. Supporting
Standard
Social Studies Skills TEKS:
WH.29
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:
WH.29D
Evaluate the validity of a source based on language, corroboration with other sources, and information about the
author.
WH.31
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:
WH.31A
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.
WH.31B
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.
GETTING READY FOR INSTRUCTION
Performance Indicator
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World History
Social Studies
Unit: 02 Lesson: 01
•
After reciting the specified excerpt from the Declaration of Independence and reading sections of the U.S.
Constitution (Bill of Rights), create a problem-solution T-Chart that lists 5 problems that might be encountered by
people living in a totalitarian system of government. For each problem, write a solution as addressed in the
Declaration of Independence and/or the U.S. Constitution. Write a proposal appealing to people living in a
totalitarian system of government to use the founding documents as a blueprint for establishing a government
based on the consent of the people. (WH.19B; WH.20B; WH.31B)
2F; 3D; 4F
Key Understandings and Guiding Questions:
Political systems based on the consent of the people impact other societies.
— How do political systems impact other societies?
— How has the Declaration of Independence and the U.S. Constitution impacted other societies?
— Why do political systems based on the consent of the people impact other societies?
— What are the characteristics of a democracy, a republic and a totalitarian political system?
Vocabulary of Instruction:
•
democracy
•
•
republic
totalitarianism
Materials:
•
Refer to the Notes forTeacher section for materials.
Attachments:
•
Handout: Prediction Chart (1 per student)
•
Handout: Problem-Solution Chart (1 per group)
•
Teacher Resource: Declaration of Independence (pre-cut)
•
Handout: Guiding Questions Chart (1 per group)
•
Handout: Reading a Secondary Source (1 for every two students)
Resources and References:
•
Historical Document Analysis from the National Archives at:
www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf
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World History
Social Studies
Unit: 02 Lesson: 01
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Video clip on U.S. Constitution: http://www.c-spanvideo.org/program/194055-1
•
Historical document analysis questions:
www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf
Advance Preparation:
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview resources and websites according to district guidelines.
5. Print a copy of the Declaration of Independence (Handout: Declaration of Independence) and cut along the dark
lines to make 10 sections for use in the ten stations for the Day 1 learning stations activity.
6. Print four or five copies of the U.S. Constitution (or use a version found in the textbook or other resources). A copy
of the U.S. Constitution will be needed for each group of students in your classroom.
7. Collect three images that illustrate protests against totalitarian governments
8. Prepare materials and handouts as needed.
9. Find an article about the Arab Spring
Background Information:
As per state and federal mandates, “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.” In previous grade levels, students learned about the purpose and components of the
Declaration of Independence and the U.S. Constitution.
Also included in this mandate is that, “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."
The emphasis at this point in time is not necessarily on the documents themselves but on how they impact contemporary
societies. Several democratic movements attempting change under totalitarian governments have recently emerged
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Social Studies
Unit: 02 Lesson: 01
demonstrating, the relevancy of the founding documents to modern times. In the previous unit, students explored the
defining characteristics of a civilization. With this in mind, when there is a breakdown of the established institutions in a
civilization, movements toward a representative government are sometimes inspired. At a later time, the founding
documents will be revisited when students learn about classical civilizations and the Age of Enlightenment. The
documents will be linked to multiple time periods throughout the course.
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.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
NOTE: 1 Day = 50 minutes
ENGAGE/EXPLORE – Political Systems
Suggested Day 1 – 35 minutes
1. Introduce the lesson by explaining to students that the entire week is
Materials:
dedicated to Celebrating Freedom and that they will be learning how the
Declaration of Independence and the U.S. Constitution impact other
societies. Using a prediction chart, students independently predict how the
historical documents impact Americans past and present as well as other
societies. (Handout: Prediction Chart)
Images related to recent democratic
movements for the fast-write activity
Attachments:
2. Divide the class into groups of no more than three.
3. Distribute a packet consisting of three images of recent democratic
•
Handout: Prediction Chart (1 per
student)
•
Handout: Problem-Solution Chart
(1 per group)
movements around the world for each of the groups. The same images
may be used for each of the groups.
