Social Studies –
Transitioning to the
New Test
Information, Resources, and
Strategies for the Classroom
Bonnie Goonen – [email protected]
Susan Pittman – [email protected]
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Table of Contents
Overview of Social Studies Themes and Example Content ................................................... 3
Social Studies Practices ........................................................................................................... 4
Recognizing the Differences between Primary and Secondary Sources ............................. 6
The Constitution of the United States .................................................................................... 7
Article II..................................................................................................................................... 7
Section 1. ................................................................................................................................... 7
Section 2. ................................................................................................................................... 8
Section 3. ................................................................................................................................... 8
Section 4. ................................................................................................................................... 8
It’s a Scavenger Hunt! ............................................................................................................. 9
President Abraham Lincoln’s Speech ...................................................................................10
The Gettysburg Address, 1863 ..............................................................................................10
Gettysburg Address - 273 Words to a New America ........................................................... 11
Progression of Text-Dependent Questions ...........................................................................12
Resources for the Classroom ................................................................................................13
Enduring Constitutional Issues .............................................................................................14
Using Primary Sources ...........................................................................................................18
Analyzing Primary Sources: Observe, Reflect, Question.....................................................20
Primary Source Analysis Tool: Observe, Reflect, Question ................................................21
Primary Sources: Looking for the Answer in the Constitution ............................................22
U. S. Constitution Scavenger Hunt ........................................................................................ 24
U. S. Constitution Scavenger Hunt – Answer Key ................................................................ 28
It’s My Right! (or is it?) ........................................................................................................... 30
Social Studies Resources from the World Wide Web .......................................................... 31
Stay in Touch! ......................................................................................................................... 32
Civics Vocabulary Matching Game ........................................................................................33
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Overview of Social Studies Themes and Example Content
Social Studies Example Topics
Civics & Gov’t
(50%)
Development
of Modern
Liberties and
Democracy
• Types of
modern and
historical
governments
• Principles that
have
contributed to
development
of American
constitutional
democracy
Focusing Themes
• Structure and
design of U.S.
government
US History
(20%)
Economics
(15%)
• Key historical
documents that
have shaped
American
constitutional
government
• Key economic
events that
shape American
government and
policies
• Revolutionary
and Early
Republic Periods
Geography &
the World
(15%)
• Development of
classical
civilizations
• Relationship
between political
and economic
freedoms
• Civil War and
Reconstruction
• Civil Rights
Movement
• Individual
rights and civic
responsibilities
Dynamic
Responses
in Societal
Systems
• Political
parties,
campaigns,
and elections
in American
politics
• Contemporary
public policy
• European
population of the
Americas
• Fundamental
economic
concepts
• World War I & II
• Microeconomics
and
macroeconomics
• Cold War
• American foreign
policy since 9/11
• Consumer
economics
• Economic
causes and
impacts of war
• Relationships
between the
environment and
societal
development
• Borders
between
peoples and
nations
• Human
migration
• Economic
drivers of
exploration and
colonization
• Scientific and
Industrial
Revolutions
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Social Studies Practices
SSP.1 Drawing Conclusions and Making Inferences
a. Determine the details of what is explicitly stated in primary and secondary
sources and make logical inferences or validate claims based on evidence.
b. Cite or identify specific evidence to support inferences or analyses or primary
and secondary sources, attending to the precise details of explanations or
descriptions of a process, event, or concept.
SSP.2 Determining Central Ideas, Hypotheses and Conclusions
a. Determine the central ideas or information of a primary or secondary source
document, corroborating or challenging conclusions with evidence.
b. Describe people, places, environments, processes, and events, and the
connections between and among them.
SSP.3 Analyzing Events and Ideas
a. Identify the chronological structure of historical narrative and sequence steps in a
process.
b. Analyze in detail how events, processes, and ideas develop and interact in a
written document; determine whether earlier events caused later ones or simply
preceded them.
c. Analyze cause-and-effect relationships and multiple causation, including action
by individuals, natural and societal processes, and the influence of ideas.
d. Compare differing sets of ideas related to political, historical, economic,
geographic, or societal contexts; evaluate the assumptions and implications
inherent in differing positions.
SSP.4 Interpreting Meaning of Symbols, Words and Phrases
a. Determine the meaning of words and phrases as they are used in context,
including vocabulary that describes historical, political, social, geographic, and
economic aspects of social studies.
SSP.5 Analyzing Purpose and Point of View
a. Identify aspects of a historical document that reveal an author’s point of view or
purpose (e.g. loaded language, inclusions or avoidance of particular facts).
b. Identify instances of bias or propagandizing.
c. Analyze how a historical context shapes an author’s point of view.
d. Evaluate the credibility of an author in historical and contemporary political
discourse.
SSP.6 Integrating Content Presented in Different Ways
a. Integrate quantitative or technical analysis (e.g., charts, research data) with
qualitative analyses in print or digital text.
b. Analyze information presented in a variety of maps, graphic organizers, tables,
and charts and in a variety of visual sources such as artifacts, photographs,
political cartoons.
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c. Translate quantitative information expressed in words in a text into visual form
(e.g., table or chart); translate information expressed visually or mathematically
into words.
SSP.7 Evaluating Reasoning and Evidence
a. Distinguish among fact, opinion, and reasoned judgment in a primary or
secondary source document.
b. Distinguish between unsupported claims and informed hypotheses grounded in
social studies evidence.
SSP.8 Analyzing Relationships between Texts
a. Compare treatments of the same social studies topic in various primary and
secondary sources, noting discrepancies between and among the sources.
SSP.9 Writing Analytic Response to Source Texts
a. Produce writing that develops the idea(s), claim(s) and/or argument(s) thoroughly
and logically, with well-chosen examples, facts, or details from primary and
secondary source documents.
b. Produce writing that introduces the idea(s) or claim(s) clearly; creates an
organization that logically sequences information; and maintains a coherent
focus.
c. Write clearly and demonstrate sufficient command of standard English
conventions.
