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American Heroes: Past and Present Grade Level: Fourth Grade Presented by: Carolyn Jennings, Oak Hills Terrace Elementary, San Antonio, Texas Louie G. Luna, Flanders Elementary, San Antonio, Texas Joanne Witschorke, Schertz Elementary, Schertz, Texas Length of Unit: Ten days
Overview The activities were planned with 4th graders in mind, but might be adapted to another grade
level. The unit is composed of four lessons with ten days actual teaching time. There are many
suggestions for extension and enrichment.
II. Concepts A. Bring to the students' minds what they know of the qualities that make a "real" hero by reviewing definitions from the vertical strand on heroes; supplement and enhance those definitions. Review the Constitution and the Bill Of Rights to create an understanding of how our guaranteed rights and freedoms allow individuals to become heroes. Introduce students to four signers of the Constitution. Students will be encouraged to recognize heroes in their own lives.
III. Unit Description A. The unit was constructed with the assumption that students will bring some basic prior knowledge of heroes from other grade levels in the vertical strand of the Core Knowledge curriculum. The unit would best be taught after a Core Knowledge unit on the American Revolution, but we have included a review of events leading up to the writing and signing of the constitution. B. Included in this unit are activities which include diverse learning styles and interests. Some activities are included for all disciplines. The variety of activities used to teach and practice the concepts of the unit include vocabulary, literature, research, student-made books, interviews , choral readings, writing, art displays, projects and oral presentations. C. Both individual and group activities are planned into the study, along with specific attention to
the use of higher level thinking skills, extension and enrichment and some on-going and/or
independent activities.
IV. Assessment Students will be assessed daily through journal entries and individual activities which may be
graded. There are opportunities for presentations, both individual and group. Students can also
be evaluated on their folder and a final vocabulary test.
Ongoing Projects A. Each student will construct a folder (portfolio) in which journal entries, paper/pencil activities, writings, and vocabulary will be kept. B. There can also be a "Hero Bulletin Board" which can be constructed by the teacher and students. The teacher begins by putting pictures of well-known heroes on the board (example would be Washington and Lincoln) and the students can bring in pictures of heroes found in newspapers or other sources. Task card activity or center can be used to incorporate higher order thinking skills.
VI. Background Knowledge It is imperative to this unit that the teacher has a working background of the events leading up to
the American Revolution, the lack of the states establishing a strong central government, and
how, when, where, and why the Constitution of the United States was written. Above all, the
teacher will need to be familiar with the "who" of the Constitution: the 39 men who signed the
Constitution.
Definition of a Hero 1. Dictionary a. An important figure in myth or legend and is usually especially strong and able. The word "hero" is also used to mean the main character in a literacy or dramatic work. 2. According to Webster's Third New International Dictionary: a. A mythological or legendary figure endowed with great strength, courage, or ability. b. A person of courage and nobility famed for his military achievements: an illustrious warrior. A person admired for their achievement and noble qualities and considered a model or ideal. d. The principal character in a drama, novel, story, or narrative poem; protagonist. e. The central figure in an event, action, or period.
Review of the Declaration of Independence, American Revolution, Preamble, and the Constitution of the United States. 1. Declaration Of Independence On July 4, 1776, the 13 American colonies declared their freedom from England and King George III. b. Took place in Philadelphia, PA at the Second Continental Congress. 1) Held at the red-brick Pennsylvania State House later called Independence Hall. the Declaration informed King George of:
d. Fifty-six men signed the Declaration. 1) John Hancock was the first to sign. 2) He wrote big so King George could read it without his glasses. 3) Thus the saying, "Put your John Hancock on the line" when signing an important document. American Revolution a. Lexington and Concord - April 19,1775. Paul Revere rode to warn the people at Concord that the British were coming. (Refer to Henry Wadsworth Longfellow's poem about Paul Revere.) 2) The British were going to destroy the ammunition stockpiled at Concord. The first shot was fired at Lexington and Concord and is commonly referred to as the "shot heard around the world." Second Continental Congress May 10,1775 June 17,1775 - George Washington appointed leader of Continental Army. Olive Branch Petition Sent by the colonists to King George in a "last ditch" effort as a symbol of peace. King George would not even read it. Declaration of Independence Written and signed July 4, l776, a year after the war started. Took a year to write. George Washington Christmas Eve 1776 - Washington led his men across the Delaware and captured 900 Germans. He lost only two men who froze to death. 3) Spent the terrible winter of 1777 at Valley Forge f. War Ends October 19,1781, the British surrendered at Yorktown. 2) The war lasted almost nine years which is the longest war in history until the Vietnam War. 1781 - 1787 The new nation waited so long to write a constitution because they were afraid of a strong central government. b. The states were hesitant to even send delegates to the convention. Constitution Convention a. May 1787 - Philadelphia First called "Grand Convention" 2) Delegates stayed at the Indian Inn Meeting held at Pennsylvania State House All the men were white and were rich for the times George Washington served as President Preamble -gives purpose to Constitution Written by Gouverneur Morris 2) Literacy advisor and responsible for wording of constitution c. Meeting Conditions miserable heat no bathrooms -- outdoor rooms 3) germs prevalent Secret Meeting The Framers wanted to speak freely, to change their minds and vote on issues again. They wanted the Constitution to be accepted and it might not have been if the people knew of the delegate's disagreements. e. What is a Constitution? Basic plan that helps people live together in peace. Lets people make everyday laws and enforces them. f. Results Named country United States of America. 2) Three part government President b) Legislature Judicial Checks and Balances Power balanced between states and national government. The constitution is more powerful than any state, court, or leader. Great Compromise - this solved the problem of equal representation. James Madison Took extensive notes at constitution. Known as Father of Constitution. 3) Would not allow his notes to be published until last delegate died and he was the last delegate. Also wrote Bill of Rights. 5) Key figure in fight for ratification. Constitution Signed Sept. 1787. 39 men signed. 3) 3 did not sign.
C. Signers of the Constitution Biographies of all 39 men can be obtained from: Compton's Interactive Enc. 1993 Compton's New Media Inc., 1994 Signers of the Constitution New Hampshire: John Langdon; Nicholas Gilman Massachusetts: Nathaniel Gorham; Rufus King Connecticut: William Samuel Johnson; Roger Sherman c. New York: Alexander Hamilton; New Jersey: William Livingston; David Brearley; William Paterson; Jonathan Dayton Pennsylvania: Benjamin Franklin; Thomas Mifflin; Robert Morris; George Clymer; Thomas FitzSimons; Jared Ingersoll; James Wilson; Gouverneur Morris Delaware: George Read; Gunning Bedford, Jr.; John Dickinson; Richard Bassett; Jacob Broom Maryland: James McHenry; Daniel of St. Thomas Jenifer; Daniel Carroll; Virginia: John Blair; James Madison, Jr. North Carolina: William Blount; Richard Dobbs Spaight; Hugh Williamson South Carolina: John Rutledge; Charles Cotesworth Pinckney; Charles Pinckney; Pierce Butler Georgia: William Few; Abraham Baldwin George Washington, Chairman William Jackson, Secretary (attest)
VI. Resources Student Readers If You Were There When They Signed The Constitution, Elizabeth Levy Teacher Resources American Legion Magazine; September, l987. Benjamin Franklin; Cass R. Sendek, Franklin Watts, l986. Benjamin Franklin (World Leaders - Past and Present), Chris Looky, Chelsea House Publishers, l990. Benjamin Franklin: Extraordinary Patriot, Deborah Kent, Scholastic Inc. l993. Classworks! Scholastic Inc. 1988. The Declaration of Independence, Dennis B. Fradin, Children's Press, l988. Exploring Social Studies, The Mailbox Collection, 1607 Battleground Ave., Greensboro, NC 27408 Exploring Social Studies -The Mailbox Collection, The Education Center Inc. l994. From Colonies to Country, Joy Hakin, Oxford University Press, l993. (School Edition-D.C. Heath and Company). ...If You Were There When They Signed the Constitution, Elizabeth Levy, Scholastic Inc. l992. U.S. Constitution, Thematic Unit #582, Teacher Created Materials, P.O. Box 1040, Huntington Beach, CA 92647, l993. We The People-The Way We Were 1783-1793, Suzanne Hilton, Westminister Press, l981. What Your 4th Grader Needs to Know, E.D. Hirsch, Jr. Doubleday, 1992.
