Unit 1 Resources: Foundations of American Citizenship - Deerlake ...

Unit 1 ResourcesFoundations of AmericanCitizenshipChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Citizenship and Government in a DemocracyRoots of American DemocracyThe ConstitutionThe Bill of RightsThe Citizen and the Community

Book OrganizationGlencoe offers resources that accompany Civics Today: Citizenship, Economics, and You toexpand, enrich, review, and assess every lesson you teach and for every student you teach.Now Glencoe has organized its many resources for the way you teach.HOW THIS BOOK IS ORGANIZEDEach Unit Resources book offers blackline masters at chapter and section levels for eachunit. Each book is divided into two parts—chapter-based resources and section-basedresources. Glencoe has included tabs at the side of every activity page in this book to helpyou navigate through it.CHAPTER-BASED AND SECTION-BASED RESOURCESChapter-based resources appear at the beginning. For example, Chapter 1 blacklinemasters appear in this book first. The materials appear in the order you teach—Chapter 1activities; Chapter 1 section activities; Chapter 2 activities; Chapter 2 section activities; andso on.A COMPLETE ANSWER KEYA complete answer key appears at the back of this book. This answer key includesanswers for all activities in this book in the order in which the activities appear.Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted toreproduce the material contained herein on the condition that such material be reproduced only forclassroom use; be provided to students, teachers, and families without charge; and be used solelyin conjunction with Civics Today: Citizenship, Economics, and You. Any other reproduction, for useor sale, is prohibited without written permission from the publisher.Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240ISBN 0-07-830791-0Printed in the United States of America1 2 3 4 5 6 7 8 9 10 047 08 07 06 05 04 03

ContentsTo the Teacher ..............................................................................................vChapter 1 Resources..............................................................................1Vocabulary Activity 1.....................................................................................3Chapter Skills Activity 1.................................................................................5Cooperative Learning Activity 1 ......................................................................7Economics Activity 1......................................................................................9Reteaching Activity 1...................................................................................11Enrichment Activity 1 ..................................................................................13Chapter 1 Section Resources..............................................................14Guided Reading Activity 1-1 .........................................................................15Guided Reading Activity 1-2 .........................................................................16Guided Reading Activity 1-3 .........................................................................17Chapter 2 Resources............................................................................18Vocabulary Activity 2...................................................................................19Chapter Skills Activity 2...............................................................................21Cooperative Learning Activity 2 ....................................................................23Economics Activity 2....................................................................................25Reteaching Activity 2...................................................................................27Enrichment Activity 2 ..................................................................................29Chapter 2 Section Resources..............................................................30Guided Reading Activity 2-1 .........................................................................31Guided Reading Activity 2-2 .........................................................................32Guided Reading Activity 2-3 .........................................................................33Chapter 3 Resources............................................................................34Vocabulary Activity 3...................................................................................35Chapter Skills Activity 3...............................................................................37Cooperative Learning Activity 3 ....................................................................39Economics Activity 3....................................................................................41Reteaching Activity 3...................................................................................43Enrichment Activity 3 ..................................................................................45iii

To the TeacherThe Total Package—The Civics Today Unit ResourcesGlencoe’s Unit Resources books offer varied activities to enhance thelearning experience of your students.Activities Found in Unit Resources Booklets• Vocabulary ActivitiesThese review-and-reinforcement activitieshelp students master unfamiliarterms used in the textbook. The worksheetsemphasize identification of wordmeanings and provide visual and kinestheticreinforcement of language skills.• Chapter Skills ActivitiesThese activities allow students to practicetheir critical thinking and socialstudies skills with the informationlearned in the student text and apply itto real-world situations. These chapterbasedactivities will help studentsdevelop the basic skills needed toadapt to new situations and content.• Cooperative Learning ActivitiesThese extension activities offer studentsclear directions for working together ona variety of activities that enrich priorlearning. These activities promote ashared learning experience as well asencourage individual accountabilityamong group members.• Economics ActivitiesThese activities give students a greaterunderstanding of the impact of economicson civics and government andfamiliarize students with economicterms and principles.• Reteaching ActivitiesThese varied activities enable studentsto visualize the connections amongfacts in their textbook. Graphs, charts,tables, and concept maps are among themany types of graphic organizers used.• Enrichment ActivitiesThese activities introduce content thatis different from, but related to, thethemes, ideas, and information in thetextbook. Students develop a broaderand deeper understanding of the relationshipof historical events to the contemporaryworld.• Guided Reading ActivitiesThese activities provide help for studentswho are having difficulty comprehendingthe text. Students answerfocused questions as they read the textbook.Questions are designed to helpstudents focus on the main ideas andsupporting details of each section. Areading tip is included for each sectionto help students develop and maintaineffective reading strategies.v

Chapter 1 ResourcesCitizenship and Governmentin a DemocracyCHAPTER 1Vocabulary Activity 1Citizenship and Government in a Democracy 3Chapter Skills Activity 1Identifying the Main Idea 5Cooperative Learning Activity 1An American Mural 7Economics Activity 1Poverty in America 9Reteaching Activity 1Citizenship and Government in a Democracy 11Enrichment Activity 1The Flag: A Symbol of Our Country and Our Unity 131

Name Date ClassVocabulary Activity 1Citizenship and Government in a DemocracyDIRECTIONS: Complete the crossword puzzle by spelling out the term defined byeach clue below.1 243105971186CHAPTER 112131415Copyright © by The McGraw-Hill Companies, Inc.ACROSS3 Abraham Lincoln called it a government“of the people, by the people, forthe people”5 legal process by which a governmentremoves an alien from the country10 noncitizen residing in a country11 type of democracy in which all citizensdebate and vote on all issues12 process of moving permanently to anew country13 love of one’s country14 study of the rights and duties of citizens15 member of a community with certainrights and dutiesDOWN1 government controlled by one person ora small group2 type of democracy in which citizenschoose a smaller group to govern andmake laws4 ruling authority for a community, withthe right to make and enforce laws6 plan for collecting and spending acommunity’s money7 course of action taken by a governmentto achieve community goals8 mass movement from one place toanother9 use of violence against civilians toachieve a political goal3

Name Date ClassIdentifying the Main IdeaChapter Skills Activity 1Copyright © by The McGraw-Hill Companies, Inc.★ LEARNING THE SKILLWhen you read a book, article, or magazine,you usually begin by trying to identifythe main idea—the idea the writerwants to communicate. Identifying themain idea is important for understandingwhat you read. To find the main idea,skim the selection and look for boldterms, titles, and headings. Determinethe topic and then read the selectioncarefully. Identify details that support thetopic. As you read, try to determine theauthor’s purpose for writing.★PRACTICING THE SKILLDIRECTIONS: Read President George W.Bush’s State of the Union Address. Thenanswer the questions that follow on aseparate sheet of paper.1. What sentence states the main idea?2. What other clues do you find to helpyou identify the main idea?3. In one sentence, state the writer’smain point in your own words.4. What details does the writer use tosupport the main idea?5. What does the USA Freedom Corpsseek to do?★APPLYING THE SKILLDIRECTIONS: Use a local newspaper orthe Internet to locate an article about avolunteer organization in your community.Identify the main idea and restateit in your own words. Then create a listof the details the writer uses to supportthe main idea.President Bush’s State of the UnionAddress—January 29, 2002None of us would ever wish the evil thatwas done on September the 11th. Yet afterAmerica was attacked, it was as if our entirecountry looked into a mirror and saw our betterselves. We were reminded that we are citizens,with obligations to each other, to our country,and to history. We began to think less of thegoods we can accumulate, and more about thegood we can do.For too long our culture has said, “If it feelsgood, do it.” Now America is embracing a newethic and a new creed: “Let’s roll.” In the sacrificeof soldiers, the fierce brotherhood of firefighters,and the bravery and generosity ofordinary citizens, we have glimpsed what a newculture of responsibility could look like. Wewant to be a nation that serves goals largerthan self. We’ve been offered a unique opportunity,and we must not let this moment pass.My call tonight is for every American tocommit at least two years—4,000 hours overthe rest of your lifetime—to the service of yourneighbors and your nation. Many are alreadyserving, and I thank you. If you aren’t sure howto help, I’ve got a good place to start. To sustainand extend the best that has emerged inAmerica, I invite you to join the new USAFreedom Corps. The Freedom Corps will focuson three areas of need: responding in case ofcrisis at home; rebuilding our communities; andextending American compassion throughout theworld. . . . This time of adversity offers aunique moment of opportunity—a moment wemust seize to change our culture. Through thegathering momentum of millions of acts of serviceand decency and kindness, I know we canovercome evil with greater good. And we have agreat opportunity during this time of war to leadthe world toward the values that will bring lastingpeace.Source: The White House, State of the Union Address, January 29, 2002,www.whitehouse.gov/news/releases/2002/01/20020129-11.htmlCHAPTER 15

Name Date ClassCooperative Learning Activity 1 (continued)2. Individual Work Do research to learn as much as possible about theethnic, religious, and racial groups you have chosen. Refine yoursketches.3. Group Work Share your sketches with your group. Give one anothersuggestions for improving the sketches.CHAPTER 14. Additional Group Work Together, plan the overall organization of themural and decide the location of individual sketches within themural. Unroll your paper and make a colorful mural banner. Youmight use different colored markers, crayons, or watercolor paintsfor your mural.5. Group Sharing Hang your mural on a classroom wall, along with thebanners of the other groups. The arrangement will make a largewall mural that reflects the racial, ethnic, and religious diversity ofAmerican culture. Invite other classes, teachers, and interestedadults to view your artwork.★ GROUP PROCESS QUESTIONS• What is the most important thing you learned about American culturefrom this activity?• Which part of the project did you enjoy the most?• What was the biggest problem you had in doing this project?• How did you solve that problem?• Was it easy to agree on the organization of your group mural banner?Why or why not?QuickCHECK1. Was the goal of the assignment clear at all times?2. Did you have problems working with your group? If so, how didyou solve them?3. Were you satisfied with your work on the mural? Why or whynot?Copyright © by The McGraw-Hill Companies, Inc.8

Name Date ClassEconomics Activity 1Poverty in AmericaThe United States is a diverse nation. We are made up of people ofmany ages and ethnic backgrounds. As citizens, we share equal rightsand responsibilities. Yet as we strive to embrace our diversity, we mustrealize that we are not equal economically. Some of us have a higherstandard of living than others. That is, some Americans live morecomfortably than others.Some Americans live in poverty. They lack money to buy the food,shelter, clothing, and health care they need. The government defines as“poor” any family whose income falls below a certain level, called thepoverty line. The poverty line is based on the yearly income a familymust have to eat adequately. The government determines a poverty-lineincome for families of different sizes. For 2001, the poverty line for afamily of four was set at $17,650. Any family of four whose yearlyincome fell below this amount was said to be “living in poverty.”CHAPTER 1Copyright © by The McGraw-Hill Companies, Inc.DIRECTIONS: Study the graph below. Then answer the followingquestions on a separate sheet of paper.1. What does it meanfor someone to havea “high standard ofliving”?2. How does the governmentdeterminethe poverty line?3. Explain in your ownwords what thegraph shows.4. What age group hadthe largest portion ofits members living inpoverty in 1959?5. Approximately whatyear did peopleunder age 18 becomethe largest percentage?Percent403530252015105Poverty Rates by Age: 1939 to 200065 and overUnder 1818-640 1959 1964 1969 1974 1979 1984 1989 1994 2000Years6. CRITICAL THINKING ACTIVITY In a magazine or online, find a photothat illustrates poverty in America. Cut it out or print it. Write aone-page story about the scene in the photo. Make yourself themain character in the scene you are describing. What is happeningin the photo? What is your life like in this scene? How does yoursituation make you feel?16.2%10.2%9.4%9

Name Date ClassReteaching Activity 1Citizenship and Government in a DemocracyCivics is the study of the rights and duties of citizens. Governmentexists to keep order, settle conflicts, and protect the community. In theUnited States, people can become American citizens by birth and throughnaturalization. All U.S. citizens are descendants of families that immigratedat one time or another.Copyright © by The McGraw-Hill Companies, Inc.DIRECTIONS: Matching Lists Write the letter of the word next to thedescription that best corresponds. Each word is used once.A. dictatorshipB. majority ruleC. FranceD. governmentE. migrationF. Abraham LincolnG. citizensH. direct democracyI. SpainJ. Thomas HobbesK. England1. Immigrants from this country settledprimarily in Canada and alongside parts ofthe Mississippi River.2. In Athens, Greece, 2,500 years ago, citizensmet to debate government matters andvote in this type of government.3. This term describes the mass movement ofthe population from the country to the cities.4. This organization is the ruling authority fora community with the power to make andenforce laws.5. Settlers from this country were the firstEuropeans to come to North America.6. This American described democracy as a“government of the people, by the people,and for the people.”7. Certain rights and duties are given to thesepeople of a county.8. This Englishman believed that withoutgovernment, life would be “solitary, poor,nasty, brutish, and short.”9. This principle of democracy allows thatcitizens will not always agree, but all willabide with what most people want.10. This type of government is controlled byone person or a small group of people.11. Immigrants from this country settledprimarily on the east coast of NorthAmerica.CHAPTER 111

