US

THE U.S. CONSTITUTION UNIT STUDY

UNIT STUDY

SCHEDULE & NOTES

Instructor’s Guide

The U.S. Constitution Unit Study

by the BookShark Team

US Unit Study
BookShark™ History “The U.S. Constitution Unit Study” Instructor’s Guide

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 The U.S. Constitution
Unit Study
Schedule and Notes

DISCLAIMER
BookShark History curriculum is based on a mix of non-fiction and biographies. For this unit study we use What Is the Constitution? by
Patricia Brennan Demuth for the reading assignment.

This complete unit study is a sample that reflects typical elements you will find in BookShark History, Science, and Language Arts
Instructor Guides: reading assignments, hands-on experiments, activity sheets, vocabulary words, and discussion questions, etc. In His-
tory, you will typically have a scheduled reading assignment followed by discussion questions and vocabulary words. In Science, you
will typically have a reading assignment followed by activity sheet questions and a weekly science lab. In Language Arts, you may have
copywork, dictation, mechanics, phonics, and/or writing practice, depending on the age of the student.

Please download free samples of the first three weeks of all BookShark Instructor’s Guides (all subjects and levels) from [Link]/
instructors-guide-samples to see exactly how the curriculum is designed.
 Understanding the Structure of This Guide

This 2-week unti study provides a schedule, notes, maps, Timeline and Map Activities
and timeline for the book, What is the Constitution? by Pa- BookShark's History Guides also include Timeline and
tricia Brennan Demuth. Though the unit study is designed Map Activities
to resemble our History guides, it also includes activity Timelines are helpful because not every book we read
sheets that were added for fun more than academics and will be in chronological order. When we read them and
contains elements similar to our Language Arts and Sci- mark dates on our timeline, we are better able to under-
ence guides. stand how events fit together: which things occured at
BookShark's Instructor's Guides include a 36-week, the same time, which things came first, and which things
4-day Schedule and Notes. The History programs include came later.
History, Geography, Timelines, Read-Alouds, and Readers. Throughout the year, we will provide Timeline Sugges-
BookShark’s literature-based approach enables you to tions, marked with a d symbol on the schedule page. This
teach through reading and discussion. We do not assign will alert you to a timeline suggestion in the notes for the
activity sheets or tests as we believe discussion is the most assigned History books, Read-Alouds and Readers.

©2019 by BookShark, LLC. All rights reserved. Do not copy without written permission from BookShark, LLC.
effective way to retain and understand the knowledge We also encourage use of Timelines to see the sequence
gained from books. of history and to connect what is happening in different
parts of the world at the same time. For these Timeline
BookShark's Language Arts and Science guides include Suggestions, write the events in on the page labeled
Activity Sheets. Though they are engaging, they are de- "Timeline of the U.S. Constitution."
signed for academic purposes (they do not include word BookShark’s geography program weaves assignments
searches!) and are used to enforce concepts in addition to throughout the year from every appropriate book. It dem-
discussion. onstrates to your children the importance of map skills
Depending on your students' age and/or reading level while enhancing the learning adventure.
you can choose to use the What is the Constitution? book Completing map assignments provides geographical
as a Read-Aloud or Reader. Many students will be able context to the stories your children are reading while
to read this book on their own. However, students enjoy expanding their geography knowledge. We provide the
being read to through their tween years, so feel free to use  symbol on the Schedule page to alert you that a map
the book as a Read-Aloud if you would like to join your assignment is included in that day’s notes.
student in learning about the U.S. Constitution. For par- For this unit study, we provide Timeline Pages and a
ents who are not familiar with Read-Alouds, the benefits blank map at the back of the study for your use. When
include: using a full BookShark curriculum, we recommend using
BookShark's Timeline Book and Markable Wall Map when
• introducing your children to great literature beyond completing Timeline and Map Activities. n
their personal reading capacity.
• developing a life-long love of reading. When you
read great literature to your children, it creates a
thirst to read. They’ll begin to think, “I love books!
One day I’m going to read books like this!”
• expanding your children’s vocabulary.
• building important listening skills—including the
ability to visualize the meaning of spoken words.
• developing an “ear” for good oral reading.
• developing oral reading skills. Having heard quality
oral reading done by you, your children will imitate
you.
• giving you and your children memorable and enjoy-
able times together.
 Week 1 Schedule The U.S. Constitution Unit Study

Date: Day 1 Day 2 Day 3 Day 4

Read-Aloud or Reader
Intro & chap. 1 chap. 2 chap. 3 chaps. 4–5
What is the Constitution?
d  d  d

Activity Sheets
Copywork or U.S. Senators and
Dictation Word Search The Virginia Plan Representatives
N Maps
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Optional Activity
Videos to Watch
Videos to Watch Art Study
Art Study

Other Notes

mortified: embarrassed or ashamed.

Day 1
delegates: representatives; people who act on behalf of
Read-Aloud or Reader others.

