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Constitution Day Program for Middle School

from National Archives

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Join the National Archives for a special Constitution Day presentation of The Charters of Freedom: Building a More Perfect Union. 

Guiding Question: Why do the Charters of Freedom exist?
During this program, students will analyze opening passages of the Declaration of Independence, the Constitution, and the Bill of Rights. They will create a graphic organizer that will help them distinguish the Charters of Freedom by their purpose. Next, students will match document excerpts to each excerpt’s origin, the Declaration of Independence, the Constitution, or the Bill of Rights. The program will conclude with a discussion about the legacy of these founding documents. 

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About This Program

Cost

Multipoint: $0.00
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FREE!


This program is free.

Length

45 minutes


Target Audience

Education: Grade(s) 6, 7, 8

Minimum participants:

No minimum

Maximum participants:

No maximum


Primary Disciplines

Social Studies/History


Program Delivery Mode

Adobe Connect



Booking Information

This is a special presentation of the Charters of Freedom: Building a More Perfect Union distance learning program. It is also available by request here: https://cilc.org/ContentProvider/Program.aspx?id=7360

Sorry, this program is not currently available. To inquire about future availability, please contact National Archives

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Please email distancelearning@nara.gov at least 24 hours in advance about program cancellations. Cancellations due to inclement weather will be rescheduled based on program availability.

About This Provider

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National Archives

Washington, DC
United States

The National Archives is an independent Federal agency that preserves and protects the historically valuable records of the United States
government. The mission of the National Archives is to provide public access to
these Federal Government records. Public access to government records
strengthens democracy by allowing Americans to claim their rights of
citizenship, hold their government accountable, and understand their history so
they can participate more effectively in their government.

The interactive Distance Learning programs of the National
Archives feature primary sources from the Archives' holdings, including historical
documents, photographs, maps, posters, and more!

Contact:
National Archives Distance Learning Team
distancelearning@nara.gov
2023575410

Program Details

Format

1. Introduction to the National Archives and Constitution Day

2. Main Activity: Students will analyze opening excerpts from the Declaration of Independence, the Constitution, and the Bill of Rights and create a graphic organizer to record the purpose of each founding document. The National Archives educator will share a brief history of each document.

3. Matching Game: Students will match document excerpts to the Declaration of Independence, the Constitution, and the Bill of Rights

4. Discussion: The students will discuss the legacy of the founding documents.

5. Q/A

Objectives

By completing this program, students will be better able to:
-Distinguish the Charters of Freedom; the Declaration of Independence, the Constitution, and the Bill
of Rights, by each document’s purpose
-Explain why the Charters of Freedom were created
-Make connections between the ideas in the Charters of Freedom and their lives today

Standards Alignment

National Standards

National Center for History in the Schools Standards

United States History Content Standards for Grades 5-12 United States Era 3 Standard 1B
The student understands the causes of the American Revolution.

United States History Content Standards for Grades 5-12 United States Era 3 Standard 3A
The student understands the issues involved in the creation and ratification of the United States Constitution and the new government it established.

United States History Content Standards for Grades 5-12 United States Era 3 Standard 3B
The student understands the guarantees of the Bill of Rights and its continuing significance.

National Standards for Civics and Government

NSS-C.5-8.2.A.1The American idea of constitutional government. Students should be able to explain the essential ideas of American constitutional government.

NSS-C.5-8.2.C.1
The American idea of constitutional government. Students should be able to explain the central ideas of American constitutional government and their history.

NSS-C.5-8.2.D.1
Fundamental values and principles. Students should be able to explain the meaning and importance of the fundamental values and principles of American constitutional democracy.

NSS-C.9-12.2.A.1
The American idea of constitutional government. Students should be able to explain the central ideas of American constitutional government and their history.

NSS-C.9-12.2.C.1
American national identity and political culture. Students should be able to explain the importance of shared political and civic beliefs and values to the maintenance of constitutional democracy in an increasingly diverse American society.

Common Core State Standards

CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
See also: CCSS-ELA-LITERACY.RI.7.1 and CSS-ELA-LITERACY.RI.7.1

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
See also: CCSS-ELA-LITERACY.SL.7.1 and CCSS-ELA-LITERACY.SL.8.1

CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
See also: CCSS.ELA-LITERACY.RI.11-12.1

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
See also: CCSS.ELA-LITERACY.SL.11-12.1

CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
See also: CCSS.ELA-LITERACY.RH.11-12.1

CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
See also: CCSS.ELA-LITERACY.RH.11-12.2