Level S/44 Shaping the Constitution€¦ · Shaping the Constitution Level S/44 ... • Write...

B e n c h m a r k e d u c a t i o n c o m p a n y

Theme: The Constitution• Shaping the Constitution• Amending the Constitution• Dred Scott and the Supreme Court

Social Studies

Shaping the ConstitutionLevel S/44

Skills & Strategies

Anchor Comprehension Strategies

• Identify sequence of events

Comprehension • Askquestions

• Drawconclusions

• Usegraphicfeaturestointerpretinformation

Word Study/Vocabulary • Understanddenotationandconnotation

Social Studies Big Idea • ThefundamentalprinciplesofAmerican

democracyandthefoundationoftheAmericanrepublicaresetforthintheU.S.Constitution.

TeACher’S Guide

Synthesize Information • Administer Ongoing Comprehension Assessment

• Draw Conclusions

D ay

1

2

3

4

5

A c t i v i t i e s

Using Navigators Chapter Books

Explicit Strategy InstructionUse the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.

Small-Group DiscussionsIntroduce the book and model strategies. Have the group set a purpose for reading based on the introduction. Students read the book, or parts of the book, independently. Then have them use the Small-Group Discussion Guide as they discuss the book together.

Independent ReadingHave students select titles at their independent reading levels. After reading, have students respond to the text in reader response journals or notebooks.

Core Lesson Planning Guide

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-4108-6304-12

Pages 4–6: Model Strategies: Introduction–Chapter 1• Monitor-Reading Strategy: Ask Questions

• Comprehension Strategy: Identify Sequence of Events

• Understand Denotation and Connotation

Page 3: Prepare to Read• Build Content Background

• Introduce the Book

Pages 7–8: Guide Strategies: Chapter 2• Monitor-Reading Strategy: Ask Questions


• Understand Denotation and Connotation

Pages 9–10: Apply Strategies: Chapters 3, 4–Conclusion• Monitor-Reading Strategy: Ask Questions


• Use Graphic Features to Interpret Information: Time Line

This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.

Build Content Background • Tell students to imagine they live in the American colonies

after the Revolutionary War. They are going to a meeting to decide how they want to be governed now that the British are gone. Ask students to visualize what that meeting might have been like.

Ask: What does the meeting place look like? Whom do you see there? How are they dressed? How are you dressed?

• Write students’ answers and ideas on chart paper. Then ask additional questions.

Ask: What do you hear people talking about at the meeting? Some states want to govern themselves. Some states think there should be a strong central government. How do the people sound? How do you feel? Are you excited? Worried? Why?

• Review and discuss students’ answers and ideas. Conclude by explaining students that such a meeting did take place. At the Constitutional Convention, representatives from the new states met to decide on their new government.

Introduce the Book • Give students a copy of the book. Have them read the title

and look at the cover.

• Have students turn to the table of contents.

Ask: What do you think the book will be about, based on the title of the book and the chapter titles?

Ask students to choose a chapter that sounds interesting and turn to that chapter.

• Have students skim the chapter, looking for boldfaced words. Encourage them to use the text and glossary to define the boldfaced words.

• To introduce key words and text/graphic features found in this book, use the book’s inside front cover.

Informal Assessment Tips

1. Assess students’ ability to skim for boldfaced words.

2. Document informal observations in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for handy reference.

© 2011 Benchmark Education Company, LLC 3

Meeting Individual Needs

For students who struggle with skimming for boldfaced words, model by locating a word and showing how to determine its meaning by looking for context clues and checking the glossary.

Discuss the concept of government. Explain the different levels of govern-ment—local (mayor, town council, city hall), state (governor, senators, representatives), and federal (presi-dent, senators, representatives). Draw a diagram on the board to show the three levels. Point out that the Constitution tells how the feder-al government, or highest level, was to be set up.

Write the word compromise on the board. Let students explain what the word means in their own words. Encourage them to offer situations in which people might have to compro-mise. Point out compromise is almost always necessary to get a large group of people to all agree on something.

Prepare to Readnglish anguage earnersE L L

Before ReadingMonitor-Reading Strategy: Ask Questions• Say: Good readers ask questions as they read. Asking questions

keeps their minds focused and helps them understand and remember what they read. For example, they might ask questions about unfamiliar words.

