Lesson Plan (based on AR Teaching Standards) Teacher candidate: Chrissy Davis Subject(s): History Topic(s): The Constitutional Convention

Day 1
Circle the Blooms Domains that apply: Cognitive Affective Psychomotor

Grade: 5th

Arkansas Frameworks (complete SLEs): or Common Core Standards CCSS.ELA-Literacy.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. H.6.5.17 Explain the role of the following events in the development of the United States: Shays Rebellion Constitutional Convention

Length of lesson (specify beginning and ending time): Start 9:00 /Finish_9:50_

Learning Goals/ObjectivesStds 4-8 The students will evaluate the Constitutional Convention. The students will use a KW-L Chart to develop an understanding of the vocabulary in the text.

Considering Prior Knowledge Stds 1-5, 7 Students have prior knowledge of the Constitution. Student GroupingStds 1-3, 8 Students will be working independently. I chose this because I wanted the students to focus on the material on their own. Teaching MethodsStds 4, 6, 7-8 I will use a K-W-L chart because I want the students to tell me know they already know. I also want a convenient place for their vocabulary to be so that they can look back at it.

LESSON DESCRIPTION/ACTIVITIESStds 1-8 Procedures 1. Introduction: state objectives, activate background knowledge and experiences, engage learners,
connect previously learned content Projected Time: _5-7 minutes___ Prereading: The students will be given a K-W-L Chart to fill out. I will explain how a K-W-L Chart works and I will ask the students to fill out what they already know about the Constitutional Convention. Once the students have completed the first section I will ask some of the students to share what they already know about the Constitutional Convention.

2. Lesson Content:
Projected Time: _40 minutes___

I will have the students read over the questions that I have provided for them to answer in the what we want to know section. Before we start reading I will show the students where the vocabulary is located at the first of chapter in their books. I will point out that there are even page numbers conveniently located next to the words. I will ask the students what they think the vocabulary words mean, after a short discussion I will ask the students to look up the words and write the definitions in the what I learned column of the K-W-L Chart. After the students have looked up all of the vocabulary we will go over the words to be sure that everyone understands them. The definitions will be conveniently located on the chart so that the students can refer back to them if they forget the meaning of a word. I will have the students read over the questions that they need to answer so that they are familiar with what they need to keep an eye out for as they read the material. I will tell the students that they should read the material carefully and write down anything that they find important or interesting. 3. Closure:
Projected Time: __5-7 minutes___

Tell me one thing that you learned today. What was the most important thing you learned in this class today? 4. Extensions: websites to explore, questions to research, establishing new inquiries, additional
applications.

Burningham, John. Mr. Grumpys Outing. New York: H.Holt & Co., 2001 Board Book Edition Fritz, Jean. Shh! Were Writing the Constitution. New York:Putman, 1987 http://www.archives.gov/exhibits/charters/constitution.html http://const4kids.forums.commonground13.us/?p=19 www.misterteacher.com/constitutionparts.html

Materials and TechnologyA4 Text book K-W-L chart Assessment Informal [formative]

*and/or (both are not required)

Formal [summative]

I will give the students credit for filling out the K-W-L chart using a rubric Modifications or Accommodations For the students that are struggling readers I will provide them with the page number that the question should be found on. I will also allow struggling writers to tag the answers to the questions with a sticky note in the book. They can show or tell me what the answers are and where they found them.

K
What we know

W
What we want to learn Vocabulary 1. arsenal 2. federal system 3. republic 4. compromise 5. bill Why was there a need for change?

L
What we learned

Who thought that the country needed a stronger government?

What happened when they tried to fix the Articles of Confederation?

Was it easy to get everyone to agree?

What was the three-fifths Compromise?

Evaluation: To evaluate the objective students will evaluate the Constitutional Convention. The students will use a K-W-L Chart to develop an understanding of the vocabulary in the text, I will use a rubric.

K-W-L Chart Checklist

Name ________ Components of the Lesson Five What I knew about the Constitutional Convention (one point each) Definitions for the vocabulary listed (2 points each) Five questions from the what I want to learn section answered in in the what I learned section. (5 points each) Points Points possible earned 5pts Date___________ Comments

10pts. 25pts.

TOTAL

40pts.