SSP.10 Reading and Interpreting Graphs, Charts and Other Data Representation
a. Interpret, use, and create graphs (e.g., scatterplot, line, bar, circle) including
proper labeling. Predict reasonable trends based on the data (e.g., do not extend
trend beyond a reasonable limit).
b. Represent data on two variables (dependent and independent) on a graph;
analyze and communicate how the variables are related.
c. Distinguish between correlation and causation.
SSP.11 Measuring the Center of a Statistical Database
a.
Calculate the mean, median, mode, and range of a dataset.
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Recognizing the Differences between Primary and Secondary Sources
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The Constitution of the United States
Article II
Section 1.
The executive power shall be vested in a President of the United States of America. He shall
hold his office during the term of four years, and, together with the Vice President, chosen for
the same term, be elected, as follows:
Each state shall appoint, in such manner as the Legislature thereof may direct, a number of
electors, equal to the whole number of Senators and Representatives to which the State may be
entitled in the Congress: but no Senator or Representative, or person holding an office of trust
or profit under the United States, shall be appointed an elector.
The electors shall meet in their respective states, and vote by ballot for two persons, of whom
one at least shall not be an inhabitant of the same state with themselves. And they shall make a
list of all the persons voted for, and of the number of votes for each; which list they shall sign
and certify, and transmit sealed to the seat of the government of the United States, directed to
the President of the Senate. The President of the Senate shall, in the presence of the Senate
and House of Representatives, open all the certificates, and the votes shall then be counted.
The person having the greatest number of votes shall be the President, if such number be a
majority of the whole number of electors appointed; and if there be more than one who have
such majority, and have an equal number of votes, then the House of Representatives shall
immediately choose by ballot one of them for President; and if no person have a majority, then
from the five highest on the list the said House shall in like manner choose the President. But in
choosing the President, the votes shall be taken by States, the representation from each state
having one vote; A quorum for this purpose shall consist of a member or members from two
thirds of the states, and a majority of all the states shall be necessary to a choice. In every case,
after the choice of the President, the person having the greatest number of votes of the electors
shall be the Vice President. But if there should remain two or more who have equal votes, the
Senate shall choose from them by ballot the Vice President.
The Congress may determine the time of choosing the electors, and the day on which they shall
give their votes; which day shall be the same throughout the United States.
No person except a natural born citizen, or a citizen of the United States, at the time of the
adoption of this Constitution, shall be eligible to the office of President; neither shall any person
be eligible to that office who shall not have attained to the age of thirty five years, and been
fourteen Years a resident within the United States.
In case of the removal of the President from office, or of his death, resignation, or inability to
discharge the powers and duties of the said office, the same shall devolve on the Vice
President, and the Congress may by law provide for the case of removal, death, resignation or
inability, both of the President and Vice President, declaring what officer shall then act as
President, and such officer shall act accordingly, until the disability be removed, or a President
shall be elected.
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The President shall, at stated times, receive for his services, a compensation, which shall
neither be increased nor diminished during the period for which he shall have been elected, and
he shall not receive within that period any other emolument from the United States, or any of
them.
Before he enter on the execution of his office, he shall take the following oath or affirmation:--"I
do solemnly swear (or affirm) that I will faithfully execute the office of President of the United
States, and will to the best of my ability, preserve, protect and defend the Constitution of the
United States."
Section 2.
The President shall be commander in chief of the Army and Navy of the United States, and of
the militia of the several states, when called into the actual service of the United States; he may
require the opinion, in writing, of the principal officer in each of the executive departments, upon
any subject relating to the duties of their respective offices, and he shall have power to grant
reprieves and pardons for offenses against the United States, except in cases of impeachment.
He shall have power, by and with the advice and consent of the Senate, to make treaties,
provided two thirds of the Senators present concur; and he shall nominate, and by and with the
advice and consent of the Senate, shall appoint ambassadors, other public ministers and
consuls, judges of the Supreme Court, and all other officers of the United States, whose
appointments are not herein otherwise provided for, and which shall be established by law: but
the Congress may by law vest the appointment of such inferior officers, as they think proper, in
the President alone, in the courts of law, or in the heads of departments.
The President shall have power to fill up all vacancies that may happen during the recess of the
Senate, by granting commissions which shall expire at the end of their next session.
Section 3.
He shall from time to time give to the Congress information of the state of the union, and
recommend to their consideration such measures as he shall judge necessary and expedient;
he may, on extraordinary occasions, convene both Houses, or either of them, and in case of
disagreement between them, with respect to the time of adjournment, he may adjourn them to
such time as he shall think proper; he shall receive ambassadors and other public ministers; he
shall take care that the laws be faithfully executed, and shall commission all the officers of the
United States.
Section 4.
The President, Vice President and all civil officers of the United States, shall be removed from
office on impeachment for, and conviction of, treason, bribery, or other high crimes and
misdemeanors.
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It’s a Scavenger Hunt!
Article II – The Executive Branch
This section focuses on the responsibilities and limitations of the Executive Branch and its
leader, the President.
1. The President is elected to a _________-year term. This term may be repeated one time.
2. The President is directly elected by a body of electors. How many electors are allotted to
each state?
________________________________________________________________________.
3.
In order to be elected President, a candidate must be _________ years old, be a
_______________________________ citizen, and have lived in the U.S. for _________
years.
4. True or False: The President is paid for his service. _______________
5. Name 5 powers of the President.
_____________________________________________________.
6. What is the purpose of the President's “State of the Union”?
_______________________________.
7. The President and the Vice-President can both be removed from their positions in office if
convicted of treason, bribery, or other high crimes and misdemeanors. This process is
known as ______________________________.
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President Abraham Lincoln’s Speech
The Gettysburg Address, 1863
Four score1 and seven years ago our fathers brought forth on this
continent, a new nation, conceived in Liberty, and dedicated to the
proposition that all men are created equal.
