We the People of the United States, in Order to form a more

Similar documents
Celebrating Our Constitution

TEACHING DEMOCRACY. Cal Humanities & The California History-Social Science Project

Close Reading Read Aloud

Colonization and Revolutionary War Roanoke--The Lost Colony

1965 Alabama Literacy Test

What Does the Preamble of the U.S. Constitution Mean?

Winter 2009 Teaching with Primary Sources Quarterly Learning Activity Elementary Level

Reading Strategies by Level. Early Emergent Readers

The Constitution: A More Perfect Union

Slavery, the Civil War, and Reconstruction Gettysburg and the Gettysburg Address

Forming a More Perfect Union

KET for Schools Reading and Writing Part 9 teacher s notes

1. Title: The Organizational Structure and Powers of the Federal Government as Defined in Articles I, II, and III of the U.S. Constitution Grade 5

Declaration of Independence Lesson Plan. Central Historical Question: Why did the Founders write the Declaration of Independence?

Running for Freedom: The Fugitive Slave Law and the Coming of the Civil War

Immigration. The United States of America has long been the world s chief receiving

Historical, Legal, and Ethical Perspectives on Public Health Policy. Gerard F. Anderson, PhD Johns Hopkins University

17. WHO BECOMES PRESIDENT OF THE UNITED STATES IF THE PRESIDENT SHOULD DIE? 22. HOW MANY CHANGES OR AMENDMENTS ARE THERE TO THE CONSTITUTION?

Comprehension Questions for Leveled Text

Identify the Declaration of Independence s grievances and the. Article of Confederation s Weaknesses.

Classical Music Ludwig Van Beethoven

A Tricky Move. Why the change of address? The National Park Service built a new center for the Liberty Bell.

Grade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence

Hobbes, Locke, Montesquieu, and Rousseau on Government

Language Arts Literacy Areas of Focus: Grade 5

Effects of the Enlightenment Grade Nine

Delaware Recommended Curriculum Teaching Civics with Primary Sources Grant Project

MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics).

Five Roles of Political Parties

Sample Set Boston Tea Party Grade 4

SOCIAL STUDIES UNIT OUTLINES FIFTH GRADE

Grade 8 English Language Arts 90 Reading and Responding, Lesson 9

The plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict.

The weekly passage discussed issues related to dog ownership. Here is some information that might be helpful to students less familiar the topic.

Examples of sample reading passage and questions. Note: paragraphs are numbered. Correct answers are underlined.

A Picture Book of Martin Luther King, Jr. By David A. Adler ISBN:

Colonial Influences STEP BY STEP. OPTIONAL: A PowerPoint presentation is available to walk students through the activities in this lesson.

A Taxing Time: The Boston Tea Party

Why Do Authors Use Text Features?

Writing a Newspaper Article

Write the key elements of the plot in a story you have read.

North America North American Diversity

In this activity, students try to solve a mystery about the Pledge of Allegiance.

Students will participate in a cold-write of an opinion.

Components of a Reading Workshop Mini-Lesson

Grade 5: Module 3A: Unit 2: Lesson 13 Developing an Opinion Based on the Textual Evidence:

SOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009

Why do we need a theme?

THE CONSTITUTION IN PLAIN ENGLISH

PEOPLE LESSONS.com J.K. ROWLING

NAME OF ASSESSMENT: Reading Informational Texts and Opinion Writing Performance Assessment

News Debate: Cell Phone Scramble

Liberty! How the Revolutionary War Began By Lucille Recht Penner ISBN:

The Declaration of Independence An Analytical View

ASSESSMENT DATA BANK

What Do We Mean by Democracy and Freedom? (Speech scheduled for a Boston America First rally on December 12, 1941 that was never delivered)

Section 1- Geography and the Early Greeks

Language Arts Literacy Areas of Focus: Grade 6

The English Department Guide. To doing well in your. English GCSE Exams

AFTER YOU READ. Exit slips. Write one thing you learned today. Name

Words In The News. Teacher's pack Lesson plan and student worksheets with answers

K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White

Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction

Revolutionary War Music

First Grade Unit Plan: Civics and Government in Our Daily Lives

Fundamental Principles of American Democracy

The Secret of Cell Phones By R. Howard

Expository Reading and Writing By Grade Level

Determining Importance

The Citizenship Test

Assessing children s writing at the end of Key Stage 2. 6 th December 2013

PERSUASION CHECKLIST PERSUASION CHECKLIST

The new portfolio will not be assessed by examiners but will be used as a tool for students to develop their writing skills at each level.

