Unit plans are fun, teacher developed plans that have a main topic but

integrate several subjects. This unit plan is designed for fifth graders to teach them
about the United States Constitution. This unit plan will take six-seven days
depending on how long the research project will take. The plan integrates the
subjects of social studies, writing and reading. Although not a core subject, the plan
includes a research project that requires students to perform research and create a
power-point. It is recommended that the students have a chance to visit the school
library and find books on their topic or have a mini-lesson on appropriate Internet
resources. There are several different state standards that the unit plan covers. The
standards for each lesson are found in the lesson plan for that day.

The United States Constitution Unit Plan is a unit plan designed to cover the
state standard for fifth grade as well as to help students understand why this is
important. The Constitution is similar to a list of rules in a classroom or laws for a
town. Students need to understand that the Constitution is important for not only
understanding history but also to live in a safe society. This plan will take about
seven days. The first day will be introducing the Constitution, why is it important
and why do we have rules. The second day will integrate reading, the class will readaloud a book on the constitution and complete a group assignment. The third day
will integrate writing and require students to represent one founder of the
Constitution and write to their family on why the Constitution needs to be written.
The fourth day is when the research project begins. This will take about three to

four days. Each student will be responsible for researching one amendment. The
final day is a unit test on the Constitution.

By the end of this unit plan, students will be able to do:

Identify major points of the Constitution
Identify key people who helped create the Constitution
Explain why the Constitution was created and why it is important
Describe and explain the amendments of the Constitution
Describe basic principals of the American Democracy

This unit plan requires many different materials. Students will need access to
either the computer lab or to classroom laptops to conduct research. Classroom set
of History Alive textbook, picture book copy of A More Perfect Union: The Story of
Our Constitution, SMART board, and a copy of the Constitution and Bill of Rights.
While completing this unit, the learning environment will change depending on the
lesson. This unit incorporates the use of collaborative, small-group, whole-class and
individual learning. Overall, the students will be working with the teacher to form
an understanding on why the Constitution is important and the reasons for creating
it.
Beginning on the next page are the attached lessons and worksheets.

Lesson #1: The Introduction to the Constitution

Teacher: Emily Kaczmarczyk

Grade Level: 5th grade

Topic: Constitution School: Hill Elementary School

Physical Setting: Classroom

District: Troy

Subject: Social Studies

Duration: 45 Min.

Rationale & Common Core State Standards:

The reason for selecting this lesson is to follow the social studies curriculum
for Troy School District. This is the first lesson of the unit. It is important for
students to understand that Constitution is there to help and protect us as a society.
Just like classroom rules are established to help the classroom function better. The
State Standards that are being addressed in this lesson are as follows:
5.U3.3.3- Explain why the Constitutional Convention was convened and why the
Constitution was written. (C)
5.U3.3.1 Describe the powers of the national government and state governments
under the Articles of Confederation. (C)
Objectives:
1. S.W.B.A.T describe the importance of the constitution and why it was
created.
2. S.W.B.A.T explain why there are laws and rules
Materials Needed: Classroom set of textbook (History Alive), Power-point (What
Led to the Writing of the Constitution), Worksheet (What Would Happen If..), Smart-

Board, Name Popsicle sticks

Teacher Procedure/Lesson Development:
1. Introduction: Open lesson asking the question Why do we have rules in the
classroom. The students should reply with answers such as To keep us
safe. Have a class discussion on laws and the difference between classroom
rules and city/national laws. Ask questions as to where students have
encountered laws or rules. Discuss with students why they think that the
rules or laws that they encountered were there. Pose a scenario, The rule
here at Hill is that all students are dismissed at 3:32. Lets say that the
principal decided that instead of letting you out at 3:32, she was going to let
you out at 4:00. What do you think would happen
2. Pass out the attached worksheet and let students work on the worksheet.
3. After students have completed the sheet, have a short discussion about their
answers and move onto the PowerPoint.
4. Procedures:
1. Present the power-point, which is a bullet point list of important ideas
from the chapter, and have students use their textbooks.
2. Display the PowerPoint slide for the Articles of Confederation.
3. Ask a student to read-aloud the section on the Articles of Confederation.
Discuss the powers that Congress had under the Articles of

