Lesson Plan

We, the People...

Subject Area

English Language Arts
Social Studies

Grade(s)

4

Overview

In 1819 the Constitutional Convention met in Huntsville, Alabama in order to write our state's constitution. In this lesson, students will learn what a preamble is, as well as, read both the United States Preamble to the Constitution and the preamble to Alabama's Constitution. Students will examine similarities between both preambles and discuss possible reasons for such similarities. Fifth-grade teachers could also utilize this lesson to examine and compare both preambles and their purposes. 

This lesson was created in partnership with the Alabama Department of Archives and History.

Social Studies (2010) Grade(s): 4

SS10.4.5

Describe Alabama’s entry into statehood and establishment of its three branches of government and the constitutions.

Unpacked Content

UP:SS10.4.5

Vocabulary

  • legislative
  • executive
  • judicial
  • constitution
  • senate
  • congress
  • house of representatives
  • governor
  • checks and balances
  • capital
    • capitol

Knowledge

Students know:
  • Alabama has had six different constitutions. Alabama has three branches of Government: Executive, Legislative, Judicial.
  • The reasons why Alabama has had five different capitals.
  • The roles of prominent political leaders during early statehood in Alabama, including William Wyatt Bibb, Thomas Bibb, Israel Pickens, William Rufus King, and John W. Walker.
  • What the U.S. Constitution and the Northwest Territory require of a territory to become a state.
  • The history of early settlements in Alabama and the cession of Indian lands.
  • What it means to have a republican form of government.

Skills

The students are able to:
  • Analyze Alabama's entry into statehood.
  • Identify and differentiate the roles of the three branches of government.
  • Compare and contrast Alabama's constitutions.
  • Explain political and geographic reasons for changes in location of Alabama's state capital.
  • Recognize roles of prominent political leaders during early statehood in Alabama, including William Wyatt Bibb, Thomas Bibb, Israel Pickens, William Rufus King, and John W. Walker.

Understanding

Students understand that:
  • Many prominent people were involved in Alabama's entry into statehood and that our government was designed in a way that allowed a system of checks and balances to be in place.
English Language Arts (2021) Grade(s): 4

ELA21.4.14

Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.

Unpacked Content

UP:ELA21.4.14

Vocabulary

  • Comprehension
  • Literary text
  • Informational text
  • Discussing
  • Writing
  • Response

Knowledge

Students know:
  • Comprehension of text can be demonstrated by referring to the text in discussions or written responses.
  • Informational text is nonfiction text, and literary text is fictional.

Skills

Students are able to:
  • Demonstrate understanding of literary and informational text by referring to the text in discussions.
  • Demonstrate understanding of literary and informational text by referring to the text in written responses.

Understanding

Students understand that:
  • They can show that they understood literary and informational text by discussing or writing about specific content from the text.
English Language Arts (2021) Grade(s): 4

ELA21.4.36

Write informative or explanatory text about a topic using sources, incorporating academic vocabulary, and including an introduction, facts, details with elaboration, and a conclusion.

Unpacked Content

UP:ELA21.4.36

Vocabulary

  • Informative text
  • Explanatory text
  • Topic
  • Sources
  • Academic vocabulary
  • Introduction
  • Facts
  • Details with elaboration
  • Conclusion

Knowledge

Students know:
  • Informative or explanatory text is a piece of writing that provides factual information that was gathered from research sources.
  • Informative or explanatory text begins by introducing the topic, provides facts and relevant details, and ends with a conclusion.
  • Elaboration means to supply additional information about a detail by using academic vocabulary or by including text features.
  • Academic vocabulary is more formal and specific than spoken language.

Skills

Students are able to:
  • Gather information from sources.
  • Write an informative or explanatory text using information gathered from sources.
  • Write an informative or explanatory text that begins with introducing the topic, provides facts and details about the topic, and ends with a conclusion.
  • Elaborate on details included in the text using academic vocabulary.

Understanding

Students understand that:
  • Informative or explanatory writing follows a predictable text structure that includes introducing the topic, providing facts or additional details about the topic, and ends with a conclusion.
  • They must gather their facts about the topic from a research source.
  • Writers elaborate details included in the text by using formal academic vocabulary and text features.

Primary Learning Objectives

I can explain the purpose of a preamble to a constitution. 

I can compare the US Preamble of the Constitution to the Alabama Preamble of 1819. 

I can read closely in order to gain information from texts. 

I can identify similarities between two given texts. 

I can write in order to share information about Alabama's preamble of 1819. 

 

Procedures/Activities

Before Activity:

1. Teachers should share background information with students on the U.S. Constitution. https://www.archives.gov/files/boston/education/teachable-texts/10-constitution-facts.pdf

2. Then transition into relating this experience to the Alabama Constitutional Convention in Huntsville, Alabama. (The Constitutional Convention was held in Huntsville on July 5, 1819. it was ratified on August 5, 1819.) 

Share with students:  https://avalon.law.yale.edu/19th_century/ala1819.asp

3.  The function of a constitution is... (Possible things to share: a set of rules that a group follows, explains the function and responsibilities of branches of government, gives an explanation of the rights of members or citizens.) 