Now we are engaged in a great civil war2, testing whether that nation, or
any nation so conceived and so dedicated, can long endure. We are met
on a great battlefield of that war. We have come to dedicate a portion of
that field, as a final resting place for those who here gave their lives that
that nation might live. It is altogether fitting and proper that we should do
this.
But, in a larger sense, we can not dedicate—we can not consecrate3 —we
can not hallow—this ground. The brave men, living and dead, who
struggled here, have consecrated it, far above our poor power to add or
detract. The world will little note, nor long remember what we say here, but
it can never forget what they did here. It is for us the living, rather, to be
dedicated here to the unfinished work which they who fought here have
thus far so nobly advanced. It is rather for us to be here dedicated to the
great task remaining before us—that from these honored dead we take
increased devotion to that cause for which they gave the last full measure
of devotion—that we here highly resolve that these dead shall not have
died in vain4—that this nation, under God, shall have a new birth of
freedom—and that government of the people, by the people, for the people,
shall not perish from the earth.
score: twenty
civil war: a war between citizens of the same country
3 consecrate: declare a place sacred
4 in vain: without accomplishing anything
1
2
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Gettysburg Address - 273 Words to a New America
The Nicolay Draft
The Hay Draft
Four score and seven years ago our
fathers brought forth, upon this continent,
a new nation, conceived in liberty, and
dedicated to the proposition that "all men
are created equal."
Four score and seven years ago our
fathers brought forth, upon this continent,
a new nation, conceived in Liberty, and
dedicated to the proposition that all men
are created equal.
Now we are engaged in a great civil war,
testing whether that nation, or any nation
so conceived, and so dedicated, can long
endure. We are met on a great battle field
of that war. We have come to dedicate a
portion of it, as a final resting place for
those who died here, that the nation
might live. This we may, in all propriety
do. But, in a larger sense, we can not
dedicate—we can not consecrate—we can
not hallow, this ground—The brave men,
living and dead, who struggled here, have
hallowed it, far above our poor power to
add or detract. The world will little note,
nor long remember what we say here;
while it can never forget what they did
here.
Now we are engaged in a great civil war,
testing whether that nation, or any nation,
so conceived, and so dedicated, can long
endure. We are met here on a great
battlefield of that war. We have come to
dedicate a portion of it as a final resting
place for those who here gave their lives
that that nation might live. It is altogether
fitting and proper that we should do
this.
It is rather for us, the living, we here be
dedicated to the great task remaining
before us —that, from these honored dead
we take increased devotion to that cause
for which they here, gave the last full
measure of devotion—that we here highly
resolve these dead shall not have died in
vain; that the nation, shall have a new
birth of freedom, and that government of
the people by the people for the people,
shall not perish from the earth.
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But in a larger sense we can not
dedicate—we can not consecrate—we can
not hallow this ground. The brave men,
living and dead, who struggled, here, have
consecrated it far above our poor power
to add or detract. The world will little note,
nor long remember, what we say here, but
can never forget what they did here. It is
for us, the living, rather to be dedicated
here to the unfinished work which they
have, thus far, so nobly carried on. It is
rather for us to be here dedicated to the
great task remaining before us—that from
these honored dead we take increased
devotion to that cause for which they here
gave the last full measure of devotion—
that we here highly resolve that these
dead shall not have died in vain; that this
nation shall have a new birth of freedom;
and that this government of the people, by
the people, for the people, shall not perish
from the earth.
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Progression of Text-Dependent Questions
Whole
Opinions, Arguments, Intertextual Connections
Across texts
Inferences
Entire texts
Author’s Purpose
Segments
Vocabulary & Text Structures
Paragraph
Sentence
Key Details
Word
General Understanding
Part
Source: Frey, N. & Fisher, D. Common core language arts in a PLC
at work. Bloomington, IN: Solution Tree.
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Resources for the
Classroom
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Enduring Constitutional Issues
The four major themes of Civics and Government are:
• An individual’s rights versus the good of the community
• Separation of powers
• Checks and Balances
• States’ rights versus federal power.
Although there are many four major themes of enduring issues, the following may assist you in
teaching some of the big ideas of these themes.
#1 - National Power – Limits and Potential
The Constitution created a "limited government" with clearly delegated powers, however over
time federal power has grown to include a greater amount of implied as well as "necessary and
proper" powers.
● Has the national government become too powerful?
● Do the limits placed on the national government make it incapable of dealing with the
problems of the modern age?
● What are examples of this principle as a recurring theme in U. S. history?
#2 – Federalism – Balance Between Nation and State
The Constitution attempts a balance of power between the federal government and those of the
states. Over time the federal government has grown to meet the demands of a more complex
society, how do we preserve the balance of federalism while meeting these demands?
● Is the power still balanced, or has it tilted to the federal government?
● Has the shift to the federal government become greater since the New Deal, or did
Reagan’s New Federalism reverse this trend?
● What are examples of this principle as a recurring theme in U. S. history
#3 – The Judiciary – Interpreter of Constitution or Shaper of Public Policy
As interpreter of the Constitution and its changing meaning over time, the Judicial Branch has a
unique power to shape the Constitution and its protections in order to adapt to the changing
needs and challenges of society.
● By acting when Congress has not acted, or by reversing congressional actions to favor
the states, have the courts become lawmakers instead of law interpreters?
● If the courts did not have the power to shape public policy, would the Bill of Rights and
democracy itself be endangered?
● What are examples of this principle as a recurring theme in U. S. history?
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#4 – Civil Liberties – Government Power and Individual Rights
An on-going discussion in American history has been the delicate balance between the civil
rights of the individual with the security, welfare and needs of American society as a whole.
● What are the rights of the individual?
● Should government protect and/or extend the rights of the individual?
● Should government decide where the balance should be between individual and societal
rights?
● What are examples of this principle as a recurring theme in U. S. history?
