Civics

WhatisCivics.pdf

CHAPTER 1

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Civics is the study of the rights and duties of citizens.

As an American citizen, did you know you have certain rights as well as responsibilities? Read to find out what it means to be a citizen of a country.

When Americans vote or serve on a jury, their actions are based on ideas that people had in the fourth century b.c. In examining how people act, Greek philosopher Aristotle wrote:

If liberty and equality, as is thought by some, are chiefly to be found in democracy, they will be best attained when all persons alike share in the government to the utmost.

Civics is the study of the rights and duties of citizens. The concept of citizenship dates back more than 2,500 years to ancient Greece and Rome. In those days, only a few people could be citizens. Only men with property possessed the right to vote and to take part in government.

Today gender and wealth are no longer requirements for citizenship. Indeed, most people are citizens of the country in which they live. Citizens have certain rights and duties. They are community members who owe loyalty to the government and are enti- tled to protection from it.

However, being a citizen means much more than just living in a country. American citizens who live abroad are still citizens of the United States. Citizens are a part of a country. They may share a common history, common customs, or common beliefs. They agree to follow a set of rules and to accept the government’s authority.

Explaining

Native Americans from Taos, New Mexico, perform a dance that represents one of their cultural traditions. Discussing How do you think diversity has influenced our nation and its culture?

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C Critical Thinking Analyzing Information Have students reread Aristotle’s quote and explain what he means. (Aristotle believed that for a democracy to work, all people—not just a few—must be willing to take an active role in governing.)

R Inferring Ask:

(They were considered inferior, uned- ucated, and uninformed, or they were viewed as property.)

Answer: Citizens agree to remain loyal to their govern- ment by abiding by rules and laws.

Caption Answer: Students may say that diversity has influenced our clothing, food, music, language, and religion. Encourage stu- dents to provide specific examples. For example, the word rodeo was introduced by the Spanish.

Legacy of Aristotle When the Framers of the U.S. Constitution proposed to create a new government, they relied on contem- porary philosophers such as John Locke. However, most of their ideology was bor- rowed from the ancient Greek philosopher Aristotle. Born in 384 B.C. Aristotle studied astron- omy, mathematics, ethics, and law under

the tutelage of the philosopher Plato. One of Aristotle’s main interests was govern- ment. Interestingly, Aristotle was not very supportive of a true democracy. In his book Politics, he wrote that if all people— whether rich, poor, educated, or unedu- cated—could vote and hold office, the government might suffer.

However, Aristotle did have some hope for democracy. He believed that it is better for all of the people to govern rather than just a few of the best citizens. Our Constitution is founded on this principle: a government run by the people instead of by a select group.

CHAPTER 1

Chapter 1

American society has undergone many changes in the past, and these changes continue today.

What would make you want to move to a new place? Read on to find out why people immi- grated to the Americas.

On the back of every American coin, you will find the Latin words E pluribus unum, meaning “Out of many, one.” This phrase reminds us that the many diverse, or differ- ent, citizens of the United States have joined together to make a single, strong nation. For all our differences, we are linked by shared

values and experiences. More than 300 mil- lion people live in the United States today. All of us are descendants from families that immigrated at one time or another. Most scholars believe that even the first Native Americans arrived here thousands of years ago by crossing over a “land bridge” that once connected Asia and North America.

Until the mid-1900s, most immigrants came from Europe. The first Europeans to settle permanently in North America arrived from Spain during the 1500s. They lived in what is now Florida, California, and the Southwest. By the time the United States won its inde- pendence from England, the Spanish had founded Tucson, Albuquerque, San Antonio, and San Diego.

Calculating

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D Differentiated Instruction Interpersonal Have students work in small groups and discuss their family heritage. Some students may be first- or second-generation immigrants. Encour- age them to discuss reasons their families immigrated to the United States. Invite students to share stories or experiences.

R Predicting Ask:

(Latin America)

Answers: 1. 2005 2. 1910

Immigrating to the United States Step 1: Planning a New Start Pairs of stu- dents will choose a country from which they will immigrate to the United States. They will decide why they are leaving their home- land, where they plan to arrive in the United States, and what they plan to do upon their arrival.

