Grade 8
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 4 days
Our Founding Documents
Lesson Synopsis:
This lesson helps students understand the reasons for celebrating freedom by examining the Declaration of
Independence, the U.S. Constitution and the Bill of Rights. It is not an in-depth study of the documents because a deeper
understanding will be addressed in later units. At this point, students are introduced to the documents, learn the purpose
of these documents, and then apply them to real world issues.
TEKS:
8.15
8.15C
8.19
8.19A
Government. The student understands the American beliefs and principles reflected in the Declaration of
Independence, the U.S. Constitution, and other important historic documents. The student is expected to:
Identify colonial grievances listed in the Declaration of Independence and explain how those grievances were
addressed in the U.S. Constitution and the Bill of Rights. Readiness Standard
Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student
is expected to:
Define and give examples of unalienable rights. Readiness Standard
Social Study Skills TEKS:
8.29
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through
established research methodologies from a variety of valid sources, including electronic technology. The student is
expected to:
8.29A
Differentiate between, locate, and use valid primary and secondary sources such as computer software, databases,
media and news services, biographies, interviews, and artifacts to acquire information about the United States.
8.30
8.30D
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
Create written, oral, and visual presentations of social studies information.
GETTING READY FOR INSTRUCTION
Performance Indicator:
•
Develop a book proposal for a children’s book on American freedom. Include the documents that are the
foundation for the American system and explain how they reflect life, liberty, the pursuit of happiness, equality,
consent of the governed, and independence. (8.15C; 8.19A; 8.30D)
5F
Key Understandings and Guiding Questions:
•
Natural rights (unalienable rights) are basic rights that should not be denied.
— What were the colonial grievances listed in the Declaration of Independence, and how were those
grievances addressed in the U.S. Constitution and the Bill of Rights?
— What are unalienable rights and what are examples of unalienable rights?
Vocabulary of Instruction:
•
unalienable rights
•
natural rights
•
grievance
Materials:
•
Refer to the Notes for Teacher section for materials.
Attachments:
•
•
•
•
Handout: We Hold These Truths (1 per student)
Handout: Grievances and Solutions (1 per student)
Teacher Resource: Grievances and Solutions KEY
Handout: What Is in Our Constitution? (1 per student)
©2012, TESCCC
04/05/13
Page 1 of 7
Grade 8
Social Studies
Unit: 02 Lesson: 01
•
Handout: Applying Current Issues to Our Founding Documents
Resources and References:
•
None identified
Advance Preparation:
1. Become familiar with content and procedures for the lesson, including the Declaration of Independence, the U.S.
Constitution and the Bill of Rights.
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 available resources and websites according to district guidelines.
5. Gather old newspapers for the elaborate activity.
6. Select a newspaper article to provide an example of a current event that is relevant to the Declaration of
Independence, the U.S. Constitution or the Bill of Rights.
7. Prepare materials and handouts as needed.
Background Information:
Celebrate Freedom Week is a time to reflect upon the founding documents. The Declaration of Independence and the
U.S. Constitution provided the foundation for a representative republic – a constitutional republic - system of government
in the United States and set a precedent for other countries to follow.
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
ENGAGE – We Hold These Truths
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 25 minutes
©2012, TESCCC
04/05/13
Page 2 of 7
Grade 8
Social Studies
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
1. Display or project the following statement from the Declaration of
Independence and provide each student with a copy of the
Handout: We Hold These Truths.
• 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.
Materials:
• chart paper (optional)
• Declaration of Independence
• U.S. Constitution
• Bill of Rights
Declaration of independence. Retrieved from
http://www.archives.gov/exhibits/charters/declaration_transcript.htm
2. Read the statement to the students as they follow along.
3. Together, the class reads the statement.
4. Students skim the excerpt and, on their Handout: We Hold
These Truths, underline words they do not know or understand.
5. Students call out the words they have underlined. Teacher
scribes them on chart paper or the board and then provides a
brief definition/explanation, adding it to the chart paper or board
as well. Keep the list posted where students can refer to it.
Attachments:
• Handout: We Hold These Truths (1 per
student)
Instructional Note:
Students gain a better understanding of the
Declaration of Independence and choral reading
builds academic vocabulary.
TEKS: 8.15C; 8.19A; 8.30D
MISCONCEPTION:
Students often have difficulty differentiating between
natural rights and rights listed in the Bill of Rights.
