Standard 1: Foundations of Government, Law, and the
American Political System
SS.4.C.1.1
Describe how Florida's constitution protects the rights of citizens and
provides for the structure, function, and purposes of state government.
What is the purpose of Florida’s Constitution and
how is it organized?
Common Core State Standards
Grade 4 English Language Arts, Reading: Literature
Key Ideas and Details
RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
(e.g., a character’s thoughts, words, or actions).
Craft and Structure
RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to
significant characters found in mythology (e.g., Herculean).
RL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems
(e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions)
when writing or speaking about a text.
RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference
between first- and third-person narrations.
Integration of Knowledge and Ideas
RL.4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text,
identifying where each version reflects specific descriptions and directions in the text.
RL.4.8. (Not applicable to literature)
RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and
patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Range of Reading and Complexity of Text
RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades
4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SS.4.C.1.1
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Common Core State Standards
Grade 4 English Language Arts, Reading: Informational Text
Key Ideas and Details
RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what
happened and why, based on specific information in the text.
Craft and Structure
RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a
grade 4 topic or subject area.
RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.
RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the
differences in focus and the information provided.
Integration of Knowledge and Ideas
RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) and explain how the information contributes to an understanding
of the text in which it appears.
RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.
RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably.
Range of Reading and Level of Text Complexity
RI.4.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and
technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
SS.4.C.1.1
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Common Core State Standards
Grade 4 English Language Arts, Reading: Language
Vocabulary Acquisition and Use
L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4
reading and content, choosing flexibly from a range of strategies.

Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or
phrase.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,
telegraph, photograph, autograph).

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning of key words and phrases.
L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Recognize and explain the meaning of common idioms, adages, and proverbs.

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with
similar but not identical meanings (synonyms).
L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases,
including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that
are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
SS.4.C.1.1
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Common Core State Standards
Grade 4 English Language Arts, Reading: Writing
Text Types and Purposes
W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related
ideas are grouped to support the writer’s purpose.

Provide reasons that are supported by facts and details.

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

Provide a concluding statement or section related to the opinion presented.
W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g.,
headings), illustrations, and multimedia when useful to aiding comprehension.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples
related to the topic.

Link ideas within categories of information using words and phrases (e.g., another, for example, also,
because).

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Provide a concluding statement or section related to the information or explanation presented.
W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally.

Use dialogue and description to develop experiences and events or show the responses of characters to
situations.

Use a variety of transitional words and phrases to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
SS.4.C.1.1
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W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, and editing.
W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish
writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to
type a minimum of one page in a single sitting.
Research to Build and Present Knowledge
W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources;
take notes and categorize information, and provide a list of sources.
W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 4 Reading standards to literature (e.g., ―Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].‖).

