The Constitution

By Christina Callaghan
I.

Lesson plan overview and description

The focus of this lesson is learning background information, and the parts of
the Constitution. Specifically focusing on the preamble and making our own
classroom preamble.
1. Expected duration
Two class periods. (Fourty-Fifty minutes each)
2. Social Sciences (civics, history, economics, geography, sociology,
anthropology, etc.)
History, Civics and Government
3. Concepts (Big Ideas)
The Constitution
o The Preamble
o The Bill of Rights
History of the Constitution
o When it was made
o Who made it
o Why it was made
4. Vocabulary
Democracy- a government in which the people govern
themselves.
Constitution- a body of fundamental principles or established
precedents according to which a state or other organization is
acknowledged to be governed.
5. Skills
Build knowledge of the Constitution
6. Broad Goals of Lesson
Become familiar with the history of the Constitution, and the
parts that make it up.
II.

Content Outline

A. The Constitution History

The Constitution of the United States of America is the supreme law of the
United States. Empowered with the sovereign authority of the people by the
framers and the consent of the legislatures of the states, it is the source of all
government powers, and also provides important limitations on the
government that protect the fundamental rights of United States citizens.
(www.whitehouse.gov) and (Houghton Mifflin: Social Studies)

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Constitution was needed because of problems with the Articles of

Confederation
Movement to reform the articles- representatives from 12 states came
to Philadelphia
Drafting new rules for the states
Amended 27 times
Signed in 1787
Ratified 1788
Founding fathers- Benjamin Franklin and George Washington
Discussion of who would make laws and how, what type of
government?
Democracy

B. The Preamble
Who is writing the Constitution and why. (www.scholastic.com)
(constitutioncenter.org)
o We the People
o Introduction to the Constitution
o Outlines the general goals of what the Constitution is about
o Emphasizes that people rule the government
C. Bill of Rights
(Whitehouse.gov)
o James Madison
o Originally twelve amendments but narrowed to ten
o First ten amendments of the constitution
o The First Amendment provides that Congress make no law
respecting an establishment of religion or prohibiting its free exercise.
It protects freedom of speech, the press, assembly, and the right to
petition the Government for a redress of grievances.
o The Second Amendment gives citizens the right to bear arms.
o The Third Amendment prohibits the government from quartering
troops in private homes, a major grievance during the American
Revolution.
o The Fourth Amendment protects citizens from unreasonable search
and seizure. The government may not conduct any searches without a
warrant, and such warrants must be issued by a judge and based on
probable cause.
o The Fifth Amendment provides that citizens not be subject to
criminal prosecution and punishment without due process. Citizens
may not be tried on the same set of facts twice, and are protected
from self-incrimination (the right to remain silent). The amendment
also establishes the power of eminent domain, ensuring that private
property is not seized for public use without just compensation.
o The Sixth Amendment assures the right to a speedy trial by a jury of
one's peers, to be informed of the crimes with which they are charged,
and to confront the witnesses brought by the government. The
amendment also provides the accused the right to compel testimony
from witnesses, and to legal representation.
2

III.

IV.

V.

The Seventh Amendment provides that civil cases also be tried by

jury.

The Eighth Amendment prohibits excessive bail, excessive fines, and

cruel and unusual punishments.

The Ninth Amendment states that the list of rights enumerated in

the Constitution is not exhaustive, and that the people retain all rights
not enumerated.

The Tenth Amendment assigns all powers not delegated to the

United States, or prohibited to the states, to either the states or to the
people.

Standards
1. PDE SAS- 8. History 3. United States 3. Third Grade B:
Identify and describe historical documents, artifacts, and places critical
to United States history.
2. NCSS Themes and Subthemes
VI. Power, Authority, and Governence
a. Examine how and why the constitution was made.
X. Civic Ideals and Practices
b.
Creating classroom preamble to understand the civic duties
of making a document.
Lesson Objectives
Students should be able to take notes on an outline about the
information presented on a PowerPoint presentation. (Content Outline)
Students will be filling in a preamble worksheet with groups of two or
three to make their own classroom preamble.
Teaching Procedures
1. Anticipatory Set/Introduction
-Before the lesson begins, distribute the outline the students will have
to fill out when I go over the PowerPoints..
-Inform students they will be doing an activity after the PowerPoint, so
pay close attention.
-Start the lesson by asking if anyone has learned about the
Constitution, and have a few students share their previous knowledge.
2. Lesson Input
As a class, discuss what laws and rules mean to the students. Have
them raise their hand and discuss. The teacher will direct the
discussion in asking what life would be like if we lived in a
dictatorship. The teacher will then introduce that they will be
3

learning about the way our democracy was formed, which was the
Constitution
Then, go over the PowerPoint to discuss the history of the
Constitution, and the different parts of it.
The teacher will then read We the Kids by David Catrow to the
students to go deeper into the preamble. After, the teacher will ask
the students to write on an index card why they think the preamble
is so important.
Finally, the students will get into groups of two or three to create
their own preamble for the classroom based upon a worksheet the
teacher will provide. (attached at bottom of paper).