What is the Constitution? | Intro & Chapter 1 To Discuss After You Read
Q: What was the problem with America’s young govern-
Vocabulary ment?
ragtag: ragged, shabby; made up of mixed elements. A: there was no national pride; Americans saw themselves as
citizens of their state but not of America as a whole; they
quarreled: disagreed, argued.
considered other states “a strange land;” states quarreled;
smirked: smiled in a smug way. Congress was too weak to do any good for the country
upstart: a person who has risen suddenly from a humble Q: What were the questions that the framers tried to an-
position to one of power or wealth. swer about American government?
A: Who decided if the US would go to war again? What
to frame: to form, make, or construct.
powers should be given to the head of government? What
framers: the men who formed the structure of American should happen if leaders abused their power? Who should
government by writing the Constitution and Bill of Rights. be allowed to vote? How would laws get passed?
Congress: a group of people selected to help govern a Q: In 1787, what did America lack as a nation?
nation. A: the US did not have a president, a central court system, no
army or navy, no Senate or House of Representatives; the
nationalists: people who want a strong national govern-
weak “Congress” that existed could not enforce any laws it
ment (as opposed to a state or local government).
passed; Continental money was nearly worthless
sovereign: having supreme power or authority.
N Special Note to Mom or Dad   Map Point  d Timeline Suggestion

The U.S. Constitution Unit Study | Week 1 | 1

 Notes
Week 1

Q: What do we now call the “Grand Convention,” the event Optional Activity
when delegates from the states met in Philadelphia in
May 1787 to revise the Articles of Confederation? And Videos to Watch
why wasn’t it called that from the start?
A: Video playlist: [Link]
today we call it the "Constitutional Convention;" at the
playlist?list=PLfKqQ2GauwxIPx8-Rz1rb5dOtWBIjCwvl
beginning, no one knew that a whole new constitution
was going to be written • Watch the video Introduction to the Constitutional
Timeline and Map Activities Convention found at the link above.
Find the blank timeline, provided at that end of this
Art Study
guide. The first Timeline Suggestion below has been done
for you. Use the Art Discussion Questions found at the end of this

©2019 by BookShark, LLC. All rights reserved. Do not copy without written permission from BookShark, LLC.
guide with the picture of Portrait of Alexander Hamilton in
d Declaration of Independence written (1776) the photos section, between pages 76 and 77 in the book.
d Revolutionary War begins (1776)
d Articles of Confederation adopted by The Conti-
nental Congress (1777) Day 2
Activity Sheets Read-Aloud or Reader
Copywork or Dictation What is the Constitution? | Chapter 2
This Unit Study was designed for ages 7–12, so we have
Vocabulary
provided both Copywork and Dictation options. Please
choose the one appropriate for your child. If you are new blueprint: a plan of action.
to BookShark our general recommendation would be for spiffy: fine, dandy, ritzy.
students ages 7–9 to complete the copywork and students
ages 9–12 to complete the dictation. breeches: knee-length pants, often with buckles or deco-
ration at the bottoms.
Copywork (Ages 7–9) gout: a disease caused by too much uric acid in the blood
Have your children copy the sentences found under and resulting in painful joints in the hand and feet.
"Copywork” on the Week 1 Activity Sheet.
To Discuss After You Read
Q: What kind of man was James Madison and what is his
nickname?
Dictation (Ages 9–12) A: quiet, shy, bookish very intelligent; a nerd, short (5’3”); The
Read through the dictation passage with your students. Father of the Constitution
Note any words, capitalization, or matters of punctuation Q: Why did George Washington participate in the Grand
that require special attention. Then, read the dictation out
(Constitutional) Convention?
loud as your students write it down (on a separate sheet of A: he felt a duty to lead America to create a stronger govern-
paper).
ment; he feared the efforts of the Revolution would be for
For four months, the framers debated... and naught if these changes weren’t made
debated... and debated. Tempers flared. Voices Q: What two well-respected men at the Grand (Consti-
rose. Every man cared deeply about his ideas. tutional) Convention helped keep the meeting calm,
It was hard work to listen to the other side. So dignified, and on course?
much was at stake! They knew they were trying A: Benjamin Franklin and George Washington
to decide the fate for "millions yet unborn," as
delegate George Mason said.1 Timeline and Map Activities
Find the blank map and an answer key, provided at the
end of this guide, following the timeline.
After each day's reading assignment, have your
student map the point(s) next to the  symbol on the
1. Brennan Demuth, Patricia. What is the Constitution? New York: Penguin
Random House, 2018, pp. 4-5.
blank map.

