CORE LET 2
Unit 6: Citizenship in American History and Government
Chapter 1: You the People – Citizenship Skills
Lesson 1: The Preamble
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Administrator Lesson Guide:
Lesson Competency: Examine the Preamble to the American Constitution
Linked ELA Common Core: W.9-10. WRITING - W.9-10.10., L.9-10. LANGUAGE - L.9-10.4., L.9-10.4.a., L.9-10.4.d.
Linked JROTC Program Outcomes: Address civic concerns that impact the community and society at large.
Thinking Processes
Core Abilities
Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
Build your capacity for life-long learning
Communicate using verbal, non-verbal,
visual, and written techniques
Take responsibility for your actions and
choices
Do your share as a good citizen in your
school, community, country, and the world
Treat self and others with respect
Apply critical thinking techniques
* Thinking Map
Multiple Intelligences
Bloom’s Taxonomy
Authentic Assessment
Learning Objectives
Bodily/Kinesthetic
Remember
Observation Checklist
Visual/Spatial
Understand
Portfolio
Classify the components of the Preamble to the
United States Constitution
Logical/Mathematical
Apply
Rubric
Explain the goals of the Preamble
Verbal/Linguistic
Analyze
Test and Quizzes
Musical/Rhythmical
Evaluate
Thinking Map®
Create
Graphic Organizer
Connect the principles of the Preamble to the
United States Constitution to your personal
values
Naturalist
Interpersonal
Intrapersonal
Structured Reflection
Notebook Entries
Metacognition
Logs
What?
So What?
Now What?
Performance
Define key words: beneficiaries, goals,
Preamble, responsible parties
Project
Socratic Dialog
E-I-A-G
Legend:
 Indicates item is not used in lesson
 Indicates item is used in lesson
Lesson Preview:
Energizer: Provide copies of Exercise #1: Mission Slips. Divide class into teams. Half of the teams complete the directions
on the slip. Use a 5-minute timer. Students reflect on the mission of the assignment. This transitions into the purpose behind
the Preamble or the mission of the Preamble of the U.S. Constitution.
Inquire: Guide Cadets to the learning objectives and key words in their Student Learning Plan. Direct Cadets to read the
Preamble to the Constitution and develop a Concept Web based on questions about the Preamble.
Gather: Cadet teams use the student textbook and develop charts to explain the components of the Preamble, noting whom
it is written for, its goals, and who is responsible for upholding the goal.
Process: Teams play charades using various phrases of the Preamble to further process its meaning in their own life.
Apply: Distribute the Preamble Performance Assessment Task where Cadets will write a personal preamble or Mission
Statement for their role as a U.S. citizen.
1
Chapter 1: You the People – Citizenship Skills
Lesson 1: The Preamble
CORE LET 2
Unit 6: Citizenship in American History and Government
Chapter 1: You the People – Citizenship Skills
Lesson 1: The Preamble
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Instructor Lesson Plan:
Why is this lesson important?
The Preamble to the Constitution of the United States establishes the purpose of the Constitution. It acted as a
“Mission Statement” for the Framers of the Constitution. In this learning plan, you will analyze the Preamble to
determine the goals, the beneficiaries, and the responsible parties. You will also write a Preamble or Mission
Statement for your role as a citizen of the United States.
Lesson Question
What is the Preamble and how does it define the mission of the United States Constitution?
What will Cadets accomplish in this lesson?
Lesson Competency
Examine the Preamble of the American Constitution
What will Cadets learn in this lesson?
Learning Objectives
a. Classify the components of the Preamble to the United States Constitution
b. Explain the goals of the Preamble
c.
Connect the principles of the Preamble to the United States Constitution to your personal values
d. Define key words: beneficiaries, goals, Preamble, responsible parties
When will your Cadets have successfully met this lesson’s purpose?
Performance Standards