6. Students again access the Handout: We Hold These Truths,
this time working with a partner to understand the meaning of the
passage. In the Notes section of the handout, student pairs write
questions, write definition of terms, “translate” the phrases from
18th century language into contemporary words, make
connections, etc.
7. Pair the pairs. Now in groups of four, students share their
understandings of the excerpt and read it aloud again.
EXPLORE – Grievances
©2012, TESCCC
Suggested Day 1 (cont’d) – 20 minutes
04/05/13
Page 3 of 7
Grade 8
Social Studies
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
1. Divide students into groups of 3.
Materials:
• Grievances in the Declaration of Indepedence
2. Provide students with a list of or project the following six
grievances. Do not write a title on the document other than
“Grievance.”
• Taxation without representation
• King has absolute power
• Colonists not allowed to speak out against the King
• Quartering Act forced colonists to house troops
• Search of homes without a warrant
• No trial by jury of peers
Instructional Note:
Students gain a better understanding for the
purpose of the Declaration of Independence.
TEKS: 8.15C; 8.19A; 8.30D
3. Students read the grievances silently.
4. In their groups, students discuss the following: (list the points of
discussion on the board)
• What is a grievance? (Students infer based on their
readings)
• List three points that are common to the grievances.
• What emotions can you associate with the grievances?
5. Randomly select students to share their answers.
6. Teacher records student answers. Facilitate a discussion about
the grievances:
• Why were they written?
• Who might have written them?
• Who was the intended audience?
EXPLAIN – Exit Card
Suggested Day 1 (cont’d) – 5 minutes
1. On an exit card, students write what they believe to be the most
important or main idea of the Declaration of Independence.
EXPLORE – Primary and Secondary Sources
1. Say:
• Today we are reading excerpts from the Declaration of
Independence and from the U.S. Constitution. These are
primary source documents. It is important to understand
the differences between primary and secondary source
documents.
2. Provide an explanation of a primary source (a source
written/created at a particular time period; see also Notes for
Teacher) and a secondary source (a source that is interpreting
an original document or event).
3. Draw a T-chart with Primary Source written on the left and
Secondary Source written on the right.
4. Say:
• We have worked with both primary and secondary
sources already this year. What are some examples of
each?
5. As a possible/optional way to present this categorizing activity,
©2012, TESCCC
04/05/13
Suggested Day 2 – 20 minutes
Attachments:
• Handout: U.S. Constitution Activity
• Handout: Grievances and Solutions
Instructional Note:
• Students gain a better understanding for the
purpose of the Declaration of Independence
and the U.S. Constitution. Students also make
connections between the two documents,
especially how the grievances were addressed
in the U.S. Constitution. Refer to the chart in the
specificity for 8.15C.
• Primary sources are evidence produced by
someone who participated in an event or lived
during the time being studied. Letters written to
a friend or maps to a friend's house are both
primary sources. Researchers collect primary
sources through conducting surveys, field work,
personal interviews, and research in archives.
• Secondary sources are descriptions or
interpretations prepared by people who were
Page 4 of 7
Grade 8
Social Studies
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
write possible examples in random order on the board (as a
Word Splash). Examples may include: diary, U.S. Constitution,
Declaration of Independence, speech, interviews; and history
textbook, magazine article, encyclopedia, a biography.
6. Then, have students sort the examples into the correct category.
7. Facilitate a discussion to help students clearly understand the
difference between primary and secondary sources.
not involved in the events described.
Researchers often use primary sources to
understand past events but they produce
secondary sources. Secondary sources provide
useful background material and context for
information gained from primary sources.
TEKS: 8.15C; 8.19A; 8.29A; 8.30D
8. Steer the discussion to include the importance of using primary
sources when studying history. Also include discussion of
possible problems that arise from reading about history using
only secondary sources.
EXPLAIN – Primary and Secondary Sources
1. Students create a Frayer Model organizer for the terms Primary
Source and Secondary Source.
Suggested Day 2 (cont’d) – 15 minutes
TEKS: 8.15C; 8.19A; 8.29A; 8.30D
2. Teacher circulates, probing with questions, clarifying and
correcting information, and adding additional information as
needed to make sure students understand the difference.
EXPLORE – Primary and Secondary Sources
Part 2 – Study of Declaration of Independence and U.S.
Constitution
1. Divide the class into groups of three or no more than four.
2. Provide two copies of the Declaration of Independence and one
copy of the U.S. Constitution for each of the groups.