• Use a real-life example of asking questions while you read.

Say: When I come across an unfamiliar word, I stop and ask myself what the word means. Sometimes an unfamiliar word is boldfaced, shown in dark print. Sometimes the author defines the word, but other times I have to look for clues to help me figure out the meaning of the word.

• Say: Yesterday we previewed the book Shaping the Constitution. Today we are going to ask questions about unknown words in the Introduction and Chapter 1.

• Read pages 2–3 aloud while students follow along.

Say: The author provides clues to the meaning of the boldfaced word compromised. The text says that the men worked together to write a document that would work for everyone. I could also look up the word in the glossary. However, there are other words that I cannot figure out through context, such as offspring. I’ll write this word on a self-stick note and put it in my book on that page. What other unknown words are on this page?

• Have students provide examples of any other unknown words in the Introduction. Tell them to write the words on self-stick notes and put the notes in their book.

During Reading Set a Purpose for Reading• Ask students to read pages 4–9 silently. Have them ask ques-

tions about the unknown words they find and write their questions on self-stick notes or in their journals. Remind them to look for context clues to help them understand the meaning of each unknown word.

4 © 2011 Benchmark Education Company, LLC

ABOUT THE STRATEGY Ask Questions

What? Good readers ask questions about unknown words, why something happens, how it happened, and what might happen next. Some questions have answers stated in the text, some answers are implied in the text, and some answers need further research. Still other questions have no answers.

Why? Asking questions keeps good readers involved with the text and helps them understand and remember what they read.

When? Good readers ask questions before reading to help set a purpose. They ask questions during reading to monitor and clarify their understanding. They ask questions after reading to help them analyze and synthesize what they have read.

How? Good readers pause and won-der about the text. They keep track of their questions in a journal or on self-stick notes. They try to answer ques-tions during and after reading.

Model Strategies: Introduction–Chapter 1

After Reading Discuss the Reading• Ask students to share their unknown words from the

Introduction and Chapter 1. Remind them that some unknown words have definitions right in the text while the meanings of other words can be figured out using context clues.

Say: I am not sure about the word debts in the first paragraph on page 6, but I can use context clues to figure out its meaning. The farmers had no money to pay these debts, and they might go to jail because of that. I can predict that debts means “money owed to others.” Debts must be like bills.

• Have students explain how they determined the meanings of other unknown words.

Ask: Who wrote a question about the boldfaced word union in the first paragraph on page 5? What does it mean? How did you find the meaning of that word? (A union is a joining together of two or more things. The def-inition appears in the glossary.)

• Tell students to look for unfamiliar words as they read each chapter. Remind them to write their questions on self-stick notes or in their journals.

• Have students read the checkpoint on page 7. Explain that talking about what we have read is a good way to better understand text. Have students discuss the prompt in pairs.

• For text-dependent comprehension practice, ask the ques-tions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Comprehension Strategy: Identify Sequence of Events• Explain that good readers are able to identify the sequence of

events in what they are reading. They pay attention to the order in which events happen because they know this will help them better understand and remember the events.

• Pass out the graphic organizer Identify Sequence of Events (blackline master, page 14). You may want to make a chart-sized copy of the graphic organizer or use a transparency.

• Explain that as students read, they will complete the first two columns together. They will complete the last column in pairs or independently.


1. Watch students as they write ques-tions on self-stick notes or in their journals.

2. In a folder or notebook, jot down what you see each student doing.

3. Students should be asking questions about unknown words as they read. Document students who are and are not using this monitor-reading strategy.



For students who struggle with this activity, model the strategy again and remind them that asking questions about unknown words as they read will help them better understand the material.

Rapid readers can find the meanings of words they don’t know in the glossa-ry or a dictionary. Then they can take turns quizzing a partner on the words’ meanings.

Introduction–Chapter 1 (continued)


Comprehension Strategy: Identify Sequence of Events (continued)• Have students return to Chapter 1 and follow along as you

model how to identify sequence of events. Use the information on the graphic organizer on this page to conduct a think-aloud.