when they write a personal Preamble/Mission Statement
when their Preamble/Mission Statement addresses their role as a citizen of the United States
when their Preamble/Mission Statement describes their goals as a citizen
when their Preamble/Mission Statement describes the kind of citizen that they hope to become
when their Preamble/Mission Statement clarifies that they are responsible for seeing that their goals are
met
when their Preamble/Mission Statement specifies the beneficiaries of their goals
when their Preamble/Mission Statement reflects the values and principles that will serve as their moral
compass
NOTES:
Unit 6: Citizenship in American History and Government
2
Chapter 1: You the People – Citizenship Skills
Lesson 1: The Preamble
Part 1: 45 minutes
Energizer:
Lesson Delivery Setup:
1. This is an optional motivational activity and should be used at your discretion, or as time permits.
2. Cut up assignment segments from Exercise #1: Mission Slips.
3. Provide all teams with blank paper and markers.
4. Prepare the Digital Timer in Curriculum Manager.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about the purpose
of a Mission Statement.
Divide the class into teams. Instruct Cadets that this is a
silent activity and they may not ask any questions.
Cut up the mission slips from Exercise #1: Mission Slips and
give half of the class the slips and the other class nothing.
Provide each team with blank paper and markers for making
airplanes. Remember, not all teams will have instructions
about what they are to do. They may figure it out, but do not
allow them to ask question.
Tell the class that they will have 5 minutes to complete the
activity.
At the end of 5 minutes, the timer will sound and the team
with instructions will launch their airplanes into the air.
Use these Reflection Questions as tools to focus Cadet
discussion, reflection on learning, and note taking as you
feel appropriate for your Cadet population.


Ask the team without instructions:
o
What were you missing?
o
How would you rate your success compared to
the others in the class?
Ask the team with instructions:
o

What do you suppose was the purpose of this
activity?
Ask the class:
o
What are the written instructions that guide the
lives of American citizens?
o
What do you think were the common goals of
the Framers of the Constitution?
o
How necessary was a mission or vision for the
Framers of the Constitution?
Total Time: 10 minutes (optional)
Phase 1 -- Inquire:
Unit 6: Citizenship in American History and Government
3
Chapter 1: You the People – Citizenship Skills
Lesson 1: The Preamble
Lesson Delivery Setup:
1. Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to
Cadets.
2. Ensure that Cadets have access to the Student Learning Plan.
3. Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the
Focusing Question.
4. Prepare to display the Learning Objectives.
5. Display a sample Concept Map graphic organizer from the Curriculum Manager.
6. Ensure Cadets have their Cadet Notebooks for use throughout this lesson.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about the mission
of the Preamble. The Inquire Phase of the lesson is to set
Cadets up to begin thinking about what they already know
about this subject area.
1. THINK ABOUT the mission of the Preamble
and how you have personally benefited from
it. PREPARE for this lesson by discussing
What you will accomplish in this lesson;
What you will learn in this lesson; Why this
lesson is important, and When you will have
successfully met this lesson’s purpose.
Display the Focusing Question on the PowerPoint
Presentation. Allow time for discussion.
Review the Student Learning Plan. Ask Cadets to find the
answers to the following questions on their plans: What will
you accomplish in this lesson; What you will learn in this
lesson; Why the lesson is important; When will you have
successfully met the lesson’s purpose.
Show the learning objectives slide. Remind Cadets that
learning objectives tell them ‘what’ they will learn about in
this 90-minute lesson.
Explain that key words are vocabulary words. They will
appear throughout the lesson. Suggest that Cadets write
down on paper or circle any words that they are not familiar
with. Remind them that you may be checking their
comprehension of the words later in the lesson.
2. CONTRIBUTE your ideas about the goals of
the Preamble to an all class Concept Web.
Display the slide with the words of the Preamble.
Display a Concept Web sample and tell Cadets they will
complete the web as a class.
Display the two questions from the presentation and discuss
with the class:
 Who benefits from the goals of the Preamble?
 How do you personally benefit from the goals of the
Preamble?
Ask the following discussion questions:
 What did the writers of the Preamble want to
establish?

Why did they want to establish it?

So what term could we use instead of the Preamble
that is more contemporary? (Examples: Mission of
the U.S.; Goals of the U.S.; Purpose of the U.S.; etc.)
Fill in the Concept Web with Cadet’s responses to the
discussion questions.
3. REFLECT on what questions you have
about the wording of the Preamble.
ANSWER the reflection questions presented
Unit 6: Citizenship in American History and Government
Use these Reflection Questions as tools to focus Cadet
discussion, reflection on learning, and note taking as you
4
Chapter 1: You the People – Citizenship Skills
by your instructor.
Lesson 1: The Preamble
feel appropriate for your Cadet population.

