Virginia Experience Civics & Economics Social Studies

STUDENT BOOK 

Civics & 

Economics 

Social Studies 

B B y Carole M 

M 

arsh 

Sample 

Aligned to Virginia Standards of Learning

Used by more than 

1 million students 

• primary source 

analysis 

• comparing multiple 

sources 

contrast 

• predicting outcomes 

• true or false 

• opinion/argument 

writing 

• research 

• informational writing 

• investigation 

• classifying 

• summarize 

• charts & graphs 

• main idea 

• and more!!! 

• geography 

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A Word from the Author... 

Dear Student, 

This year, we are going to learn about the government. 

By now, you know a lot about the government. But do 

you know how important YOU are to the government? 

By the end of this year, you will! 

In the United States, the federal, state, and local governments 

get their power from YOU. This year, you are going to learn how to 

use that power—and why it’s important that you do. 

We will dig deep into the key foundational principles that are the backbone of the U.S. 

government, and learn how the U.S. Constitution puts these foundational principles 

into action. We will explore the structure and responsibilities of the government… 

and the essential roles of citizens. By the end of the year, you will see that it’s citizens’ 

active participation in government and community that makes our democratic system of 

government work! 

But civics is just half our focus this year—the other half is economics. Who doesn’t like 

to learn and talk about money?! It’s a fascinating topic, and this year we get to explore 

economic concepts that work behind the scenes to make our U.S. and local economies 

operate. 

We’ll analyze the interaction between essential concepts like the law of supply and the law 

of demand. We’ll dig deep into scarcity, specialization, and how people, states, and the 

U.S. government answer the three basic economic questions. You’ll learn how economics 

impacts YOUR life, and how YOU impact economics. And we’ll also focus on personal 

financial concepts that will allow you to take personal responsibility to build a productive 

economic future and achieve the goals you desire! 

Sample 

The skills and understandings you build are going to make this a very rewarding year! 

They will help put you on a good path to a future as a responsible, productive, successful 

Virginia and U.S. citizen. Let’s get started. 

Come along with me on this Virginia Experience—it’s the trip of a lifetime! 



Icon Identification 

OrderSample 

MAP SKILL- 

RESEARCH IT 

MATH 

BUILDER 

FASCINATING 

VOCABULARY 

DISCUSS IT 

FACT 

CHARACTER 

PRIMARY 

EXPRESS YOUR 

COUNTS 

SOURCE 

OPINION 

COMPREHENSIVE QUIZZES & ACTIVITIES 

Apply What You Learned 

Compare and Contrast Inference 

Problem-Solution 

Assess Your Understanding 

Comprehensive Cross-Check Key Concept Check-Point Quick Review 

Cause and Effect 

Critical Thinking 

One More for Fun 

Rapid Recall 

Charts and Graphs 

Data Analysis 

Order of Events 

Reading for Information 

Chronological Order 

Fact or Opinion 

Point of View 

True or False 

Sample 

Chronological Order 

InformationSample 

Classify Information 

Gather Information 

Predict Possible Outcomes 



Table of Contents 

CHAPTER 1: Foundations of the U.S. Government 7 

Lesson 1: Fundamental Political Principles ........................................................................................ 

7 

Lesson 2: Founding Documents .......................................................................................................... 9 

Lesson 3: Preamble of the U.S. Constitution .................................................................................... 

14 

Lesson 4: Amending Our Constitutions ............................................................................................ 16 

CHAPTER 2: Citizenship 18 

Lesson 5: How to Become a Citizen ................................................................................................... 18 

Lesson 6: Key Citizenship Freedoms ................................................................................................. 22 

Lesson 7: Personal Character Traits of Good Citizens ...................................................................... 24 

Lesson 8: Duties of a Citizen .............................................................................................................. 

29 

Lesson 9: Your Civic Responsibilities................................................................................................. 32 

Lesson 10: Serving the Public Good .................................................................................................. 34 

Lesson 11: Functions of Political Parties........................................................................................... 38 

Lesson 12: Comparing Political Parties........................................................................................... 

............................................................................................. 40 

Lesson 13: Evaluating Campaigns (the Role of Media).................................................................... 

43 

Lesson 14: Campaign Contributions and Costs................................................................................ 

48 

Lesson 15: Registering and Involving Voters ................................................................................... 50 

Lesson 16: The Role of the Electoral College .................................................................................... 55 

Lesson 17: Structure and Powers ...................................................................................................... 57 

Lesson 18: Separation of Powers....................................................................................................... 

60 

Lesson 19: How U.S. Laws Are Made ................................................................................................. 

64 

Lesson 20: The Executive Branch....................................................................................................... 

68 

Lesson 21: Structure and Powers ...................................................................................................... 71 

Lesson 22: Working with the National Government........................................................................ 74 

Lesson 23: How State Laws Are Made ............................................................................................... 77 

Lesson 24: The Executive Branch and Regulatory Boards............................................................... 81 

Lesson 25: Structure Sample..................... 

and Powers ...................................................................................................... 84 

Lesson 26: Working with State Government .................................................................................... 87 

Lesson 27: How Local Laws are Made ............................................................................................... 88 

CHAPTER 3: The Political Process 38 

CHAPTER 4: Understanding Our National Government 

57 

CHAPTER 5: Understanding State Government 

71 

Sample 

CHAPTER 6: Understanding Local Government 

84 

CHAPTER 7: Our Judicial System 91 

Lesson 28: Federal and State Courts ................................................................................................. 91 

Lesson 29: How Judicial Review Works ............................................................................................. 95 

Lesson 30: Civil vs. Criminal Cases .................................................................................................... 97 

Lesson 31: What Due Process Means .............................................................................................. 100 



Table of Contents 

CHAPTER 8: Shaping Public Policy 102 

Sample 

Lesson 32: How the Media Shape Opinion ..................................................................................... 

102 

Lesson 33: The Role of Interest Groups ........................................................................................... 

