Grade 1

Social Studies

Unit: 02

Lesson: 01

Suggested Duration: 5 days

Grade 01 Social Studies Unit 02 Exemplar Lesson 01: Celebrating Freedom Week: The ConstitutionGrade 01 Social Studies Unit 02 Exemplar Lesson 01: Celebrating Freedom Week: The Constitution

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 implementingCSCOPE 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

This lesson helps meet the state and federal requirements for Celebrate Freedom Week and Constitution Day. In this lesson students are introduced to

the Constitution. They learn how it came into being and how it ensures our freedom. Students look back at the rules they wrote in Unit 1 and relate

those to the Constitution. They look at U.S. symbols and begin to learn about customs and celebrations.

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.

1.1 History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:

1.1A Describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day,

and Veterans Day.

1.1B Compare the observance of holidays and celebrations, past and present.

1.3 History. The student understands the concepts of time and chronology. The student is expected to:

1.3A Distinguish among past, present, and future.

1.11 Government. The student understands the purpose of rules and laws. The student is expected to:

1.11A Explain the purpose for rules and laws in the home, school, and community.

1.11B Identify rules and laws that establish order, provide security, and manage conflict.

1.13 Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other

individuals. The student is expected to:

1.13A Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and

others, responsibility in daily life, and participation in government by educating oneself about the issues,

respectfully holding public officials to their word, and voting.

1.13B Identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt who have exemplified good citizenship.

1.14 Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs

and principles and contribute to our national identity. The student is expected to:

1.14A Explain state and national patriotic symbols, including the United States and Texas flags, the Liberty Bell, the

Statue of Liberty, and the Alamo.

1.14B Recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag.

1.14C Identify anthems and mottoes of Texas and the United States.

1.14E Explain how patriotic customs and celebrations reflect American individualism and freedom.

1.14F Identify Constitution Day as a celebration of American freedom.

Social Studies Skills TEKS

1.18 Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to:

1.18A Express ideas orally based on knowledge and experiences.

1.18B Create and interpret visual and written material.

GETTING READY FOR INSTRUCTION

Performance Indicators

Last Updated 04/29/2013 page 1 of 20

Grade 01 Social Studies Unit 02 PI 01

Create part of a class mural depicting the American beliefs and principles reflected in the Constitution. Choose two of the symbols, customs, and celebrations included and

explain how they reflect American beliefs and principles.

Standard(s): 1.1A , 1.11B , 1.14E , 1.18A , 1.18B

ELPS ELPS.c.1E , ELPS.c.3E

Key Understandings

A country’s governing documents, symbols, customs, and celebrations reflect its beliefs and principles.

— Why do we have rules?

— What is the Constitution?

— Why do we have a Constitution

— How do we celebrate our founding documents such as the Constitution?

— What is important to our community, state, and nation?

— What are the symbols that represent these important ideals?

— What is freedom?

— What are some American symbols of freedom?

— How can our rules ensure our freedom?

— How do our documents, symbols, customs, and celebrations reflect our nation’s beliefs?

Vocabulary of Instruction

past

present

rules

Constitution

freedom

symbol

patriotic

Materials

children’s book about the ConstitutionChildren’s pictures books that teach about U.S. symbols and includes information about the Liberty Bell, the Statue of Liberty, and the AmericanFlag.

Conduct an internet search using the words: “The Pledge of Allegiance American Sign Language" to find resources to teach students how toperform the pledge in American Sign Language. Several videos are available as well as drawings of the individual signs.

drawing paper and drawing materials

list of classroom rules from Unit 1, Lesson 1

map of the United States showing outlines of states with Philadelphia marked

patriotic music, including "The Star Spangled Banner”pictures of celebrations

pictures of patriotic celebrations: parades, picnics, fireworks

pictures of the Liberty Bell, the Statue of Liberty, and the American Flag

Venn diagram

blank word web

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,

attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the

public website.

Teacher Resource: First page of the Constitution of the United States 10

Handout: Handout: The Constitution Cloze Activity (1 per student)

Teacher Resource: Sample Venn Diagram KEY

Teacher Resource: Fourth page of the Constitution of the United States

Handout: Good Citizen (optional, 1 per student)

Grade 1

Social Studies

Unit: 02

Lesson: 01

Suggested Duration: 5 days

Last Updated 04/29/2013 page 2 of 20

Teacher Resource: Pledge of Allegiance

Teacher Resource: Pledge of Allegiance in American Sign Language (Optional)

Handout: American Symbols & Celebrations Cards (1 set per group of 4)

Teacher Handout: American Symbols & Celebrations Cards KEY

Resources

Web resources:

The Scene at the Signing of the Constitution: http://teachingamericanhistory.org/convention/christy/

The Constitution, mural by Barry Faulkner: http://www.archives.gov/exhibits/charters/charters_mural_constitution_b.html

The Charters of Freedom at the National Archives: http://www.archives.gov/exhibits/charters

Many resources, including video clips, are available on the Internet by doing a search for such topics as Preamble, Constitution, or

Constitution Day.

