Grade 4
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 2 days
Grade 04 Social Studies Unit 03 Exemplar Lesson 01: Importance of Founding Documents
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
In this lesson, students analyze the founding documents and gain an understanding of the intent, meaning, and importance of the Declaration of
Independence and the U.S. Constitution.
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.
4.15
Government. The student understands important ideas in historical documents of Texas and the United States.
The student is expected to:
4.15C Identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and
the Bill of Rights (Celebrate Freedom Week).
Social Studies Skills TEKS
4.21
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:
4.21A Differentiate between, locate, and use valid primary and secondary sources such as computer software interviews biographies oral,
print, and visual material documents artifacts to acquire information about the United States and Texas.
4.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing
inferences and conclusions.
4.21C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts,
timelines, and maps.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 04 Social Studies Unit 03 PI 01
Create an analysis pizza to identify each self-evident truth stated in the Declaration of Independence. Explain how each truth affects you today.
Standard(s): 4.15A , 4.21B
ELPS ELPS.c.1C , ELPS.c.1E
Key Understandings
The Declaration of Independence lists foundational rights important to American citizens.
— What is the intent, meaning, and importance of the founding documents of the United States?
— How do the “self­evident truths” named in the Declaration of Independence still apply to our life today?
Vocabulary of Instruction
Unalienable Rights
Freedom
Constitution
Tyranny
Declaration
Grievances
Materials
Last Updated 04/12/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 11 Grade 4
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 2 days
Declaration of Independence from the National Archives
Drawing paper
Map pencils
U.S. Constitution from the National Archives
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.
Handout: Declaration of Independence (1 per student)
Handout: Pattern Puzzle (cut apart, 1 set per group)
Handout: U.S. Constitution (1 per student)
Handout: Bubble Talk (1 per student)
Handout: Pizza Analysis PI (1 per student)
Handout: Checklist: Pizza Analysis PI (1 per student)
Teacher Resource P.I. Key
Resources
None Identified
Advance Preparation
1.
2.
3.
4.
5.
Become familiar with content and procedures for the lesson.
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
Each social studies class shall include: celebrate Freedom Week; appropriate instruction concerning the intent, meaning, and importance of the Declaration of
Independence and the U.S. Constitution, including the Bill of Rights, in their historical context.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons 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 – Students will analyze the Declaration of Independence.
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
1. Provide each student with drawing paper and map pencils.
Materials:
2. Display the word FREEDOM (whiteboard, projector, etc.).
3. Students draw a picture of what the word means to them and title the drawing
Freedom.
Drawing paper
Map pencils
4. In pairs or small groups, students explain their picture to each other.
5. Facilitate a discussion where students make connections to today by inviting
students to talk about their freedoms in daily life. Lead students to understand
that because of the Founding Documents, we have these rights – recognized the
need for them in Declaration, set up in Constitution, and guaranteed in Bill of
Rights.
Last Updated 04/12/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 11 Grade 4
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 2 days
6. Introduce the topic of this lesson: learning about the part of the Declaration of
Independence that states Americans’ freedoms.
EXPLORE – Declaration of Independence.
Suggested Day 1 – 25 minutes
1. Distribute to each student the Handout: Declaration of Independence.
2. Students read the text on the attachment and underline key words and answer
the questions about the text.
3. Project/display the Declaration of Independence. Review with students what they
already know about the Declaration of Independence (it has been part of
Constitution Week lessons since Kindergarten), including that it is a letter to King
George VI to convey grievances about practices by the English government that
the American colonists felt were unfair.