2 | Week 1 | The U.S. Constitution Unit Study

 U.S. Constitution Unit Study Notes
Week 1

 Philadelphia, PA Videos to Watch

d Grand (Constitutional) Convention in Philadelphia
Video playlist: [Link]
(1787)
playlist?list=PLfKqQ2GauwxIPx8-Rz1rb5dOtWBIjCwvl
Activity Sheets • See the hall where the Constitution was created in
this video: Declaration of Independence & Consti-
Word Search tution - Independence Hall (preview)
Have your children complete "Word Search" on the
Week 1 Activity Sheet. For children 7-9, use the Word
Search designated for ages 7-9 and for older children Day 3
please use the Word Search for ages 9+"
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Read-Aloud or Reader
Ages 7-9 Answers:
E A F T J O U X A Q G C U E What is the Constitution? | Chapter 3
L E A D E R F D B V S E N N Vocabulary
O Y J M K O U E E A S F I B chairman: a person in charge of an organization.
H H J Y A N L L I O U T T S legislative: refers to the word legislation, which is another
E R U I H N M E E B X Z E K word for laws.
A D A M S R O G I M E A D J
executive: refers to the execution, or carrying out, of laws.
Y U J A N L I A P E H F S U
judicial: refers to people who judge if the laws are just
A D R D V O H T O S L Q T S
and being followed.
R P H I L A D E L P H I A T
Y F A S B R S A Q R K U T E To Discuss After You Read
Q: What did James Madison do every day and night at the
H K E O J K U O P L L H E T
A L R N S A R I O J U J S P Convention?
A: he sat at the front of the room so he could hear everything
I O I M R H L K J U Y O S K and take detailed notes of the discussions; each night, he
C O N S T I T U T I O N R U transcribed his notes in a neater format
Q: What was George Washington’s role at the Convention?
Ages 9+ Answers:
A: he served as the chairman; he said little but kept the meet-
R E A T H J I P U M N E N A L R W A ings on track
U T N E M N R E V O G E S C L O A R Q: What were the two ground rules of the Convention and
S T E R M I N Y S R U W F O X R S E
why were they set?
H O M R E S R T Y P O E Q N M I H O
A: 1. Secrecy – the delegates wanted to be able to speak
F R Y U K L A O S U L E M S Y E I K
freely without their words ending up in the newspapers.
R E A M E B R M C O N S A T I N N O
2. Freedom to change opinions – the issues were complex
A R P Q P O A I L J U M L I Q U G T
and required a great deal of discussion and debate.
N O U H N D E L E G A T E T O U T M
K Y L T I W R C G S Z H K U P O O N Q: Explain James Madison’s plan for the new government
L I C S E L M U C T P O U T W A N Y of America.
A: his plan was called the Virginia Plan; it had 3 branches of
I P O S I N A T E N Z I P I M O N A
N N I S N O C D W I S C O O Y Z M N government that provided a system of checks and bal-
U P A N C O N V E N T I O N B E C A ances so no single branch would have too much power;
N O Y A N Q U I P L H I L L C L O W the three branches were a legislative branch (an elected
C L A S I Y O S A I P S T E R G O M Congress), an executive branch (President), and a judicial
J E F F E R S O N O N H E L O R A M
branch (Supreme Court)
H L U F R E O D Y A D E I H E S F O
E I M O M F R A S N P A D A M S O S

The U.S. Constitution Unit Study | Week 1 | 3

 Notes
Week 1

Although there were 13 states at the time, Rhode Island Art Study
did not send delegates to the Grand (Constitutional) Con-
Use the Art Discussion Questions with the photo of The
vention. Thus there were only 12 states represented.
Assembly Room of Independence Hall in the photos section
In that day, the large states were Pennsylvania, Virginia,
of the book.
Maryland, and Massachusetts. The small states were
Rhode Island, New Jersey, Delaware, Connecticut, New
Hampshire, New York, Georgia, North Carolina, and South Day 4
Carolina. Take the time today to map the large and small
states of early America, and place a star by the name of Read-Aloud or Reader
each large state.
Note: The state lines in 1787 were different than they What is the Constitution? | Chapters 4–5

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are today. For example, Virginia in 1787 included today's
Vocabulary
West Virginia.
federation: a group of states that govern themselves, but
Timeline and Map Activities have one main government that rules all of them.
 Large states: Pennsylvania, Virginia, Maryland, Massa- farsighted: wise, thinking of the future.
chusetts
 Small states: Rhode Island, New Jersey, Delaware, Con- sweltering: oppressively hot.
necticut, New Hampshire, New York, Georgia, North deadlock: a stalemate, a standstill when two forces can-
Carolina, South Carolina not progress past a dispute.
Bluebottle flies are twice the size of typical houseflies
Activity Sheets and have a bright blue abdomen.
The Virginia Plan To Discuss After You Read
Q: Why did the small states hate the Virginia Plan?
Today's American government is based on James
A: the Virginia Plan based the number of representatives in
Madison's Virginia Plan. Its three branches of government
provide checks and balances so that no one branch can the legislative branch on population — the more people
seize too much power. Have your children complete "The a state had, the more representatives it would send to
Virginia Plan" on the Week 1 Activity Sheet to create a pa- Congress; small states feared that large states would have
per model with three flaps that shows the three branches all the power
of government. Q: Explain how the Great Compromise solved the rift
Answers: between the large and small states.
A: in the Great Compromise, the legislative branch would
1. LEGISLATIVE have two houses­­— the House of Representatives (based
on population) and the Senate (with two members from
Description: An elected Congress: the House of
each state); laws had to move through both houses to
Representatives & Senate; makes laws
pass
People in office: Your state’s senators and some repre-
Q: What compromise did the framers make over the issue
sentatives.)
of slavery? What do you think of that compromise?
2. EXECUTIVE A: the Southern states threatened to leave the Convention if
Description: President; carries out laws the Constitution outlawed slavery. Although slaves had
People in office: Current President and Vice President’s no rights, the Southern states wanted slaves to count in
names the population so those states got more representatives in
the House of Representatives. Ultimately, the constitution
3. JUDICIAL said that each enslaved person counted as three-fifths of a
Description: Supreme Court; interprets laws person; answers will vary
People in office: Names of the Supreme Court Justices Timeline and Map Activities
Optional Activity d End of the slave trade (no new slaves brought to
America) (1808)

4 | Week 1 | The U.S. Constitution Unit Study

 U.S. Constitution Unit Study Notes
Week 1

Activity Sheets
U.S. Senators and Representatives Maps
Have your children complete the "U.S. Senators Map"
and the "U.S. Representatives Map" found on the Week
1 Activity Sheets by looking up the numbers online. For
younger students, only fill in your state and the states
nearby you. For older students, encourage them to fill out
every state.