Apply grade 4 Reading standards to informational texts (e.g., ―Explain how an author uses reasons and
evidence to support particular points in a text‖).
Range of Writing
W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SS.4.C.1.1
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Civics Content Vocabulary
Teacher Note: Preteach vocabulary words and definitions. As a vocabulary
extension following the lesson, have students complete the chart for each word
providing examples and non-examples (if applicable) and a gesture/visual/symbol
for each word.
Word
Definition
article
a separate part
of a document
dealing with a
single subject
citizen
a person who is
a (legal)
member of a
country, state,
or community
constitution
a written
document that
establishes the
function and
structure of a
government
right
something to
which one has a
just claim
SS.4.C.1.1
Example
Non-Example
Gesture/Visual/Symbol
Page 7
Instructions for conducting a Read Aloud
Preparing for a Read Aloud:
1. Select a read aloud text that will provide a springboard for teaching the
civics benchmark (See suggested books within this module, but not limited
to).
2. Along with the content civics vocabulary for this module, identify additional
vocabulary terms within the selection necessary for text comprehension and
understanding the civics benchmark.
3. Generate questions of varying complexity related to the text that support
deeper understanding of the civics benchmark.
4. Plan opportunities for authentic student engagement with the text during the
Read Aloud (text discussion, turn & talk, think-pair-share).
Conducting a Read Aloud:
1. Introduce the book.
2. Briefly introduce the predetermined vocabulary words.
3. During the Read Aloud, conduct think alouds so students are provided a
model of thinking that is applied while reading. Use the generated questions
to ask students about the text to allow opportunities for authentic student
engagement (text discussion, turn & talk, think-pair-share) and to clarify
understanding.
4. After the Read Aloud, provide opportunities for students to discuss and write
about civics concepts learned.
SS.4.C.1.1
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Suggested Books
Florida (From Sea to Shining Sea) by Barbara A. Somervill
From Sea to Shining Sea, Second Series puts the reader on the right track to journey
across the United States. Open up a volume to see the state come alive with its own
special geography, history, government, economy, people, and culture.
My Florida House – Facts & Fun by the Office of the Clerk, Florida House of Representatives
The Florida House of Representatives provides My Florida House Facts & Fun as a
resource to help students learn more about Florida’s rich history and all this it has to
offer. Petley the Page, Molly the Messenger, and Manny the Manatee share information
about Florida’s history, state symbols, government, as well as making a difference and
getting involved in Florida. This booklet can be ordered or downloaded,
http://www.myfloridahouse.gov/FileStores/Web/HouseContent/Approved/House%20Feat
ures/Uploads/Documents/FactsandFun.pdf.
State Government (2nd Edition) (Kids' Guide to Government) by Ernestine Giesecke
Introduces the purpose and function of state government, the function of the three
branches, how states raise money and how a bill becomes law.
The Florida Senate Handbook for Kids – A Student Guide to the Florida Legislature by the
Office of the Secretary of the (Florida) Senate
The Florida Senate provides The Florida Senate Handbook for Kids – A Student Guide to
the Florida Legislature as a resource to help students learn more about Florida’s Senate,
symbols, and history. This booklet can be ordered or downloaded,
http://www.flsenate.gov/senatekids/pdf/Kids_Handbook.pdf.
What Are Citizens' Basic Rights? (My American Government) by William Thomas
In what ways are the branches of government like a basketball game? How can a school
yard game's rules liken themselves to a constitution? Through engaging analogies and
introductions, our government series helps students understand the election process.
SS.4.C.1.1
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Guided Practice Activity
Module Objectives:
1. The students will describe how the Florida constitution protects the rights of
citizens.
2. The students will define vocabulary words in Section 2 of the Florida
constitution.
Activity:
1. Ask the students to think about one right they have in your classroom. As a
whole class, talk about a few.
2. Then ask the students to think about rights that they have as a United States
citizen.
3. Write the word ―RIGHTS‖ on one sheet of chart paper.
4. Write the words ―PURPOSE of GOVERNMENT‖ on another sheet of
paper.
5. Have the students write 2 ideas that they think would match each title.
6. Encourage students to add different ideas.
7. Review the list with the students. Ask them to give you the 3 most
important ideas from both lists.
8. As the lesson progresses allow the students to add to the list or subtract from
the list.
***Additional Support: Watch Brainpop: U.S. Constitution
SS.4.C.1.1
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Application Activity
Activity:
1. Explain to students that they will be exploring the first part of the Florida
Constitution. Show students a copy of the entire document to show the
breadth and depth of the document.
2. Show the students a copy of the first part of the Florida Constitution (Article
1, Sections 1 & 2).
3. Draw a frame of a house on a piece of poster. Discuss the Preamble. The
Preamble provides the purpose of the Florida Constitution. The house frame
represents the Preamble of the Constitution. The Florida Preamble is similar
to the U. S. Constitution as it guides and gives purpose for the document.
4. Discuss that the Florida Constitution indicates that political powers are given
to the government from the people (Section 1).
a. Voting people into office.
b. Voting on laws.
5. Now read through Article 1, Sections 1 and 2. As you read through as a
class, underline important phrases, focusing on ―inherent in the people‖ and
―No person shall be deprived of any right because of race, religion, national
origin, or physical disability.‖
6. Now, lead a discussion with the students about the basic rights that are listed
in Article 1 Section 2. Use the example questions below to guide the
conversation. As you discuss each section, have the students brainstorm a
symbol to represent that section. Add the symbols to the inside of the frame
of the house.
a. Example
i. What does equal mean?
ii. Why do you think the authors wrote ―all natural persons, female
and male alike‖?
iii. What does the last line mean in the paragraph?
iv. How does this section affect you?
Optional Extension Activities:
SS.4.C.1.1
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1. Have students pick one phrase from Article 1, Section 2 of the Florida
Constitution to rewrite in their own words.