Lesson Plan (based on AR Teaching Standards) Teacher candidate: Chrissy Davis Subject(s): History Topic(s): The Constitutional Convention Day 2
Circle the Blooms Domains that apply: Cognitive Affective Psychomotor

Grade: 5th

Arkansas Frameworks (complete SLEs): or Common Core Standards CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. H.6.5.17 Explain the role of the following events in the development of the United States: Shays Rebellion Constitutional Convention

Length of lesson (specify beginning and ending time): Start 9:00 /Finish_9:50_

Learning Goals/ObjectivesStds 4-8 The students will create a double entry journal. They will produce facts and summarize the text and express any questions that they have.

Considering Prior Knowledge Stds 1-5, 7 Students have prior knowledge of the Constitutional Convention Student GroupingStds 1-3, 8 Students will be working alone. I chose this grouping because I wanted the students to focus on the material. Teaching MethodsStds 4, 6, 7-8 I will have the students use a double entry journal while they are reading the chapter. LESSON DESCRIPTION/ACTIVITIESStds 1-8 Procedures 1. Introduction:
Projected Time: _5-7 minutes___

Good morning class. I hope that you have all finished writing your vocabulary as well as your KWL charts. Today we are going to go over the chapter on the Constitutional Convention. We will be using a Double Entry Journal so I want you to take out a piece of paper and fold it long ways. On the right side of your paper you will be writing facts, important sentences and summarizing the text. On the left the students will express any questions or thoughts that you have about the material. You will need to come up with at least one question from each section of the chapter that you will research to find an answer.

2. Lesson Content:
Projected Time: _40 minutes___ We will open our books to page 44 and read together for a page or two. As we read together I want you to use your Double Entry Journal. Afterwards we will talk about the things that you wrote on your paper and any questions that you have. I would like for you to take the last few minutes of class and read a little farther on your own and tomorrow we will talk about the people that were at the Constitutional Convention and the roles that they had in the Constitution.

3. Closure:
Projected Time: __5-7 minutes___ Who do you think was the person who decided that the Articles of Confederation needed to be rewritten? Who do you think wrote the Constitution? Who was the first person to sign the Constitution? Those are all great guesses. Tomorrow we will find out the answers to those questions.

4. Extensions: websites to explore, questions to research, establishing new inquiries, additional

applications.

Burningham, John. Mr. Grumpys Outing. New York: H.Holt & Co., 2001 Board Book Edition Fritz, Jean. Shh! Were Writing the Constitution. New York:Putman, 1987 http://www.archives.gov/exhibits/charters/constitution.html http://const4kids.forums.commonground13.us/?p=19

Materials and TechnologyA4 Text book Double Entry Journal Assessment Informal [formative]

*and/or (both are not required)

Formal [summative]

I will give the students credit for filling out the Double Entry Journal using a rubric

Modifications or Accommodations Students that are slow readers will read the sections and then discuss them with their peer buddy. If there is still a problem I will read the section to the student, or we will read one section together as a class and I will model the double entry process on the smart board and have the students follow along. To evaluate the objective The students will create a double entry journal. They will produce facts and summarize the text and express any questions that they have, I will use a rubric.

Double Entry Journal Checklist

Name ______________ Components of the Lesson Facts and summary for each of the sections (5 sections = 5 points per section) One question from Each section And researched answer in double entry journal Points Points possible earned 25pts. Date_______________ Comments

25pts.

TOTAL 50pts.

Lesson Plan (based on AR Teaching Standards) Teacher candidate: Chrissy Davis Subject(s): History Topic(s): The Constitutional Convention Day 3
Circle the Blooms Domains that apply: Cognitive Affective Psychomotor

Grade: 5th

Arkansas Frameworks (complete SLEs): or Common Core Standards CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. H.6.5.17 Explain the role of the following events in the development of the United States: Shays Rebellion Constitutional Convention

Length of lesson (specify beginning and ending time): Start 9:00 /Finish_9:50_

Learning Goals/ObjectivesStds 4-8 The students will participate in a literacy circle and evaluate the life of an assigned person that was at the Constitutional Convention. The students will discuss what they learn with the class.

Considering Prior Knowledge Stds 1-5, 7 Students have prior knowledge of the Constitutional Convention. Student GroupingStds 1-3, 8 The students will be grouped in groups of 4 or 5. I chose this grouping because I wanted the students to discuss the material and work as a group. Teaching MethodsStds 4, 6, 7-8 The students will be in a literacy circle. I chose this because I want the students to work together as a team to learn about their assigned person to research.

LESSON DESCRIPTION/ACTIVITIESStds 1-8 Procedures 1. Introduction:

Projected Time: _5-7 minutes___ Good morning class. Do you remember yesterday I asked you some questions as you were leaving? Well today we are going to get into groups of 3 to 4 and you are going to research a special person that had a role in the Constitutional Convention. I will be assigning each group one name, and you will participate in a literacy circle.