3. Explain the different sections of the Declaration of Independence
and the different sections (articles) of the U.S. Constitution,
walking them through the documents. For example:
•
Declaration of Independence
a. Introduction
b. List of Grievances
c. Formal declaration
• U.S. Constitution
a. Introduction (Preamble)
b. Article 1 (Legislative Branch)
c. Article 2 (Executive Branch)
d. Article 3 (Judicial Branch)
e. Article 4 (States and their Rights)
f. Article 5 (Rules on Proposing Amendments)
g. Article 6 (Constitution is the Supreme Law of the Land)
h. Article 7 (Ratifying the Constitution)
i. Amendments to the Constitution (Bill of Rights and 11
through 27)
Suggested Day 2 (cont’d) – 20 minutes
Materials:
• Declaration of Independence (2 copies per
group)
• U.S. Constitution (1 copy per group)
Attachments:
• Handout What is in Our Constitution?
• Handout: Grievances and Solutions
Instructional Note:
The goal is to skim through the Declaration of
Independence and the U.S. Constitution. These
documents will be studied again, in depth, later in
the year.
4. Groups work on a scavenger hunt using Handout: What is in
Our Constitution?
©2012, TESCCC
04/05/13
Page 5 of 7
Grade 8
Social Studies
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
5. Once students have finished with the scavenger hunt, distribute
the Handout: Grievances and Solutions. Students work with
their groups to answer the questions and explain how each of the
grievances is addressed in the U.S. Constitution.
ELABORATE – Application to Current Events
1. Divide students into groups of three and no more than four.
2. Each group will use the same copies (sets) of the Declaration of
Independence and the U.S. Constitution that were used the day
before.
3. Distribute the following to each of the groups:
• one or two newspapers
• a pair of scissors
• tape, glue or glue stick
• Handout: Applying Current Issues to Our Founding
Documents
4. Say:
• The newspaper is usually divided into multiple sections
relevant to current topics/events. Look through your
newspaper and locate the following sections: Local,
State, National, and International.
Suggested Day 3 – 50 minutes
Materials:
• newspapers and news magazines with articles
that demonstrate that elements of the
Declaration of Independence, the U.S.
Constitution and/or the Bill of Rights are being
applied
• scissors (1 per group)
• tape or glue sticks
Attachments:
• Handout: Applying Current Issues to Our
Founding Documents
Instructional Note:
Students apply the Declaration of Independence
and/or the U.S. Constitution (including the Bill of
Rights) to current events.
TEKS: 8.15C; 8.19A; 8.30D
5. Provide sufficient wait time for students to locate these sections.
6. Students find three to five articles that demonstrate that elements
of the Declaration of Independence, the U.S. Constitution and/or
the Bill of Rights are being applied. They label the articles with
the element being demonstrated.
7. Provide an example of an article with the specific section in one
of the documents that shows it is being applied. A possible
example might be an article about people protesting and the
application would be the Bill of Rights 1st amendment right to free
speech.
8. Create a bulletin board of the examples.
9. Facilitate a discussion where students use academic language to
answer the guiding questions, support the Key Understanding,
and apply their learning about the Constitution to present-day
situations.
• Natural rights (unalienable rights) are basic rights that should
not be denied.
— What were the colonial grievances listed in the
Declaration of Independence, and how were those
grievances addressed in the U.S. Constitution and the
Bill of Rights?
— What are unalienable rights and what are examples of
unalienable rights?
EVALUATE
©2012, TESCCC
Suggested Day 4 – 50 minutes
04/05/13
Page 6 of 7
Grade 8
Social Studies
Unit: 02 Lesson: 01
Instructional Procedures
•
Notes for Teacher
Develop a book proposal for a children’s book on American
freedom. Include the documents that are the foundation for the
American system and explain how they reflect life, liberty, the
pursuit of happiness, equality, consent of the governed, and
independence. (8.15C; 8.19A; 8.30D)
5F
1. Parts of the book proposal for this Performance Indicator could
include: a title, the characters, the target readers, the
importance/value added for the reader/s if the book is published,
and a brief description of the book.
©2012, TESCCC
04/05/13
Instructional Note:
Book proposals are not books but are more of a
summary of the book with possible chapters listed.
Book proposals are submitted to publishing
companies when an author is trying to have a book
published. Possible criteria may include: a brief
description of the book, a title, the characters, the
target readers, the importance/value added for the
reader/s if the book is published, and a brief
descripton of the book.
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