Directions Write the Big Idea on the board. Assign pairs of students a region of the world. Tell pairs of students to research information to describe their “homeland.” Pairs should write a descriptive summary about who they are—describing their cus- toms, their language, and their lives. They should also say why they are leaving their homeland, and create a list of things they have to do before leaving their homeland. Pairs should determine where they plan to live once they arrive in the United States.

They will need to research criteria that new immigrants need before arrival in the U.S, such as how to obtain a green card or resi- dent card. Summarizing Have pairs share what they learned about the Big Idea while planning their immigration. Pairs will use this infor- mation about immigration in Section 2 to decide how they plan to achieve their goal of becoming a naturalized citizen. (Project continued in Section 2)

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Beginning in the 1600s, people from France and England came to North America. The French settled primarily in Canada, but they also clustered around the Mississippi River. English immi- grants settled mainly along the east coast of North America, creating the thirteen colonies that became the United States. During the late 1600s and the 1700s, immigrants from Germany, the Netherlands, Ireland, Scotland, and Sweden joined these English settlers.

After the United States gained its independence, it became known throughout Europe as a land of prom- ise. The number of immigrants grew from 600,000 in the 1830s to more than 2 million by the 1850s. Between 1860 and 1890, more than 10 million Europeans—many of them from Denmark, Norway, and Sweden—streamed into this country.

Another flood of immigrants—about 22 million—reached our shores between 1890 and 1924. Most of them came from southern and eastern Europe, from countries such as Italy, Greece, Poland, and Russia.

During the past 50 years, immigration from Europe to the United States has lagged far behind immigration from the rest of the world. Asia now accounts for the largest share of foreign newcomers, followed by Latin America.

Among the early im- migrants to America were some who did not come willingly. Western and central Africans were taken by force from their homes, shipped across the Atlantic Ocean, and sold as slaves in the Caribbean Islands and North and South America. Between 1619 and 1808, before it became illegal to bring enslaved persons into the United States, some 500,000 people were brought to the country in this way. Most African Americans today are descendants of enslaved persons. Others are immigrants from various countries in Africa and the Caribbean region.

The American population is extraordi- narily diverse in terms of ethnic, or racial, backgrounds. Many Americans today do not identify themselves as members of a single ethnic group. However, whites of European descent number more than 234 million. There are about 37 million African Americans, over 12 million Asians and Pacific Islanders, and almost 2.8 million Native Americans. More than 39 million people are Latinos—people of any race who trace their ancestry to the Spanish-speaking countries of the Western Hemisphere.

Our ethnic diversity is matched by religious diversity. More than 200 million people practice some form of Christianity. Jews, Muslims, Buddhists, and many other religious groups are also free to worship according to their conscience. Those who do not practice any religion are equally at home here.

Chapter 1

Until the mid-1900s most American immigrants came from Europe. Today the largest numbers of immigrants, like these girls taking part in the Latino celebration of Cinco de Mayo in New York City, have come from Spanish-speaking countries. Speculating Why do people from other countries want to live in the United States?

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R1 Outlining To help students visualize the different waves of immigrants, have them outline the text, using the heads “1600– 1700s,” “1800s,” and “1900s–today.”

R2 Academic Vocabulary Ask:

(cultural)

C Critical Thinking Making Generalizations Ask:

(Answers may include how immi- grants had to adapt to a new language and new customs. America changed by adopting new customs from the immigrants.)

Caption Answer: Some move to make a better living. Others come to enjoy the freedoms of living in a democracy.

The American People—What Do You Know?

School-to-Home Connection 1A, URB p. 37

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Student’s answer:

Partner’s answer:

Student’s answer:

Student: What is the fastest growing ethnic group in the United States today?

Directions: Ask each other the following questions to see how much you know about the American people and various forms of government, including democracies.*

Partner: Which key documents have formed the basis for our American heritage?

Student: What is “naturalization”?

Partner: What are the two main forms of democratic government?

SCHOOL-TO-HOME CONNECTION 1

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

Objective: To assess knowledge about American heritage and different forms of government

Focus: Have students work with a partner and discuss reasons why people immigrate to America.

Teach: Discuss political causes of immigration to the United States.

Assess: Allow partners to present findings to the class. Close: Create a chart on current immigration statistics.

Diff erentiated Instruction Strategies List two groups of immigrants who

moved to the United States in the 1800s.

Select one group of immigrants and research political and economic reasons for coming to the United States.

Define “immigrants” and “immigration” and use the words in a sentence.