107 

Lesson 34: World Issues Have Local Impact .................................................................................... 

110 

111 

Lesson 35: Scarcity and Opportunity Cost ..................................................................................... 111 

Lesson 36: Allocating Limited Resources ....................................................................................... 116 

123 

Lesson 37: The U.S.’ Mixed Economy ............................................................................................... 123 

Lesson 38: Supply, Demand, and Price ........................................................................................... 

126 

Lesson 39: How Businesses Seek Profits ......................................................................................... 128 

Lesson 40: Consumers, Businesses, and Markets Interact ............................................................ 132 

Lesson 41: The Role of Financial Institutions ................................................................................. 

135 

Lesson 42: Virginia and the U.S. in a Global Economy................................................................... 

138 

Lesson 43: Promoting Competition, but Managing It ................................................................... 145 

Lesson 44: Government Goods and Services ................................................................................. 

149 

Lesson 45: The Influence of Taxes ................................................................................................... 153 

Lesson 46: How the Federal Reserve Helps .................................................................................... 158 

Lesson 47: The Importance of Protecting Consumers ................................................................... 162 

Lesson 48: Keeping an Eye on the Money Supply.......................................................................... 

166 

Lesson 49: Choosing a Rewarding Career....................................................................................... 

170 

Lesson 50: Being Careful With Your Money .................................................................................... 

177 

End of Year Test........................................................................................... 

.................................................................................................................................. 187 

Glossary ............................................................................................................................................. 191 

Index .................................................................................................................................................. 192 

CHAPTER 9: Making Economic Decisions 111 

CHAPTER 10: Players in the U.S. Economy 123 

CHAPTER 11: How Government Helps in the Economy 

145 

CHAPTER 12: Managing Your Career and Finances 

170 

APPENDIX 

186 

Sample 

Sample111 

Sample123 



CHAPTER 1 

Foundations of the 

U.S. Government 

Lesson 1 

FundamentaL PoLiticaL PrinciPLes 

PLes 

Correlates with CE.1a; CE.2a 

The United States of America was founded on certain fundamental principles. Some of these 

principles were first identified as essential to our country in the Declaration of Independence. Then, 

in the plan for our government—the U.S. Constitution—these principles were established as part of 

the foundation our government was built on. 

These fundamental principles have been put to the test many times throughout U.S. history. They 

have survived the test of time. These early foundations of the American government remain 

fundamental principles of our government, even today! 

CONSENT OF THE GOVERNED 

Citizens give authority to the 

government in exchange for the 

protection of their rights. 

LIMITED GOVERNMENT 

Government is not all-powerful—it 

may do only those things the people 

have given it the power to do. 

DEMOCRACY 

In a democratic system of 

government, the people 

rule. 

U.S. 

Fundamental 

Political 

Principles 

Key Concept Check-Point 

Choose the best ending to complete each sentence. 

1. In a democratic system of government, _____ 

2. In a representative government, _____ 

REPRESENTATIVE 

GOVERNMENT 

Citizens elect public office 

holders to make laws and 

conduct government on the 

citizens’ behalf. 

RULE OF LAW 

Everyone, including 

government officials, must 

follow the law. 

Sample 

A. everyone must follow the law. 

B. citizens give authority to the government. 

3. Under rule of law, _____ 

4. In a limited government, _____ 

5. With consent of the governed, _____ 

C. citizens elect office holders. 

D. the people rule. 

E. government is not all-powerful. 



Primary Source 

Match each fundamental political principle with an example from the following historical 

documents. Hint: There is one extra historical document that has no match. 

____ 1. consent of the governed 

____ 4. representative government 

D 

A 

____ 2. democracy 

____ 5. limited government 

Sample 

____ 3. rule of law 

B 

C 

The history of 

The powers not 

the present King 

...Governments are 

delegated to the 

of Great Britain 

instituted among 

United States by 

is a history of 

Men, deriving their 

the Constitution, 

repeated injuries 

just powers from 

nor prohibited by 

and usurpations, 

the consent of the 

it to the states, 

all having in 

governed... 

are reserved to the 

direct object the 

states respectively, 

- Declaration of 

establishment of an 

or to the people. 

Independence, 

absolute Tyranny 

1776. 

- Tenth 

over these States. 

Amendment to 

- Declaration of 

the United States 

Independence, 

Constitution, 

1776. 

1789. 

I do order and 

declare that all 

persons held as 

slaves within 

F 

...The number of 

said designated 

representatives 

States and 

E 

...this nation, under 

shall not exceed 

parts of 

God, shall have a new 

one for every 

States are, and 

birth of freedom - 

thirty thousand, 

henceforward 

and that government 

but each state shall 

shall be, free... 

of the people, by 

have at least one 

the people, for the 

- Emancipation 

representative... 

people, shall not 

Proclamation, 

perish from the 

- Section 2 (3) of 

1863. 

earth. 

the United States 

Constitution, 

- Gettysburg 

1789. 

Address, 1863. 

Sample 

shall be, free..Ṡample 



CHAPTER 1 



Lesson 2 

Founding documents 

In order to establish a government that upheld the five fundamental political principles of limited 

government, consent of the governed, democracy, representative government, and rule of law, our 

founding fathers wrote the U.S. Constitution. This includes the Bill of Rights. 

Key Concepts in the U.S. Constitution 

In May of 1787, representatives from 12 of the 13 states met in 

Philadelphia, Pennsylvania, to write a new constitution for the 

United States. These men are known as the “Framers” of the 

Constitution. Some of the best-known Framers are John Adams, 

Benjamin Franklin, James Madison, and George Washington. 

The Framers worked together to make sure the new U.S. 

Constitution incorporated the fundamental political principles 

that formed the foundation of the U.S. government. 

