TEACHER:
CLASS: 5th Grade
DATE: May 30
M T W TH F
FRAME THE LESSON
What is Government, The Constitution, and The
Bill of Rights
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
15C: explain the reasons for the creation of the Bill of Rights and its importance
16A: identify and explain the basic functions of the three branches of government
Resources/Materials
Pearson’s 5th Grade
Building Our Nation
TE
(p. 38-40)
16B: identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution
16C: distinguish between national and state governments and compare their responsibilities in the U.S. federal system
18A: explain the duty individuals have to participate in civic affairs at the local, state, and national levels
18B: explain how to contact elected and appointed leaders in local, state, and national governments
19A: explain the contributions of the Founding Fathers to the development of the national government
19B: identify past and present leaders in the national government, including the president and various members of Congress, and their
political parties
19C: identify and compare leadership qualities of national leaders, past and present
Objective/Key Understanding:
 Describe what a constitutional republic is.
 Describe the purposes of constitutions.
 Explain the principles of the U.S. Constitution.
 Identify the basic functions of the three branches of government.
 Describe rights protected by the Bill of Rights and other amendments.
 Explain federalism.
 Explain the importance of popular sovereignty and the rule of law.
 Explain basic elements of the political concepts of the United States.
 Describe the characteristics of good citizenship.
 Explain how to contact national, state, and local leaders.
 Identify past and present leaders in our national government.
 Identify and compare leadership qualities of our national leaders.
Closing Product/
Question/ Informal
Assessment:
Got it Questions
1-3 (p. 38-40)
Vocabulary
Constitutional republic
constitution
separation of powers
checks and balances
article
Stop and Check for Understanding- High Level Questions
What is Government? (p. 38)
 What kind of government does the United States have? How does it work?
The United States Government (p. 38)
 What would happen if there weren’t any checks and balances in the three branches of government?
 Which branch of government makes laws?
 Which branch of government makes sure that laws are carried out?
 What are the basic functions of the judicial branch?
 How does the executive branch check the power of the legislative branch?
 How is the power of the executive branch checked by Congress?
 How can the judicial branch check the power of both the executive and legislative branches?
The Bill of Rights (p.39-40)
 What are the laws I nth Constitution called? What is an amendment?
 Why do you think the Founding Fathers added ten amendments to the Constitution called the Bill of Rights?
 What does ratify mean?
amendment
Engage
Explore
Explain
Prepare to Read (p. 38)
Preview the lesson with students by asking them to tell what they already know about the government of the United States.
 What responsibilities does the government have to its citizens?
 What responsibilities do citizens have to their government?
Introduce Vocabulary (p. 38)
Read aloud constitutional republic, constitution, separation of powers, checks and balances, article, and amendment.
 Explain what the U.S. Constitution provides for our nation.
Begin to Read
 What is Government? (p. 38)
 The United States Government (p. 38)
 The Bill of Rights (p.39-40)
What is Government? (p. 38)
 Government is a system for running a community, state, or country. The government of the United States is a constitutional republic,
which is a form of government in which individuals are elected, by the people, to act as their representatives.
The United States Government (p. 38)
 A constitution is a written plan for government. The United States Constitution was written more than 200 years ago by a group of
leader now known as the Founding Fathers. The Constitution set up the plan for our government by creating three branches to govern
the nation: the executive, legislative, and judicial branches.
The Bill of Rights (p.39-40)
 The Constitution is divided into laws called articles. The change to an article in the Constitution is called an amendment. Just after the
Constitution was ratified, or approved, its authors added ten very important amendments. They are called the Bill of Rights.
Elaborate Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Evaluate
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate
student mastery).
 Identify a reason for having a system of checks and balances.
 Explain the contributions of the Founding Fathers to the development of our national government.
 On a separate sheet of paper, write a paragraph in which you distinguish between national, state, and local governments. As part of
your answer, compare their responsibilities in the federal system.
FRAME THE LESSON
Federalism and Popular Sovereignty
TEACHER:
CLASS: 5th Grade
DATE: May 31
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
15C: explain the reasons for the creation of the Bill of Rights and its importance
16A: identify and explain the basic functions of the three branches of government
16B: identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution
Resources/Materials
Pearson’s 5th Grade
Building Our Nation
TE
(p. 40-41)
16C: distinguish between national and state governments and compare their responsibilities in the U.S. federal system
18A: explain the duty individuals have to participate in civic affairs at the local, state, and national levels
18B: explain how to contact elected and appointed leaders in local, state, and national governments
19A: explain the contributions of the Founding Fathers to the development of the national government
19B: identify past and present leaders in the national government, including the president and various members of Congress, and their
political parties
19C: identify and compare leadership qualities of national leaders, past and present
Objective/Key Understanding:












Describe what a constitutional republic is.