CHAPTER 1

Africa

Asia

Australia & Oceania

Europe

Canada and Middle America

South America

United States

Chapter 1

As people with different beliefs and backgrounds have made lives for themselves in the United States, many of their “old country” traditions have become part of the American culture. The American culture is a rich blend of varied influences.

Between 1830 and 1930, the nation’s popu- lation grew from about 12 million people to about 120 million people. About 40 million of those new Americans were immigrants.

Over the years, the American population has changed in many ways. In the mid-1800s, for example, people began moving from rural areas to cities. The higher wages paid in the

cities attracted workers. Many of those mov- ing to the cities found work in newly opened factories. These workers became known as blue-collar workers. Others found jobs in offices, schools, stores, and other nonfactory settings and were called white-collar work- ers. By 1920 more than half of all Americans lived in towns or cities.

Another significant change was the shift to service industry jobs. In the past few decades, manufacturing has lost ground to what we call the “service economy.” Many Americans now earn a living by providing services— practicing law or medicine, programming computers, teaching, and so forth. There are also more women and at-home workers in the labor force than ever before.

Analyzing

Identifying

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D Differentiated Instruction Mathematical Ask:

(108 million)

C Critical Thinking Drawing Conclusions Tell students that moving to the city was quite a change for people who lived on farms or in rural areas. Ask:

(They had more encounters with strangers and different cultures; they had a more rigid work environment; they had to purchase food items instead of growing them; they had more access to new inven- tions, such as electricity, automobiles, and telephones.)

S Using Geography Skills Ask students to identify the countries or region in which immigrants have the shortest distances to travel to reach America. (Canada and Latin America)

Answers: 1. 10.1 percent 2. Australia & Oceania

Economics Connection This activ-

ity requires students to understand

economic terms. Before beginning,

define and discuss the terms blue-

collar workers, white-co llar workers,

and industrialization.

Activity: Economic Connections

Making Connections Discuss how a marked increase in immigration might change a country’s economic base. Ask:

(More urban residents meant more demand for services, so jobs were cre- ated. Population growth increased the demand for more food. Farmers grew crops

for themselves and to sell in local stores and restaurants.) Form three groups—blue-col- lar workers, white-collar workers, and farm- ers. Have each group create a poster that illustrates the kind of job they could get in the mid-1800s, including the skills they would need and their income. Students should use at least three Internet sources, as well as library sources.

CHAPTER 1

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

Column A Column B

A. gain

B. limit by force

C. highly ranked

D. belief

E. member of specific culture

F. town

G. carry out

H. different

I. not allow

diverse ethnic principle deny obtain priority community enforce constrain

ACADEMIC VOCABULARY ACTIVITY 1

_____ 1. diverse

_____ 2. deny

_____ 3. community

_____ 4. ethnic

_____ 5. obtain

_____ 6. enforce

_____ 7. principle

_____ 8. priority

_____ 9. constrain

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CRITICAL THINKING SKILLS ACTIVITY 1

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

Use the following guidelines to help you compare and contrast:

Identify people, places, things, events, or ideas that you will compare and contrast. Clue words such as alike, both, also, same, and similar can help you identify when topics are being compared. Clue words such as but, instead, however, and different help you identify when topics are being contrasted.

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

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

•

Immigrants to the United States*

Native Country 1870 1914 Africa 31 1,539

Canada 40,414 36,139

China 15,740 2,502

Germany 118,225 35,734

Great Britain 130,677 48,729

Ireland 56,996 24,688

Italy 2,801 283,738

Japan 48 8,920

Mexico 463 14,614

Russia and Baltic Countries 907 255,660

Scandinavia 30,742 29,391

Turkey — 21,716

West Indies 1,679 14,451

Total Immigrants 387,203 1,218,480

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

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CITIZENSHIP AND DECISION-MAKING ACTIVITY 1

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

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

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

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

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

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

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

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

club meeting every week? Would you like it if you were not allowed to speak your mind about issues that are important to you? The Bill of Rights protects you from such interference.

The Bill of Rights

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

Amendment 6 Right to a fair, speedy trial

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

Amendment 3 Right preventing occupation of private homes by soldiers

Amendment 8 Right that prevents cruel and unusual punishment

Amendment 4 Right preventing unreasonable searches

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

Amendment 5 Right to due process of law

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

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DIFFERENTIATED INSTRUCTION ACTIVITY 1

The United States was founded by people who emigrated to its eastern shores from Europe. Immigrants have continued to move to America, but the ethnicities of those coming to the nation has changed over time. The charts below help show how immigration has changed the American population.

