The purpose of this correlation is to show how the lessons ...



California Grade 5 Content Standards Correlation to

We the People….the Citizen and the Constitution

October 2008

The purpose of this correlation is to show how the lessons of the Level I program of We the People…The Citizen and the Constitution fit and support the California History-Social Science Content Standards for grade 5. This format is correlating the standards to each of the 23 lessons. At the end of this document, the lessons are matched to standards.

| We the People…The Citizen and the Constitution Level I Units |GRADE 5 |

|and Lessons |History-Social Science Content Standards |

|Unit I: What basic ideas about government did the Founders have? | |

| | |

| | |

|Lesson 1: What were the British colonies in American like in the | |

|1700s? |5.4: Students understand the political, religious, social, and |

| |economic institutions that evolved in the colonial era. |

| |5.4..5: Understand how the British colonial period created the |

| |basis for the development of political self-government and a |

| |free-market economic system and the differences between the |

| |British, Spanish and French colonial systems |

| |5.4.7: Explain the early democratic ideas and practices that |

| |emerged during the colonial period, including the significance of|

| |representative assemblies and town meetings. |

| | |

| | |

| |5.4: (Above) |

| |5.4.4: Indentify the significance and leaders of the First Great |

|Lesson 2: Why did the Founders believe that people needed a |Awakening, which marked a shift in religious ideas, practices, |

|government? |and allegiances in the colonial period, the growth of religious |

| |toleration, and free exercise of religion. |

| |5.4.5 (Above) |

| | |

| | |

| | |

| |5.4: (Above) |

| |5.4.4 (Above) |

| |5.4.5 (Above) |

| |5.4.7 (Above) |

|Lesson 3: What is a republican government? | |

| | |

| |5.7: Students describe the people and events associated with the |

| |development of the US constitution and analyze the Constitution’s|

| |significance as the foundation of the American republic. |

| |5.7.3: Understand the fundamental principles of American |

|Lesson 4: What is a constitutional government? |constitutional democracy, including how the government derives |

| |its power from the people and primacy of individual liberty. |

| | |

| | |

| |5.5: Students explain the causes of the American Revolution. |

| |5.5.1:Understand how political,, religious, and economic ideas |

| |and interests brought about the Revolution |

| |5.5.2: Know the significance of the first and second Continental |

| |Congress and of the Committees of Correspondence |

| |5.5.3: Understand the people and events associated with the |

| |drafting and signing of the Declaration of Independence and the |

| |document’s significance, including the key political concepts it |

|Lesson 5: What ideas did the Founders use in the Declaration of |embodies, the origins of those concepts and its rule in severing|

|Independence? |ties with Great Britain. |

| | |

| | |

| |5.6: Students understand the course and consequences of the |

| |American Revolution |

| |5.6.5: Explain how state constitutions that were established |

| |after 1776 embodied the ideas of the American Revolution and |

| |helped serve as models of the US constitution. |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|Lesson 6: What were the first state governments like? | |

|UNIT 2 HOW DID THE FRAMERS WRITE OUR CONSTITUTION? | |

| | |

|Lesson 7: What was the first national government like? | |

| |5.7: Students describe the people and events associated with the|

| |development of the U.S. constitution and analyze the |

| |Constitution’s significance as the foundation of the American |

| |republic. |

| |5.7.1: List the shortcomings of the Articles of Confederation as|

| |set forth by the critics. |

|Lesson 8: How was the Philadelphia Convention organized? | |

| | |

| |5.5: Students explain the causes of the American Revolution. |

| |5.5.4: Indentify the significance and leaders of the First Great|

| |Awakening, which marked a shift in religious ideas, practices, |

| |and allegiances in the colonial period, the growth of religious |

| |toleration, and free exercise of religion. |

| |5.7: (Above) |

| | |

|Lesson 9: How many representatives should each state have in |5.7: (Above) |

|Congress? |5.7.4: Understand how the Constitution is designed to secure our|

| |liberty by both empowering and limiting central government and |

| |compare the powers granted to citizens, Congress, the president, |

| |and the Supreme Court with those reserved to the states. |

| | |

| |5.6: Students understand the course and consequences of the |

| |American Revolution |

|Lesson 10: What did the Framers do about the problem of slavery?|5.6.7: Understand how the ideals set forth in the Declaration of|

