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Unit 1 Resources

Foundations ofAmerican Citizenship

Chapter 1 The American People

Chapter 2 Roots of American Democracy

Chapter 3 The Constitution

Chapter 4 The Bill of Rights

Chapter 5 Citizenship and Government in a Democracy

Photo Credits: page 75: The Granger Collection, New York; page 99: University of Arkansas

Museum; page 101: AP Photo; page 102: Bettmann/CORBIS; page 121: Jewish Womans

Archive-www.jwa.org

Source Credits: page 33: 2004 Yearbook of Immigration Statistics;

page 35: www.censusscope.org; US Census Bureau; page 127: www.eac.gov;

page 129: www.americorps.org/for_individuals/ready/index.asp

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to

reproduce the material contained herein on the condition that such material be reproduced

only for classroom use; be provided to students, teachers, and families without charge; and

be used solely in conjunction with Civics Today: Citizenship, Economics, and You. Any other

reproduction, for sale or other use, is expressly prohibited.

Send all inquiries to:

Glencoe/McGraw-Hill

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ISBN: 978-0-07-877661-8

MHID: 0-07-877661-9

Printed in the United States of America.

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To the Teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v

Unit 1 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Citizenship and Decision-Making Activity 1 . . . . . . . . . . . . . . . . 3

Economics Activity 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Reading Skills Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Speaking and Listening Skills Activity 1 . . . . . . . . . . . . . . . . . . 9

Enrichment Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Primary Source Reading 1-A . . . . . . . . . . . . . . . . . . . . . . . . 15

Primary Source Reading 1-B . . . . . . . . . . . . . . . . . . . . . . . . 17

Chapter 1 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Content Vocabulary Activity 1 . . . . . . . . . . . . . . . . . . . . . . . 21

Academic Vocabulary Activity 1 . . . . . . . . . . . . . . . . . . . . . . 23

Biography Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Writing Skills Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Critical Thinking Skills Activity 1 . . . . . . . . . . . . . . . . . . . . . 31

Chart, Graph, and Map Skills Activity 1 . . . . . . . . . . . . . . . . . 33

Differentiated Instruction Activity 1 . . . . . . . . . . . . . . . . . . . . 35

School-to-Home Connection 1 . . . . . . . . . . . . . . . . . . . . . . . 37

Reteaching Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Chapter 1 Section Resources . . . . . . . . . . . . . . . . . . . . . . . . . 40Guided Reading Activity 1-1 . . . . . . . . . . . . . . . . . . . . . . . . 41

Guided Reading Activity 1-2 . . . . . . . . . . . . . . . . . . . . . . . . 42















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Writing Skills Activity 4 . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Critical Thinking Skills Activity 4 . . . . . . . . . . . . . . . . . . . . 103

Chart, Graph, and Map Skills Activity 4 . . . . . . . . . . . . . . . . 105

Differentiated Instruction Activity 4 . . . . . . . . . . . . . . . . . . . 107

School-to-Home Connection 4 . . . . . . . . . . . . . . . . . . . . . . 109

Reteaching Activity 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Chapter 4 Section Resources . . . . . . . . . . . . . . . . . . . . . . . . 112Guided Reading Activity 4-1 . . . . . . . . . . . . . . . . . . . . . . . 113

Guided Reading Activity 4-2 . . . . . . . . . . . . . . . . . . . . . . . 114



Chapter 5 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Content Vocabulary Activity 5 . . . . . . . . . . . . . . . . . . . . . . 118

Academic Vocabulary Activity 5 . . . . . . . . . . . . . . . . . . . . . 119

Biography Activity 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Writing Skills Activity 5 . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Critical Thinking Skills Activity 5 . . . . . . . . . . . . . . . . . . . . 125

Chart, Graph, and Map Skills Activity 5 . . . . . . . . . . . . . . . . 127

Differentiated Instruction Activity 5 . . . . . . . . . . . . . . . . . . . 129

School-to-Home Connection 5 . . . . . . . . . . . . . . . . . . . . . . 131

Reteaching Activity 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

Chapter 5 Section Resources . . . . . . . . . . . . . . . . . . . . . . . . 134Guided Reading Activity 5-1 . . . . . . . . . . . . . . . . . . . . . . . 135


Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

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Unit ResourcesGlencoe’s Unit Resources are packed with activities for the varied needs of all

of your students. They include the following activities:

Citizenship and Decision-Making Activities

These activities are designed to involve students in grassroots community projects that may have national or international implications. The service-learning projects help students understand how civic participation affects their lives on a daily basis.

Economics Activities

These interdisciplinary activities help students understand the influence of economics on the world around them. Students are familiarized with economic terms and principles as they apply to current situations and events.

Reading Skills Activities

These reinforcement activities correspond to the reading skill lessons presented in each unit of the student text. The worksheets emphasize identification of word meanings and provide visual and kinesthetic reinforcement of vocabulary words.

Speaking and Listening Skills Activities

These unit-level activities provide practical applications of oral or auditory English language conventions. Students are given instructions on various speaking and listening skills and asked to apply these skills to civics content. Examples of speaking and listening skills include organizing and summarizing information, delivering presentations, and reciting text.

Enrichment Activities

These activities extend concepts presented in each unit by encouraging students to conduct independent research and write materials such as presentations and essays. Each activity provides background information and a challenging activity, and allows students to gauge their progress through the use of project-specific self assessment checklists.

Primary Source Readings

These activities allow students to “see” civics concepts through the eyes of those who have influenced political ideas, worked in government, and lived through changes in civic participation. Each selection is preceded by an introduction and a guided reading suggestion and is followed by questions that allow students to analyze and interpret the material.

Content Vocabulary Activities

These review and reinforcement activities help students master unfamiliar content terms used in the student text. The worksheets emphasize identification of word meanings and provide visual and kinesthetic reinforcement of vocabulary words.

Academic Vocabulary Activities

Knowledge of academic words, combined with continued acquisition of general words, significantly boosts student comprehension of academic texts. These activities provide explicit instruction in word parts, word relationships, grammar, and other lexical information.

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Biography Activities

These biographic sketches of contemporary and historic figures expose students to a diversity of civics topics and to the real-world application of those topics. Questions emphasize the role of individuals in shaping government and politics.

Writing Skills Activities

These activities help students develop and practice writing skills. They are designed to help students not only increase their writing skills, but also enable them to apply, relate, interpret, analyze, compare, organize and write about civics facts and concepts.

Critical Thinking SkillsActivities

Critical thinking skills provide students with the tools to live and work confidently in an ever-changing world. These activities show students how to use information to make judgments, develop their own ideas, and apply what they have learned to new situations.

Chart, Graph, and Map Skills Activities

Students interpret and organize information in charts, graphs, and maps. These activities stimulate critical thinking abilities and help students learn visually.

Differentiated Instruction Activities

These activities provide an opportunity to address different types of classroom learners. Teaching strategies offer activities for these differentiated learning styles: English Language Learners, Gifted and Talented, Special Needs, Logical/Mathematical, Verbal/Linguistic, Kinesthetic, Interpersonal, and Intrapersonal.

School-to-Home Connection

These activities extend students’ classroom learning. Working with a partner at home, students confirm their comprehension of ideas from the text and identify Big Ideas.

Reteaching Activities

These activities allow students to reinforce their comprehension of key concepts presented in the text. Students use tools such as graphic organizers and matching lists to identify and organize information.

Guided Reading Activities

These activities aid students who are having difficulty comprehending the student textbook. Students answer a series of sequential questions designed to help them identify, organize, and understand key concepts from their reading.

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Unit 1 ResourcesFoundations of American Citizenship

Citizenship and Decision-Making Activity 1You Have Rights! 3

Economics Activity 1Tax Revenues 5

Reading Skills Activity 1Identifying the Main Idea 7

Speaking and Listening Skills Activity 1Organizing and Developing Informative Presentations 9

Enrichment Activity 1Volunteerism 13

Primary Source Reading 1-ADemocracy in America 15

Primary Source Reading 1-BTwo Treatises of Government 17

You Have Rights!

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CITIZENSHIP AND DECISION-MAKING ACTIVITY 1

Background

The first ten amendments to the Constitution, known as the Bill of Rights, outline the rights and freedoms of all citizens. When the Constitution was signed in 1787, it did not contain a Bill of Rights. The Framers agreed that Congress should include such an addendum. In 1789, Congress added ten amendments to the Constitution. These rights remain in place today.

Questions to Consider

Directions: Answer the questions below on a separate sheet of paper.

1. Evaluating Which of the rights in the Bill of Rights do you think is most important? Why?

2. Evaluating Which right affects you most directly? Explain.

3. Theorizing How would your life be different without these rights?

Twelve amendments were proposed in 1789, but two of those were not ratified at that time. One of these defined the size of a congressional district. The other established pay raises for congressional representatives. The second was later reintroduced and, in 1992, became the Twenty-seventh Amendment.

Your Task

You will study the First Amendment and learn how it affects your life.

Why It Matters

How would you feel if the government forced you to attend a certain

club meeting every week? Would you like it if you were not allowed to

speak your mind about issues that are important to you? The Bill of

Rights protects you from such interference.

The Bill of Rights

Amendment 1 Freedom of religion, speech, press, and assembly

Amendment 6 Right to a fair, speedy trial

Amendment 2 Right to bear arms Amendment 7 Right to a jury trial

Amendment 3 Right preventing occupation of private homes by soldiers

Amendment 8 Right that prevents cruel and unusual punishment

Amendment 4 Right preventing unreasonable searches

Amendment 9 People may have other rights that are not expressed in the Constitution

Amendment 5 Right to due process of law

Amendment 10 Powers not given to federal government are reserved for the states

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(continued)

How to Do It

1. Read the entire First Amendment. Consider the language used and how it could be interpreted.

2. The right of newspapers to report news stories is protected under the First Amendment’s freedom of speech and freedom of the press. Read the editorial pages of your local newspaper. Also read letters to the editor.

3. Choose one editorial or letter that you find persuasive.

4. Complete the chart on the basis of the editorial or letter you have chosen.

Follow-Up Activity

Work with one or two classmates to write an editorial or a letter to the editor. Choose an issue that is important to you. It may be something about your school, your community, or your state. You may also choose a national or an international issue. Use the chart below to help you structure the editorial or letter. Edit and revise your work. Share it with your class, or send it to your school or local newspaper.

You Have Rights!

My Editorial

Title:

Main Idea

Expressed:

Facts That Support

the Main Idea:

1.

2.

3.

4.

Opinions That

Support the

Main Idea:

1.

2.

3.

4.

My Feelings About

the Issue:

CITIZENSHIP AND DECISION-MAKING ACTIVITY 1

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Tax Revenues

Good citizenship requires people to pay taxes. Tax revenues help fund many of the government’s activities, such as paying its employees and providing services to citizens. Each level of government—local, state, and federal—collects tax revenues.

The government earns revenue by using many different types of taxes. These taxes can often be classified as either direct or indirect taxes. Direct taxes relate to people. They are often determined by an individual’s income or level of wealth. Examples of direct taxes include income taxes and estate taxes. Income taxes are deducted from a person’s earnings during each pay period. The amount of income tax each individual pays to the government is dependent upon how much money that person earns. Governments collect estate

taxes based on the net worth of a person’s money and goods when he or she dies.

Indirect taxes apply to things such as goods, services, and purchases. Citizens often pay indirect taxes in the form of sales tax. Sales tax applies to transactions in which goods are being sold or produced. In some cases, a single tax rate applies to all transactions. In other instances, tax rates vary according to the good or service being provided. For example, a hotel may charge hotel tax in addition to a sales tax.

The chart below shows an example of the different sources of tax revenue collected at the local, state, and federal levels. This chart is based on the city government of Wilmington, North Carolina, as well as on the governments of the state of North Carolina and of the United States.

ECONOMICS ACTIVITY 1

Source of Tax Revenue

Local (City of Wilmington) State (North Carolina) Federal (United States)

• Property Tax• Local Sales Tax• Licenses, Fees, and Permits• Intergovernmental

Revenues• Charges for Services• Interest, Fines, and

Forfeitures

• Individual Income Tax• Sales and Use Tax• Corporate Income Tax• Franchise Tax• Beverage Tax• Insurance Tax

• Individual Income Tax• Corporate Income Tax• Social Security Tax• Excise Tax• Estate and Gift Tax

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(continued)ECONOMICS ACTIVITY 1

Tax Revenues

Directions: Answer the following questions in the space provided.

1. Explaining Why do governments collect revenue from taxes?

2. Identifying Why is an estate tax considered a direct tax?

3. Recalling Would a beverage tax represent a direct or an indirect tax? Explain.

4. Applying Why do you think various levels of government collect different types of taxes?

5. Retelling According to the chart, to which levels of government do citizens of Wilmington, North Carolina, pay individual income taxes?

6. Identifying What is one important type of tax revenue that is collected only at the local level?

7. Critical Thinking: Contrasting What are the differences between direct and indirect taxes?

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READING SKILLS ACTIVITY 1

Identifying the Main IdeaLearning the Skill

When you identify the main idea in what you read, you answer the question “What is this about?” The main idea is the most important idea in a paragraph, section, or chapter. Supporting details are facts or evidence that give more information about the main idea. Details, such as names, dates, and events, are easier to remember when they are connected to a main idea. Identifying the main idea allows you to better understand the writer’s point.

Use the following approaches to identify the main idea.

As you read a selection, ask questions such as these: “What is the purpose of this selection? What is the most important point?” The answers to those questions will tell you the main idea. Write the answers in your own words.

Look for the main idea in the topic sentence, which can be found in the beginning, in the middle, or at the end of a paragraph. The main idea of a large section of text can often be found in the opening paragraph.

Reread the selection to see whether other sentences and details support the main idea. Some supporting details clarify the main idea, and others do not. When completing a summary graphic organizer, record only the essential supporting details.

Practicing the Skill

Directions: Read the following passage about the English colonies in America, and then finish the concept web activity on the next page. Two supporting details have been provided.

English colonists settled in America for different reasons. Some immigrated to escape religious persecution in England. Others came in search of economic gain. Still others, such as criminals, prisoners, and enslaved Africans, did not come willingly. Colonists’ reasons for immigration helped shape the types of colonies they created.

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(continued)

Supporting

Detail:

Some came in search of

economic gain.

Supporting

Detail:

Supporting

Detail:

Many came to escape religious

persecution.

Supporting

Detail:

Applying the Skill

Directions: Read the paragraph below. On a separate sheet of paper, use this text to complete a concept web similar to the one above.

While some Americans turned away from religion in the 1700s, others renewed their faith. In the 1720s, a powerful religious revival known as the Great Awakening swept through the colonies. Fiery preachers stressed the importance of a personal religious experience and questioned the commitment and authority of some established religious leaders. Congregations were torn apart, and new religious groups such as Baptists and Methodists grew strong. In the South, enslaved workers found hope in Christianity, which strongly influenced the development of a new African American culture.

READING SKILLS ACTIVITY 1

Identifying the Main Idea

Main Idea:

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SPEAKING AND LISTENING SKILLS ACTIVITY 1

Organizing and Developing Informative Presentations

Learning the Skill

Think about the way you might describe to a friend a movie you just saw. In order to inform her about the movie, you might share details about how the movie looked and sounded, as well as how it made you feel. You would organize all of this information in order to convey as accurately as possible the experience of watching the movie. You can take similar steps when organizing and developing an informative presentation. The purpose of an informative presentation is to report or explain information and to help your audience understand the topic you have chosen. Just as in the movie example above, you must gather information and then share it with others in order to help them comprehend it.

You may find the following tips helpful when developing your own informative presentation:

Clearly identify the topic of your presentation before you begin. This will help you focus your planning and research.

Decide how you might best organize the information in your presentation. Depending on the goals of your presentation, you may choose to organize it by topic, by chronology, by theme, or by relationships such as cause and effect or problem and solution. When you have selected a method of organization, you can develop an outline in order to help you plan the structure of your presentation.

As you prepare to research and write your presentation, consider the audience. Who will be listening? How can you tailor your presentation to make it most effective for them?

Conduct research using sources such as library books, online resources, and interviews. Remember, the purpose of an informative presentation is to define, describe, and explain important concepts. Identify and use sources that can provide facts and supporting details for your topic.