2. Lesson Content:
Projected Time: _40 minutes___ Daniel Shays, James Madison, Patrick Henry, George Washington, Edmund Randolph, William Paterson. Now that you have been assigned an important person, group one do you know anything about Daniel Shays? Group two do you know anything about James Madison? Group Three- do you know anything about Patrick Henry? Group four do you know anything about George Washington? Group five - do you know anything about Edmund Randolph? Group Six do you know anything about William Paterson? Good job, I will be handing out each group a biography to read. Each of you in the group will have a job to do while you read the biography. I will assign the jobs giving one student the job of the summarizer. This student will read the book and summarize what they have read. There will be a student assigned to be a wordsmith and record any vocabulary from the book and bring the vocabulary and definitions to share with the group. There will also be an illustrator and a student to bring in questions that they had when they were reading to discuss with the group. I want you to read the biography and report back to the group the next week. The group will discuss what they found in the book. Together you will create a poster to share with the class. (assign jobs) ok class you have a few minutes to start reading your books before class is over.

3. Closure:
Projected Time: __5-7 minutes___ I know that you didnt get very far in your book, but can you tell me one thing that you thought was interesting about the person that I assigned you to research? Raise your hand if you read something that you didnt know before today about the person I assigned you to research. What was it?

4. Extensions: websites to explore, questions to research, establishing new inquiries, additional

applications.

Burningham, John. Mr. Grumpys Outing. New York: H.Holt & Co., 2001 Board Book Edition Fritz, Jean. Shh! Were Writing the Constitution. New York:Putman, 1987 http://www.archives.gov/exhibits/charters/constitution.html http://const4kids.forums.commonground13.us/?p=19

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Materials and TechnologyA4 (List the instructional materials you will use, including books, handouts, websites, & texts. Use of technology is encouraged, so be sure and list everything you need to integrate it such as flash drives, laptop, projector, flipcam, etc):

Shays' Rebellion By: Michael Burgan. Reading level 6.9

James Madison by: Anne Welsbacher. Reading level 4.8

Patrick Henry: Liberty or Death By: Jason Glaser. Reading level 4.3

George Washington: A Life of Leadership By: Robin Nelson. Reading level 3.1 Posters Markers Assessment Informal [formative] *and/or (both are not required) Formal [summative]

The posters and presentations will be graded using a rubric when they complete them. Modifications or Accommodations for Special Needs students if present (describe IEP requirements) or for Diverse Audiences (What aspects of culturally responsive pedagogy, multicultural education, or adaptations for English language learners did you address in this lesson)? Kinesthetic learning activities, visuals, contextualizing, peer assistance, scaffolding,
comprehensible input, active involvement, interactive goal-setting, authentic assessments

The biographies have about the same amount of pages but they are varying in reading level. I will assign the struggling readers a book that has a lower reading level. 11

To evaluate the objective The students will participate in a literacy circle and evaluate the life of an assigned person that was at the Constitutional Convention. The students will discuss what they learn with the class, I will use a rubric.

Literacy Circle Checklist

Name ______________ Components of the Lesson Participation Poster has a summary, illustration, at least 5 questions, at least 5 vocabulary words and definitions Points Points possible earned 5pts. Date_______________ Comments

45pts.

TOTAL

50pts

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Lesson Plan (based on AR Teaching Standards) Teacher candidate: Chrissy Davis Subject(s): Social Studies Topic(s): _Constitution Day 4
Circle the Blooms Domains that apply: Cognitive Affective Psychomotor

Grade: 5th

Arkansas Frameworks (complete SLEs): or Common Core Standards CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Length of lesson (specify beginning and ending time): Start 9:10 /Finish_10:15_

______________________________________________________________________________ _____________________________

Learning Goals/ObjectivesStds 4-8 The students will explain the purpose of the Preamble to the Constitution. The students will explain a few of the key phrases in the Preamble. The students will create a class Constitution.