Who benefits from the goals of the Preamble?

How do you personally benefit from the goals of the
Preamble?
Conclude this phase of learning by summarizing the
purpose of the activity and informing them that they will now
learn some new information about the components of the
Preamble.
Total Time: 15 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Phase 2 -- Gather:
Lesson Delivery Setup:
1. Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation.
2. Provide access to a student text: Unit 6: Citizenship in American History and Government (hardbound);
LET 2 (softbound).
3. Provide chart paper and markers for partner or team use.
4. Provide a Double T-Chart graphic organizer sample.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about the
components of the Preamble.
The Gather Phase introduces Cadets to the learning
objectives by providing new information or content
through the activities provided. Cadets begin to build
on any previous knowledge or experiences.
1. With your assigned team, DETERMINE the
components of the Preamble by using a Double
T-Chart. USE information from The Preamble
section of the student text and ADD whom the
statement was written for, the goal of the
statement, and who is responsible for the goal.
PREPARE to share your chart with others in the
class.
Divide Cadets into teams and instruct them to read the
few pages from The Preamble section in their student
text.
Then, ask them to create a Double T-Chart with the
following column headings:
1. Who is the statement to/for?
2. What is the statement’s goal?
3. Who is responsible for the goal?
Refer to the chart in the student text to further clarify
the activity.
Allow teams to share their charts. If time, create a
class Double T-Chart and have Cadets fill it in, making
sure to capture all ideas.
2. DISCUSS how the goals of the Preamble are met
in society today.
Lead a discussion on this topic. Plan to add new
statements into the Double T-Chart.
3. REFLECT on how goals of the Preamble relate to
goals of school or family. ANSWER the reflection
questions presented by your instructor.
Use these Reflection Questions as tools to focus Cadet
discussion, reflection on learning, and note taking as
you feel appropriate for your Cadet population.

Unit 6: Citizenship in American History and Government
How do the goals of the Preamble relate to the
5
Chapter 1: You the People – Citizenship Skills
Lesson 1: The Preamble
goals of your community, family, or school?

Do you feel that the Preamble was written for
you?
Conclude this phase of learning by summarizing the
purpose of the activity(ies) and informing them that
they will now ‘do’ something with the new information
or skill they were introduced to.
Total Time: 20 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Part 2: 45 minutes
Phase 3 -- Process:
Lesson Delivery Setup:
1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation.
2. Prepare to distribute sections from one copy of Exercise #2: The Preamble. Cut Exercise #2 into seven
sections along the dotted lines for each phrase. Place the pieces of paper in a bowl or box.
3. Access the Digital Timer from Curriculum Manager.
4. As an option, prepare computers with internet access for Cadet use.
5. Be prepared to launch Reinforcing Questions.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how
the Preamble’s goals relate to our country and society
today.
This phase of the lesson allows Cadets to practice
using the new skill or knowledge.
1. PARTICIPATE in Preamble Charades by acting
out an assigned section of the Preamble.
Divide the Cadets into seven teams. Have each team
draw a phrase of the Preamble from the fish bowl or
hat. Remind the teams to keep their section a secret.
Allow teams time to develop the meaning of their
phrase from the Preamble by using resources in the
classroom and optionally, the internet.
Ask teams to develop their own definition of the
phrase using their own words, not a dictionary’s
words. They will need to share their definition or
meaning after the Charades activity has been
completed.
Instruct Cadets in each team to develop a skit or short
performance that defines their section of the
Preamble without saying any of the words. Have
teams present their skits while the rest of the class
guesses what portion of the Preamble they are
portraying.
Unit 6: Citizenship in American History and Government
6
Chapter 1: You the People – Citizenship Skills
Lesson 1: The Preamble
Following the Charades, have the team share its
Preamble definition with the class. Record the team
definitions on the board.
Recite the Preamble together as a class a few times,
noting the importance of the statement in relationship
to the entire U.S. Constitution, which Unit 6 will
address in detail.
Display the Reinforcing Question(s).
2. REFLECT on how valid the Preamble goals are in
today’s society. ANSWER the reflection questions
presented by your instructor.
Use these Reflection Questions as tools to focus
Cadet discussion, reflection on learning, and note
taking as you feel appropriate for your Cadet
population.