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

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

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

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

Year Percentage of Native Population

Percentage of Foreign- born Population

2000 88.95 11.05 1970 95.27 4.73 1940 91.19 8.81 1910 85.3 14.7 1880 86.68 13.32

Immigrants’ Country of Origin, 1900

Europe

Asia

Oceania

Latin America North America

Immigrants’ Country of Origin, 2000

Latin America

Asia

Europe

Oceania Africa

Northern America

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The places where we live are changing too. For example, shortly after the Civil War, African Americans, freed from slavery, headed for northern cities, seeking jobs and a new way of life. The result was a migration, or mass movement, of African Americans from the South to the North. For much of our history, the Northeast was the most populous part of the country. Today, the South claims that distinction, and the population there and in the West is growing faster than in any other regions.

The population is changing in other ways, including the following:

• The average age of citizens is climbing upward as people live longer and have fewer children.

• Record numbers of Americans are now earning college and graduate degrees.

• Latinos, commonly referred to as Hispanic Americans, are the fastest- growing ethnic group.

Indeed, if current patterns continue, Latinos and other minority groups, taken as a whole, will soon be in the majority.

Summarizing

Americans share key values, and these values are reflected in the important institu- tions of American life.

What do you think makes a person an American? Read to find out about the values we share and how they have shaped the character of the American people.

Even though American society is more diverse than ever, certain shared ideas help unite Americans of different backgrounds. Two of these important ideas are our values and our institutions.

Do you agree with most of your classmates on what is good and what is bad? The gen- eral principles, or beliefs, you use to make these judgments are your values. Values are broad ideas about what is good or desirable, and are shared by people in a society. Values are important because they influence the way we act.

Chapter 1

Americans enjoy foods, music, sports, and holiday traditions brought to the United States by immigrants from around the world. This Chicago parade marks the Chinese New Year. Analyzing Why is it important for American citizens to share cultural traditions?

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C Critical Thinking Comparing and Contrasting Have stu- dents make a chart that illustrates the dif- ferences between lifestyles before the 1800s and lifestyles in the twentieth and twenty-first centuries. Encourage students to brainstorm a list of leisure activities before electricity and what they do in their free time. Invite students to predict what changes might come in the future.

W Writing Support Personal Writing Have students write a paragraph or poem explaining what the word “values” means to them. They may include personal experiences, an anec- dote, or an example.

Answer: It is becoming more urban and service oriented. The workforce is more diverse. The South and West are becoming more populous. People are living longer and going to college.

Caption Answer: Answers will vary. Students may suggest that by sharing traditions, Americans are practicing democracy, tolerance, and acceptance.

Leveled Activities

Academic Vocabulary Activity 1, URB p. 23

Critical Thinking Skills Activity 1, URB pp. 31–32

Cit. / Decision-Making Activity 1, URB pp. 3–4

Differentiated Instruction Activity 1, pp. 35–36

CHAPTER 1

Chapter 1

Everyone’s list of basic American values will include different ideas. However, some values would appear on almost every list. These include freedom, equality, opportunity, justice, democracy, unity, respect, and toler- ance. Some of these values, such as equality and opportunity, and respect and tolerance, are linked. Can you think of other values to include on this list?

Another important effect of having a set of shared values is the unity it builds among Americans. For example, one very important source of American unity is a common civic and political heritage based on the country’s founding documents. These key documents include the Declaration of Independence, the U.S. Constitution of 1787, and the Bill of Rights of 1791. American ideals of individual

rights to “life, liberty, and the pursuit of hap- piness” are in these founding documents. So are such values as popular sovereignty (government by consent of the governed) through

• fair, free, and regular elections; • equal justice under the law; • majority rule through the people’s rep-

resentatives in government.

A second significant source of unity is a single language, English, which generally is accepted as the primary means of com- munication in education, government, and business. Americans are free to speak any language. However, some people think that the United States is strengthened by the com- mon and public use of one language, which can be used by diverse groups of Americans to communicate freely with one another. Can you think of other values that have helped unite Americans throughout history?

In this image, cartoonist Steve Breen is making a point about the composi- tion of American society.

