1. 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.

2. 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

3. 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

4. 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

5. 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

6. 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

7. Unit 1-Lesson 1 Define the term civic virtue in your own words. Who do you know who shows civic virtue? 7

8. 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

9. 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

10. Unit1-Lesson 1 Give examples of two powers or rights that can be found in the U.S. Constitution. 10

11. Unit1-Lesson 1 In your own words, identify the importance of the Declaration of Independence. 11

12. Unit1-Lesson 1 List three natural rights all people should have in America. Do you feel all people have these rights? 12

13. 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

14. 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

15. Unit1-Lesson 2 Name three things that come to mind when you see the word liberty. 15

16. Unit1-Lesson 2 Analyze why property is so important to the farmer. 16

17. Unit1-Lesson 2 Explain the importance social contract if the people and government are going to work together. 17

18. Unit1-Lesson 2 Give examples of what we might see if we lived in a state of nature. 18

19. Unit1-Lesson 3 Summarize the advantages and the disadvantages of a direct democracy. 19

20. Unit1-Lesson 3 The people give power to individuals they elect, to serve their interests. Identify what some of these interests might be. 20

21. 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

22. Unit1-Lesson 3 Outline what you feel is the most important job of a representative. 22

23. Unit1-Lesson 3 Describe two contributions the Roman Republic made to our form of government. 23

24. Unit1-Lesson 4 Distinguish between a constitutional government and a government that has a written constitution. 24

25. Unit1-Lesson 4 Compare and contrast a dictatorial government to a constitutional government. 25

26. Unit1-Lesson 4 Assess the importance on placing limits on the government's power. Which document places the greatest limits on our government? 26

27. Unit1-Lesson-5 How would you justify the American Revolution to a student from a foreign country? 27

28. 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

29. Unit1-Lesson 5 Principles are rules or beliefs on how to behave. Give examples of two principles found in the Declaration of Independence. 29

30. Unit1-Lesson 6 How does the Bill of Rights impact our daily lives? List the Amendments found within the Bill of Rights. 30

31. Unit1-Lesson 6 Construct a drawing showing how checks and balances works with the federal government. 31

32. Unit1-Lesson 6 In your own words summarize three powers of the executive branch. What role does the president play? 32

33. 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

34. Unit1-Lesson 6 What influence does the judicial branch have on laws passed by the federal and state governments? 34

35. Unit1-Lesson 6 Identify a problem in America today. Explain how the legislative branch could solve this problem. 35

36. Unit1-Lesson 6 Create a drawing which illustrates the concept of separation of powers. 36

37. Unit 2-Lesson 7-8 Propose a reason as to why we used the Articles of Confederation before writing the U.S. Constitution. 37

38. 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

39. Unit 2-Lesson 7-8 Justify why the Great Compromise was necessary to complete the U.S. Constitution. 39

40. 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

41. Unit 2-Lesson 7-8 Evaluate the Three-fifths clause in relationship to creating a constitution. 41

42. 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

43. 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

44. 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

45. Unit 2-Lesson 10 List and justify two reasons given by the southern states for the Civil War. 45

46. Unit 3-Lesson 11 Give two examples to illustrate the concept of checks and balances. How does this balance power? 46

47. 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

48. Unit 3-Lesson 11 Read the Preamble to the Constitution and explain what role the people have in government. 48

49. Unit 3-Lesson 11 Evaluate how effective the Constitution would be without the supremacy clause. 49

50. Unit 3-Lesson 11 “We the People…,” are the opening words to the Preamble. Explain what impact these words have on the Constitution. 50

51. 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

52. Unit 3-Lesson 12 Compare the three branches of government. Which one do you feel has the most power. Explain your answer. 52

53. Unit 3-Lesson 12 Justify the need for a United States Supreme Court in our government. Who is the current Chief Justice? 53

54. Unit 3-Lesson 13 Summarize the contents of Article I. Why do you think the Framers mentioned the legislative branch first? 54