Describe the purposes of constitutions.
Explain the principles of the U.S. Constitution.
Identify the basic functions of the three branches of government.
Describe rights protected by the Bill of Rights and other amendments.
Explain federalism.
Explain the importance of popular sovereignty and the rule of law.
Explain basic elements of the political concepts of the United States.
Describe the characteristics of good citizenship.
Explain how to contact national, state, and local leaders.
Identify past and present leaders in our national government.
Identify and compare leadership qualities of our national leaders.
Closing Product/
Question/ Informal
Assessment:
Got it Questions
3-4 (p.40-41)
Vocabulary
Individual rights
federalism
rule of law
popular sovereignty
Stop and Check for Understanding- High Level Questions
Federalism (p. 40)
 What is federalism?
 How is federalism like checks and balances?
 Look at the chart. What are the three levels of government? Which levels ensures that interstate highways are well maintained? Which level builds town
recreation areas? Which level makes decisions about school standards?
Popular Sovereignty (p. 41)
 If an important or powerful person broke a law such as speeding, should they be treated differently than an ordinary citizen? Why or why not?
 In what way is the rule of the law an example of how the power of the government is limited?
 What is popular sovereignty?
 What might happen in a country where people are not allowed to choose their government?
 Look at the photograph. What are these people doing? What details do you notice about the people in the photo?
Engage
Explore
Explain
Elaborate
Evaluate
Summarization Activity (p. 33)
Have students work in pairs and write a short summary of the relationship between scarcity, choice, and opportunity cost. Then have them engage in an
activity where they refine and reduce their written piece until only the most essential and relevant information remains.
 Ask students to begin with a summary that is about half a page, then try to get it down to two paragraphs, the none paragraph; then two or three
sentences; and ultimately a single sentence.
 At the end, have pairs present their single sentences to the class.
 Note the variety of sentences together as a group.
Begin to Read
 Federalism (p. 40)
 Popular Sovereignty (p. 41)
Federalism (p. 40)
 The United States Constitution also divides power between the national and state governments. This system is called federalism.
Popular Sovereignty (p. 41)
 The Constitution includes other important ideas about how the government works and how its powers are limited. One key concept is the rule of
the law, which means that the law applies equally to ll people no matter how powerful or wealthy they are.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student
mastery).
 On a separate sheet of paper, write a paragraph in which you distinguish between national, state, and local governments. As part of your answer,
compare their responsibilities in the federal system.
 Draw a line between each term and its definition.
TEACHER:
CLASS: 5th Grade
DATE: June 1
M T W TH F
FRAME THE LESSON
Government in Action
& Politics
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
15C: explain the reasons for the creation of the Bill of Rights and its importance
Pearson’s 5th Grade
Building Our Nation
TE
16A: identify and explain the basic functions of the three branches of government
16B: identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution
(p. 42-43)
16C: distinguish between national and state governments and compare their responsibilities in the U.S. federal system
18A: explain the duty individuals have to participate in civic affairs at the local, state, and national levels
18B: explain how to contact elected and appointed leaders in local, state, and national governments
19A: explain the contributions of the Founding Fathers to the development of the national government
19B: identify past and present leaders in the national government, including the president and various members of Congress, and their
political parties
19C: identify and compare leadership qualities of national leaders, past and present
Objective/Key Understanding:












Describe what a constitutional republic is.
Describe the purposes of constitutions.
Explain the principles of the U.S. Constitution.
Identify the basic functions of the three branches of government.
Describe rights protected by the Bill of Rights and other amendments.
Explain federalism.
Explain the importance of popular sovereignty and the rule of law.
Explain basic elements of the political concepts of the United States.
Describe the characteristics of good citizenship.
Explain how to contact national, state, and local leaders.
Identify past and present leaders in our national government.
Identify and compare leadership qualities of our national leaders.
Closing Product/
Question/ Informal
Assessment:
Got it Question
5-6 (p. 42-43)
Vocabulary
Tax
common good
political party
Stop and Check for Understanding- High Level Questions
Government in Action (p. 42)
 Why do people pay state and federal taxes?
 What are some laws designed to prevent bad things from happening?
 Why are there laws in many cities and states that require residents to recycle? Why is there a law that requires us to wear seat belts?
 What are other laws that focus on protecting the environment?
 What does the common good refer to?
 Who do you think determines the common good? Is this fair or unfair? Does compromise play a role in determining the common good? Explain
your reasoning.
Politics (p. 43)
 What do citizens do that shows that the United States is a government “of the people”?
 How can a group of voters try to influence government decisions?
 What is a political party?