Hint: Every state has two Senators. For Representa-

©2019 by BookShark, LLC. All rights reserved. Do not copy without written permission from BookShark, LLC.

tives, the number can change slightly based on popula-

tion growth. While not always the most reliable resource,
Wikipedia tends to remain updated and contains maps
to help with projects such as this. Always remain by your
child while surfing the internet, as even straightforward
searches may bring up incorrect or unexpected results. n

The U.S. Constitution Unit Study | Week 1 | 5

This page intentionally left blank.
 Week 1 Activity Sheet
Copywork1

In 1787, the United States of America had

a name. And it had a flag. Yet many things
were missing to make it a true nation.2
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1. Copywork is recommended for ages 7–9. For ages 9+ see the Day 1 notes on Dictation.
2 Brennan Demuth, Patricia. What is the Constitution? New York: Penguin Random House, 2018, p. 6.

The U.S. Constitution Unit Study | Week 1 Activity Sheet 1

 Week 1 Activity Sheet
Word Search (ages 7–9)

DIRECTIONS:
Find the following words in the Word Search below.

LEADER ADAMS MADISON PHILADELPHIA

DELEGATE CONSTITUTION UNITED STATES

E A F T J O U X A Q G C U E

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L E A D E R F D B V S E N N
O Y J M K O U E E A S F I B
H H J Y A N L L I O U T T S
E R U I H N M E E B X Z E K
A D A M S R O G I M E A D J
Y U J A N L I A P E H F S U
A D R D V O H T O S L Q T S
R P H I L A D E L P H I A T
Y F A S B R S A Q R K U T E
H K E O J K U O P L L H E T
A L R N S A R I O J U J S P
I O I M R H L K J U Y O S K
C O N S T I T U T I O N R U

2 Week 1 Activity Sheet | The U.S. Constitution Unit Study

 Week 1 Activity Sheet
Word Search (ages 9+)

DIRECTIONS:
Find the following words in the Word Search below.

PHILADELPHIA CONVENTION DELEGATE MADISON GOVERNMNET

JEFFERSON FRANKLIN CONSTITUTION WASHINGTON ADAMS

R E A T H J I P U M N E N A L R W A
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U T N E M N R E V O G E S C L O A R
S T E R M I N Y S R U W F O X R S E
H O M R E S R T Y P O E Q N M I H O
F R Y U K L A O S U L E M S Y E I K
R E A M E B R M C O N S A T I N N O
A R P Q P O A I L J U M L I Q U G T
N O U H N D E L E G A T E T O U T M
K Y L T I W R C G S Z H K U P O O N
L I C S E L M U C T P O U T W A N Y
I P O S I N A T E N Z I P I M O N A
N N I S N O C D W I S C O O Y Z M N
U P A N C O N V E N T I O N B E C A
N O Y A N Q U I P L H I L L C L O W
C L A S I Y O S A I P S T E R G O M
J E F F E R S O N O N H E L O R A M
H L U F R E O D Y A D E I H E S F O
E I M O M F R A S N P A D A M S O S

The U.S. Constitution Unit Study | Week 1 Activity Sheet 3

 Week 1 Activity Sheet
The Virginia Plan

Today’s American government is based on James

Madison’s Virginia Plan. Its three branches of government
provide checks and balances so that no one branch can
seize too much power. Make a paper model with three
flaps to show the three branches.

ASSEMBLY DIRECTIONS:

1 Cut out the entire template found on the 4 On the inside, on the lines, write a description for
following page. each of the branches.

2 Cut on the red lines and fold along the blue lines to 5 For students 9 and older, research the names of

©2019 BookShark, LLC. All rights reserved. Do not copy without written permission from BookShark, LLC
form three flaps. people currently in the corresponding offices and
write those names to the left of the descriptions.
3 On each outside flap, label the 3 branches of
government in this order: Legislative, Executive, 3 Branches of
Judicial. Government
(Checks and Balances)
3 Branches of
Government
(Checks and Balances)

Legislative
3 Branches of
Government
(Checks and Balances)

Legislative

Executive

Description: description of this branch

Executive
Jane Doe
John Doe

Judicial

4 Week 1 Activity Sheet | The U.S. Constitution Unit Study

 Week 1 Activity Sheet
The Virginia Plan

3 Branches of
Government
(Checks and Balances)
Cut-out Template:
©2019 BookShark, LLC. All rights reserved. Do not copy without written permission from BookShark, LLC

Description:

Description:

Description:

The U.S. Constitution Unit Study | Week 1 Activity Sheet 5

 ©2019 BookShark, LLC. All rights reserved. Do not copy without written permission from BookShark, LLC
Week 1 Activity Sheet

6 Week 1 Activity Sheet | The U.S. Constitution Unit Study

The Virginia Plan
 Week 1 Activity Sheet
U.S. Senators Map

DIRECTIONS AGE 7–9: Put a star by your state. Next to the initials of your state and the states around it, write how
many senators each state has in the U.S. Senate.