| |Independence changed the way people viewed slavery. |

| | |

| | |

|UNIT 3: HOW DOES THE CONSTITUTION ORGANIZE OUR GOVERNMENT? | |

| | |

|Lesson 11: What basic ideas about government are included in the| |

|Preamble to the Constitution? | |

| |5.7: Students describe the people and events associated with the|

| |development of the U.S. Constitution and analyze the |

| |Constitution’s significance as the foundation of the American |

| |republic. |

| |5.7.3: Understand the fundamental principles of American |

| |constitutional democracy, including how the government derives |

| |its power from the people and the primacy of individual liberty. |

| |5.7.4: Understand how the Constitution is designed to secure our|

| |liberty by both empowering and limiting central government and |

| |compare the powers granted to citizens, Congress, the president, |

| |and the Supreme Court with those reserved to the states. |

| |5.7.5: Discuss the meaning of the American creed that calls on |

| |citizens to safeguard the liberty of individual Americans within |

| |a unified nation, to respect the rule of law, and to preserve the|

| |Constitution. |

| | |

| | |

| | |

| | |

| | |

| |5.7: (Above) |

|Lesson 12: How does the Constitution limit the powers of our |5.7..4: (Above) |

|government? | |

| | |

| |5.7: (Above) |

|Lesson 13: What is the legislative branch? |5.7.4: (Above) |

| | |

| |5.7: (Above) |

|Lesson 14: What is the executive branch? |5.7.4: (Above) |

| | |

| |5.7: (Above) |

|Lesson 15: What is the judicial branch? |5.7.4: (Above) |

| | |

| |5.7: (Above) |

|Lesson 16: How did the Constitution create a federal system of |5.7.4: (Above) |

|government? | |

| | |

| | |

|UNIT 4: HOW DOES THE CONSTITUTION PROTECT OUR BASIC RIGHTS? | |

| | |

|Lesson 17: How does the Constitution protect your right to | |

|freedom of expression? |5.7: Students describe the people and events associated with the|

| |development of the U.S. Constitution and analyze the |

| |Constitution’s significance as the foundation of the American |

| |republic. |

| |5.7.2: Explain the significance of the new Constitution of 1787,|

| |including the struggles over its ratification and the reasons for|

| |the addition of the Bill of Rights. |

| |5.7.3: Understand the fundamental principles of American |

| |constitutional democracy, including how the government derives |

| |its power from the people and the primacy of individual. |

| |5.7.4: Understand how the Constitution is designed to secure our|

| |liberty by both empowering and limiting central government and |

| |compare the powers granted to citizens, Congress, the president, |

| |and the Supreme Court with those reserved to the states. |

| | |

| | |

| |5.7: (Above) |

| |5.7.2: (Above) |

| |5.7.3: (Above) |

|Lesson 18: How does the constitution protect your right to |5.7.4: (Above) |

|freedom of religion? | |

| | |

| |5.7: (Above) |

| |5.7.2: (Above) |

| |5.7.3: (Above) |

|Lesson 19: How does the Constitution protect your right to equal|5.7.4: (Above) |

|protection of the laws? | |

| |5.7: (Above) |

| |5.7.2: (Above) |

|Lesson 20: How does the Constitution protect your right to due |5.7.3: (Above) |

|process of law? |5.7.4: (Above) |

| | |

| |5.7: (Above) |

| |5.7.2: (Above) |

| |5.7.3: (Above) |

|Lesson 21: How does the Constitution protect your right to vote?|5.7.4: (Above) |

