Instructional Goals:

Students will

• Orally share what they learned about the Constitution
• Orally share what they have written on the research work sheet
• Understand how the constitution is useful today

Learning Objectives:

Students will

• Use the internet and print resources to locate information
• Analyze and read a primary source document

Motivational Goals:

Students will gain confidence in researching, retrieving, and processing information to fulfill an information need.

Support Materials

Technology (smart board, computers)

www.earlyamerica.com/earlyamerica/freedom/index.html

www.nara.gov/exhall/charters/constitution/confath.htm.

www.nara.gov/exhall/charters/constitution/conmain.html.

Literature

 Fritz, Jean. (1998). Shh! We’re Writing the Constitution. New York: Harcourt Brace.

Johnson, Linda Carlson. (1994). Our Constitution (I KnowAmerica).  New York:  Millbrook Press.

Levy, Elizabeth. (1996). If You Were There When They Signed the Constitution. New York:  Paper Star.

Maestro, Giulio. (1997). A More Perfect Union:  The Story of our Constitution. New York:  Lothrop, Lee & Shepard Books.

Quiri, Patricia. (1998). The Constitution: A True Book. Danbury, CT:  Children’s Press.

Introduction:

            Content                                                                                              Technique

            Day 1

1. Upon their arrival, welcome students and ask                                Chart tablet

them to imagine what school would be like without                       markers

rules and regulations. Allow a brief reflection.

1. Display the Constitution on the Smart Board.                                 Smart Board
2. Explain that after the Revolutionary War, it was

found that the Articles of Confederation had several

weaknesses.

1. Read aloud the preamble of the Constitution, and model a             Constitution

“think aloud” by discussing how you highlight key words              (document)

and decipher difficult words.

1. Ask students to write a preamble for their class. Discuss                note books

with the class what is important.

Body:

            Day 2

1. Instruct students that they will work in teams to locate and            team chart

 record information about the Constitution.

1. Project a list of questions that students will research using a           worksheet #1

worksheet with suggested websites and print materials.

1. Teams will designate a recorder, reporter and time keeper.            Pencil
2. Students will work in teams to research and record answers                         clock

to worksheet questions.

1. Provide teams with either print resources or a computer to              computer

complete research.                                                                       books

                                                                                                            encyclopedia

Conclusion:

            Day 3

      9.   Reporters will share information with the class.                              worksheet

                                                                                                                Smart Board