• Say: I will skim Chapter 1 looking for the sequence of events that led up to the Constitutional Convention. First, the colonies won their independence from Great Britain. I will write this in the first box in my chart. After the war, the Articles of Confederation allowed the states to act like independent countries. I will write this in the second box on the chart.

• Continue the think-aloud, using the graphic organizer on this page to fill in the sequence of events for Chapter 1. Then review the completed chart with students and discuss how identifying the sequence of events will help them remember what they have read.

Understand Denotation and Connotation• Have students find the word Father on page 2. Ask them what

the word means. Point out that the denotation, or dictionary definition, of father is “a male parent.”

• Explain that some words have positive or negative connota-tions. A connotation is the meaning of a word that is implied, not just its dictionary definition. Words with positive or nega-tive connotations are often used to influence the reader’s atti-tude toward a subject. The word father is used in a positive way in this passage. It implies that the relationship between James Madison and the Constitution is the same as the loving, caring relationship between a father and his child.

• Point out the word loose on page 5. Have students give its denotation and describe its connotation.

• Share the following examples of words with similar meanings but positive and negative connotations. Have students think of other examples.

Reader Response

What would it be like if each state functioned as a country, printing its own money and making its own laws? Write a response in your journal and share your thoughts with a group member.

The Articles of Confederation

The American colonies win their independence from Great Britain.

The Articles of Confederation allow the states to act like independent countries.

Massachusetts farmers petition the state for help and are ignored.

Shays leads the farmers in an unsuccessful rebellion against the state. They are defeated.

Congress passes the Northwest Ordinance to settle land claims.

Positive Connotation Negative Connotationleader tyrant

ambitious aggressive

thrifty stingy

Before ReadingMonitor-Reading Strategy: Ask Questions• Have students review questions they wrote in their journals

yesterday. Ask if the Introduction and Chapter 1 answered any of their questions about unknown words. Discuss their responses. Remind students that good readers ask questions to understand and remember what they have read.

• Say: Today we are going to ask the questions who, what, why, and how.

Read pages 10–11 while students follow along. Ask the fol-lowing questions as you read:

Why did Alexander Hamilton invite delegates to Philadelphia? Why was Alexander Hamilton the one to send out these invitations?

• Point out that the first question is answered in the book while the second question is not.

Ask: How can I answer my second question? (Possible answers: Ask an expert. Research using reference books or the Internet.)

• Have students write who, what, why, and how questions on self-stick notes or in their journals as they read pages 12–13.

During Reading Set a Purpose for Reading • Have students finish reading Chapter 2. As they read, they

should ask who, what, why, and how questions. For example, they might ask why the smaller states did not like the Virginia Plan and why the larger states did not like the New Jersey Plan.

After Reading Discuss the Reading • Have students share their questions and talk about why they

asked particular questions. Help them identify questions that are answered in the text and questions that need research. Spend a few minutes on questions not answered in the text.

• Ask: What have you learned about the compromises that the del-egates made when writing the Constitution?

• For text-dependent comprehension practice, ask the ques-tions for Chapter 2 found on the Comprehension Through Deductive Reasoning Card for this chapter book.


Carefully watch ELL students as they complete the assignment. If they are not writing questions, it may be because they do not under-stand the text. If they are writing questions, make sure the questions apply to the text.


For students who struggle with this strategy, model it again. Then have stu-dents read one page at a time and ask one question per page. Have them identify questions that are answered in the text and those that are not. If they are not, ask students how they might find answers to those questions.

Rapid readers can choose one unan-swered question and find an answer for it, either with a partner or on their own.

Guide Strategies: Chapter 2

nglish anguage earnersE L L

Chapter 2 (continued)

Reader Response

What do you think might have happened if Roger Sherman had not suggested the Great Compromise? Write a response in your journal and share your thoughts with a group member.


Comprehension Strategy: Identify Sequence of Events• Review the graphic organizer and how to identify the sequence

of events. Remind students that sequence is the order in which the events happen. Tell them that you are going to revisit Chapter 2 and identify the sequence of events during the Constitutional Convention.

• Say: Let’s skim the chapter and look for important events. Remember that we want to write these events in the order in which they happened. On page 10, the text says Alexander Hamilton invit-ed delegates to come to Philadelphia. I will write this in the first box in the chart.

