COMMON CORE
Lessons & Activities
COMMON CORE
Lessons & Activities
Are you expected to change how you teach because of new CCSS for
English Language Arts & new CCSS for Literacy and Writing in History/
Social Studies and Science?
You don’t have to
–Amy Johnson, Common Core Specialist
start from scratch.
This brand new series
meets Common Core
State Standards for ELA + Common Core State Standards for
Literacy and Writing in History/Social Studies and Science!
ISBN 13: 978-0-635-10584-4
90000
www.gallopade.com
9 780635 105844
7
10430 10445
1
PL
T E AC H I
T
“You’ll want these for
every topic you teach!”
M
Common
Core at an
Uncommon
Value!
Supplement the resources you already have
by choosing the books in this series that
match the science and social studies topics
you teach. Each book will provide you with
ready-to-use reproducible pages that are the
exact kinds of Common Core lessons and
activities you need to meet the new added
requirements of Common Core!
SA
This series of 48+ little books is a HUGE help!
E
Are you expected to continue to meet existing science and social studies
standards, AND integrate new, more rigorous expectations for reading,
writing, analysis, inference, and more into your daily instruction?
TO
DAY!
Common Core Lessons & Activities:
The Bill of Rights
By Carole Marsh
Published by Gallopade International, Inc.
©Carole Marsh/Gallopade
Printed in the U.S.A. (Peachtree City, Georgia)
TABLE OF CONTENTS
SA
M
PL
E
Father of the Bill of Rights: Reading Informational Text......................... 2
John Locke’s Influence: Reading Informational Text GO1................... 4
Amending the Constitution: Graphical Analysis G............................... 5
Rights and Limitations: Summarizing Information G............................ 6
The First Amendment: Reading Informational Text................................. 8
March on Washington: Primary Source Analysis ................................... 9
The Second Amendment: Reading Informational Text.......................... 10
The Third Amendment: Problem-Solution-Results GO9.....................11
The Bill of Rights: Summative Graphic Organizer G........................... 12
The Fourth Amendment: Reading Informational Text & Writing............ 14
The Fifth Amendment: Reading Informational Text............................... 15
The Fifth Amendment: Primary Source Analysis.................................. 16
The Sixth Amendment: Primary Source Analysis G............................ 17
The Seventh Amendment: Reading Informational Text......................... 18
The Eighth Amendment: Primary Source Analysis............................... 19
Ninth & Tenth Amendments: Comparison of Primary Sources G........ 20
Bill of Rights Vocabulary: Vocabulary G............................................. 22
Four Freedoms: Primary Source Analysis............................................. 23
Common Core State Standards Correlations........................................... 24
G: Includes Graphic Organizer
GO: Graphic Organizer is also available 8½” x 11” online
download at www.gallopade.com/client/go
(numbers above correspond to the graphic organizer numbers online)
©Carole Marsh/Gallopade • www.gallopade.com • page 1
Common Core Lessons & Activities Books
About this Book
This Common Core Lessons and Activities Book
allows you to immediately meet new Common Core State
Standards for English Language Arts, as well as Literacy
and Writing in History/Social Studies. It is designed to
supplement your Social Studies resources, adding new
Common Core rigor, analysis, writing, inference, textdependent questions, and more into your daily instruction.
How to Use this Book:
SA
M
PL
E
• Work through the lessons and activities as a class
to teach your students higher-order thinking,
analysis, and 21st century skills necessary to meet
new Common Core expectations.
• Allow students to work through the lessons
independently to build and practice these new
skills.
• Include technology, collaboration, presentation,
and discussion in the activities as you desire—you
can decide how in-depth to go.
• Watch your class develop new abilities to meet the
rigor of Common Core State Standards, right before
your eyes!
Tips:
• Use some of the pages—or use them all—based on
your grade, your students, your curriculum, and
your needs.
• Use the pages at their current size, or if you
prefer them to be 8-1/2” x 11”, enlarge them
125% on your copy machine.
• Download graphic organizers labeled “GO” in the
Table of Contents by going to:
www.gallopade.com/client/go
• Use the correlations grid to easily see which
Common Core standards are covered in each
lesson.
Social Studies Titles:
• Declaration of
Independence
• U.S. Constitution
• Bill of Rights
• Road to the Civil War
• The Civil War: Key Battles
& Events
• Jamestown
• Key Events of World War II
• Civil Rights Movement
• Branches of Government
• Basic Economic Concepts
• Women’s Suffrage and the
19th Amendment
• The American Revolution
• Explorers
• The Olympics
• Underground Railroad
• Forms of Government:
Democracy, Monarchy, &
Oligarchy & More
• Ancient Greece
• Ancient Egypt
• Native Americans
• Indian Removal & the Trail
of Tears
• Inventors & Inventions
• Map Skills
• Westward Expansion
• Communities
Science Titles:
• Habitats
• States of Matter
• Cell Structure
• Weather
• Water Cycle
• Energy
• Solar System
• Sound
• Mammals
• Light
• Rocks and Minerals
• Oceans
• Heredity & Genetics
• Magnetism
• Natural Resources
• Ecosystems
• Force & Motion
• History of the Earth
• Life Cycles
• Wave Properties
• Landforms
• Classification of
Organisms
• Electricity
• The Scientific Method
GRAPHICAL ANALYSIS
Amending the Constitution
Use the text and the flowchart to answer the questions.
