Grade 3
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 2 days
Grade 03 Social Studies Unit 02 Exemplar Lesson 01: Foundations of Our Government
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson
by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this
lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district
may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA
Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students learn about the Declaration of Independence and about the term “consent of the governed” as well as its relationship to the
Declaration of Independence and the United States Constitution. Students also learn about several Founding Fathers, including Benjamin
Franklin, and their contributions to communities that have influenced history.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
3.1
History. The student understands how individuals, events, and ideas have influenced the history of various
communities. The student is expected to:
3.1A
Describe how individuals, events, and ideas have changed communities, past and present.
3.1B
Identify individuals, including Pierre-Charles L'Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape
communities.
3.1C
Describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have
contributed to the expansion of existing communities or to the creation of new communities.
3.10
Government. The student understands important ideas in historical documents at various levels of
government. The student is expected to:
3.10A Identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights.
3.10B Describe and explain the importance of the concept of "consent of the governed" as it relates to the
functions of local, state, and national government.
3.11
Citizenship. The student understands characteristics of good citizenship as exemplified by historical and
contemporary figures. The student is expected to:
3.11A Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for
oneself and others, responsibility in daily life, and participation in government by educating oneself
about the issues, respectfully holding public officials to their word, and voting.
3.11C Identify and explain the importance of individual acts of civic responsibility, including obeying laws,
serving the community, serving on a jury, and voting.
Social Studies Skills TEKS
3.17
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:
3.17C Interpret oral, visual, and print material by identifying the main idea, distinguishing between fact and
opinion, identifying cause and effect, and comparing and contrasting.
3.18
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected
to:
3.18C Use standard grammar, spelling, sentence structure, and punctuation.
GETTING READY FOR INSTRUCTION
Last Updated 05/20/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 10 Grade 3
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 2 days
Performance Indicators
Grade 03 Social Studies Unit 02 PI 01
Create a graphic organizer (e.g., Frayer model) to help explain important ideas related to the idea of “consent of the governed.” Elaborate, in a paragraph, on
the importance of the term “consent of the governed” and explain its relationship to the Declaration of Independence, the United States Constitution, and the
Bill of Rights.
Standard(s): 3.10A , 3.10B , 3.17C , 3.18B
ELPS ELPS.c.1D , ELPS.c.1E , ELPS.c.3G , ELPS.c.5B
Key Understandings
In a democratic society, people vote for the leader who represents their needs, wants, and desires.
— How do people participate in government in a constitutional republic?
— Why is “consent of the governed” important to the functions of local, state, and national government?
— What are the individual acts of civic responsibility, and why are they important?
Vocabulary of Instruction
consent of the governed
vote
foundation
independence
leader
choice
grievance
Materials
Refer to the Notes for Teacher section for materials.
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and
are not accessible on the public website.
Teacher Resources: PowerPoint: Foundations
Handout: Founding Fathers Who Wrote the Declaration of Independence (1 per student or pair)
Handout: Grievances (cut apart, 1 slip per student)
Handout: Excerpt from the Declaration of Independence (cut apart, 1 slip per student)
Handout: Read, Consider, Re-read (1 per person)
Resources
Research information on foundations, Declaration of Independence, the Constitution, and the Bill of Rights
Advance Preparation
1.
2.
3.
4.
5.
Become familiar with content and procedures for the lesson, including the Read, Consider, Re-read strategy.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Background Information
Become familiar with the first few words of the Declaration of Independence.
Become familiar with and be sure to understand the concept of “consent of the governed.”
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons
Last Updated 05/20/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 10 Grade 3
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 2 days
are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District
personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My
CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Vocabulary development
Notes for Teacher
October 8 NOTE: 1 Day = 10 minutes
Suggested Day 1 – 5 minutes
1. Show pictures of foundations of buildings (Use the Teacher Resource:
PowerPoint: Foundations.)
Materials
Pictures of foundations of buildings
2. Introduce the comparison that just like a strong foundation is needed to build
a strong house, when our nation began, a strong foundation was needed.
Use words such as:
Attachments
Teacher Resource: PowerPoint: Foundations
Whenever a structure like a house is built, the builder starts with a
good foundation. What does a foundation mean? What is the
foundation of a house usually made of?
For a house or building it usually is a cement slab with steel rods
in it to make it strong. Can you imagine for a really big skyscraper
how strong the foundation would have to be? The taller and
heavier the building, the stronger the foundation needs to be.