Advance Preparation

1. Become familiar with content and procedures for the lesson, including the idea that, as a nation, we have a very specific set of rules, the Constitution, by which we run our

country.

2. Read and become familiar with background information regarding the Constitution.

3. Refer to the Instructional Focus Document for specific content to include in the lesson.

4. Preview materials and websites according to district guidelines, including sites to be used during "Center Time" to reinforce information gained.

5. Prepare materials and handouts as needed.

Print copies of the pages of the Constitution.

Prepare to display the painting The Scene at the Signing of the Constitution by Howard Chandler Christy.

Prepare to display the mural The Constitution by Barry Faulkner

Locate and prepare to show pictures of patriotic celebrations and symbols. These can be printed or shown as a power point or photo story.

Background Information

From the TEKS Introduction found at http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.html#113.12

(7) Students must demonstrate learning performance related to any federal and state mandates regarding classroom instruction. Although Grade 1 is not required to participate

in Celebrate Freedom Week, according to the TEC, §29.907, primary grades lay the foundation for subsequent learning. As a result, Grade 1 Texas essential knowledge and

skills include standards related to this patriotic observance.

During this Celebrate Freedom lesson, students review how rules in our families and schools establish order, provide security, and manage conflict. Students begin to relate

the concept of rules in our families and schools to rules for the country, which are laid out in the Constitution. By using the words of the Preamble: “We the People of the United

States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the

Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America” students see that the purposes of rules are

spelled out in this founding document (e.g., establish justice = establish order to make things fair for all; ensure domestic tranquility = manage conflict; provide for the common

defense = provide security). This also introduces characteristics of good citizenship, which will be further developed throughout the year. The lesson also builds skills and

understanding of concepts related to patriotic observance of Celebrate Freedom Week and includes recognition of the patriotic symbols of the nation, including the Liberty Bell,

Statue of Liberty, the American flag, and the Pledge of Allegiance.

Bill of Rights (paraphrased)

First Amendment – Congress can't make any law about your religion, or stop you from practicing your religion, or keep you from saying whatever you want, or publishing

whatever you want (like in a newspaper or a book), and Congress can't stop you from meeting peacefully for a demonstration to ask the government to change

something.

Second Amendment – Congress allows for the military to use weapons for our defense, and people have a right to have their own weapons to defend themselves

Third Amendment – You don't have to let soldiers live in your house, except if there is a war, and even then only if Congress has passed a law about it.

Fourth Amendment – Nobody can search your body, or your house, or your papers and things, unless they can prove to a judge that they have a good reason to think you

have committed a crime.

Fifth Amendment – You can't be tried for any serious crime without a Grand Jury meeting first to decide whether there's enough evidence for a trial. And if the jury decides

you are innocent, the government can't try again with another jury. You don't have to say anything at your trial. You can't be killed, or put in jail, or fined, unless you were

convicted of a crime by a jury. And the government can't take your house or your farm or anything that is yours, unless the government pays for it.

Sixth Amendment – If you are arrested, you have a right to have your trial pretty soon and the government can’t keep you in jail without allowing you to have a trial. The trial

has to be public, so everyone knows what is happening. The case has to be decided by a jury of ordinary people from your area. You have the right to know what you are

accused of, to see and hear the people who are witnesses against you, to have the government help you get witnesses on your side, and you have a lawyer help you.

Seventh amendment – You also have the right to a jury when it is a civil case (a case between two people rather than between you and the government.)

Eighth amendment – The government can impose only reasonable bail or fines, and the government can’t order you to have cruel or unusual punishments (like torture)

even if you are convicted of a crime.

Ninth Amendment – Just because these rights are listed in the Constitution doesn’t mean that you don’t have other rights, too.

Tenth Amendment – Anything that the Constitution doesn’t say that Congress can do should be left up to the states, or to the people.