VII. Lessons Lesson 1: Defining a Hero Objectives Concept Objective: Understand the dictionary definition of a hero and how that can be enhanced and extended. Skill Objective: Use of dictionary and brainstorming strategies to understand terms. Materials paper pencil dictionaries bulletin board with title: "Heroes: Past and Present" pictures book: Teacher Created Materials, Inc. 1989 thesaurus "Heroic Terms" Activity Sheet (Appendix A) Procedures Have bulletin board with title "American Heroes: Past and Present" already up (pictures of three or four American heroes; i.e., Washington, Lincoln, Martin Luther King ready to put up after discussion.) Ask the question: "Who do you consider a hero?" Write student responses on overhead or board. Pointing out some of the names given, ask, "What are some of the qualities that made______ a hero? Was he rich, strong, helpful, or intelligent? (Teacher may need to supply some terms to get discussion started.) Bring into discussion that some of today's "heroes," especially athletic stars, sign their name to athletic contracts that make them extremely wealthy and well-known. Stating that there should be more important qualities for a genuine hero than wealth and notoriety, have class brainstorm to arrive at important "heroic" qualities such as: loyal, thinker, courageous, solves problems, honest, brave, responsible, and risk taker. These particular terms are needed for further activities, and should be arrived at on their own or with the help of specific clues from the teacher. Indicate by underlining or starring that these are the eight qualities that will be used throughout the unit. Once the eight desired qualities of a hero are agreed upon, there are three different preliminary ways in which they might be used: Students can copy down these terms to begin an ongoing vocabulary for the unit, using their dictionary skills to define the terms. Remind students that two-word terms will require use of both definitions to arrive at a probable meaning in the context of what they are using the term for. Students might choose any three of the above terms in their journal entry. (See EVALUATION ACTIVITY) 3) Using "Heroic Terms" Activity Sheet, students fill in a reason they think each of the terms fits a hero. f. Students make a folder (or choose a ready-made one) which will be used to contain their ongoing vocabulary and all other materials pertaining to their hero unit. This should be titled: "American Heroes: Past and Present" and can be suitably decorated. g. Ongoing activity: Discuss hero bulletin board and put up pictures of a few well-known American heroes. Point out that these people possessed some or all of the qualities we have been working with, and suggest that students bring in articles and/or pictures they find of present-day people who possess some or all of those heroic qualities. Stimulate discussion of where they might find information on "heroic" people to add to the bulletin board (example: newspaper, home computer encyclopedia, written up from a story they see on TV or radio news, etc.). They may add to the bulletin board (with teacher approval) throughout the unit study. Quality words may be prominently displayed on bulletin board also. Extension Students can find synonymous terms for the qualities of a hero, using the thesaurus, and include these in their vocabulary. Evaluation Activity Using a journal entry have the student answer the following question: Does a hero have to have
all, or just some of the qualities we have discussed? Why or why not? Or you may select to use
item "e-2" above.
Lesson 2: Constructing a "Hero Sandwich" Objectives Concept Objective: Application of heroic terms used in previous lesson. b. Skills Objectives: Demonstration of understanding of terms through a matching exercise. Vocabulary extension/synonyms 2) Booklet making Materials a. student folders b. baggies containing ingredients for a "Hero" sandwich (split Kaiser roll, cheese slice, ham slice, bologna slice, salami slice, lettuce leaf, tomato slice) "Hero Sandwich = Heroic Terms" Activity Sheet (Appendix B&C) d. thesauruses Background Knowledge The teacher should think through the discussion relating a "hero" to a "hero sandwich" along the lines of a large, delicious, "bigger-than-life" sandwich that would be fitting food for a hero, considering the qualities discussed in the previous lesson. Hero sandwiches have many parts to them, as a hero has many qualities which make him/her a hero Procedures Based on the discussion of the characteristics or qualities of a hero from the previous day, the teacher asks students to think about what they think a hero would eat. Let students volunteer their answers until someone comes up with "A Hero Sandwich!" This is the food you are looking for and should be immediately written on the board or overhead. Students should fully discuss "why a hero sandwich would be food fitting for a hero." Teacher should assist in the discussion by interjecting some informational and some open-ended questions, such as: Identify some ingredients that might be found in a hero sandwich. Why would it take a thinker to invent this kind of a sandwich? How might the word "brave" or "courageous" be used in connection with the hero sandwich? Who