4.  Both the United States and Alabama's constitutions have preambles. 

5.  Ask students: What do you think is the purpose of a preamble? (Possible answers: it introduces or explains the purpose of a document)

6.  Post or display and share the purpose of a preamble. The purpose of a preamble is to introduce the document. It is an introductory statement that presents the purpose and aims of the documents. 

During Activity:

7. Read the U.S. Preamble to the Constitution with the students.

8. Remind students that the preamble...  (The purpose of a preamble is to introduce the document. It is an introductory statement that presents the purpose and aims of the documents.)

9. Read Alabama's Preamble. (Chunk the text. Either mark students' text or have them mark stopping points as you work through the preamble. Stop 1:After ALABAMA. Stop 2: end of the text. 

10. Read the first chunk to the students, then chorally read it. Then have students talk with partners about what they notice, have learned, or questions they have. You can allow them to use the margins of their page to record their thinking and learning. Then, have students tell you what they notice and what questions they have based on this text. It would be helpful if you recorded the questions and learning of the students (on the board or chart paper). If they recognize any similarities between the two preambles, you can go ahead and have them highlight them. 

11. Read the second chunk to the students, then chorally read it. Then have students talk with partners about what they notice, have learned, or questions they have. You can allow them to use the margins of their page to record their thinking and learning. Then, have students tell you what they notice and what questions they have based on this text. It would be helpful if you recorded the questions and learning of the students (on the board or chart paper). If they recognize any similarities between the two preambles, you can go ahead and have them highlight them. 

12. After you have read through and discussed both preambles, have students place the preambles side by side on their desks. Each student should have a highlighter. Have students work with a predetermined partner to locate similarities in both texts. Consider modeling the process of locating and highlighting a similarity, to ensure that students have an understanding of this task. As students are working, observe students, monitor the classroom, and provide support and questioning as needed. 

After Activity:

14. Discuss the learning from reading the preambles and the similarities between both documents. If students did not notice that there are six "in order to" statements in each document that are similar take the time now to discuss the similarities. 

15. Pose this question to students and have students think (and record), then pair (share their thinking with a partner), and finally share with the class: Why does the Alabama Preamble of 1819 resemble the US Preamble?  If students do not mention how this shows there are similar beliefs shared presented in the federal document and the state document then ask leading questions to help students identify these similar beliefs. Discuss with students that these "in order to" statements show our core values as a state and nation. 

 Assignment: Have students use their notes, the anchor chart information, and primary sources to create a paragraph to inform others about Alabama's Preamble of 1819. 

Assessment Strategies

Observation and questioning should be used throughout the lesson to encourage on-task behavior and support students in their learning. 

Reviewing student annotations can also be used as an assessment tool because you will be able to have a visual of student thinking. 

The paragraph can be assessed using a rubric. Teachers can determine if students have an understanding of the purpose of a preamble as well as gain a deeper understanding of Alabama's preamble. It should also be noted if students choose to identify similarities between both preambles in their writing. 

Acceleration

Some students may have more questions related to this topic. If so, teachers can allow for further research time. 

If technology tools are readily available, students can be allowed to create a presentation on this topic in order to explain this topic to other students.

Students can also view the preamble of 1901 and compare it to the other two preambles used today (or preambles of other states). http://www.rense.com/general72/preamb.htm

For Further Reading: 

Preambles from other states:  http://www.rense.com/general72/preamb.htm

Alabama Territorial Legislature: http://www.encyclopediaofalabama.org/article/h-3742

Intervention

For students who need extra support, consider meeting with them in a small group in order to create their paragraphs. Provide support as needed so that students are successful in their task. 

Also, consider each student's partner carefully so that students can support each other in their learning. 

Approximate Duration

Total Duration

31 to 60 Minutes

Background and Preparation

Background/Preparation

Students should be in the process of learning about Alabama's path to becoming the 22nd state. It is recommended that students have prior experience comparing texts; however, this is not required. 

Teachers need to review the US Preamble to the Constitution. Teachers should also read over the Alabama Preamble of 1819. Teachers should be prepared to explain the meaning of some words and phrases in both texts.

Teachers should determine an appropriate partner for each student for the comparison activity. 

Before the lesson, teachers need to make sure that they can present the School House Rock video.  

The teacher can review the texts listed in the Bibliography for additional background information.

The following websites are available for further information about these topics: 

https://constitutioncenter.org/interactive-constitution

http://www.encyclopediaofalabama.org/article/h-3742

 

Materials and Resources

Materials and Resources

Preamble of the United States Constitution

Preamble of the Alabama Constitution 1819 

Transcribed Preamble of the Alabama Constitution 1819 

Paper for the students to write their paragraph at the end of the lesson

Chart paper and marker (optional)

Highlighters for student use

Ten Fast Facts on the Constitution https://www.archives.gov/files/boston/education/teachable-texts/10-constitution-facts.pdf

Technology Resources Needed

Preamble of the United States Constitution

Preamble of the Alabama Constitution 1819 

Transcribed Preamble of the Alabama Constitution 1819 

Ten Fast Facts on the Constitution https://www.archives.gov/files/boston/education/teachable-texts/10-constitution-facts.pdf

Approved Date

2017-05-18
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