The Constitution of the United States, including the Bill of Rights: 

➟ ➟ 

➟ ➟ 

Influential Documents 

established the structure of the United States government 

guaranteed equality under the law with majority rule and 

the rights of the minority protected 

affirmed individual worth and dignity of all people 

protected the fundamental freedoms of religion, speech, 

press, assembly, and petition 

Correlates with CE.1a, d, f; CE.2b 

Vocabulary 

constitution: a written plan 

for government 

➟Sample 

The Framers of the U.S. Constitution shared ideas, debated, discussed, argued, listened, and 

kept at it until they had created a new government. The fundamental political principles that 

define and shape American constitutional government became part of the U.S. Constitution, 

including the Bill of Rights. The new government was based on a mixture of old ideas, new 

ideas, experiences, and compromises. American constitutional government is founded on 

concepts articulated in earlier documents. 



Magna Carta 

The Magna Carta was a charter issued by King John of England in 1215. The charter was issued as a 

response to rebelling barons who wanted protection of their rights in exchange for their continued 

loyalty and support of England. King John agreed to the terms of the charter in order to achieve peace 

and loyalty from the barons. It was significant in its protection of basic individual liberties, even 

against the king. 

➟ 

➟ 

Influence of earlier documents on the 

Constitution of the United States… 

It gave Englishmen basic rights and freedoms. 

It established (for the first time!) the principle that everyone, including the king, was 

subject to the law. Today, this concept is commonly referred to as “rule of law.” 

Predict Possible Outcomes 

Answer the questions. 

1. Based on the events that led to the Magna Carta, what might the American colonists have 

hoped to achieve when they first began their revolutionary protests? 

___________________________________________________________________________________ 

___________________________________________________________________________________ 

2. How might that have changed American history? 

___________________________________________________________________________________ 

___________________________________________________________________________________ 

Charters of the Virginia Company of London 

The Charters of the Virginia Company of London were issued by King James I in 1606. In the charters, 

the king gave the Virginia Company the right to establish a settlement in North America and defined 

the physical boundaries of the colony. 

Sample 

A significant detail is the charters guaranteed the rights of 

Englishmen to the colonists. Knowing 

they would still have English rights was a 

significant factor in being able to convince 

people to come to America. Later, this 

influenced the start of the revolutionary 

movement when colonists felt their 

English rights were being violated by the 

king and parliament. 

All and every the persons, 

being our Subjects, which shall 

dwell and inhabit within every or any 

of the several Colonies and Plantations, 

and every of their children... shall have 

and enjoy all Liberties, Franchises, 

and Immunities... as if they had been 

abiding and born, within this our 

realm of England. 




How do the Charters of the Virginia Company of London support the colonists’ protests of 

“no taxation without representation”? 

___________________________________________________________________________________ 

___________________________________________________________________________________ 

Declaration of Independence 

The Second Continental Congress was held in 1775. There, representatives from the American 

colonies met to discuss whether or not to break away from England and become an independent 

nation. The decision was YES. The committee assigned Thomas Jefferson to write the original draft of 

the Declaration of Independence. The Declaration was adopted on July 4, 1776. The Declaration was 

influential in many ways: 

➟ 

➟ 

Fascinating Fact 

England and Scotland formed the Kingdoms of Great Britain in 1707. 

It stated grievances against the king of Great Britain. 

It declared the colonies’ independence from Great Britain. 

It affirmed “certain unalienable rights.” These rights are life, 

liberty, and the pursuit of happiness. 

It affirmed the idea that all people are created equal. 

Vocabulary Review 

Define each word or phrase. 

rule of law ____________________________________________________ 

unalienable ___________________________________________________ 

constitutionSample 

grievances 

___________________________________________________ 

Sample 

independence _________________________________________________ 

constitution ___________________________________________________ 

What are the three “unalienable rights” affirmed by the Declaration of Independence? 

1. ________________________________________________________________________________ 

2. ________________________________________________________________________________ 

3. ________________________________________________________________________________ 




Articles of Confederation 

The Articles of Confederation established the first form of national government for the newly 

independent states. Because Americans had just fought to break away from being ruled by a 

powerful government, they wanted to avoid creating a powerful government. So, the Articles created 

a weak central government. Instead, it maintained that major powers resided with individual 

states. However, the central government ended up being too weak to be effective. For example, the 

central government had no power to tax or enforce laws. These limits to the powers of the central 

government led to the writing of the Constitution of the United States. 

Discuss It 

Pretend the U.S. Constitution was never created, and the Articles of Confederation governed 

the country. How do you think things would have worked out between the national government 

and the states? How would we be governed today? 

Virginia Statute for Religious Freedom 

The Virginia Statute for Religious Freedom allowed freedom of religious beliefs and opinions. It was 

written by Thomas Jefferson and adopted by the Virginia Legislature in 1786. This statute made a 

powerful case for freedom of religion that was influential in the writing of the First Amendment to 

the U.S. Constitution. The statute said Virginians were free to worship as they pleased and could not 

be forced to attend any particular church or to support one with their taxes. Jefferson also used the 

statute to express his philosophies about natural rights, freedom of conscience, and sovereignty of 

the people. 

The Virginia Declaration of Rights 

The Virginia Declaration of Rights was passed by the General Assembly in 1776 a few weeks before 

Thomas Jefferson started drafting the Declaration of Independence. The Virginia Declaration was 

written primarily by George Mason, and it called for American independence from England. It served 

as a model for the Bill of Rights in the U.S. Constitution and for the Bills of Rights in several other 

state constitutions. Some historians also credit the Virginia Declaration with influencing the famous 

French Declaration of the Rights of Man and of the Citizen. 

Sample 

Read each statement, and write F if it is a Fact or O if it is an Opinion. 

____ 1. American constitutional government is founded on ideas expressed in earlier documents. 

____ 2. The American constitutional government is the best government in the world. 

____ 3. The U.S. Constitution replaced the Articles of Confederation. 

____ 4. The U.S. Constitution establishes the structure of the United States government. 

____ 5. The United States government is a good example for other governments to follow. 

____ 6. Documents that protected the rights of Virginians helped define and shape the U.S. Constitution, 

including the Bill of Rights. 