do you think might have been responsible for inventing this sandwich? When the discussion has run its course, bring out baggies containing ingredients and set them all out. Construct a real hero sandwich, clearly naming the items as you stack them, as some children may not be familiar with all the foods used. Be sure all students can see the process. After the sandwich is made, pass out the "Hero Sandwich = Heroic Terms" Activity Sheet (Appendix B) or a sheet on which the ingredients of hero sandwich are drawn and labeled. They are the top and bottom of a roll, lettuce, tomato cheese, salami, ham, and bologna, and a list of the qualities of a hero, as defined earlier in the lesson. Students should "match" the ingredients on the page to the characteristics listed with similar first letters such as: Roll to Responsible. Pass out Appendix C. Students should be instructed to label each ingredient with its food name, its "matched" heroic quality, and as many synonyms as they can find for each term, using a thesaurus or dictionary as needed. Pieces of the sandwich should then be lightly colored, cut out, and stapled at one edge in "sandwich" order. This should result in a booklet, which can be turned in to be teacher graded. Vocabulary extension: define ingredient, diagram and characterize. Add to on-going vocabulary in folder. Extension a. Enough ingredients could be brought so that early finishers of the above project could assist in making more hero cut in quarters and passed out. A math activity might stem from that. Poetry - an acrostic poem could be constructed, beginning each word or each line with a letter in the word: H E R O E S A word band might contain words like: helps, healthy, energetic, reasonable, overgenerous, etc. c. Similes- students write similes using the heroic terms, such as: "As brave as a warrior," or "He solves problems like Einstein." Evaluation Activity Each student's hero sandwich booklet could be graded, possibly on the basis of neatness, completion, and synonyms included. These can be displayed. Some of the suggested extension activities lend themselves to assessment. Journal entry: Write in your journal giving at least three reasons you think a "hero
sandwich" is fitting food for a "hero."
Lesson 3: The Constitution Objectives Concept Objective: Understand that the constitution is a document that established our nation's laws, and it defines the rights and liberties of the American people. Skill Objective: Design a "class rules constitution" that students will sign and use. Materials U.S. Constitution-Thematic Unit:...If You Were There When They Signed the Constitution by Elizabeth Levy b. copy of the Constitution for students Classroom Constitution for signing d. paper and pencil map of England and 13 states Background Knowledge Information on Constitution as stated in beginning outline and background. Also refer to From Colonies to Country by Joy Hakim. Procedures a. Begin by reading ...If You Were There When They Signed the Constitution (p. 7-29). If a class set is not available, read from book or a similar book. Have students begin a note taking procedure of steps leading up to the writing of the Constitution. During class discussion, begin with the Declaration of Independence, why that document was important, and that it led to extensive fighting between the states and England, which became known as the American Revolution. Be sure to include the dates of the Declaration and the names of the men who signed and wrote it. b. During discussion of the American Revolution, have students look at their map of England, and the 13 states. Point out important places of battle, Paul Revere, and Lexington and Concord. Emphasize that the Second Constitutional Congress was held during this time. The Declaration of Independence was signed at the beginning of the war and other efforts were made to have King George understand that the states wanted to be free. One of our "heroes" is George Washington, who was Commander in Chief of the Army. General Washington led his men across the Delaware on Christmas Eve. Be sure to mention the famous painting of this event. The students need to make notes that the war lasted nine years and ended October, 1781. c. 1781-1787: During this time the new nation was experiencing freedom, but the states were arguing among themselves. Finally George Washington and other leaders wanted to bring the states together to write a new constitution. Be sure to bring out in the discussion and in the students' notes that the states were afraid of a strong central government and that is why it took so long to write a constitution. Constitution Convention: Again refer to book ...If You Were There When They Signed the Constitution and discuss, taking notes on events about the place Independence Hall, Philadelphia, and the type of meeting conditions the delegates endured. Also explain why the meeting was secret. Vocabulary: Have students include in their notes important vocabulary words such as: delegates, convention, revolution, independence and constitution. Add these words to on-going vocabulary kept in folder. Evaluation Activity Journal Writing: Have students write and justify why each event was important to the
development of our country.
