ETE 335

1. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Lyndsay Hawk Civics & Government Grade: 5th Lesson Title: The U.S. Constitution

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: Students will develop knowledge of the U.S. Constitution, in relation to its creation and amendments. In addition, students will learn to make connections between their lives and those of people living in the past, in order to make comparisons and analyze the implications of events in history. Objectives: Content/Knowledge: • Students will be able to understand the relevance and importance of the U.S. Constitution on history. Process/Skills: • Students will be able to obtain historical data from a variety of sources. • Support interpretations with historical evidence. Values/Dispositions: • Students will be able to formulate a opinion or position on document text.

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: Government by the people is at the heart of the Constitution. Teaching its tenets and history can be invaluable in a child's education. The constitution designates powers within our country, determining what power belongs to the state and what power belongs to the federal government. Standards: State – Illinois Common Core or Learning Standards 14.A.2 Explain the importance of fundamental concepts expressed and implied in major documents including the Declaration of Independence, the United States Constitution and the Illinois Constitution.  National – NCSS Themes Time, Continuity, and Change Power, Authority, and Governance Civic Ideals and Practices

5. Logical/Mathematical

6. Logical/Mathematical • Activity: • Students will examine the U.S. Constitution and its roll in court cases. Students will examine both sides of the case Harper v. Virginia Board of Elections. The tax being charged at Virginia polling places was used by counties for expenses such as conducting voting and by the state to support public education. The maximum tax was only $1.50. Shouldn't anyone be happy to pay such a small amount for the privilege of voting and to help pay for the voting process? Would it be fair to ask people who do not vote to pay for voting through some other tax, such as a tax on items you buy at the store (a sales tax)? On the other hand, if you have no money at all, is that a good reason to keep you from voting? • Materials: • Computers with Internet access • Resources: • http://www.casebriefs.com/blog/law/constitutional-law/constitutional-law-keyed-to-cohen/the-equal-protection-clause-and-the-review-of-the-reasonableness-of-legislation/harper-v-virginia-state-board-of-elections-2/ • http://en.wikipedia.org/wiki/Harper_v._Virginia_Board_of_Elections

7. Verbal/Linguistic

8. Verbal/Linguistic • Activity: • Students will also analyze the language and meaning of the Preamble, and then work in cooperative groups to write a class constitution. • Materials: • Computer with Internet access, copies of the Preamble, paper, pencils • Resources: • http://constitutionus.com/

9. Musical/Rhythmic

10. Musical/Rhythmic • Activity: • Students will listen to and learn the song, “Constitution Preamble” by School House Rock. Students will hold discussions regarding the concepts within the song. • Materials: • Computer with Internet access, musical instruments, song lyrics • Resources: • http://www.bing.com/videos/search?q=the+u.s.+constitution+%2b+music&mid=45EF65C33462FD7DACCC45EF65C33462FD7DACCC&view=detail&FORM=VIRE1

11. Visual/Spatial

12. Visual/Spatial • Activity: • Share with the class the political cartoon The Horse America, Throwing His Master. • What do the students observe in the cartoon? What is the cartoonist saying? What was happening in 1779? • Materials: • Computer with Internet access, paper, pencils, copies of the political cartoon • Resources: • http://www.loc.gov/pictures/resource/cph.3a53273/ • http://www.awesomestories.com/assets/The-Horse-America-Throwing-His-Master

13. Body/Kinesthetic

14. Body/Kinesthetic • Activity: • Students will reenact the signing of the U.S. Constitution. • By taking part in the dialogue, students will begin to appreciate the difficult decisions that were made during the signing of the U.S Constitution. • Students will create/practice dialogue for based upon research of historical figures. Students will assign roles and create/utilize props. • Materials: • Paper, pencils, costumes, props, large area (gym or outdoors) • Student Resources: • No resources will be utilized during this activity.

15. Interpersonal

16. Interpersonal • Activity: • When the American Revolution succeeded, the colonists needed to develop a government. Pose the following question to students: What are the responsibilities of independence? After brainstorming, provide students with a hypothetical situation: If our class were to be stranded—without any adults and with little hope of being rescued in the foreseeable future—on a very hospitable tropical island. How will you work together? How will you create rules? How will you deal with people who group members think are not following the rules? Relate student’s responses to the actions of the colonists and the development of the Constitution. • Materials: • Computer with Internet access, paper, pencil • Resources: • http://www.policyalmanac.org/government/archive/constitution.shtml

17. Intrapersonal

18. Intrapersonal • Activity: • Inform students, after much debate and compromise, our present Constitution was adopted. Share with the class an image of the Constitution. Students will not be able to read the fine print. What students will easily see are the words "We the People" at the top of the page. Ask students to write their opinion, “Why did the Founders choose to begin the document with these words?” and “What do these words mean to you?” • Materials: • Computer with Internet access, paper, pencils • Resources: • http://ts1.mm.bing.net/th?id=H.4578852780114652&pid=1.7&w=255&h=182&c=7&rs=1 • http://www.archives.gov/exhibits/charters/constitution.html

19. Naturalistic

20. Naturalistic • Activity: • Students will make connections between the federal government and lands through the scope of the U.S. Constitution. For instance, Article IV gives Congress authority over federal property. Students will conduct research and determine how this section of the Constitution has impacted history and our current land ownership. • Materials: • Computer with Internet access, paper, pencil • Resources: • http://constitutionus.com/

21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Assessment: Students will be assessed throughout the lessons using anecdotal notes and observations checklists. In addition, students’ comprehension will be evaluated from various journal entries and group discussions. Furthermore, a formative assessment will be given at the end of the lessons, in which students will be asked short-answer questions related to the U.S. Constitution, historical figures, and implications of on today’s society. Online Resources: 1. https://delicious.com/lhawk/Civics