-Text courtesy of Carr, K. (2012, January 25). Bill of rights. Retrieved from http://www.historyforkids.org/learn/northamerica/after1500/government/billofrights.htm

Constitution Day background:

In 1952, President Harry S. Truman signed a bill that moved celebration of “I Am an American Day” from the third Sunday in May to September 17 so that this holiday would

coincide with the signing of the U.S. Constitution in 1787. Congress renamed the holiday “Citizenship Day.” A joint resolution passed in 1956 requested the President to

proclaim the week beginning September 17 and ending September 23 each year as “Constitution Week.” Senator Robert C. Byrd (D­WV) entered an amendment to the

Consolidated Appropriations Act of 2005 that changed the name of the September 17 holiday to “Constitution Day and Citizenship Day.” The purpose of “Constitution Day and

Citizenship Day” is to honor and celebrate the privileges and responsibilities of U.S. citizenship for both native­born and naturalized citizens, while commemorating the

creation and signing of the supreme law of our land. The addition of the amendment, known as Public Law 108 - 477, requires all schools that receive federal funds hold an

Grade 1

Social Studies

Unit: 02

Lesson: 01

Suggested Duration: 5 days

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educational program for their students on September 17 of each year.

July 4th (Independence Day) celebrates the signing of the Declaration of Independence on July 4, 1776. It has been a federal holiday in the United States since 1941, but the

tradition of Independence Day celebrations goes back to the 18th century and the American Revolution (1775-83).

The United States Flag has 13 stripes. Seven are red and 6 are white. It also has 50 white stars on a blue background. The stripes represent the 13 original colonies. The 50

stars represent the 50 states in the U.S. The first U.S. flag was designed in 1777. The flag has been changed many times since then. New stars are added each time new

states join the union. The Pledge of Allegiance is a promise of loyalty to the United States. When we say the Pledge of Allegiance we stand and put our right hand over our

heart to show respect for the flag.

- Symbols of u.s. government:the flag. (2000). Retrieved from http://bensguide.gpo.gov/k-2/symbols/flag.html

The Liberty Bell has become the symbol of freedom in the United States. It rang when the Continental Congress signed the Declaration of Independence. The Bell was cast in

London, England in 1752. It is made mostly of copper and tin. After it arrived in the U.S., the Bell cracked. A new bell was made from the metal in the old one, but this one also

cracked. A third bell was built from the same metal, and now this one has a crack. too!

The last time the bell rang was on February 23, 1846 for George Washington's birthday celebration. Today, the Liberty Bell hangs in Philadelphia for all to see. The Statue of

Liberty is located in New York. The Statue of Liberty symbolizes freedom throughout the world. The Statue was actually a gift from the people of France. The Statue represents

a woman escaping the chains of tyranny. She holds a torch, which represents liberty. The Statue’s full name is Liberty Enlightening the World.

- Symbols of u.s. government: Liberty bell. (2000). Retrieved from http://bensguide.gpo.gov/k-2/symbols/libertybell.html

Francis Scott Key wrote “The Star Spangled Banner.” He was born in Frederick County, Maryland on August 1, 1780 and died in Baltimore on January 11, 1843. He was the

son of John Ross Key, a Revolutionary officer. He became a lawyer. When the British invaded Washington in 1814, Francis Scott Key learned that his friend had been taken

prisoner by the British soldiers. Key went to help obtain the release of his friend when a battle ensued at Fort McHenry. Key waited all night, watching the flag by the glare of the

battle. The firing stopped and in the darkness he wondered whose flag would be flying over the fort. As the daylight appeared he could see the United State flag waving over

Fort McHenry. He was inspired by what he saw and began writing the words we know today as “The Star Spangled Banner.”

- Francis scott key. (2000). Retrieved from http://www.francisscottkey.org/

Freedom – the absence of necessity, coercion, or constraint in choice or action, the state of being free, such as the power to do what you want to do; the ability to move or act

freely; a political right.

Constitution – the basic principles and laws of a nation, state, or social group that determine the powers and duties of the government and guarantee certain rights to the

people in it.

Principle – a basic truth, law, or assumption; a basic or essential quality or element determining intrinsic nature or characteristic behavior

Citizenship– to be an official member of a politically defined region, natural born or naturalized; the character of an individual viewed as a member of society; behavior in terms

of the duties, obligations, and functions of a citizen.

Definitions courtesy of Social Studies Center [defunct]. (2000). Glossary. Austin: Texas Education Agency.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Review classroom rules from Unit 1, Lesson 1

Notes for Teacher

NOTE: 1 Day = 30 minutes

Suggested Day 1 - 5 minutes

1. Draw student attention to the list of classroom rules. Ask questions such as:

Do you remember writing these rules? (yes, earlier this school year)

Why did we write classroom rules? (so we could be safe and learn at school)

Have the classroom rules helped us stay safe?

Have the classroom rules provided order?