Comprehensive Cross-Check 

Match each historic document to its influence on the U.S. Constitution. 

A. Magna Carta 

B. Articles of Confederation 

C. Virginia Declaration of Rights 

D. Declaration of Independence 

____ 1. It allowed freedom of religious beliefs and opinions. 

____ 2. It guaranteed the rights of Englishmen to the colonists. 

E. Virginia Statute for Religious 

Freedom 

F. Charters of the Virginia Company 

of London 

____ 3. It served as a model for the Bill of Rights of the U.S. Constitution. 

____ 4. It established the first central government of the new independent states. 

____ 5. It gave Englishmen basic rights and freedoms and established “rule of law.” 

____ 6. It affirmed the ideas that people have certain unalienable rights and that all 

people are created equal. 


Read the text from the Virginia Statute for Religios Freedom and answer the question. 

“And though we well know that this Assembly, elected by the people for the 

ordinary purposes of legislation only, have no power to restrain the acts of 

succeeding Assemblies…yet we are free to declare, and do declare, that 

the rights hereby asserted are of the natural rights of mankind, and that 

if any act shall be hereafter passed to repeal the present or to narrow its 

operation, such act will be an infringement of natural right.” 

What are Virginia lawmakers saying to future lawmakers? ________________________________________ 

__________________________________________________________________________________________ 

__________________________________________________________________________________________ 

__________________________________________________________________________________________ 

Writing Prompt 

Sample 

What rights do you think Virginians would consider most critical to be publicly stated if the Virginia 

Declaration of Rights was being written today? Write a list of the rights that would go in your 

Virginia Declaration of Rights. 



CHAPTER 1 



Lesson 3 

PreambLe oF the u.s. constitution 

Ramble through the Preamble! 

The preamble of a constitution sets forth the goals and purposes 

to be served by the government. 

The Preamble to the Constitution of the United States expresses 

the reasons the constitution was written. In other words, it 

expresses the purposes of the U.S. government. 

Vocabulary Review 

Correlates with CE.1a, e; CE.2c 

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

perfect Union, establish Justice, insure domestic Tranquility, provide 

for the common defence, promote the general Welfare, and secure the 

Blessings of Liberty to ourselves and our Posterity, do ordain and establish 

this Constitution for the United States of America.” 

— Preamble to the U.S. Constitution. 

Vocabulary 

preamble: : an introduction 

that states the purpose of a 

document 

Sample 

Look up each of these key words from the Preamble of the U.S. Constitution and define 

them here. 

Union _____________________________________________________________________ 

Justice ____________________________________________________________________ 

Tranquility _________________________________________________________________ 

Defence ___________________________________________________________________ 

Welfare ___________________________________________________________________ 

Liberty ____________________________________________________________________ 

Posterity ___________________________________________________________________ 




Underline each of these purposes of the U.S. government in the Preamble. 

Then, explain each purpose in your own words. 

To form a more perfect union ________________________________________________________________________ 

To establish justice _______________________________________________________________________________ 

To ensure domestic tranquility _______________________________________________________________________ 

To provide for the common defense ___________________________________________________________________ 

To promote the general welfare ______________________________________________________________________ 

To secure the blessings of liberty _____________________________________________________________________ 

We the People 

“We the People of the United States, in Order to form 

a more perfect Union, establish Justice, insure domestic 

Tranquility, provide for the common defence, promote the 

general Welfare, and secure the Blessings of Liberty to 

ourselves and our Posterity, do ordain and establish this 

Constitution for the United States of America.” 

— Preamble of the U.S. Constitution. 

The Preamble to the Constitution of the United States begins 

“We the People.” That phrase establishes that the power of 

government comes from the people. This idea is called popular 

sovereignty. . The government only holds power as long as 

the people agree to be governed. Nothing takes place in the 

government without the permission, or consent, of the people! 

Apply What You Learned 


Vocabulary 

popular sovereignty: the idea 

that government authority 

comes from people who have 

agreed to be governed 

Sample 

1. Popular sovereignty is expressed in the _____________________ to the U.S. Constitution. 

2. Under popular sovereignty, unless the people agree to be governed, the _____________________ 

is not valid. 

3. Nothing can take place in the government without the _____________________ consent. 



CHAPTER 1 



Lesson 4 

amending our constitutions 

The Framers of the U.S. and Virginia constitutions were very wise. They realized our national 

and state constitutions might need to be changed in the future. They went ahead and developed 

processes for making changes. They outlined the processes in the constitutions. 

The constitutions of Virginia and the United States can be changed 

with an “amendment.” For both the U.S. and Virginia, for an 

amendment to become law, it must be successfully proposed and 

ratified or approved. Amendments that pass through this process 

are then considered part of our U.S. or state constitution! 

Changes to the U.S. Constitution 

There are two methods established for 

proposing an amendment. 

Methods of Proposal 

• By a two-thirds vote in both 

houses of Congress 

OR 

• By a national convention called 

by Congress at the request of 

two-thirds of the state legislatures 

(never used) 

& 

Correlates with CE.1a; CE.2d 

There are two methods established for 

ratifying an amendment. 

Methods of Ratification 

• By legislatures in threefourths 

of the states 

OR 

Vocabulary 

amendment: a change 

to a legal document 

ORSample 

• By ratifying conventions 

in three-fourths of the 

states (used once) 

It’s Complicated on Purpose! 

Amendment 

Why is the amendment process so complicated? The purpose is to make sure 

that the amendment is truly favored by the American people. Any change to the 

Constitution is a serious thing! 



Changes to Virginia’s Constitution 

The process to amend Virginia’s constitution is two steps, similar to the process to change the 

U.S. Constitution. 

PRoPosal 

Similar to how the U.S. 

Constitution requires an action 

by Congress or convention of 

the states, a change to the 

Virginia constitution begins with 

action by the General Assembly 

or constitutional convention. 

Quick Review 

Fill in the blanks to complete the paragraph. 

