Grade Levels:  5th and 6th

Subjects:  Social Studies and Language Arts

Learner Outcomes:  The students will:

• examine the three parts to the Constitution
• identify the three branches of the government and describe the functions of each
• differentiate between the original language of the Constitution and the spelling of the framers

Materials:  Computer with internet access, index cards with information written on them about the branches of government, and blackboard or bulletin board

Technology Tools/Courseware:  Internet access

Teacher Notes:

• Make sure all students have signed the internet acceptable use policy.

• Discuss with the students the three (3) parts of the Constitution beginning with the Preamble.  Students need to access the US  Constitution Online-Preamble.  Discuss with students the meanings of the highlighted words by having students click on these words to display their meanings.  It should be noted that this version of The Constitution is written in the original language and spelling of the framers.
• Students are to play Preamble Scramble .  This will reinforce the vocabulary of the preamble that was included in step one.
• Students will now become familiar with the second part of the Constitution, the articles, which established the three (3) branches of government.
• Students are again to access Ben's Guide .Once at the site, students are to read silently information about the three branches of government and discuss with teacher.  Direct students to then click on each individual branch located at bottom of this page to further investigate the duties outlined for each branch.

Explain to students that they now are going to go on a virtual scavenger hunt.  To do this the teacher is to draw a tree on the blackboard or on a bulletin board.  On this tree put three branches which symbolize the three branches of government.  Divide the class into teams.  Each team is to be given a set of cards containing the various powers of each branch.  The students are then to find the branch of government that their card describes.  They may do this by going back into Ben's Guide to Government.  After they have identified their branch of government defined on their card, they are to pin/tape their card on the appropriate branch of the tree.
• Discuss with students the third part of the Constitution, the amendments.  Review with students the meaning of the word amend.  Have students access the Constitution Online Amendments   Once here students will be asked to count the number of times the Constitution has been amended.  It needs to be noted at this time that the Bill of Rights are the first ten amendments of the Constitution.

• Students with special needs may need the articles read orally to them
• Students individual IEPs will be observed and all modifications will be met

Evaluation:

State and National Standards:

                        Social Studies                                                               Language Arts

Social Studies:

            1.  Understand the sources, purposes, and functions of law, and the importance of the rule of law for the protection of individual rights and the common good. 
            2.  Understands the concept of a Constitution, the various purposes that constitutions serve, and the conditions that contribute to the establishment and maintenance of constitutional government. 

1. Uses the general skills and strategies of the writing process
2. Uses the general skills and strategies of the reading process
3. Uses reading skills and strategies to understand and interpret a variety of informational texts

• West Virginia Department of Education
• Ben's Guide
• National Standard
• US Constitution Online

  Authors:

Deanna Bell Linda Pomeroy Jean Quinones

 
 

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