How have our classroom rules allowed us to learn? (we follow the rules so

that everyone has an opportunity to listen to the teacher, take turns participating

in activities, and know we will be safe as we go through our day)

Materials:

List of classroom rules from Unit 1, Lesson 1

Purpose:

This section of the lesson is to remind students of the classroom

rules created at the beginning of the year and to focus on the need

for rules and the benefit that rules provide for our classroom

community.

TEKS: 1.11AB

EXPLORE – The story of the Constitution Suggested Day 1 (cont’d) ­ 15 minutes

1. Lead students to understand that, just like the lists of rules we have at home and at

school, there is a list of rules for our entire country. Those rules are laid out in a

document called the Constitution.

2. Project or display the first page of the Constitution (Teacher Resource: First page

of the Constitution of the United States).

3. Facilitate a brief discussion about what students see.

4. Point to and read the Preamble: “We the People of the United States, in order toform a more perfect Union, establish Justice, insure domestic Tranquility, provide for

the common defence, (sic) promote the general Welfare, and secure the Blessings of

Liberty to ourselves and our Posterity, do ordain and establish this Constitution for

the United States of America.”

5. Explain the meaning of the statement, including new vocabulary such as:

establish justice - establish order to make things fair for all

domestic tranquility – manage conflict or argumentscommon defense – provide security or to keep all people safegeneral welfare – the well­being or safety and security of all peopleliberty – the power to do or choose what you want to as individualsposterity – people in the future; the children and grandchildren of the Framers

Materials:

children’s book about the Constitutionmap of the United States showing outlines of states

with Philadelphia marked

Attachments:

Teacher Resource: First page of the

Constitution of the United States

Purpose:

The purpose of this section is to introduce the Constitution to

students by relating it to something they know, the rules of the

classroom.

TEKS: 1.1A; 1.3A; 1.11AB; 1.13B; 1.14F

Instructional Note

It is important to help students understand that our laws provide

order and justice in our country while protecting our rights as

individuals.

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Social Studies

Unit: 02

Lesson: 01

Suggested Duration: 5 days

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6. “Translate” the Preamble for students. The Preamble basically says that we are goingto make a better place to live by making sure people can live safely and in peace. In

order to make sure we and our children are safe, we are going to set up these rules.

7. Read the Preamble again.

8. To explain how the Constitution came into being, use words such:

The Constitution of the United States of America sets forth the nation's

fundamental laws. It establishes the national government and defines the

rights and liberties of the American people.

The Constitution is the highest set of rules or law in the United States of

America. The Constitution tells how the government of our country works.

It was written in 1787, over 200 years ago! (Help students understand that

this is the past – a distant past.)A group of men met and decided that things needed to work better in our

country. This group of men is called the Framers of the Constitution.

9. Use children’s books, if available, to help with these explanations.

EXPLAIN – Cloze Activity Suggested Day 1 - 10 minutes

1. Students demonstrate their understanding of the Constitution by completing the

Handout: Constitution Cloze Activity.

2. Read text to students as they read/recite along.

3. Read aloud the words in the word bank.

4. After students have completed the activity independently, have them compare

answers with a partner.

Attachments:

Handout: The Constitution Cloze Activity

ENGAGE – Compare the Constitution to classroom rules Suggested Day 2 - 5 minutes

1. Say:

Yesterday we learned about the Constitution for our country.

2. Draw a Venn diagram (on the board or chart paper) and prepare to fill it in as

students answer questions such as those below.

How are our classroom rules like the Constitution?

Who were the Framers of our classroom rules?

Who were the Framers of the Constitution?

When were our classroom rules written?

When was the Constitution written?

What are the similarities of the Constitution and the classroom rules?

3. Post the completed Venn diagram in the classroom.

Materials:

Venn diagram

Attachment:

Teacher Resource: Sample Venn Diagram KEY

Purpose:

The purpose of this section is to review information on the

Constitution presented on Day 1, and help students see similarities

and differences between the classroom rules and the Constitution.

Instructional Note:

Related questions could include:

Why do we have rules?

What is the Constitution?

Why do we have a Constitution?

EXPLORE - Visual Analysis Suggested Day 2 (cont’d) ­ 13 minutes

1. Project or display the painting “Scene at the Signing of theConstitution of the United States” by Howard ChandlerChristy.

2. Ask:

What do you see in this image?

3. Through a visual analysis process, guide students to notice

setting, clothing, hair styles, etc. so they understand that this

happened in the distant past.

4. Point out important figures in the painting (Washington,

Franklin, Jefferson, etc.)