Both the U.S. and Virginia constitutions can be changed with an _____________________ process. 

This process is outlined in the _____________________. In the first step of the process, a change 

must be _____________________. In the second step, the change must be _____________________. 

If the change successfully passes through both of these steps, the change becomes part of the 

_____________________. 

Math 

& 

Ratification 

While an amendment to the U.S. 

Constitution must be ratified 

by the states to become law, 

an amendment to the Virginia 

Constitution must be ratified by 

the voters in Virginia. 

Sample 

Congress has considered more than 9,000 amendments. Only 33 have received the 

required number of votes in Congress to be officially proposed. Of those 33, which were 

submitted to the the states, 27 amendments were ratified. 

1. How many proposed amendments have the states rejected? _________________________________ 

2. How many proposed amendments have the states approved? ________________________________ 

3. What percentage of amendments proposed have the states approved? _______________________ 

4. How many states must ratify an amendment for it to become part of the U.S. Constitution? ______ 



CHAPTER 2 

Citizenship 

Lesson 5 

how to become a citizen 

A citizen is an individual with certain rights and duties 

under a government who, by birth or by choice, owes 

allegiance to that government. There are two means of 

obtaining citizenship in the United States: 

Birth 

Naturalization 

Immigration and naturalization, , particularly in the 

twentieth century, have led to an increasingly diverse 

society. To become a naturalized citizen, someone must: 

➟ be at least 18 years old 

➟ be a legal resident of the United States for 3 to 5 

years or longer 

➟ 

be of good moral character and loyal to the United 

States 

➟ 

be able to read, write, and speak basic English 

➟ 

pass a naturalization test 

➟ 

take the Oath of Allegiance at a naturalization 

ceremony 

Correlates with CE.1a-c, e-g; CE.3a 

A naturalization ceremony 

Vocabulary 

immigration: to come into a 

country where you are not a native 

and become a permanent resident 

naturalization: to be admitted to 

citizenship 

Sample 

The 14th Amendment to the Constitution of the United States defines citizenship as follows: 

“All persons born or naturalized in the United States, and subject 

to the jurisdiction thereof, are citizens of the United States and 

the state wherein they reside.” 



25 

20 

15 

10 

5 

0 

1850 

Charts & Graphs 

In 1921, Congress passed laws restricting immigration. Then, in 1965, Congress passed new 

legislation that made it easier for immigrants to enter the United States. 

Analyze the chart to answer the questions. 

U.S. FOREIGN-BORN POPULATION: 1850 TO 2000 

1860 

1870 1870 

Year 

1900 

1910 

1920 

Sample 

1880 

1890 

1890 

1930 

1940 

1950 

1960 

1970 

1980 

Total U.S. foreign-born population, in millions 

1990 

2000 

Foreign-born as a percentage of the total U.S. population 

1. How did the 1921 immigration laws affect the foreign-born population? 

_______________________________________________________________________________ 

_______________________________________________________________________________ 

2. How did the 1965 immigration law affect the foreign-born population? 

_______________________________________________________________________________ 

_______________________________________________________________________________ 



Quick Review 

What are the two means of obtaining citizenship? 

___________________________________ 

___________________________________ 


What does it mean to become a citizen through naturalization? 

___________________________________________________________________________________ 

___________________________________________________________________________________ 

___________________________________________________________________________________ 

___________________________________________________________________________________ 

Point of View 

Pretend that your classmates and you are members of the U.S. Congress. You must decide 

whether to make it easier or more difficult for immigrants to enter the United States. Write 

your position below. Then, list the potential costs and benefits if your position becomes law. 

Position: ___________________________________________________________________ 

_______________________________________________________________________________ 

Costs: ______________________________________________________________________ 

_______________________________________________________________________________ 

Sample 

_______________________________________________________________________________ 

_______________________________________________________________________________ 

Benefits: ___________________________________________________________________ 

_______________________________________________________________________________ 

_______________________________________________________________________________ 

_______________________________________________________________________________ 




Write F by each statement that is a fact and O by each statement that is an opinion. 

____ 1. Immigrants who have been naturalized have the same rights as any other U.S. citizens. 

____ 2. Anyone who was not born in the United States should never be allowed to vote. 

____ 3. A person should be allowed to become a citizen without having to learn English. 

____ 4. To become a citizen of the United States through naturalization, a person must show 

knowledge of American history. 

____ 5. U.S. legislation has a significant impact on the number of immigrants who become U.S. citizens. 

Inference 


1. A citizen “by birth or by choice, owes allegiance” to a government. Circle ways a citizen can 

demonstrate allegiance. 

pay taxes obey laws complain about the government 

start a rebellion vote in elections serve in the military 

2. If you feel you can no longer give allegiance to your government, what are responsible ways to act? 

Circle all that apply. 

A. become a citizen of another country 

C. ask officials to change its laws 

B. become a hermit in the woods 


D. refuse to pay taxes 

Sample 

Many immigrants arrive in the United States knowing little or no English. 

1. Why might they try to learn English? __________________________________________________ 

___________________________________________________________________________________ 

2. Why might they decide not to try to learn English? ______________________________________ 

___________________________________________________________________________________ 

3. How could your community help those who want to learn English? ___________________________ 

___________________________________________________________________________________ 



CHAPTER 2 

Citizenship 

Lesson 6 

Key citizenshiP Freedoms 

The Constitution of the United States of America establishes and protects the citizen’s fundamental 

rights and liberties. The First Amendment covers many different rights: 

➦ Religion — Government may not establish an 

official religion, nor endorse, or unduly interfere 

with the free exercise of religion. 

➦ Speech — Individuals are free to express their 

opinions and beliefs. 

➦ Press — The press has the right to gather and publish information, 

including that which criticizes the government. 

➦ Assembly — Individuals may peacefully gather. 

➦ Petition — Individuals have the right to make their views known 

to public officials. 

The Fourteenth Amendment declares that no state may deprive persons born or 

naturalized in the United States equal protection under the laws. 