Considering Prior Knowledge Stds 1-5, 7 The students have prior knowledge of the Pledge of Allegiance and the Preamble, but we are going to dig deeper into the meaning of both. Student GroupingStds 1-3, 8 The students will be grouped in 6 groups, to dissect the Preamble in sections, as well as create a class constitution. Teaching MethodsStds 4, 6, 7-8 Discussion, and hands on. I choose these because I wanted the students to discuss the Preamble and create a class constitution. 13

LESSON DESCRIPTION/ACTIVITIESStds 1-8 Procedures 1. Introduction:

Projected Time: _10 minutes___ Do you know what the Pledge of Allegiance means? I pledge allegiance you promise to be loyal to the Flag to the symbol of your country of the United States of America a nation of 50 states and several territories, each with certain rights of its own and to the Republic a country where the people elect representatives from among themselves to make laws for everyone for which it stands, the flag represents the values of our form of government, in which everyone is equal under the law one Nation under God, a country formed under God whose people are free to believe as they wish indivisible, the nation cannot be split into parts with liberty and justice with freedom and a system of law for all for every person in the nation, regardless of their differences

2. Lesson Content:
Projected Time: _40 minutes___ Did you know Did you know that September 17, 1787 is the birthday of our government? The Constitution was written in secret, behind locked doors. The original Constitution did not have a description of individual rights. Who was the first person to sign the Constitution? George Washington Read Preamble What does the Preamble mean? Group 1 We the People do ordain and establish this Constitution for the United States of America Group 2 Establish justice Group 3- insure domestic tranquility Group 4 provide for the common defense Group 5 promote the general welfare Group 6 secure the blessings of liberty The Seven Articles of the US Constitution The Constitution is our plan for government. The Articles of the Constitution talk about the duties of the three main parts of government: the Executive Branch, the Legislative Branch, and the Judicial Branch. The articles also talk about the separate powers of the Federal and State government, and how to change the Constitution. Article 1: Legislative Branch: the U.S. Congress makes the laws for the United States. Congress has two parts, called "Houses," the House of Representatives and the Senate. Article 2: Executive Branch: the President, Vice-President, Cabinet, and Departments under the Cabinet Secretaries carry out the laws made by Congress.

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Article 3: Judicial Branch: the Supreme Court decides court cases according to US Constitution. The courts under the Supreme Court decide criminal and civil court cases according to the correct federal, state, and local laws. Article 4: States' powers: States have the power to make and carry out their own laws. State laws that are related to the people and problems of their area. States respect other states laws and work together with other states to fix regional problems. Article 5: Amendments: The Constitution can be changed. New amendments can be added to the US Constitution with the approval by a two-thirds vote in each house of Congress (67, 281) and three-fourth vote by the states (38). Article 6: Federal powers: The Constitution and federal laws are higher than state and local laws. All laws must agree with the US Constitution. Article 7: Ratification: The Constitution was presented to George Washington and the men at the Constitutional Convention on September 17, 1787, Representatives from twelve out of the thirteen original states signed the Constitution. From September 1787 to July 1788, the states meet, talked about, and finally voted to approve the Constitution. The Amendments 1st: People have freedom of religion, freedom of speech, freedom of the press, freedom of assembly, and the right to petition the Government. 2nd: People have the right to have a weapon to protect themselves. 3rd: Soldiers cannot take or live in a person's house. 4th: The government cannot arrest a person or search their property unless there is "probable cause." 5th: The government must follow the law (due process) before punishing a person. Students create their own constitution for the class. We the people of Mrs. Davis class, in order to have a more perfect class, promise to ____________________________. We will always ___________ to promote the general welfare, ___________ for a tranquil classroom, _________ , ___________ , _________. We pledge to do whatever we can to make our year in fifth grade a success and will always try our hardest to be the best we can possibly be!!

3. Closure:
Projected Time: __5-7 minutes___

Who was the first person to sign the Constitution? What are the most important words in the Preamble? I want you to write down the most interesting thing you learned today and turn it in as you leave. 4. Extensions: websites to explore, questions to research, establishing new inquiries, additional
applications.

Burningham, John. Mr. Grumpys Outing. New York: H.Holt & Co., 2001 Board Book Edition Fritz, Jean. Shh! Were Writing the Constitution. New York:Putman, 1987 http://www.archives.gov/exhibits/charters/constitution.html http://const4kids.forums.commonground13.us/?p=19

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Materials and TechnologyA4 Smart board PowerPoint Large Paper Markers Assessment Informal [formative] Exit Slip Modifications or Accommodations I will group my special needs students in groups were they can get the most help. I will slow down my lecture and use lots of visuals for the second language learners. They can also have their peer helper explain anything that they dont understand. For the hearing impaired I will not turn my back to them while I am teaching and I will speak slowly and clearly. For the seeing impaired I will print out the PowerPoint for them as well as have them sit in the front of the room.