Name Date ClassEnrichment Activity 1The Flag: A Symbol of Our Country and Our UnityDIRECTIONS: Read the following information and study the images. Then answerthe questions that follow on a separate sheet of paper.On June 14, 1777, the Continental Congress passed the first Flag Act, which stated that the flagwould be made up of 13 alternating red-and-white stripes and 13 white stars on a blue field. Sincethat time, Americans have felt strongly about the flag. It is a symbol of the freedom of the UnitedStates. The diverse population of this country is unified in pledging allegiance to the “Stars and Stripes”and to all it represents.The flag should always be treated with respect. We show respect for the flag and honor this symbolof the United States by following these rules when handling and displaying it.• The flag generally is flown only from sunrise to sunset. If it is displayed at night, a light should shineon it. It should not be flown during bad weather such as rain.• When handling the flag, never let it touch the ground or anything below it.• During the hoisting or lowering of the flag or when it passes in parade or review, civilian Americansshould stand at attention facing the flag and place their right hand over their heart.• When a flag is worn out, tattered, or no longer fitting as an emblem for display, it should bedestroyed by burning.CHAPTER 1Copyright © by The McGraw-Hill Companies, Inc.With other flagsor pennantsWith other flags From a building Against a wall1. Where should the stars on the flag be positioned if the flag is displayedagainst a wall?2. What should you do when a flag passes by you during a parade?3. What is the time frame that a flag is generally flown?4. CRITICAL THINKING What nickname for the United States flag is found in thereading above? What is another nickname for the flag?5. CRITICAL THINKING Name three other symbols that remind you of the UnitedStates. These symbols can be buildings, songs, or any depiction that all citizenswould recognize as a symbol of this country.6. CRITICAL THINKING After the terrorist attacks on the World Trade Center onSeptember 11, 2001, many Americans purchased flags to display at theirhomes, businesses, and even on their cars. Why do you think there was anincrease in the number of United States flags displayed at this time?13

Chapter 1Section ResourcesSECTIONSGuided Reading Activity 1-1 15Guided Reading Activity 1-2 16Guided Reading Activity 1-3 1714

Name Date ClassGuided Reading Activity 1–1Government of the People, by the People, for the PeopleAs you read this section, write down any words you do not understand.Come back to those words later, look them up in a dictionary and then try to use them inthe context of the chapter.DIRECTIONS: Write an answer to each question below in the space provided.1. Identifying What is “civics”?2. Explaining As a citizen, what do you agree to do?3. Describing What is the role of government in a community?4. Summarizing Why did Thomas Hobbes believe people neededgovernments?5. Defining Write a sentence using the phrase “public policy.”SECTION 1-16. Concluding Why is planning a budget important to a government’ssuccess?Copyright © by The McGraw-Hill Companies, Inc.7. Comparing How do the general duties of the national governmentdiffer from those of the state governments?8. Identifying Define “direct democracy.”9. Explaining What is meant by majority rule?10. Comparing What is the difference between a dictatorship and ademocracy?15

Name Date ClassGuided Reading Activity 1–3The Diversity of AmericansYou will understand what you read better if you read with a goal. Read thetext head and form a question out of it. Then read the text below the head with the goal ofanswering your question.DIRECTIONS: Write an answer to each question below in the space provided.1. Summarizing When did the largest group of European immigrantscome to the United States?2. Defining Write a sentence using “migration” correctly.3. Concluding How would you describe today’s American culture?SECTION 1-34. Summarizing In what ways is the American population changing?Copyright © by The McGraw-Hill Companies, Inc.5. Describing How can Americans show their patriotism?6. Identifying What is terrorism?7. Summarizing What are two sources of American unity?17

CHAPTER 2Chapter 2 ResourcesRoots of American DemocracyVocabulary Activity 2Roots of American Democracy 19Chapter Skills Activity 2Analyzing Primary Sources 21Cooperative Learning Activity 2Down With British Rule! 23Economics Activity 2Taxes: What Is Fair? 25Reteaching Activity 2Roots of American Democracy 27Enrichment Activity 2John Peter Zenger’s Fight for the Truth 2918

Name Date ClassVocabulary Activity 2Roots of American DemocracyDIRECTIONS: Using the clues below, find and circle the words in the word find.A M E R D E L E G A T E I I CP A R L I A M E N T E N N N AN C O L O N I E O R S O D O MC R E A T E D C U A L I E I SP C O N F C Y T H E A T P T ID R E R O O A A C C R A E U LT T E L B L I O R O E R N T IN C O C S J K H A M M E D I TM N A I E K F T N M A D E T NY Z G P A D M M O O C E N S AM E G M M D E Q M N I F C N CL B E K D O N N L L B N E O RD N F R K L C B T A M O R C ED F R E T R A H C W K C R R MF R A T I F Y N R E P E A L NCHAPTER 2Copyright © by The McGraw-Hill Companies, Inc.1. royal ruler of England2. lawmaking branch of government3. England’s legislature4. previous ruling in an earlier case providingguidance5. English system of law based on courtdecisions rather than on legislation6. document granting land and authorityto set up a government7. Pilgrims’ plan for government was theMayflower8. group of people in one place ruled by aparent country elsewhere9. economic theory emphasizing coloniesas source of raw materials10. refusal to buy British goods to protesthigh taxes11. recall or rescind12. a representative to the FirstContinental Congress13. freedom from domination14. loose organization of former coloniesafter the Revolutionary War15. structure of legislatures with twohouses16. document written by states after theRevolutionary War expressing theirnew status17. to vote for acceptance of theConstitution18. process of changing Articles ofConfederation or Constitution19

Name Date ClassAnalyzing Primary SourcesChapter Skills Activity 2Copyright © by The McGraw-Hill Companies, Inc.★ LEARNING THE SKILLPrimary sources provide firsthandaccounts from history. Letters, photographs,legal documents, diaries, andnews articles are all primary source documents.Because firsthand sources representsingle points of view, it is importantto study them in the context of theirtime. To do this, first identify the authorof the source, as well as when andwhere the document was created. Asyou read or view your source, ask yourselfquestions. Who is it about? What isit about? When did it happen? Wheredid it happen? Why did it happen? Lookfor statements of fact versus opinion.Can you identify any information thatmight be missing from the source?★PRACTICING THE SKILLDIRECTIONS: Read the excerpt fromCommon Sense, written in 1776 byThomas Paine. Then answer the questionsbelow on a separate sheet ofpaper.1. When was this document written?2. Who was this document written to?3. What was the purpose of thedocument?4. Why do you think this documentwas written?★APPLYING THE SKILLI HAVE never met with a man, either inEngland or America, who hath not confessedhis opinion, that a separation between thecountries, would take place one time or other:And there is no instance, in which we haveshewn less judgment, than in endeavouring todescribe, what we call, the ripeness or fitnessof the Continent for independence. As all menallow the measure, and vary only in their opinionof the time, let us, in order to remove mistakes,take a general survey of things, andendeavour, if possible, to find out the very time.But we need not go far, the inquiry ceases atonce, for, the time hath found us. The generalconcurrence, the glorious union of all thingsprove the fact. It is not in numbers, but in unity,that our great strength lies; yet our presentnumbers are sufficient to repel the force of allthe world. The Continent hath, at this time, thelargest body of armed and disciplined men ofany power under Heaven; and is just arrivedat that pitch of strength, in which, no singlecolony is able to support itself, and the whole,when united, can accomplish the matter, andeither more, or, less than this, might be fatal inits effects. Our land force is already sufficient,and as to naval affairs, we cannot be insensible,that Britain would never suffer an Americanman of war to be built, while the continentremained in her hands. Wherefore, we shouldbe no forwarder an hundred years hence in thatbranch, than we are now; but the truth is, weshould be less so, because the timber of thecountry is every day diminishing, and that,which will remain at last, will be far off anddifficult to procure.Source: http://libertyonline.hypermall.com/Paine/CS-Frame.htmlDIRECTIONS: Select a photograph from your local newspaper or from yourfamily photo album. Identify the photographer. Then answer the five “W”questions about the photo: Who is the photograph about? What is itabout? When did it happen? Where did it happen? Why did it happen?Prepare a short paragraph discussing the significance of the photograph.CHAPTER 221

Name Date ClassCooperative Learning Activity 2Down With British Rule!★ BACKGROUNDBy the mid-1700s, the American colonists had grown used to makingtheir own rules. Each colony had its own governor and legislature,and the economy was thriving. The colonists believed that they couldsolve their own problems—without help from Great Britain. TheBritish, though, were not open to the colonists’ move toward independence.The British needed money from the colonies to pay for debtsthat Great Britain had incurred during the French and Indian War.They hoped to raise that money through taxes and favorable tradeconditions with the colonies. These taxes and trade restrictions,though, caused the colonists to resist and then rebel against theBritish. As American colonists who support the rebellion, you and agroup of like-minded individuals are preparing a poster that will convinceother colonists to support the rebellion, too. You plan to displayyour poster in the town square during the gathering of the SecondContinental Congress.CHAPTER 2Copyright © by The McGraw-Hill Companies, Inc.★ GROUP DIRECTIONS1. Use Chapter 2 and the library or Internet resources to learn moreabout the circumstances surrounding the colonists’ move towardindependence.2. Use what you learn to create a poster supporting the colonists’struggle for economic and political freedom from Great Britain.3. Think about the following people and issues as you do yourresearch:mercantilism Intolerable Acts Boston Tea Partyboycott King George III Common SenseStamp Act of 1765 Thomas Paine Lexington and Concord★ ORGANIZING THE GROUP1. Decision Making Form a group with three or more students. Usingthe suggestions given in the box above—and ideas of your own—determine which topics you will include on your poster. Decidehow to divide up the responsibilities for researching each topicwithin your group.23

Name Date ClassCooperative Learning Activity 2 (continued)2. Individual Work Do research to learn as much as possible about thetopic you have been assigned. Make notes as you do your research.3. Group Work Share your notes with your group. Make suggestionsfor editing the various topics under consideration. Determine anappropriate and eye-catching title for your poster.CHAPTER 24. Additional Group Work As a group, plan the overall layout and organizationof your poster. Use colored markers or watercolors to createyour poster on a section of butcher paper. Your poster should containall the topics you believe most important for your fellowcolonists to consider.5. Group Sharing Hang the poster on a classroom wall. Ask your classmateswhat they find most compelling about the poster. Ask yourclassmates whether they would have been eager to join thecolonists’ rebellion based on the contents of the poster.★ GROUP PROCESS QUESTIONS• What is the most important thing you learned about the rebellionof the American colonists from this activity?• Which part of this activity did you enjoy the most?• What was the most interesting fact that you learned about thecolonists’ rebellion as a result of doing this activity?• What was the biggest problem you had in doing this activity?• How did you solve that problem?QuickCHECK1. Was the goal of the assignment clear at all times?2. Did you have any problems working with your group? If so, whatwere those problems?3. Were you satisfied with your work on the poster? What, if anything,would you have done differently?Copyright © by The McGraw-Hill Companies, Inc.24

Name Date ClassEconomics Activity 2Taxes: What Is Fair?Tariffs have played a major role in United States history. A tariff is atax on goods imported, or brought into, a country from another country.Britain placed tariffs on goods the colonists imported. Many colonistsresented these tariffs. The tariffs made the prices high for the foreigngoods they needed. After gaining independence, many Americanswanted tariffs. American goods would then be less costly than competingforeign goods. This would help young American industries thrive.An income tax is a tax on the earnings of individuals and businesses.The federal government first collected an income tax in 1863 to pay forthe Civil War. The Sixteenth Amendment, proposed in 1909 and ratifiedin 1913, made income taxes a permanent part of American life. Incometaxes in the United States are progressive. This means that people withhigher incomes pay a larger portion of their income in taxes. A debatecontinues today over how to apply taxes fairly.CHAPTER 2Copyright © by The McGraw-Hill Companies, Inc.DIRECTIONS: The political cartoon below appeared in 1909. Study thecartoon and answer the questions below on a separate sheet of paper.1. How do tariffs affect pricesof imported goods?2. What is an income tax?3. In the cartoon, identifywho each personrepresents.4. What is the cartoon saying?5. Why do you think thiscartoon appeared in 1909?6. CRITICAL THINKING ACTIVITYFind a political cartoonabout taxes in a newspaperor online. Print or copy iton a sheet of paper. Belowit, write about what thecartoon means.Courtesy of BoondocksNet.comA Square Deal for All25

Name Date ClassReteaching Activity 2Roots of American DemocracyThe first settlers, who came to America in the 1600s, were loyal subjectsof England. By the early 1700s, colonists were ready to run theirown government, but Britain attempted to exert tighter control. Theeventual conflict led to the creation of an independent nation.Copyright © by The McGraw-Hill Companies, Inc.DIRECTIONS: Creating a Time Line Read each description of a significantperiod in the development of the American democratic government.Then write the appropriate letter of each statement beside the matchingdate on the historical time line.A.D.12151600s16191688168917331760s177317741775177617831786/1787A. Shays’s Rebellion sends message of the need for astronger national government.B. The first battles of the Revolutionary War occur.C. The Magna Carta is signed. It limits the power ofthe monarch and gives equal rights to all Englishpeople.D. The Virginia House of Burgesses is formed, markingthe beginning of self-government in colonialAmerica. The Mayflower Compact follows.E. England establishes colonies in America.F. British adopt policy of mercantilism—buildingintense resentment from the colonists.G. Colonists protest excessive taxation with the BostonTea Party. Britain responds with the passage of theCoercive Acts, which restrict the colonists’ rights.H. By this year, 13 colonies have created their owngovernments.I. James II is removed from the throne by Parliament.From that time on, no ruler in England wouldhave more power than the legislature. This eventbecomes known as the Glorious Revolution.J. The First Continental Congress meets anddemands that rights be restored to colonists.K. The English Bill of Rights is signed, declaringliberties for Parliament members such as freespeech during meetings.L. Members of the Second Continental Congress signthe Declaration of Independence.M. The Treaty of Paris is signed, ending theRevolutionary War.CHAPTER 227