EXPLORE – Declaration and Continental Congress
Suggested Day 1 – 20 minutes
1. Continue the analogy to talk about the foundation of our nation’s
government. Use words such as:
Materials
This week we are celebrating Celebrate Freedom Week. We
celebrate our way of life, the freedoms we enjoy, and remember
the choices and decisions that were made to ensure our freedom.
Just like builders want to lay a strong foundation for a building
they are building, the leaders who started the United States of
America also wanted a strong foundation upon which to build a
new country.
They knew that the laws and rules are the foundation of a country.
The founding documents for our country are the Declaration of
Independence, the Constitution, and the Bill of Rights.
Painting of Signing of the Declaration of
Independence by Trumbull
Declaration of Independence Charters of
Freedom at the National Archives
Attachments
Teacher Resource: Foundations
Handout: Founding Fathers Who Wrote the
Declaration of Independence (1 per
student or pair)
Handout: Grievances (1 per student or pair)
2. Students practice saying “Continental Congress” three or four times aloud as
a group. Continue the discussion using words such as:
So the leaders of the 13 colonies met. They called the meeting the
Continental Congress.
A Congress, to the Founding Fathers, meant an official meeting,
assembly or gathering. They founded the country. They wrote the
documents that form the foundation for our nation.
3. Dissect the word congress:
con=with
gress=to walk
congress: a formal meeting or assembly of representatives for
discussion
the leaders came together to meet and define path they would
walk to achieve their goals
4. Show slide 7
5. The Declaration of Independence was written by a committee of five of the
Founding Fathers. It was written to address the grievances of the colonists.
Last Updated 05/20/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 3 of 10 Grade 3
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 2 days
Thomas Jefferson was the primary author of the Declaration of Independence
document. The four other people who helped him write the Declaration of
Independence were:
John Adams of Massachusetts
Roger Sherman of Connecticut
Robert Livingston of New York
Benjamin Franklin of Pennsylvania
6. Distribute the Handout: Founding Fathers Who Wrote the Declaration of
Independence
7. Show slide 8.
8. The leaders understood they were writing important documents that would
shape our nation, and our communities.
9. Show slides 9, 10 and 11.
10. Show slide 12 and click on the link to go to the Declaration of Independence
at the National Archives Charters of Freedom site.
11. Provide some background for students regarding the colonies. Background
that needs to be provided depends on students’ prior knowledge. Some
background could include:
The Colonists were very unhappy with King George and Britain
(the colonies were part of Britain). They were unhappy about quite
a few things. They called them grievances. A grievance is a
complaint.
12. Distribute the Handout: Grievances to each student.
13. Students read this summary of grievances.
14. Provide background information to help students understand some of the
background for why the founding documents were written.
15. Guide students to conclude the main idea:
The leaders of the American colonies felt King George and the
British were being unfair by not listening to their complaints, not
allowing the colonists to vote on decisions (no consent of the
governed), and charging far too much money for taxes.
The American colonists decided to gather the main leaders of the
colonies. The colonies were on the continent of America.
Therefore, the meeting was called the First Continental Congress.
EXPLAIN – 3­2­1
Suggested Day 1 – 10 minutes
1. Students write:
3 people who were part of the Continental Congress
2 grievances the colonists had against King George
1 person who wrote the Declaration of Independence
EXPLORE – Founding Documents
Suggested Day 1 - 15 minutes
Materials:
1. Show slide 13 of the Teacher Resource: Foundations.
2. Distribute the Handout: Excerpt from the Declaration of Independence.
Last Updated 05/20/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
Declaration of Independence
Attachments:
page 4 of 10 Grade 3
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 2 days
3. Also distribute the Handout: Read, Consider, Re-read. Students place their
name on the chart and follow teacher directions to read the document four
times, rating their understanding of the document each time. (Questions for
the middle column can be posed as a class and posted as an anchor chart to
be discussed between readings.
4. Students summarize on the bottom of the chart by summarizing what they
learned by reading/discussing the document four times.
Teacher Resource: Foundations
Handout: Excerpt from the Declaration of
Independence (cut apart, 1 slip per student)
Handout: Read, Consider, Re-read (1 per
student)
6. As a class, students read aloud the excerpt from the Declaration of
Independence one more time.