*and/or (both are not required)

Formal [summative]

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Lesson Plan (based on AR Teaching Standards) Teacher candidate: Chrissy Davis Subject(s): Social Studies Topic(s): Constitution: Web Quest and study guide for test Day 5 Grade: 5th

Circle the Blooms Domains that apply:

Cognitive

Affective

Psychomotor

Arkansas Frameworks (complete SLEs): or Common Core Standards CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. C.5.5.1Identify the founding documents that helped to establish laws for the United States (e.g., Mayflower Compact, Declaration of Independence, United States Constitution)

Length of lesson (specify beginning and ending time): Start 9:00 /Finish_9:50_

Learning Goals/ObjectivesStds 4-8 The students will describe what problems could arise if our country had no rules. The students will examine the web quest provided and explore the links available to gain additional insight to the Constitution.

The students will complete a study guide for the test on Monday. Considering Prior Knowledge Stds 1-5, 7 Students have prior knowledge of the Constitution. Student GroupingStds 1-3, 8 Students will not be in groups because they will each have a computer for the web quest. Teaching MethodsStds 4, 6, 7-8 Webquest. I chose this because I wanted the students to explore information about the Constitution at their own pace and based on what they are curious about.

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LESSON DESCRIPTION/ACTIVITIESStds 1-8 Procedures 1. Introduction:

Projected Time: _5-7 minutes___ Journal prompt: What problems do you think we would have if our country had no rules?

2. Lesson Content:
Projected Time: _40 minutes___ Today we are going to do a web quest and then I am going to hand out a study guide/ practice test to help you get ready for the test on Monday. I want you to get out your ipads and go to the website http://www.eduwebs.org/Webquests/constitution/constitution.htm. This website will ask you questions and tell you to go to different websites to gather information. I want you to follow the directions and write down the interesting things that you find out. I will be walking around the room to see your progress and I will ask each of you to tell me something interesting that you find on the web quest.

3. Closure:
Projected Time: __5-7 minutes___ Dont forget that you have a test on Monday. The test will look very similar to the study guide. I did this so that you can see the format of the test and prepare accordingly. Exit Slip: Write down one thing that you learned from the Web Quest today. Hand it to me on your way out.

4. Extensions: Burningham, John. Mr. Grumpys Outing. New York: H.Holt & Co., 2001 Board Book Edition Fritz, Jean. Shh! Were Writing the Constitution. New York:Putman, 1987 http://www.archives.gov/exhibits/charters/constitution.html http://const4kids.forums.commonground13.us/?p=19 http://www.schuylervilleschools.org/Teacher_DeptPages_HS/HS_Library/MrsNesbitt_C onstitutionWebQuest.cfm http://www.historyteacher.net/AHAP/WebQuests/WQ-ConstitutionalConvention/WQConConv-student-main_page.htm http://www.eduwebs.org/Webquests/constitution/constitution.htm Materials and TechnologyA4 http://www.schuylervilleschools.org/Teacher_DeptPages_HS/HS_Library/MrsNesbitt_C onstitutionWebQuest.cfm ipads/ computers study guides journals

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Assessment Informal [formative] Exit Slip *and/or (both are not required) Formal [summative]

Modifications or Accommodations For the seeing impaired I will set their ipad to a larger font. For the children that are hearing impaired I will speak loudly and slower or write the directions if needed. For the ESL students I will write the directions, and assign a peer buddy to assist them in any questions/ problems that they have.

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Constitution practice test Use this to study for your test on Monday

Matching 1. 2. 3. 4. 5. 6. 7. o o o o o o o Bill of Rights Great Compromise Federalists federal Shays' Rebellion Northwest Ordinance of 1787 veto A. related to the national government B. people who supported the Constitution C. a plan for dividing the Northwest Territory D. a plan that split Congress into the House of Representatives and the Senate E. the first 10 amendments to the Constitution F. to refuse to sign into law G. an uprising of farmers who were angry about state taxes

7 Multiple Choice Questions 1. A group of people in support of the Constitution 1. 2. 3. Antifederalist The Federalist federal

4. Federalists 2. powers that are "reserved," or left, for the states 1. 2. 3. 4. separation of powers reserved powers Federalists New Jersey Plan

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3. people who were against the Constitution 1. 2. 3. 4. Federalists Antifederalist The Federalist federal

4. counting only some enslaved people as part of a state's population 1. 2. 3. 4. Great Compromise compromise The Federalist Three-Fifths Compromise

5. a change or addition to the Constitution 1. 2. 3. 4. federal amendment veto Preamble