 What are the ways that political parties try to convince other people to vote for their candidate?
 What is a key principle of a stable democracy?
 How does the photograph illustrate the concepts you learned about on this page?
Engage
Explore
Explain
ELPS Activity (p. 34)
Ask students to suppose that they are a candidate for the elective office of class president.
Beginning
 Ask students to write three sentences telling why they’d be a good class president and then read them to the class. One of their
sentences must be an imperative.
Intermediate
 Ask students to write a short paragraph telling why they’d be a good class president and then read it to the class. They must use a
variety of sentences, including imperatives and declaratives (“I am right for this position because…”)
Advanced
 Ask students to write a short campaign speech that uses a variety of sentences, including a rhetorical question and answer (“Why
am I right for this job? Well, I think…”)
Advanced High
 Ask students to write a full-length campaign speech that employs a variety of sentence types and have them read it aloud to the
class.
Begin to Read
 Government in Action (p. 42)
 Politics (p. 43)
Government in Action (p. 42)
 The state and national governments have big responsibilities. They operate schools, keep the nation and cities safe, and protect
parks for everyone to enjoy. Americans pay money every year to the state and national governments to help pay for the services
they receive. This money is called taxes.
Politics (p. 43)
 Of course, not everyone agrees with how the government does its job. Some people join groups in order to share their ideas about
government. Many voters join a political party to try to influence government decisions.
Elaborate Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Evaluate
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate
student mastery).
 Write a check mark next to the image that shows the bank lending money.
 Circle the image that shows the bank paying interest.
TEACHER:
CLASS: 5th Grade
DATE: June 2
M T W TH F
FRAME THE LESSON
Being a Good Citizen
&How We Participate in Government
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
15C: explain the reasons for the creation of the Bill of Rights and its importance
16A: identify and explain the basic functions of the three branches of government
16B: identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution
Resources/Materials
Pearson’s 5th Grade
Building Our Nation
TE
(p. 44-45)
16C: distinguish between national and state governments and compare their responsibilities in the U.S. federal system
18A: explain the duty individuals have to participate in civic affairs at the local, state, and national levels
18B: explain how to contact elected and appointed leaders in local, state, and national governments
19A: explain the contributions of the Founding Fathers to the development of the national government
19B: identify past and present leaders in the national government, including the president and various members of Congress, and their
political parties
19C: identify and compare leadership qualities of national leaders, past and present
Objective/Key Understanding:
 Describe what a constitutional republic is.
 Describe the purposes of constitutions.
 Explain the principles of the U.S. Constitution.
 Identify the basic functions of the three branches of government.
 Describe rights protected by the Bill of Rights and other amendments.
 Explain federalism.
 Explain the importance of popular sovereignty and the rule of law.
 Explain basic elements of the political concepts of the United States.
 Describe the characteristics of good citizenship.
 Explain how to contact national, state, and local leaders.
 Identify past and present leaders in our national government.
 Identify and compare leadership qualities of our national leaders.
Closing Product/
Question/ Informal
Assessment:
Got it Question
7-9 (p. 44-45)
Vocabulary
citizen
Stop and Check for Understanding- High Level Questions
Being a Good Citizen (p. 44)
 Look at the chart. What are characteristics of good citizenship?
 What are ways you can be a good citizen at school and in your community?
 How is the photo an illustration of good citizenship?
 Look at the chart. Why don’t children pay taxes or vote in community, state, and national elections?
 Do you think voting is a right or a responsibility?
How We Participate in Government (p. 45)





What is the difference between a right and a responsibility (also called a duty)?
Why do citizens have a responsibility to participate in civic affairs?
What are ways people can make a difference in their government?
What effect can signing an online petition have on an issue that you care about?
If you thought a stop sign or stoplight was needed at a busy neighborhood corner, what would you do?
Engage
Explore
Differentiated Instruction Activity (p. 45)
Help students understand concepts about rights and responsibilities by personalizing the situation. Review with students that a right is
something that people have and a responsibility is something that people have to do.
Special Needs:
Help students brainstorm rights and responsibilities they have at home.
Extra Support:
Help students brainstorm rights and responsibilities they have at school.
On-Level:
Have a group of students make a t wo-column graphic organizer with the column headings Rights and Responsibilities. Students can
discuss rights and responsibilities that they have a school, at home, or in the community. Help students complete the chart.
Challenge/Gifted:
Have students create a cartoon, graphic novel, or skit to illustrate two rights and two responsibilities that they have at school or at home.
Begin to Read
 Being a Good Citizen (p. 44)
 How We Participate in Government (p. 45)
Being a Good Citizen (p. 44)
 Democracy, even more than other forms of government, depends on good citizenship. The government can best serve the people of
a country when they stay involved.