5. Continue the story of the Constitution using word such as:

Materials:

The Scene at the Signing of the Constitution, by Howard Chandler Christy

[http://teachingamericanhistory.org/convention/christy/

The Constitution, by Barry Faulkner

[http://www.archives.gov/exhibits/charters/charters_mural_constitution_b.html

children’s book about the Constitutionmap of the United States showing outlines of states with Philadelphia marked

Attachments:

Teacher Resource: Fourth page of the Constitution of the United

States

Handout: Good Citizens

Purpose:

Grade 1

Social Studies

Unit: 02

Lesson: 01

Suggested Duration: 5 days

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The Framers met and talked about the country and

how to make it better by creating rules or laws. They

had some disagreements because they each had

different ideas, but they agreed on many things and

worked out compromises.

They all wanted to make sure that citizens of the

United States were treated fairly and were

respected.

After much discussion they finally agreed on what

the Constitution should say.

When they finished writing the Constitution, they

signed their names to show they were the authors.

The Framers of the Constitution demonstrated good

citizenship by helping the United States establish

laws.

6. Display the 4th page of the Constitution with the signatures.

(If desired, use the Teacher Resource: Fourth page of the

Constitution of the United States.)

7. Facilitate a brief discussion to allow students to share what

they see, ask questions, etc.

8. Show a picture of the Framers, such as the mural, “TheConstitution,” by Barry Faulkner, which is in the NationalArchives. Students may recognize some figures from the

earlier picture. Point out important figures.

9. Show the map of the United States.

10. Say:

In Philadelphia, Pennsylvania, on September 17,

1787, the Framers of the Constitution signed the

Constitution that set the rules for our country and

ensured our freedom.

11. Summarize learning by guiding students to draw conclusions

about our country, the Constitution, and all of the events that

happened at that time. Write student conclusion on chart

paper for later reference. Possible topics students might

mention include: the decision to write the Constitution, the

people who participated, the disagreements the Framers had

as they worked.

12. Use children’s books, if available, to help with theseexplanations.

The purpose of this section is to use a painting or visual image to enhance students’

understanding of the signing of the Constitution.

TEKS: 1.1A; 1.3A; 1.11AB; 1.13B; 1.14F

Instructional Note

It is important to help students understand that our laws provide order and justice in our country

while protecting our rights as individuals.

EXPLAIN – Demonstrate understanding – The Constitution Suggested Day 2 (cont’d) ­ 12 minutes

1. Distribute drawing paper so students can make the first page of a year-long book on

good citizens. (Or use the Handout: Good Citizen.)

2. Students draw a picture depicting a signer of the Constitution, then write/dictate one

sentence or more describing the picture, including at least one fact they learned

about the Constitution.

3. Students share their picture with 2 or more partners.

4. Teacher circulates among the students while they are sharing and asks students to

describe their illustration.

Materials:

Drawing paper and drawing materials

Attachments:

Handout: Good Citizen (optional, 1 per student)

Purpose:

The purpose of this section is to help the teacher determine if

students have a basic understanding of the Constitution.

TEKS: 1.1AB; 1.3A; 1.11AB; 1.13AB; 1.14ABCEF

Instructional Note:

To provide additional background information that could be made

available during Center Time or other classroom time, conduct an

internet search to access the preamble set to music, appropriate

video clips, etc.

ENGAGE – Introduction to Celebrations Suggested Day 3 - 5 minutes

1. Show pictures of patriotic celebrations, parades, pictures, fireworks while playing

patriotic music.

2. Students describe what they see in the pictures and how the music makes them feel.

Materials:

Pictures of patriotic celebrations: parades, picnics,

fireworks.

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3. Guide students to use words or phrases, such as: proud to be an American, happy

to live in the United States of America, thankful for our freedom, etc.

4. Continue the discussion giving students an opportunity to tell about a time when they

attended a patriotic celebration. Encourage use of academic language and

references to symbols and traditions related to those celebrations.

Patriotic music

Purpose:

The purpose of this section is to introduce the concept of patriotic

celebrations and to share examples with pictures and music.

TEKS: 1.1A

Instructional Note:

For pictures of patriotic celebrations and patriotic music, an internet

search could be conducted

EXPLORE – Celebrations Suggested Day 3 (cont’d) ­ 13 minutes

1. Continue explaining the story of the Constitution.

People celebrate what is important to them.

One of the customs of the United States of America is to celebrate our

country and the freedom and privileges we enjoy as citizens

Each year we celebrate the Fourth of July, also known as Independence

Day, because that is the day the colonies declared their independence

(from England). It was at that time that we were free and could make our

own laws.