2. Have the students write three ways that the state government protects their
rights.
SS.4.C.1.1
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NAME________________________________
DATE__________
CONSTITUTION OF THE STATE OF
FLORIDA
PREAMBLE
We, the people of the State of Florida, being grateful to Almighty God
for our constitutional liberty, in order to secure its benefits, perfect our
government, insure domestic tranquility, maintain public order, and
guarantee equal civil and political rights to all, do ordain and establish
this constitution.
ARTICLE I DECLARATION OF RIGHTS
SECTION 1. Political power.--All political power is inherent in the
people. The enunciation herein of certain rights shall not be construed to
deny or impair others retained by the people.
SECTION 2. Basic rights.--All natural persons, female and male alike,
are equal before the law and have inalienable rights, among which are
the right to enjoy and defend life and liberty, to pursue happiness, to be
rewarded for industry, and to acquire, possess and protect property;
except that the ownership, inheritance, disposition and possession of real
property by aliens ineligible for citizenship may be regulated or
prohibited by law. No person shall be deprived of any right because of
race, religion, national origin, or physical disability.
Source: http://www.leg.state.fl.us/Statutes/index.cfm?Mode=Constitution&Submenu=3&Tab=statutes
SS.4.C.1.1
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Application Activity #2
Reading Comprehension
Directions: Read the following section of Article I of the Florida Constitution,
then answer the questions in complete sentences.
Article 1, Section 4. Freedom of speech and press.—
Every person may speak, write and publish sentiments on all subjects but shall be responsible for
the abuse of that right. No law shall be passed to restrain or abridge the liberty of speech or of
the press. In all criminal prosecutions and civil actions for defamation the truth may be given in
evidence. If the matter charged as defamatory is true and was published with good motives, the
party shall be acquitted or exonerated.
Source: http://www.leg.state.fl.us/Statutes/index.cfm?Mode=Constitution&Submenu=3&Tab=statutes
1. What does this section of the Florida Constitution refer to?
__________________________________________________________________
2. What three rights are mentioned in this section?
__________________________________________________________________
3. How does this section protect the rights of Florida citizens?
__________________________________________________________________
4. Why do you think that this section includes the phrase ―… but shall be
responsible for the abuse of that right.‖?
__________________________________________________________________
5. Where is the right to Freedom of Speech and Press guaranteed in the U.S.
Constitution?
__________________________________________________________________
SS.4.C.1.1
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NAME________________________________
DATE__________
Independent Practice Activity
Note to teacher: Complete the writing prompt following completion of the Reading
Comprehension activity.
Writing Prompt: The Florida Constitution protects many freedoms of the citizens.
We have the freedom of speech, religion, press, and right to assemble. Choose one
of these freedoms and explain why it is important to you.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
SS.4.C.1.1
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Supplemental Resources and Activities
Websites
Web Address
Description
1.
http://www.leg.state.fl.us/statutes/index.cfm?mo
de=constitution&submenu=3&tab=statutes
The full text of the Florida Constitution
is accessible through this website
2.
www.brainpop.com
Videos and quizzes to build
background knowledge
(interactive online video with
questions)
- Bill of Rights
- Democracy
- US Constitution
3.
http://www.myflorida.com/
State of Florida Information
4.
http://www.flsenate.gov/senatekids/
Senatekids: a free information book
that can be downloaded or ordered
that provides text on Florida’s
Government
SS.4.C.1.1
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NAME________________________________
DATE__________
Fact or Opinion
 A fact is a statement that can be proven true or false.
 An opinion is what someone feels or believes.
Opinions cannot be proven true or false.
Directions:
Read the sentences below about Florida’s Constitution. If the sentence is a fact,
write fact. If the sentence is an opinion, write opinion. Underline the words in the opinion
statements that were clues.
1. _________________ Florida has a constitution.
2. _________________ Florida’s constitution provides the structure of the
Florida’s government.
3. _________________ Florida has the best constitution of all the states.
4. _________________ The Florida Constitution is too long.
5. _________________ Article 1 of the Florida Constitution is about the
Declaration of Rights.
6. _________________ The Florida Constitution should be changed more
often.
7. _________________ The Constitution of Florida protects the rights of its
citizens.
8. _________________ Everyone should read the Florida Constitution.
9. _________________ The Florida constitution contains laws.
10._________________ There is a Preamble to the Florida Constitution.
SS.4.C.1.1
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NAME________________________________
DATE__________
Compare and Contrast
 When we compare, we are finding out how items are the same.
 When we contrast, we tell how items are the different.
Directions: Read the preamble to the Florida Constitution and the preamble to the
United States Constitution. Compare and contrast the two preambles. Draw a
Venn Diagram on a separate sheet of paper to organize how the two preambles are
alike and different.
Florida:
We, the people of the State of Florida, being grateful to Almighty God for our
constitutional liberty, in order to secure its benefits, perfect our government, insure
domestic tranquility, maintain public order, and guarantee equal civil and political
rights to all, do ordain and establish this constitution.
United States:
We the People of the United States, in Order to form a more perfect Union,
establish Justice, insure domestic Tranquility, provide for the common defense,
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.
Using your graphic organizer (Venn Diagram), write to explain how the
Florida Preamble and the United States Constitution are alike and
different.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
SS.4.C.1.1
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Answer Key
Fact/ Opinion
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
F
F
O
O
F
O
F
O
F
F
Compare/ Contrast
Answers may vary
Reading Comprehension
1.
2.
3.
4.
5.
freedom of speech
speak, write, publish
answers may vary
answers may vary
Article 1, Section 4
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