How We Participate in Government (p. 45)
 It is important that individual citizens do more than exercise their most basic rights and responsibilities. In order to improve our
government and society, individuals have a duty to participate in civic matters.
Elaborate Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Explain
Evaluate
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate
student mastery).
 Circle the actions on the chart that you can do now as a good citizen.
 Explain why individuals have a duty to participate in civic affairs at the local, state, and national levels.
 Make a list of things you would like to do to participate in civic affairs at each level of government
TEACHER:
CLASS: 5th Grade
DATE: May 27
M T W TH F
FRAME THE LESSON
Who Are Our Leaders
& National Leaders and Leadership Qualities
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
15C: explain the reasons for the creation of the Bill of Rights and its importance
16A: identify and explain the basic functions of the three branches of government
16B: identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution
Resources/Materials
Pearson’s 5th Grade
Building Our Nation
TE
(p. 46-51)
16C: distinguish between national and state governments and compare their responsibilities in the U.S. federal system
18A: explain the duty individuals have to participate in civic affairs at the local, state, and national levels
18B: explain how to contact elected and appointed leaders in local, state, and national governments
19A: explain the contributions of the Founding Fathers to the development of the national government
19B: identify past and present leaders in the national government, including the president and various members of Congress, and their
political parties
19C: identify and compare leadership qualities of national leaders, past and present
Objective/Key Understanding:












Describe what a constitutional republic is.
Describe the purposes of constitutions.
Explain the principles of the U.S. Constitution.
Identify the basic functions of the three branches of government.
Describe rights protected by the Bill of Rights and other amendments.
Explain federalism.
Explain the importance of popular sovereignty and the rule of law.
Explain basic elements of the political concepts of the United States.
Describe the characteristics of good citizenship.
Explain how to contact national, state, and local leaders.
Identify past and present leaders in our national government.
Identify and compare leadership qualities of our national leaders.
Closing Product/
Question/ Informal
Assessment:
Got it Question
10-19 (46-51)
Vocabulary
whip
Stop and Check for Understanding- High Level Questions
National Leaders and Leadership Qualities (p. 48)
 What are three facts about representatives in a constitutional republic?
 What are some qualities of good leaders, according to the text?
Presidents of the United States (p. 48)
 What was historic about President Obama’s election?
 What leadership qualities does President Obama possess?
 What was an elected position that George W. Bush served in before being elected President?
 Which leadership qualities were associated with President Bush? Which political [arty nominated George W. Bush as a candidate for President?
 Who was Dwight D. Eisenhower? What kind of President was he? Which political party did he belong to?
Members of Congress (p. 49)
 According to the text, what is one thing that all members of the United States Congress have in common?
 What caused Kay Bailey Hutchinson to serve as United States Senator for three terms?
 Did Kay Bailey Hutchinson and John Cornyn serve together in the Senate? How do you know?
 What part of Texas does Joaquin Castro represent in the U.S. House of Representatives? What political party does Castro belong to?
 What is one way that Senator John Cornyn is a leader in the Senate? What is Cornyn’s job as Republican whip?
 What would have to happen in order for John Cornyn and Joaquin Castro to be colleagues in the Senate? What tells you that Cornyn and Castro
would probably not agree on many, if not most, issues that came before them?
Engage
Explore
Explain
Introduce Vocabulary (p. 48)
Read aloud the vocabulary words: resource map and satellite map.
 Have you ever used a special-purpose map, which is a map that shows information about a single topic, such as population, weather,
or resources?
 What would a resource map, of the town or city in which you live might, show?
 Based on the term, what might a satellite map show?
Begin to Read
 National Leaders and Leadership Qualities (p. 48)
 Presidents of the United States (p. 48)
 Members of Congress (p. 49)
National Leaders and Leadership Qualities (p. 48)
 As you have already learned, the United States is a constitutional republic. In a constitutional republic, it is very important that the
representatives be effective leaders.
Presidents of the United States (p. 48)
 The President of the United States is the leader of our country. So far, 43 men have served as President, and many have demonstrated
outstanding leadership qualities.
Members of Congress (p. 49)
 It you compare the leadership qualities of members of the United States Congress, one quality stands out. They all work hard to pass
laws on behalf of the American people.
Elaborate Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Evaluate
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate
student mastery).
 Identify who served as President before Barack Obama and circle his picture. Identify his political party below.
 Identify the accomplishments of Dwight Eisenhower and underline them in the text.
 Compare the leadership qualities of past and present Presidents.
 Identify which member of Congress is currently serving as a whip in the Senate. Identify the political party he or she serves.
 Identify which political party Kay Bailey Hutchinson belongs to. Is she a past or present member of Congress?