Instructional Note:
It is important that students recognize that the ideas
incorporated in the Declaration of Independence (and the
constitution and Bill of Rights were ideas that changed
communities – the individuals who chose to meet and write
the documents, the actual act of writing the documents, and
the ideas embodied in the founding documents – changed
communities, past and present
EXPLAIN – Meet state mandate
Suggested Day 2 - 5 minutes
1. Show slide 16 of the Teacher Resource: Foundations.
Attachments
5. Distribute the Handout: Excerpt from the Declaration of Independence.
2. Student pairs take turns reading aloud the excerpt from the Declaration of
Independence.
Teacher Resource: Foundations
Handout: Excerpt from the Declaration of
Independence (cut apart, 1 slip per student)
EXPLORE – Benjamin Franklin – individuals shape communities
Suggested Day 2 (cont’d) – 15 minutes
1. Segue from the Declaration of Independence to a discussion of consent of
the governed.
Materials
Information on Benjamin Franklin
2. Introduce Benjamin Franklin as a good citizen who helped shape communities
Constitution of the United States
as part of the group of leaders who wrote the founding documents. He once
said, “in free governments the rulers are the servants and the people their
Instructional Note:
superiors and sovereigns.”
Benjamin Franklin is included as an example of good citizen
3. In a discussion, help students understand the concept of "Consent of the
governed": When people agree to establish and abide by a government, they
consent to be governed. According to the core beliefs of the United States,
as articulated in the articulated in the Declaration of Independence the only
legitimate government is one based on the consent of the governed.
4. Show students a picture of the Constitution from the National Archives
Charters of Freedom website and facilitate a discussion where students
share what they know and what they want to know about the Constitution.
several times during the year. In this lesson he is looked at
as a one of the founding fathers who helped shape
communities by participating in writing Declaration and
Constitution. In Unit 04, Franklin’s contributions to human
characteristics of place are studied, including lending
libraries, fire brigades, and post roads. In Unit 05, on cultural
characteristics of communities, Franklin’s participation in
community is highlighted, including the fire brigade and Junto
Group.
5. When the Founding Fathers wrote the Constitution, they designed our
government as a constitutional republic whose representatives derive
their authority from the consent of the governed. Those representatives
serve for an established tenure and are sworn to uphold the constitution.
(The people elect representatives, who make decisions in the best interest of
the people and do the will of the people who elected them. People then reelect them or elect other representatives, whether at the local, state or
national level.)
6. Continue the discussion, encouraging students to provide examples and nonexamples of consent of the governed and determine how to describe the
characteristics that can be used to recognize consent of the governed, and
then define it in their own words.
EXPLAIN – Ben Franklin and the Community
Suggested Day 2 (cont’d) – 5 minutes
1. Draw a picture of Benjamin Franklin being a good citizen. Write a caption for
the picture, describing how he helped shape communities.
ELABORATE – Celebrate Freedom Week
Suggested Day 2 (cont’d) – 10 minutes
1. Facilitate a discussion where students share what they have learned in the
lesson, including information about the Declaration of Independence, the
Constitution, consent of the governed, the Founding Fathers, Benjamin
Franklin, voting as a responsible act of good citizenship, and other topics. In
Last Updated 05/20/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 5 of 10 Grade 3
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 2 days
the discussion, students answer the guiding questions and support the Key
Understanding.
In a democratic society, people vote for the leader who
represents their needs, wants and desires.
— How do people participate in government in a constitutional republic?
— Why is “consent of the governed” important to the functions of local, state,
and national government?
— What are the individual acts of civic responsibility, and why are they
important?
EVALUATE – Consent of the Governed
Grade 03 Social Studies Unit 02 PI 01
Suggested Day 2 (cont’d) – 15 minutes
Instructional Note:
Create a graphic organizer (e.g., Frayer model) to help explain important ideas related to
the idea of “consent of the governed.” Elaborate, in a paragraph, on the importance of the
term “consent of the governed” and explain its relationship to the Declaration of
Independence, the United States Constitution, and the Bill of Rights.
Standard(s): 3.10A , 3.10B , 3.17C , 3.18B
ELPS ELPS.c.1D , ELPS.c.1E , ELPS.c.3G , ELPS.c.5B
1. A Frayer model is one type of organizer that could be created. A CauseEffect chain or bubble map are others that could be used.