Shays Rebellion. Central Historical Question: How did Americans react to Shays rebellion?

7. What do you think Zaroff means when he says to himself, the American hadn t played the game?

Critical Thinking Sample Passages and Items (Information from

THE MAKING OF THE CONSTITUTION LESSON PLANS

What is your name? Do you think it reveals something about your identity and where you come from? If so, what does it reveal?

1. imagery 2. plot 3. foreshadowing. 10. structure 11. symbol 12. narrative. 13. motif 14. conflict 15. theme

IELTS Academic Writing Task 2 Activity teacher s notes

EMPOWERING TEACHERS TEACHER EXPLAINS TASK TEACHER MODELS TASK

Genre Mini Unit. Writing Informational Nonfiction By Joyce Dunning

Sample Test: Colonialism and Foundations of America. Use the following map and your knowledge of Social Studies to answer question 1.

Ms Juliani -Syllabus Special Education-Language/ Writing

Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada

Developing Communication Skills in Learning for Life and Work

Making Judgments. A Winning Breakfast

California. Phone:

ONLINE SAFETY TEACHER S GUIDE:

Preparing for the IELTS test with Holmesglen Institute of TAFE

Top Ten Mistakes in the FCE Writing Paper (And How to Avoid Them) By Neil Harris

AP WORLD HISTORY 2006 SCORING GUIDELINES. Question 3 Comparative

Non-fiction: Cloning Around

Etiquette COMMON PERSONAL AND PROFESSIONAL RULES THE AMERICAN CENTER 13 JULY, 2011 YUKI KONDO-SHAH MIRIAM SCHIVE.

Strong vs. Weak Arguements. Reading activities This week, we are going to be working on Strong vs. Weak Arguments.

PUSD High Frequency Word List

Transcription:

Non-fiction: American Government Preamble to the United States Constitution American Government Preamble to the United States Constitution We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. The words written in italics above are the Preamble 1 to the Constitution of the United States. The Constitution is the document that defines our American democracy. It sets forth the nation s laws. It also spells out the rights and liberties of the American people. The preamble, or introduction, tells why people wrote the Constitution. The first three words are, We the People. At the time, these words were revolutionary 2. Before the United States was established, the 13 colonies were part of England. Their ruler was the king of England. The colonists had no say over what happened to them. When the colonists established their own government, they wanted it to be by the people, for the people, and of the people. They wanted the Constitution to create a democracy. In a democracy, the people elect, or vote for, whom they want to run their government. The government s power comes from the people. The government cannot exist without the consent 3 of the majority 4 of its people. If the government fails to protect the people, then the people can use their voting power to abolish the government and establish a new one. What should the government do for the people? The preamble answers part of this question. It says that the government should be just, or fair with its people. It should ensure tranquility by working to solve problems within the 1 preamble introduction to a speech or piece of writing 2 revolutionary bringing or causing great changes 3 consent agreement, permission, or approval 4 majority more than half of a group of people or things 1

Non-fiction: American Government Preamble to the United States Constitution country when they arise. The government should also defend the country when necessary. It should care for the general well being of the people. Finally, it should provide liberty for all. The Constitution with its many democratic goals and methods 5 to reach them has stood the test of time. It was written in 1787. More than 200 years later, this document still works for the people of the United States. 5 methods ways of doing something 2