#5 – Crime and Rights of the Accused
The Constitution (in the Bill of Rights) very specifically details the rights of the accused and the
limits on the government in prosecuting accusations. At the same time we have struggled to
balance the rights of the accused with the general welfare of the nation and the rights of the
victim.
● Are those rights easily defined?
● What are the rights of a victim of a crime?
● When do the rights of the accused interfere with society’s ability to maintain law and
order?
● What are examples of this principle as a recurring theme in U. S. history?
#6 – Equality as a Constitutional Issue
The Constitution does not outline the specific ways in which equality is to be defined, be it
social, economic or political. As the nation has progressed, reinterpretations of the Constitution
have helped to better define the meanings of "equality".
● According to the Constitution, who is equal: men and women? All races? Rich and Poor?
Young and Old?
● Has the Constitution expanded equality?
● Has equality been achieved?
● How are people equal: equal in opportunity? Before the law? In entitlements?
● What are examples of this principle as a recurring theme in U. S. history?
#7 – Rights of Women
The Constitution does not specifically address the rights and status of women, save for the 19th
amendment. However, in the recent past Constitutional protections assumed for men have been
extended to fully include women as well.
● What is the historic and present meaning of equality for women as a constitutional
issue?
● How were these rights changes achieved?
● Are federal laws and court rulings sufficiently protective of the rights of women?
● Was there a need for the defeated Equal Rights Amendment?
● What are examples of this principle as a recurring theme in U. S. history?
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#8 – Rights of Minorities
The Constitution has in many ways failed to protect the rights of ethnic and racial minorities;
however, in recent history there has been a greater push to extend Constitutional protections to
a greater number of groups.
● Has the Constitution protected the rights of ethnic and racial minority groups?
● Has the Constitution protected the rights of economically powerful groups better than
those of minority groups?
● Are the gains that minorities have made secure, or do such groups need more protection
of their rights?
● How do we balance minority rights and rule by a majority?
● What are examples of this principle as a recurring theme in U. S. history?
#9 – Presidential Wartime and Foreign Affairs
Presidential power has increased as the nation as grown and expanded, reaching their peak
during times of war and national emergency.
● Does the President have too much power, particularly since the Civil War?
● Are broad presidential powers necessary to conduct war and foreign affairs?
● What are examples of this principle as a recurring theme in U. S. history?
#10 – Separation of Powers
The Constitution set up three branches of government, each with specific and unique powers,
as well as system of checks and balances designed to limit those powers.
● Has the system of separation of powers and of checks and balances been effective in
preventing dominance by one branch?
● Is this system necessary, or has it resulted in a badly run government that is slow to
respond to the needs of the people and the nation?
● What are examples of this principle as a recurring theme in U. S. history?
#11 – Representation
The Constitution provides for voting rights, which have been expanded over time to include a
greater amount of the population. The growth of political parties also has aided in the growth of
representation in government.
● Has the federal government become more or less representative of “we the people?”
● What are examples of this principle as a recurring theme in U. S. history?
#12 – Property Rights and Economic Policy
The government provides for the general welfare and protects the rights of the people to own
property and exercise economic freedom.
● Has government balanced its two roles as the promoter of capitalism and free enterprise
and as the protector of the public from the abuses of business?
● What are examples of this principle as a recurring theme in U. S. history?
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#13 – Constitutional Change and Flexibility
The Constitution is considered a "living document" with the ability to amend and be reinterpreted
to meet changing times due to certain provisions built into it such as the necessary and proper
clause and the interstate commerce clause.
● Has the Constitution proven adaptable to changing times?
● Should the Constitution be easier to change?
● Has the amendment process, combined with judicial interpretation and the implied
powers of the executive and legislative branches, kept the Constitution able to meet the
challenges of the modern world?
● What are examples of this principle as a recurring theme in U. S. history?
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Using Primary Sources
Primary sources are the raw materials of history — original documents and objects which were
created at the time under study. They are different from secondary sources, accounts or
interpretations of events created by someone without firsthand experience.
Examining primary sources gives students a powerful sense of history and the complexity of the
past. Helping students analyze primary sources can also guide them toward higher-order
thinking and better critical thinking and analysis skills.
Before you begin:
Choose at least two or three primary sources that support the learning objectives and are
accessible to students.
Consider how students can compare these items to other primary and secondary sources.
Identify an analysis tool or guiding questions that students will use to analyze the primary
sources
1. Engage students with primary sources.
Draw on students’ prior knowledge of the topic.
 Ask students to closely observe each primary source.
 Who created this primary source?
 When was it created?
 Where does your eye go first?
Help students see key details.
 What do you see that you didn’t expect?
 What powerful words and ideas are expressed?
Encourage students to think about their personal response to the source.
 What feelings and thoughts does the primary source trigger in you?
 What questions does it raise?
2. Promote student inquiry.
Encourage students to speculate about each source, its creator, and its context.
 What was happening during this time period?
 What was the creator’s purpose in making this primary source?
 What does the creator do to get his or her point across?
 What was this primary source’s audience?
 What biases or stereotypes do you see?
Ask if this source agrees with other primary sources, or with what the students already know.
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Ask students to test their assumptions about the past.
Ask students to find other primary or secondary sources that offer support or contradiction.
3. Assess how students apply critical thinking and analysis skills to primary sources.
Have students summarize what they’ve learned.
Ask for reasons and specific evidence to support their conclusions.
Help students identify questions for further investigation, and develop strategies for how they
might answer them.
Using Primary Sources. Library of Congress.
http://www.loc.gov/teachers/usingprimarysources/index.html
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Analyzing Primary Sources: Observe, Reflect, Question
Guide students with the sample questions as they respond to the primary source. Encourage them
to go back and forth between the columns; there is no correct order.
Observe
Ask students to identify and
note details.
Reflect
Encourage students to
generate and test hypotheses
about the source.
Question
Invite students to ask questions
that lead to more observations
and reflections.
Sample Questions:
Sample Questions:
Sample Questions:







What do you notice first?
Find something small but
interesting.