Lesson 4: The Constitution, Continued Objectives: Same as Lesson 3 Materials: Same as Lesson 3 Background Knowledge: Same as Lesson 3 4. Procedures: Classroom Constitutional Convention a. Begin by reading pgs. 45-51 on "What is a Compromise?" After discussion, proceed with the following activity: Class Meeting: Assign students to cover the classroom windows with paper so others cannot see in the room. Place two guards by the door so no one can enter. Choose a president to lead their meeting. Have students share how they feel about sealing off the classroom. b. Compromise Meeting: First, have class brainstorm a list of classroom rules that they would like to have in effect. For example, allowing gum chewing at all times. Second, divide class into pairs and explain that as the vote on a rule they must come up with only ONE vote between the two students. Have students explain how they decided on the vote. They should use the term COMPROMISE. Refer back to the reading in ...If You Were At The Writing of the Constitution and how the delegates had to reach a compromise about equal representation. After the rules have been voted on, explain that at the Convention James Madison kept notes. He wrote with a quill pen, liquid ink and probably used parchment paper (use a brown paper bag) and have the child with the best handwriting compose their Classroom Constitution Rules. Last, have each student sign their name to the rule document as the 39 signers did to the Constitution document. Explain the importance of supporting and believing in what you sign. e. Vocabulary: Let students continue working on their folders using the following vocabulary: compromise and document f. Extension: Have students form groups that equal the number of states represented at the Convention. Have them research each signer from their state and then compile a classroom book on the 39 signers. Evaluation Activity: Journal entry-choose one of the following selections to write about: What does it mean to you to sign your name to a document, contract, credit card, etc. Compare and contrast signing your name to a credit card application and to a constitution.
Lesson 5: George Washington, Chairman of the Constitutional Convention Objectives Concept Objective: Students will recognize George Washington as a genuine "hero" and understand that he is remembered as the "Father of Our Country" not only because he was our first President, but also for commanding the colonial army during the American Revolution, and was the chairman of the Constitutional Convention. Skill Objective: Students will develop a characterization study of George Washington as a Constitutional hero. Materials book-...If You Were There When They Signed the Constitution b. old magazines and newspapers for cutting construction paper d. "George Washington" Activity Sheet (Appendix D) Background Knowledge Some useful information for this lesson may be found in the general background information at the beginning of the unit. Other helpful sources include the following: From Colonies to Country by Joy Hakim We The People Teacher's Guide-Center for Civic Education (p.97) ...If You Were There When They Signed the Constitution by Elizabeth Levy (pgs. 32; 40-41) Procedures Read together ...If You Were There When They Signed the Constitution, or the teacher can read information about George Washington as Chairman of the Constitutional Convention, such as: 1) He was the new country's best-known hero because he had led the colonial army to victory in the Revolution. He was cheered by the people of Philadelphia when he rode into town on May 13, 1787, to attend the convention to write a constitution for the new nation. 3) Every single delegate voted for George Washington as chairman. He was a very strict chairman, enforcing the secrecy of the meeting and requiring silence while others spoke. Washington added little content to the Constitution, but was an excellent leader who kept things moving ahead. He was strict, proud, lively, respectable. Students define and add to their ongoing vocabulary: chairman, statesman, liberty, and democracy. Washington Character Display: Pass out "George Washington" Activity Sheet (Appendix D) or a simple line drawing or silhouette of George Washington along with a 6" x 22" piece of construction paper. Students cut words or phrases out of gathered magazines and newspapers that would describe Washington and his characteristics. These words or phrases should then be interestingly arranged, along with Washington's picture, on the construction paper background, and pasted to make an attractive display. Extension Students could create a timeline or web of George Washington's interesting life. Students could work in pairs to produce the script of an "Interview With Gen. George Washington" or an "Interview with President Washington." They would need to evolve at least 6-8 clever questions and answers, possibly alone the lines of "General Washington, who designed your uniform as the leader of the Colonial Army?" An answer might be, "I had an excellent tailor who kept my measurements and sent new uniforms to me on the front lines." These can be made up answers based on what they know or can read about him. Literature: Read the book The Cabin Faced West by Jean Fritz. Evaluation Activity a. The Washington character display activity can be used for assessment. b. Some of the suggested extension activities could be used and graded.
