Transcript Level I Lesson Openers

Level I Lesson Openers
Created: September, 2008
Terms and concepts taken from “We The People, The Citizen & The
Constitution,” published by the Center For Civic Education.
Created by Russ Sackreiter for the Missouri Bar
Citizenship Education Program
The terms and concepts used within each slide come from
the chapters of the level 1, “We The People, The Citizen &
The Constitution text,” published by the Center For Civic
Education, copyright 2003. The process adjectives used
within each problem were derived from DESE’s Course
Level Expectations and are highlighted in red. The goals of
the activity are to introduce key terms and give students an
opportunity to practice process adjectives they will encounter
on Missouri state exams.
2
K-8 Course Level Expectations
Process Adjectives
Compiled by Russ Sackreiter, for the Missouri Bar
July 31, 2008
 analyze-assess-cause and effect-compare-contrast-construct
 create-define-discuss-distinguish between-demonstrate
 describe-explain-examine-evaluate-give examples-identify
 importance-interpret-influence-impact-investigate-justify
 list-name-outline-participate-propose
 recognize-state-sequence-summarize
3
Index to Key Terms
Unit I

Lesson 1: civic virtue #7, common good #8, consent of the governed #10, U.S Constitution #10, Declaration of
Independence #11, natural rights #12, purpose of government 13, republican government #13

Lesson 2: consent #14, liberty #15, life #15, property #16, social contract #17, state of nature #18

Lesson 3: direct democracy #19, interests #20, represent 21, representatives #22, Roman Republic #23

Lesson 4: constitutional government #24, dictatorial government #25, Limit #26

Lesson 5: American Revolution #27, Loyalist #28, Patriots #28, principles #29

Lesson 6: Bill of Rights #30, checks and balances #31, executive branch #32, higher law #33, judicial branch #34,
legislative branch #35, separation of powers #36
4
Index to Key Terms

Unit 2

Lesson 7-8: Articles of Confederation #37, Framers #38/51, Great Compromise #39, Philadelphia Convention #40,
Three-fifths clause #41

Lesson 9: House of Representatives #42, Senate #42

Lesson 10: abolish #44, Civil War #45, slave trade #44
Unit 3

Lesson 11: checks and balances #46, judicial review #47, Preamble #48, supremacy clause #49, “We the People…”#30

Lesson 12: balancing powers #46, branches #52, United States Supreme Court #53

Lesson 13: Article I #54, congress #56, unconstitutional #56, veto #57,

Lesson 14: appoint #58 , Article II #59, budget #60, commander in chief #61, impeach #55, treaty #55

Lesson 15: appeal #62, Article III #63, associate federal courts #64, interpret #65

Lesson 16: delegate #66, federal government #67, federal system #67, supremacy#68
5
Index to Key Terms
Unit 4

Lesson 17: due process of law #70, equal protection of the laws #71, freedom of expression #72, freedom of religion #73,
right to vote #91

Lesson 18: discriminate #74, establishment clause #75, free exercise clause #76, freedom of belief or conscience #77,
tolerant #78

Lesson 19: boycott #79, Civil Rights Act of 1964 #80, Civil War Amendments #81, equal protection clause #82,
segregate #83

Lesson 20: Fifth Amendment #84, Fourteenth Amendment # 85, right to due process of law #86

Lesson 21: Civil Rights Movement #87, grandfather clause #88, literacy test #89, Nineteenth Amendment #90,
poll tax #91, Twenty Fourth-Amendment #92, Twenty-Sixth Amendment #93, Voting Rights Act #94
Unit 5

Lesson 22: citizenship #95, Declaration of Independence in world affairs #96, U.S. Constitution and Bill of Rights in
world affairs #97, participation in government#97, rights and responsibilities #97, self-interest #97