Find visual aids or other media that help support your presentation. Charts, graphs, tables, photos, and audio and video clips can help illustrate factual information.

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(continued)SPEAKING AND LISTENING SKILLS ACTIVITY 1

Organizing and Developing Informative PresentationsPracticing the Skill

Listen to the NPR radio news broadcast below or watch a television or an Internet report on immigration. When you have finished, answer the questions that follow.

This link takes you to the NPR report called “Immigration Debate Divides Laredo.”

www.npr.org/templates/story/story.php?storyId=5543027

1. Explaining What is the topic of this presentation? How do you know?

2. Describing How is the presentation organized?

3. Identifying What research was done by the presenter?

4. Critical Thinking: Evaluating In what ways was the presentation informative? In what ways could the presentation be improved?

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Organizing and Developing Informative PresentationsApplying the Skill

Directions: Use the space below to organize and develop an informative presentation for your classmates about the process of becoming a naturalized citizen of the United States. Use a variety of resources to find facts and details that help you explain the process, as well as information that discusses who may be granted citizenship. Determine how you should best organize your presentation so that it will be informative for your audience. Create at least one chart or graph to display, and use at least one photograph or visual image during your presentation.

SPEAKING AND LISTENING SKILLS ACTIVITY 1 (continued)

Performance Assessment Checklist

Assess your presentation using the following checklist.

___ I researched the naturalization process.

___ I developed a presentation about naturalization and who should be granted citizenship.

___ My presentation was well-organized and informative.

___ I used at least one chart or graph during my presentation.

___ I used at least one photograph or visual image during my presentation.

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Introduction to Volunteerism

Americans have long benefited from the practice of volunteerism. Colonial settlers worked together to help rebuild barns or homes after fires. During the Revolutionary War, some Americans cared for wounded soldiers in their homes. In the early 1800s, volunteers formed charitable organizations to respond to social problems and community needs. Today, Americans volunteer to help provide disaster relief, staff food banks, and build affordable homes. In 2005, 65.4 million people volunteered in the United States, providing a total of 8.2 billion hours of service.

ENRICHMENT ACTIVITY 1

Going Further with Volunteerism

Thousands of charitable organizations are located throughout the United States, each focusing on or addressing a certain need. Some of these are shown in the chart below.

Organization Headquarters Mission

American

Red Cross

Washington, D.C.

www.redcross.org

To provide relief to disaster victims and help people

prepare for emergencies

America’s

Second

Harvest

Chicago, IL

www.secondharvest.org

To create a hunger-free America by distributing food,

increasing public awareness of hunger, and advocating

for America’s hungry

Big Brothers

Big Sisters of

America

Philadelphia, PA

www.bbbsa.org

To help children reach their potential through

professionally supported, one-to-one relationships

Habitat for

Humanity

Americus, GA

www.habitat.org

To eliminate poverty housing and homelessness from

the world, and to make decent shelter a matter of

conscience and action

Make-A-Wish

Foundation

Phoenix, AZ

www.wish.org

To grant the wishes of children with life-threatening

medical conditions

ProLiteracy

America

Syracuse, NY

www.proliteracy.org

To sponsor educational programs that help people

acquire literacy

Special

Olympics

Washington, D.C.

www.specialolympics.org

To provide sports training and athletic competition for

people with intellectual disabilities

The Nature

Conservancy

Arlington, VA

www.nature.org

To preserve the plants, animals, and natural communities

that represent the diversity of life on Earth by protecting

the lands and waters they need to survive

Volunteerism

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(continued)ENRICHMENT ACTIVITY 1

Volunteerism

For Investigation of Volunteerism

Choose one of the organizations listed in the table or obtained through your own research. Visit the organization’s Web site to learn more about its history, activities, target audience, and volunteer needs. List reasons people might volunteer for the organization.

Use your findings to create a multimedia campaign to recruit new volunteers for the organization. Your campaign materials should include a one-page flyer, a billboard advertisement or a full-page magazine ad, and a volunteer-recruitment Web page or 60-second public service announcement. Your materials should contain persuasive content describing the organization’s activities, the volunteer skills or abilities needed, and contact information. Provide images that convey the organization’s purpose and that will appeal to potential volunteers.


Assess your volunteer recruitment campaign using the checklist below.

___ I selected an appropriate volunteer organization from the list or from my own research and identified my selected organization’s history, activities, target audience, and volunteer needs.

___ I developed a list of reasons that people might want to volunteer for the organization.

___ I designed a persuasive volunteer recruitment campaign that included three of the five specified materials.

___ My campaign used images and text to inform potential volunteers about my organization, its goals, and its needs.

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Interpreting the Source

Alexis de Tocqueville, a French political scientist, spent nine months touring the United States in the early 1830s. During his travels, Tocqueville immersed himself in American political discussions. His experiences became the basis for his book Democracy in America. The book, which explores democratic government in the United States and the future of democracy, made Tocqueville famous. Today, it is considered a classic study of early America.

Guided Reading

As you read, note how Tocqueville’s passion for democracy shows in his writings.

intermingled: intermixed

indispensable: absolutely necessary

virility: masculinity

magistrates: officials who administer laws

aristocracy: government run by a small privileged class

from “Democracy in America”

Public officials in the United States remain intermingled with the crowd of citizens; they have neither palaces, nor guards, nor ceremonial uniforms. The simplicity of those who govern is due not only to a particular turn of the American spirit, but to the fundamental principles of the society.

In the eyes of democracy, government is not a good; it is a necessary evil. Officials must be accorded a certain power; for without this power, what use would they serve? But the external appearances of power are not indispensable to the operation of affairs; they needlessly offend the public’s sight.

Officials themselves sense perfectly well that they have only obtained the right to be placed above others by their power on the condition that they descend to the level of all by their manners.

I can imagine no one more plain in his way of acting, more accessible to all, more attentive to requests, and more civil in his responses than a public man in the United States.

I like this natural style of the government of democracy; in the internal force that is attached more to the office than to the official, more to the man than to the external signs of power, I perceive something of virility that I admire.

PRIMARY SOURCE READING 1-A

Democracy in America

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from “Democracy in America” (continued)

None of the public officials in the United States has a uniform, but all receive a wage.

. . . A democracy can surround its magistrates with pomp and cover them with silk and gold without directly attacking the principle of its existence. Such privileges are passing; they depend on the place and not the man. But to establish unpaid offices is to create a class of wealthy and independent officials, to form the core of aristocracy. If the people still preserve the right of choice, the exercise of that right then has necessary bounds.

The substitution of salaried offices for unpaid offices therefore seems to me to constitute all by itself a genuine revolution.

I regard the complete absence of unpaid offices as one of the most visible signs of the absolute empire that democracy exercises in America. Services rendered to the public, whatever they are, are paid: thus, each has not only the right, but the possibility, of rendering them.

Source: Alexis de Tocqueville. Democracy in America. Chicago: The University of Chicago

Press, 2000.

Document-Based Questions

Directions: Answer the questions below in the spaces provided.

1. Describing According to Alexis de Tocqueville, in what way does democracy view government?

2. Clarifying According to Tocqueville, democracy in America attaches more importance to which: the office or the official?

3. Explaining Why does Tocqueville believe that it is important to pay officeholders?

4. Critical Thinking: Making Connections Why might a government that did not pay officeholders a salary turn from democracy?

PRIMARY SOURCE READING 1-A (continued)

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PRIMARY SOURCE READING ACTIVITY 1-B

Two Treatises of Government

Interpreting the Source

English Enlightenment philosopher John Locke wrote his Two Treatises of Government to refute the belief that kings ruled by divine right and to support the Glorious Revolution of 1688. In the Glorious Revolution, influential Englishmen called for Mary, the daughter of King James II, and her husband William of Orange, to take the English throne from James. James’s opponents believed that the king wished to rule without the will of the people. Locke’s treatises offered many reasons to explain the people’s right and obligation to overthrow such a government. The founders incorporated Locke’s principles into America’s revolution.

Guided Reading

As you read, note the parallels between this selection and the Declaration of Independence.

treatises: systematic arguments

reposed: to have a trust placed in

arbitrary: depending on individual discretion, not the law

absolved: freed from obligation

transgress: to go beyond set limits

from “Of the Dissolution of Government”

There is, therefore, secondly, another way whereby governments are dissolved, and that is when the legislative or the prince, either of them, act contrary to their trust.

First, The legislative acts against the trust reposed in them when they endeavour to invade the property of the subject, and to make themselves or any part of the community masters or arbitrary disposers of the lives, liberties, or fortunes of the people.

The reason why men enter into society is the preservation of their property; and the end why they choose and authorize a legislative is that there may be laws made and rules set as guards and fences to the properties of all the members of society, . . . for since it can never be supposed to be the will of the society that the legislative should have a power to destroy that which every one designs to secure by entering into society, and for which the people submitted themselves to legislators of their own making. Whenever the legislators endeavour to take away and destroy the property of the people, or to reduce them to slavery under arbitrary power, they put themselves into a state of war with the

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PRIMARY SOURCE READING ACTIVITY 1-B (continued)

from “Of the Dissolution of Government” (continued)

people who are thereupon absolved from any further obedience, and are left to the common refuge which God hath provided for all men against force and violence. Whensoever, therefore, the legislative shall transgress this fundamental rule of society, and either by ambition, fear, folly, or corruption, endeavour to grasp themselves, or put into the hands of any other, an absolute power over the lives, liberties, and estates of the people, by this breach of trust they forfeit the power the people had put into their hands for quite contrary ends, and it devolves to the people who have a right to resume their original liberty, and by the establishment of a new legislative, such as they shall think fit, provide for their own safety and security, which is the end for which they are in society. What I have said here concerning the legislative in general holds true also concerning the supreme executor, who having a double trust put in him—both to have a part in the legislative and the supreme execution of the law—acts against both when he goes about to set up his own arbitrary will as the law of the society.

Source: John Locke. Two Treatises of Government. New York: Hafner Publishing Co., 1964.

Document-Based Questions

Directions: Answer the questions below in the spaces provided.

1. Identifying According to John Locke, what is a way by which governments are dissolved?

2. Specifying In Locke’s treatise, when are the people released from obedience to the government?

3. Explaining Why does Locke state that the “supreme executor” has a double responsibility?

4. Critical Thinking: Comparing In what ways is this selection like the Declaration of Independence?

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Chapter 1 ResourcesThe American People

Content Vocabulary Activity 1The American People 21

Academic Vocabulary Activity 1The American People 23

Biography Activity 1Elizabeth Jennings 25

Writing Skills Activity 1Responding to Literature 27

Critical Thinking Skills Activity 1Comparing and Contrasting 31

Chart, Graph, and Map Skills Activity 1Reading a Circle Graph 33

Differentiated Instruction Activity 1American Immigration 35

School-to-Home Connection 1The American People 37

Reteaching Activity 1The American People 39

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The American PeopleDirections: Select one of the Content Vocabulary terms from your book and write it next to the correct definition below.

Section 1

1. membership of a community or state

2. the type of economy in which many people make a living by providing services

for others

3. government by consent of the governed

4. a person who lives in a state or country, obeys the government’s rules and laws,

and is entitled to protection from the government

5. in a society, a structure of relationship, obligation, role, and function

6. the study of the rights and duties of citizens

7. the general principle used to make a judgment

Section 2

8. a person who moves permanently to a new country

9. the legal process by which foreign persons become citizens

10. noncitizen

11. to send an illegal alien back to his or her own country

Section 3

12. a system in which all citizens meet to debate government matters and vote

firsthand

13. a system in which citizens choose a smaller group to represent them, make laws,

and govern on their behalf

14. a course of government action to achieve community goals

CONTENT VOCABULARY ACTIVITY 1

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(continued)CONTENT VOCABULARY ACTIVITY 1

The American People

15. a type of government that originated in ancient Greece and allows its citizens

to vote and to take part in government

16. a plan for collecting and spending money

17. a system of limited government in which the people are the ultimate source

of governmental power

18. a government in which the concentration of power is held by a leader not

accountable to the people

19. a government with a hereditary ruler

20. a type of state in which the government’s control extends to nearly every aspect of

the people’s lives

21. a principle of democracy in which citizens agree that when differences of opinion

arise, they will abide by what most people want

22. the ruling authority for a community

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The American PeopleAcademic Words in This Chapter

A. Word Meaning Activity: Synonyms

Directions: Synonyms are words that have similar meanings. For example, the words peaceful and nonviolent are synonyms. Study the words and their definitions below. Then, match the words in Column A to their synonyms in Column B. Write the correct letters in the spaces provided.

Column A Column B

A. gain

B. limit by force

C. highly ranked

D. belief

E. member of specific culture

F. town

G. carry out

H. different

I. not allow

diverse ethnic principle

deny obtain priority

community enforce constrain

ACADEMIC VOCABULARY ACTIVITY 1

_____ 1. diverse

_____ 2. deny

_____ 3. community

_____ 4. ethnic

_____ 5. obtain

_____ 6. enforce

_____ 7. principle

_____ 8. priority

_____ 9. constrain

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(continued)

The American PeopleB. Word Usage Activity: Using Academic Terms

Directions: Use a form of the academic terms on the previous page to replace the common terms underlined in the lines below.

1. If people do not legally get their citizenship, it can be revoked.

2. The population of the United States is made of many groups of people who are

different from one another.

3. The government can refuse to give convicted criminals certain rights such as voting.

4. The executive branch has systems in place to carry out the country’s laws.

5. Every group of people who share a common purpose in the United States has some

form of government.

6. Many people who immigrate to the United States come from a group with a

common cultural background, bringing with them different customs and religions.

7. The number of immigrants that are allowed to come to the United States is

determined by greatest need, such as type of workers needed.

8. One fundamental underlying belief that makes up our democracy is freedom.

9. In authoritarian regimes, rulers often limit people’s rights.


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Elizabeth Jennings (ca. 1830–1901)

BIOGRAPHY ACTIVITY 1

One hundred years before Rosa Parks, an African American New York City schoolteacher named Elizabeth Jennings successfully sued a public transit company for forcing her to leave a streetcar. As a result of Jennings’s lawsuit, African Americans gained equal access to New York City’s previously segregated public transit system.

In the 1850s, most of New York City public transit did not permit African Americans to ride: only a few older cars were set aside specifically for African Americans; and on Third Avenue Railroad Company cars, any African American could ride as long as no white passenger objected. One Sunday afternoon in July 1854, Jennings boarded a Third Avenue Railroad Company streetcar. The conductor informed the driver that a white passenger had complained and ordered Jennings off the car; she refused, saying, “I have paid my fare, and I have a right to ride.” The conductor and driver, assisted by several police officers, forcibly ejected Jennings from the streetcar.

Winning Rights in Court

As the daughter of a leading New York City abolitionist, Elizabeth Jennings was a member of one of the most prominent African American families in

the city. Jennings decided to sue the Third Avenue Railroad Company. The case was tried in February 1855. Jennings, represented by future president Chester A. Arthur in one of his first significant legal cases, won the case and was awarded a monetary sum for damages and legal expenses.

The lasting impact of Jennings’s case, however, lay in the desegregation of New York City’s streetcars. In his instructions to the jury, the judge in the Jennings case asserted that streetcars and other public transportation must carry all riders who met basic standards for health and sobriety. Although desegregation was not immediately successful, African American riders demanded their right to use public transportation.

A Legacy of Service

Elizabeth Jennings and her family remained active promoters of the rights of African Americans. Later in life, Jennings founded the first New York City kindergarten for African American children. Sadly, at the time of her death in 1901, segregated transit and other facilities were common and legal in some parts of the United States. More than sixty years passed before African Americans achieved in practice the full legal equality granted them under the Constitution.

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(continued)BIOGRAPHY ACTIVITY 1

Elizabeth JenningsDirections: Answer the questions below.

1. Identifying In what city did Elizabeth Jennings live?

2. Explaining Why did Jennings claim that she had the right to ride the streetcar?

3. Naming Who represented Jennings in her legal battle against the Third Avenue rail company?

4. Retelling On what beliefs did the judge base his instruction to the jury?

5. Critical Thinking: Speculating Why do you think Jennings may have been likely to make a stand about segregated public transit?