Confederation.
4. Use the popsicle sticks to call names for students to fill in the bubbles on
the Articles of Confederation slide. This will help students visualize what
they are learning and help them become interactive in the lesson.
5. Continue reading in the chapter about the constitution and what led to
the writing of it. Discuss that maybe the Articles of Confederation werent
helping and that the nation needed a different set of laws.
6. Have students discuss in their groups why they think the Constitution
was written. After a few minutes, come back as a whole class and discuss
what their groups talked about.
7. Go back to the Constitution slide of the PowerPoint and fill it out using the
information that was read and discussed.
3. Closure
1. Once the students have understood the importance of the Constitution,
use name popsicle sticks to conduct a review of what they learned.
Technology Use- Technology in the classroom can be a fun and interesting way to
help students learn. In this lesson, I will be integrating the use of the interactive
power-point to help students visualize what they are learning in their textbooks.
1. Interactive Smart-Board/Power-point

Accommodations/Adaptations
The teacher will speak slowly and clearly while describing the activity.
The lesson has no safety features that need to be addressed.
Students will be provided many ways of learning in this lesson. Visual
learners will be provided with power-point to organize the lesson.
Students will be able to move around because of the interactive power
point. Advanced students will help and be leaders during the small-group
discussions.
Assessment/Evaluation
Students will be evaluated on their learning during the power-point and at
the closing. Students will be asked questions as a exit ticket. This will assess their
knowledge for the lesson. At the end of the unit, students will be completing a unit
test.

The following page is the worksheet for Lesson #1

What Would Happen If

In our country,
everyone drives on the
right side of the road.
What would happen IF,
each city was allowed to
decide what side of the
road people should
drive on
All Americans use
dollars as money.
What would happen
IFEach state was
allowed to create their
own money system.
Truckers transport
merchandise between
Michigan and Ohio
everyday.
What would happen IF
States did not allow truckers
to cross borders without
paying an extra charge?

People around the

country vote for the
President on the same
day.
What would happen
IFOne state decided to
vote on a different day?

THEN

THEN

THEN

THEN

Lesson #2: Who Wrote the Constitution

Teacher: Emily Kaczmarczyk

Grade Level: 5th grade

Topic: Constitution School: Hill Elementary School

District: Troy

Physical Setting: Classroom

Duration: One Hour

Subject: Reading

Rationale & Common Core State Standards:

The reason for selecting this lesson is to follow the social studies curriculum
for Troy School District. This lesson is the second lesson for the unit plan on the
constitution. Students will be learning about the founders of the Constitution. The
standards for this lesson are:
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events,
ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
5.U3.1.4- Describe the role of the First and Second Continental Congress in unifying
the colonies (addressing the Intolerable Acts, declaring independence, drafting the
Articles of Confederation).
5.U3.1.6 Identify the role that key individuals played in leading the colonists to
revolution, including George Washington, Thomas Jefferson, Benjamin Franklin,
Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.
Objectives: S.W.B.A.T describe the founders of the constitution and explain why
they are important
Materials Needed: A copy of the book A More Perfect Union; The Story of Our
Constitution, One biography book for each of the founders, Classroom set of textbook
History Alive, Smart-Board
Teacher Procedure/Lesson Development:
Introduction: Open lesson with a review of the social studies lesson from

the previous day. Ask students what we learned about the Constitution?
Discuss with students why getting to know authors of books, congressmen,
presidents, and other important figures are important. After discussion,
invite students up to the reading rug.
Procedures:
1. Once students are ready, begin by describing what we are reading today
as our class read-aloud. Ask students why they think reading this book is
important? Have students make predictions of what we might learn from
reading this book.
2. Begin reading the book, A More Perfect Union. Stop along the way (at the
post-it notes) and have students summarize what is happening and what
they are learning.
3. After finishing the book. Put together an information sheet with students
about the information they learned in the book. What was the
Constitution? When was it written? Who helped write it? Where was it
written? Write and display this on the Smart-Board.
4. After the class is finished with the information sheet. Have students
return to their group desks. On their desks is a book about one of the
founders of the constitution. Explain to the students that they are to read
the book together in their group and put together an information sheet on
their person.
5. Once students are finished. Have the groups share what they learned

about their founder.

Closure:
1. Refer back to the opening discussion on why we think getting to know
important figures is important. Why is it important that we know the
people who wrote the constitution? What view did they have on the
writing? Why did they think it was important?
2. Have students fill out an exit ticket. The students should put on their exit
ticket why think getting to know an important figure is important and
two things they learned about the constitution today.
Technology Use- Technology in the classroom can be a fun and interesting way to
help students learn. In this lesson, I will use the smart-board to have students be
interactive with technology.
Accommodations/Adaptations
The teacher will speak slowly and clearly while describing the activity.
The lesson has no safety features that need to be addressed.
Students will be provided many ways of learning in this lesson. Visual
learners will be provided with a visual information sheet so that it is
easier to understand the information we learned from the book.
Assessment/Evaluation Students will be evaluated from the information sheet that
they put together and their exit ticket. They will be graded for content accuracy and
effort. They will also be evaluated at the end of the unit.