Purpose:
The overall focus is to build an
understanding of the impact that our
founding documents have made and
continue to make in the international
community.
4. Assign each member of the group a different image.
5. Explain to students that they are going to do a fast-write.
Say:
•
A fast-write is an activity that allows for you to write everything
Instructional Note:
•
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Many times students are
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World History
Social Studies
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
that comes to your mind about a particular topic or image.
6. Each member of the group views their image and thinks for 30 seconds
about the image. They then quickly write (without stopping) for three
minutes about the image.
reluctant when asked to write about
a certain topic. A fast-write is an
activity designed to help students
write without the worry of sentence
structure or grammar, etc. Students
write quickly and without stopping.
•
7. Students share their fast-write and other related ideas with the other
It is also important to encourage
students to use academic
vocabulary in their discussions.
members of the group. Allow about ten minutes for group members to
share with each other and discuss.
TEKS: WH.19B
8. Each group selects a speaker to share the group’s thoughts of the images
with other class members. (Possible responses include: protesting,
freedom, free speech, revolution, frustration, change, future generations,
etc.) The responses may be written on the board for future reference and
for a general comparison of responses between the groups.
9. Write on the board the terms: democracy, republic, and totalitarianism.
Provide a definition for each of these words (from IFD).
• Democracy – government by the people
• Republic – a government in which supreme power resides in a body of
citizens entitled to vote and is exercised by elected officials and
representatives responsible to them and governing according to law
• Totalitarianism – centralized control by an autocratic authority
10. Provide students with, or encourage students to name, examples of
countries that have each type of government.
11. The three-group members discuss the images again, but this time include
in the discussion the terms: democracy, republic, and totalitarianism.
12. Provide students with (write them on the board) three sentence starters to
aid in conducting an engaging discussion:
• Totalitarianism is probably _____________________________
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World History
Social Studies
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
• If people do not have rights ____________________________
• In the future _________________________________________
13.
Distribute the Handout: Problem-Solution Chart
14.
Each group lists at least three problems that the images bring to mind
and write recommendations (options to solve the problems encountered by
people) and including the words posted on the board.
15.
Randomly select groups to share their problem-solution chart.
EXPLORE – Declaration of Independence
Suggested Day 1 and 2 – 50 minutes
1. Create ten stations by placing one of the ten sections of the Teacher
Materials:
Resource: Declaration of Independence at each station. Also place a
blank piece of paper and a dictionary at each station.
2. Check for prior knowledge by asking students to write what they already
know about the Declaration of Independence. Examples of possible
questions:
• What was the purpose for this document?
• Who was it written for?
•
dictionaries (10)
Attachments:
•
Teacher Resource: Declaration of
Independence (pre-cut)
•
Handout: Guiding Questions
Chart (1 per group)
• What developed as a result of this document?
Purpose:
3. Divide the class into 10 groups (of no more than three students per group).
Provide one copy of the Handout: Guiding Questions Chart for each
group.
This activity helps students understand
the process for analyzing a primary
source.
TEKS: WH.20B, WH.29D
4. Groups rotate, visiting each of the ten stations for 6-7 minutes. At each
station, the group reads the excerpt at the station and answers the
appropriate question on their Handout: Guiding Questions Chart.
Instructional Note:
•
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In preparing for this group
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Social Studies
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
5. Before moving to the next station, students use the blank paper at the
station to list two words from the excerpt with which they are not familiar.
They use the dictionary at the station and write the definitions. (Each group
writes different words.)
6. After six to seven minutes, groups rotate to the next station and repeat the
activity.
activity, cut the Declaration of
Independence into ten sections
(excerpts). The document has been
divided into ten sections. (The first
excerpt is underlined, the second
excerpt is not underlined, the third
excerpt is underlined, etc.)
•
7. During the rotation, the teacher circulates, probing with questions, clarifying
The expectation is that by the
end of the activity all students will
have read and analyzed the
Declaration of Independence.
and correcting information, and providing additional information as needed.
8. When all groups have visited each station, facilitate a class discussion
where students use academic language as they share their answers to the
questions on the chart, as well as other learning about the Declaration of
Independence.