Attachments:
Handout: Declaration of Independence (1 per
student)
4. Facilitate a discussion about the key words students underlined, as well as other
important terms/ideas in the Declaration of Independence in order to help them
develop an understanding of the intent, meaning, purpose, and importance of the
documents, including:
Truths, self-evident, equal, unalienable, rights, life, liberty, pursuit of
happiness, instituted, consent of the governed
EXPLAIN – Declaration of Independence
Suggested Day 1 – 10 minutes
1. Organize students into small groups (4 or fewer).
Attachments:
2. Distribute to each group the Handout: Pattern Puzzle.
3. Students work together to organize the cards in the correct order.
Handout: Pattern Puzzle (cut apart, 1 set per
group)
4. Students stand up and as a group recite the statement they just analyzed.
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.
EXPLORE – U.S. Constitution
1. Project/display the U.S. Constitution. Review with students what they already
know about the Constitution (it has been part of Constitution Week lessons since
Kindergarten); including that it is the document that set up the form of the
government still in place today.
2. Distribute to each student the Handout: U.S. Constitution.
3. Facilitate a discussion about important ideas in the Constitution in order to
develop an understanding of the intent, meaning, purpose, and importance of the
document.
4. While discussing central ideas and articles, students complete the Handout: U.S.
Constitution.
5. At some point during the discussion, focus student attention on the excerpt from
the Declaration of Independence handout and the documents reviewed at the
National Archives (primary source) and the statements on the U.S. Constitution
handout (secondary sources). Emphasize the difference to help students make
the distinction between primary and secondary sources.
EXPLAIN – U.S. Constitution
Suggested Day 2 – 20 minutes
Attachments:
Handout: U.S. Constitution (1 per student)
Instructional Note
As an extension, there are video clips about the
Preamble that are available online and could be
viewed.
Primary source: document or physical object
written or created during the time of the event.
They offer an inside view of the event.
Secondary source: created later by someone
who did not experience first-hand or did not
participate in the event; often interprets and
analyzes primary sources, but is one or more
steps removed from the event
Suggested Day 2 (cont’d) – 5 minutes
1. Distribute the attachment Handout: Bubble Talk.
Handout: Bubble Talk (1 per student)
2. Students use what they have learned about the Declaration of Independence and
U.S. Constitution to explain how the founding documents are important to
Americans by writing in their own words that the founding documents guaranteed
them their rights as Americans and explaining how our government is designed.
ELABORATE – Consent of the Governed
Suggested Day 2 (cont’d) – 5 minutes
1. Write the following phrase on the board:
Last Updated 04/12/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 3 of 11 Grade 4
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 2 days
Consent of the Governed
2. Students think briefly and then turn and talk with a partner about the meaning of
the phrase, the relationship between the phrase and the founding documents
studied, and the relationship between the phrase and their lives.
3. Student pairs share their thoughts with the class.
4. Continue the class discussion by encouraging students to answer the guiding
questions and support their thinking about the Key Understanding:
The Declaration of Independence lists foundational rights important
to American citizens.
- What is the intent, meaning, and importance of the founding
documents of the United States?
­ How do the “self­evident truths” named in the Declaration of
Independence still apply to our life today?
EVALUATE – Performance Indicator
Grade 04 Social Studies Unit 03 PI 01
Create an analysis pizza to identify each self-evident truth stated in the Declaration of
Independence. Explain how each truth affects you today.
Standard(s): 4.15A , 4.21B
ELPS ELPS.c.1C , ELPS.c.1E
Suggested Day 2 (cont’d) – 20 minutes
Attachments:
Handout: Pizza Analysis PI (1 per student)
Handout: Checklist: Pizza Analysis PI (1 per
student)
Distribute to each student the Handout: Pizza Analysis PI and the Handout:
Checklist: Pizza Analysis PI.
In each slice, students re-write the statement in their own words and tell
how it affects them today.
Student and teacher use the checklist to assess student work.
Last Updated 04/12/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 11 Grade 4
Social Studies
Unit: 03 Lesson: 01
Declaration of Independence
In 1776, at the beginning of the American Revolutionary War, American colonists got together to
write a letter to the King of England. They wanted to explain why they were fighting to be their own country,
independent of England. Below are the words they used to explain how they felt.