What do you notice that you
didn’t expect?
What do you notice that you
can’t explain?
What do you notice that you
didn’t earlier?







Where do you think this
came from?
Why do you think
somebody made this?
What do you think was
happening when this was
made?
Who do you think was the
audience for this item?
What tool was used to
create this?
Why do you think this item
is so important?
If somebody made this
today, what would be
different?
What can you learn from
examining this?


What do you wonder
about . . . • who? • what? •
when? • where? • why? •
how?
What claims does the
author make?
What evidence does the
author use to support these
claims?
Further Investigation
Help students to identify questions appropriate for further investigation, and to develop a research
strategy for finding answers.
Sample Question: What more do you want to know, and how can you find out?
Sample Follow-Up Activity Ideas
Beginning: Have students compare two related primary source items.
Intermediate: Have students expand or alter textbook explanations of history based on primary
sources they study.
Advanced: Ask students to consider how a series of primary sources support or challenge
information and understanding on a particular topic. Have students refine or revise conclusions
based on their study of each subsequent primary source.
From the Library of Congress
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Primary Source Analysis Tool: Observe, Reflect, Question
Use this tool to record your responses to a primary source. If you need guidance, use the
sample questions. Feel free to go back and forth between the columns; there is no correct
order.
Observe
Reflect
Question
Further Investigation
Library of Congress http://www.loc.gov/teachers/primary-source-analysis-tool/
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Primary Sources: Looking for the Answer in the Constitution
Objectives and Standards
Students will:



Explore the basic ideas of the U.S. Constitution and Amendments through a scavenger hunt
Determine central ideas in a primary source document
Interpret meaning from complex text
Materials
 Copies of the U. S. Constitution and the Amendments
 Copies of the Let’s Find the Answer Scavenger Hunt Activity
Instructional Plan
Overview
In this lesson, students will explore basic ideas of an important primary source – The U.S
Constitution. Primary sources are the raw materials of history — original documents and objects
which were created at the time. They are different from secondary sources, accounts or
interpretations of events created by someone without firsthand experience.
Examining primary sources gives students a powerful sense of history and the complexity of the
past. Helping students analyze primary sources can also guide them toward higher-order thinking
and better critical thinking and analysis skills.
Process
Introduce the lesson by writing the phrase “primary source” on the board. Have students work
together to create a definition of a primary source. Students should include that a primary source is
an original record of the political, economic, artistic, scientific, social and intellectual thoughts and
achievements of a specific historical period. A primary source is one that has been created by
firsthand witnesses of an event. Have students brainstorm specific examples of primary documents.
Answers may include: the Constitution, speeches, photographs of a certain period of time, diaries,
legal agreements, treaties, laws, etc.
Show students a copy of the U.S. Constitution. Explore what students remember about the U.S
Constitution. Reinforce that the Constitution is the highest law in our land and explains how our
whole government works and lists the basic freedoms that all Americans enjoy. Discuss that
although the Constitution was written more than 200 years ago, it is still very important in our lives
today.
Explain that the Constitution is divided into several sections:

The first part, the Preamble, explains who is writing the Constitution and why.

The second part, which is composed of seven Articles, explains how our government works.
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
The third part is a list of amendments, or additions to the Constitution. These additions, or
amendments, name the rights or freedoms that Americans have..
Challenge your students to name the first 10 amendments, known as the Bill of Rights.
Discuss that because the Constitution is the supreme law of the land and was written over 200 years
ago, reading the various sections is often viewed as difficult. Explain that although students will not
need to know everything there is to know about the Constitution, it is important to understand the
“big ideas.”
Divide the class into small groups of 4 – 5 students. Provide each group with a copy of the
Constitution, including the Amendments, as well a copy of the Let’s Find the Answer Scavenger
Hunt Activity.
Websites that include copies of the Constitution and Amendments to download include:
 http://www.archives.gov/exhibits/charters/constitution_transcript.html
 http://constitutionus.com/
 http://www.gpo.gov/fdsys/pkg/CDOC-110hdoc50/pdf/CDOC-110hdoc50.pdf
 http://www.usconstitution.net/const.pdf
Tell students that today, they will be competing with the other groups in the class to see if they can
find the correct answer to each of the questions on the scavenger hunt. Share with students that
answers need to be complete and accurate.
Note: Dependent on the time frame of the class, you may wish to shorten the scavenger hunt or
have students only complete a specific section, such as only the Amendments.
Sample Debriefing Questions
 Who created the U. S. Constitution?
 When was it written? What was happening during the different time periods?
 When looking at the Constitution and the Amendments, what did you notice about the style
of writing?
 What did you see that you didn’t expect?
 What are some of the powerful words and ideas expressed?
 What is one thing that you learned by completing the scavenger hunt on the Constitution?
 What big ideas of the Constitution are important to you in your daily life?
Assessments/Extensions
1. Provide students with a copy of the Bill of Rights. Have students create a chart or poster in which
they identify the “big idea” of each of the amendments. Example: 1st Amendment – freedom of
speech, religion, press, assembly, petition.
2. Divide the class into small groups. Provide each group with a small section of the Constitution.
Have each group closely read their section and create a one-sentence summary of the big ideas
of the section. Next have each group identify how their assigned section impacts them in their
daily lives. Have each group share their ideas and their written summary with the group.
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U. S. Constitution Scavenger Hunt
Preamble
The Preamble was written to declare a purpose of this Constitution (to form a more perfect
union) by promoting fairness (justice), peace (domestic tranquility), safety (common defense),
well-being (general welfare), and freedom (blessings of liberty) for Americans both then and in
the future (posterity).
Article I – The Legislative Branch
This section focuses on the responsibilities and limitations of the Legislative Branch, often
referred to as Congress.
8. The two parts of Congress are the ________________________ and the
_______________________.
9. Members of the House of Representatives are elected to ____________-year terms.
10. In order to be eligible for the House of Representatives, candidates must be _________
years old, a citizen of the U.S. for __________ years, and live in the state they plan to
represent.