DIRECTIONS AGE 9+: Next to the initials of every state, write how many senators each state has in the U.S. Senate.

MA-
RI-
ME-

CT-

MD-
NJ-
DE-
NH-
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NY-
VT-

VA-
NC-

FL-
PA-

SC-
WV-

MS- AL- GA-

OH-
MI-

KY-
IL- IN-

TN-
WI-

LA-
MO-

AR-
MN-

IA-

OK-
KS-
NE-
ND-

TX-
SD-

HI-
CO-

NM-
WY-
MT-

UT-

AZ-
ID-

AK-
WA-

NV-
OR-

CA-

The U.S. Constitution Unit Study | Week 1 Activity Sheet 7

 Week 1 Activity Sheet
U.S. Representatives Map

DIRECTIONS AGE 7–9: Put a star by your state. Next to the initials of your state and the states around it, write how
many representatives each state has in the U.S. House of Representatives.

DIRECTIONS AGE 9+: Next to the initials of every state, write how many representatives each state has in the U.S.
House of Representatives. Color in the states with more than 20 representatives.
MA-
RI-
ME-

CT-

MD-
NJ-
DE-
NH-

©2019 BookShark, LLC. All rights reserved. Do not copy without written permission from BookShark, LLC
NY-
VT-

VA-
NC-

FL-
PA-

SC-
WV-

MS- AL- GA-

OH-
MI-

KY-
IL- IN-

TN-
WI-

LA-
MO-

AR-
MN-

IA-

OK-
KS-
NE-
ND-

TX-
SD-

HI-
CO-

NM-
WY-
MT-

UT-

AZ-
ID-

AK-
WA-

NV-
OR-

CA-

8 Week 1 Activity Sheet | The U.S. Constitution Unit Study

 Week 2 Schedule The U.S. Constitution Unit Study

Date: Day 1 Day 2 Day 3 Day 4

Read-Aloud or Reader
chap. 6 chap. 7 chap. 8
What is the Constitution? chap. 9
 d d

Activity Sheets
Electoral College The Preamble Create Your Own Important
Map Scramble Bill of Rights Amendments
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Optional Activity
Videos to Watch Videos to Watch Videos to Watch Art Study
Extra Activity Art Study Art Study Extra Activities

Other Notes

A: some framers thought the president should be chosen by

Day 1 the people (not state governors, state legislatures, or even
the Senate)
Read-Aloud or Reader
Q: What is the name of the complicated system the fram-
What is the Constitution? | Chapter 6 ers devised by which the people elect the president?
A: the electoral college
Vocabulary
tyrants: rulers who use power unjustly and oppressively. Timeline and Map Activities
 Washington D.C.
veto: to reject (a proposed bill) from becoming law.
impeach: to accuse a public official. Activity Sheets
swayed: moved to one side or direction (physically or in Electoral College Map
opinion).
Have your children complete "Electoral Votes Map"
To Discuss After You Read found on the Week 2 Activity Sheets by looking up the
Q: Once the framers settled on having a president, what numbers online. For younger students, only fill in your
qualifications did they put on the role? state and the states nearby you. For older students, en-
A: must be at least 35 years old and born in America courage them to fill out every state.
Q: What limits did the Constitution put on the president’s Please note that Washington, D.C. has been added to
power? this map because it also receives Electoral votes. When
A: the president cannot declare war and cannot make laws your student is done, compare the numbers on this map
Q:
to the maps from the Week 1 Activity Sheet. Today's map
What was the “wild” idea about how the president
should be the sum of those previous two maps!
should be elected? N Special Note to Mom or Dad   Map Point  d Timeline Suggestion

The U.S. Constitution Unit Study | Week 2 | 7

 Notes
Week 2

Optional Activity Activity Sheets

Videos to Watch The Preamble Scramble
Video playlist: [Link] Have your children complete "The Preamble Scramble"
playlist?list=PLfKqQ2GauwxIPx8-Rz1rb5dOtWBIjCwvl on the Week 2 Activity Sheet.
Answers:
• America 101: What Qualifications Do You Need to Be
President? | History We the People
• Electoral College explained of the United States
in order to form
• Electoral College - Schoolhouse Rock a more perfect Union,

©2019 by BookShark, LLC. All rights reserved. Do not copy without written permission from BookShark, LLC.
• Do You Understand the Electoral College? establish Justice,
ensure domestic Tranquility,
Extra Activity provide for the common Defence,
promote the general Welfare,
• Print and study the infographic "How to Become and secure the Blessings of Liberty
President of the United States": [Link] to ourselves and our Posterity,
election#item-212481 do ordain and establish
this Constitution
Day 2 for the United States of America

Read-Aloud or Reader Optional Activity

What is the Constitution? | Chapter 7 Videos to Watch

Video playlist: [Link]
Vocabulary
playlist?list=PLfKqQ2GauwxIPx8-Rz1rb5dOtWBIjCwvl
ratify: to confirm or approve.
engrossed on parchment: unlike paper, parchment was a • A Curator's Tour of the House's East Grand Staircase
sturdier, longer-lasting material, and was also used for the
Art Study
Articles of Confederation, United States Constitution, and
Bill of Rights; to engross means to copy in large, legible Use the Art Discussion Questions with the two following
script, to create an official copy of a document. works in the photos section of the book:

To Discuss After You Read

• The Assembly Room of Independence Hall.
Q:
• Painting of the Signing of the Constitution of the United
Why was it so significant when Gouverneur Morris
States.
revised the first sentence to say “We the people of the
United States of America…”? What famous people can you identify from the Paint-
A: the original draft said, “We the people of the states of New ing of the Signing of the Constitution of the United States by
Hampshire, Massachusetts, Rhode Island ...” instead of list- Howard Chandler Christy? You won’t know them all, but
ing every state by name, Morris’s revised version indicated try to find at least four men that you have studied.
that all the states were a single, unified country This famous painting is 18 by 26 feet. It was commis-
Q: Were the states quick to ratify (approve) the Constitution? sioned in 1937 as part of the 150th anniversary of the
A: no; the Constitution was signed on Sept. 17, 1787 and Constitution. Howard Chandler Christy, one of the most
wasn’t ratified until June 21, 1788; there was a lot of debate popular illustrators and portrait painters of the time, was
and opposition, but eventually, thanks in part to the per- the painter. Read more background of this fascinating
suasion of the Federalist Papers, enough states ratified it so piece at the Architect of the Capitol website and find the
it could be approved names of every person pictured at the links below:

Timeline and Map Activities • [Link]

d Federalist Papers are published (1787-1788) signing-constitution
d The U.S. Constitution becomes law (1788)
8 | Week 2 | The U.S. Constitution Unit Study
 U.S. Constitution Unit Study Notes
Week 2

• [Link] On the Activity Sheet, we’ve included the Preamble to

ingofconstitution_key.png the U.S. Constitution, as well as a sample preamble and
example of a Bill of Rights for Crayons. Your children may
need help reading and understanding the former. Again,
Day 3 the important point is to capture the voice of authority
used in these examples.
Read-Aloud or Reader If your children have trouble thinking of rights for their
subject, ask them to think about how that subject is some-
What is the Constitution? | Chapter 8 times mistreated (even if it’s silly, like leaving a crayon in
the sun). From there, they should be able to come up with
Vocabulary the rights that subject should demand.
militia: a group of citizen soldiers.
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If you have a younger student or are short on time skip

warrant: a document which authorizes some official ac- the preamble and focus on the Bill of Rights. You may also
tion (for example, a search by police). allow them to create a set of six or eight rules instead of
ten.
stocks: pillory; a wooden framework with holes for secur-
ing the ankles and wrists, used as an instrument of punish-
Optional Activity
ment and public shame.

To Discuss After You Read

Videos to Watch
Q: What do we call the first ten amendments to the Con- Video playlist: [Link]
stitution? playlist?list=PLfKqQ2GauwxIPx8-Rz1rb5dOtWBIjCwvl
A: The Bill of Rights
• Amending America: How Do We Amend?
Q: What are the five important rights protected in the First
Amendment? Explain each one. Art Study
A: 1. freedom of religion; 2. freedom of speech; 3. freedom of Use the Art Discussion Questions with The painting of
the press; 4. freedom to assemble; 5. freedom to ask the the inauguration of George Washington as the first president
government to correct wrongs; 1. Americans may worship of the United States in the photos section of the book.
in any way they please or not at all; 2 & 3. people and the
press can voice and publish their opinions without fear of
punishment from the government; 4 & 5. Americans may Day 4
critize the government and peacefully protest in groups
Q: What does the Second Amendment protect? Read-Aloud or Reader
A: the right to own arms (weapons)
What is the Constitution? | Chapter 9
Q: What parts of the Bill of Rights are controversial today
and why? Vocabulary
A: answers will vary but may include the right to own arms, suffrage: the right to vote.
“cruel and unusual punishment,” etc... please discuss as a
family To Discuss After You Read
Q: Name some of the more notable amendments to the
Timeline and Map Activities Constitution.
d George Washington becomes the first president of A: answers will vary but may include the 13th Amendment
the U.S. (1789) which abolished slavery; the 15th Amendment gave all
men, including African American men, the right to vote;
Activity Sheets the 19th Amendment gave women the right to vote
Q: Where is the original signed copy of the Constitution?
Create Your Own Bill of Rights A: it is on display in the National Archives in Washington,
Today, your children will write a preamble and a Bill of D.C.
Rights for a subject of their choice, even something silly
if they choose. See the Week 2 Activity Sheet for more
information.
The U.S. Constitution Unit Study | Week 2 | 9
 Notes
Week 2

Timeline and Map Activities

Optional Activity
d The 13th Amendment abolishes slavery (1865)
d The 15th Amendment gives African American men Art Study
the right to vote (1870)
d The 19th Amendment gives women the right to Use the Art Discussion Questions with The photograph
vote (1920) of the suffragettes celebrating the passing of the Nineteenth
Amendment, 1920 in the photos section of the book.
Activity Sheets Extra Activities
Important Amendments • Explore the videos, photo galleries, and 360 tours at
Architect of the Capitol: [Link]
Have your children complete "Important Amendments"

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dia-gallery
on the Week 2 Activity Sheet.
• Explore The National Archives in Washington, DC on-
Answers: line at [Link]/dc to see images and transcripts
After the Constitution was created, Congress of both the Constitution and the Bill of Rights: https://
added ten amendments in 1787 that limited the gov- [Link]/founding-docs/constitution n
ernment’s power over the people called the (Bill of
Rights).
The 1st Amendment to the Constitution protects
the freedom of (speech, religion, and the press), as
well as the freedom to (assemble) together, and the
freedom to ask the (government) to correct wrongs.
The (2nd) Amendment allows citizens to own
arms, which is another word for (weapons). And the
8th Amendment prevents criminals from receiving
(cruel and unusual punishment).
The 13th Amendment outlawed (slavery) in 1865,
and soon afterwards in 1870 the 15th Amendment
gave all (men) the right to vote. Finally, in 1920,
women also received the right to vote with the pass-
ing of the (19th) Amendment.