AMENDMENT 1: 

Correlates with CE.1a, d, e; CE.3b 

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise 

thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably 

to assemble, and to petition the government for a redress of grievances. 

AMENDMENT 14: 

Sample 

Section 1. All persons born or naturalized in the United States, and subject to the jurisdiction 

thereof, are citizens of the United States and of the state wherein they reside. No state shall 

make or enforce any law which shall abridge the privileges or immunities of citizens of the United 

States; nor shall any state deprive any person of life, liberty, or property, without due process of 

law; nor deny to any person within its jurisdiction the equal protection of the laws. 




~ This book is not reproducible. ~ 


For each pair of statements, write F by the one that is a Fact and O by the one that 

is an Opinion. 

1. _____ Everyone in the United States should go to church on Sunday. 

_____ In the United States, you have freedom to practice religion as you wish. 

2. _____ The First Amendment protects a citizen’s right to attend or hold meetings. 

_____ No one should be allowed to attend certain meetings. 

3. _____ Newspapers are allowed to publish opinions and the truth about current events. 

_____ Newspapers are fun to read but should not be allowed to publish opinions. 

4. _____ You should be critical of the government. 

_____ You can criticize the government. 

5. _____ A petition is a written request submitted to a court, a public official, or a legislative body. 

_____ Members of Congress always support grass roots organizations. 

6. _____ The 14th Amendment is a good amendment to the Constitution. 

_____ The 14th Amendment declares that no state can deprive any person of life, 

liberty, or property without due process of law.” 

Fascinating Fact 

The Fourteenth Amendment declares that no state can “deprive any person of life, liberty, 

or property without due process of law.” The Supreme Court has interpreted these words to 

mean that most of the Bill of Rights applies to the states as well. 

Comprehensive Cross-Check 

Match the rights given to us in the First and Fourteenth Amendments below with an example 

of that right. (Not all choices will be used.) 

____ 1. Freedom of speech 

____ 2. Freedom of the press 

____ 3. Right to petition 

____ 4. Due process protection 

____ 5. Right to assemble 

____ 6. Freedom of religion 

A. You can attend the church of your choice. 

B. You can go to meetings. 

C. A newspaper can publish people’s opinions. 

D. You can criticize the government. 

E. Congress has the power to collect income tax. 

F. You can write to your congressperson. 

G. No state can take away your constitutional rights. 

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_____ No one should be allowed to attend certain meetings. 

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_____ Newspapers are fun to read but should not be allowed to publish opinions. 

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_____ You should be critical of the government. 

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A petition is a written request submitted to a court, a public official, or a legislative body. 

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Members of Congress always support grass roots organizations. 

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No state can take away your constitutional rights. 

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No state can take away your constitutional rights.

CHAPTER 2 

Citizenship 

Lesson 7 

Correlates with CE.1e, f, g, i, j; CE.4a-g 

traitsSample 

PersonaL character traits 

Vocabulary 

oF good citizens 

objective: not influenced by 

personal feelings or opinions; 

Thoughtful and effective participation in civil life depends upon 

unbiased 

the exercise of good citizenship. Just a few of the ways a citizen can 

participate both thoughtfully and effectively are by: 

➦ Formulating questions. Are you asking questions that focus on improving life for everyone in 

your community? Are you posing those questions to the right people? 

➦ Analyzing information from a variety of sources. Get your information from more than 

one source. Try to make sure those sources are giving the most objective information possible. 

➦ Expressing a position. Once you have gathered information and thought about the problem, 

take a position on what to do about the problem. It should be clearly stated and well-thought-out. 

➦ Devising and implementing a plan. Now that you have taken a position, suggest what could 

be done about the problem. It should be a real-world solution, suggest several practical steps, and of- 

fer both the potential benefits and costs of the plan. 

➦ Making thoughtful decisions. This applies both to your personal life and finances and public 

matters like voting and civic issues. 

Citizens who choose not to fulfill these civic duties face legal consequences. Laws exist because 

no society could survive if people just did what they pleased without any concern for others. 

Punishments for breaking laws include fines, jail time, or even life in prison. The punishment 

depends on the crime. Citizens must also pay taxes to fund public goods and services like schools, 

libraries, and police. Those who do not pay taxes are breaking the law and face legal action. 

Personal Traits Help 

Personal character traits help a 

citizen do a good job in making solid 

decisions in civic life. People are not 

born with these traits but they can 

develop them through life with the 

help of family members, teachers, 

and others. Learn more about some 

of the personal character traits of 

good citizens in the activity on the 

next two pages. 

Sample 

Sample: not 



Character Counts 

Read about personal traits of good citizens, and circle the example that best illustrates each trait. 

Good citizenship traits include: 

In a community, citizens need to believe 

their leaders and fellow citizens will say 

what they really mean or believe. They also 

need to trust that others will do the right thing 

in all situations. Leaders also need to have 

the same confidence in the trustworthiness 

and honesty of citizens. If people don’t trust 

and believe others, then nothing can get 

done in a community! It would be constant 

suspicion instead! 

Communities are made up of many types 

of people—young and old, educated and 

uneducated, wealthy and poor, physically fit 

and physically handicapped. But no matter 

what someone’s situation or traits are, he or 

she has rights and deserves to be treated with 

courtesy, respect, and dignity. Everyone’s 

viewpoints and opinions should be heard. 

Every person in a community matters! 

Trustworthiness and Honesty 

Courtesy and Respect for the Rights of Others 

Responsibility, Accountability, and Self-Reliance 

Communities need citizens who can 

be counted on to fulfill their civic duties, 

voluntarily meet their civic responsibilities, and 

participate in community service. A good 

citizen is willing to be held accountable by 

others for doing those things. And, although 

asking for help is a good trait, citizens should 

also be able to motivate themselves to get a 

job done. A community with citizens who 

exhibit these qualities is in great shape! 