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WRITING SKILLS ACTIVITY 1

Responding to Literature

Learning the Skill

Many poems have been written about symbols of democracy. Poems may tell stories of events or experiences, or they may express feelings. Sometimes, however, poetry can be difficult to understand, especially when the poet uses symbolism or unfamiliar historical references.

Use these strategies to read and respond to poetry:

Read the poem aloud. Which words or phrases do rhyme or repeated sounds emphasize? What is the poem’s rhythm? Does it move slowly or quickly? What feeling does the pace convey?

As you read, pay attention to punctuation and structure. Commas and end marks let you know when to pause. Notice points at which the poet breaks the lines into stanzas, or divisions between different sections. Stanza breaks often indicate a change of ideas.

Use sensory details, or words that appeal to the five senses, to visualize what is happening.

Look for comparisons. For example, the poet may compare life to a journey through a dark forest. Think about the meaning. Why does the poet make this comparison?

Determine the meanings of unfamiliar words.

Think about any personal connections that you have with the content of the poem.


Directions: Below is the first stanza in the poem “The Star-Spangled Banner,” written during the War of 1812. Read the stanza and then answer the questions that follow.

The Star-Spangled Bannerby Francis Scott Key

Oh, say can you see, by the dawn’s early light,What so proudly we hailed at the twilight’s last gleaming?Whose broad stripes and bright stars, through the perilous fight,O’er the ramparts we watched, were so gallantly streaming?And the rockets’ red glare, the bombs bursting in air,Gave proof through the night that our flag was still there.Oh, say does that star-spangled banner yet wave,O’er the land of the free and the home of the brave?

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(continued)


1. Identifying What question is the speaker asking in this stanza?

2. Listing List one example of rhyme and one example of a repeated sound.

3. Expressing Which words or phrases appeal to the reader’s senses of sight and sound?

4. Explaining What does the speaker mean by “the land of the free and the home of the brave”? Explain what this phrase tells readers about how the speaker views his subject.

5. Critical Thinking: Making Connections Write a paragraph about a personal connection that you have with the poem. Begin with this sentence starter: This poem reminds me of the time that I—


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(continued)

Responding to LiteratureApplying the Skill

Emma Lazarus’s poem “The New Colossus” appears at the base of the Statue of Liberty in New York Harbor. The poem’s title refers to the Colossus of Rhodes, a huge statue of the Greek sun god that stood in the harbor of the ancient Greek city of Rhodes.

Directions: Read the poem “The New Colossus.” Then, answer the questions that follow.

The New Colossusby Emma Lazarus

Not like the brazen giant of Greek fame,With conquering limbs astride from land to land;Here at our sea-washed, sunset gates shall standA mighty woman with a torch, whose flameIs the imprisoned lightning, and her nameMother of Exiles. From her beacon-handGlows world-wide welcome; her mild eyes commandThe air-bridged harbor that twin cities frame.“Keep, ancient lands, your storied pomp!” cries sheWith silent lips. “Give me your tired, your poor,Your huddled masses yearning to breathe free,The wretched refuse of your teeming shore.Send these, the homeless, tempest-tost to me,I lift my lamp beside the golden door!”

1. Defining Use a dictionary to write the meanings of two or three unfamiliar words from the poem.


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(continued)


2. Naming What name does the poem’s speaker give to the Statue of Liberty?

3. Expressing What is the effect of sensory words in phrases such as “sea-washed, sunset gates shall stand” and “tempest-tost to me”?

4. Showing In lines 3 through 6, where should readers pause?

5. Critical Thinking: Identifying Points of View What does the speaker mean by “golden door”? Explain what this phrase tells readers about how the speaker views her subject.


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CRITICAL THINKING SKILLS ACTIVITY 1

Comparing and Contrasting

Learning the Skill

When you compare, you look for similarities between items. When you contrast, you look for differences.

Use the following guidelines to help you compare and contrast:

Identify people, places, things, events, or ideas that you will compare and contrast.

Clue words such as alike, both, also, same, and similar can help you identify when topics are being compared. Clue words such as but, instead, however, and different help you identify when topics are being contrasted.


Directions: Analyze the information in the table below. Then answer the questions that follow.

* Selected Countries ** Estimate

Source: Historical Statistics of the United States: Colonial Times to 1970 (Part 1), Bureau of Census

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Immigrants to the United States*

Native Country 1870 1914

Africa 31 1,539

Canada 40,414 36,139

China 15,740 2,502

Germany 118,225 35,734

Great Britain 130,677 48,729

Ireland 56,996 24,688

Italy 2,801 283,738

Japan 48 8,920

Mexico 463 14,614

Russia and Baltic Countries 907 255,660

Scandinavia 30,742 29,391

Turkey — 21,716

West Indies 1,679 14,451

Total Immigrants 387,203 1,218,480

Total U.S. Population 39,905,000 99,111,000**

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Comparing and Contrasting

1. From what region of the world did the greatest number of immigrants come in 1870?

2. Contrast the immigration pattern of China with that of Japan. What could explain

the difference?

Applying the Skill

Directions: Use the information in the table and your textbook to answer the following questions. Circle the letter of the correct answer.

1. What might account for the fact that there were so few immigrants from Africa in 1870?

A. There was no good way to get from Africa to the United States.

B. People from Africa did not leave their countries. C. The aftermath of the Civil War may have made the

United States unattractive to them. D. There were very few people in Africa.

2. What was the general trend in European immigration to the United States between 1870 and 1914?

A. Immigration from both Ireland and Italy increased. B. Immigration from the West Indies increased. C. Immigration from western and southern Europe increased. D. Immigration from eastern and southern Europe increased

while immigration from western and northern Europe decreased.

3. Which statement probably best describes the difference between immigration in 1870 and immigration today?

A. Most countries that sent immigrants to the United States in 1870 do not do so today.

B. There are probably fewer immigrants today overall. C. There are probably more immigrants today, and they come

mostly from countries other than Germany and Great Britain. D. Immigration from Africa, India, Japan, and Mexico has

probably decreased compared to 1870.

(continued)

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CHART, GRAPH, AND MAP SKILLS ACTIVITY 1

Reading a Circle Graph

Learning the Skill

Circle graphs compare the ratios of the different parts of a whole. These graphs show how the sizes of the parts compare by indicating what percentage of the whole each part represents. For instance, if one part equals 25 percent of the whole, that part will appear as a “slice” that takes up one-quarter of the circle. When reading a circle graph, use the following steps:

Read the title to determine the subject of the graph.

Evaluate the way in which the circle graph is divided. How many parts make up the whole?

Study and compare the parts of the graph. Determine what each part represents and how it relates to the whole.

Interpret the information in the graph. As you use the graph to make comparisons, consider possible explanations for the relationships shown.


Directions: Study the circle graph based on information provided by the U.S. Census bureau. Then answer the questions below.

1. Calculating Which group shown on the graph represents the smallest percentage of the United States population in 2000?

2. Contrasting In what way does the percentage of African Americans in the population compare with the percentage of Asian Americans?

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Race and the United States Population, 2000

White/Caucasian

People of Latino origin may be of any race

Source: U.S. Census Bureau

African

American

Asian American

Other race

Two or more races

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(continued)CHART, GRAPH, AND MAP SKILLS ACTIVITY 1


3. Calculating About what percentage of the total population do people identifying themselves as white represent?

4. Classifying Do more people identify themselves as being some “other race” or as being “two or more races”?

Applying the Skill

Directions: Read the circle graph below, and then answer the questions that follow on a separate sheet of paper.

1. Labeling Immigrants from Europe made up about 13 percent of U.S. immigrants in 2004. Label the graph section that represents this group.

2. Labeling Approximately 40 percent of U.S. immigrants in 2004 came from North America, Central America, and the Caribbean. Label the graph section that represents this group.

3. Identifying About one-third of the immigrants who came to the United States in 2004 came from which region?

Region of Originfor U.S. Immigrants, 2004

Asia and Oceania

South America

Africa

Not speci�ed

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DIFFERENTIATED INSTRUCTION ACTIVITY 1

American ImmigrationThe United States was founded by people who emigrated to its

eastern shores from Europe. Immigrants have continued to move to America, but the ethnicities of those coming to the nation has changed over time. The charts below help show how immigration has changed the American population.

Directions: Use information from the charts as well as the information in your textbook to answer the questions below. Record your answers on a separate sheet of paper.

1. Analyze Visuals What information is shown in the first chart?

2. Interpreting Describe the changes in the percentage of the foreign-born population over the past 100 years.

3. Analyzing Visuals How have the statistics for American immigration changed between 1900 and 2000?

Year Percentage of Native Population

Percentage of Foreign-born Population

2000 88.95 11.05

1970 95.27 4.73

1940 91.19 8.81

1910 85.3 14.7

1880 86.68 13.32

Immigrants’ Country of Origin, 1900

Europe

Asia

Oceania

Latin AmericaNorth America

Immigrants’ Country of Origin, 2000

LatinAmerica

Asia

Europe

OceaniaAfrica

Northern America

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TEACHING STRATEGIES FOR DIFFERENT LEARNING STYLES

The following activities are ways the basic lesson can be modified to accommodate students’ different learning styles.

English Language LearnerDiscuss how to read the charts with students.

Ask them to identify their family’s native country. Help them locate the corresponding area in the circle graphs. Compare immigration from the area in 1900 and 2000. Finally, have students work with a partner to form statements related to the graphs, such as The percentage of foreign-born people in the United States increased from 1970 to 2000.

Gifted and TalentedAsk students to examine the charts critically.

Tell them to think about U.S. history as they study the charts. Ask students to write an analysis that answers the following questions: (1) What caused the increases and decreases in the number of immigrants? (Possible response: Immigrants were often attracted by jobs and deterred by quotas or times of war.) (2) What caused the spike of European immigration in the late 1800s and early 1900s? (Possible response: the rise of industrialization) (3) What caused the rise of Asian and Latin immigration in the late 1900s and early 2000s? (Possible response: Immigration quotas changed, allowing more Asian and Latin immigrants to enter the United States.) Students should examine and include relevant historical events, such as the Chinese Exclusion Act and World Wars.

Special NeedsStudy the charts with students. Have partners

summarize the information presented in each one. Ask students to share their summaries.

IntrapersonalAsk students to research United States policy

on immigration and to examine the ways that it has changed over the years based on this activity’s graphs. Students should write a report detailing their findings.

KinestheticProvide student groups with blank copies of

world maps. Have groups create two color-coded maps, each showing regions of origin from 1900 and from 2000. Have students perform additional research to create more specific map codes that also address specific countries of origin. (Refer to the Outline Map Resource Book for blank maps.) Encourage students to be creative with map design and details.

MathematicalHave students gather immigration data for the

United States and for their own state. Students should create bar graphs comparing the national averages with state immigration data. The U.S. Census Web site provides easy-to-use information.

InterpersonalHave students interview someone from their

family or community who is an immigrant to the United States. Students should form a list of pertinent questions, including questions regarding the person’s country of origin, year of immigration, and destination upon U.S. arrival. Then ask students to share their interview results with the class. Alternatively, students can read primary sources related to immigration, such as the biographies collected by the WPA (Work Projects Administration) during the Great Depression.

LogicalAsk students to make predictions about how

immigration to the United States may change over the course of this century. Students may want to consider and research current events to support or inform their predictions.

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Student’s answer:

Partner’s answer:

Partner’s answer:

Student’s answer:

Student: What is the fastest growing

ethnic group in the United

States today?

The American People—What Do You Know?Directions: Ask each other the following questions to see how much you know about the American people and various forms of government, including democracies.*

Partner: Which key documents have

formed the basis for our

American heritage?

Student: What is “naturalization”?

Partner: What are the two main

forms of democratic

government?

SCHOOL-TO-HOME CONNECTION 1

*With your student, find answers to these questions on pages 4–27 of the student textbook.

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The American People—Understanding the Big IdeasDirections: Use your textbook to answer the questions below. Write your answer in the space provided.

Section 1 Big Idea As American citizens, we make a commitment to the nation and to the values and principles that are part of United States democracy.

What do most Americans believe about individual freedoms?

Section 2 Big Idea Citizens possess certain rights. With citizenship, there are also certain responsibilities expected of all Americans.

What promises do aliens make when they become naturalized citizens?

Section 3 Big Idea People form governments to establish order, provide security, and accomplish common goals.

In what ways does the government’s ability to make and enforce laws help its citizens?

(continued)

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RETEACHING ACTIVITY 1

The American PeopleThe United States is home to a diverse group of people.

American values, such as freedom, equality, opportunity, justice, and tolerance, are reflected in our laws and serve to unite the American people.

Our government is a form of democracy. Ultimately, the power of our government rests with the people. There are different types of democracy. Some governments are authoritarian in nature.

Directions: Answering Questions Use the chart below to answer questions about American culture and about governments around the world. You will not use all of the terms.

1. Most immigrants to the United States in the past 50 years have come from what

area of the world?

2. In the United States, two areas that provide the most diversity are ethnicity and

what other type of diversity?

3. What is an example of a social institution?

4. By what process can a person become a United States citizen?

5. Which term describes the process of sending illegal aliens back to their own

countries?

6. What is an important service provided by the government?

7. Which type of government allows citizens to choose a small group to represent

them and to govern on their behalf?

8. Which type of government has a hereditary ruler?

9. Which country is considered a totalitarian state?

10. Which democracy has a presidential system of government?

Philippines Europe family

monarchy North Korea naturalization

law enforcement religious Latin America

illegal alien deportation representativedemocracy

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Chapter 1Section Resources

Guided Reading Activity 1-1 41



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GUIDED READING ACTIVITY 1-1

The Diversity of Americans

As you read, write down unfamiliar words. When you have finished reading, go back and try to figure out each word’s meaning from the context, or the surrounding words and sentences. If you still do not understand a word, find it in a dictionary.

Directions: Write an answer to each question in the space provided.Use the information in your textbook to answer the questions.

1. Defining What is civics?

2. Describing What are the characteristics of a citizen?

3. Explaining Why is the United States described as a nation of immigrants?

4. Describing In what ways is American culture diverse?

5. Summarizing How is the American population changing today?

6. Identifying What are three values Americans share because of their common civic and political heritage?

7. Listing What are the five important institutions in American society?

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Who Are America’s Citizens?

Before you read, skim the section and write one or two things you would like to learn from the text. When you have finished reading, review the material to find your answers.

Directions: Write an answer to each question in the space provided. Use the information in your textbook to answer the questions.

1. Explaining How does a person become a U.S. citizen?

2. Describing What are the main steps in the naturalization process?

3. Specifying How many legal aliens are accepted into the United States each year?

4. Summarizing How did the Immigration Act of 1990 change immigration policy?

5. Specifying About how many aliens live in the United States illegally?

6. Explaining What happens when illegal aliens are discovered?

7. Identifying Where does the U.S. Border Patrol do its work?

8. Describing How are the political rights of aliens restricted?

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Government and the People

Locate in the text each vocabulary term listed in the section opener to

preview its meaning.


1. Explaining How does government provide security?

2. Listing What are three public services that government provides?

3. Defining What is public policy?

4. Specifying Which level of government is closest to the people?

5. Explaining Why is direct democracy not practical for most countries today?

6. Summarizing What is the principle of majority rule?

7. Listing What are three main types of authoritarian governments?

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Chapter 2 ResourcesRoots of American Democracy

Content Vocabulary Activity 2Roots of American Democracy 45

Academic Vocabulary Activity 2Roots of American Democracy 47

Biography Activity 2Richard Henry Lee 49

Writing Skills Activity 2Choosing a Form of Writing 51

Critical Thinking Skills Activity 2Assessing and Interpreting Sources 55

Chart, Graph, and Map Skills Activity 2Reading a Time Line 57

Differentiated Instruction Activity 2The Mayflower Compact 59

School-to-Home Connection 2Roots of American Democracy 61

Reteaching Activity 2Roots of American Democracy 63

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Roots of American DemocracyDirections: Select one of the Content Vocabulary terms from the box and write it in the blank of the correct sentence below.

Section 1

1. Judges look for a , or a past ruling, in deciding a case.

2. A is a group of people that lives in a territory but keeps ties

to the parent country.

3. A written document called a granted land and the authority

to set up colonial governments.

4. The was a cultural movement that started in England in the 1600s.

5. John Locke wrote that people had , such as life, liberty, and

property, that no government could take away.