Last Updated 05/20/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 6 of 10 Grade 03
Social Studies
Unit: 02 Lesson: 01
Founding Fathers Who Wrote the Declaration of Independence
Thomas Jefferson
Benjamin Franklin
Roger Sherman
John Adams
Robert Livingston
Virginia
Pennsylvania
Connecticut
Massachusetts
New York
Founding Document: Declaration of Independence
Image sources:
Stuart, G. (Artist). (1821). Thomas Jefferson [Web Photo]. Retrieved from http://commons.wikimedia.org/wiki/File:Gilbert_Stuart_Thomas_Jeffersen.jpg
Benjamin Franklin: Hall, H. B. (Artist). (1868). Portrait of Benjamin Franklin. [Web Photo]. Retrieved from http://hdl.loc.gov/loc.pnp/cph.3a26485
Roger Sherman: Earl, R. (Artist). (1775). Roger Sherman. [Web Photo]. Retrieved from http://artgallery.yale.edu/pages/collection/popups/pc_amerps/enlarge03.html
John Adams: Durand, A. B. (Artist). (Date unknown). President John Adams. [Web Photo]. Retrieved from http://www.navy.mil/view_single.asp?id=10322
Stuart, G. (Artist). (1794). Robert R Livingston [Web Photo]. Retrieved from http://commons.wikimedia.org/wiki/File:Robert_R_Livingston_by_Gilbert_Stuart.jpeg
©2012, TESCCC
05/20/13
page 1 of 1
Grade 03
Social Studies
Unit: 02 Lesson: 01
Grievances
Summary of grievances in the Declaration of Independence
The king (George III, King of Britain) had absolute power over the people
The king taxed the colonists when they did not have representatives involved in the decision-making
(Rules for taxing the colonists were made by members of Parliament, who did not represent the
colonists; the colonists were taxed without their consent.)
The king was not looking out for the good of the people.
The king made war against colonists and incited others (Indians) to war against them.
The king suspended trial by jury
The king kept standing armies in colonies and required that citizens quarter (feed and house) troops
(soldiers) in their homes
The king dissolved the colony legislatures because the colonists opposed his invasions on the rights
of people.
The king has stopped colonists from trading with other countries, allowing them to only trade with
Britain.
Summary of grievances in the Declaration of Independence
The king (George III, King of Britain) had absolute power over the people
The king taxed the colonists when they did not have representatives involved in the decision-making
(Rules for taxing the colonists were made by members of Parliament, who did not represent the
colonists; the colonists were taxed without their consent.)
The king was not looking out for the good of the people.
The king made war against colonists and incited others (Indians) to war against them.
The king suspended trial by jury
The king kept standing armies in colonies and required that citizens quarter (feed and house) troops
(soldiers) in their homes
The king dissolved the colony legislatures because the colonists opposed his invasions on the rights
of people.
The king has stopped colonists from trading with other countries, allowing them to only trade with
Britain.
©2012, TESCCC
04/16/13
page 1 of 1
Grade 03
Social Studies
Unit: 02 Lesson: 01
Excerpt from Declaration of Independence
“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,.”
“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,”
“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,”
“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,”
©2012, TESCCC
04/16/13
page 1 of 1
Grade 03
Social Studies
Unit: 02 Lesson: 01
Read, Consider, Re-Read
1. The teacher reads the selection aloud as students follow along. After the reading, in the first row of the
matrix, students rate their understanding of the excerpt, using a scale of 1 to 10 with 10 as the highest
rating. In the questions column, students list any questions they have about the selection, including
vocabulary terms (they underline or highlight words not understood).
2. Students read the selection silently. Again, students rate their understanding, listing any additional
questions. In the answers column, they note which questions from the first reading were answered by the
second reading. They also note any additional questions.
3. Students work in a small group to answer questions still left unanswered. In a discussion, students, bring
up any questions that still remain unanswered.
4. Student pairs take turns, reading and following along as the selection is read for a third time. Again,
students rate their understanding.
5. The teacher reads the selection aloud for the fourth time. Students again read aloud any words that
are highlighted as they are read. Students give the reading a final rating.
6. Students summarize reading in row at the bottom.
Understanding
Rating
(Scale of 1-10)
Questions
Answers
First
Reading
Second
Reading
Third
Reading
Fourth
Reading
Summary after reading four times: Explain what you learned.
©2012, TESCCC
05/30/12
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