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
Directions:
1. Underline the six most important words in the text.
2. What makes you happy about living in the United States?______________________________
___________________________________________________________________________
___________________________________________________________________________
3. Why is voting important? _______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
©2012, TESCCC
05/07/12
page 1 of 1
Grade 4
Social Studies
Unit: 03 Lesson: 01
Pattern Puzzle
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
05/07/12
page 1 of 1
Grade 04
Social Studies
Unit: 03 Lesson: 01
U.S. Constitution
TEXT
Draw what you have read
In 1776, Thomas Jefferson wrote the
Declaration of Independence. Jefferson explained
why the United States wanted to be independent
of Great Britain. Declaring independence started
the American Revolution.
When the United States was formed, a
government was needed. The U.S. Constitution
was written to form the government of the United
States. It included three branches of government
and a Bill of Rights. Changes in the U.S.
Constitution only occur by the consent of the
governed, which are American citizens.
The Bill of Rights is part of the U.S.
Constitution that lists the first ten amendments.
The first ten amendments list the rights and
freedoms of American citizens.
What is the purpose of the U.S. Constitution? ____________________________________________
________________________________________________________________________________
________________________________________________________________________________
Why is the U.S. Constitution important to Americans? _____________________________________
________________________________________________________________________________
________________________________________________________________________________
©2012, TESCCC
05/07/12
Page 1 of 1
Grade 4
Social Studies
Unit: 03 Lesson: 01
Bubble Talk
Draw a picture of yourself in the box
Why are the founding documents
important to me as an American?
©2012, TESCCC
05/07/12
Page 1 of 1
Grade 4
Social Studies
Unit: 03 Lesson: 01
Pizza Analysis
Self-Evident Truths
Endowed by their Creator with
unalienable Rights
All Men are Created Equal
Deriving their just Powers
fom the Consent of the Governed
INSTRUCTIONS
In each pie slice –



Write in your own words what the
phrase means.
Describe how each “self-evident truth”
affects your life. (give an example)
Draw a symbol to represent this truth.
These self-evident truths are important because_________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________.
©2012, TESCCC
04/12/13
Page 1 of 1
Grade 4
Social Studies
Unit: 03 Lesson: 01
Checklist: Pizza Analysis
Student and teacher use this form to check off if each part of the task has been completed
Student Score:
Teacher Score:
Category
Task
Completed Task Completed Task
Student:
Self-Evident Truths
• Wrote the phrase that is listed in your own
All Men are Created Equal
words
• Described how each “self-evident truth”
affects you
• Drew a symbol to represent this truth
Self-Evident Truths
Endowed by their Creator
with unalienable Rights
Self-Evident Truths
Deriving their just Powers
from the Consent of the
Governed
Student:
• Wrote the phrase that is listed in your own
words
• Described how each “self-evident truth”
affects you
• Drew a symbol to represent this truth
Student:
• Wrote the phrase that is listed in your own
words
• Described how each “self-evident truth”
affects you
• Drew a symbol to represent this truth
Student has completed the sentence starter with
Summary
a logical answer that supports the main idea and
A person’s self-evident truths is written with appropriate grammar and spelling.
are important because
Student has completed the task.
©2012, TESCCC
05/07/12
Page 1 of 1
Grade 4
Social Studies
Unit: 03 Lesson: 01
Teacher Resource P.I. KEY
Possible Answers – KEY
All Men are created equal
All people have rights that can’t be taken away from them
All people are created equal
Endowed by their Creator with certain unalienable rights
Unalienable rights are rights that can’t be taken away from a person. They are
life, liberty, and the pursuit of happiness.
People have a choice regarding what type of job they will have, where they will
live, etc.
The Consent of the Governed
People should be able to decide who governs them
People vote for who will govern them
A person’s self-evident truths are important because all people should be able to make
their own choices about things.
©2012, TESCCC
04/04/13
page 1 of 1