6. A system of law that rests on court decisions rather than regulations written by

lawmakers is called .

7. A provides investors partial ownership and a share in future profits.

8. In a , people agree to obey the government, while the

government agrees to protect their rights.

9. A is an organized government body that has the power to make laws.

10. An agreement among a group of people is called a .


monarch Enlightenment compact

common law social contract joint-stock company

precedent charter natural rights

legislature colony repeal

triangular trade royal colony plantation

Puritans Pilgrims proprietary colony

indentured servant toleration religious dissenters

egalitarianism Tidewater delegate

independence mercantilism boycott

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Roots of American DemocracySection 2

11. A was owned and ruled by a king.

12. People on a religious journey are sometimes called .

13. A is a large estate that is usually worked by people who also

live there.

14. Someone who is bound to work for another person in return for payment of his

or her travel expenses is a(n) .

15. The were religious reformers who founded Massachusetts.

16. When New York was granted to the Duke of York, it was known as a

because its owner controlled the government.

17. The government policy of accepts unofficial religions.

18. People in New England and the Middle Colonies who followed a religious faith

other than the Anglican religion were called .

19. Many enslaved Africans were shipped by way of the , a system

that included America, Africa, and the West Indies.

Section 3

20. The belief in human equality, with respect to social, political, and economic rights,

is .

21. The includes low plains near the coast of North Carolina.

Section 4

22. A is a representative to a convention or conference.

23. An economic system based on the theory that a country’s power depends on its

wealth is known as .

24 . When you something, you refuse to buy it.

25. The state of being self-governing and free from outside control is .

26. To call back, or cancel, an act through legal means is to it.

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Roots of American DemocracyAcademic Words in This Chapter

A. Word Meaning Activity: Identifying Synonyms and Antonyms

Directions: Determine whether the following pairs of words or phrases are synonyms or antonyms. Synonyms are words that have similar meanings, and antonyms have opposite meanings. Place an S in the blank if the words or phrases are synonyms or an A if they are antonyms.

_____ 1. document—official paper

_____ 2. authority—power

_____ 3. grant—deny

_____ 4. acquire—lose

_____ 5. decade—years

_____ 6. adapt—make fit

_____ 7. assist—abandon

_____ 8. challenge—formally question

_____ 9. restore—withdraw

document acquire assist

authority decade restore

grant adapt challenge

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(continued)

Roots of American DemocracyB. Word Family Activity: Word Chart

Directions: Determine whether the words below appear in noun, verb, or adjective form. Put a check mark (√) in the appropriate column. Some words have more than one form.

Words Noun Verb Adjective

1. challenge

2. challenging

3. document

4. adapt

5. adaptation

6. adaptive

7. grant

8. restore

9. restoration

10. authority

11. authorize

12. authoritarian

13. assist

14. assistance

15. assisting

16. decade

17. acquire

18. acquisition


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Richard Henry Lee (1732–1794)

Although he is not considered the father of our country, Richard Henry Lee in many respects was a chief architect of it. As a member of the Continental Congress, Lee introduced a resolution stating that “These United Colonies are, and of right ought to be, free and independent States.” Lee’s resolution led the Congress to commission the Declaration of Independence and forever shaped U.S. history.

Lee was born to a wealthy family in Virginia and educated at one of the finest schools in England. Following his return to America, Lee served as a justice of the peace for Westmoreland County, Virginia, in 1757. The following year, he entered Virginia’s House of Burgesses. For much of that time, however, Lee was a quiet and almost indifferent member of Virginia’s state legislature. That changed in 1765, when Lee joined Patrick Henry in a spirited debate opposing the Stamp Act. Lee also spoke out against the Townshend Acts and worked to establish committees of correspondence that supported cooperation between American colonies.

An Active Patriot

When tensions with Britain increased, the colonies organized the Continental Congress. Lee and Henry served as delegates from Virginia. Lee took part in many historic decisions in the Congress. For example, he was on the committee that named George Washington as Commander in Chief of the new Continental Army. Lee argued strongly for independence, and on June 7, 1776, he introduced three important

resolutions. The first stated that all political connections with Britain be “totally dissolved.” The second called for creating ties with foreign countries. The third resolution called for forming a confederation of American colonies. John Adams, a delegate from Massachusetts, seconded Lee’s resolution. A Declaration of Independence was quickly drafted.

Loyalty to Virginia

Despite his support for the colonies’ separation from Britain, Lee cautioned against a strong national government. A supporter of states’ rights, he refused to adopt the new U.S. Constitution. He argued that “to say that a bad government must be established for fear of anarchy is really saying that we should kill ourselves for fear of dying.” Lee’s opposition led to the adoption of the Constitution’s first 10 amendments,

Richard Henry Lee

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Richard Henry LeeDirections: Answer the questions below in the space provided.

1. Listing In what ways did Richard Henry Lee serve the colony of Virginia?

2. Identifying What British policies did Richard Henry Lee oppose?

3. Paraphrasing What did Richard Henry Lee propose to the Continental Congress?

4. Explaining Why did Richard Henry Lee oppose the U.S. Constitution?

5. Critical Thinking: Making Connections Explain why Richard Henry Lee’s opposition to the U.S. Constitution was consistent with his support of American independence.

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Choosing a Form of Writing

Learning the Skill

An author must choose the form of writing that best complements his or her message and purpose for writing. Each form of writing has characteristics that help support an author’s intentions. Review the following characteristics of pamphlets, poetry, and persuasive speeches.

Pamphlets

are usually informational, but sometimes persuasive.

make use of headings and subheadings to allow readers easy access to information.

highlight key information with text features such as boldface words and capital letters.

present information in sections so readers can quickly find the information they need.

contain visuals such as photographs, illustrations, graphs, and maps.

Poetry

tells a story or expresses the speaker’s feelings.

entertains the reader and conveys a theme.

makes use of sound devices such as rhyme, rhythm, meter, alliteration, assonance, and consonance.

is written in lines and stanzas.

Persuasive Speeches

state the author’s opinion about a given topic.

provide supporting evidence for the author’s opinion, including facts, statistics, examples, and expert commentary.

ask the reader to change his or her thinking or to take action.


Directions: Read the following texts. Then, answer the questions that follow in the spaces provided.

excerpt from “Common Sense” by Thomas Paine,

a pamphlet published in 1776

from Appendix to the Third Edition

In short, independence is the only bond that ties and keeps us together. We shall then see our object, and our ears will be legally shut against the schemes of an intriguing, as well as cruel, enemy. We shall

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(continued)


excerpt from “Common Sense” (continued)

then, too, be on a proper footing to treat with Britain . . . . As we have, without any good effect therefrom, withheld our trade to obtain a redress of our grievances, let us now try the alternative, by independently redressing them ourselves, and then offering to open the trade. The mercantile and reasonable part of England, will be still with us; because, peace, with trade, is preferable to war without it. And if this offer be not accepted, other courts may be applied to.

On these grounds, I rest the matter. And as no offer hath yet been made to refute the doctrine contained in the former editions of this pamphlet, it is a negative proof, that either the doctrine cannot be refuted, or, that the party in favor of it are too numerous to be opposed. WHEREFORE, instead of gazing at each other with suspicious or doubtful curiosity, let each of us hold out to his neighbor the hearty hand of friendship . . . . Let the names of Whig and Tory be extinct; and let none other be heard among us, than those of a good citizen . . . and a virtuous supporter of the RIGHTS OF MANKIND, and of the FREE AND INDEPENDENT STATES OF AMERICA.

On Virtue

by Phillis Wheatley

O Thou bright jewel in my aim I striveTo comprehend thee. Thine own words declareWisdom is higher than a fool can reach.I cease to wonder, and no more attemptThine height t’ explore, or fathom thy profound.But, O my soul, sink not into despair,Virtue is near thee, and with gentle handWould now embrace thee, hovers o’er thine head.Fain would the heav’n-born soul with her converse,Then seek, then court her for her promis’d bliss.Auspicious queen, thine heav’nly pinions spread,And lead celestial Chastity along;Lo! now her sacred retinue descends,Array’d in glory from the orbs above.Attend me, Virtue, thro’ my youthful years!O leave me not to the false joys of time!But guide my steps to endless life and bliss.Greatness, or Goodness, say what I shall call thee,


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(continued)

On Virtue (continued)

by Phillis Wheatley

To give me an higher appellation still,Teach me a better strain, a nobler lay,O thou, enthron’d with Cherubs in the realms of day!

from Benjamin Franklin’s final speech to the Constitutional Convention

I doubt too whether any other Convention we can obtain, may be able to make a better Constitution: For when you assemble a Number of Men to have the Advantage of their joint Wisdom, you inevitably assemble with those Men all their Prejudices, their Passions, their Errors of Opinion, their local Interests, and their selfish Views. From such an Assembly can a perfect Production be expected? It therefore astonishes me, Sir, to find this System approaching so near to Perfection as it does; and I think it will astonish our Enemies, who are waiting with Confidence to hear that our Councils are confounded, like those of the Builders of Babel, and that our States are on the Point of Separation only to meet hereafter for the Purpose of cutting one another’s throats. Thus I consent, Sir, to this Constitution because I expect no better, and because I am not sure that it is not the best.

On the whole, Sir, I cannot help expressing a Wish, that every Member of the Convention, who may still have Objections to it, would with me on this Occasion doubt a little of his own Infallibility, and to make manifest our Unanimity, put his Name to this instrument.

1. Analyzing What is Paine’s purpose for writing?

2. Identifying Which characteristics of a pamphlet does Paine employ?

3. Evaluating What is Wheatley’s purpose for writing?

4. Identifying Which characteristics of poetry does Wheatley employ?


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(continued)


5. Concluding What is Franklin’s purpose for writing?

6. Identifying Which characteristics of persuasive writing does Franklin employ?

Applying the Skill

Directions: For each prompt below, write the form of writing you would choose and why.

1. Inform people about an Independence Day celebration.

2. Reflect on the virtues of democracy.

3. Encourage colonists to revolt against Britain.

4. Tell the story of the beginning of the United States as a nation.

5. Lead people to dump East Indian tea into Boston harbor.

6. Tell people about important events in Thomas Jefferson’s life.

Directions: On a separate sheet of paper, write a pamphlet, poem, or persuasive speech about American democracy or one of the founders of it. Consult your textbook and other resources for information as necessary. Before choosing the form, decide on your purpose and message. Then, choose the form best suited to your intent.



Assess your pamphlet, poem, or speech using the checklist below.

___ I chose to write about American democracy or one of the founders.

___ I consulted my textbook for information.

___ I consulted other necessary resources for information.

___ I chose an appropriate purpose and message for my writing.

___ I chose the best form (pamphlet, poem, persuasive speech) to express my message.

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Assessing and Interpreting Sources

Learning the Skill

Assessing and interpreting a source requires the reader to determine how accurate the source is. This requires careful reading to determine an author’s meaning. A historical document, for example, may include antiquated, or outdated, language. In this case, you may need to read the document several times in order to understand the author’s meaning.

Use the following guidelines to help you assess and interpret sources:

Identify the author’s main idea or main argument.

Note the way in which the author supports this main idea or argument. Are facts and evidence provided, or does he or she rely wholly on emotional appeals, opinions, or questionable claims?

Check the author’s facts and claims against other sources to verify their accuracy.


Directions: Read the excerpt below from “A Letter Concerning Toleration” by John Locke. Then answer the questions that follow.

The toleration of those that differ from others in matters of religion is so agreeable to the Gospel of Jesus Christ, and to the genuine reason of mankind, that it seems monstrous for men to be so blind as not to perceive the necessity and advantage of it in so clear a light. . . . But . . . I esteem it above all things necessary to distinguish exactly the business of civil government from that of religion and to settle the just bounds that lie between the one and the other. . . .

The commonwealth seems to me to be a society of men constituted only for the procuring, preserving, and advancing their own civil interests. Civil interests I call life, liberty, health, and indolency [laziness] of body; and the possession of outward things, such as money, lands, houses, furniture, and the like. . . .

Now that the whole jurisdiction of the magistrate [law enforcement official] reaches only to these civil concernments, and that all civil power, right and dominion [control], is bounded and confined to the only care of promoting these things; and that it neither can nor ought in any manner to be extended to the salvation of souls, these following considerations seem unto me abundantly to demonstrate.

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(continued)

First, because the care of souls is not committed to the civil magistrate, any more than to other men. It is not committed unto him, I say, by God; because it appears not that God has ever given any such authority to one man over another as to compel anyone to his religion. Nor can any such power be vested in the magistrate by the consent of the people, because no man can so far abandon the care of his own salvation as blindly to leave to the choice of any other, whether prince or subject, to prescribe to him what faith or worship he shall embrace. For no man can, if he would, conform his faith to the dictates of another. All the life and power of true religion consist in the inward and full persuasion of the mind. . . .

1. What is Locke’s main argument?

2. According to Locke, what authorities support his argument?

Applying the Skill

Directions: Use the excerpt to answer the questions below. Circle the letter of the correct answer.

1. Which word best describes the tone of the excerpt? A. angry B. thoughtless C. uncertain D. thoughtful

2. What does Locke mean by “no man can, if he would, conform his faith to the dictates of another”?

A. No two people have exactly the same beliefs. B. People do not believe something just because someone tells

them they must. C. Even good leaders are not wise enough to know what

everyone should believe. D. People who believe whatever others tell them are fools.

3. Which principle of American government does the excerpt support? A. majority rule B. equality of all people C. the right to a trial by jury D. separation of church and state


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Reading a Time Line

Learning the Skill

Time lines show the order of key events during a particular historical period. A time line begins with one specific date—usually a year—and ends with another. All significant events between these dates occurred in the order in which they are listed, either from left to right or from top to bottom. Reading time lines is an easy way to make sense of the flow of events. A time line also gives you a picture of the relationships among events. To read a time line, use the following steps:

Read the title of the time line to learn its subject.

Determine the time span between the first and last dates shown.

Determine the intervals, or lengths, between dates. These intervals divide the time line into smaller segments.

Identify the individual events labeled along the time line. Look for relationships among the events.


Directions: Read the time line below, and answer the questions that follow.

1. Calculating What is the total time span on this time line? What are the intervals on the time line?

2. Locating Which was passed first: the Stamp Act or the Townshend Acts?

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1765–Parliament passes Stamp Act

1774–First ContinentalCongress meets in Philadelphia

1776–Declaration of Independence approved

1766–Parliament repeals Stamp Act

1773–BostonTea Party

1775–RevolutionaryWar begins

1767–Parliamentpasses Townshend Acts

177517701765 17801760

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Reading a Time Line

3. Identifying When did the Boston Tea Party take place? What event listed on the time line took place the following year?

4. Calculating How much time passed between the beginning of the Revolutionary War and the approval of the Declaration of Independence?

Applying the Skill

Directions: Read the time line below and answer the questions that follow.

1. Add the following events to the time line:

Congress creates the Articles of Confederation in 1777.

In 1780, all 13 states have their own constitutions.

The Treaty of Paris is signed in 1783, ending the Revolutionary War.

2. Identifying What are the time span and time intervals of the time line?

3. Specifying Which was written first: the Articles of Confederation or the Treaty of Paris?

4. Calculating Delegates met to revise the Articles of Confederation how long after the original ratification?

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1776–Colonies declare independence from Britain

1786–Riots against state governments occur

1781–States ratifyArticles of Confederation

1787–Delegates from 12 states revise Articles of Confederation

1787178417811778 17901775

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The Mayflower CompactThe 41 men on board the Mayflower knew they needed a strong

government for their new colony to thrive. They decided to write a compact, or an agreement, in which they consented to form a government that would act for the benefit of all of the Pilgrims. These leaders agreed that all members of their colony would be bound by the laws of their government. Their 1620 agreement took the form of the Mayflower Compact, shown below.

In the name of God, Amen. We, whose names are under-written, the loyal subjects of our dread sovereign Lord, King James, by the grace of God, of Great Britain, France and Ireland King, Defender of the Faith, etc.