• Tell students to reread the first paragraph on page 11.

Say: George Washington arrived in Philadelphia. I will write this in the second box in the chart.

• Continue skimming Chapter 2 with students. Record the sequence of events as shown on the graphic organizer on this page.

Understand Denotation and Connotation• Review with students how to identify the denotations, positive

connotations, and negative connotations of words.

• Have students find the word saluted on page 11. Point out that in the context of announcing someone’s arrival, the word has a positive connotation that emphasizes how happy people were that Washington came to Philadelphia and how respected he was as the former commander of the American troops.

• Have students skim the rest of Chapter 2 for other examples of words with positive and negative connotations. Ask them to look up these words in the dictionary to learn their denota-tions. Encourage them to think of words with the same deno-tation, or meaning, but different connotations. (Possible answer: page 15—The word debate has a positive connota-tion; it suggests polite discussion. A word with a similar deno-tation and a negative connotation is argue.)

• For additional practice, have students complete the blackline master on page 16.

The Constitutional Convention

Alexander Hamilton invites delegates to come to Philadelphia.

Washington arrives in Philadelphia.

The delegates accept parts of the Virginia Plan created by James Madison.

William Paterson presents the New Jersey Plan.

The delegates accept Roger Sherman’s plan, known as the Great Compromise.

1. dismayed Its denotation is “concerned.” Its connotation is negative, implying fear as well as concern.

2. defect Its denotation is “lack or problem.” Its connotation is negative, implying a serious failing that threatens the whole.

3. encouraged Its denotation is “asked.” Its connotation is positive, implying gentle, polite persuasion.

4. affirms Its denotation is “says.” Its connotation is positive, implying firmness and acceptance.


Apply Strategies: Chapters 3, 4–Conclusion

Before ReadingMonitor-Reading Strategy: Ask Questions• Remind students that they have practiced asking questions

about unknown words and about who, what, why, and how. Have them review the questions they have already asked and written on self-stick notes or in their journals. Tell them to continue asking who, what, why, and how questions as they read.

• Read pages 20–21 aloud while students follow along.

Say: The first political parties were the Federalists and the Anti-Federalists. My question is, “Why don’t we have those political par-ties today?” This question is not answered in the text. What can I do?

Have students offer possible ways to answer the question.

During ReadingSet a Purpose for Reading • Have students read the rest of the book silently. Encourage

them to ask who, what, why, and how questions as they read. Have them write their questions on self-stick notes or in their journals.

• Have students look for information about how the Constitution was ratified, what its basic principles are, and how it has changed over the years.

After ReadingDiscuss Reading• Have students share the questions they have asked while reading.

• Ask: Which questions were you able to answer from the book? Which questions need additional research? How can you find answers to these questions?

• Ask: What information did you find about how the Constitution was ratified and how it has changed?

• Have students read the checkpoint on page 29. Explain that reading more about a topic is another way to help them better understand what they read. Have students work independently to complete the prompt.

• For text-dependent comprehension practice, ask the questions for Chapters 3 and 4 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Teaching Tips

After discussing the reading, have stu-dents remove self-stick notes from their books and place them in their journals on a page titled “Ask Questions.” Use this page to review asking questions throughout the year.

Comprehension Strategy: Identify Sequence of Events• Review the graphic organizer with students. Have them turn to

Chapter 3. Explain that they will identify the sequence of events in this chapter in pairs or independently.

• Ask if students have any questions before they begin. Monitor their work and intervene if they are having difficulty. Discuss students’ responses together.

• For more practice with identifying sequence of events, have students complete the blackline master “Identify Sequence of Events” on page 15.

Use Graphic Features to Interpret Information: Time Line• Have students look at the time line of key events in the early

history of the Constitution on page 30. Explain that a time line provides two important kinds of information about a topic: what and when.

• Say: You can use time lines to quickly see the order of events. This time line shows you the main events in the early history of the Constitution and when those events occurred.

• Ask: When did the Constitutional Convention in Philadelphia begin? (May 25, 1787)

What event occurred on December 7, 1787? (The first state, Delaware, ratified the Constitution.)