| | |

| | |

| | |

| | |

|UNIT 5: WHAT ARE THE RESPONSIBILITIES OF CITIZENS? | |

| | |

|Lesson 22: What is the role of the United States in the world | |

|today? |None |

| | |

| | |

|Lesson 23: What are some important responsibilities of citizens?| |

| |5.7: Students describe the people and events associated with the|

| |development of the U.S. Constitution and analyze the |

| |Constitution’s significance as the foundation of the American |

| |republic. |

| |5.7.3: Understand the fundamental principles of American |

| |constitutional democracy, including how the government derives |

| |its power from the people and the primacy of individual. |

| |5.7.4: Understand how the Constitution is designed to secure our|

| |liberty by both empowering and limiting central government and |

| |compare the powers granted to citizens, Congress, the president, |

| |and the Supreme Court with those reserved to the states. |

| |5.7.5: Discuss the meaning of the American creed that calls on |

| |citizens to safeguard the liberty of individual Americans within |

| |a unified nation, to respect the rule of law, and to preserve the|

| |Constitution. |

| | |

Lesson Correlations by Content Standards:

|5.4: Students understand the political, religious, social, and |Lessons 1, 2, 3 |

|economic institutions that evolved in the colonial era. | |

| | |

|5.4.4: Indentify the significance and leaders of the First Great | |

|Awakening, which marked a shift in religious ideas, practices, |Lessons 2, 3 |

|and allegiances in the colonial period, the growth of religious | |

|toleration, and free exercise of religion. | |

| | |

|5.4..5: Understand how the British colonial period created the | |

|basis for the development of political self-government and a | |

|free-market economic system and the differences between the |Lessons 1, 2, 3 |

|British, Spanish and French colonial systems | |

| | |

|5.4.7: Explain the early democratic ideas and practices that | |

|emerged during the colonial period, including the significance of| |

|representative assemblies and town meetings. | |

|: |Lessons 1, 3 |

|5.5: Students explain the causes of the American Revolution. | |

| | |

|5.5.1 :Understand how political,, religious, and economic ideas | |

|and interests brought about the Revolution | |

| |Lessons 5, 8 |

|5.5.2: Know the significance of the first and second Continental | |

|Congress and of the Committees of Correspondence | |

| |Lesson 5 |

|5.5.3: Understand the people and events associated with the | |

|drafting and signing of the Declaration of Independence and the | |

|document’s significance, including the key political concepts it |Lesson 5 |

|embodies, the origins of those concepts and its rule in severing| |

|ties with Great Britain. | |

| | |

| |Lesson 5 |

| | |

| | |

| | |

| | |

|5.5.4: Indentify the significance and leaders of the First Great| |

|Awakening, which marked a shift in religious ideas, practices, | |

|and allegiances in the colonial period, the growth of religious | |

|toleration, and free exercise of religion. | |

| | |

|5.6: Students understand the course and consequences of the | |

|American Revolution | |

| |Lesson 8 |

|5.6.5: Explain how state constitutions that were established | |

|after 1776 embodied the ideas of the American Revolution and | |

|helped serve as models of the US constitution. | |

| | |

|5.6.7: Understand how the ideals set forth in the Declaration of| |

|Independence changed the way people viewed slavery. |Lessons 6, 10 |

| | |

|5.7: Students describe the people and events associated with the| |

|development of the U.S. Constitution and analyze the |Lesson 6 |

|Constitution’s significance as the foundation of the American | |

|republic. | |

| | |

|5.7.1: List the shortcomings of the Articles of Confederation as|Lesson 10 |

|set forth by the critics. | |

| | |

|5.7.2: Explain the significance of the new Constitution of 1787,| |

|including the struggles over its ratification and the reasons for|Lessons 4, 7, 8, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, |

|the addition of the Bill of Rights. |23 |

| | |

|5.7.3: Understand the fundamental principles of American | |

|constitutional democracy, including how the government derives | |

|its power from the people and primacy of individual liberty. | |

| |Lesson 7 |

|5.7.4: Understand how the Constitution is designed to secure our| |

|liberty by both empowering and limiting central government and | |

|compare the powers granted to citizens, Congress, the president, |Lessons 17, 18, 19, 20, 21 |

|and the Supreme Court with those reserved to the states. | |

| | |

| | |

| |Lessons 4, 11, 17, 18, 19, 20, 21, 23 |

| | |

| | |

|5.7.5: Discuss the meaning of the American creed that calls on | |

|citizens to safeguard the liberty of individual Americans within | |

|a unified nation, to respect the rule of law, and to preserve the|Lessons 9, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 23 |

|Constitution. | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| |Lessons 11, 23 |

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