Name Date ClassEnrichment Activity 2John Peter Zenger’s Fight for the TruthDIRECTIONS: Read the following passage about John Peter Zenger, and thenanswer the questions in the space provided. Use another sheet of paper if needed.Today we take free speech for granted. For Americans living in the early 1700s, however, freedomof speech was limited. They did not, for example, have the right to criticize the government or theirleaders. John Peter Zenger, a German immigrant, helped win that right 50 years before the UnitedStates Constitution was written.Zenger came to the American colonies in 1710. He became a printer and started a newspaper inNew York. Zenger’s newspaper, the New York Weekly Journal, was very critical of the colonial governor,William Cosby.In 1735 Governor Cosby arrested Zenger and charged him with “seditious libel.” Under the law,it was a crime to publish any criticism of the government because it might turn people against theirleaders. It did not matter if the criticism was true or not.At his trial, a young Philadelphia attorney, Alexander Hamilton, represented Zenger. Hamiltonargued that Zenger could not be convicted of libel if the articles in his newspaper were truthful.When the judge ruled that truth could not be used as a defense, Hamilton replied that it was up tothe jurors. They should decide whether truth is a proper defense against libel.The jury courageously acquitted Zenger. From that time on, no one could be convicted of libel ifhe or she had told the truth. The Zenger case established an enduring principle of freedom of speechand the press—the right to criticize our government and our political leaders.CHAPTER 21. Why was Zenger arrested?2. What was Alexander Hamilton’s defense?Copyright © by The McGraw-Hill Companies, Inc.3. What was the significance of the Zenger case?4. CRITICAL THINKING Why is it important to be able to criticize governmentleaders and government policy?5. CRITICAL THINKING Name another right that you have as a citizen of theUnited States that is important to you and explain the reasons why it isimportant. How would your life be different if you did not have this right?6. CRITICAL THINKING How would the American public be affected if the mediadid not have the right of freedom of speech?29

Chapter 2Section ResourcesSECTIONSGuided Reading Activity 2-1 31Guided Reading Activity 2-2 32Guided Reading Activity 2-3 3330

Name Date ClassGuided Reading Activity 2–1Our English HeritageWrite the key words of the section on the front of note cards and theirdefinitions on the back. Study the cards as you study the chapter.DIRECTIONS: Write an answer to each question below in the space provided.1. Identifying What is a monarch?2. Explaining What was the Magna Carta? How did it benefit the nobles?3. Evaluating Why was the English Bill of Rights important to Englishcitizens?4. Evaluating Why would a judge want to look for a precedent whendeciding a case?SECTION 2-15. Defining What is common law?Copyright © by The McGraw-Hill Companies, Inc.6. Defining What is a colony, and where was the first colony in NorthAmerica located?7. Identifying What is a compact? How did the Mayflower Compactinfluence New England?8. Explaining How was the Mayflower Compact an example of directdemocracy?9. Concluding Why did the American colonists grow used to makingtheir own decisions?31

Name Date ClassGuided Reading Activity 2–2The Birth of a Democratic NationMake a list of questions that you have about this section that you do notunderstand. Present these questions to your teacher and to the class for help.DIRECTIONS: Write an answer to each question below in the space provided.1. Defining What is “mercantilism”?2. Explaining What is a boycott, and when and how did the colonists useboycotts?SECTION 2-23. Defining Write a sentence using “repeal” correctly.4. Evaluating What did the delegates hope to accomplish at the FirstContinental Congress?5. Defining Explain what “independence” is.6. Explaining Why did colonists gather at the Second ContinentalCongress?7. Summarizing What was the Declaration of Independence, and whatwas its purpose?8. Identifying Who wrote most of the Declaration of Independence?9. Summarizing According to the Declaration of Independence, what isthe purpose of government?Copyright © by The McGraw-Hill Companies, Inc.32

Name Date ClassGuided Reading Activity 2–3The Nation’s First GovernmentsFor a quick reference guide, create an outline for this section using theheadings as the main ideas. Include supporting details and key words.DIRECTIONS: Write an answer to each question below in the space provided.1. Identifying Define “constitution.”2. Defining Explain what a bicameral legislature is.3. Describing What were the basic characteristics of governments thatmost states created?4. Defining What is a confederation?SECTION 2-35. Explaining What were the Articles of Confederation?Copyright © by The McGraw-Hill Companies, Inc.6. Identifying How many states ratified, or approved, the Articles ofConfederation?7. Defining Write a sentence using “amend” correctly.8. Explaining Why did Americans decide to revise the Articles ofConfederation?33

CHAPTER 3Chapter 3 ResourcesThe ConstitutionVocabulary Activity 3The Constitution 35Chapter Skills Activity 3Understanding the Parts of a Map 37Cooperative Learning Activity 3Constitutional Questions 39Economics Activity 3Economic Checks and Balances 41Reteaching Activity 3The Constitution 43Enrichment Activity 3Federalists Versus Anti-Federalists 4534

Name Date ClassVocabulary Activity 3The ConstitutionDIRECTIONS: Write a term from the box below in each blank in the followingparagraphs.amendment executive legislativeBill of Rights Great Compromise separation of powersConstitutional Convention judicial Three-fifths CompromiseWhen it became clear that the Articles of Confederation were not strong enough, manydelegates, including Roger Sherman, and I, James Madison, met in Philadelphia for the(1) . There I presented my plan for governing. My plan called for threebranches, the (2) , which creates the laws; the (3) ,which enforces the laws; and the (4), which interprets the laws. This(5) ensures that no one branch could become too powerful.CHAPTER 3Copyright © by The McGraw-Hill Companies, Inc.There were many areas of disagreement during the convention. One issue was whetherlegislative representation should be based on the states’ population or equal representationfor each state. Finally, we decided the upper house of Congress would have equalrepresentation while representation of the lower house would be determined by states’populations. This solution was called the (6). Then we moved on tothe question of how to count enslaved African Americans. Southern states wanted themcounted toward legislative representation. Northern states felt since slaves could not votethey should not be counted toward representation. The resolution of this question wascalled the (7) .Although many delegates thought my constitution was a good one, we recognized thatwe might need to change it in the future. We created a process by which we could add an(8) to the Constitution that would ensure a majority of the nationagreed with the new law. However, even with this option, not everyone thought my planwas a good one. They feared that the national government would become too powerful andthe United States would become a tyrannical state. One of the first changes made to theConstitution, the addition of the (9)in 1791, came out of the nationaldebate about the new Constitution.35

Name Date ClassChapter Skills Activity 3Understanding the Parts of a Map★ LEARNING THE SKILLA map includes several symbols that can help you interpret theinformation you see. The map key, or legend, helps you understandcolors, lines, or symbols on a map. The compass rose will show thecardinal directions for north, south, east, and west on the map. A scaleis used to represent size and distance. A map scale is usually shownwith a scale bar.To use the map key, read the map title; then read the map key tofind out what special information it provides. Next, find examples ofeach color, line, or symbol on the map, and use the compass rose toidentify the four cardinal directions. You can use the map scale to findthe distance between any two points on the map.CHAPTER 3Copyright © by The McGraw-Hill Companies, Inc.★PRACTICING THE SKILLDIRECTIONS: Read the map below and answer the questions that followon a separate sheet of paper.1. What information isgiven in the map key?The Northern Frontier: 1783–18122. What symbol representsNative American0 100Miles200engagements?Quebec3. What is the approximatedistance in milesfrom Philadelphia toCincinnati?4. Identify three postsheld by the British.★APPLYING THE SKILLDIRECTIONS: Draw a basicmap of your neighborhoodor city on a separate sheetof paper. Be sure to includea compass rose, scale, andmap key.Mississippi R.Lake SuperiorLake MichiganLake HuronDetroitFt MiamiHarman's DefeatTippecanoeVincennesMichilimackinacOhio R.Lake ErieLake OntarioUPPER CANADALOWER CANADAMontrealOttawa R.Pte au FerOswegalchieOswegoFt Ft NiagaraFt StanwixFt RensseiaerAlbanySpringfieldErieFallen Timbers West PointFt PittNew YorkCarlisleSt Clair’s DefeatCincinnatiPhiladelphiaNPosts in U.S. Territory heldby British until 1796WEngagement with Native AmericansSSt. Lawrence R.E37

Name Date ClassCooperative Learning Activity 3Constitutional Questions★ BACKGROUNDBy September 1787, the delegates to the Constitutional Conventionhad worked out the details of the new government they were creating.After the delegates had agreed to several compromises and had puttheir ideas in writing, the citizens of each state had to vote on the newConstitution. Not all of the citizens agreed that the new Constitutionwas a good idea. Those who supported the Constitution, the Federalists,believed that the United States would not survive without a strongnational government. Those who did not support the Constitution, theAnti-Federalists, believed that the Constitution made the national governmenttoo powerful and that it took too much power away from thestates. They also thought the Constitution failed to protect basic libertieslike freedom of speech. The Federalists eventually agreed to add abill of rights to the Constitution. On June 21, 1788, the new Constitutiontook effect. You can understand more about this process by creatinga cartoon strip.CHAPTER 3Copyright © by The McGraw-Hill Companies, Inc.★ GROUP DIRECTIONS1. Use Chapter 3, library resources, and the Internet to learn moreabout the Constitutional Convention.2. Use what you learn to create a cartoon strip illustrating the variouspeople and issues that were involved in creating the United StatesConstitution and having it ratified.3. Think about the following as you do your research:Roger Sherman trade regulation Anti-FederalistsGreat Compromise taxation ratificationbill of rights Federalists Three-fifths Compromise★ ORGANIZING THE GROUP1. Decision Making Form a group with three or more students. Usingthe suggestions from the box above and your own ideas, determinewhich topics will be included in your cartoon strip. Each memberof your group will choose one topic to illustrate.39

Name Date ClassCooperative Learning Activity 3 (continued)2. Individual Work Do research to learn as much as possible about thetopic or person you have chosen. Make a sketch depicting the topicor person. Remember that exaggeration of features and the use ofsymbols are often used in cartoon strips.3. Group Work Share your sketch with your group. Give one anothersuggestions for improving the sketches. Determine an appropriatetitle for your cartoon strip, and add dialogue to the individualsketches, if needed.CHAPTER 34. Additional Group Work Together, plan the overall layout of your cartoonstrip. If possible, sketches should be placed in the order oftheir occurrence at the Constitutional Convention. Use color anddesign to make your cartoon strip attractive.5. Group Sharing Hang your cartoon strip on the classroom bulletinboard. Invite your classmates and teacher to view the cartoon stripand offer feedback. As a class, discuss how the events of theConstitutional Convention shaped our lives today.★ GROUP PROCESS QUESTIONS• What is the most important thing you learned about theConstitutional Convention from doing this activity?• Which part of the activity did you enjoy the most?• What was the biggest problem you had in doing this activity?• How did you solve this problem?• Was it easy to agree on the sketches to include in your cartoonstrip?• How was it helpful to work with others?QuickCHECK1. Was the goal of the assignment clear at all times?2. Did you have problems working well together? If so, how did yousolve them?3. Were you satisfied with your work on the cartoon strip? Why orwhy not?Copyright © by The McGraw-Hill Companies, Inc.40

Name Date ClassEconomics Activity 3Economic Checks and BalancesAmerica’s founders foresaw the need to balance power among parts ofgovernment. To keep any one part from becoming too powerful, they setup a system of checks and balances. Our economy has a built-in systemof checks and balances as well. It is called competition. In business, competitionis the rivalry among companies for consumer dollars. Companiestry to gain a large market share. A company’s market share is its portionof all sales made of a type of product for a certain time period.Because of competition, you can choose among similar productsoffered by different companies. To win your dollars, companies try tooffer better features, higher quality, or lower prices than their competitors.The ultimate winner is you, the consumer. As a result of competition,you have a wide variety of products at reasonable prices fromwhich to choose.CHAPTER 3Copyright © by The McGraw-Hill Companies, Inc.DIRECTIONS: The graph below shows the market shares of the top sellersof athletic shoes in a recent year. For example, of all athletic shoes soldthat year, 15 percent were Adidas shoes. Study the graph and answerthe following questions on a separate sheet of paper.1. How does competition benefit you as aconsumer?2. Explain the meaning of this statement:New Balance: 9%Reebok has an 11% share of the athleticshoe market.3. According to the chart, what percentageof the market for athletic shoes isReebok: 11%shared by all other companies? (Hint:The whole market 100%.)4. Assume that consumers purchased $14billion worth of athletic shoes that year.Adidas: 15%How many dollars did they spend onNike shoes?5. CRITICAL THINKING ACTIVITY As a class,select a product with many features,such as a computer, portable radio, orbicycle. Then divide into small groups.Each group represents a competingcompany offering the same basic product. Your goal is to add featuresto your product to attract the most consumers. With your group,brainstorm features you would include. Think about things like colorchoices, handy functions, convenient sizes, and fun shapes. Don’t letyour competitors hear what you are planning! Have someone takenotes for your group. Then present your group’s features to the class.Record each group’s features on the board. As a class, vote on theproduct you would buy. Which company won the most consumers?Market Share for Athletic ShoesNike: 39%Other: ?41

