5th Grade Social Studies Unit 5

Big Idea:

Understand the events that led from the Articles of Confederation to the creation of the US Constitution and the government it established, the framework of government created by the U.S. Constitution of 1787, and the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution.

Student Expectations:

Priority TEKS

5.3(A) [Readiness] Identify the issues that led to the creation of the U.S. Constitution, including the weaknesses of the Articles of Confederation; and

5.15(B) [Readiness] Explain the purposes of the U.S. Constitution as identified in the Preamble; and

5.16(A) [Readiness] Identify and explain the basic functions of the three branches of government;

5.16(B) [Supporting] Identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution

5.15(C) [Readiness] Explain the reasons for the creation of the Bill of Rights and its importance.

5.20(A) [Readiness] Describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney

Focus TEKS

5.3(B) [Supporting] Identify the contributions of individuals, including James Madison, and others such as George Mason, Charles Pinckney, and Roger Sherman who helped create the U.S. Constitution.

5.16(C) [Supporting] Distinguish between national and state governments and compare their responsibilities in the U.S. federal system.

5.17(E) [Supporting] Explain the significance of important landmarks, including the White House

5.19(A) [Supporting] Explain the contributions of the Founding Fathers to the development of the national government

5.19(C) [Supporting] Identify and compare leadership qualities of national leaders, past and present.

5.21(A) [Supporting] Identify significant examples of art, music, and literature from various periods in U.S. history such as the painting American Progress, "Yankee Doodle," and "Paul Revere's Ride"; and

Ongoing TEKS

5.7(C) [Supporting] Locate on a map important political features such as the ten largest urban areas in the United States, the 50 states and their capitals, and regions such as the Northeast, the Midwest, and the Southwest;

5.21B explain how examples of art, music, and literature reflect the times during which they were created.

5.24 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

5.24A differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States;

5.24B analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

5.24C organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

5.24D identify different points of view about an issue, topic, or current event; and

5.24E identify the historical context of an event.

5.25A use social studies terminology correctly;

5.25B incorporate main and supporting ideas in verbal and written communication;

5.25C express ideas orally based on research and experiences;

5.25D create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; an

Student Learning Targets:

• I will identify the issues that led to the creation of the U.S. Constitution, including the weaknesses of the Articles of Confederation
• I will explain the purposes of the U.S. Constitution as identified in the Preamble
• I will identify and explain the basic functions of the three branches of government;
• I will identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution
• I will explain the reasons for the creation of the Bill of Rights and its importance.
• I will describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney
• I will choose one amendment and write a speech supporting my ideas with three specific examples, including one of my own personal experiences.

Essential Questions:

• What is the purpose of the Constitution?
• How do the branches of government work together?
• Why do we have a Bill of Rights?
• What is the freedom of religion? What is freedom of speech? What is freedom of the press?
• What does it mean to have the right to assemble? What does it mean to have the right to petition the government?
• Why would a trial by jury be beneficial to an accused person?
• How is the government of the state of Texas different from the government of the USA?
• Why is the White House a symbol of the United States?

Extra Information:

Adopted Textbook: American Legacy, Studies Weekly

District Grading Policy

Texas Gateway Online Resource Center