55. 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

56. Unit 3-Lesson 13 Identify some government action that is unconstitutional. 56

57. Unit 3-Lesson 13 Describe the types of vetoes the president may use. Who is the president? 57

58. Unit 3-Lesson 14 If the president were to appoint a new individual to the Supreme Court, identify who must confirm the appointment. 58

59. Unit 3-Lesson 14 In your own words, briefly summarize the topics found in Article II of the U.S. Constitution. 59

60. Unit 3-Lesson 14 Define the term budget. Create a list of 3 reasons why the government needs a budget. 60

61. 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

62. 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

63. Unit 3-Lesson 15 Analyze Article III of the U.S. Constitution and explain how long justices of the Supreme Court serve. 63

64. Unit 3-Lesson 15 Compare and contrast the job of the associate federal court to the job of the U.S. Supreme Court. 64

65. Unit 3-Lesson 15 Briefly explain two ways you can interpret the Constitution. 65

66. 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

67. Unit 3-Lesson 16 Distinguish between the federal government and state government. Who do you feel has the most power? 67

68. Unit 3-Lesson 16 Briefly explain how the federal system of government fits into the concept of federalism. 68

69. Unit 3-Lesson 16 List two reasons why federal law always has supremacy over state law. 69

70. Unit 4-Lesson 17 Identify the steps involved in due process of law. Does it apply to the states as well? 70

71. Unit 4-Lesson 17 Demonstrate your understanding of the concept of “equal protection of the law,” by using it in a sentence. 71

72. 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

73. Unit 4-Lesson 17 List and explain two reasons the Framers believed freedom of religion was important. 73

74. Unit 4-Lesson 18 In your own words define the term discriminate. What is an example of discrimination? 74

75. Unit 4-Lesson 18 Read the section on religion in Amendment I. How does the establishment clause impact the federal government? 75

76. 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

77. 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

78. 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

79. 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

80. Unit 4-Lesson 19 Demonstrate through the use of a sentence how the Civil Rights Act of 1964 made life better for Americans. 80

81. Unit 4-Lesson 19 The Civil War Amendments are the 13th, 14 th, and the 15 th Amendments. Look these amendments up in your book and list one important fact about each one. 81

82. Unit 4-Lesson 19 The equal protection clause of the 14 th Amendment says we all must be treated the same way. Demonstrate your understanding of the clause by using it in a sentence. 82

83. 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

84. 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

85. 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

86. 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

87. Unit 4-Lesson 21 Describe the role Martin Luther King Jr. played in the Civil Rights Movement. 87

88. 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

89. Unit 4-Lesson 21 List two reasons why literacy tests were unfair. 8989

90. 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

91. Unit 4-Lesson 21 Explain the purpose of a poll tax. What group of people were hurt the most from the tax? 91

92. 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

93. Unit 4-Lesson 21 After reading the Twenty-Sixth Amendment (page 222), explain how this amendment increased the number of voters. 93

94. Unit 4-Lesson 21 What impact did the Voting Rights Act have on the states? 94

95. Unit 5-Lesson 22 Identify two advantages citizenship has over being a non- citizen. 95

96. 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

97. 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

98. Unit 5-Lesson 22 As a citizen of the United States, identify two of your rights and responsibilities. 98

99. Unit 5-Lesson 23 Explain the two ways you can become a citizen of the United States? Are you a citizen? 99

100. Unit 5-Lesson 23 List the steps to becoming a naturalized citizen. 100

101. Unit 5-Lesson 24 What impact can a bad decision have when thinking about doing your homework? 101

102. Unit 5-Lesson 24 State three ways you can help your community. 102

103. Unit 5-Lesson 24 Summarize the difference between someone who takes responsibility for his/her actions and someone who does not. 103

104. Unit 5-Lesson 24 Compare and contrast political actions to social actions. 104