Lesson 6: Gouverneur Morris, Signer of the Constitution Objectives Concept Objectives: Students will recognize that even a handicapped person can be a hero, and will remember Gouverneur Morris as the writer of the Preamble to the Constitution and much of the document's final wording. Gouverneur Morris should also be known for inventing America's decimal money system. Skill Objective: Coral reading, memorization, and handwriting. Materials A copy of the Preamble for teacher's use and a copy for each student would be helpful. We the People, Teacher's Guide -- Center for Civic Education; U.S. Constitution, Thematic Unit #582, Teacher Created Materials, l994 Background Knowledge Gouverneur Morris was a United States Statesman who was born in 1752 into a wealthy family. He was an ardent supporter of the Revolution. Morris lost his leg in a carriage accident when quite young, and wore a wooden "peg" leg. However, he loved to dance and was very social. He proposed a decimal system of money for the new country and invented the words "dollar" and "cent." He was a member of the Constitutional Convention in 1787, and a signer for Pennsylvania. He was an extremely good speaker and writer, writing the Preamble and much of the wording of the Constitution itself. Later, he spent two years as Ambassador to France and was a U.S. Senator for New York. Procedures a. If available, read together p. 35 of ...If You Were There When They Signed The Constitution. Use that and material above to discuss Gouverneur Morris with the class. Put a copy of the Preamble to the Constitution on the board or on the overhead. Have a student look up the prefix "pre" and the word "preamble" in the dictionary and discuss where it was located and why it was called that in light of definitions found. Read over the Preamble together as a choral reading; record the reading, replay it and perfect timing and emphasis. d. Students copy the Preamble in their best handwriting twice; one for their folder, and one to turn in for a handwriting grade. Assign the memorization of the Preamble for a particular date for a grade. Students choose at least 5 words from the Preamble to define and add to ongoing vocabulary. Extension Language Arts: Students work in pairs to identify all the verbs in the Preamble and replace them with synonyms. Share product with class. b. Students and teacher can learn to say the Preamble in sign language by ordering pamphlets from: Preamble to the U.S. Constitution Young Citizens of America Inc. 1825 Eye St. N. W. Suite 975 Washington, D.C. 20006 1-202-785-9262 Evaluation Activity Handwriting and memorization can both be assessed. b. Journal Entry: Answer the following questions:
Lesson 7: James Madison, "Father of the Constitution" Objectives Concept Objective: Students will recognize James Madison as a genuine "hero" and remember that he is known as the "Father of the Constitution" because of his writings and speeches made at the Constitution Convention. Skill Objective: The students will perform a choral reading. Materials Copies of the Bill of Rights for each student. b. We the People Teacher's Guide--Center for Civic Education ...If You Were There When They Signed The Constitution by Elizabeth Levy d. From Colonies to Country, by Joy Hakin. 3. Background Knowledge James Madison was born to a wealthy family in Virginia. He never had to work because his father owned a large plantation with slaves. He was taught at home and attended private schools, graduating from the College of New Jersey, later known as Princeton. He was an active participant in the American Revolution. He was one of the major organizers of the Convention and one of the most influential people at the Constitutional Convention, writing the original plan used and much of the final wording, speaking 150 times, and taking extensive notes of the entire convention. He served in the U. S. House of Representatives and helped write the Bill of Rights. He served as Secretary of State under Jefferson. He then followed Jefferson as President. He continued to be active in politics until his death at eighty-five. Procedures If available, read and discuss together pages 20-30, 36, 67-70 and 78-80 of the book If You Were There When They Signed The Constitution . Also, share the personal information about James Madison given in the Background Information at the beginning of this lesson. A great deal more information about Madison can be found in chapters 34-41 of From Colonies to Country, by Joy Hakin. Making sure that students understand that the Bill of Rights was added onto the original Constitution only after the government had been established and was "working," pass out a copy of the Bill of Rights to each student, which can be put in their folder. Discuss the rights guaranteed by the Ten Amendments and their importance to us. Madison should be associated with them as he was instrumental in their finally being written. There is "The Bill of Rights Rap" on p. 152 of The Mailbox Collection, Exploring Social Studies, published by The Education Center, Inc., 1994. It would make an excellent choral reading. An alternative activity, however, would be to divide the class into small groups, assigning each group to write an original "rap" or change the words of a simple tune like "Three Blind Mice" and create a new song about the Bill of Rights. Share these with the class. 5. Extension Vocabulary: Add the words amendment, events, censorship, equal rights seizure, foundation. Students might read the book, The Great Little Madison, by Jean Fritz, and write a compare/contrast paper on Washington/Madison. An alternative would be to use the work sheet which compares the two men: p. 57, Teacher Created Materials, Inc.1994, #582, Thematic Unit-U. S. Constitution. 6. Evaluation Activity a. Journal entry - answer either question: For which gift are you more grateful, freedom of speech or freedom of worship? Why? 2. Do you think all citizens have the equal rights guaranteed in the Bill of Rights? Explain your
answer.