Lesson 23: citizen #100, naturalized citizens #100, resident aliens #98,

Lesson 24: decision #101, community #102, responsibility #103, political actions #104, social actions #104
6
Unit 1-Lesson 1
Define the term civic virtue in your own words. Who do
you know who shows civic virtue?
7
Unit1-Lesson 1
Create a sentence using the word common good. What is
one thing you can do for the common good of this school?
8
Unit1-Lesson 1
Consent of the governed means that the people approve of
what the government is doing. Describe two ways people
can show their consent.
9
Unit1-Lesson 1
Give examples of two powers or rights that can be found in
the U.S. Constitution.
10
Unit1-Lesson 1
In your own words, identify the importance of the
Declaration of Independence.
11
Unit1-Lesson 1
List three natural rights all people should have in America.
Do you feel all people have these rights?
12
Unit1-Lesson 1
Summarize the purpose of government. Do you think all
people feel the same way about government? What is a
republican government?
13
Unit1-Lesson 2
Consent means to approve of something. Explain how we
sometimes consent to something, but personally we may not
like it. Hint-think about school rules.
14
Unit1-Lesson 2
Name three things that come to mind when you see the word
liberty.
15
Unit1-Lesson 2
Analyze why property is so important to the farmer.
16
Unit1-Lesson 2
Explain the importance social contract if the people and
government are going to work together.
17
Unit1-Lesson 2
Give examples of what we might see if we lived in a state of
nature.
18
Unit1-Lesson 3
Summarize the advantages and the disadvantages of a direct
democracy.
19
Unit1-Lesson 3
The people give power to individuals they elect, to serve
their interests. Identify what some of these interests might
be.
20
Unit1-Lesson 3
The definition of represent is to take the place of, or to stand
in for someone. Using your own words construct a new
definition.
21
Unit1-Lesson 3
Outline what you feel is the most important job of a
representative.
22
Unit1-Lesson 3
Describe two contributions the Roman Republic made to
our form of government.
23
Unit1-Lesson 4
Distinguish between a constitutional government and a
government that has a written constitution.
24
Unit1-Lesson 4
Compare and contrast a dictatorial government to a
constitutional government.
25
Unit1-Lesson 4
Assess the importance on placing limits on the government's
power. Which document places the greatest limits on our
government?
26
Unit1-Lesson-5
How would you justify the American Revolution to a
student from a foreign country?
27
Unit1-Lesson 5
Explain what traits the patriots had in common. Do you feel
you would have been a patriot? Justify your answer. Would
you be a Loyalist?
28
Unit1-Lesson 5
Principles are rules or beliefs on how to behave. Give
examples of two principles found in the Declaration of
Independence.
29
Unit1-Lesson 6
How does the Bill of Rights impact our daily lives? List the
Amendments found within the Bill of Rights.
30
Unit1-Lesson 6
Construct a drawing showing how checks and balances
works with the federal government.
31
Unit1-Lesson 6
In your own words summarize three powers of the executive
branch. What role does the president play?
32
Unit1-Lesson 6
Analyze the following statement. When we think about
higher law in the United States we are referring to the
United States Constitution.
33
Unit1-Lesson 6
What influence does the judicial branch have on laws
passed by the federal and state governments?
34
Unit1-Lesson 6
Identify a problem in America today. Explain how the
legislative branch could solve this problem.
35
Unit1-Lesson 6
Create a drawing which illustrates the concept of separation
of powers.
36
Unit 2-Lesson 7-8
Propose a reason as to why we used the Articles of
Confederation before writing the U.S. Constitution.
37
Unit 2-Lesson 7-8
Discuss with the person sitting next to you one individual
who is considered to be one of the Framers. Be prepared to
share this information with the rest of the class.
38
Unit 2-Lesson 7-8
Justify why the Great Compromise was necessary to
complete the U.S. Constitution.
39
Unit 2-Lesson 7-8
Analyze what took place at the Philadelphia Convention