11. The number of Representatives allotted to each state is determined by
________________________.
12. How is the Speaker of the House chosen?
________________________________________________.
13. Members of the Senate are elected to __________-year terms.
14. The number of Senators is ____________ per state.
15. In order to be eligible for the Senate, candidates must be ____________ years old, a citizen
of the U.S. for ___________ years, and live in the state they plan to represent.
16. Who is the President of the Senate? __________________________________. When is
the only time this person can vote on bills?
________________________________________________________________.
17. At minimum, how often must Congress meet?
_______________________________________.
18. Are Senators and Representatives paid for their work? ________________________ (Yes
or No)
19. All money/revenue bills must originate in the
_______________________________________________ .
20. Before bills can be signed into law by _________________________, they must pass both
the House and the Senate.
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21. Even if a bill is vetoed/sent back to Congress by the President, the bill can still become law
with a _____________ (fraction) vote for it in both the House and the Senate.
22. True/False: Votes by members of Congress are secret and not recorded individually.
________.
23. True/False: Congress has the power to raise armies and declare war. ________________.
24. True/False: Congress has the power to collect taxes and print money. ________________.
25. True/False: Congress has the power to select Supreme Court judges. ________________.
26. True/False: Congress has the power to regulate trade with other countries.
________________.
27. True/False: Congress has the power to make treaties with other countries.
_________________.
Article II – The Executive Branch
This section focuses on the responsibilities and limitations of the Executive Branch and its
leader, the President.
28. The President is elected to a _________-year term. This term may be repeated one time.
29. The President is directly elected by a body of electors. How many electors are allotted to
each state?
________________________________________________________________________.
30. In order to be elected President, a candidate must be _________ years old, be a
_______________________________ citizen, and have lived in the U.S. for _________
years.
31. True or False: The President is paid for his service. _______________
32. Name 5 powers of the President.
_____________________________________________________.
33. What is the purpose of the President's “State of the Union”?
_______________________________.
34. The President and the Vice-President can both be removed from their positions in office if
convicted of treason, bribery, or other high crimes and misdemeanors. This process is
known as ______________________________.
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Article III – The Judicial Branch
This section focuses on the responsibilities and limitations of the Judicial Branch, the court
system.
35. Congress has established both a ______________ Court and _________________
Courts.
36. Name 5 types of cases that are tried by the Judicial Branch.
________________________________________________________________________
________________________________________________________________________.
37. In most cases aside from trials involving public officials and states, the Supreme Court has
_______________________ jurisdiction. This concept comes from the word "appeal" and
means that the cases have to be started elsewhere first and been re-tried in other lower
courts before making it to the Supreme Court.
38. True or False: Judges are paid for their service and may remain on the court until they can
no longer serve. ___________________.
Article IV, V, VI, VII – The States, Amendments, Oaths, and Ratification
These sections lay out instructions of how the federal/national government and state
governments interact, how changes can be made to the Constitution, expectations of public
officials, and how the Constitution is approved.
39. All state laws, records, and court decisions that are made in one state are also in effect in
all other states. This is known as "Full _______________ and _______________".
Example: If you were married in Florida, you are still considered married if you move to
North Carolina.
40. Yes/No: Can a person who is charged with a crime in one state and flees to another state
be sent back to the state where he/she is charged with the crime? ________________ .
41. If Congress desires to propose a change to the Constitution, called an amendment, what
percentage of each part of Congress must propose the change? _________________ .
42. What percentage of states must ratify/approve of an amendment for it to be added to the
Constitution? __________________.
Amendments
An Amendment is a change or addition to a document. The First Ten Amendments were added
to the Constitution at the direction of the very first Congress in 1789, though they were not
official law until 1791. They were added because many people believed the Constitution did not
adequately protect them from the government's power.
43. The first ten amendments are called _____________________.
44. Which amendment gives 18 year olds the right to vote? ___________________________.
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45. The First Amendment guarantees freedom of _______________, __________________,
______________, _______________, ________________________.
46. This amendment protects citizens from searches without a warrant.
________________________.
47. What basic protection does the 6th Amendment provide citizens?
__________________________.
48. Who gained the right to vote from the 19th Amendment?
________________________________.
49. Amendment ______ says citizens should not be denied the right to vote based on race.
50. What does the 10th Amendment say about rights or powers that are not given to the federal
government? ____________________.
51. How does the 22nd Amendment affect the President of the United States?
________________________.
52. Which amendment allowed the U.S. Government to implement income tax?
__________________.
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U. S. Constitution Scavenger Hunt – Answer Key
1. Senate and House of Representatives
2. Two year terms
3. 25 years old and a U.S. citizen for 7 years
4. Population
5. Speaker of the House is chosen by the members of the House of Representatives
6. Six year terms
7. Two senators per state
8. 30 years old and a U.S. citizen for 9 years
9. The Vice-President and he/she can only vote if there is a tie (he/she is tie-breaking vote)
10. Once per year
11. Yes
12. House
13. The President
14. Two-thirds (2/3)
15. False
16. True
17. True
18. False
19. True
20. False
21. Four
22. It is based on population = # of representatives + two senators
23. 35 years old, a natural-born citizen (born in U.S.), and resident of U.S. for 14 years
24. True
25. Answers will vary, but can include: Commander in Chief of the Military, grant pardons, make
treaties with consent of Senate, nominate ambassadors and public officials, nominate
Supreme Court judges, fill Congressional vacancies, give State of the Union speech, call
special sessions of Congress, etc.
26. To provide information and to recommend items of consideration to Congress
27. Impeachment
28. Supreme Court and Inferior (or Lower) Courts. Note: Inferior courts can be district courts
and/or Courts of Appeal
29. Answers will vary, but can include: Constitutional issues, trials of Ambassadors or other
Public officials, cases of maritime/sea jurisdiction, cases between states, cases between a
state and a citizen, cases between citizens of different states, cases between the U.S. and
foreign citizens, etc.