Having undertaken for the glory of God and advancement of the Christian faith and honor of our King and Country, a voyage to plant the first colony in the northern parts of Virginia, do by these presents solemnly and mutually in the presence of God and one of another, covenant and combine our selves together into a civil body Politic, for our better ordering and preservation and furtherance of the ends aforesaid; and by virtue hereof to enact, constitute, and frame such just and equal laws, ordinances, acts, constitutions and offices, from time to time, as shall be thought most meet and convenient for the general good of the Colony, unto which we promise all due submission and obedience. In witness whereof we have hereunder subscribed our names at Cape Cod the eleventh of November, in the year of the reign of our sovereign lord, King James, of England, France, and Ireland, the eighteenth, and of Scotland the fifty-fourth. Anno Dom. 1620.

Directions: Use the text of the Mayflower Compact as well as the information in your textbook to answer the questions below. Write your answers on a separate sheet of paper.

1. Finding the Main Idea What is the main idea of the Mayflower Compact?

2. Interpreting What is the Mayflower Compact’s historical significance?

3. Making Inferences Why do you think the Pilgrims thought the compact was necessary for the colony to be a success?


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English Language LearnerHave students work with proficient English-

language speakers or dictionaries to gain a better understanding of the language in the Mayflower Compact. Have partners read phrases in the Compact and then restate the main ideas in their own words. In particular, have students analyze the following phrases: (1) “Having undertaken for the Glory of God and advancement of the Christian Faith and the Honour of our King and Country,” (2) “… Covenant and Combine ourselves together into a Civil Body Politic” (3) “…to enact, constitute and frame such just and equal Laws” (4) “…as shall be thought most meet and convenient for the general good of the Colony” (5) “…unto which we promise all due submission and obedience.”

Gifted and TalentedHave students compare the Mayflower

Compact to the Declaration of Independence’s Declaration of Natural Rights section or the Preamble to the U.S. Constitution. Students should note any similarities. Ask them to form an opinion on the following statement: The Mayflower Compact provided an example of democracy for the founders of the United States. Have students share their opinion and support it with evidence from their research.

IntrapersonalOrganize students in small groups. Have each

group brainstorm a list of 8–10 laws that the Pilgrims may have created and agreed to as a result of the Mayflower Compact. Then have them write a sentence or two for each law that explains why the law was relevant and necessary.

InterpersonalAsk students to put themselves in the place of

the Pilgrims on the Mayflower. Would they or would they not have signed their name to the compact? If so, would they have done it to please the majority or because they actually believe in the compact’s principles? Have students write a short essay explaining their thoughts.

Verbal/LinguisticInstruct students to rewrite the Mayflower

Compact using contemporary language. Remind students that rewrites should maintain the document’s original meaning but should update the terminology for better understanding. Students may read their revisions to the class.

KinestheticProvide each student with a highlighter. Ask

students to reread the document and highlight difficult terms and phrases. Have students look up definitions for these words and phrases. Students may create a posterboard that helps explain the Mayflower Compact to other students. The poster should include the text of the Compact, as well as callouts that define difficult terms and phrases.

Special NeedsBring to the class several books or magazines

that include articles or illustrations describing the Mayflower Compact, the individuals who wrote it, and the lives of the Pilgrims. Help students relate this background material to the Mayflower Compact and to the Pilgrims’ desire to form for themselves a new country and government.

MathematicalHave students use information from their

textbook and outside research to create a time line of the 1600s outlining the Pilgrims’ journey to the Americas. Time lines should note the creation of the early colonies and other significant events therein, including the Pilgrims’ decision to travel to the colonies, their arrival at Plymouth, and the signing of the Mayflower Compact.

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Student’s answer:

Partner’s answer:

Partner’s answer:

Student’s answer:

Roots of American Democracy—What Do You Know?Directions: Ask each other the following questions to see how much you know about the formation of American democracy.*

Student: What early English document

established basic rights that

were eventually applied to

all people?

Partner: The laws of the United

States are based on the

laws and customs of

what country?

Student: How did the economy of the

Middle Colonies differ from

the economy of the Southern

Colonies?

Partner: What did Parliament

establish through the

Declaratory Act?



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Roots of American Democracy—Understanding the Big IdeasDirections: Use your textbook to answer the questions below. Write your answer in the space provided.

Section 1 Big Idea Political and economic institutions evolve to help individuals and groups accomplish their goals.

What was the first representative assembly in the English colonies, and how was it formed?

Section 2 Big Idea Political, social, religious, and economic changes influence the way Americans think and act.

For what main reason did settlers move to the Southern Colonies?


What was the Great Awakening?

Section 4 Big Idea Political principles and major events shape how people form governments.

For what main reason did the Second Continental Congress decide that the original 13 colonies needed some form of central government?

SCHOOL-TO-HOME CONNECTION 2 (continued)

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Roots of American DemocracyAmerican democracy developed from centuries of tradition and

experience. European colonists, particularly those from England, brought with them very definite ideas about how government should function. As the colonies grew, conflict over representative government led to the colonists’ declaring independence.

Directions: Filling in the Blanks Knowledge of the following terms will help you understand the historical background for our system of government in the United States. On each blank line below, write the word that most accurately completes the statement. You will not use all of the terms.

1. Common law developed from unwritten .

2. The “ Revolution” gave Parliament more power than

the monarch.

3. Baron de Montesquieu’s ideas were part of the , which

influenced the Framers of our Constitution.

4. English colonists expected a voice in their own .

5. The encouraged Christians to question traditional authority.

6. A pamphlet entitled “ ” called for the colonies to declare

independence from Britain.

7. The city of led the way in protesting the taxes and duties

levied against the colonies.

8. The Act required the colonies to shelter British troops.

9. The colony of Pennsylvania was founded on the idea of freedom.

10. The was the first instance of colonial self-government.


New York Boston Quartering

religious Enlightenment government

Glorious Great Awakening Common Sense

Mayflower Compact Virginia House of Burgesses customs

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Our English Heritage


Always have a dictionary nearby when you read so that you can look up the meanings of unfamiliar words.


1. Identifying What cultural movement influenced the development of democracy in America?

2. Naming What are two rights included in the Magna Carta?

3. Explaining How did the Glorious Revolution change the idea of government in England?

4. Identifying Who were John Locke and Baron de Montesquieu?

5. Listing What three natural rights did Locke argue that all people possess?

6. Explaining What is significant about the House of Burgesses in Virginia?

7. Discussing What was the Mayflower Compact and what did it establish?

8. Describing What two features did each colonial government have in common?

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The English Colonies

When you open a book or textbook for the first time, check to see whether it includes helpful reading tools, such as a glossary.


1. Identifying Which colonies made up the group known as the Middle Colonies?

2. Identifying What were the two types of colonies?

3. Explaining What purpose did William Penn want his colony, Pennsylvania, to serve?

4. Identifying What was the last English colony founded in America? What military purpose did it serve?

5. Listing What are two reasons that people immigrated to the English colonies?

6. Summarizing How did the plantation system lead to the development of slavery?

7. Specifying What were the three points of the triangular trade?


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Colonial Society

Before you begin reading, make sure that you are sitting comfortably and have enough light.


1. Defining What was the Puritan work ethic?

2. Identifying What two main ports were located in the Middle Colonies?

3. Describing What encouraged large-scale agriculture in the Southern Colonies?

4. Explaining What ideas did preachers of the Great Awakening express?

5. Summarizing How did religion contribute to the development of education in the colonies?

6. Expressing In the colonies, what rights did men have that women did not?

7. Summarizing According to many colonists, in what ways did Britain fail to uphold the social contract?


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Make a simple outline when you read to help you recall important information later.

Birth of a Democratic Nation


1. Defining What was salutary neglect?

2. Stating What was the purpose of the Navigation Acts?

3. Listing What three laws resulting from the French and Indian War angered colonists?

4. Explaining What made Parliament repeal the Stamp Act?

5. Describing How did the British government react to the Boston Tea Party?

6. Paraphrasing How did the Battles of Lexington and Concord lead many colonists to call for independence from Britain?

7 Specifying Who wrote the pamphlet Common Sense, and what was its main idea?

8. Stating What was the purpose of the Declaration of Independence?

9. Identifying Who was the main author of the Declaration of Independence and when was it approved?

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Chapter 3 ResourcesThe Constitution

Content Vocabulary Activity 3The Constitution 71

Academic Vocabulary Activity 3The Constitution 73

Biography Activity 3George Mason 75

Writing Skills Activity 3Identifying Parts of Speech and Types of Sentences 77

Critical Thinking Skills Activity 3Understanding Historical Perspective 79

Chart, Graph, and Map Skills Activity 3Creating a Venn Diagram 81

Differentiated Instruction Activity 3Transmittal of U.S. Constitution to Congress 83

School-to-Home Connection 3The Constitution 85

Reteaching Activity 3The Constitution 87

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The Constitution

Directions: Unscramble the letters to find the Content Vocabulary term that fits in the sentence. Write the term in the space provided.

Section 1

ACIRBLMAE 1. A legislature that is divided into two houses, or parts, is

.

YFRTAI 2. After the Articles of Confederation were written, each

state had to , or approve, them.

TOCSTTINUONI 3. The basic principles and laws of a nation are outlined

in its .

DFTAINCENROOE 4. A group of individuals who band together for a common

purpose is a .

Section 2

TAREG PIMRSECOOM 5. The resolved the disagreement among

delegates on how to set up Congress.

TINLITSONACUOT 6. In 1787, Congressional delegates met in Philadelphia toVTONNECINO

write a new constitution at a meeting that would come

to be known as the .

TELROECAL 7. The is a group of people who help toLECOELG

select the president and vice president.

FITTRLSAEINADES 8. felt that the Constitution gave too much

power to the national government.

LMDFRESEAI 9. In , power is divided between the

national government and the states.

FERHTSIFTH 10. The outlined the representationMEROOCSIMP

that enslaved persons would have in government.

STIFRELDSAE 11. People who supported the Constitution proposed in 1787

called themselves .


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The Constitution

Section 3

TAMDNEEMN 12. A change to the Constitution is a(n) .

LMEPBRAE 13. The is the Constitution’s opening section.

TVEIUECXE BCARHN 14. The is headed by the president.

LGSLEVIETAI 15. The includes Congress, which has all

NHBCAR lawmaking authority.

DCLJIUAI RCANHB 16. The part of government that interprets laws and sees that

they are applied fairly is the .

Section 4

LUER FO WLA 17. The limits government in that it says

that a law applies to everyone, even those who govern.

HCCKSE DNA 18. In the system of , branches of governmentSAALBENC

prevent one another from using too much power.

VDEESRER SPWORE 19. , given to the states, include regulating

trade within state borders and establishing schools.

NAAPSEOIRT 20. The split of authority among the legislative, executive, andFO SPWOER

judicial branches is called .

UCORNERNOCT 21. may be exercised by both state and WORPSE

national governments.

RPEXSEDES PSOWER 22. , also known as enumerated powers, are

specifically granted to the national government.

LRPOPAU 23. , or the belief that government is created RGEVIENYTOS

by and subject to the will of the people, is strongly

supported in the Declaration of Independence.

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The ConstitutionAcademic Words in This Chapter

A. Word Meaning Activity: Odd Word Out

Directions: Read the underlined words below, as well as the four words or phrases next to them. Three of the words or phrases are similar in meaning to the underlined word. Circle the word or phrase that is NOT similar to the underlined word.

1. area: field, open space, whole, surface

2. process: procedure, steps to follow, action, appearance

3. consist: exert, reside in, lie within, make up

4. impact: result, effect, come together, promote

5. despite: in spite of, even with, thanks to, without being prevented from doing so with

6. assume: take responsibility for, leave, accept, take on

7. ensure: take away, make certain, make sure, find more

8. assign: give a task to, give a duty to, give a responsibility to, to take away

area impact ensure

process despite assign

consist assume


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(continued)

The ConstitutionB. Word Meaning Activity: Word Puzzle

Directions: Reading from left to right, locate and circle seven words or phrases that mean ensure.


S I H T O O X A W E A H K J

M A K E C E R T A I N L U M

H I G U A R A N T E E S A C

K U G R M A K E S U R E F O

R A N C P E R Q U A N G E K

C I A Z O O S E C U R E N U

Y A M L A T E H O U S E D S

W A N E M A K E S A F E Y R

A S S U R E J A K S O N U D

B E E J L R A E V U Z I G S

P U T T Y L I N S U R E C A

O Q H Y D B I R T P D G C N

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George Mason (1725–1792)

A strong supporter of individual freedoms, Virginia statesman George Mason’s beliefs influenced the creation of both the Declaration of Independence and the Bill of Rights. Despite being a southerner, he spoke out against slavery and worked for the development of the United States western frontier.

Mason was born in Fairfax County, Virginia, near present-day Washington, D.C., in 1725. He was a close friend and associate of George Washington. During his early career, Mason invested in the Ohio Company, which developed and sold land around the upper Ohio River. In 1752, he became the company’s treasurer and held the position until his death forty years later. Mason also helped found Alexandria, Virginia, and served in the Virginia House of Burgesses.

Protector of Individual Rights

In 1776, Mason drafted Virginia’s constitution, creating a statement of individual rights that influenced Thomas Jefferson’s Declaration of Independence. Both these documents helped shape the constitutions of other states and the U. S. Constitution.

As a delegate to the Constitutional Congress in 1787, Mason was one of the most frequent speakers and influenced several debates. By the end of the convention, however, he decided not to sign the final document. As a strong supporter of individual and states’ rights over the strength of the federal government, Mason believed the Constitution lacked sufficient protections

of individual liberties. After Mason voiced his specific objections, the Bill of Rights and Eleventh Amendment were added to secure personal freedoms.

Voice Against Slavery

Many wealthy Virginians of Mason’s era owned slaves or supported the system of slavery, believing it vital to their agricultural economy. However, Mason disagreed. Calling the slave trade “disgraceful,” Mason objected to the Constitutional compromise allowing it to continue until 1808.

Mason retired to his home, Gunston Hall, after the Constitutional Convention. He remained there until his death on October 7, 1792. Today, George Mason University is near the site of Mason’s Gunston Hall, in Fairfax, Virginia.

George Mason


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George MasonDirections: Answer the questions below in the space provided.

1. Naming With what company was Mason closely involved?

2. Listing List two important contributions Mason made to Virginia.

3. Identifying What two famous documents did Mason influence?

4. Stating Why did Mason choose not to sign the Constitution?

5. Drawing Conclusions Why might Mason have rejected slavery?

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Identifying Parts of Speech and Types of SentencesLearning the Skill

Writers use words to communicate. Each word performs a certain function in a sentence. The ability to recognize parts of speech will help you understand a writer’s meaning and construct sentences that convey your thoughts. Review this chart to learn the skill.

Writers combine words to form sentences. Various types of sentences may be used, depending on a writer’s intended meaning. The ability to recognize these different sentence types will help you understand what you read and will also help you communicate your own ideas to readers. Review this chart to learn the skill.

Sentence Type Purpose Example Punctuation Clue

declarative makes a statement The delegates will ratify the Constitution.

period

exclamatory conveys emotion My heart aches for freedom!

exclamation point

imperative issues a command or request

Ratify the Constitution!

period or exclamation point

interrogative asks a question Will you ratify the Constitution?

question mark

Part of Speech Function Examples

adjective describes noun or pronoun crucial, domestic, rational

adverb describes verb equally, immediately, optimistically

article modifies noun or pronoun a, an, the

conjunction joins words or groups of words

and, but, or

noun names person, place, thing, or idea

delegate, justice, people

preposition shows relationship between noun or pronoun and other words in sentence

at, according to, from, of, until, in addition to, on, over, with

pronoun takes the place of a noun he, she, they

verb shows action or state of being

establish, insure, provide

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(continued)WRITING SKILLS ACTIVITY 3

Identifying Parts of Speech and Types of SentencesPracticing the Skill

Directions: Read the Preamble to the Constitution. Then, answer the questions that follow in the spaces provided.

Preamble

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.

1. In the Preamble, what part of speech is the phrase “in order to”?

2. Notice that the Preamble is a single sentence. What type of sentence is it?

Amendment I

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

1. Note that the First Amendment makes heavy use of a conjunction. Which one is it, and how is it used?

2. The First Amendment is a single sentence. What type of sentence is it, and why do you think that the writers of the Constitution used this type of sentence?

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Understanding Historical Perspective

Learning the Skill

Historical perspective describes the way that the time period in which a person lived shaped his or her ideas or beliefs. When you work to understand historical perspective, it may be necessary to determine the social or political context that may have influenced a piece of writing or other source at the time. This allows you to evaluate those ideas and attitudes in the context of the historical period in which they were made, rather than in the context of today’s issues.