10 | Week 2 | The U.S. Constitution Unit Study

 Week 2 Activity Sheet
Electoral Votes Map

DIRECTIONS AGE 7–9: Put a star by your state. Next to the initials of your state and the states around it, write how
many electoral votes each state has when voting for the President of the United States.

DIRECTIONS AGE 9+: Next to the initials of every state, write how many electoral votes each state has when voting for
the President of the United States. Note: Washington D.C. also gets Electoral Votes and has been added to this map.
MA-
RI-
ME-

CT-

D.C.-
MD-
NJ-
DE-
NH-
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NY-
VT-

VA-
NC-

FL-
PA-

SC-
WV-

MS- AL- GA-

OH-
MI-

KY-
IL- IN-

TN-
WI-

LA-
MO-

AR-
MN-

IA-

the most citizens’ votes receives all that state’s electoral votes.
votes are needed to win the presidential election. Most states
FACTS: The Electoral College has 538 electors; 270 electoral

use a winner-takes-all rule. The presidential ticket that gets

OK-
KS-
NE-
ND-

TX-
SD-

HI-
CO-

NM-
WY-
MT-

UT-

AZ-
ID-

AK-
WA-

NV-
OR-

CA-

The U.S. Constitution Unit Study | Week 2 Activity Sheet 9

This page intentionally left blank.
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DIRECTIONS:
Cut out the stripes of the flag on page 13 and arrange them in the order of the Preamble to the U.S. Constitution. Tape or paste them
together on this page to create the American Flag. Color the box labeled “Preamble to the U.S. Constitution” blue.
The Preamble Scramble

We the People

Preamble
to the U.S.
Constitution
Week 2 Activity Sheet

The U.S. Constitution Unit Study | Week 2 Activity Sheet

11
This page intentionally left blank.
 The Preamble Scramble Cut-outs

provide for the common Defence,

ensure domestic Tranquility,
a more perfect Union,
of the United States

establish Justice,
in order to form
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and secure the Blessings of Liberty

for the United States of America.

to ourselves and our Posterity,
promote the general Welfare,

do ordain and establish

this Constitution

We the People of the United

States in order to form a more perfect
Union, establish Justice, ensure domestic
Tranquility, provide for the common
Defence, promote the general Welfare,
and secure the Blessings of Liberty to
ourselves and our Prosperity, do ordain
and establish this Constitution for the
United States of America.

The U.S. Constitution Unit Study | Week 2 Activity Sheet 13

This page intentionally left blank.
 Week 2 Activity Sheet
Create Your Own Bill of Rights The Crayons’ Bill of Rights
Today you will write a preamble and a Bill of Rights for 1. All crayons have the right to an owner who will not
a subject of your choice. For example, you could write press too hard.
one for pets, any animals, insects, the rain forest, etc. First,
2. Every crayon has the right to be protected from chew-
read the Preamble, the introduction to the Constitution,
ing teeth.
below. The main message of the Preamble shows that the
Founding Fathers wanted their lives and the lives of their 3. No crayon should be left in the sun or near heat.
children to be free and peaceful. 4. All crayons have the right to stay in their original box
Preamble with their original colors.

We the people of the United States, in Order to form 5. Every color of crayon has the right to fair use; there-
a more perfect Union, establish Justice, insure do- fore, no owner shall choose favorites.
mestic Tranquility, provide for the common defence,
promote the general Welfare, and secure the Bless- 6. If a crayon becomes worn, it should be sharpened in
ings of Liberty to ourselves and our Posterity, do
ordain and establish this Constitution for the United order to restore its dignity.
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States of America.
7. Every crayon has the right to be used properly, so the
When you’re ready to write, you will choose a topic owner should make every effort to stay in the lines.
and then write a preamble and explain why that subject
should have a Bill of Rights. Write the preamble in the 8. If a crayon becomes injured, it has the right to be
space below. repaired and to not be thrown into a crayon bin.