Once we had our independence, our Founding Fathers (the Framers)

wrote the Constitution to give us a set of rules to live by.

After the colonies ratified the Constitution and agreed to follow the rules

it set out, they celebrated it.

On the Fourth of July of that year, the United States celebrated

Independence Day and the newly ratified Constitution.

Today we mark Celebrate Freedom Week during the week of September

17th because that is when the Constitution was signed. It was at that time

that the people of our country set up our government and rules.

“The Star Spangled Banner” is our national anthem. It is played and/orsung at many patriotic celebrations. It was written by Francis Scott Key,

after he watched a famous battle being fought one night. When the battle

was over and the sun started to rise, Francis Scott Key saw the American

flag still flying. He was so happy to see the flag; he was inspired to write a

poem that we know as “The Star Spangled Banner.”

2. Ask:

What makes a celebration? What are some ways we celebrate the Fourth

of July? (fireworks, picnics, parades, playing music, displaying red, white, and

blue banners and other decorations, spending time with friends or family usually

cooking and/or eating)

3. Read a children’s book that describes patriotic celebrations.

Materials:

pictures of patriotic celebrations: parades, picnics,

fireworks.

patriotic music, including "The Star Spangled

Banner”children’s book about the Constitution

Purpose:

The purpose of this section is to introduce the concept of patriotic

celebrations and to share examples with pictures and music.

TEKS: 1.1AB; 1.3A; 1.11AB; 1.13AB; 1.14ABCEF

Instructional Note:

For pictures of patriotic celebrations and patriotic music, an internet

search could be conducted.

EXPLAIN Suggested Day 3 (cont’d) ­ 12 minutes

1. Display a word web with the words “Patriotic Celebrations” in the center.

2. Say:

We are going to use this organizer to show what we have learned about

patriotic celebrations.

3. With students sitting in groups of 2-4, ask questions that students discuss. After

giving time for discussion, ask for volunteers to help fill in the word web. Questions

could include:

Why do we celebrate? (To honor our country and the freedom we enjoy, to

remember those who helped create our country and those who fought in wars for

our freedom)

What are some patriotic holidays we celebrate? (July 4th, Celebrate

Freedom Week)

What are some of the ways we celebrate? (fireworks, picnics, parades,

playing patriotic music, reading important founding documents, displaying red,

white, and blue banners and other decorations, spending time with friends or

family usually cooking and/or eating )

4. Prompt students to add more detail to make the web more complex:

Materials

Blank word web

Pictures of celebrations

Instructional Note:

Related questions could include:

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Social Studies

Unit: 02

Lesson: 01

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What kind of foods?

What kind of music?

What kind of decorations?

How do we celebrate our founding documents

such as the Constitution?

What is important to our community, state, and

nation?

ENGAGE – U.S. Symbols Suggested Day 4 - 5 minutes

1. Show pictures of the American Flag, the Liberty Bell, and the Statue of Liberty. Ask

students to name the symbols.

2. Say:

The Constitution is the law of our country. After the Constitution was

written, Americans created symbols that represent our beliefs and what

we stand for. Let’s look at some of those symbols and find out more aboutthem.

Materials:

Pictures of the Liberty Bell, the Statue of Liberty,

and the American Flag.

Purpose:

The purpose of this sectopm is to introduce students to some U.S.

symbols

TEKS: 1.14ABCE

Instructional Note: Conduct an internet search for pictures of

patriotic symbols.

EXPLORE – The United States Flag & Pledge, Liberty Bell and Statue of Liberty Suggested Day 4 (cont’d) ­ 15 minutes

1. Focus on the United States Flag and explain background information:

Say:

The United States Flag has 13 stripes. Seven are red and 6 are white. It

also has 50 white stars on a blue background. The stripes represent the

13 original colonies. The 50 stars represent the 50 states in the U.S. The

first U.S. flag was designed in 1777. The flag has been changed many

times since then. New stars are added each time new states join the

union.

2. Play “Thumbs Up, Thumbs Down” to check for understanding. Say each of thefollowing statements. Pause and allow students to show thumbs up if the statement is

true or thumbs down if it is not true. Observe students’ responses.

The United States Flag has 13 stripes.

The United States Flag has never changed.

The United States Flag was first designed over 200 years ago.

Each star on the United States Flag stands for a state.

The United States Flag has four colors on it.

The United States Flag was originally designed in the distant past.

A pledge is a promise.

We stand when we say the pledge to the United States Flag.

3. Say:

The Pledge of Allegiance is a promise of loyalty to the United States.

When we say the Pledge of Allegiance we stand and put our right hand

over our heart to show respect for the flag.