6. the part of the government that makes sure laws are understood correctly 1. 2. 3. 4. executive branch judicial branch Virginia Plan legislative branch

7. dividing a government into branches with separate powers 1. 2. 3. 4. separation of powers Bill of Rights ratify reserved powers 21

6 True/False Questions 1. executive branch the part of the government that puts laws into effect True False

2. Preamble the beginning part of the Constitution True False

3. delegate a person who represents other people at a meeting True False

4. checks and balances the part of the government that puts laws into effect True False

5. Virginia Plan an economic condition in which prices rise very quickly True False

6. Articles of Confederation a group of people in support of the Constitution True False

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Constitution Text Set

The Constitution Pierce, Alan The Constitution focuses on the first years of the United States, why a written constitution was needed, and the different parts of the U.S. Constitution. Book Level: 7.4 Interest Level: 4-8th grade Nonfiction

Constitution Day Griffin, Maeve This book examines several important things; the reason the Constitution was created, Constitution Day and what happened at the Constitutional Convention. The parts of the Constitution and the Bill of Rights are also looked at. Book Level: Nonfiction 23 5.6

The Constitution: The Preamble and the Articles Weidner, Daniel W.

This book explains the preamble and individual articles of the US Constitution. It also looks at the events surrounding when document was written, how it has changed throughout the years, and how it is enforced. Book Level: 10.8 Interest Level: 4-8 Nonfiction

Shh! We're Writing the Constitution Fritz, Jean Shh! Were Writing the Constitution describes how the constitution came about and what the process is to ratify it. This book also includes the full text of the document that was created by the Constitutional Convention of 1787. Book Level: 7.1

Interest Level: 4-8 Nonfiction 24

Shays' Rebellion Michael Burgan. This book takes a look at Shays Rebellion, the things that led up to the rebellion as well as the details of the rebellion. Reading level 6.9

James Madison Anne Welsbacher This book takes a look at the life of James Madison and the things throughout his life that made him the man that he was. Reading level 4.8

Patrick Henry: Liberty or Death Jason Glaser. The life and accomplishments of Patrick Henry are found in this book. Reading level 4.3

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George Washington: A Life of Leadership Robin Nelson This is a book that is easy for students to understand to learn about the life, struggles and accomplishments of George Washington. Reading level 3.1 National Anthem Star Spangled Banner Oh, say can you see by the dawn's early light What so proudly we hailed at the twilight's last gleaming? Whose broad stripes and bright stars thru the perilous fight, O'er the ramparts we watched were so gallantly streaming? And the rocket's red glare, the bombs bursting in air, Gave proof through the night that our flag was still there. Oh, say does that star-spangled banner yet wave O'er the land of the free and the home of the brave?

On the shore, dimly seen through the mists of the deep, Where the foe's haughty host in dread silence reposes, What is that which the breeze, o'er the towering steep, As it fitfully blows, half conceals, half discloses? Now it catches the gleam of the morning's first beam, In full glory reflected now shines in the stream: 'Tis the star-spangled banner! Oh long may it wave O'er the land of the free and the home of the brave!

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And where is that band who so vauntingly swore That the havoc of war and the battle's confusion, A home and a country should leave us no more! Their blood has washed out their foul footsteps' pollution. No refuge could save the hireling and slave From the terror of flight, or the gloom of the grave: And the star-spangled banner in triumph doth wave O'er the land of the free and the home of the brave!

Oh! thus be it ever, when freemen shall stand Between their loved home and the war's desolation! Blest with victory and peace, may the heav'n rescued land Praise the Power that hath made and preserved us a nation. Then conquer we must, when our cause it is just, And this be our motto: "In God is our trust." And the star-spangled banner in triumph shall wave O'er the land of the free and the home of the brave!

Pledge of Allegiance to the Flag "I pledge allegiance to the Flag of the United States of America, and to the Republic for which it stands, one Nation under God, indivisible, with liberty and justice for all.

Websites http://www.archives.gov/exhibits/charters/constitution.html http://const4kids.forums.commonground13.us/?p=19 www.misterteacher.com/constitutionparts.html

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Web quests http://www.schuylervilleschools.org/Teacher_DeptPages_HS/HS_Library/MrsNesbitt_C onstitutionWebQuest.cfm http://www.historyteacher.net/AHAP/WebQuests/WQ-ConstitutionalConvention/WQConConv-student-main_page.htm http://www.eduwebs.org/Webquests/constitution/constitution.htm

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