Questions: American Government Preamble to the United States Constitution Name: Date: 1. What is the author s purpose for writing this passage about the Constitution? a. The author wants to entertain the reader with funny stories about the Constitution. b. The author wants to warn people about the dangers of allowing the King of England s rule over America. c. The author wants to educate the reader about the Constitution of the United States d. The author wants to educate the reader about the colonies. 2. In the last paragraph, the phrase stood the test of time means a. That the Constitution has not changed since it was written b. That the Constitution has lasted throughout the years c. That the Constitution defines American democracy d. That the Constitution was written 100 year ago 3. What is the main idea of the second paragraph? a. That the power in the U.S government comes from the people. b. That the Constitution gives a king power. c. That the people of the United States enjoy arguing. d. We are a part of England. 4. What detail is NOT stated in the passage about the Preamble? a. That the Preamble introduces the Constitution b. That it tells why the people wrote the Constitution c. That the government should be just d. That the government should have a king 5. If the government fails to protect the people, what can the people do? a. Use their voting power to bring in a new government b. Defend themselves against England s army and navy c. Find a king to rule over the United States instead of a democracy d. Ask the Kind of England what they should do 3

Questions: American Government Preamble to the United States Constitution 6. How did many of the colonists feel about being ruled by a king? 7. Before the United States was created, who had control over the people living in the American Colonies? 8. The question below is an incomplete sentence. Choose the word or phrase that best completes the sentence. If the government fails to protect the people the people can use their voting power to abolish the government and establish a new one. a. after b. while c. unless d. then 9. Answer the following questions based on the sentence below. The Constitution was written in 1787 in order to improve the lives of the people. What? The Constitution (was) What? When? Why? 10. Vocabulary Word: revolutionary: causing great changes in the way something is done or made. Use the vocabulary word in a sentence: 4

Answers: American Government Preamble to the United States Constitution Passage Reading Level: Lexile 860 Teacher Guide and Answers Featured Text Structure: Descriptive the writer explains, defines or illustrates a concept or topic Passage Summary: This passage explains what the Constitution is, why it was written, and the relationship between the people of the United States and their government. 1. What is the author s purpose for writing this passage about the Constitution? a. The author wants to entertain the reader with funny stories about the Constitution. b. The author wants to warn people about the dangers of allowing the King of England s rule over America. c. The author wants to educate the reader about the Constitution of the United States d. The author wants to educate the reader about the colonies. 2. In the last paragraph, the phrase stood the test of time means a. That the Constitution has not changed since it was written b. That the Constitution has lasted throughout the years c. That the Constitution defines American democracy d. That the Constitution was written 100 year ago 3. What is the main idea of the second paragraph? a. That the power in the U.S government comes from the people. b. That the Constitution gives a king power. c. That the people of the United States enjoy arguing. d. We are a part of England. 4. What detail is NOT stated in the passage about the Preamble? a. That the Preamble introduces the Constitution b. That it tells why the people wrote the Constitution c. That the government should be just d. That the government should have a king 5. If the government fails to protect the people, what can the people do? a. Use their voting power to bring in a new government b. Defend themselves against England s army and navy c. Find a king to rule over the United States instead of a democracy d. Ask the Kind of England what they should do 5

Answers: American Government Preamble to the United States Constitution 6. How did many of the colonists feel about being ruled by a king? Suggested answer: The colonists didn t like being ruled by a king, and wanted to rule themselves. That s why they created the United States Constitution by the people, for the people, and of the people. [paragraph 4]. 7. Before the United States was created, who had control over the people living in the American Colonies? Suggested answer: Before the United States was created, the King of England had control over the people living there. [paragraph 3] 8. The question below is an incomplete sentence. Choose the word or phrase that best completes the sentence. If the government fails to protect the people the people can use their voting power to abolish the government and establish a new one. a. after b. while c. unless d. then 9. Answer the following questions based on the sentence below. The Constitution was written in 1787 in order to improve the lives of the people. What? The Constitution (was) What? was written When? in 1787 Why? to improve the lives of the people 10. Vocabulary Word: revolutionary: causing great changes in the way something is done or made. Use the vocabulary word in a sentence: answers may vary. 6