Circle the good citizen trait 

Todd is running for City Council. At a campaign forum, a citizen 

asks if Todd favors increasing local taxes. Todd knows how 

unpopular tax increases are, so he lies and promises never to 

vote for a tax increase. 

Todd knows the city desperately needs to repave many streets 

and does not have the funds to do the job. So he tells the citizen 

that he would probably have to support a tax increase for 

priority projects like paving streets. Todd says he hopes he can 

still count on the citizen’s vote. 


When Emily serves food at the local homeless shelter, she almost 

never talks to the men and women living there. 

When Emily serves food at the local homeless shelter, she 

constantly talks to the men and women living there. She asks 

how they like the food and what else the community and she can 

do for them. 

Sample 


Jerry does not participate in his city’s curbside recycling 

program. He thinks it’s a nuisance to have to stuff cans into blue 

plastic bags or paper into a special container. Instead, he puts 

everything into his garbage can. 

Jerry makes a point of separating his recyclable materials and 

putting them into separate bags and containers for the garbage 

crews. A few minutes a week is a small price to pay to reduce 

the amount of trash going into the local landfill, he believes. 



People may disagree with a federal, 

state, or local law. But good citizens still 

follow those laws. If people could pick and 

choose which laws to obey, their community 

would be in chaos! People could be badly 

hurt! If a good citizen disagrees with a law, 

he or she goes to public meetings, talks to 

an elected official, or rallies the community 

to get that law changed. 

Patriotism means loving or being 

devoted to your country. By showing 

patriotism, good citizens reward their 

countries for the good decisions they make 

for their own people and for the rest of the 

world. This does not mean a good citizen 

never disagrees with something his or her 

country does. But patriotism helps citizens 

ensure that the best aspects of their country 

continue from generation to generation. 

Respect for the Law 

Patriotism 

Participation in Your School and/or Local Community 

Sadly, many people never get involved 

in their communities. But good citizens 

do get involved! They stay informed 

about what’s going on in their schools and 

communities, and involved in important 

decisions and events. They also volunteer 

when their schools or local governments 

need citizen help, since taxes can’t always 

pay for everything a community needs! 

Sadly, many people never bother to vote 

in national, state, or local elections. When 

they do turn out, they vote for one political 

party’s candidates only and ignore ballot 

questions that have nothing to do with party. 

But a good citizen takes the time to find 

out about important issues and to research 

where candidates stand on those issues. 

Informed citizens who consistently use their 

right to vote helps make sure people get the 

best governments possible! 


The City Council reduces the speed limit on streets near 

Sharon’s house. She thinks this was a silly decision. It is taking 

her longer to drive to and from work or the market, and she 

cannot see how residents are much safer. But Sharon still 

obeys the new speed limit and asks her City Council member to 

restore the old limit. 

Sharon routinely drives 10 mph faster than the new speed limit. She 

believes she is a good driver so she won’t put any other motorist or 

pedestrian at risk. Sharon is willing to risk getting a ticket. 


Joe never goes to the Memorial Day ceremony honoring 

veterans of the military at the county park, even though that 

park is just a couple of minutes away. No one in Joe’s family 

has served in the military, so he figures the ceremony is for other 

people. Besides, Joe thinks some of America’s wars were bad 

decisions. 

Every year, Joe stops by the Memorial Day ceremony. Even 

though no one in his family is a veteran, Joe thinks it is the least 

he can do to honor other Americans who gave so much. He 

thinks showing respect for their sacrifice is more important than 

any disagreements he has with wars. 


Ben volunteers to help pick up trash at the local high school, 

even though his children have graduated. He believes that the 

community should take pride in its schools. 

Ben ignored the high school’s email asking for help picking up 

trash. He figures he already pays taxes to help keep the school 

looking nice. 

Sample 

Participation in Elections as an Informed Voter 


Lisa throws the local newspaper away without even opening it. 

Lisa reads each edition of the local newspaper to stay informed 

about the candidates and issues in the upcoming city elections. 



Key Concept Check-Point 

Research an American who has shown great character, either on the national scene or in 

your local community. Use your previous learning in social studies and history, or local media 

to identify this person. On a separate sheet of paper, give: 1) the person’s name; 2) what 

contribution or contributions he or she made; and 3) why he or she is important, today or in 

history. Also, tell which of the following qualities of a good citizen this person exhibited 

and give examples from his or her life: 

Writing Prompt 

Trustworthiness and honesty 

Courtesy and respect for the rights of others 

Responsibility, accountability, and self-reliance 

Respect for the law 

Patriotism 

Participation in the school and/or local community 

Participation in elections as an informed voter 

Choose one good citizenship trait. Compare what can happen when people demonstrate that trait 

to participate in their communit and what can happen when people do not demonstrate that trait. 

Point of View 

Match each statement to the type of participation in civic life it best demonstrates. 

_____ 1. “I am not going to get my information from just 

the candidate’s brochure. I am also going to read 

articles from the local newspaper.” 

_____ 2. “If we want to make the local park safer, we should 

contact police first. Then we should put up warning 

flyers. Next, we should create citizen patrols.” 

_____ 3. 

“I would like to ask our mayor: What is your 

administration doing to combat homelessness in our 

community?” 

_____ 4. “The City Council challenger is very popular with 

my friends. But I am going to vote for the person 

already in office. She is not colorful but she has a 

good track record.” 

A. Formulating questions 

B. Analyzing information from 

multiple sources 

community?”Sample 

Sample 

C. Expressing a position 

D. Devising a plan 

_____ 5. “I am not in favor of a tax increase at this time, even 

though it would pay for worthwhile projects. 

E. Making thoughtful decisions 



Problem-Solving Process 

When individuals in a community solve problems, the 

community is a better place for everyone. Whether the problem 

is big or small, there are steps you can take to help solve it! 