Name Date ClassReteaching Activity 3The ConstitutionFederalism is a government system in which the power to govern isdivided between the federal, or national government, and the state governments.Federalism is one of the five fundamental principles that arethe backbone of the United States Constitution. The other principlesinclude popular sovereignty, the rule of law, separation of powers, andchecks and balances.DIRECTIONS: Creating a Venn Diagram The Constitution gives certainpowers to the state governments exclusively, the federal governmentexclusively, and some authority to both. The powers listed below fall intoone of three categories. Write the letter of each item below in the correctarea of the Venn diagram.CHAPTER 3Exclusive Powersof Federal GovernmentBothExclusive Powersof State GovernmentsCopyright © by The McGraw-Hill Companies, Inc.A. Reserved PowersB. Expressed PowersC. Concurrent PowersD. Power to Regulate Trade WithinStatesE. Power to Establish SchoolsF. Power to Coin MoneyG. Power to Establish Courts and PrisonsH. Power to Make Treaties with OtherCountriesI. Power to Enforce LawsJ. Power to Make Rules for Marriageand DivorceK. Power to Collect TaxesL. Power to Borrow Money43

Name Date ClassEnrichment Activity 3Federalists Versus Anti-FederalistsDIRECTIONS: The Constitutional Convention ended in September 1787, but it wasjust the beginning of the national debate over ratification. Read the followingquotations from the Federalists, who supported the Constitution, and the Anti-Federalists, who opposed it. Then answer the questions in the space provided.FEDERALISTSJames Madison: “In the . . . republic of America, the power surrendered by the people isfirst divided between two distinct governments, and then the portion allotted to each subdividedamong distinct and separate departments. Hence a double security arises to the rights of thepeople. The different governments will control each other. . . .”Alexander Hamilton: “The courts were designed to be an intermediate body between the peopleand the legislature, in order, among other things, to keep the latter within the limits assignedto their authority. The interpretation of the laws is the proper and peculiar province of the courts.”ANTI-FEDERALISTSMelancton Smith: “The whole number, in both houses, amounts to ninety-one; of theseforty-six make a quorum; and twenty-four of those, being secured, may carry any point. Can theliberties of three millions of people be securely trusted in the hands of twenty-four men?”George Mason: “There is no Declaration of Rights, and the laws of the general governmentbeing paramount to the laws and constitution of the several States, the Declaration of Rights inthe separate States are not security.”CHAPTER 31. In support of the Constitution, James Madison said that power is firstdivided between two distinct governments. To what governments was hereferring?Copyright © by The McGraw-Hill Companies, Inc.2. How did Madison answer the charge that the Constitution gives the nationalgovernment too much power?3. According to Alexander Hamilton, what government body would the courtskeep within the limits assigned to their authority?4. Why did Melancton Smith oppose the plan for Congress?5. CRITICAL THINKING What was later added to the Constitution that may havechanged George Mason’s opinion?45

Chapter 3Section ResourcesSECTIONSGuided Reading Activity 3-1 47Guided Reading Activity 3-2 48Guided Reading Activity 3-3 49Guided Reading Activity 3-4 5046

Name Date ClassGuided Reading Activity 3–1The Road to the ConstitutionRecord yourself reading this section out loud. To prepare before class, listento your audio reading and take notes about it as if it were your teacher lecturing to theentire class.DIRECTIONS: Write an answer to each question below in the space provided.1. Identifying Which state chose not to attend the convention inPhiladelphia? Why?2. Identifying Which groups of people did not attend the convention?3. Generalizing How would you describe the delegates to theConstitutional Convention?SECTION 3-1Copyright © by The McGraw-Hill Companies, Inc.4. Identifying Whom was elected to head the convention?5. Explaining Why were no formal records kept at the ConstitutionalConvention?6. Summarizing What was the Constitutional Convention?47

Name Date ClassGuided Reading Activity 3–2Creating and Ratifying the ConstitutionAs you read this section, create a chain-of-events graphic organizer chart tohelp you understand how the events that led to the ratification of the U.S. Constitutionoccurred.DIRECTIONS: Write an answer to each question below in the space provided.1. Explaining What do the legislative, executive, and judicial branches ofgovernment do?SECTION 3-22. Contrasting How did the Virginia Plan differ from the New JerseyPlan?3. Summarizing What was the Great Compromise?4. Cause and Effect What two arguments resulted in the ElectoralCollege compromise?5. Explaining What does the Electoral College do?6. Comparing What were the different viewpoints of the Federalists andthe Anti-Federalists?7. Identifying What promise helped to get the Constitution ratified?Copyright © by The McGraw-Hill Companies, Inc.48

Name Date ClassGuided Reading Activity 3–3The Structure of the ConstitutionTry this note-taking method. Write who, when, why, and what on a sheet ofpaper or on separate note cards and list various phrases under each head as you read thechapter.DIRECTIONS: Write an answer to each question below in the space provided.1. Describing What is the main purpose of the United States Constitution?2. Summarizing What is the Preamble, and why was it written?3. Evaluating What are the first 10 amendments to the Constitutioncalled, and why are they of interest to most citizens?SECTION 3-34. Explaining Why does the government collect an income tax?Copyright © by The McGraw-Hill Companies, Inc.5. Inferring Why are amendments to the Constitution necessary?6. Identifying What type of powers does the necessary and proper clausegive to Congress?49

Name Date ClassGuided Reading Activity 3–4Principles Underlying the ConstitutionAs you read this section, make a photocopy of the Constitution of the UnitedStates found in your textbook. Write each principle identified in the text where it applies inthe Constitution.DIRECTIONS: Write an answer to each question below in the space provided.1. Defining What is a republic?2. Defining What is popular sovereignty?SECTION 3-43. Explaining What does it mean to say the government is limited by“rule of law”?4. Identifying Who influenced the Framers to adopt the philosophy ofseparation of powers?5. Analyzing Why is there a need for checks and balances?6. Explaining What are expressed powers, reserved powers, and concurrentpowers?7. Describing Which article contains the supremacy clause of the UnitedStates Constitution?8. Concluding If a state law conflicts with a federal law, which lawshould you follow?Copyright © by The McGraw-Hill Companies, Inc.50

CHAPTER 4Chapter 4 ResourcesThe Bill of RightsVocabulary Activity 4The Bill of Rights 53Chapter Skills Activity 4Taking Notes 55Cooperative Learning Activity 4Should the Constitution Be Amended? 57Economics Activity 4Consumer Rights and Responsibilities 59Reteaching Activity 4The Bill of Rights 61Enrichment Activity 4A Bill of Rights for the Physically Challenged 6352

Name Date ClassVocabulary Activity 4The Bill of RightsDIRECTIONS: Complete the crossword puzzle by spelling out the term defined byeach clue.1 234567 89CHAPTER 4101112 1314Copyright © by The McGraw-Hill Companies, Inc.ACROSS1 security deposit allowing an individualto leave jail until a trial is held4 document allowing law enforcementofficers to search for evidence of acrime8 idea that established legal processesmust be followed9 practice of singling out suspects basedon the way they look10 social separation of two racial groups11 spoken lies about a person12 rights of full citizenship and equalityunder the law14 protection against being tried twice forthe same crimeDOWN2 programs encouraging hiring andpromoting minorities and women infields traditionally closed to them bypast discrimination3 formal charge necessary to bring someoneto trial5 unfair treatment based on prejudiceagainst a group6 right to vote—denied to AfricanAmerican men until 1870, and allwomen until 19207 practice of banning ideas because theyare alarming or offensive13 printed lies about a person53

Name Date ClassTaking NotesChapter Skills Activity 4★ LEARNING THE SKILLEffective note taking involves breaking up much of the informationyou read or hear into meaningful parts so that you can understand andremember it. As you listen or read, take note of key points that areemphasized. In written material, look for topic sentences and words inbold or italic type. Your notes should include your source, propernames, dates, events or headings, and short phrases that summarizemain ideas. Use your own words, and create your own system ofshorthand using signs and symbols.★PRACTICING THE SKILLDIRECTIONS: Read Section 1, pages 98–101 of your textbook. Fill in themissing information in the outline below to prepare notes.CHAPTER 4Copyright © by The McGraw-Hill Companies, Inc.Main Idea: Freedom of ReligionMain Idea: Freedom of Assembly1. 1.2. 2.3. 3.Main Idea: Freedom of SpeechMain Idea: Freedom to Petition1. 1.2. 2.3. 3.Main Idea: Freedom of the Press1.2.3.★APPLYING THE SKILLDIRECTIONS: Use a newspaper, newsmagazine, or the Internet to locatecurrent information related to one of the five First Amendment freedoms.Take notes on your reading, being careful to identify main ideasand supporting details.55

Name Date ClassCooperative Learning Activity 4Should the Constitution Be Amended?★ BACKGROUNDIn 1791, amendments were added to the U.S. Constitution to protectthe civil liberties of the American people. This Bill of Rights providedfor freedom of religion, freedom of speech, freedom of the press, freedomof assembly, and freedom to petition the government. From timeto time, additional amendments have been made to the Constitution.These amendments reflect changes in society. Today, the United Statesfaces challenges that could not have been foreseen by its founders. Forexample, electronic files containing sensitive personal information suchas medical, employment, and financial data are currently being storedon servers that are part of the Internet. Some argue that files such asthese should be encrypted, or coded, to restrict their availability to personswho are not authorized to see them. Do such safeguards violateany part of the Bill of Rights? Should the Constitution be amended toaddress the problem of appropriate use of electronic information? Doesthe Constitution already contain solutions to this new threat? You canbetter understand this issue by having an in-class debate.CHAPTER 4Copyright © by The McGraw-Hill Companies, Inc.★ GROUP DIRECTIONS1. Use Chapter 4, library resources, and the Internet to learn moreabout the Bill of Rights. Consult magazines and newspapers tolocate instances of unauthorized access to personal medical,employment, and financial data stored on the Internet.2. Use what you learn to bolster a position either for amending theConstitution or against amending the Constitution.3. Think about the following issues as you do your research:freedom of speech cybercrime censorshipSocial Security protection online privacy protection identity theftfreedom of information freedom of the press cybersecurity★ ORGANIZING THE GROUP1. Decision Making Form a group with four or more students. Use thetopics listed above and other sources to identify the kinds of personaldata stored on the Internet. Choose one person as amoderator. Divide the rest of the group equally into those who57

Name Date ClassCooperative Learning Activity 4 (continued)favor amending the Constitution to protect this data and those whodo not.2. Individual Work Do research to learn as much as possible about theBill of Rights and other amendments to the Constitution. You willuse what you learn to bolster your position.CHAPTER 43. Group Work Practice your debating skills. Individuals for amendingthe Constitution will support the statement: “Be it resolved that theConstitution should be amended to protect medical and financialinformation that is stored on the Internet.” Those against amendingthe Constitution will support the statement: “Be it resolved that theConstitution does not need to be amended.”4. Additional Group Work As you practice debating, the moderatorshould control the flow and presentation of ideas between thegroups. Rules of order should be followed to add structure to thedebate.5. Group Sharing Present your debate. Invite other classes, teachers,and interested adults to attend.★ GROUP PROCESS QUESTIONS• What is the most important thing you learned about the amendmentsto the Constitution and the challenges facing individual freedomsin the twenty-first century?• What part of this activity did you enjoy the most?• What part of this activity did you enjoy the least? Why?• What was the biggest problem you encountered with this activity?QuickCHECK1. Was the goal of the assignment clear at all times?2. What was the most difficult problem your group experienced? Howdid you resolve it?3. Do you believe that you were able to sway your audience to yourpoint of view concerning amending the Constitution? Why or whynot?Copyright © by The McGraw-Hill Companies, Inc.58

Name Date ClassEconomics Activity 4Consumer Rights and ResponsibilitiesThe leaders who wrote the United States Constitution wantedto protect basic rights and freedoms for all citizens. The result was thefirst 10 amendments, known as the Bill of Rights.President John F. Kennedy saw the need to protect the basic rights ofconsumers. In 1962, he proposed the Consumer Bill of Rights. It containedthe first four rights shown in the chart below. Later presidentsadded rights five and six.With rights come responsibilities. For example, the Constitution’s Billof Rights protects freedom of speech. This freedom, however, does notallow someone to yell “fire” in a crowded theater when there is no fire.Consumer rights come with responsibilities as well. The chart below liststhe responsibilities that go with each right in the Consumer Bill of Rights.DIRECTIONS: Study the chart below. Then answer the following questionson a separate sheet of paper.CHAPTER 4Consumer Bill of RightsConsumer Responsibilities1. Right to safety 1. Responsibility to use products safely2. Right to be informed 2. Responsibility to use information wisely3. Right to choose 3. Responsibility to choose carefully4. Right to be heard 4. Responsibility to speak up5. Right to redress 5. Responsibility to seek a redress toconsumer problemsCopyright © by The McGraw-Hill Companies, Inc.6. Right to consumer education 6. Responsibility to be an educated consumer1. Who proposed the Consumer Bill of Rights?2. In what ways are the Bill of Rights and Consumer Bill of Rightssimilar?3. Is a driver’s license a right or responsibility? Explain.4. Suppose you are grocery shopping. In the store, you read the labelson several foods. What right and responsibility are you exercising?Explain.5. CRITICAL THINKING ACTIVITY Look up the word “redress” in a dictionary.Write the definition on a sheet of paper. Then write a paragraphdescribing a time when you were not satisfied with a purchase youmade. Explain what you did to seek redress. If you cannot think ofa real situation, make one up. Then explain what you would do toseek redress.59