4. Display the Pledge of Allegiance and lead students as they recite the pledge

together.

5. Focus on the Liberty Bell. Show a picture and explain background information such

as:

The Liberty Bell has become the symbol of freedom in the United States.

It rang when the Continental Congress signed the Declaration of

Independence.

Today, the Liberty Bell hangs in Philadelphia for all to see.

6. Focus on the Statue of Liberty. Show a picture and explain background information

such as:

The Statue of Liberty is located in New York.

The Statue of Liberty symbolizes freedom throughout the world.

The Statue was actually a gift from the people of France.

It represents freedom and democracy as well as international friendship

7. A children’s book about U.S. symbols can be used to explain the Liberty Bell andStatue of Liberty, if desired.

Materials:

Children’s picture books that teach about U.S.symbols and include information about the Liberty

Bell, the Statue of Liberty and the American Flag.

Optional: conduct an internet search using the

words: “The Pledge of Allegiance American SignLanguage" to find resources to teach students how

to perform the pledge in American Sign Language.

Several videos are available as well as drawings of

the individual signs.

Attachments:

Teacher Resource: Pledge of Allegiance

Teacher Resource: Pledge of Allegiance in

American Sign Language

Purpose:

The purpose of this section is to introduce students to the United

States Flag and Pledge of Allegiance, as well as the Liberty Bell

and Statue of Liberty.

TEKS: 1.14ABCE

Instructional Note:

This is an introduction to U.S. symbols. They will be

taught in more detail in a later unit. The meaning of

the symbols, such as the flag, can be explained by

the teacher or a suggested children’s book may beused.

A recording of The Pledge of Allegiance set to

music and sung by Lee Greenwood could be used

as background music for signing The Pledge of

Allegiance.

Grade 1

Social Studies

Unit: 02

Lesson: 01

Suggested Duration: 5 days

Last Updated 04/29/2013 page 8 of 20

EXPLAIN – Demonstrate understanding – American symbols Suggested Day 4 (cont’d) ­ 10 minutes

1. Divide students into groups of 3-4. Distribute one set of American Symbols &

Celebrations Cards to each group of students. Students will take turns looking at

each card and identifying the picture on the card and explaining to the other students

its importance.

2. Students draw a picture of one or more of the United States symbols: the American

Flag, the Liberty Bell, and Statue of Liberty. Students write/dictate one or more

sentences telling a fact they learned about the symbol. Students share their picture

with 2 or more partners.

Attachments

Handout: American Symbols & Celebrations

Cards (1 set per group of 4)

ELABORATE – Reflecting on the unit Suggested Day 4 - 10 minutes

1. Ask:

How might our country be different now if the Framers hadn’t written theConstitution? (Possible Answers: We might have a king, queen, or dictator

instead of a president. We might not be able to worship in a way that we choose

(go to the religious institution we want). We might not be free to say what we think.

We might not have newspapers that tell the truth about what is happening in our

country and around the world. We wouldn’t be as free or safe (we would havemore arguments).

2. Using the key understandings and guiding questions, review the main ideas of the

lessons:

The Constitution, the rules of our nation, helps ensure freedom for all.

— What is the Constitution?

— Why do we have rules?

— Why do we have a Constitution?

— What is freedom?

— What is the Bill of Rights?

— Who wrote the Constitution?

Many symbols represent ideas important to communities.

— Why do we use symbols?

— What is important to our community, state, and nation?

— What are the symbols that represent these important ideals?

Symbols representing ideas help people in national, state and local

communities celebrate their ideals.

— Do we have symbols that represent Texas?

— Symbols and celebrations help define communities and bind us together.

— What are some American symbols of freedom?

— Where can I find these symbols?

Purpose:

The purpose of this section is to help students see the big picture

by tying together all of the pieces in the unit.

TEKS: 1.1AB; 1.3A; 1.11AB; 1.13AB; 1.14ABCEF

EVALUATE – Make a mural Suggested Day 5 - 30 minutes

Grade 01 Social Studies Unit 02 PI 01

Create part of a class mural depicting the American beliefs and principles reflected in the

Constitution. Choose two of the symbols, customs, and celebrations included and explain how they

reflect American beliefs and principles.

Standard(s): 1.1A , 1.11B , 1.14E , 1.18A , 1.18B

ELPS ELPS.c.1E , ELPS.c.3E

1. Students reflect on the lessons from the week:

The Constitution

Patriotic Celebrations

U.S. Symbols: the U.S. Flag, the Liberty Bell, and the Statue of Liberty

2. Students choose one or two items to draw on the mural. American Symbols &

Celebrations Cards can be used as ideas for pictures for the mural.