Vocabulary 

option: a choice or possibility 

implement: to carry out; to put 

into action 

The problem-solving process involves these steps: 

IDENTIFY THE 

PROBLEM 

GATHER 

INFORMATION 

LIST AND CONSIDER 

OPTIONS 

CONSIDER 

ADVANTAGES 

AND 

DISADVANTAGES 

OF THE OPTIONS 

CHOOSE AND 

IMPLEMENT A 

SOLUTION 


Determine exactly what the problem is. Write it down. 

Find out what you can about the situation. Read, research, and ask lots of 

questions so you can answer questions, such as: 

What led to the problem? Whose problem is it? Why is it a problem? 

Make a list of options to solve the problem. 

Be creative and think outside the box! 

For each option, think about the positive things (advantages) and the 

negative things (disadvantages) that may happen. Weigh the positive 

things against the negative things. 

For example, pretend your school principal has asked students for ideas 

to beautify the school. One idea is to plant a flower garden near the 

school entrance. One advantage of that option is that the garden will 

make the entrance more beautiful for visitors coming to the school. Some 

disadvantages are that someone will have to water the flowers on a regular 

basis and someone will have to pull weeds that grow in the garden. Do the 

advantages outweigh the disadvantages? 

SOLUTIONSample 

Sample 

Choose the best option and implement it. It may take time to see if the 

solution worked, so be patient! If it doesn’t, don’t give up. Use what you’ve 

learned and try another option. Have persistence in achieving goals! 

Use the problem-solving process you have learned to solve a problem in your school. 

First, as a class, discuss problems or issues in your school. Then, pick one problem to 

research. Design a program or strategy to solve the problem and outline it on a piece 

of poster board. Then, put your plan into action! Did you solve the problem? 



CHAPTER 2 

Citizenship 

Lesson 8 

duties oF a citizen 

For government to be effective, citizens must fulfill 

their civic duties. Citizens have a duty to obey laws, 

including by: 

➦ paying taxes 

➦ serving in the armed forces, if called 

➦ serving on a jury or as a witness in court, when summoned 

Citizens who choose not to fulfill these civic duties face legal consequences. Laws exist because 

no society could survive if people just did what they pleased without any concern for others. 

Punishments for breaking laws include fines, jail time, or even life in prison. The punishment 

depends on the crime. Citizens must also pay taxes to fund public goods and services like schools, 

libraries, and police. Those who do not pay taxes are breaking the law and face legal action. 


Next to each law, write the reason for it: 

Law 

no driving under the 

influence of alcohol 

or drugs 

must be 18 to vote 

children must 

attend school 

Reason 

Correlates with CE.1 d, e, f; CE.3c 

Sample 



Point of View 

This character is Uncle Sam. He represents 

America, and he has appeared at different times 

in U.S. history. This poster was used to urge men 

to enlist in the military during World War I. If the 

United States was at war today, do you think this 

poster would be an effective recruiting tool? 

Why or why not? 

_______________________________________________ 

_______________________________________________ 

_______________________________________________ 

_______________________________________________ 


Indicate whether each statement is a fact (F) or opinion (O). 

____ 1. Americans have a legal duty to serve in the armed forces, if they are called. 

____ 2. Americans have a moral duty to volunteer for the armed forces, even if they are not called. 


During the 1960s, many people criticized the way of calling people to serve in the armed 

forces. Some people believed poor men were “drafted” more often than middle or upper-class 

males. Some men moved to foreign countries to avoid being drafted. Others burned their 

draft cards. 

During America’s heaviest military involvement in the Vietnam War, from 1965 to 1973, about 

1,700,000 men were drafted. Many of these men felt that it was their civic duty to serve in the 

armed forces when called. About 58,000 Americans died serving their country during this time. 

1. Identify a problem faced by U.S. men during the 1960s. 

_____________________________________________________________________________________ 

2. Can you think of a solution or alternative to the draft? What are the benefits to your solution? 

What are the costs? 

Sample 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 



More About Citizens’ Legal Duties 

Citizens uphold the U.S. Constitution and obey federal, state, and local laws when they: 

Pay Their Taxes 

In America, governments cannot provide services without collecting taxes. Citizens are often taxed 

on their income from working or investing, on the value of their house or car, or on the price of goods 

and services they buy. Citizens have some taxes withheld from their paycheck, pay some at the time 

they Sample 

buy something, and pay some when they file their tax return. With some taxes, citizens who earn 

less money pay a lower tax rate. 

Serve in the Armed Forces 

In times of war, men may be called upon, or “drafted,” to serve in the military and defend the nation. 

Registering—currently required for all male citizens when they turn 18 years old—helps the military 

to be prepared should a draft be necessary. Men and women also may volunteer to work fulltime 

in the military for a certain period. They also can volunteer to serve parttime in units called the 

Reserves or National Guard while they are also working at civilian jobs. 

Serve on a Jury 

Alternative Jury Duty Exemptions: 

Registered voters are sometimes 

asked to serve on a jury for a trial 

• Persons over 70 years of age 

in a federal or state court. Citizens 

also may be summoned by the court 

• Caregiver of a child under 

to be a witness in a trial. These are 

6 years of age 

serious legal duties, and people who 

do not show up for jury or witness 

• Expectant mothers 

duty can be arrested and charged 

with a crime! However, courts 

• Caregiver of a disabled person 

sometimes excuse people from jury 

duty when they have valid reasons. 

• Police officers 


You are a circuit court judge. You must decide if the reasons people give to be excused 

from jury duty are relevant or irrelevant. Write R for relevant and I for irrelevant. 

____ 1. “I like to go to the afternoon movies.” ____ 6. “I’m the only person who can stay 

with my disabled mother.” 

pregnant.”Sample 

____ 2. “I’m pregnant.” 

____ 7. “I’m too busy at my job to serve 

____ 3. “I have a two-year-old and a four- 

on a jury.” 

year-old.” 

____ 8. “I am 76 years old.” 

____ 4. “I am a police officer.” 

Sample 

____ 5. “I don’t want to serve on a jury.”

Virginia Experience Civics & Economics Social Studies

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