Name Date ClassReteaching Activity 4The Bill of RightsThe first 10 amendments to the United States Constitution are calledthe Bill of Rights. They were added to guarantee basic liberties forAmericans. The Constitution has evolved and at this time includes 27amendments. Even with these additions, the freedoms the Bill of Rightsguarantees have remained.DIRECTIONS: Filling in the Blanks Knowledge of the following termsand concepts is necessary in understanding the Bill of Rights. On the linebefore each statement below, write the term or phrase the statement bestdescribes.• discrimination• Open Housing Act• search warrant• Civil Rights Act• incorporated• civil liberties• segregation• Eighth Amendment• affirmative action• Fourth AmendmentCHAPTER 4Copyright © by The McGraw-Hill Companies, Inc.1. This court order allows police to search a suspect’s home orbusiness.2. Congress passed this law in 1968, forbidding discriminationin home sales and rentals.3. These freedoms are protected by the Bill of Rights.4. This term describes the Bill of Rights after the SupremeCourt ruling in the Gitlow v. New York case. This ruling statesthat all liberties provided in the Bill of Rights apply to allUnited States citizens in all states.5. These federal programs encourage the hiring and promotingof minorities.6. This part of the Bill of Rights protects Americans from“unreasonable searches and seizures.”7. Congress passed this law in 1964, prohibiting discriminationnot only by race and color, but also by gender, religion, andnational origin.8. African Americans have dealt with this social separation ofthe races.9. This section of the Bill of Rights protects Americans from“cruel and unusual punishment.”10. This term describes unfair treatment based on a prejudiceagainst a minority group.61

Name Date ClassEnrichment Activity 4A Bill of Rights for the Physically ChallengedDIRECTIONS: Read the following passage about federal legislation to aid the physicallyand mentally challenged, and then answer the questions on a separatesheet of paper.Copyright © by The McGraw-Hill Companies, Inc.Several years ago, 34-year-old Diana Scheffert wanted to find a job as a secretary.She could type 70 words per minute, could take dictation, and had apleasant personality. Diana was also confined to a wheelchair. She was turneddown for job after job because the businesses in her community did not haveramps, rest rooms for the physically challenged, and other special facilitiesDiana needed. Even if a company had hired Diana, she would not have beenable to ride a bus or subway train to work. Since she could not support herself,Diana received disability checks from the government and lived in a subsidizedapartment.Because of her physical disability, Diana was denied opportunities in employmentand in other areas of life. Fortunately, Diana’s situation—and the situationof millions of other mentally and physically challenged Americans—haschanged. The reason is the Americans with Disabilities Act of 1990. This actprohibits all public and private businesses—whether or not they receive federalaid—from discriminating against the physically or mentally challenged.According to this act, businesses employing more than 15 workers mustmodify their offices, factories, or stores to accommodate physically challengedemployees. New buses, trains, and subway cars must be equipped withhydraulic lifts to make them accessible to people in wheelchairs. New or renovatedretail stores, hotels, and restaurants must be barrier free, and barriers inexisting buildings must be removed if possible. Finally, telephone companiesmust provide relay services between special telephones for hearing- and speechimpairedpeople and ordinary telephones.Businesses that could prove that the required changes would be too costly ortoo disruptive or would substantially alter the way they do business are exemptfrom complying with the provisions of the Americans with Disabilities Act.Nevertheless, it is estimated that state and local governments and private businesseshave spent billions of dollars to comply with the law.1. How does the Americans with Disabilities Act help the physically andmentally challenged?2. What were some of the changes that businesses had to make to comply withthis new law?3. What businesses were exempt from complying with the Americans withDisabilities Act?4. The Americans with Disabilities Act has been hailed as a bill of rights for thephysically and mentally challenged. In what way is it a bill of rights?5. CRITICAL THINKING Do you think the government has the right to force businessesto modify their facilities to accommodate the physically and mentallychallenged? Why or why not?63CHAPTER 4

Chapter 4Section ResourcesSECTIONSGuided Reading Activity 4-1 65Guided Reading Activity 4-2 66Guided Reading Activity 4-3 67Guided Reading Activity 4-4 6864

Name Date ClassGuided Reading Activity 4–1The First AmendmentAfter reading this section, list several examples of the rights protected by theFirst Amendment from memory. Then go back to check to make sure that what you’ve writtenis correct.DIRECTIONS: Write an answer to each question below in the space provided.1. Identifying What are civil liberties?2. Explaining What are some forms of expression guaranteed under thefreedom of speech?3. Defining Write a sentence using the term “censorship” correctly.4. Explaining What does “freedom of assembly” mean? Why does it alsoinclude freedom of association?SECTION 4-15. Defining What is a petition?Copyright © by The McGraw-Hill Companies, Inc.6. Summarizing What freedoms does the First Amendment protect?7. Describing What are some of the limits to the First Amendment?8. Defining Define “slander” and “libel.”9. Evaluating If there is ever a conflict of rights between an individualand the community, whose rights come first?10. Explaining Why are your First Amendment rights limited?65

Name Date ClassGuided Reading Activity 4–2Other Guarantees in the Bill of RightsAfter reading this section, write down each major heading in the text. Recitethe main points of each heading back to a classmate, parent, or teacher without using yourtext or notes.DIRECTIONS: Write an answer to each question below in the space provided.1. Explaining What does the Fourth Amendment protect citizens from?2. Identifying What is a search warrant?SECTION 4-23. Describing What is an indictment?4. Identifying Define the following provisions listed under the FifthAmendment: double jeopardy, self-incrimination, due process, andeminent domain.5. Explaining What rights does an accused person have under the SixthAmendment?6. Identifying Who decides how much bail a person must pay?7. Identifying Which amendment protects a person accused of a crimefrom double jeopardy?8. Summarizing What issue does the Second Amendment concern?9. Contrasting How are civil cases different from criminal cases?Copyright © by The McGraw-Hill Companies, Inc.10. Describing What is the purpose of the Tenth Amendment?66

Name Date ClassGuided Reading Activity 4–3Extending the Bill of RightsSkim this section before you actually read it. Notice all the words that arehighlighted. Guess what these words mean. As you read, see how closely you came toguessing the correct meaning of the words.DIRECTIONS: Write an answer to each question below in the space provided.1. Identifying What did the Thirteenth Amendment do for enslavedAfrican Americans?2. Explaining How did the Fourteenth Amendment further help newlyfreed African Americans?3. Explaining What is the “incorporation” of the Bill of Rights?SECTION 4-34. Summarizing What did the Fifteenth Amendment guarantee?To whom?Copyright © by The McGraw-Hill Companies, Inc.5. Identifying What were the provisions of the SeventeenthAmendment?6. Identifying Which amendment addressed woman suffrage?7. Identifying What other group of people was denied the right to voteuntil 1961?8. Explaining What was a poll tax? When was it outlawed?9. Describing The Twenty-sixth Amendment gives whom the right to vote?67

Name Date ClassGuided Reading Activity 4–4The Civil Rights StruggleAs you read this section, take your time and reread sentences that you donot immediately understand. Rereading is important for understanding.DIRECTIONS: Write an answer to each question below in the space provided.1. Identifying What were some examples of discrimination that AfricanAmericans faced after the Civil War?2. Defining Define “segregation.”SECTION 4-43. Explaining What are civil rights? How long did it take AfricanAmericans to secure their civil rights?4. Summarizing Why was the decision in the Brown v. Board of Educationof Topeka, Kansas case important?5. Describing What were some ways that African Americans fought forequality?6. Summarizing What was the purpose of the Civil Rights Act of 1964?7. Explaining Why did the government create affirmative action programs?8. Evaluating Why has affirmative action been controversial?9. Defining What is racial profiling?Copyright © by The McGraw-Hill Companies, Inc.68

CHAPTER 5Chapter 5 ResourcesThe Citizen and the CommunityVocabulary Activity 5The Citizen and the Community 71Chapter Skills Activity 5Reading a Diagram 73Cooperative Learning Activity 5America Volunteers 75Economics Activity 5Financial Benefits of Donating 77Reteaching Activity 5The Citizen and the Community 79Enrichment Activity 5The Peace Corps 8170

Name Date ClassVocabulary Activity 5The Citizen and the CommunityDIRECTIONS: Using the clues below, find and circle the words in the word find.A M E R I B A N C C I T I W EE R I L H T S A N O Y D Y D UM X Z H D R A F T M T R C F ML W Y D G G H N M M I V A W ZN S HR I EK X FV X QT D J L Y N C D Y U L R R T JK O T B R J T T Z N I C C L FR N L Y X V Y R W I B C U N XX X M E Z K H Q W T I N A F MN F K M R H X E G Y S B E M MH N NW L GM K JX M FT L YCHAPTER 5F J W R F A L G J H N P R D DN D H X W F N W Y L O L U L HL P J L A L Z C G C P N B G DL T H R Q K V K E C S K D N DX R E C H X M S I R E E T N UQ Y V W G J M F Y K R P T L JJ T BU T TR Z YV C YL O VZ C ZCopyright © by The McGraw-Hill Companies, Inc.1. The American government is awith many departments, rules, andpeople in the chain of command.2. Although the United States is made upof people from many different backgrounds,it is a because we sharethe same interests and concerns.3. Even though the has not beenused since the Vietnam War, men, aged18–25, are still required to register formilitary service.4. All Americans have the to paytheir income taxes by April 15th.5. Because democratic governmentsbelieve that the power comes from thepeople, they depend on their citizens tofulfill their to vote and stayinformed.6. Americans’ sense of being part of anational community is illustrated bythe pledge in the Preamble to theConstitution, which states that Americaformed as a nation in part to “promotethe general .”7. The strength of America is its diversity,which requires all of us to practiceof others’ beliefs, practices, andlifestyles even if we disagree with them.8. The urge to help others can take manydifferent forms; and organizations bothlarge and small exist to help peoplechannel this spirit of .71

Name Date ClassReading a DiagramChapter Skills Activity 5★ LEARNING THE SKILLDiagrams are a way of communicating information visually. To read adiagram, look for a title and a key telling you what the symbols and colorsmean. Use the symbols or colors to identify a sequence of events.Identify the parts of the diagram and how they are related to each other.Summarize the meaning of the diagram.★ PRACTICING THE SKILLDIRECTIONS: Read the diagram below and answer the following questionson a separate sheet of paper.Big Brothers and Big Sisters Volunteer ProcessCHAPTER 51. Criteria• At least 19 years of age• Minimum commitment of one year2. Application Process• Volunteer training• Application and references• Background check• Personal interview• Home visit and assessmentCopyright © by The McGraw-Hill Companies, Inc.3. AssignmentSource: www.bbbscolumbus.org/how_process.php• Assignedcaseworker forsupport• Introduced to Little Brotheror Sister, with parent/guardian• Talk with caseworker each month to discussrelationship with Little Brother or Sister1. What concept does this diagram present?2. How do the shapes help you understand the volunteer process?3. How many steps are involved in the application process?4. What are the key steps in becoming a volunteer?★ APPLYING THE SKILLDIRECTIONS: Draw a diagram showing a process familiar to you (likemaking a peanut butter and jelly sandwich or riding a bike). Tradeyour diagram with a partner. Can your partner successfully follow theprocess you outlined? Summarize the results in a brief paragraph.73

Name Date ClassCooperative Learning Activity 5America Volunteers★ BACKGROUNDAmerican citizens are required to perform certain civic duties.Americans must obey the law, pay taxes, defend the country in timesof war, and serve on a jury, if they are called to do so. In most states,young people must attend school until they reach the age of 16. Inaddition to these legal duties, most American citizens recognize othercivic responsibilities. These include staying informed of laws and decisionsthat affect their lives, voting, respecting others’ rights, and contributingto the common good. One way of contributing to thecommon good is through volunteering. Many people donate their timeor money to help their communities in various ways. In fact, everyyear more than half of all Americans do volunteer work in order toimprove their communities. You can encourage volunteerism in yourcommunity by building a Web site that contains information aboutorganizations or groups that rely on volunteers.CHAPTER 5Copyright © by The McGraw-Hill Companies, Inc.★ GROUP DIRECTIONS1. Use Chapter 5, the library, or Internet resources to learn howAmericans meet pressing social needs by volunteering.2. Read local newspapers or magazines, and contact charitable organizationsor other groups to research your community’s needs forvolunteer service.3. Use what you learn to create storyboards for a Web site. If youhave access to the necessary tools, create an actual Web site.4. Consider the following as you do your research:after-school programs homeless shelters elderly peopletutoring animal shelters hospitalsreligious organizations museums emergency relief★ ORGANIZING THE GROUP1. Decision Making Form a group with three or more students. Usingsuggestions from the box above and ideas of your own, determinethe topics that will be part of your Web site. Decide how to divideresponsibility for each topic within your group.75