3. Guided Practice
The teacher will guide the students in writing the first line of the
preamble we the people, in order to form a more perfect
.
The teacher will have the worksheet projected on the board and as
a class, discuss what the first blank should be.
The teacher will monitor student progress by looking to see if they
are helping the class thinks of ideas for the first line.
An adaptation or accommodation to challenge advanced learners is
to have them think of the first line without any classroom discussion
first. An accommodation for a learner with difficulties is to move to
the front of the classroom closer to the teacher.
4. Independent Practice
Students will get in pairs of two or three to finish the classroom
preamble. When they are finished they will hand it in for a
completion grade and to see if it makes sense. (worksheet
attached)
5. Differentiation
I will differentiate this lesson based on the specific learning and
behavioral needs of my students.
6. Closure
The students will hand in their preamble. The teacher will review
the key points they went over and ask the students to tell them why
they believe the constitution is important.

VI.

Teacher and Student Resources and Evaluation of Resources

A. Student Reading Resources: List equipment and materials needed for
student use. Provide references, perhaps including Internet Links.
These are reading materials used by students in the lesson.
a. Outline Worksheet
b. Preamble Worksheet- https://s-media-cacheak0.pinimg.com/736x/a8/0c/ca/a80cca0e33a7241c474397fc6cd
6b734.jpg
c. Index Card
d. Pencil

B. Teacher Resources for Lesson Design: List resources you used to design
the lesson plan (teacher materials, to provide background on the
content, etc.)
a. Preamble Worksheet- https://s-media-cacheak0.pinimg.com/736x/a8/0c/ca/a80cca0e33a7241c474397fc6cd
6b734.jpg
b. Houghton Mifflin Social Studies: Communities
c. We the Kids by David Catrow https://www.youtube.com/watch?
v=PX8SSxbLWvg
d. Website about the Constitution http://www.whitehouse.gov/ourgovernment/the-constitution
e. The Preamble
http://constitutioncenter.org/constitution/preamble/preamble
f. Ideas for Lesson http://www.scholastic.com/browse/article.jsp?
id=3750120
C. Evaluation of Teacher Resources Used for Lesson Planning Design.
Attach a chart that analyzed the resources used.
*Use this template or a similar format to record your evaluation of 3 or more
sources used in your lesson planning.
Resource Title or Website Address

Influen
ce:
Signific
ant
Influen
ce (SI)
or
Minor
Influen
ce (MI)
in
informi
ng
your
thinkin
g,
decisio
ns
about
the
lesson
plan

3+
Characteristi
cs
suggesting
that the
source is a
quality
resource,
reliable
material

Accessib
ility
Access
for
teachers
or
others

Overall
Rating
and
Suggest
ions for
current,
future
use of
resourc
e

1.SI
1. http://www.whitehouse.gov/our-government/theconstitution
2.
http://constitutioncenter.org/constitution/preamble/p
reamble
3.
https://www.youtube.com/watch?v=PX8SSxbLWvg

2.SI

3. MI

1.It is
an .org
website
and that
shows me
it is
reliable.
It outlines
why we
have a
constitutio
n and the
different
parts of it.
It
describes
the first
ten
amendme
nts in a
way that
people
could
understan
d.
2. This is
also a .org
website.
It has the
exact
preamble
written
out.
It
describes
the
preamble
in an
intelligent
way.
3. On
youtube
and the
website is

1.EasyOn the
interne
t.
2.Easy
-On
the
interne
t.
3.Easy
-On
the
interne
t.
3.

I
would
use all
of the
websit
es
again.

very
known.
Can see
the book.
Book is
being read
aloud.

VII.

Formative and Summative Assessment of Students

Formative- Students are participating and raising their hands.
Students are participating in group discussion. Students are writing
in their outline.
Summative- Students complete preamble chart, as well as the
notecard.

VIII.

Technology/Materials/Equipment
Smartboard
Index Card
Outline
Preamble Worksheet
We the Kids

IX.

Reflection on Planning
Since this is an introductory lesson to the Constitution I decided to
start to make it teacher led, and gradually release the responsibility.
Incorporating a childrens book will help students be able to relate to
the preamble and it will help them when they are creating their own. I
had to add in information from the internet because the textbook did
not supply enough information.