Use the following guidelines to help you understand historical perspective:

Note the date that the text was written.

Note any special occasion or event for which the text was created or to which the text responds.

Look in the text for clues to the issues, values, and attitudes of the time at which it was created.

Consider any knowledge you may already have of this time period. If you have questions about historical details within the text, you may wish to refer to your textbook or to other materials to gain a better understanding.


Directions: The excerpts below were written by Alexander Hamilton during the debate over ratification of the Constitution. Read the excerpts. Then answer the questions that follow.

The Federalist, No. 13:

Nothing can be more evident than that the thirteen States will be able to support a national government better than one half, or one third, or any number less than the whole. This reflection must have great weight in obviating [overcoming] that objection to the proposed plan, which is founded on the principle of expense. . . .


Money is . . . considered as the vital principle of the body politic; as that which sustains its life and motion, and enables it to perform its most essential functions. A complete power, therefore, to procure a regular and adequate supply of it, as far as the resources of the community will permit, may be regarded as an indispensable ingredient in every constitution.

•

•

•

•

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(continued)


[T]he safest course [is] to . . . confine our attention wholly to the nature and extent of the powers as they are delineated in the Constitution. Every thing beyond this must be left to the prudence and firmness of the people; who . . . will always take care to preserve the constitutional equilibrium [balance] between the general and the State governments. Upon this ground . . . it will not be difficult to obviate [overcome] the objections which have been made to an indefinite power of taxation in the United States.

1. Identifying According to evidence presented in the excerpts, what is Hamilton’s purpose for writing?

2. Specifying What important issue during this time period shaped Hamilton’s ideas as expressed in the excerpt from The Federalist, No. 30?

Applying the Skill


1. What main objection that others had to the Constitution does Hamilton address?

A. The states might become too powerful. B. The states might not have equal representation. C. The union might not be strong enough to last. D. The national government might abuse its power to tax.

2. What can you infer about the “proposed plan” to which Hamilton refers in The Federalist, No. 13?

A. It requires all states to help support the national government. B. It will cost more money than all the states combined can afford. C. It has the support of only thirteen states. D. It needs the support of only one-third of the states to pass.

3. According to the excerpts, which of the following best describes the political concerns of most Americans during this time?

A. People were fed up with high taxes. B. People were wary of a strong central government. C. People did not understand the Constitution. D. People wanted the government to spend more money.


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Creating a Venn Diagram

Learning the Skill

When you learn new concepts, you may sometimes be asked to compare two items, such as types of government. A Venn diagram can help you classify and understand the similarities and differences between two items. To create a Venn diagram, follow these steps:

Decide which two items you will compare.

Draw a circle for each item and overlap the circles slightly.

Write a title above or at the top of each circle.

In the outer part of one circle, list the unique features of one item.

In the outer part of the other circle, list the unique features of the other item.

In the area where the circles overlap, write the features that are the same for both items.


Directions: The Venn diagram below compares the Virginia Plan and the New Jersey Plan for the U. S. Constitution. This diagram includes information about the important ideas of each plan. Study the diagram, and then answer the questions that follow.

1. Identifying What idea did the two plans share about the structure of the new government?

2. Identifying Which plan called for a two-house legislature?

•

•

•

•

•

•

Created new plan of governmentThree branches of governmentFair representation of states in legislature

•

•

•

New Jersey Plan

One house legislatureRepresentation in legislature equal for all states

•

•

Two-house legislatureRepresentation in legislature based on states’ populations

••

Virginia Plan Both

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(continued)

Creating a Venn Diagram

3. Identifying Which plan called for representation in the legislature to be based on states’ populations?

Applying the Skill

Directions: Create a Venn diagram that compares the Articles of Confederation and the U. S. Constitution. Use your textbook to determine the similarities and differences between the two plans. Then answer the questions that follow.

1. Identifying Which plan of government created a two-house legislature?

2. Identifying Which plan granted all states equal representation in the legislature?

3. Identifying Which plan made it difficult for Congress to pass laws and make amendments?

4. Comparing What did the two plans of government have in common?


United States

Constitution

Articles of

Confederation Both

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Transmittal of U.S. Constitution to CongressIn the late 1700s, more than 50 leaders, including George

Washington, gathered to form the Constitutional Convention, at which they had the task of drafting a constitution for the United States. They worked to draft a document that would both strengthen and limit the federal government. On September 17, 1787, Washington sent a letter to Congress as an introduction to the newly signed Constitution. What follows is an excerpt from the letter.

We have now the honor to submit to the consideration of the United States in Congress assembled, that Constitution which as appeared to us the most advisable.

The friends of our country have long seen and desired that the power of making war, peace, and treaties, that of levying money, and regulating commerce, and the correspondent executive and judicial authorities, should be fully and effectually vested in the General Government of the Union; but the impropriety [inappropriateness] of delegating such extensive trust to one body of men is evident: hence results the necessity of a different organization.

It is obviously impracticable in the Federal Government of these States, to secure all rights of independent sovereignty [rule] to each, and yet provide for the interest and safety of all. Individuals entering into society, must give up a share of liberty to preserve the rest . . . . It is at all times difficult to draw with precision the line between those rights which must be surrendered, and those which may be preserved . . . .

In all our deliberations on this subject we kept steadily in our view, that which appears to us the greatest interest of every true American, the consolidation of our Union . . . . This important consideration . . . led each State in the Convention to be less rigid . . . than might have been otherwise expected; and thus, the Constitution, which we now present is the result of a spirit of amity [goodwill], and of that mutual deference and concession . . . .

Directions: Use the text of Washington’s letter to Congress as well as the information in your textbook to answer the questions below. Write your answers on a separate sheet of paper.

1. Analyzing Primary Sources What point does Washington make in the first two paragraphs?

2. Drawing Conclusions According to the letter, what appears to have been the greatest difficulty in drafting the Constitution?

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English Language LearnerHave students find the following facts from

the passage: (1) Who wrote the letter? (George Washington) (2) To whom was the letter written? (Congress) (3) What might the phrase “long seen and desired” mean in this letter? (hoped) (4) In Washington’s opinion, what is the greatest interest of every true American? (successfully consolidating the states into a federal government)

Gifted and TalentedRemind students the founders of the United

States government gave themselves the difficult task of both creating a new kind of government and limiting the power of that government. Have students research the War Powers Act of 1973. Students should use their research to write a short report explaining how it illustrates both a balance of power and a tension that is a result of the separation of powers of the executive and legislative branches.

Verbal/LinguisticExplain that the authors of the United States

Constitution wanted it to be a “living document.” Ask students to explain what this means and why it is an important concept in a democratic government. Then have them cite examples in the Constitution that illustrate this intent.

IntrapersonalAsk students to use their textbook and

available resources to research the constitutional amendment process. Have students research constitutional amendments that are being considered or were considered during the most recent Congressional term. Ask students to write a brief paragraph for the proposed amendment that they find the most interesting. Student paragraphs should explain the amendment and the arguments both for and against it.

InterpersonalIn his letter, Washington stated, “Individuals

entering into society, must give up a share of liberty to preserve the rest.” Ask students to discuss this statement. Then have them debate a current topic related to the statement. For example, Does testing for drug use in sports and in the workplace violate the Fourth Amendment? Does the Patriot Act, passed after the September 11, 2001, terrorist attacks, violate Americans’ civil liberties or is it warranted in the effort to protect the nation?

Logical/MathematicalAsk students to create an amendment chart.

The chart should list each amendment by number, provide its date of addition, and include a summary of it. Students may also provide a final column that ranks the amendments according to what the students’ perceive to be the most important amendments.

Special NeedsWork with students to help them discern the

main points of each paragraph in Washington’s letter. Then, have groups of students rewrite the letter in their own words.

KinestheticHave students work in small groups to review

the school policy handbook. Ask them to consider a particular school policy that they would like to change, or a new policy that they believe might benefit the school. Have them write a summary of their new policy or amendment. Have students create a flyer or a poster to share with students and school administrators to try to gain support for their new policy. Posters or flyers should be creative and engaging, and should explain how the new policy would benefit the school.

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Student’s answer:

Partner’s answer:

Partner’s answer:

Student’s answer:


The Constitution—What Do You Know?

Directions: Ask each other the following questions to see how much you know about the United States Constitution and its principles.*

Student: Why was the 1787 meeting

in Philadelphia called the

Constitutional Convention?

Partner: What plan proposed

two houses of Congress:

a Senate and a House of

Representatives?

Student: What are the three sections

of the Constitution?

Partner: Name two fundamental

principles underlying the

creation of the Constitution.


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The Constitution—Understanding the Big IdeasDirections: Use your textbook to answer the questions below. Write your answer in the space provided.


Because of their experience with Parliament, the states refused to grant the U.S. government which two powers in the Articles of Confederation?


Briefly describe two of the four compromises reached at the Constitutional Convention.

Section 3 Big Idea A constitution reflects the values and goals of the society that creates it.

What three topics are discussed in the first three articles of the Constitution?


How is the government limited by the rule of law?

(continued)

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The Constitution

After the United States gained independence, it became apparent that the Articles of Confederation were inadequate to govern the new nation. The lack of a strong central government made it impossible to pay off debt incurred during the Revolutionary War. Many believed that the nation needed a stronger national government.

Directions: Making a Chart The Constitutional Convention convened in 1787, originally to revise the Articles of Confederation. However, the gathering resulted in an entirely new Constitution. Complete the chart below by writing the letters of the statements that apply to the Articles of Confederation, the Constitutional Convention, and the United States Constitution in the appropriate boxes.

A. This did not include delegates from all 13 states.

B. This document established three branches of government.

C. This document established a unicameral legislature.

D. This gives Congress the power to control federal spending.

E. Specifics of this remain largely unknown.

F. This is the fundamental law of the United States today.

G. This did not give Congress the power to tax or control spending.

H. This contains provisions from both the Virginia Plan and the New Jersey Plan.

I. This gave birth to the “Three-Fifths Compromise.”

J. Amendments to this required the unanimous vote of all 13 states.

Articles of Confederation Constitutional Convention United States Constitution

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Use self-adhesive notes to flag main ideas, important events, or areas in the text that you may need to reread for better understanding.


1. Defining What is a constitution?

2. Listing What three parts did each new state government have?

3. Explaining Why did most state constitutions include a bill of rights?

4. Stating Under the Articles of Confederation, what two important powers did the states refuse to grant to Congress?

5. Listing What were the three main achievements of the Northwest Ordinance?

6. Identifying What were the two weaknesses of the government under the Articles of Confederation?

7. Specifying What was the main problem that the national and state governments faced after the United States won the Revolutionary War?

The Nation’s First Governments

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When you finish reading the text below a heading, make sure that you understand its main idea. If not, reread the text.


1. Stating Why did the Virginia Plan favor large states?

2. Describing What was the outcome of the Great Compromise?

3. Explaining What agreement did delegates make in the Three-Fifths Compromise?

4. Summarizing What agreement did Northern and Southern delegates make over trade?

5. Specifying Who were the Federalists?

6. Explaining Why did Anti-Federalists oppose the Constitution?

7. Identifying What compromise persuaded Anti-Federalists to ratify the Constitution?

The Road to the Constitution

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The Structure of Our Constitution


Before reading, use visual clues, such as headings, boldfaced terms, and graphics, to figure out what is important in the text.


1. Labeling What are the three parts of the Constitution?

2. Paraphrasing In your own words, what is the meaning of the phrase “To insure domestic tranquility” from the Preamble?

3. Identifying What are the three main branches of the national government?

4. Stating What does Article VI of the Constitution state?

5. Specifying How many states must ratify an amendment to have it added to the Constitution?

6. Explaining What power does the necessary and proper clause give to Congress?

7. Specifying Who has the final authority to interpret the Constitution?

8. Describing What has caused new interpretations of the Constitution?

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Principles Underlying the Constitution

Determine your purpose for reading before you start. Ask yourself, “What do I want to learn from what I am about to read?”

Directions: Write an answer to each question in the space provided.

1. Defining What is popular sovereignty?

2. Explaining How is the government limited by the rule of law?

3. Labeling What is the term for the split of authority among the three branches of government?

4. Illustrating What is an example of the system of checks and balances at work?

5. Describing How is power divided in a federal system of government?

6. Defining What are expressed powers, reserved powers, and concurrent powers?

7. Explaining How does the supremacy clause resolve conflicts between national and state law?

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Chapter 4 ResourcesThe Bill of Rights

Content Vocabulary Activity 4The Bill of Rights 95

Academic Vocabulary Activity 4The Bill of Rights 97

Biography Activity 4Daisy Bates 99

Writing Skills Activity 4Interpreting and Evaluating Visual Images 101

Critical Thinking Skills Activity 4Distinguishing Fact from Opinion 103

Chart, Graph, and Map Skills Activity 4Creating a Chart 105

Differentiated Instruction Activity 4Changing Education 107

School-to-Home Connection 4The Bill of Rights 109

Reteaching Activity 4The Bill of Rights 111

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The Bill of RightsDirections: True or False? Print T or F on the line by each statement.

Section 1

_____ 1. When a government practices censorship, it can ban printed materials or films if they contain alarming or offensive ideas.

_____ 2. Speaking about another person in a way that harms his or her reputation is slander.

_____ 3. A petition is an informal request.

_____ 4. Civil liberties include the five basic freedoms that are protected by the First Amendment to the Constitution.

_____ 5. If lies that hurt a person’s reputation are printed, they are libel.

Section 2

_____ 6. An indictment involves a formal charge by a judge or group of judges.

_____ 7. A search warrant allows law enforcement officers to search a suspect’s home or business.

_____ 8. Eminent domain is the right of the government to take public property.

_____ 9. The principle of double jeopardy allows that people who are accused of a crime and judged not guilty may not be put on trial again for the same crime.

_____ 10. An accused person may pay bail, or a sum of money used as a security deposit.

_____ 11. Due process means going against established legal procedures.

_____ 12. A grand jury is a group of citizens who review the evidence against a person accused of a crime.


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(continued)

The Bill of Rights

Section 3

_____ 13. Southerners in several states had to pay a poll tax, or a sum of money in order to cast a ballot.

_____ 14. The Fifteenth Amendment guarantees suffrage, or the right to own enslaved people.

Section 4

_____ 15. The social separation of people by race is called segregation.

_____ 16. Affirmative action programs discourage the hiring and promoting of minorities and women in fields that have traditionally been closed to them.

_____ 17. The discrimination, or unfair treatment against a certain group, was a common practice in Southern states toward African Americans.

_____ 18. African Americans have enjoyed such civil rights as full citizenship and equality under the law ever since the founding of the United States.

_____ 19. Racial profiling involves singling out people suspected of a crime based upon their political or religious beliefs.


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The Bill of RightsAcademic Words in This Chapter

A. Word Meaning Activity: Antonyms

Directions: Antonyms are words that have opposite meanings. The words peaceful and violent are antonyms. Study the words below. Then, match the words in Column A to their antonyms in Column B.

Column A Column B

_____ 1. media A. whole

_____ 2. imply B. state clearly

_____ 3. proportion C. neither male nor female

_____ 4. involve D. mute

_____ 5. violate E. generalize

_____ 6. specify F. conform

_____ 7. section G. unequal

_____ 8. gender H. exclude

media violate imply specify

proportion section involve gender


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(continued)

The Bill of RightsB. Word Family Activity: Word Chart

Directions: Determine whether the words below are in noun, verb, or adjective form. Put a check mark (√) in the appropriate column. Some words may have more than one form.


Word Noun Verb Adjective

1. media

2. imply

3. implied

4. implication

5. violate

6. violation

7. proportion

8. section

9. sectional

10. gender

11. gendered

12. involve

13. involvement

14. specify

15. specification

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Daisy Bates (ca. 1914–1999)

Civil rights activist Daisy Gatson Bates devoted her life to exposing the problems of racial prejudice and segregation. Through her work with the National Association for the Advancement of Colored People (NAACP), she became a key player in the integration of Central High School in Little Rock, Arkansas, an event that gained national prominence.

Bates was born in Huttig, Arkansas. When she was an infant, her mother was killed by three white men. Bates’s father fled, fearful of the murders, and she was raised by friends of the family.