Name Date ClassCooperative Learning Activity 5 (continued)2. Individual Work Do research to learn as much as possible about thetopic you have chosen. Make notes and collect illustrations as youdo your research.3. Group Work Share your information and illustrations with yourgroup. Together, decide what information to include on your Website. Organize the material so that it is easily understood. Use theillustrations to attract and hold the users’ attention.CHAPTER 54. Additional Group Work Create colorful storyboards for each page ofyour Web site. Create an actual Web site, if possible. Include linksthat will take Web users from page to page on your site. Choose aname and a Web address for your home page. Decide how you willpresent your storyboards or Web site to your classmates.5. Group Sharing Present your storyboards or Web site to your class.You may wish to post your storyboards or Web site address in theschool cafeteria or on a community bulletin board.★ GROUP PROCESS QUESTIONS• What is the most important thing you learned about volunteerorganizations in your own community from doing this activity?• Which part of this activity did you find most interesting?• What was the biggest problem you had in doing this project?• How did you solve this problem?• Was it easy to agree on what to include on your Web site? How didyou decide on which organizations to include?QuickCHECK1. Was the goal of this assignment clear at all times?2. Did you have problems working with your group? If so, how didyou solve them?3. Were you satisfied with your work on the Web site? Do you believethat members of your class or community will use the site to assisttheir volunteer efforts?Copyright © by The McGraw-Hill Companies, Inc.76

Name Date ClassEconomics Activity 5Financial Benefits of DonatingDonating your time or money to charity offers many rewards. Helpingothers brings an inner satisfaction. You can learn new skills while workingon a charity project. Donating provides financial benefits as well. Toencourage citizens to donate, the government offers tax deductions. Adeduction is an amount you may legally subtract from your incomewhen figuring taxes. Deductions reduce the amount of tax you owe. Forexample, say you give $20 to a charity. You can subtract that $20 fromyour taxable income. As a result, you pay no income tax on it.The government also allows deductions for noncash donations. Forexample, Goodwill is a charity that accepts clothing donations. It thensells the items at low prices in its thrift shops. Goodwill uses the moneyearned to help those in need. If you donate clothes, you may deduct thefair market value of the items. The fair market value is the amountthe item is worth in its current condition. Say you want to donate anold shirt. How much do you think you could get for it in a garage sale?That would be its fair market value.The federal income tax system is graduated. Americans pay a higherrate on higher incomes. For example, for 2001, single Americans paid15% tax on income up to $27,050. On income between $27,050 and$63,550, they paid 27.5%.CHAPTER 5DIRECTIONS: Study the table below. Answer the following questions on aseparate sheet of paper.If your taxmaking the real costrate is: and you donate: your tax saving is: of your donation:Copyright © by The McGraw-Hill Companies, Inc.15% $100 $15 $8527% $100 $27 $7335% $100 $35 $651. How does the government encouragepeople to donate to charity?2. How do deductions affect your taxes?3. Look at the table. Assume your tax rateis 27%. If you donate $250, what isyour tax saving? Show your work.4. What is the real cost of your $250donation? Show your work.5. Suppose Tina and Juran donated thesame amount in 2001. Tina’s income was$25,000. Juran’s income was $30,000.Who saved the most in taxes from thedonation? Explain.6. CRITICAL THINKING ACTIVITY Visit a localGoodwill store. Ask if they have a guidefor the fair market value of donateditems. If not, make a list of selling pricesfor common items in the store. Or, checkprices at a flea market or garage sale.Then check your closet for old clothesyou would consider donating. List theitems. Estimate the fair market valuefor each item. Add them up. What isthe total you could deduct for yourdonation? If your tax rate were 15%,how much would you save in taxes?77

Name Date ClassReteaching Activity 5The Citizen and the CommunityUnited States citizens have many rights and responsibilities. Citizenswho fulfill these duties and responsibilities help make the United Statesthe country it is. There are several volunteer opportunities for citizens.These opportunities include charitable organizations, school-based programs,and national service programs.DIRECTIONS: Answering Questions Write the answers to the questionson the line to the left of each question. The answers are contained in thebox below. A term may be used more than once.• Senior Corps• John F. Kennedy• responsibility• Franklin D. Roosevelt• American Red Cross• duty• Freedom Corps• George W. Bush• Peace CorpsCHAPTER 5Copyright © by The McGraw-Hill Companies, Inc.1. The Retired and Senior Volunteer Program is part of whatnational service program?2. Which U.S. president said, “Ask not what your country cando for you; ask what you can do for your country”?3. Is serving on a jury considered a duty or a responsibility ofa U.S. citizen?4. What national service program began in 1961 to help peoplein the poor countries of the world?5. Is attending school considered a duty or a responsibility ofa U.S. citizen?6. What national service program was set up to respond to acrisis at home, the need to rebuild communities, and the goalof extending American compassion throughout the world?7. Which U.S. president said, “We want to be a nation thatserves goals larger than self. We have been offered a uniqueopportunity, and we must not let this moment pass”?8. What national service program has volunteers who helpvictims of floods, earthquakes, and other disasters?9. Which U.S. president said, “The ultimate rulers of ourdemocracy are not a president, . . . but the voters of thiscountry”?10. Is voting considered a duty or a responsibility of a U.S.citizen?79

Name Date ClassEnrichment Activity 5The Peace CorpsDIRECTIONS: Today the responsibilities of citizenship extend well beyond the bordersof the local community. In his message to Congress on establishing a PeaceCorps on March 2, 1961, President John F. Kennedy made this point. Read thefollowing excerpts from his speech and then answer the questions on a separatesheet of paper.Copyright © by The McGraw-Hill Companies, Inc.. . . Peace Corps members will often serve under conditions of physicalhardship, living under primitive conditions among the people of developingnations. For every Peace Corps member service will mean a great financialsacrifice. They will receive no salary. Instead they will be given an allowancewhich will only be sufficient to meet their basic needs and maintain health. Itis essential that Peace Corps men and women live simply and unostentatiouslyamong the people they have come to assist. . . .The benefits of the Peace Corps will not be limited to the countries in whichit serves. Our own young men and women will be enriched by the experienceof living and working in foreign lands. They will have acquired new skills andexperience which will aid them in their future careers and add to our owncountry’s supply of trained personnel and teachers. They will return better ableto assume the responsibilities of American citizenship and with greater understandingof our global responsibilities.. . . Our own freedom, and the future of freedom around the world, depend,in a very real sense, on [the] ability [of people in developing countries] to buildgrowing and independent nations where men can live in dignity, liberated fromthe bonds of hunger, ignorance and poverty.One of the greatest obstacles to the achievement of this goal is the lack oftrained men and women with the skill to teach the young and assist in theoperation of development projects—men and women with the capacity to copewith the demands of swiftly evolving economies, and with the dedication to putthat capacity to work in the villages, the mountains, the towns and the factoriesof dozens of struggling nations.[We] have in this country an immense reservoir of dedicated men andwomen willing to devote their life energies and time and toil to the cause ofworld peace and human progress.1. On what did President Kennedy say our freedom and the future of freedomaround the world depended?2. What rewards would working in the Peace Corps bring to the volunteers?3. CRITICAL THINKING What might Peace Corps volunteers be able to accomplishbetter than highly paid professionals? Why?4. CRITICAL THINKING How do you think working as a Peace Corps volunteerwould help you better understand our nation’s global responsibilities?CHAPTER 581

Chapter 5Section ResourcesSECTIONSGuided Reading Activity 5-1 83Guided Reading Activity 5-2 8482

Name Date ClassGuided Reading Activity 5–1The Duties and Responsibilities of CitizenshipBefore reading, write questions related to each of the subheadings in thissection. After completing this section, answer the questions you wrote.DIRECTIONS: Write an answer to each question below in the space provided.1. Defining What are “responsibilities”?2. Predicting What could happen if citizens fail to perform some of theduties required by the government?3. Summarizing What are some of the duties the government requires itscitizens to perform?4. Explaining What happens to your tax money?SECTION 5-15. Explaining What is a draft? Who is required to register with the governmentfor the draft?Copyright © by The McGraw-Hill Companies, Inc.6. Explaining Why do most states require their students to attend schoolto at least the age of 16?7. Describing Why is staying informed a civic responsibility?8. Explaining Why is voting such an important civic responsibility?9. Defining What is tolerance?83

Name Date ClassGuided Reading Activity 5–2Volunteering in Your CommunityTry to skim this section first before reading it. Then make a list of topics youexpect to read more about when you read the section.DIRECTIONS: Write an answer to each question below in the space provided.1. Defining What is a community?2. Explaining Why can the government not respond to many social problemsquickly and efficiently?SECTION 5-23. Defining Write a sentence using the term “welfare” correctly.4. Defining What is “volunteerism”?5. Inferring Why is volunteerism so important?6. Explaining When are people more likely to volunteer?7. Describing What do volunteer organizations like the Peace Corps,AmeriCorps, and Senior Corps do?8. Inferring How does volunteering serve self-interest?Copyright © by The McGraw-Hill Companies, Inc.84

Answer KeyVOCABULARY ACTIVITY 1Across3. democracy5. deport10. alien11. direct12. immigration13. patriotism14. civics15. citizenDown1. dictatorship2. representative4. government6. budget7. public policy8. migration9. terrorismCHAPTER SKILLS ACTIVITY 1Practicing the Skill1. “My call tonight is for every Americanto commit at least two years—4,000hours over the rest of your lifetime—tothe service of your neighbors and yournation.”2. the title of the selection, PresidentBush’s State of the Union Address3. Student answers will vary but, generally,should include the idea that PresidentBush is calling the American publicto volunteer 4,000 hours over theirlifetimes.4. Student answers will vary. They shouldreference other specific parts of thespeech. Possible answers might includethe president’s reference to the terroristattacks of September 11, and theheroic efforts of soldiers, firefighters,and citizens. The president also talksabout a new culture of responsibility,and “millions of acts of service anddecency and kindness.” He references aspecific opportunity to serve throughthe USA Freedom Corps.5. respond in case of crisis at home; rebuildcommunities; and extend Americancompassion throughout the worldApplying the SkillStudent answers will vary. Have studentsbring copies of their original sources to classif possible. Check to be sure students haveaccurately identified the main points as wellas the supporting points.COOPERATIVE LEARNING ACTIVITY 1Students should complete the activity andanswer the Group Process and Quick Checkquestions. Have students share theirresponses with their groups or with theclass.ECONOMICS ACTIVITY 11. A high standard of living means thatthe person can afford to live comfortably.2. The poverty line is based on the yearlyincome a family must have to eat adequately.The government determines apoverty-line income for families of differentsizes.3. The graph shows the percentage of theUnited States population living inpoverty for the years 1959 to 2000, byage group.4. People age 65 and older had the largestportion of its members living in povertyin 1959.5. People under age 18 became the largestpercentage around the year 1974.6. Student answers will vary. Their storiesshould put themselves in the povertyscene depicted in their photos. Theirstories might include issues such asdoing without many things, having tomake choices about how to use theirlimited resources, anxiety over how85

Answer Keythey will survive, fear for their ownphysical safety, the feeling of beinghungry, being ridiculed or ignored bymore wealthy segments of society, andso forth. Encourage students to try tofeel what it must be like to be living inpoverty.RETEACHING ACTIVITY 11. C2. H3. E4. D5. I6. F7. G8. J9. B10. A11. KENRICHMENT ACTIVITY 11. The stars should be to the top and theflag’s own right, the observer’s left,whether displayed vertically or horizontallyon a wall.2. Civilian Americans should stand atattention facing the flag and place theirright hand over their heart.3. A flag is generally flown from sunriseto sunset.4. The nickname “Stars and Stripes” isfound in the reading. Another nicknamefor the flag is “Old Glory.”5. Answers will vary. Some symbols thestudents may name include: the WhiteHouse and Capitol; the Bald Eagle; theLiberty Bell; Uncle Sam; patriotic songssuch as “The Star-Spangled Banner,”“America the Beautiful,” or “America”(“My Country ’Tis of Thee”).6. Americans wanted to show their supportfor their country and what it represented.This allowed them to showother Americans and the world thatthey were proud of their country.GUIDED READING ACTIVITY 1-11. Civics is the study of the rights andduties of citizens.2. Citizens agree to accept the government’sauthority and follow its rules.3. A government is the ruling authorityfor a community; it has the power tomake and enforce laws and decisions.4. Governments are needed to maintainpeace because humans naturally competefor territory, resources, and power.5. Answers may vary, but the studentshould show an understanding of theterm. Public policy is a course of governmentaction designed to achievecommunity goals.6. Budget planners decide how money isspent; the budget determines the policiesand services that a governmentprovides.7. The national government makes andenforces laws for the nation, whilestate governments do the same foronly the state level.8. Direct democracy occurs when all citizenscome together to debate governmentand vote firsthand. Direct democracyis no longer functional in mostcountries because of their large populations.9. Majority rule is the willingness to goalong with what most people wantwhen there are differences of opinions.10. One person or a small group controlsthe government in a dictatorship,while all citizens share in governing ademocracy.GUIDED READING ACTIVITY 1-21. Naturalization is the legal process foreignersmust go through to become acitizen.86