How long did it take to write the Constitution? (from May 25, 1787, to September 17, 1787; about four months)

• Have students locate another time line in Chapter 3 (page 24). Ask: What event from the time line on page 30 is also recorded here? (Delaware ratified the Constitution on December 7, 1787.)

Chapters 3, 4–Conclusion (continued)



1. Watch students as they identify sequence of events. Ask yourself: How have students progressed with this strategy? What problems are they still having?

2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them?

3. Jot down your thoughts in your fold-er or notebook. For students who struggle with identifying sequence of events, review the strategy using the Comprehension Strategy Poster: Identify Steps in a Process.

Reader Response

What amendment do you think should be added to the Constitution? Why? Write a response in your journal and discuss your ideas with a group member.

The fight for women’s suffrage begins at the first women’s rights convention.

A constitutional amendment giving women the right to vote is first proposed in Congress.

Wyoming is the first territory and state to allow women to vote.

A constitutional amendment giving women the right to vote is ratified.

Ratifying the Constitution

A war of words breaks out between those who support the Constitution and those who do not.

Delaware becomes the first state to ratify the Constitution.

Pennsylvania, New Jersey, Georgia, and Connecticut vote yes. Only four more states are needed for ratification.

A bill of rights is added to the Constitution.

Massachusetts, Maryland, South Carolina, and New Hampshire vote yes. The Constitution is ratified.

Administer Ongoing Comprehension Assessment• Have students take Ongoing Assessment #19 on pages 68–69 in

the Comprehension Strategy Assessment Handbook (Grade 5).

Draw Conclusions• Have students study the time line on page 24. They can work in

pairs or independently to answer these questions:

Which two states ratified the Constitution next? (Pennsylvania and New Jersey) How many months passed between Maryland’s ratification and North Carolina’s ratification? (19) What is the longest gap between any two states’ ratifications? (16 months, between New York and North Carolina) How many long did it take all thirteen states to ratify the Constitution? (2 1/2 years)

• Have students write their answers on sheets of paper. When they have finished, have volunteers read their answers as the others check their work. Discuss how students used the time line to answer the questions.

• Ask: What conclusion can we draw about why it took 2 1/2 years for all the states to ratify the Constitution? The book doesn’t answer this question directly, but we can answer it by combining what we read with what we already know about this time period. (Possible answer: We know that ratification was an important step. We can con-clude that people would have needed time to discuss and debate the issue before voting on it. We know about the technology available during that era. News traveled in newspapers, letters, and speeches. People traveled on horses and in wagons. We can conclude that ratification discussion, debate, and voting would have taken a long time to accomplish.)



1. Score assessments and determine if more instruction is needed for this strategy.

2. Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, dis-cuss responses with individual stu-dents.

4. If needed, reteach this strategy and administer Ongoing Assessment #20 on pages 70–71 in the Comprehension Strategy Assessment Handbook (Grade 5).

5. Use Ongoing Assessments to document growth over time, for parent/teacher conferences, or for your own records.

Scaffold the activity by asking one question at a time and working with students to find the answer. Break each question down into its component steps and guide students through the steps: Look at the time line on page 24. How do we know when the states ratified the Constitution? (The entries in the sec-ond column of the chart tell us the dates of the states’ ratifications.) How can we find out which two states had the same date of ratification? (Look down the entries in the second col-umn until we find the same date shown twice. Then look at the first column to find out what states go with those dates.) Continue in the same way with the other questions, encouraging students to provide as much of the information as possible.

Synthesize Information

nglish anguage earnersE L L

Write a Personal ResponseInvite students to respond to the book in a way that is meaningful to them. The prompts below provide a variety of alternatives.

• How does the Constitution affect your life? (text-to-self)

• What parts of this book did you find most challenging? (self-monitor)

• How did you feel as you read about the Constitution being ratified? Why did you feel that way? (personal response)

• What impact has the Constitution had on other countries in the world? (text-to-world)

• What did you think about while you were reading this book? (make connections)

• What main ideas about the Constitution did you find in this book? (synthesize information)

• Would you recommend this book to a friend? Why or why not? (evaluate)

• Compare this book about the Constitution to other books you have read about the early United States. (text-to-text/compare)

Write to a Text PromptUse the prompt below as a timed writing activity. Students have a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.