Here is a sample preamble to help you get started. 9. All crayons have the right to be put away after use and
We the crayons of the world, have created and writ- to be secure from being stepped upon, sat upon, or
ten our own Bill of Rights. We have been silent too any other dangerous situation that may cause injury.
long and have endured disrespect from children and
adults, alike. We establish these rights for crayons 10. No crayon shall be deprived of its creative and artistic
everywhere. abilities.
Write your preamble in the space below for your sub- Now, write your own Bill of Rights, based on your ideas.
ject. Use a separate sheet of paper if you need more room Use words that have a strong impact, so those who read
to write. it will realize they must follow the law. Feel free to use a
separate sheet of paper if you need more room to write.
Preamble: _______________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
It’s time to write your own Bill of Rights for the subject
you’ve chosen. Have fun with this assignment. Let your ________________________________________________
imagination guide the writing. The rules that you write
don’t need to be logical for anyone else but you. The idea ________________________________________________
is for you to learn how to write commands like those of
the law. ________________________________________________

Below is a sample Bill of Rights for crayons. Feel free to ________________________________________________

use it as an example.
________________________________________________
The U.S. Constitution Unit Study | Week 2 Activity Sheet 15
 Week 2 Activity Sheet
Important Amendments

DIRECTIONS: Use the words or phrases in the box to complete the following paragraphs about amendments to the
U.S. Constitution. Use the page numbers provided for help if you get stuck!

2nd government 19th men speech

religion slavery assemble Bill of Rights the press
weapons cruel and unusual punishment

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After the Constitution was created, Congress added ten amendments in 1787 that limited the government’s

power over the people called the ______________________________________. (p. 87)

The 1st Amendment to the Constitution protects the freedom of ________________________________,

___________________________________, and __________________________________,

as well as the freedom to ______________________________________ together, and the

freedom to ask the ____________________________________ to correct wrongs. (p. 88)

The ________________________________ Amendment allows citizens to own arms, which is another word for

______________________________________, and the 8th Amendment prevents criminals from receiving

_____________________________________________________________________. (pp. 92, 95)

The 13th Amendment outlawed _____________________________________ in 1865, and

soon afterwards in 1870 the 15th Amendment gave all _____________________________ the

right to vote. Finally, in 1920, women also received the right to vote with the passing of the

___________________________ Amendment. (pp. 97–98)

16 Week 2 Activity Sheet | The U.S. Constitution Unit Study

 Timeline
Week of2the U.S. Constitution
Activity Sheet
DIRECTIONS: Use this sheet to record the Timeline Suggestion found under the Timeline and Map Activities in the
Notes. Use the space below each date to write in the events.

1775
1776
1777
Declaration of Independence written
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1785
1787
1788

1787–88
1795

1808

1805 1789

1870
1865
1865
1875
1920

1915

1925

The U.S. Constitution Unit Study | Resources 17

This page intentionally left blank.
 Week
Map2 Activity Sheet
Activities
DIRECTIONS: Use this sheet to record the map points marked “Map Activities”.
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The U.S. Constitution Unit Study | Resources 19

 Art Discussion
Week Questions
2 Activity Sheet
DIRECTIONS: Look at the work of art for at least 45–90 seconds, absorbing all you see. Then discuss your answers to these
questions. Feel free to skip around and omit questions. The point is to experience and think about the art, not to answer
these questions in sequential order. Let your conversation flow naturally.

1. What is happening in this work of art? Describe everything you see as if you
are telling someone who really wants to see it but can’t.

2. Does this art remind you of anything?

3. What interests you most about this work of art? What are your favorite parts?

4. Do you have any questions as you look at it? Is there anything you don’t

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understand about it?

5. What do you think is the most important part of this picture? Explain why.

6. How do you think the artist made this work?

7. Does the art make you feel any certain way?

8. What title would you give to this work of art? Why?

OPTIONAL: After discussing the work of art, try your hand at reproducing it in a sketch form.

20 Resources | The U.S. Constitution Unit Study

 Timeline ofWeek
the U.S. Constitution
2 Activity SheetAnswer Key

1775
1776
1777
Declaration of Independence written
Articles of Confederation adopted Revolutionary War Begins
by The Continental Congress
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1785
1787

1788 Grand (Constitutional)

Convention in Philadelphia
The U.S. Constitution becomes law
1787–88
1795
Federalist Papers are published

1808
1789
End of the slave trade George Washington becomes
(no new slaves brought to America)
1805 the first president of the U.S.

1870
1865
The 15th Amendment gives 1865
African-american men the right to vote The 13th Amendment abolishes slavery
1875
1920
The 19th Amendment gives
women the right to vote
1915

1925

The U.S. Constitution Unit Study | Resources 21

 Map Activities Answer Key

New Hampshire

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New York
Massachusetts
Rhode Island
Pennsylvania
Philadelphia Connecticut
New Jersey
Washington, D.C. Delaware

Virginia Maryland

North Carolina

South Carolina

Georgia

22 Resources | The U.S. Constitution Unit Study

 Bibliography of Suggested Books

For more information about the Constitution of America and the election process, we suggest the following books:

From BookShark's Reading with History 3: Intro to American History Year 1 of 2 for Ages 8-11

If You Were There When They Signed the Constitution by Elizabeth Levy
The Landmark History of the American People, Vol. 1 by Daniel J. Boorstin with Ruth F. Boorstin
Children's Encyclopedia of American History by David C. King in association with the Smithsonian Institution

From BookShark's American History & Literature 100 Package for Ages 14-16

The Great Little Madison by Jean Fritz

Shh! We're Writing the Constitution by Jean Fritz
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Other Resources

Presidential Elections and Other Cool Facts by Syl Sobel, J.D

Works Cited

Brennan Demuth, Patricia. What is the Constitution? New York: Penguin Random House, 2018.

The U.S. Constitution Unit Study | Bibliography | 25

U.S. Constitution
Unit Study