Answer Key2. Aliens must first sign a Declaration ofIntention.3. An alien is not a citizen. Aliens usuallycome to study, work, or visit family,but eventually return home. An immigrantpermanently moves to anothercountry and may gain citizenshipthrough the proper channels.4. Answers may include: to improve theirlives or to earn money.5. The government would deport, or sendan alien back to his or her country, ifhe or she is living and working in theUnited States illegally.6. Unlike natural-born citizens, legalaliens cannot vote in elections or runfor office. They cannot serve on juriesor work in most government jobs.Legal aliens must carry identificationcards at all times.GUIDED READING ACTIVITY 1-31. The largest group of European immigrantsarrived between 1890 and 1924.2. Sentences may vary, but studentsshould show an understanding of theterm. A migration is a mass movementof people.3. Answers will vary but should includethe idea that there are diverse backgrounds,beliefs, and cultures.4. It has become more urban and serviceoriented,and has a more diverse workforce.People are moving to the Southand the West, and more people aregoing to college.5. Citizens can show their patriotism, orlove for their country, by flying thenation’s flag, singing the nationalanthem, or by reciting the Pledge ofAllegiance. Following the nation’s lawsand participating in civic life are alsoways to display patriotism.6. Terrorism is the use of violence bygroups against civilians to achieve apolitical goal.7. Two sources of American unity are acommon language and common civicand political heritage.VOCABULARY ACTIVITY 2A M E R D E L E G A T E I I CP A R L I A M E N T E N N N AN C O L O N I E O R S O D O MC R E A T E D C U A L I E I SP C O N F C Y T H E A T P T ID R E R O O A A C C R A E U LT T E L B L I O R O E R N T IN C O C S J K H A M M E D I TM N A I E K F T N M A D E T NY Z G P A D M M O O C E N S AM E G M M D E Q M N I F C N CL B E K D O N N L L B N E O RD N F R K L C B T A M O R C ED F R E T R A H C W K C R R MF R A T I F Y N R E P E A L N1. monarch2. legislature3. Parliament4. precedent5. common law6. charter7. Compact8. colony9. mercantilism10. boycott11. repeal12. delegate13. independence14. confederation15. bicameral16. constitution17. ratify18. amendCHAPTER SKILLS ACTIVITY 2Practicing the Skill1. 17762. colonists87

Answer Key3. to make the case for American independencefrom England4. Student answers will vary. They shoulddiscuss Common Sense in the context ofits time, specifically addressing themovement for independence.Applying the SkillStudent answers will vary. Paragraphsshould describe the significance of thephoto students chose in the context of itstime and place. They should identify thephotographer, and answer all of the who,what, where, when, and why questions.COOPERATIVE LEARNING ACTIVITY 2Students should complete the activity andanswer the Group Process and Quick Checkquestions. Have students share theirresponses with their groups or with theclass.ECONOMICS ACTIVITY 21. Tariffs increase the prices of importedgoods.2. An income tax is a tax on the earningsof individuals and businesses.3. The person on the left represents veryrich people. The person in the centerrepresents businesspeople. The personon the right represents the commonlaborer. Students should note that thepeople represent different levels ofincome.4. The cartoon, titled “A Square Deal forAll,” promotes the idea that incometaxes are fair, because all Americansmust pay into the pot—rich and pooralike.5. The cartoon likely appeared in 1909because in that year, the income taxamendment was proposed. The cartoonwas probably created to support ratificationof the Sixteenth Amendment.6. Student answers will vary according tothe cartoon they select. They should beable to identify the point of view of thecartoonist. Their descriptions shouldalso reflect a general understanding ofwhat taxes are.RETEACHING ACTIVITY 21215: C1600s: E1619: D1688: I1689: K1733: H1760s: F1773: G1774: J1775: B1776: L1783: M1786/1787: AENRICHMENT ACTIVITY 21. Zenger was arrested because he hadpublished articles that were critical ofthe governor.2. Hamilton argued that Zenger was notguilty of libel if the articles reportedthe truth.3. The principle of freedom of the presswas established in the United States,and truth could be used as a defenseagainst a charge of libel.4. Answers will vary but might includethe need for government accountabilityto the people and the importance offree and open discussion of issues in ademocratic society.5. Answers will vary based on the rightschosen by the students. Studentsshould clearly express the reasons whythat particular right is important tothem and how their life would changewithout that particular right.88

Answer Key6. The media relies on freedom of speechto be able to publish any informationthat it determines as valuable to thepublic. Without this right, the publicwould probably not learn the negativeaspects of American society and, inparticular, the government. In orderfor Americans to be able to exercisetheir right to vote and to bring aboutchange in areas that need it, they needto be well informed.GUIDED READING ACTIVITY 2-11. A monarch is a king or queen whorules a nation.2. The Magna Carta was a contract thatlimited the power of the monarch bypledging that no one would be abovethe law, not even the king or queen.This document protected the noble’sprivileges and upheld their authority. Italso granted certain rights to all landholders,including equal treatmentunder the law and trial by one’s peers.3. The document decreased the power ofthe monarch and made Parliament anelected body, equal with the king. Italso included some important liberties,such as freedom of speech for membersof Parliament during meetings.4. A precedent is a ruling in an earliercase that is similar to the one beingdecided upon. A judge would see ifanyone had ever faced a similar chargeand what the outcome was so that aconsistent ruling could be made.5. Common law is a system of law basedon precedent and customs; this systemrelies on court decisions rather thanregulations written by lawmakers.6. A colony is group of people in oneplace who are ruled by a parent countryelsewhere. The first colony in NorthAmerica was in Jamestown, Virginia.7. A compact is an agreement or contractamong a group of people. The MayflowerCompact established directdemocracy. This system can still befound in New England today.8. All men could vote and majority rulewould prevail.9. While the British king and Parliamentwere busy with matters in GreatBritain, the colonies were left to governthemselves.GUIDED READING ACTIVITY 2-21. Mercantilism is the theory that a countryshould sell more goods to othercountries than it buys.2. A boycott is the refusal to buy itemsfrom a particular country to show disapprovalof the conditions. By boycottingBritish goods, Americancolonists forced the Parliament torepeal the Stamp Act of 1765 andother taxes.3. Answers may vary, but students shouldshow an understanding of the term. Torepeal is to cancel something.4. The delegates attended the First ContinentalCongress to challenge Britishcontrol. They wanted to restore therights lost when the Intolerable Actswere instituted.5. Independence is self-reliance and freedomfrom outside control.6. They wanted to decide the best courseof action because King George hadresponded to their protests with force.7. The Declaration of Independence was adocument that announced the independenceof the United States fromBritish rule. The Declaration arguedthat the British government did notlook after the interests of the colonists.8. The Congress appointed a committee,but Thomas Jefferson wrote most ofthe Declaration of Independence.9. Governments are to ensure that thepeople’s rights are secured.89

Answer KeyGUIDED READING ACTIVITY 2-31. A constitution is a written plan forgovernment.2. Each state had a legislature to createlaws, and they are bicameral, or madeup of two houses.3. Most states established three branchesof government—a legislature, a governor,and judges and courts.4. A confederation is a group of individualor state governments that bandtogether for a common cause.5. The Articles of Confederation createdthe first constitution of the UnitedStates of America.6. All 13 states ratified the Articles ofConfederation in 1781.7. Answers may vary, but students shouldshow an understanding of the term. Toamend means to change.8. The country faced serious financialtroubles and disruptions like Shays’sRebellion, which frightened Americans.They felt that they needed astronger government.VOCABULARY ACTIVITY 31. Constitutional Convention2. legislative3. executive4. judicial5. separation of powers6. Great Compromise7. Three-fifths Compromise8. amendment9. Bill of RightsCHAPTER SKILLS ACTIVITY 3Practicing the Skill1. The map key includes Posts held inU.S. Territory by British until 1796 andEngagements with Native Americans.2. crossed swords3. slightly less than 500 miles4. Student answers will vary. British postsare located at Ft. Niagara, Oswegalchie,Pte au Fer, Oswego, Ft. Miami, Detroit,and Michilimackinac.Applying the SkillStudent answers will vary. Correct mapswill include a map key, scale, and compassrose. Key landmarks should be clearly identified.COOPERATIVE LEARNING ACTIVITY 3Students should complete the activity andanswer the Group Process and Quick Checkquestions. Have students share theirresponses with their groups or with theclass.ECONOMICS ACTIVITY 31. As a result of competition, you have awide variety of products at reasonableprices from which to choose.2. Of all the athletic shoes sold that year,11 percent were Reebok shoes.3. All other shoe companies would sharethe remaining 26% of the athletic shoemarket. [39% 15% 11% 9% 74%; 100% 74% 26%]4. In this example, consumers spent$5.46 billion on Nike shoes. [$14 billion 39% $5.46 billion]5. Student responses will vary. Look forcreativity in their features. After thevote, ask selected students to explainwhy they chose one company’s productover the others. Use this discussionto point out that volume of features isoften not as important as attractivenessof the features. A feature must meet aconsumer need or want, or it will notattract more sales.RETEACHING ACTIVITY 3Exclusive Powers of FederalGovernment: B, F, H90

Answer KeyExclusive Powers of StateGovernments: A, D, E, JBoth: C, G, I, K, LENRICHMENT ACTIVITY 31. James Madison was referring to thestate governments and the nationalgovernment.2. The division of power between thenational government and the stategovernments and among the threebranches of the government will keepany one area of the government frombecoming too powerful.3. The legislature would be kept withinthe limits assigned to them by thecourts.4. Smith believed the limited number ofrepresentatives in Congress could notpossibly represent all the people of theUnited States.5. The Bill of Rights, which was added tothe Constitution in 1791, may havechanged George Mason’s opinion.GUIDED READING ACTIVITY 3-11. Rhode Island chose not to attend theconvention because its leaders opposeda stronger central government.2. African Americans, women, and NativeAmericans were not considered a partof the political process and did notattend the convention.3. The delegates to the ConstitutionalConvention were well educated. Theywere leaders, but not a diverse groupof citizens.4. The delegates unanimously selectedGeorge Washington to lead the convention.5. A secrecy policy was instituted at theConstitutional Convention to allowdelegates to speak freely.6. The Constitutional Convention was ameeting of state representatives inPhiladelphia to improve the Articles ofConfederation. The delegates, though,ended up writing a new U.S.Constitution.GUIDED READING ACTIVITY 3-21. The legislative branch creates the laws,whereas the executive branch carriesout those laws. The judicial branch is asystem of courts that is responsible forinterpreting and applying those laws.2. The Virginia Plan proposed a twohouselegislature with representationbased on population, whereas the NewJersey Plan proposed a one-house legislaturewith one vote per state.3. The Great Compromise was Connecticutdelegate Roger Sherman’s plan forCongress to have two houses—aSenate and a House of Representatives.Each state would have equal representationin the Senate, but the Housewould be based on population.4. Some Americans thought members ofCongress should choose the presidentwhile others felt the presidency shouldbe decided by popular vote.5. The Electoral College is a group of peoplenamed by each state legislature toselect the president and the vice president.Today voters, not the legislatures,choose electors.6. The Federalists supported the Constitutionand a form of government thatdivided power between the federalgovernment and the states. Anti-Federalists opposed the Constitutionbecause they said it gave the nationalgovernment too much power and tookpower away from the states. Anti-Federalists also protested the lack of abill of rights.7. The Federalists promised to include abill of rights.91

Answer KeyGUIDED READING ACTIVITY 3-31. The main purpose of the U.S. Constitutionis to provide a framework for theUnited States government.2. The Preamble is the opening section ofthe Constitution. It tells why theConstitution was written.3. The first 10 amendments are called theBill of Rights, and they are of interestto citizens because they safeguard individualrights and liberties.4. The government collects an income taxto pay for government services.5. Amendments to the Constitution arenecessary because changes to theConstitution may be necessary to safeguardthe freedoms of Americans.6. The necessary and proper clause givesimplied powers to Congress. (Impliedpowers are those not specifically listedin the Constitution.)GUIDED READING ACTIVITY 3-41. A republic is any government headedby a president or similar leader ratherthan a person who inherits the position.A republic is also a representativedemocracy.2. Popular sovereignty is the belief thatthe governmental power lies with thepeople.3. “Rule of law” means that the laws ofthe Constitution apply to everyone,even those who govern.4. French philosopher Baron deMontesquieu influenced the Framersto create a separation of powers clause.5. Each branch is able to check the powerof the other branches, and no branchbecomes too powerful.6. Expressed powers are the powers thatare specifically granted to the nationalgovernment in the Constitution.Reserved powers are controlled by thestates, such as the regulation of tradewithin state borders, establishingschools, and rules for marriage anddivorce. Concurrent powers are thepowers that belong to both state andnational governments. These mayinclude collecting taxes, borrowingmoney, and establishing courts andprisons.7. Article VI of the Constitution8. If a state law conflicts with a federallaw, you should follow the federal law.VOCABULARY ACTIVITY 4Across1. bail4. search warrant8. due process9. racial profiling10. segregation11. slander12. civil rights14. double jeopardyDown2. affirmative action3. indictment5. discrimination6. suffrage7. censorship13. libelCHAPTER SKILLS ACTIVITY 4Practicing the SkillStudent answers will vary. Students shouldbe able to identify and summarize the keypoints from each section of the reading. Apossible solution follows.Main Idea: Freedom of Religion1. Many came to America to find religioustolerance.2. Congress cannot establish an officialreligion.3. People can practice any faith.92