Lesson 8: Ben Franklin's Contribution to the U.S. Constitution: Why is he a Constitutional Hero? Objectives Concept Objective: Students will recognize that Ben Franklin was a genuine "hero," not only because he was a famous inventor, a renowned scientist, publisher of many books, but also one of the "Founding Fathers" of the United States by being present at the Constitutional Convention and signing the U.S. Constitution. Skill Objective: Students will develop a characterization of Ben Franklin as a Constitutional Hero. Students will document Franklin's life in a timeline and think critically of recognition of Franklin's contributions by developing literal meaning through recognition of details and by placing them in sequential order and evaluating a variety of texts to distinguish fact from opinion and making generalizations about Franklin. Materials "Franklin State" Activity Sheet (Attachment A Lesson 8-4)(Appendix E) b. "Which State Am I?" Background Sheet (Attachment B Lesson 8-4)(Appendix F) drawing or manila paper d. markers journals f. supplemental resources butcher paper h. Ben Franklin-Extraordinary Patriot, Deborah Kent, Scholastic Inc., 1993 Background Knowledge Ben Franklin was 81 when he attended the Constitutional Convention. When the convention began, he was the oldest delegate and was in constant pain due to failing health. Therefore, he could not stand to ride a horse-drawn carriage and had to be taken in a sedan chair held by two poles which was brought over to America from France. Franklin was a sight to watch in Philadelphia because of being carried by convicts; he also frequently entertained people in his 24-seat dining room in his home. Franklin's main contribution to the Constitution was his ability to work out compromises between disagreeing members at the convention. Later on in his life, he would use his diplomatic skills as ambassador for the United States, especially when he traveled to France. It is also beneficial for the teacher to read other materials in encyclopedias, etc. Other resources are listed in the bibliography. Procedures The teacher will need to explain or give definitions and examples of the following terms: outspoken, publisher, inventor, scientist, diplomat, agent, idioms. After the introduction of terms, do the "Franklin State" Activity Sheet. Read the background sheet provided after the Activity Sheet is completed. Teacher needs to read to class or discuss with the class facts about Ben Franklin using a resource material such as a book, biographies, or any other resources. On a piece of paper, students could write some facts and/or opinions about Franklin. The next activity would be to do a timeline of Franklin's life. Use resources to gather significant dates. Have the students do a plan of the timeline on white paper first; then have students use 2 or 3 drawing sheets taped together to do a timeline using correct measurement lengths to distance the dates and information. After the discussion and review of Franklin's accomplishments, have the students break into groups of 3 or 4 to form questions to ask Franklin if he were alive today. After a given time limit, have the students come together as a whole class and discuss the questions and possible answers Franklin could give. The questions can then be placed in their folder. Extension On Franklin silhouettes, write his famous sayings and discuss their meanings, both figuratively and literally. b. Break into teams to create questions about Franklin so that a Trivia Contest could take place between the teams to review and reinforce facts, opinions, and generalizations about Franklin. Math: Have students do word problems using Franklin's dates, accomplishments, contributions, or any other aspect from his life. These may be written down and students may get their fellow classmates to solve the problems. d. Students could write a friendly letter to Franklin (using correct form) thanking him for his contributions. A large outline could be drawn of Franklin using butcher paper (about 3 to 4 feet tall) and write or use post-it notes to place facts and opinions about Franklin. Evaluation Activity Teacher observation can be made during activities, class discussions and participation in group activities. A participation grade can be given accordingly. b. Journal entry: Do you admire Franklin most for being a publisher, famous scientist, U.S.
Constitutional delegate, or an ambassador for the U.S.? Explain your choice.