30. Appellate
31. True
32. Full Faith and Credit
33. Yes
34. Two-Thirds (2/3) approval in both the Senate and the House of Representatives
35. Three-Fourths (3/4) of state legislatures must approve the amendment
36. The Bill of Rights
37. 26th Amendment
38. Religion, Speech, Press, Assembly, Petition
39. Amendment 4
40. Jury Trial, Right to Confront and to Counsel, Speedy Trial
41. Women’s right to vote (women’s suffrage)
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42. Amendment 15
43. Reserves powers that are not given to the U.S. government under the Constitution, nor
prohibited to a State of the U.S., to the people and the States.
44. Limits the terms that an individual can be elected as president (at most two terms).
Individuals who have served over two years of someone else’s term may not be elected
more than once.
45. 16th Amendment
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It’s My Right! (or is it?)
Read the following synopsis of Tinker v. Des Moines. Pretend that you are the attorney for each
side. What arguments would you make to the Supreme Court? Document your ideas for each
side. Think about which side had the stronger case. You may wish to complete a search on the
Internet for information on this case and then return to the lesson to see the decision.
In December, 1965, a group of adults and students decided to publicize their opposition to the
Vietnam conflict by wearing black armbands during the holiday season and by fasting on
December 16 and New Year's Eve.
The principals of the Des Moines schools heard about the plan and, on December 14, adopted
a policy that forbade the wearing of an armband to school. Students who refused to remove
such armbands would be suspended until they complied.
On December 16, several students who knew about the regulation wore armbands to school.
They were: Paul Tinker, 8 years old and in the second grade, Hope Tinker, 11 years old and in
the fifth grade, Mary Beth Tinker, 13 years old and in junior high school, and Christopher
Eckhardt, a 15-year-old high school student. The following day, John Tinker, a 15-year-old high
school student, also wore his armband to school.
These students were suspended and were told not to return to school unless they removed their
armbands. They stayed away from school until after New Year's Day, when the planned period
for wearing the armbands had expired.
Several incidents took place on the day the students wore the armbands. There were comments
and warnings by other students, some poking fun at them and an older football player warned
other students they had better let the protestors alone.
The suspended students, through their fathers, filed a complaint with the United States District
Court, asking for an injunction ordering the school officials not to punish them. In addition, they
sought nominal damages—a small or token sum of money, usually $1.00, to show that legal
injury has been suffered by the students. The case was appealed to the Supreme Court.
Tinker (Students)
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30
Social Studies Resources from the World Wide Web
An Outline of American History. An overview of history and government developed as part of The
American Revolution—an HTML Project. http://www.let.rug.nl/usa/
Annenberg Classroom. Great course for civics education. http://www.annenbergclassroom.org
Digital History. An interactive, multimedia history of the United States from the Revolution to the
present. http://www.digitalhistory.uh.edu/
DocsTeach – This site includes links to primary sources, lesson plans, activity ideas, and template
to build your own lessons. http://docsteach.org/
Library of Congress. Classroom and professional development materials to help teachers
effectively use primary sources. To get started, try these quick starting points:
 Browse by Topic - Easy browsing for primary sources across all the digital collections of the
Library of Congress. http://www.loc.gov/topics/
 Primary Source Sets - Each set collects primary sources on a specific topic.
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/
 Using Primary Sources in the Classroom http://www.loc.gov/teachers/usingprimarysources/
50 Core Documents. Teaching American History. http://teachingamericanhistory.org/50docs/
Four Reads: Learning to Read Primary Documents. Take a step-by-step process for reading
primary documents. http://teachinghistory.org/teaching-materials/teaching-guides/25690
Lessons for Economics. Developed through the National Foundation for Teachers of
Economics, this site provides a variety of lessons for use in the classroom. http://www.fte.org/
National Archives and Records Administration. The website of the National Archives. All types of
educational units and copies of national documents are available from this governmental site.
http://www.archives.gov
National Geographic. This section of the National Geographic website has political, physical,
cultural, and weather maps to download for use in the classroom.
http://maps.nationalgeographic.com/maps
Newsela. A site with nonfiction articles available in 4-5 different Lexile Levels with many of them
providing a quiz that is aligned to a specific anchor standard. It is necessary to sign up for the free
account to see the different level of articles. https://newsela.com/
Our Documents. http://www.ourdocuments.gov/index.php?flash=true&
Reading Like a Historian. Stanford History Education Group. Information on how to teach students
to closely read primary sources. http://sheg.stanford.edu/?q=node/21
Roy Rosenzweig Center for History and New Media. The resources are a great addition for your
classroom. http://chnm.gmu.edu/teaching-and-learning/
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
Live Binders. http://www.livebinders.com/play/play/573792
Teaching History – National History Clearinghouse. This site has a lot of materials to assist in the
teaching of history. http://teachinghistory.org
The History Channel. The History Channel provides both historic and current topics, readings,
audio and video recordings, and lessons for the classroom. http://www.history.com/
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Civics Vocabulary Matching Game
The following game was developed by David J. Schmidt at the Adult Basic Skills Professional Development Center, Reich College of
Education, Appalachian State University.
For more activities in all content areas visit:
http://abspd.appstate.edu/teaching-resources
Direct Democracy
All eligible citizens in
an area make
decisions about
government. This was
used in ancient Athens
and influenced US
government.
Representative
Democracy
People elect others to
speak for them in
deciding how the
government should be
run.
Monarchy
A government ruled by
a king or queen who
may have absolute
authority or be limited
in power by a
Constitution.
Natural Rights
Philosophy
Everyone is born with
individual rights that
should not be taken
away. These rights
include life, liberty, and
property.
33
Parliamentary
Democracy
The people elect
representatives to a
legislature. The Prime
Minister, the leader of
the majority party in
the legislature, heads
the government.
Presidential Democracy
The people elect their
leader who heads the
executive branch.