Answer KeyMain Idea: Freedom of Speech1. can speak out without fear of punishment2. includes face-to-face, telephone, radio,TV, Internet, art, music, clothing3. Supreme Court case—armbands protectedspeechMain Idea: Freedom of the Press1. includes printed publications andmedia—radio, television, computerprotected2. protects right to hear a variety of viewpoints3. Government cannot practice censorship.Main Idea: Freedom of Assembly1. right to gather in groups for any reason2. must be peaceful3. right to belong to groups like socialclubs, political parties, and so onMain Idea: Freedom to Petition1. right to make formal requests to government2. right to express ideas to government3. may be formal or a simple letterApplying the SkillStudent answers will vary. Have studentsbring a copy of their original source to classif possible. Check to be sure students haveaccurately identified main ideas in theirnotes and have supplied supporting details,using phrases and shorthand as appropriate.COOPERATIVE LEARNING ACTIVITY 4Students should complete the activity andanswer the Group Process and Quick Checkquestions. Have students share theirresponses with their groups or with theclass.ECONOMICS ACTIVITY 41. President John F. Kennedy proposedthe Consumer Bill of Rights.2. Both were intended to protect basicrights. Also, both imply that citizensshould act on their rights responsibly.3. A driver’s license is both a right and aresponsibility. The license gives you theright to drive, but you also have theresponsibility to drive safely and obeytraffic laws.4. Product labels are a source of consumerinformation. By reading productlabels, you are exercising your right tobe informed and your responsibility touse the information in your purchasedecisions.5. Redress is the act of correcting something,seeking a remedy, or makingsomething right. Students will describedifferent scenarios. For example, theymight describe a situation in which theproduct they bought was defective, orthey simply didn’t like the productwhen they got it home. To seekredress, they might take it back to thestore, show the salesclerk the receipt,and get their money back or exchangethe product for another one. Youmight point out to them that mostconsumer problems can be solved bytalking reasonably with the store clerkor manager. Drastic measures, such asgoing to court, should be taken only asa last resort.RETEACHING ACTIVITY 41. search warrant2. Open Housing Act3. civil liberties4. incorporated5. affirmative action6. Fourth Amendment7. Civil Rights Act8. segregation9. Eighth Amendment10. discrimination93

Answer KeyENRICHMENT ACTIVITY 41. The Americans with Disabilities Actopens the way for many physically andmentally challenged Americans to pursueopportunities in employment. Itattempts to give them access to transportation,public accommodations, andtelecommunications.2. Businesses had to make physical modificationsto accommodate physicallychallenged employees such as addinglarger stalls in rest rooms, adding elevatorsand/or ramps, and adding handicappedparking spaces. New buses,trains, and subway cars had to beequipped with hydraulic lifts. Retailstores, hotels, and restaurants had tobe free of barriers that preventedphysically disabled people from enteringthe premises. Telephone companieshad to provide relay services forhearing- and speech-impaired people.3. Businesses that could prove that therequired changes would be too costlyor too disruptive or would substantiallyalter the way they do business wereexempt from complying with the act.4. It is like a bill of rights because itmakes it possible for physically andmentally challenged Americans toenjoy more freedom by guaranteeingthem access to many public and privatefacilities.5. Answers will vary. No, it is unjustifiedgovernment interference in business,and it is unfair to business. Yes, it isjustified because the rights of the physicallyand mentally challenged need tobe protected, and few businesses wouldmake the changes voluntarily. Physicallyand mentally challenged Americanswho are able to work becomeproductive members of society ratherthan a drain on public resources.GUIDED READING ACTIVITY 4-11. Civil liberties are the freedoms wehave to think and act without governmentinterference or fear of unfairtreatment.2. Answers may vary, but some forms ofexpression may include telephone conversations,radio and TV broadcasts,art, music, Internet communication,and clothing.3. Answers may vary, but students shouldshow an understanding of the term.Censorship means banning printedmaterials or films or information thatis published or broadcast.4. Freedom of assembly means the rightto gather in groups for any reason, aslong as the gathering is peaceful.Freedom of association is impliedthrough the freedom of assembly; freedomof association not only allows citizensto assemble peaceably, but to beassociated, or belong, to such groups.5. A petition is a formal request.6. The First Amendment protects thefreedoms of religion, speech, the press,and assembly and the freedom to petitionthe government.7. Freedom of speech does not includethe right to endanger the governmentor other Americans; freedom of assemblydoes not include the right to inciteriots or violent behavior; and citizensdo not have the right to participatein activities to overthrow the government.8. Slander includes lies that are spokenand libel includes lies that are written.9. The rights of the community comefirst.10. First Amendment rights are limited toprotect the rights of other Americansand the government.94

Answer KeyGUIDED READING ACTIVITY 4-21. The Fourth Amendment protects citizensfrom “unreasonable searches andseizures.” No police officer, governmentagent, or soldier can search ortake your property without goodcause.2. A search warrant is a court orderallowing law enforcement officers tosearch a suspect’s home or businessand take specific items as evidence.3. An indictment is a formal charge of acrime by a grand jury.4. Double jeopardy: a person accused of acrime and judged not guilty cannot betried again for the same crimeSelf-incrimination: people cannot beforced to testify against themselvesDue process: following the establishedlegal procedures; the idea that lawsthemselves must be reasonableEminent domain: the right of the governmentto take private property, suchas land, for public use; the governmentmust pay a fair price for the property5. The Sixth Amendment requires that aperson be told the nature of thecharges against him or her; it guaranteesa trial by jury, a speedy and publictrial, and the right to hear and questionall witnesses against the accused.6. The judge decides the amount of bail.7. The Fifth Amendment protects a personfrom double jeopardy.8. the right to bear arms9. Civil cases are lawsuits that involvedisagreements between people ratherthan crimes.10. The Tenth Amendment reserves powersfor the states, thereby preventingpowers for the national governmentfrom becoming too strong.GUIDED READING ACTIVITY 4-31. The Thirteenth Amendment outlawedslavery in the United States and freedenslaved African Americans.2. The Fourteenth Amendment definedAfrican Americans as U.S. citizens andrequired every state to grant its citizens“equal protection of the laws.”3. It means that all U.S. citizens in everypart of the country have the same basicrights as guaranteed by the Bill ofRights.4. The Fifteenth Amendment says that nostate may take away a person’s votingright on the basis of race, color, or previousenslavement.5. It allowed voters to elect their senatorsdirectly.6. the Nineteenth Amendment7. The residents of Washington, D.C.(District of Columbia), gained the rightto vote in national elections with theTwenty-third Amendment.8. A poll tax required voters to pay a sumof money before casting a ballot. Thepoll tax was outlawed in national electionsin 1964 by the Twenty-fourthAmendment, and in state elections twoyears later.9. The Twenty-sixth Amendment givescitizens 18 years and older the right tovote.GUIDED READING ACTIVITY 4-41. African Americans were not allowed toattend the same schools as white students,they had to ride in the back ofbuses, sit in separate sections of restaurantsand theaters, use separate publicrestrooms and water fountains, andstay in separate hotels.2. Segregation is the social separation ofthe races.95

Answer Key3. Civil rights are the rights of full citizenshipand equality under the law. It hastaken more than 100 years after theCivil War for African Americans to gaintheir civil rights.4. Brown v. Board of Education of Topeka,Kansas was important because it ruledthat racially segregated public schoolswere unconstitutional. Segregation violatesthe Fourteenth Amendment’sprinciple of equal protection under thelaw.5. African Americans organized marches,boycotts, and demonstrations; stagedsit-ins at lunch counters that servedonly whites; and African Americansand some whites became “FreedomRiders” to protest segregation on publictransportation.6. The Civil Rights Act of 1964 prohibiteddiscrimination in public facilities,employment, education, and voterregistration.7. Affirmative action programs were createdto try and correct past practices ofdiscrimination. These programs weredesigned to promote the hiring andadvancement of minorities and womenin fields that were traditionally closedto them, and to open colleges up toaccepting more minority students.8. Affirmative action has been controversial.Some believe that it gives preferentialtreatment to women and minoritiesand discriminates against whitesand men. Recent court rulings havecut many affirmative action programs.9. Racial profiling is the singling out of aperson or group of people based on theway they look.VOCABULARY ACTIVITY 5A M E R I B A N C C I T I W EE R I L H T S A N O Y D Y D UM X Z H D R A F T M T R C F ML W Y D G G H N M M I V A W ZT D J L Y N C D Y U L R R T JK O T B R J T T Z N I C C L FR N L Y X V Y R W I B C U N XX X M E Z K H Q W T I N A F MN F K M R H X E G Y S B E M MF J W R F A L G J H N P R D DN D H X W F N W Y L O L U L HL P J L A L Z C G C P N B G DL T H R Q K V K E C S K D N DX R E C H X M S I R E E T N UQ Y V W G J M F Y K R P T L J1. bureaucracy2. community3. draft4. duty5. responsibility6. welfare7. tolerance8. volunteerismCHAPTER SKILLS ACTIVITY 5N S HR I EK X FV X QH N NW L GM K JX M FT L YJ T BU T TR Z YV C YL O VZ C ZPracticing the Skill1. the process for becoming a BigBrother/Big Sister volunteer2. The shapes connect the titles on theleft with the descriptions on the right.3. three4. meeting the criteria for becoming avolunteer, the application process, andthe assignmentApplying the SkillStudent answers will vary. Diagrams shoulduse labels, colors, and symbols effectively,and the process outlined should be completeand logical. Student paragraphs shoulddiscuss the effectiveness of their diagramsand highlight any problems their partnershad following their directions.96

Answer KeyCOOPERATIVE LEARNING ACTIVITY 5Students should complete the activity andanswer the Group Process and Quick Checkquestions. Have students share theirresponses with their groups or with theclass.ECONOMICS ACTIVITY 51. To encourage citizens to donate, thegovernment offers tax deductions.2. Deductions are amounts you maylegally subtract from your incomewhen figuring taxes. Deductionsreduce the amount of tax you owe.3. The tax saving is $250 .27 $67.50.4. The real cost of the donation is $250 $67.50 $182.50.5. Juran saved the most in taxes from thedonation. His tax rate was 27%. Tina’swas 15%.6. Answers will vary depending on theclothing items the students include ontheir list. Their estimates of fair marketvalue should be realistic. Point out tothem that the condition of the itemaffects its fair market value. The totalthey could deduct for the donationshould equal the total value of allitems on the list. The amount theywould save in taxes should be 15% ofthe total donation.RETEACHING ACTIVITY 51. Senior Corps2. John F. Kennedy3. duty4. Peace Corps5. duty6. Freedom Corps7. George W. Bush8. American Red Cross9. Franklin D. Roosevelt10. responsibilityENRICHMENT ACTIVITY 51. President Kennedy said our freedomand the future of freedom around theworld depended on the ability of peoplein developing countries to buildgrowing and independent nationswhere men can live in dignity, liberatedfrom the bonds of hunger, ignorance,and poverty.2. Working in the Peace Corps wouldprovide volunteers with the rewards ofliving and working in foreign lands,personal enrichment, new skills, andexperience that might help them intheir future careers.3. Answers will vary. Students might saythat the people of the community inwhich they are working may acceptPeace Corps volunteers because oftheir simple lifestyle, enthusiasm, andidealism, and they may be able toestablish close personal relations withthese people.4. Answers will vary. Students may mentionthat living and working with thepeople in developing countries wouldhelp them to understand and appreciatethe many needs of those who livein countries that are not as wealthy asthe United States. It would help themgain an appreciation for how muchAmericans have and the importance ofusing that wealth to help other nationsbecome economically independent.GUIDED READING ACTIVITY 5-11. Responsibilities are things we shoulddo as citizens; they are obligations wefulfill voluntarily.2. If citizens do not perform the dutiesrequired by the government, therecould be legal penalties, such as finesand imprisonment.3. The government requires that its citizensobey the nation’s laws, pay taxes,97

Answer Keydefend the nation, serve in court, andattend school.4. Taxes pay for the government’s activities.Tax money goes to pay federalemployees, maintain the armed forces,and to help those in need.5. A draft is a call to military service. Menbetween the ages of 18 and 25 arerequired to register with the governmentfor the draft.6. Most states require their students toattend school until they are 16 yearsold so that they attain the knowledgeand skills to make wise decisions andto learn ways to solve problems, formopinions, and express themselvesclearly.7. Staying informed helps you knowwhat the government is doing andhow that affects your life, and it keepsyou informed of your rights.8. By electing leaders to run the government,Americans give their consent tothe government.9. Tolerance is respecting and acceptingothers, regardless of their beliefs, practices,or differences.5. Volunteers help communities meettheir many needs.6. People are more likely to volunteerwhen they feel a personal connectionto the cause or know others involved.7. The Peace Corps helps people in thepoorest countries with farming, education,business efforts, and the fightagainst serious diseases. AmeriCorpsvolunteers help with flood relief, fires,earthquakes, and other disasters. Theyalso help clean up polluted rivers,immunize children, and assist peoplewith disabilities. Senior Corps connectsAmericans aged 55 and older with volunteeropportunities.8. It improves our abilities to work withothers, to lead, to solve problems, andit is satisfying.GUIDED READING ACTIVITY 5-21. A community is a group of people whoshare the same interests and concerns.2. The government cannot respond toeveryone’s social needs because governmentsare bureaucracies, there aremany departments, rules, and peoplethat prevent actions from beingprocessed quickly and efficiently.3. Answers may vary, but the studentshould have an understanding of theterm. Welfare is the health, prosperity,and happiness of the members of acommunity.4. Volunteerism is the practice of offeringyour time and services to others withoutpayment.98