With her 1942 marriage to L.C. Bates, she became involved in publishing the Arkansas State Press, an African American newspaper that focused on racial problems. The Press printed articles describing police harassment of African American citizens, including the murder of a soldier at a local army camp. Coverage of police brutality led to a sharp decline in the newspaper’s advertising revenue.

Desegregation in Little Rock

In 1957, nine African American students were chosen to integrate Little Rock’s all-white Central High School. As a leader of the Arkansas NAACP, Bates became an advisor to the group of students who became known as the Little Rock Nine.

The reaction of white citizens to the desegregation order was fierce. The nine African American students were threatened and intimidated. An effigy, or crude representation, of Bates was hanged and her house was bombed. A mob prevented students from entering the school. It was not until President Dwight Eisenhower called in the National Guard for protection that the Little Rock Nine

could attend the school. Bates described the scene, writing that “Around the massive brick schoolhouse, 350 paratroopers stood grimly at attention. Within minutes a world that had been holding its breath learned that the nine pupils, protected by the might of the U.S. military, had finally entered the ‘never-never land.’”

Personal Sacrifices

The integration of Central High School came at a personal cost to the Bateses. They lost the remaining support of their advertisers and were forced to close the Press. In 1962, Bates published her memoir, The Long Shadow of Little Rock.

Bates continued her activist work, and in 1984 she revived the Arkansas State Press. Thirty years after her work with the Little Rock Nine, the city of Little Rock named a new school in her honor: Daisy Bates Elementary.

Daisy Bates


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(continued)

Daisy BatesDirections: Answer the questions below in the space provided.

1. Illustrating In what way did racial violence affect Bates as a child?

2. Clarifying Why did advertisers withhold support from the Arkansas State Press?

3. Identifying Who were the Little Rock Nine?

4. Relating What happened before the Little Rock Nine could enter Central High School?

5. Critical Thinking: Theorizing Why was the Arkansas State Press important to the civil rights movement?


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Interpreting and Evaluating Visual Images

Learning the Skill

Have you ever heard the saying “A picture is worth a thousand words”? Visual images, such as paintings or photographs, can often convey ideas more effectively and emphatically than news stories or editorials. For example, many Americans read about the racial hatred and the resulting crimes and protests during the turbulent 1950s and 1960s, but it wasn’t until visual images of the abuse came into people’s homes that some were moved to action.

Use the following guidelines to help you interpret and evaluate photography:

Determine the subject matter of the image. Does the image feature people, animals, a scene, or an event?

Identify the specific event within the context of the overall subject. The caption often provides this information.

Identify any people in the image. Are the people famous, recognizable, or part of a crowd?

Name the setting, including the time and place.

Notice the photographer’s point of view. Think of this image as one of many that the photographer might have captured. How does this image affect the viewer’s understanding of the people or the event? Consider color and composition, or how the images are arranged. Is the photograph printed in black and white or in color? How does that feature affect the image’s impact? What is in the foreground? What is in the background?


Directions: The photographs on these pages reflect images from the civil rights movement. They present the conditions that African Americans and others had to endure while fighting for equality. Study the first image, and then answer the following questions.

•

•

•

•

•

May 4, 1963: Birmingham, Alabama

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(continued)WRITING SKILLS ACTIVITY 4

Interpreting and Evaluating Visual Images

1. Stating What is taking place in the first image?

2. Explaining What is the photographer’s point of view? In what ways does this image cause the viewer to sympathize with the protester or the police officer?

Applying the Skill

Directions: Study the second image, and then answer the questions below.

1. Describing What event does this photograph capture? What are the attitudes of the white people toward the African American girl?

2. Critical Thinking: Hypothesizing Explain the effect of the black-and-white photography. How might the photograph affect viewers differently if it were in color?

September 6, 1957: Central High School,

Little Rock, Arkansas

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Distinguishing Fact From Opinion

Learning the Skill

A fact is a statement that can be proven true. An opinion is something that a person believes or thinks. It is important to distinguish fact from opinion when you read.

As you read, use the following guidelines to help you distinguish fact from opinion:

Look for words and phrases such as I believe, I doubt, and I think. They often introduce an opinion.

Look for evidence in the document that would support a factual statement. If a statement appears to be a fact but the support is not included, think about how you might prove it to be true.


Directions: The excerpt below, written by Chief Justice William Rehnquist, is taken from the Supreme Court opinion in the 1990 libel case Milkovich v. Lorain Journal Co. Read the excerpt, and then answer the questions that follow.

[1] Respondent J. Theodore Diadiun authored an article in an Ohio newspaper implying that petitioner Michael Milkovich, a local high school wrestling coach, lied under oath in a judicial proceeding about an incident involving petitioner and his team which occurred at a wrestling match. . . .

[2] Diadiun’s column . . . contained the following passages:

[3] “. . . a lesson was learned (or relearned) yesterday by the student body of Maple Heights High School, and by anyone who attended the Maple-Mentor wrestling meet of last Feb. 8. . . .”

[4] “It is simply this: If you get in a jam, lie your way out.”[5] “If you’re successful enough, and powerful enough, and can

sound sincere enough, you stand an excellent chance of making the lie stand up, regardless of what really happened.”

[6] “The teachers responsible were mainly Maple wrestling coach, Mike Milkovich, and former superintendent of schools, H. Donald Scott.”

[7] “Anyone who attended the meet . . . knows in his heart that Milkovich and Scott lied at the hearing after each having given his solemn oath to tell the truth.”

•

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(continued)CRITICAL THINKING SKILLS ACTIVITY 4

[8] If a speaker says, “In my opinion John Jones is a liar,” he implies a knowledge of facts which lead to the conclusion that Jones told an untruth. Even if the speaker states the facts upon which he bases his opinion, if those facts are either incorrect or incomplete, or if his assessment of them is erroneous, the statement may still imply a false assertion of fact. Simply couching such statements in terms of opinion does not dispel these implications; and the statement, “In my opinion Jones is a liar,” can cause as much damage to reputation as the statement, “Jones is a liar.”

[9] As Judge Friendly aptly stated: [It] would be destructive of the law of libel if a writer could escape liability for accusations of [defamatory conduct] simply by using, explicitly or implicitly, the words “I think.”

1. According to the excerpt, was Diadiun’s article mostly fact or mostly opinion?

2. Do you think that the Supreme Court found Diadiun’s article to be libelous? Explain your answer.

Applying the Skill


1. Which of the following is a fact in the Milkovich v. Lorain Journal Co. case?

A. Diadiun wrote that Milkovich lied. B. Milkovich lied under oath. C. Everyone who attended the meet knew that Milkovich lied. D. Powerful people get away with lying.

2. Which paragraph is completely factual? A. 1 B. 3 C. 5 D. 7

3. Which paragraph states the Supreme Court’s opinion on the case? A. 1 B. 2 C. 8 D. 9

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Creating a Chart

Learning the Skill

As you study civics, you may encounter unfamiliar information. One effective way of organizing and understanding that information is to create a chart. Charts can take on a number of different formats. You might use a two-column chart to organize key terms and their definitions, or you might create a flow chart to show a process or sequence of events. Use the following steps to create a chart:

Identify the information you will include in your chart.

Research key points and supporting details.

Consider how you can best organize the information.

Create a blank chart. Then fill in the important pieces of information you identified in your notes.

As you complete your chart, make any adjustments or revisions to the format of the chart or to the information it contains.


Directions: Read the information in the chart below, and then answer the questions that follow.

•

•

•

•

•

Ways to Interpret the Constitution

Method Application

Court decisions The U.S. Supreme Court has the final authority to interpret the Constitution; each new interpretation changes the nation’s government and laws.

Congressional and presidential actions Congress has power of impeachment over federal officials; the president can make agreements with other nations and request legislation from Congress.

Custom Customs dictate concepts not specifically stated in Constitution, such as the political party system in U.S. government.


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Creating a Chart

1. Listing What are the three primary ways by which the Constitution is interpreted?

2. Identifying Which individual or group has the final authority to interpret the Constitution?

Applying the Skill

Directions: Read the information below regarding U.S. Supreme Court cases related to the First Amendment. In the box below, create a chart based on this information.

Brandenburg v. Ohio: This 1969 decision states that the Constitution protects political speech supporting the use of violence or illegal activity unless that speech directly incites people to use violence or to break the law.New York Times v. United States: In 1971, the Supreme Court ruled that the federal government could not prevent documents related to the Vietnam War from becoming public without demonstrating proper justification.Texas v. Johnson: In this 1989 decision, the Supreme Court ruled that, although the act may offend some individuals, burning the American flag is protected under the First Amendment.

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Changing EducationBrown v. Board of Education was a landmark court case that

radically changed public education. After hearing the case, the Supreme Court ruled that public schools could no longer be segregated. Below is an excerpt from the Court’s historic opinion in the case. The opinion explains the decision and the Court’s reasons for the decision.

In each of the cases, minors of the Negro race . . . seek the aid of the courts in obtaining admission to the public schools of their community on a nonsegregated basis. In each instance, they had been denied admission to schools attended by white children under laws requiring or permitting segregation according to race. This segregation was alleged to deprive the plaintiffs of the equal protection of the laws under the Fourteenth Amendment. In each of the cases other than the Delaware case, a three-judge federal district court denied relief to the plaintiffs on the so-called “separate but equal” doctrine announced by this Court in Plessy v. Ferguson. . . . Under that doctrine, equality of treatment is accorded when the races are provided substantially equal facilities, even though these facilities be separate.

. . . Today, education is . . . the very foundation of good citizenship . . . In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms.

. . . We conclude that in the field of public education the doctrine of “separate but equal” has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are . . . deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment.

Directions: Use the text of this excerpt as well as the information found in your textbook to answer the questions below. Write your answers on a separate sheet of paper.

1. Identifying Central Issues In Brown v. Board of Education, what was the plaintiff’s claim?

2. Defending How can separate educational facilities that are supposed to be equal be “inherently unequal” as the Court stated?

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English Language LearnerRead the excerpt aloud with students. Then, in

pairs have them summarize each paragraph. Have students work with a proficient English speaker or a dictionary to produce their summaries.

Gifted and TalentedBrown v. Board of Education was not a single

case, but rather a consolidation of several similar cases from various states. Have students research these individual cases. Students should give the class a presentation of their findings. Have them explain the individual cases, their time frames, similarities and differences, their significance, and the reasons that the cases were combined.

Special NeedsHave students use a dictionary to find

the meanings of the following words from the excerpt: minors, segregation, plaintiff, doctrine, equality, and inherently. Students should record each word in a chart and include the definitions in their own words. Then have students work with a partner to summarize each paragraph from the excerpt.

IntrapersonalHave students consider equality issues that

are currently being debated in our courts or our legislature. Have them choose one and write a short narrative outlining the issues at hand and their current status in legislation or the court system. They should include their feelings and opinion of the issue.

KinestheticAsk students to use available resources to

locate a transcript of the closing arguments presented in Brown v. Board of Education. Have students practice reading it, imagining that they are an attorney, pacing the courtroom, reading the argument with emotion. Have students act it out in class.

Logical/MathematicalHave students research five court cases that

preceded Brown v. Board of Education, including Plessy v. Ferguson, Sweatt v. Painter and other graduate school desegregation cases, and Morgan v. Virginia. Students should make a chart of their findings.

Verbal/LinguisticHave students review the Fourteenth

Amendment. Ask them to write a short essay that explains the way in which this amendment was used as a basis for Brown v. Board of Education. Students may wish to examine the full Supreme Court opinion for this case to help support their essay. They may also use secondary source materials.

InterpersonalAsk students to write a letter to the editor

from the viewpoint of someone who opposes the “separate but equal” ruling upheld in Plessy v. Ferguson. The letter should be written to persuade the opposing viewpoint to reconsider.

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Student’s answer:

Partner’s answer:

Partner’s answer:

Student’s answer:

The Bill of Rights—What Do You Know?Directions: Ask each other the following questions to see how much you know about the Constitution’s Bill of Rights.*

Student: What First Amendment right

allows citizens to gather

peacefully for any reason?

Partner: Which amendment

protects people from

double jeopardy and

self-incrimination?

Student: In what way does the

Fourteenth Amendment

uphold the Bill of Rights?

Partner: What court case ruled that

it is unconstitutional to

segregate students in

public schools?



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The Bill of Rights—Understanding the Big IdeasDirections: Use your textbook to answer the questions below. Write your answer in the space provided.

Section 1 Big Idea The Constitution of the United States establishes and protects fundamental rights and liberties.

What forms of expression, other than speaking, has the Supreme Court ruled as protected under the First Amendment?

Section 2 Big Idea The Constitution of the United States establishes and protects fundamental rights and liberties.

Why is the Ninth Amendment included in the Bill of Rights?


Which amendment gave African American men the right to vote?


Why did a group of people decide to form the NAACP?

SCHOOL-TO-HOME CONNECTION 4 (continued)

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The Bill of RightsSeveral amendments to the United States Constitution are

concerned with the preservation of individual rights. However, these rights are not unlimited. Individual rights are balanced against other concerns of society.

Directions: Matching Match each right or protection with the Constitutional Amendment that established that right or protection. Amendments may be used more than once.

A. First Amendment

B. Second Amendment

C. Fourth Amendment

D. Sixth Amendment

E. Eighth Amendment

F. Ninth Amendment

G. Fourteenth Amendment

H. Nineteenth Amendment

I. Twenty-sixth Amendment

____ 1. protects the right to “keep and bear arms”

____ 2. sets voting age at 18

____ 3. requires states to grant citizens “equal protection of the laws”

____ 4. ensures freedom of religion

____ 5. guarantees women the right to vote

____ 6. requires law enforcement to acquire a search warrant

____ 7. allows people accused of crimes to hear and question all witnesses against them

____ 8. forbids excessive bail

____ 9. protects peaceful assembly

____ 10. protects privacy in one’s own home


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If you need to read a large block of text, use a ruler to help you move from line to line as you read.

The First Amendment


1. Summarizing What five freedoms does the First Amendment protect?

2. Identifying What part of the First Amendment protects religious freedom?

3. Listing What are three types of speech protected by the First Amendment?

4. Explaining How does the First Amendment protect freedom of the press?

5. Specifying What other right does freedom of assembly imply?

6. Defining What is the meaning of the right to petition?

7. Explaining What is libel?

8. Defining What is slander?

9. Identifying When there is a social conflict, whose rights usually come first: those of the individual or those of the community?


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The Bill of Rights


As you read, analyze the structure of the text and note any repeating organizational features. For example, every section in the textbook begins with a Guide to Reading and a short article. Then, the text is presented below headings and subheadings.


1. Specifying What protection is guaranteed by the Fourth Amendment?

2. Summarizing In general, what is the purpose of the Fifth Amendment?

3. Defining What is due process?

4. Specifying Which amendment protects the right to a trial by jury?

5. Describing How does the Eighth Amendment protect people who are found guilty of a crime?

6. Identifying What is one reason that the Framers included the Third Amendment in the Bill of Rights?

7. Identifying What unwritten right is protected by the Ninth Amendment?

8. Identifying In what way is the Tenth Amendment different from other amendments?

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Extending the Bill of Rights


To prepare for reading, write a prediction about the topic. For example, “I think that the Bill of Rights was extended by ending slavery.” After you read, review your prediction to see whether it was correct.


1. Explaining Why are the Thirteenth, Fourteenth, and Fifteenth Amendments called the “Civil War amendments”?

2. Describing What did the Thirteenth Amendment achieve?

3. Identifying What was the intent of the Fourteenth Amendment?

4. Specifying To which group of people did the Fifteenth Amendment grant suffrage?

5. Identifying How did the Seventeenth Amendment change the election process?

6. Identifying Which amendment granted woman suffrage?

7. Explaining Why was the Twenty-third Amendment passed?

8. Stating What became illegal as a result of the Twenty-Fourth Amendment?

9. Explaining Why was the Twenty-sixth Amendment passed?

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The Civil Rights Struggle


Skim the section before you read it. Write what you think you already know about the topics covered. After you read, check what you wrote to see whether you were right. Is there anything you need to change after reading the section?