3. Students explain their drawings within the greater context of the mural reflecting on

what they have learned about patriotism and what we believe as American citizens.

4. Use a rubric to evaluate student understanding.

Purpose:

The purpose of this section is to allow students an opportunity to

demonstrate what they have learned about The Constitution,

patriotic celebrations, the U.S. Flag, the Liberty Bell, and the Statue

of Liberty.

TEKS: 1.1AB; 1.3A; 1.11AB; 1.13AB; 1.14ABCEF

Instructional Note:

It will be difficult for everyone to work on the mural at the same time

if it is made with one large piece of white butcher paper. Other

options include:

2 – 4 students work on a section and then postseveral sections together as a whole mural on the

wall.

Some students may work on the mural while others

are doing other activities throughout the day.

Grade 1

Social Studies

Unit: 02

Lesson: 01

Suggested Duration: 5 days

Last Updated 04/29/2013 page 9 of 20

Grade 1 Social Studies

Unit: 02 Lesson: 01

©2012, TESCCC 04/04/13 Page 1 of 1

First Page of the Constitution

(1787). The constitution of the united states. (1787). [Print Photo]. Retrieved

from http://www.archives.gov/education/lessons/constitution-

workshop/index.html

Grade 1 Social Studies

Unit: 02 Lesson: 01

©2012, TESCCC 05/07/12 Page 1 of 1

The Constitution

The Constitution is a set of ________________ for our

country. The men who wrote the Constitution are called

the ________________. The first three words of the

Constitution are ________________. These three words

are part of the _____________. The Constitution was

written in ______________.

Word Bank

1787 We the People Constitution

Framers rules preamble

Grade 1 Social Studies

Unit: 02 Lesson: 01

©2012, TESCCC 05/07/12 Page 1 of 1

Sample Venn Diagram KEY

Comparing Classroom Rules with the Constitution

Classroom Rules Constitution

Both

Written by students in our classroom,

Rules apply to our classroom,

Classroom rule written during current year

Sets of rules

Written by a group of people,

Purpose is to provide order, security, and safety

Written by Framers of the Constitution,

Rules apply to the entire United States of America,

Constitution written in 1787

Grade 1 Social Studies

Unit: 02 Lesson: 01

©2012, TESCCC 05/07/12 Page 1 of 1

Fourth Page of the Constitution

(2013). Fourth page of the constitution. (2013). [Print Photo]. Retrieved from

http://www.archives.gov/exhibits/charters/constitution_zoom_4.html

Grade 1 Social Studies

Unit: 02 Lesson: 01

©2012, TESCCC 05/07/12 Page 1 of 1

Good Citizen

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Grade 1 Social Studies

Unit: 02 Lesson: 01

©2012, TESCCC 04/19/13 Page 1 of 1

Pledge of Allegiance

I pledge allegiance

to the Flag

of the United States of America,

and to the Republic for

which it stands,

one nation,

under God,

indivisible,

With liberty

and justice for all.

(2011). American flag. (2011). [Web Graphic]. Retrieved from https://en.wikipedia.org/wiki/File:Flag_of_the_United_States.svg

Pledge: Joint Committee on Printing. Our flag. Publications.USA.gov. Retrieved from http://publications.usa.gov/epublications/ourflag/pledge.htm

Grade 1 Social Studies

Unit: 02 Lesson: 01

©2012, TESCCC 04/04/13 Page 1 of 1

(1954) The Pledge of Allegiance in American Sign Language

Image citation: (2011). American sign language pledge of allegiance. (2011). [Web Graphic]. Retrieved from http://www.flagetiquette.us/images/american-sign-language-pledge-of-allegiance.png

Grade 1 Social Studies

Unit: 02 Lesson: 01

©2012, TESCCC 04/04/13 Page 1 of 3

American Symbols & Celebrations Cards

Grade 1 Social Studies

Unit: 02 Lesson: 01

©2012, TESCCC 04/04/13 Page 2 of 3

Grade 1 Social Studies

Unit: 02 Lesson: 01

©2012, TESCCC 04/04/13 Page 3 of 3

Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/

Grade 1 Social Studies

Unit: 02 Lesson: 01

©2012, TESCCC 04/04/13 Page 1 of 1

American Symbols & Celebration Cards KEY

1. Constitution 2. Pledge of Allegiance 3. “Star Spangled Banner” 4. George Washington 5. Statue of Liberty 6. United States Flag 7. Liberty Bell 8. Benjamin Franklin 9. Texas Flag 10. Fourth of July Celebration 11. Celebration with fireworks