9. Continue the discussion to include other topics including:
•
the characteristics of political systems including democracy and
republic
•
the impact of political and legal ideas in the Declaration of
Independence
•
the validity of sources used
EXPLAIN – Declaration of Independence
Suggested Day 2 (cont’d) – 15 minutes
1. Write the following questions on the board:
•
•
TEKS: WH.19B; WH.20B, WH.29D
What do you feel is the most important idea in the Declaration of
Independence?
How might the Declaration of Independence impact other nations
of the world?
Purpose:
Students make connections and
predictions between the past and the
present.
2. Students write their answers as an exit card.
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Social Studies
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
EXPLORE/EXPLAIN – Declaration of Independence
Suggested Day 3 – 50 minutes
1. With a partner, students recite the following:
•
Materials:
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.
2. After students have recited the excerpt, each student writes a list of
reasons why people may want a representative government, share the list
with their partner, and discuss. Select students randomly to share their
lists with class members.
3. Divide the class into groups of three. Distribute to each student a copy
of the Historical Document Analysis form from the National Archives.
4. Provide each group with a copy of the U.S. Constitution (from the
•
U.S. Constitution
http://www.archives.gov/exhibits/cha
rters/constitution.html/
•
Historical Document Analysis
form from the National Archives (1
per student):
www.archives.gov/education/lesson
s/worksheets/written_document_an
alysis_worksheet.pdf
•
index cards (optional, 1 per
student)
TEKS: WH.20B, WH.29D
Instructional Note:
•
Recitation of this excerpt is
required by state law.
textbook or other resource).
5. Briefly review the document (which has also been studied in earlier
grades) to reacquaint students with the U.S. Constitution, its purpose, and
components.
•
The text may be written on the
board for students to read or read
from a textbook or other resource.
6. Groups explore and explain the U.S. Constitution by skimming through
the document and answering historical document analysis questions.
7. On an index card or other piece of paper, students create an Exit Card
where they:
•
List two things they find interesting in the Constitution
•
Respond to the following question: How might the U.S. Constitution
impact other nations of the world?
ELABORATE – Applying what we have learned to current issues
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Suggested Day 4 – 20 minutes
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World History
Social Studies
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
1. Students use a reading pairs strategy to read an article recent efforts of
Materials:
nations to implement democratic governance.
•
2. With their partner, students discuss and answer the following question:
Teacher should provide an article on
recent efforts of nations to
implement greater democratic
governance.
How do political systems based on the consent of the people
impact other societies?
Attachments:
3. Students write three predictions about democratic movements and support
their predictions with evidence drawn from the article.
4. Facilitate a class discussion where students consider the application of
what they have learned to other countries, answer the lesson’s guiding
questions, discuss the validity of the source, and apply their learning to
support the Key Understanding by using academic language and providing
examples to support their statements.
Political systems based on the consent of the people impact
other societies.
— How do political systems impact other societies?
— How has the Declaration of Independence and the U.S.
•
Handout: Reading a Secondary
Source (1 for every two students)
Purpose:
Students find relevancy between the
founding documents and current issues.
Instructional Note:
Consider an Internet search from
district-approved websites for an article
on recent efforts of nations to implement
greater democratic governance
Constitution impacted other societies?
— Why do political systems based on the consent of the
people impact other societies?
— What are the characteristics of a democracy, a republic
and a totalitarian political system?
EVALUATE – Performance Indicator
Suggested Day 5 – 50 minutes
• After reciting the specified excerpt from the Declaration of
TEKS: WH.19B; WH.20B; WH.31B
Independence and reading sections of the U.S. Constitution (Bill of
Rights), create a problem-solution T-Chart that lists 5 problems that
might be encountered by people living in a totalitarian system of
government. For each problem, write a solution as addressed in the
Declaration of Independence and/or the U.S. Constitution. Write a
proposal appealing to people living in a totalitarian system of
government to use the founding documents as a blueprint for
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World History
Social Studies
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
establishing a government based on the consent of the people.
(WH.19B; WH.20B; WH.31B)
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ELPS: 2F; 3D; 4F
04/23/13
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