Lesson #3: Dear Friends and Family

Teacher: Emily Kaczmarczyk

Grade Level: 5th grade

Topic: Constitution School: Hill Elementary School

Physical Setting: Classroom

District: Troy

Subject: Writing/SS Duration: Thirty Minutes

Rationale & Common Core State Standards:

I selected this lesson because I wanted to include a creative essay in our
social studies constitution unit. Learning about social studies can some times appear
dry to some fifth graders. This is a great lesson to get students thinking about the
Constitution and to practice being creative writers.
CCSS.ELA-LITERACY.W.5.1.B Provide logically ordered reasons that are supported
by facts and details.
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
5.U3.3.3 Explain why the Constitutional Convention was convened and why the
Constitution was written.
Objectives: S.W.B.A.T explain why a founder wanted to write the constitution and
describe the feelings that they were feeling at that time.
Materials Needed: Books on the founders of the Constitution, lined paper for each
student
Teacher Procedure/Lesson Development:
Introduction: Open lesson with a review of the reading lesson from the
previous day. Remind students of the people they learned about yesterday

during reading. Have students list of names they learned.

Procedures:
1. Describe to students what they will be doing today. They will pick one
person who helped write the constitution and they will Become that
person.
2. They will choose one person and grab their biography book from reading
table. They will read the book to help them learn about that person.
3. Once the student has their person picked out and the book is read. The
students will begin writing their letter.
4. In their letter, they are to act as if they are the founder. They will write to the
founders family about what he/she is writing and how it will benefit the
country. They will describe their feelings toward this and why it is important
that this gets published and taken seriously by the public.
5. Once students are finished, they are to turn in the writing assignment.
Closure: As a closure, students will be chosen to read their letter aloud. Ask
students what they learned and why they think this is important to know.
Technology Use- Technology in the classroom can be a fun and interesting way to
help students learn. Since this is a writing lesson, technology was not used. If
students need help writing and require a laptop, then students are able to use it.
Accommodations/Adaptations
The teacher will speak slowly and clearly while describing the activity.

 The lesson has no safety features that need to be addressed.

Use of laptops if disability prevents students from writing
Assessment/Evaluation Students will be graded on their writing using a rubric.

SCORING RUBRIC:
Ideas/Content/Organization

TOTAL POINTS:

10 pts.

-Setting and characters, and plot are vibrant and

connected
-Plot is original/creative/imaginative
-Ending is effective, fitting, and provides a sense of completion

Style/Voice

10 pts.

-Vivid and imaginative descriptive details are present

-Writing reflects a unique, consistent personal voice
Word Choice/Sentence Fluency

15 pts.

-Word choice is inventive, sophisticated, and appropriate for work

-- -Word choice is consciously appropriate and deliberate for character
-Sentences read smoothly making it easy to decipher meaning
Conventions --

10 pts.

-Spelling is correct throughout piece

-Punctuation is used correctly
-Punctuation is deliberately manipulated in a sophisticated manner to affect style

Lesson #4: The Amendments

Teacher: Emily Kaczmarczyk

Grade Level: 5th grade

--

Topic: Constitution School: Hill Elementary School

Physical Setting: Classroom

District: Troy

Subject: Social Studies

Duration: 3-4 Days

Rationale & Common Core State Standards:

This part of the unit plan is a research assignment. I decided to do a research
project because it is a fun way to learn about a specific topic and to get practice with
technology and making presentations. The standards for this lesson are:
5.U3.3.7 Describe the concern that some people had about individual rights and
why the inclusion of a Bill of Rights was needed for ratification.
5.U3.3.8 Describe the rights found in the First, Second, Third, and Fourth
Amendments to the United States Constitution.
Objectives: S.W.B.A.T explain and describe the Amendments of the United States
Constitution and why they are important.
Materials Needed: Books on the amendments, classroom access to laptops or
computer lab, PowerPoint of guidelines, large chart paper for timeline
Teacher Procedure/Lesson Development:
Introduction: Start lesson with a review of everything we have learned
about the Constitution so far. Ask students if they have ever heard of the
amendments? Ask students what amendment means. Describe to students
that the constitution has amendments that have been added over time. Ask
students why this is.
Procedures:

1. Tell students that they will be given one amendment to research. Display
on a PowerPoint the assignment guidelines.
2. Students are to complete research on one amendment and make a
presentation on either PowerPoint or GoogleDocs.
3. In their PowerPoint they must include: When the amendment happened,
why it was amended, what did it do to help society
4. For the next several days, have students work on the project. One day
have students go to the library to do research. They can gather books or
use the computer lab to work. Another day just work in the classroom.
5. On the second day of work, perform a mini-lesson on using reliable
resources.
6. The final day, the students will present their amendment.
7. During the presentations, the class will make a timeline of the
amendments.
8. Students should be given a copy of an Information Sheet about the
amendments to fill out during the presentations. This will be used to
gather the information for the unit test.
Closure: As a closure, the class will finish the timeline. Have a class
discussion about amendments and what they learned.
Technology Use- Technology in the classroom can be a fun and interesting way to
help students learn. This entire lesson embraces technology through research.
Accommodations/Adaptations

 The teacher will speak slowly and clearly while describing the activity.
Students have to be careful while browsing the Internet for information.
Teacher must be aware of the task that the students are fulfilling and if
they are researching what they are suppose to be.
Classroom timeline will help visual learners put together the information
of the amendments
Advanced students will be accommodated because this is a individual
assignment so they can push themselves farther
Assessment/Evaluation Students will be graded on their project using a rubric.

CATEGORY
4
Quality of Information Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Sources
All sources
(information and
graphics) are
accurately
documented in the
desired format.
Organization

Mechanics
Graphic Organizer

Information is very
organized with wellconstructed
paragraphs and
subheadings.
No grammatical,
spelling or
punctuation errors.
Graphic organizer or

3
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.

2
Information clearly
relates to the main
topic. No details
and/or examples are
given.

1
Information has little
or nothing to do with
the main topic.

All sources
All sources
(information and
(information and
graphics) are
graphics) are
accurately
accurately
documented, but a few documented, but
are not in the desired many are not in the
format.
desired format.
Information is
Information is
organized with well- organized, but
constructed
paragraphs are not
paragraphs.
well-constructed.

Some sources are not

accurately
documented.

Almost no
grammatical, spelling
or punctuation errors
Graphic organizer or

Many grammatical,
spelling, or
punctuation errors.
Graphic organizer or

A few grammatical
spelling, or
punctuation errors.
Graphic organizer or

The information
appears to be
disorganized. 8)

Internet Use

outline has been

completed and shows
clear, logical
relationships between
all topics and
subtopics.
Successfully uses
suggested internet
links to find
information and
navigate within these
sites easily without
assistance.

outline has been

outline has been
outline has not been
completed and shows started and includes attempted.
clear, logical
some topics and
relationships between subtopics.
most topics and
subtopics.
Usually able to use
Occasionally able to Needs assistance or
suggested internet
use suggested internet supervision to use
links to find
links to find
suggested internet
information and
information and
links and/or to
navigates within these navigates within these navigate within these
sites easily without
sites easily without
sites.
assistance.
assistance.

Unit Test: The U.S. Constitution

Name: _________________________________________ Date: ________________
Directions: Read each of the following statements. If the statement is true, circle T. If
the statement is false, circle F.
Senator Greg Willoby can be removed from office as long as at least two-thirds of his
fellow Senators votes to impeach him. T F
Because he was excellent at Soccer, Congress can honor Landon Donovan by giving
him the title Sir Landon Donavan. T F
The Articles of Confederation were written before the Constitution T F
The Constitution is a set of rules for society T F
Directions: Complete the statement by writing a short answer (one or two words) in
the blank provided.
1. The United States was brand new and had no set laws in place. In order to help
keep order for the country a group of men created the _____________________________.
2. The _____________________________ amendment abolished slavery.

3. The first ten amendments are known as the __________________________.

Choose the best answer for the description on the left by writing the letter from the
best answer on the right in the space provided. Each answer may only be used once.
Has the power to impeach the President

A. President

Has the power to try all impeachments

B. House of Representatives

Serves as President of the Senate

C. Senate

Serves as Commander of the Army and Navy

D. Chief of Justice

Essay Question #1: We have learned a great deal about the US Constitution and
focused a lot on who helped write it and the amendments. Pick two members that
helped write the Constitution and describe who they are, what their role in writing
the Constitution, where they are from and why you chose to write about them.

Essay Question #2: We also focused on the Amendments and made a large
classroom timeline. List two amendments that you learned about and tell me the
following: When were they amended, why were they amended, how did they impact
society?