Write to a Picture PromptUse the following picture prompt to develop students’ visual writing abilities.

Reading/Writing Connections

Teaching Tips

Transfer personal response prompts to a piece of large chart paper and hang it in the room. Students can refer to the list throughout the year.

The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.

The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.

The prompt is somewhat devel-oped. There is minimal evidence of focus, organization, voice, and correct conventions.

The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.

Scoring Rubric

4

3

2

1

How does the Constitution balance the rights of states and the rights of the federal government? Use information from the book to support your answer.

Look at the picture on pages 16–17. Imagine you are a reporter at this scene explaining what is happening. Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer.


© 2011 Benchmark Education Company, LLC

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _

Directions: Use this sheet to talk about the book.

Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.

Questions:Write two or three questions you had while reading this book. Discuss the questions and answers.

Make Connections:Write three connections you made with the text. Discuss them with your group.

Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom, Harvey

Daniels (Portland, ME: Stenhouse Publishers, 1994).

Rules for a Good Discussion:1. Be prepared.

2. Pay attention to the person who is talking and do not inter-rupt him or her.

3. Think about what others are saying so you can respond.

4. Use inside voices.

5. Let everyone in the group have a turn to speak.

6. Be respectful of everyone’s ideas.

Adapted from Guiding Readers and Writers (Grades 3–6): Teaching Comprehension, Genre, and Content Literacy, Irene C. Fountas and Gay Su Pinnell (Portsmouth, NH: Heinemann Publishing Co., 2001).

Ways to Make ConnectionsText-to-Self: This reminds me of a time when I . . .

Text-to-World: What’s going on in this book is like what’s hap-pening right now in . . .

Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .

Small-Group Discussion Guide


Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Identify Sequence of Events

The Articles of Confederation

The Constitutional Convention

Ratifying the Constitution


Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Identify Sequence of EventsDirections: Read the passage. Complete the sequence-of-events chart.

Women’s Right to Vote

The fight for women’s right to vote, or suffrage, began in 1848 at the

first women’s rights convention in New York. In 1878, a constitutional

amendment was proposed. The amendment said that all citizens had the

right to vote regardless of their sex. This same amendment would be

introduced in every session of Congress for the next forty-one years!

The territory of Wyoming was the first territory to allow women to vote.

When Wyoming became a state in July 1890, it was also the first state to

allow women to vote. They could vote only in state elections or elections

in their own towns.

To add an amendment to the Constitution, two-thirds of the members

of Congress must vote yes. The amendment giving women the vote finally

got enough votes to be passed in Congress. Now each state had to ratify

the amendment.

Some southern states did not want to ratify. However, a representative

from Tennessee received a note from his mother. It said, “Don’t forget to

be a good boy” and “vote for suffrage.” He followed his mother’s advice.

Women finally won the right to vote in 1920.

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


Understand Denotation and ConnotationDirections: Read the following passage. Then complete the exercise at the bottom of the page. Use a dictionary if needed.

The Bill of Rights

The version of the Constitution that first went to the states for

ratification did not have a bill of rights. Some Americans were dismayed.

They believed that the Constitution should guarantee certain basic rights

for the country’s citizens. They refused to vote for ratification of the

Constitution because of this defect.

In his first speech as president, George Washington encouraged

Congress to suggest amendments stating the basic rights of every citizen

of the United States. Congress proposed twelve amendments. Ten of these

amendments were ratified and became what we still call the Bill of Rights.

The Bill of Rights protects citizens’ rights to freedom of religion, speech,

the press, and assembly. It also affirms that citizens are to be secure from

unreasonable searches and seizures and to have a trial by jury in which

they can face their accusers.

Directions: Write the denotation of each boldfaced word. Then tell whether the word has a positive or negative connotation in the passage. Explain your answer.

1. dismayed _____________________________________________

_____________________________________________

2. defect _____________________________________________

_____________________________________________

3. encouraged _____________________________________________

_____________________________________________

4. affirms _____________________________________________

_____________________________________________

Level S/44 Shaping the Constitution€¦ · Shaping the Constitution Level S/44 ... • Write...

Documents

Transcript of Level S/44 Shaping the Constitution€¦ · Shaping the Constitution Level S/44 ... • Write...