1. Specifying What is segregation?

2. Defining What are civil rights?

3. Identifying What important 1954 Supreme Court ruling banned racial segregation in public schools?

4. Summarizing What actions did Martin Luther King, Jr., take to fight discrimination?

5. Listing Which two laws passed by Congress in the 1960s tried to end discrimination?

6. Explaining Why has affirmative action been controversial?

7. Identifying What are two types of discrimination people still face today?

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Chapter 5 ResourcesCitizenship and Government in a Democracy

Content Vocabulary Activity 5Citizenship and Government in a Democracy 118

Academic Vocabulary Activity 5Citizenship and Government in a Democracy 119

Biography Activity 5Susan Maze-Rothstein 121

Writing Skills Activity 5Organizing and Displaying Information 123

Critical Thinking Skills Activity 5Evaluating Information 125

Chart, Graph, and Map Skills Activity 5Reading a Circle Graph 127

Differentiated Instruction Activity 5Volunteering With AmeriCorps 129

School-to-Home Connection 5Citizenship and Government in a Democracy 131

Reteaching Activity 5Citizenship and Government in a Democracy 133

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Citizenship and Government in a DemocracyDirections: Complete the paragraphs below by filling in the blanks with the correct Content Vocabulary term from the word list.

Section 1

It is the of all citizens to follow the laws of the

United States. While some countries require their citizens to

volunteer for the military, the United States implements a

only when there is a specific need. Such a need

might occur when the United States is at war and not enough

persons have volunteered to serve in the military. As citizens we do

have the to volunteer and to vote. It is also a

citizen’s responsibility to practice , or sympathy

for beliefs or practices that are different from one’s own.

Section 2

As a member of a community, you may wish to practice

by giving your time to local institutions, such as

libraries or homeless shelters. Offering your time and services to your

community in this way shows that you are concerned about the

of others. In volunteering for local organizations,

you may at times encounter a government . These

systems, though complex and confusing, are a part of the many

departments that are needed to run our communities.

draft responsibility duty tolerance

welfare bureaucracy volunteerism


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Citizenship and Government in a Democracy

A. Word Meaning Activity: Synonyms

Directions: Synonyms are words that have similar meanings. The words peaceful and nonviolent are synonyms. Study the words shown below. Then, match the words in Column A to their synonyms in Column B.

Column A Column B

_____ 1. global A. yearly

_____ 2. income B. part

_____ 3. percentage D. family

_____ 4. register E. worldwide

_____ 5. domestic F. earnings

_____ 6. annual G. enroll

B. Word Meaning Activity: Multiple Choice Definitions

Directions: Circle the correct definition or phrase below for each underlined word.

7. Through technology, our society has become global. A. withdrawn from the world B. wealthy C. developing D. connected to all parts of the world

8. The federal government collects taxes that are based on income.

A. experience gained through work B. age C. money gained through work D. learned knowledge

global percent annual

income register domestic

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(continued)

Citizenship and Government in a Democracy

9. Many Americans register to vote each year so they can participate in elections.

A. decline B. officially sign up C. officially refuse D. ask

10. What percentage of a person’s earnings is taxed by the federal government?

A. part B. little C. loss D. amount

11. There were thousands of cases of domestic abuse in the United States last year.

A. having to do with gender bias B. having to do with a spouse or family member C. having to do with a boss or government official D. having to do with racial discrimination

12. The president asked that people sign up to help on an annual basis.

A. as needed B. altogether C. odd number D. yearly


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Susan Maze-Rothstein (1956– )


As a child at school, Susan Maze-Rothstein remembers being told that she couldn’t be the “mommy” when playing with dolls because “you’re not the same color as the doll.” The child of a white mother and an African American father, Susan Maze-Rothstein describes herself as often feeling like an outcast.

Attending school in Brookline, Massachusetts, Maze-Rothstein recalls not fitting in with any group. White children saw her as black, but her speech and body language were different from those of her African American friends. Experiences of this sort, although negative, help her teach others about the importance of cultural diversity.

Educating Schools in Diversity

After high school, Maze-Rothstein went on to earn a law degree from Boston College Law School. She works as a law professor and administrative law judge. Determined that her own children would have a more positive educational experience than she did, Maze-Rothstein helped develop a diversity committee at their school. Committee members deal with the school’s curriculum and hiring practices and work to develop educational events. The primary goal is to help parents, teachers, and students learn to talk about differences and work through tension created by cultural and racial diversity.

In her legal work, Maze-Rothstein practices and promotes diversity in American life. Her position as an

appellate judge at The Massachusetts Department of Industrial Accidents for the Workers Compensation Act allows Maze-Rothstein to show her support for the fair treatment of workers. As a law professor, she teaches classes that help students learn about how the law affects people of different races and genders.

“Bridging Between Cultures”

“I truly think of myself as a bridge person, bridging between cultures and bridging between lenses,” Maze-Rothstein says. “Each person has their own individual lenses which comes from everything that person brings to the table. And because I bring a number of different lenses to the table, it helps me to work across barriers.”

Susan Maze-Rothstein

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Susan Maze-Rothstein

Directions: Answer the questions below in the space provided.

1. Describing What was Susan Maze-Rothstein’s experience in public school?

2. Recalling How did Susan Maze-Rothstein work to make her own children’s experience in school different from her own?

3. Naming What positions does Maze-Rothstein hold that allow her to work for diversity?

4. Explaining How do Susan Maze-Rothstein’s experiences allow her to work across racial barriers?

5. Critical Thinking: Making Inferences How could a law professor help students explore issues of diversity?

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Organizing and Displaying InformationLearning the Skill

Suppose that members of the city government have asked your class to help them create posters for a civics awareness campaign. They want to educate the public regarding the duties and responsibilities of citizens. How will you organize this information so that it is easy for your audience to access and understand? Organizing and displaying information in the form of charts, maps, and graphs helps viewers grasp concepts visually.

Follow these steps to learn how to organize and display information:

Research the information that you want to present.

Think about how to present the information logically. For example, consider whether the information is best presented in chronological (time order) or in categories.

Choose a format for presentation. Chronological information suggests a time line; geographical information, a map. Information that is being presented according to categories would be presented in a chart or graph.


Directions: Read the passage below. Then, complete the chart that follows by inserting the duties and responsibilities of citizens in the appropriate locations.

It is the responsibility of every citizen to contribute to the well-being of his or her community and the nation at large. A citizen has the legal duties to obey laws, pay taxes, defend the nation, serve in court, and attend school. A citizen has the civic responsibilities to be informed, vote, show respect for the rights of others, honor diversity, and contribute to the common good.

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(continued)

Organizing and Displaying Information

CAMPAIGN FOR A RESPONSIBLE COMMUNITY

As a citizen of this community, you have duties and responsibilities!

Applying the Skill

Directions: The members of the city government would also like to use this campaign to encourage volunteerism. Consult the telephone book or the Internet to identify a service organization in your area. Look for charitable organizations, school programs, or the local chapters of national service programs. Then, contact the organization to find out what services they need. Use this information to complete the chart below.

Legal Duties Civic Responsibilities


Local Place to Volunteer Services Needed Why You Should Get

Involved

1. Name: 4. 9.

2. Address: 5. 10.

6. 11.

3. Contact Information: 7. 12.

8. 13.

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Evaluating Information

Learning the Skill

Evaluating information involves making judgments about whether information can be verified. It also requires the reader to determine the accuracy of information presented in a speech or a piece of writing. When you evaluate information, you make thoughtful decisions about how useful and trustworthy a source is.

Use the following guidelines to help you evaluate information:

Verify facts and details by checking them against other sources.

Look for signs that the author is biased in his or her presentation of information. For example, does it appear possible that the author left out important information that would not support his or her view?

Look for clues to the author’s intended audience. Think about how this could have influenced the information presented.


Directions: Read the excerpts from the written text of President John F. Kennedy’s speech announcing the creation of the Peace Corps. Then answer the questions that follow.

“I have today signed an Executive Order providing for the establishment of a Peace Corps on a temporary pilot basis. I am also sending to Congress a message proposing authorization of a permanent Peace Corps. This Corps will be a pool of trained American men and women sent overseas by the U.S. Government or through private institutions and organizations to help foreign countries meet their urgent needs for skilled manpower. . . .”

“We will only send abroad Americans who are wanted by the host country—who have a real job to do—and who are qualified to do that job. Programs will be developed with care, and after full negotiation, in order to make sure that the Peace Corps is wanted and will contribute to the welfare of other people. Our Peace Corps is not designed as an instrument of diplomacy or propaganda or ideological conflict. It is designed to permit our people to exercise more fully their responsibilities in the great common cause of world development.”

“Life in the Peace Corps will not be easy. . . . But if the life will not be easy, it will be rich and satisfying. For every young American who participates in the Peace Corps—who works in a foreign land—will know that he or she is sharing in the great common task of bringing to man that decent way of life which is the foundation of freedom and a condition of peace.”

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(continued)

Evaluating Information

1. What are two examples of verifiable information from the excerpts?

2. What is one example of information in the president’s speech that is not verifiable?

Applying the Skill

Directions: Use the excerpts to answer the questions below. Circle the letter of the correct answer.

1. Which of these best describes President Kennedy’s remarks about life in the Peace Corps?

A. generally balanced B. biased toward the positive C. biased toward the negative D. extremely detailed

2. To whom were President Kennedy’s closing remarks primarily directed?

A. members of Congress B. potential Peace Corps volunteers C. members of the American military D. poor people in foreign countries

3. Which part of the speech implies that foreign leaders were part of President Kennedy’s intended audience?

A. “Life in the Peace Corps will not be easy.” B. “Programs will be designed with care. . . .” C. “We will only send abroad Americans who are wanted by the

host country. . . .” D. “I have today signed an Executive Order providing for the

establishment of a Peace Corps. . . .”


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Learning the Skill

A circle graph can help you visualize the relationships between the different parts of a whole. By using each section of a circle graph to represent a percentage, you can compare the sizes of the various parts making up the whole. Such comparisons can be useful when examining subjects such as population statistics. When reading a circle graph, remember to use the following techniques:

Read the title of the circle graph to learn the subject of the graph.

Evaluate the way in which the circle graph is divided. How many parts make up the whole?

Study and compare the parts of the graph. Determine what each part represents and how that part relates to the whole.

As you use the graph to make comparisons, consider possible explanations for the relationships shown.


Directions: Read the information in the circle graphs below, and then answer the questions that follow.

1. Identifying What information do the two circle graphs show?

2. Specifying Which group of voters had a higher rate of voter participation in the 2000 election?

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Participation of Voters Aged 18–24,2000 Election

VotedDid not vote VotedDid not vote

Participation of Voters Aged 65and Older, 2000 Election

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3. Calculating What was the approximate percentage of participation for voters aged 18–24?

4. Calculating What was the approximate percentage of participation for voters aged 65 and older?

Applying the Skill

Directions: Study the information in the circle graph, and then answer the questions below.

1. Identifying Which age group represented the smallest portion of participating voters in 2000?

2. Analyzing Which two age groups included about the same proportion of voters?

3. Calculating About what percentage of all voters belonged to the group of voters age 65 and older?

4. Making Generalizations What generalizations can you make about citizens’ voting habits on the basis of this graph?

U.S. Voter Participationby Age, 2000

25–44years old

45–64years old

18–24years old65 years

and older

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Volunteering with AmeriCorpsPeople sometimes consider volunteerism during a tragic

national event, such as 9/11 or Hurricane Katrina. Volunteers with the AmeriCorps programs work year-round in local communities and across the country. AmeriCorps volunteers perform a variety of services. Examine the AmeriCorp Web page shown below.

Directions: Use the information from the AmeriCorps Web site to answer the questions below. Write your answers on a separate sheet of paper.

1. Identifying Who is eligible to volunteer with AmeriCorps?

2. Making Inferences Volunteers in which AmeriCorps program would be most likely to assist in an area damaged by a hurricane or a tornado? Why?


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English Language Learners Have students read about the different

AmeriCorps programs and list the tasks that program volunteers perform, such as restoring parks, tutoring youth, and fighting illiteracy. Then, have students work in groups to write specific actions for each generality cited and to define any unfamiliar words.

Gifted and TalentedHave students create a Web site for a real or

fictitious volunteer organization in your area. Tell students to analyze the AmeriCorps Web site to find useful features and information. Make sure students include all relevant details about their organization, such as purpose and goals, how to volunteer, and what duties volunteers are expected to perform.

Special NeedsAsk students to carefully reread the

information provided about the AmeriCorps State and National programs. Then, have groups of students categorize the information by making two lists. The first list should describe duties of the program members. The second should list ways in which the program members may serve the community.

Verbal/LinguisticExplain to students that an ongoing debate in

the United States is whether Americans should donate their time and money to people in other parts of the world when we have our own domestic problems. Have students research both sides of the issue and debate it.

LogicalAsk students to classify the features on the

AmeriCorps Web site into three categories: informational, navigational, and motivational. Have students organize their information in a three-column chart.

Kinesthetic Invite students to learn CPR and first aid. Ask

students to find local agencies that offer classes in CPR and first aid certification. Have students prepare a first aid kit and instruction manual for the classroom.

InterpersonalHave students work in small groups to

research another national service organization that assists in disaster relief. Students can brainstorm ways to raise money at school or in the community to donate to the relief organization of their choice. Encourage students to carry out their plan.

IntrapersonalHave students choose one of the AmeriCorps

programs and write a diary entry from the point of view of an AmeriCorps volunteer working with that program. Ask students to include information about the types of duties that a volunteer might perform as part of his or her service.

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Citizenship and Government in a Democracy—What Do You Know?Directions: Ask each other the following questions to see how much you know about the requirements of United States citizenship and the responsibilities of citizens.*

Student: What legal duty must citizens

perform to help pay for

government activities?

Partner: Why do citizens have the

duty to attend school until

age 16?

Student: What is tolerance?

Partner: What term refers to the

practice of working for

no payment on behalf

of others?


Partner’s answer:

Student’s answer:

Student’s answer:

Partner’s answer:


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Citizenship and Government in a Democracy—Understanding the Big IdeasDirections: Use your textbook to answer the questions below. Write your answer in the space provided.

Section 1 Big Idea For government to be effective, citizens must fulfill their civic duties and responsibilities.

Explain the principle of “consent of the governed.”

Section 2 Big Idea Citizen participation is essential to the foundation and preservation of the U.S. political system.

What are some ways in which people can volunteer in their communities?

(continued)

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Citizenship and Government in a DemocracyCitizens of the United States have individual rights, but each

citizen is also part of a larger whole. Citizenship involves not only rights, but duties and responsibilities to oneself and others.

Civic participation is a way in which citizens can make a difference. Local and national volunteer organizations help people in the United States and all over the world live better lives.

Directions: Completing a Diagram Complete the diagram below to show your understanding of the differences between duties and responsibilities.


Duties

Aspects of Citizenship

Responsibilities

A. obey laws

B. serve on a jury

C. contribute to common good

D. stay informed

E. pay taxes

F. defend the nation

G. respect differences

H. attend school

I. vote

J. volunteer time and money

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Read each Main Idea and Civics & You statement in the section. This will help you preview the topic and focus your reading.


1. Identifying What is a citizen’s most important duty?

2. Listing What are three examples of services paid for by taxes?

3. Explaining Why might the government need to use the draft?

4. Listing What are the two duties citizens may be called on to perform in court?

5. Describing How does attending school benefit citizens?

6. Identifying How is voting related to the principle of “consent of the governed?”

7. Listing What are two examples of ways in which citizens respect the rights of others?

8. Summarizing Why is it important for citizens to contribute to the common good?


Duties and Responsibilities

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After you have read the section, reread to find the information you need to answer questions such as those below to increase your general understanding of the text.


1. Identifying Why is it important for citizens to volunteer in their communities?

2. Defining What is bureaucracy?

3. Listing What are three examples of citizen volunteerism?

4. Summarizing How might businesses contribute to communities?

5. Identifying What are the names of four national service programs?

6. Describing What are the goals of the U.S. Freedom Corps?

7. Listing What are two benefits of volunteerism?


Citizens and the Community

Unit 1 Resources - Wikispacesyarnick.wikispaces.com/file/view/Unit+1+Resources.pdf · Unit 1...

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Transcript of Unit 1 Resources - Wikispacesyarnick.wikispaces.com/file/view/Unit+1+Resources.pdf · Unit 1...