Changes to the Constitution are called amendments. At the
first Federal Congress in 1789, James Madison proposed to amend,
or change, the brand-new Constitution to better protect individual
rights. His proposal was debated in both houses of Congress. In
the end, both Houses voted and agreed to send twelve proposed
amendments to the state legislatures for ratification. The states
ratified ten of them. These are known as the Bill of Rights.
PL
E
Process to Amend the U.S. Constitution
Must be passed
Either House of
Representatives or
Senate proposes
amendment
by 2/3 vote of both
Houses (usual
method) OR
national convention
(never used)
M
t
o
SA
A
G
o
e
s
State Legislatures
need ¾ states to ratify
o
r
State Conventions
need ¾ states to ratify
(used only once)
B
IF RATIFIED, THE AMENDMENT BECOMES LAW
1. What is the first step in amending the Constitution?
2. In order for a proposed amendment to be passed on to the states for
ratification, what must happen first?
3. Use evidence from the text and flowchart to determine where (either
A or B) the Bill of Rights amendments were debated and ratified.
4. Cite evidence to support the statement, “Amending the Constitution is a
difficult process.”
©Carole Marsh/Gallopade • www.gallopade.com • page 5
Common Core Lessons & Activities:
The Bill of Rights
By Carole Marsh
Published by Gallopade International, Inc.
©Carole Marsh/Gallopade
Printed in the U.S.A. (Peachtree City, Georgia)
TABLE OF CONTENTS
SA
M
PL
E
Father of the Bill of Rights: Reading Informational Text......................... 2
John Locke’s Influence: Reading Informational Text GO1................... 4
Amending the Constitution: Graphical Analysis G............................... 5
Rights and Limitations: Summarizing Information G............................ 6
The First Amendment: Reading Informational Text................................. 8
March on Washington: Primary Source Analysis ................................... 9
The Second Amendment: Reading Informational Text.......................... 10
The Third Amendment: Problem-Solution-Results GO9.....................11
The Bill of Rights: Summative Graphic Organizer G........................... 12
The Fourth Amendment: Reading Informational Text & Writing............ 14
The Fifth Amendment: Reading Informational Text............................... 15
The Fifth Amendment: Primary Source Analysis.................................. 16
The Sixth Amendment: Primary Source Analysis G............................ 17
The Seventh Amendment: Reading Informational Text......................... 18
The Eighth Amendment: Primary Source Analysis............................... 19
Ninth & Tenth Amendments: Comparison of Primary Sources G........ 20
Bill of Rights Vocabulary: Vocabulary G............................................. 22
Four Freedoms: Primary Source Analysis............................................. 23
Common Core State Standards Correlations........................................... 24
G: Includes Graphic Organizer
GO: Graphic Organizer is also available 8½” x 11” online
download at www.gallopade.com/client/go
(numbers above correspond to the graphic organizer numbers online)
©Carole Marsh/Gallopade • www.gallopade.com • page 1
READING INFORMATIONAL TEXT
The First Amendment
The First Amendment to the U.S. Constitution guarantees protection of five individual rights.
It also limits the government from making laws that infringe upon those rights.
Read the texts and answer the questions.
The First Amendment
PL
E
“Congress shall make no law respecting an establishment
of religion, or prohibiting the free exercise thereof; or abridging
the freedom of speech, or of the press; or the right of the people
peaceably to assemble, and to petition the government for a redress
of grievances.”
M
Most Supreme Court justices have agreed that the First
Amendment is not without limits. Although the First Amendment
protects the right to free speech, it does not protect speech that is
untruthful, false, or dangerous to the security of the government.
To summarize, the First Amendment has limitations on writing and
saying things that are harmful to others; these are known as libel and
slander. In addition, the First Amendment does not protect violent
or forceful assembly.
SA
1. List the five rights protected by the First Amendment.
2. Using evidence from the text, define libel and slander. Give two
examples that highlight the difference between the two words.
3. The First Amendment says that Congress cannot make laws that
abridge, or limit, the freedom of speech. Does this mean that you can
say anything you want any time you want? Write a short response, and
use evidence from the text to support your argument.
4. What word in the First Amendment limits the people’s right to assemble?
5. List the First Amendment rights in order of importance to you. Compare
your list with other students’ lists and discuss.
©Carole Marsh/Gallopade • www.gallopade.com • page 8
PRIMARY SOURCE ANALYSIS
March on Washington
In the 1960s, many African Americans and white Americans urged President Kennedy and
Congress to make a law that would guarantee equal rights and quality education for African
Americans. In 1963, more than 250,000 people gathered in Washington, D.C., to assert
their First Amendment rights and get Congress’ attention! This March on Washington sent
a clear message to Congress to vote “Yes!” on civil rights legislation.
SA
M
PL
E
Look at the photo from the March on Washington and
answer the questions.
Courtesy of National Archives
1. What First Amendment rights did the March on Washington
demonstrate?
2. How has the First Amendment been important to the Civil Rights
Movement?
3. Is the right to free speech important today? Give an oral report
predicting what would happen if the right to free speech were
taken away.
4. Why did protesters choose to march on Washington, D.C., instead
of another city?
©Carole Marsh/Gallopade • www.gallopade.com • page 9