and identify two important things that came out of this
meeting.
40
Unit 2-Lesson 7-8
Evaluate the Three-fifths clause in relationship to creating a
constitution.
41
Unit 2-Lesson 9
Distinguish the difference between the role of the House of
Representatives and the Senate. Are they alike in any way?
42
Unit 2-Lesson 9
Create an outline showing the powers given to the Senate.
Do senators and members of the House of Representatives
have the same term of office?
43
Unit 2-Lesson 10
Explain why it took so many years to abolish slavery. Did
the northern states have the same views toward slavery as the
southern states? Why was the slave trade such an issue?
44
Unit 2-Lesson 10
List and justify two reasons given by the southern states for
the Civil War.
45
Unit 3-Lesson 11
Give two examples to illustrate the concept of checks and
balances. How does this balance power?
46
Unit 3-Lesson 11
In your own words, justify the importance of judicial
review. Investigate the Constitution. Is judicial review
mentioned in Article I or Article III?
47
Unit 3-Lesson 11
Read the Preamble to the Constitution and explain what role
the people have in government.
48
Unit 3-Lesson 11
Evaluate how effective the Constitution would be without the
supremacy clause.
49
Unit 3-Lesson 11
“We the People…,” are the opening words to the Preamble.
Explain what impact these words have on the Constitution.
50
Unit 3-Lesson 12
Discuss with the person sitting next to you why the Framers
worked so hard at balancing powers between the branches
of government.
51
Unit 3-Lesson 12
Compare the three branches of government. Which one do
you feel has the most power. Explain your answer.
52
Unit 3-Lesson 12
Justify the need for a United States Supreme Court in our
government. Who is the current Chief Justice?
53
Unit 3-Lesson 13
Summarize the contents of Article I. Why do you think the
Framers mentioned the legislative branch first?
54
Unit 3-Lesson 13
List the two houses of congress. What does the term
bicameral mean? Does congress play a part in the treaty
and impeachment process?
55
Unit 3-Lesson 13
Identify some government action that is unconstitutional.
56
Unit 3-Lesson 13
Describe the types of vetoes the president may use. Who is
the president?
57
Unit 3-Lesson 14
If the president were to appoint a new individual to the
Supreme Court, identify who must confirm the appointment.
58
Unit 3-Lesson 14
In your own words, briefly summarize the topics found in
Article II of the U.S. Constitution.
59
Unit 3-Lesson 14
Define the term budget. Create a list of 3 reasons why the
government needs a budget.
60
Unit 3-Lesson 14
Identify who is commander in chief of our military forces.
Explain why the job is not given to a general.
61
Unit 3-Lesson 15
If you lose your case in a lower court you have the right to
appeal. List two reasons why the right to appeal is
important.
62
Unit 3-Lesson 15
Analyze Article III of the U.S. Constitution and explain how
long justices of the Supreme Court serve.
63
Unit 3-Lesson 15
Compare and contrast the job of the associate federal court
to the job of the U.S. Supreme Court.
64
Unit 3-Lesson 15
Briefly explain two ways you can interpret the Constitution.
65
Unit 3-Lesson 16
A delegate may support his or her political party or make up
their own mind. Discuss which position is best.
66
Unit 3-Lesson 16
Distinguish between the federal government and state
government. Who do you feel has the most power?
67
Unit 3-Lesson 16
Briefly explain how the federal system of government fits
into the concept of federalism.
68
Unit 3-Lesson 16
List two reasons why federal law always has supremacy
over state law.
69
Unit 4-Lesson 17
Identify the steps involved in due process of law. Does it
apply to the states as well?
70
Unit 4-Lesson 17
Demonstrate your understanding of the concept of “equal
protection of the law,” by using it in a sentence.
71
Unit 4-Lesson 17
Evaluate the right of freedom of expression. How may it be
used in a positive way? How may it be used in a negative
way?
72
Unit 4-Lesson 17
List and explain two reasons the Framers believed freedom
of religion was important.
73
Unit 4-Lesson 18
In your own words define the term discriminate. What is an
example of discrimination?
74
Unit 4-Lesson 18