What do you think the Framers of the
Constitution were thinking when they wrote
the Preamble?

How valid are the Preamble goals to today’s
society?

How have your definitions of the goals of the
Preamble changed?
Conclude this phase of learning by summarizing the
purpose of the activity and informing Cadets that they
will now apply the new knowledge or skill through the
assignment or activity outlined in the performance
assessment task.
Total Time: 20 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Phase 4 -- Apply:
Lesson Delivery Setup:
1. Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation.
2. Distribute the Preamble Performance Assessment Task.
3. Determine how you will review the key words from this lesson.
4. Prepare to use the Digital Timer application in your Curriculum Manager.
5. Prepare to assign the performance assessment task as homework as time necessitates.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about what
they want to become and why.
This phase of learning will help Cadets transfer past
knowledge and experience to new knowledge and
skills introduced and practiced during this lesson.
Prompt Cadets by asking them how this lesson can
be used beyond this classroom experience.
1. WRITE a personal Preamble or Mission
Statement for your role as a citizen of the United
States.
Unit 6: Citizenship in American History and Government
Ask each Cadet to write a Preamble or personal
Mission Statement for his/her role as a U.S. Citizen. It
should be a short statement, limited to 1 to 3
sentences, and recorded as a Notebook Entry in their
7
Chapter 1: You the People – Citizenship Skills
Lesson 1: The Preamble
Cadet notebooks. It should contain the following
items:

Who it is for?

What are your goals or ideals?

Who is responsible for completing your goals
or ideals?
Example: I, Jane Doe, in order to
________________________, do ordain and
establish this Mission Statement for Jane Doe.
Allow Cadets time to share their statements with
others.
2. COMPLETE the Preamble Performance
Assessment Task. SUBMIT your completed
performance assessment task to your instructor
for feedback and a grade.
Distribute the Preamble Performance Assessment
Task. The performance assessment task may be
completed in class or assigned as homework,
depending on the available time.
Refer Cadets to the scoring guide for a list of criteria
that should be included in their written summary. This
same criteria on the scoring guide can be used as a
grading checklist, too.
Remind Cadets that lesson assessment tasks can be
used as evidence of learning and are solid artifacts to
add to their Cadet Portfolios.
3. REVIEW the key words of this lesson.
Key words connect concepts and principles
introduced in the text and learning activities. After
activities are complete, Cadets should be able to
complete a quick check on each word and define it
properly.
Remind Cadets that key words were introduced
throughout various learning activities and should not
be ‘new’ to them.
Instruct Cadets that you are going to see how well
they remember the key word meanings and launch
the automated response slides or one of several
animated games.
Remember to use your digital timer in Curriculum
Manager to set a reasonable time limit for this activity.
4. REFLECT on what you have learned in this
lesson and how you might use it in the future.
Use these Reflection Questions as tools to focus
Cadet discussion, reflection on learning, and note
taking as you feel appropriate for your Cadet
population.

The Preamble is accomplished through the
guidelines set in the Constitution. What
guidelines would you establish to accomplish
your Mission Statement?

What further questions do you have about the
purpose and components of your personal
Preamble?
Can Cadets answer the Lesson Question(s) now:
What is the Preamble and how does it define the
mission of the United States Constitution?
Allow some time for discussion.
Unit 6: Citizenship in American History and Government
8
Chapter 1: You the People – Citizenship Skills
Lesson 1: The Preamble
Total Time: 25 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Homework:
Allow Cadets to complete the Preamble Performance Assessment Task for homework as necessary.
Optional Activities:
The following activities are not used within the Student Learning Plan, but you may find them useful for
enrichment, extra practice, or as homework assignments. The optional activities for this lesson plan include:

Direct Cadets needing or seeking additional training to view the History Timeline located at
www.usarmyjrotc.com and have Cadets review the events that occurred in the Government Timeline.
Assign Cadets different events and have them research the information and report back their findings.
Revise the Cadet’s grade, if necessary.
Note on Cadet Portfolios:
As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet
Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your requirements. Refer to the
Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and
evaluating Cadet Portfolios.
Unit 6: Citizenship in American History and Government
9