Lesson 9: Personal Heroes Objectives a. Concept Objectives: The students will learn interviewing techniques. They will also identify personal heroes by using the attributes already taught in the unit. This will promote their self development and broaden their view of those who influence their lives. Finally, students will share their personal heroes with the class and at the "Family Night Activity." (See culminating activity) Skill Objectives Public relations - students will choose and interview an important person in their life. Speaking - students will present an organized, oral presentation. Reading - the students will read orally using correct speaking and reading techniques. Social Studies - students will identify significant individuals based on their heroic contributions to society. Writing - the student must write and deliver an invitation to their personal hero. Materials tape recorder b. paper pencil d. folder "Personal Heroes Matching Chart" (Attachment A Lesson 9-4)(Appendix G) f. "Constitution Task Card" (Attachment B Lesson 9-4)(Appendix H) "Parent Invitation" (Attachment C Lesson 9-4)(Appendix I) Background Knowledge Teachers need to instruct the students on how to conduct an interview. One of the suggested ways is to use the "Journalistic Formula" technique. Students use the following words when they are writing questions: who, what, when, where, why and how. All the questions are tailored to personal heroes so that silly questions are avoided. An introduction should be written to precede the interview, which will apply the child's choice of a personal hero to the qualities of a hero that we have studied. A variety of ways might be suggested to students. Procedures The teacher will demonstrate how the students will obtain information about their personal hero. The teacher can do a group demonstration, a class discussion, or come up with class questions for the students to use when they interview their hero. Later they would share these answers with the class during oral presentations. The teacher needs to help the students develop a list of questions or script to use when doing an interview. After the previous discussion, the teacher can help the students decide on a personal hero by doing the following activity. The teacher may use the "Personal Heroes Matching Chart" Activity Sheet, develop their own, or have the children develop one on their own. The student should fill out their chart by putting their qualities of a hero as categories and putting down the names of people in their lives that have each special quality. After finishing their chart, the teacher could suggest that the person who was listed most often would probably be a personal hero and the student would interview as soon as possible. Suggest that students choose a way of introducing their personal hero interview. They may write up their interview and introduction and bring photos if possible. They may print or write up their introduction and interview and compose a poster display of their personal hero. They may record the interview with their subject and their introduction, or a combination of these. This should be considered an important project. Explain the culminating activity (Lesson 10), set a date, and help students prepare an invitation for their parents and personal heroes. An example of an invitation is provided (Appendix I), but you may want to modify it in various ways. Extension Vocabulary evaluation: students write a story or short play about the Constitutional Convention and/or the signing of the Constitution including at least ten of the words from their ongoing vocabulary, underlining the words used. All vocabulary words must be spelled and used correctly. This activity should be graded. Task Card Activity or Center using HOTS -- The following may be used as a paper/pencil activity; you might choose to design task cards using the pattern in "Constitution Task Card." 1) Knowledge: Locate the 13 colonies on a map and label the colonies and the names of the delegates to the Convention. Comprehension: Describe the living and weather conditions of Philadelphia, Pennsylvania during the Convention and write a newspaper article to report your findings. Application: Illustrate the Convention using detail while placing the delegates around the table. Be sure to identify George Washington, Ben Franklin, James Madison, and Gouverneur Morris. Analysis: Give an oral report interpreting in your own words what the preamble means. Synthesis: Assemble class members to represent Washington, Franklin, Morris and Adams and, through a debate, create what it would have been like at the convention when the "Great Compromise" was discussed. Evaluation: Predict what would have happened to the U.S. if the American Revolution had been lost and we were still be under the rule of England. Give this information in a lecture to the class. Evaluation Activity Students should receive a grade on their personal hero interview project and should understand that the grade is on their organization and accomplishment, not on their "hero's"responses. b. The story students write using vocabulary words may be evaluated in various ways. c. After the culminating activity and after everything has been graded, displayed, and returned,
each student's entire folder may be evaluated before being sent home.
Lesson 10: Culminating Activity Students should invite (by definite invitation) their parents and their designated personal hero (who may happen to be a parent, older sibling, or other family member) to an evening or afternoon celebration of "heroes." At that time teacher or students should explain what they have learned about heroes, both the Constitutional signers and present day ones, and each child should present his/her personal hero interview project, whether or not the object of it was able to attend. Parents and others might be encouraged to tell about their favorite heroes, and various examples of children's work on display may be tied into discussion. It is up to the teacher's discretion as to whether refreshments are served. An example of
an invitation to a Hero Sandwich type of celebration is enclosed for your modification
(Appendix I).
Appendix A Heroic Term
Appendix B Hero Sandwich = Heroic Terms
Appendix C Hero Sandwich Parts
(2 rolls, tomato slice, lettuce leaf, cheese slice, salami slice, bologna slice, and ham slice)
Appendix D George Washington Activity Sheet Appendix E Franklin State Activity Sheet Appendix F
"Which State Am I?" Background Sheet
There was once a state named Franklin in honor of Ben Franklin. In 1785, some counties in the North Carolina colony decided to form their own state after they could not agree with some other counties in North Carolina. The people in Franklin organized a government and elected a governor, too. They also made Greenville as the capital, and passed laws and legislation to start a government. Later on, the U.S. congress denied their request to join the Union, so when the governor's term ended, no successor was voted upon. After the people of Franklin gave up their fight to become their own state, it became a part of what is present day Tennessee. Appendix G Personal Heroes Matching Chart
Appendix H Constitution Task Card
Appendix I Parent Invitation |
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