Read the section on religion in Amendment I. How does the
establishment clause impact the federal government?
75
Unit 4-Lesson 18
The free exercise clause of the First Amendment allows
you to practice in the religion of your choice. Participate in
a discussion with the student next to you and decide if there
are any restrictions to this freedom.
76
Unit 4-Lesson 18
Examine the terms freedom of belief or conscience. Are
they the same or are they different? Does your conscience
influence your beliefs?
77
Unit 4-Lesson 18
Describe a person who you feel is very tolerant of others.
Give examples of what he or she does to show tolerance.
78
Unit 4-Lesson 19
Your text book defines boycott the following way: “an act of
protest such as when people get together as a group and
refuse to buy from or deal with a store or company.”
Analyze this definition and rewrite it in your own words.
79
Unit 4-Lesson 19
Demonstrate through the use of a sentence how the Civil
Rights Act of 1964 made life better for Americans.
80
Unit 4-Lesson 19
The Civil War Amendments are the 13th, 14th, and the 15th
Amendments. Look these amendments up in your book and
list one important fact about each one.
81
Unit 4-Lesson 19
The equal protection clause of the 14th Amendment says we
all must be treated the same way. Demonstrate your
understanding of the clause by using it in a sentence.
82
Unit 4-Lesson 19
To segregate means to “separate people in schools and other
public places according to things such as their race.” Explain
why segregation is unfair and hurtful.
83
Unit 4-Lesson 20
The Fifth Amendment protects your rights if you are
accused of a crime. Make a list of three of these rights.
84
Unit 4-Lesson 20
Explain how the Fourteenth Amendment expanded the
rights of individuals and protected them from unfair actions
on the part of the state. Demonstrate this through a drawing.
85
Unit 4-Lesson 20
The right to due process of law means that the government
will use the same procedure in gathering information and
making decisions with everyone. Explain in one or two
sentences why due process is so important.
86
Unit 4-Lesson 21
Describe the role Martin Luther King Jr. played in the Civil
Rights Movement.
87
Unit 4-Lesson 21
If a rule or law comes under the “grandfather clause” can it
be changed? Describe a situation where it might be used.
88
Unit 4-Lesson 21
List two reasons why literacy tests were unfair.
8
9
Unit 4-Lesson 21
The Nineteenth Amendment states that “the right of citizens
to vote shall not be denied or abridged by the United States
or by any state on account.” Analyze this amendment and
rewrite it in your own words.
90
Unit 4-Lesson 21
Explain the purpose of a poll tax. What group of people
were hurt the most from the tax?
91
Unit 4-Lesson 21
Read the Twenty Fourth Amendment on page 221 of your
book. Explain how this amendment allowed more people to
vote.
92
Unit 4-Lesson 21
After reading the Twenty-Sixth Amendment (page 222),
explain how this amendment increased the number of voters.
93
Unit 4-Lesson 21
What impact did the Voting Rights Act have on the states?
94
Unit 5-Lesson 22
Identify two advantages citizenship has over being a noncitizen.
95
Unit 5-Lesson 22
Demonstrate the importance of the Declaration of
Independence in world affairs by naming a country which
used the document to change their government.
96
Unit 5-Lesson 22
Participation in government is important so that the voice
of the people can be heard. Give three examples of people
participating in government. How is self-interest involved?
97
Unit 5-Lesson 22
As a citizen of the United States, identify two of your rights
and responsibilities.
98
Unit 5-Lesson 23
Explain the two ways you can become a citizen of the United
States? Are you a citizen?
99
Unit 5-Lesson 23
List the steps to becoming a naturalized citizen.
100
Unit 5-Lesson 24
What impact can a bad decision have when thinking about
doing your homework?
101
Unit 5-Lesson 24
State three ways you can help your community.
102
Unit 5-Lesson 24
Summarize the difference between someone who takes
responsibility for his/her actions and someone who does not.
103
Unit 5-Lesson 24
Compare and contrast political actions to social actions.
104