There is a separate
legislative branch.
Constitutionalism
Government’s
authority comes from
and is limited by a set
of written laws.
Popular Sovereignty
The people, through
their elected
representatives, are
the source of political
power.
Consent of the
Governed
A government’s power
comes from the people
who agree to follow the
government.
Rule of Law
Everyone must obey
the law, even the
President of the United
States.
34
When ideas are in
conflict and there is a
vote, the side with the
most votes wins. Yet
the rights of the people
who believe differently
from the majority must
be protected.
In Brown v. Board of
Education, the
Supreme Court ruled
that “separate but
equal” schools that
separated racial
minorities were not
equal and must be
desegregated.
When President Nixon
tried to block the FBI
from investigating the
Watergate burglary, he
was almost impeached
and eventually
resigned.
Checks and Balances
One branch of
government is able to
limit the power of the
other branches.
The President vetoes a
law passed by
Congress. The
Supreme Court
declares that a law
passed by Congress
and signed by the
President is
unconstitutional.
Individual Rights
Separation of Powers
To limit each branch of
government’s powers,
the Constitution
divides power between
branches. For
example, the
legislature creates
laws but the executive
can veto them.
Congress creates the
laws, the President
enforces the law, and
the Supreme Court
says what the law
means.
Every person has
certain rights that the
government must
respect.
Majority Rule and
Minority Rights
35
Federalism
A written constitution
divides power between
a national government
and other
governments like
states and cities.
Executive Branch
Structure
This branch contains
the President, VicePresident, and 15
departments including
state, treasury,
defense, education,
and justice.
Legislative Branch
Structure
This branch contains
Congress which is
made up of the House
of Representatives and
the Senate.
Judicial Branch
Structure
This branch contains
the Supreme Court and
other federal courts
such as the US District
Courts, US Court of
Appeals, and US
Bankruptcy Courts.
The national
government can:
Powers of the Federal
Government
- print money
- declare war
- establish post offices
- create an army and
navy
State governments
can:
Powers of the State
Government
- create local
governments
- issue driver’s
licenses
- conduct elections
- regulate businesses
within their state
36
Shared Powers
between the Federal
and State Governments
Both the national and
state governments
can:
- collect taxes
- set up courts
- make laws
- borrow money
Legislative Branch
Authority
This branch of
government makes
laws.
Judicial Branch
Authority
This branch of
government interprets
the laws (says what
the law means).
Executive Branch
Authority
This branch of
government makes
sure that laws are
enforced (carried out).
Cabinet Secretaries
These people lead the
executive departments,
advise the President,
and include the
Secretary of State,
Secretary of Defense,
and Secretary of
Education.
Speaker of the House
of Representatives
This person presides
over the House of
Representatives and is
second in presidential
succession.
37
President of the United
States
This leader of the
executive branch’s job
is to make sure that
laws are carried out.
Vice President of the
United States
This executive branch
member is first in line
to the Presidency if the
President dies,
resigns, or is removed
from office and serves
as President of the
Senate.
US Department of
State
This executive
department oversees
the US’s relations with
countries all over the
world.
President Pro Tempore
of the Senate
This person presides
over the Senate and is
third in presidential
succession.
Chief Justice of the
Supreme Court
This person heads the
US federal court
system and is the chief
judge of the Supreme
Court.
Internal Revenue
Service (IRS)
Part of the Treasury
Department, this
government agency
collects taxes for the
US Government.
38
US Department of the
Treasury
This executive
department manages
money for the US
Government including
printing money, paying
the government’s bills,
and managing the
federal debt.
US Department of
Defense
This executive
department oversees
all government
functions relating to
national security and
the US Armed Forces
(Army, Navy, Air
Force, Marines)
Environmental
Protection Agency
(EPA)
This government
agency enforces laws
that safeguard natural
resources and air
quality across the
country.
US Department of
Justice
This executive
department makes
sure the law is
enforced and that all
Americans are treated
fairly.
Occupational Safety
and Health
Administration (OSHA)
This government
agency works to
prevent workplace
injuries.
Federal Deposit
Insurance Corporation
(FDIC)
This government
agency guarantees the
safety of people’s bank
deposits.
39
Bill of Rights
These principles of
freedom are the first
10 amendments to the
Constitution and
include the freedom of
speech, the right to
bear arms, and
protection against
unlawful searches.
First Amendment
People have the
freedom of speech,
press, religion,
assembly, and petition.
Second Amendment
People have the right
to bear arms (freedom
to own weapons).
Fifth Amendment
In criminal cases,
people cannot be held
for trial unless accused
of a crime, be a
witness against
yourself, be tried for
the same crime twice;
people cannot lose
their rights or property
without due process of
law.
Sixth Amendment
In a criminal trial,
people have the right
to a speedy trial, a
lawyer, and trial by
jury.
Seventh Amendment
People have the right
to a jury trial in cases
about money and
property (civil cases).
40
Fourth Amendment
Your property cannot
be searched or taken
without a good reason
or search warrant.
26th Amendment
Citizens 18 years of
age and older have the
right to vote in
elections.
Political Parties
An organization that
tries to influence and
direct government
policy. There are two
major ones in the US,
the Republicans and
Democrats.
People have the right
to reasonable bail and
to not have cruel
punishments.
Eighth Amendment
Held after primary
elections, voters
choose the one
candidate who will hold
office. For US
President, these are
held every four years in
early November.
General Election
In US presidential
elections, voters
choose members of
this who cast the
official votes for
President and VicePresident.
Electoral College
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Interest Groups
Primary Election
These organizations
work to promote
certain causes.
Mothers Against Drunk
Driving (MADD) is an
example as they try to
stop drunk driving and
protect its victims.
Candidates work to
influence people to
vote for them leading
up to primary and
general elections. Fund
raising and speeches
are a big part of this.
Political Campaign
An election that
narrows down the field
of candidates. For the
US Presidency, these
elections choose one
candidate from each
major party.
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