1. What does the flag represent?

2. What does the magni- fied section of the flag reveal?

3. Taken together, what do the caption and the image say about immi- grants in America?

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R1 Making Connections Review the list of values students included in their writing activity. Have students state which values are the most important. Discuss if the val- ues are interconnected or if some can be merged.

This (Making Connections ) was introduced in this unit.

R2 Summarizing Pair students and have them write one paragraph summarizing why common civic and political heritages are important to American unity. Have students share their summaries with the class.

Answers:

1. The flag represents the United States.

2. The magnified section reveals immigrants as the stitching.

3. Answers may vary, but students may say the artist is saying that America is made from immigrants. Without immigrants to this nation, it would not be the United States.

Activity: Collaborative Learning

Making Generalizations Remind students that America is a country with a diverse cul- tural background. Ask:

(Our values are similar—we all want freedom of speech and religion and other rights.) Have groups of students identify what values are and make a list of examples (friendship, compas-

sion, honesty, human rights, respect and so on). Next, have students create a Venn dia- gram consisting of personal values and social values that they would be willing to defend. Ask:

Have groups share their conclusions with the class.

CHAPTER 1

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Chapter 1

Define the following terms and use them correctly in sentences: civics, citizenship, citizen, service economy, value, popular sover- eignty, institution.

Describing What do people of a nation share as citizens? Explaining What impact do American values have on society?

What do you think is the most important source of American unity? Explain your answer. Sequencing On a diagram similar to the one below, iden- tify the period when various ethnic groups immigrated to the United States.

Expository Writing Review the discussion of values in this section. Is there a value not listed that you think should be included? What is it? Why would you include it?

Study CentralTM

Each society has its own social institutions. These are not buildings or places but sets of ideas that people have about relationships, obligations, roles, and functions. As in every society, the most important institution in American life is the family. The family is the core of social life: it produces new gen- erations, socializes the young, offers care and affection, and provides economic support. Parents and caregivers are also transmitters of values, both personal and national, to their children.

Other important institutions in American life, which also reflect our nation’s shared values, are religious, educational, and social. Religious institutions, such as churches, tem- ples, and mosques, can promote social unity and provide a sense of meaning and belong- ing. Educational institutions at all levels reflect our society’s culture, history, and learning, create a common identity, and promote per- sonal growth and development. Social insti- tutions, such as clubs and volunteer service organizations, can be another way we share our common values.

The different parts of our government are also institutions. Governmental institutions were created, and have developed over time, based on important shared American values. As Abraham Lincoln explained in his first Inaugural Address in 1861:

This country, with its institutions, belongs to the people who inhabit it. Whenever they shall grow weary of the existing government, they can exercise their constitutional right of amending it, or their revolutionary right to dismember, or overthrow it.

With these words, Lincoln underscored the most important concept of American govern- ment: the people, not the government, are in control.

Identifying

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C Critical Thinking Analyzing Primary Sources Ask:

(They can change it through the democratic process or start a revolution.)

Examples include the family and religious, educational, and social institutions.

Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content.

Personal Journal Have students write about their heritage, culture, and cus- toms and what it means to them to be part of American society.

1. Sentences should use vocabulary words according to their definitions in the section and in the Glossary.

2. Citizens share a common history, common customs, and common values. They agree to follow a set of rules and accept the govern- ment’s authority.

3. Values influence the way Americans think and act, how they vote, and how they create rules of order.

4. Answers will vary but may include values such as freedom, equality under the law, democracy, respect, and tolerance.

5. to 1500: Spain; 1600–1700: France, Eng- land, Germany, Ireland, Scotland, Sweden, Netherlands; 1800–1900: Denmark, Norway, Sweden, Italy, Greece, Poland, Russia; 2000– today: Latin America, Asia

6. Answers may include specific values such as fairness, patriotism, faith, privacy, free enter- prise, honesty, integrity, and a work value. Ask volunteers to share their responses and to lead a class discussion.

CHAPTER 1

Daily Focus Transparency 1–2 B

Ask students what challenges an immigrant might face when entering a new country. Explain to stu- dents that immigration creates diversity.

UNIT 1 Chapter 1

Directions: Answer the follow- ing question based on the bar graph.

INTERPRETING BAR GRAPHS

Answers to Graphic:

Teacher Edition • Outlining, p. 15 • Organizing, p. 17 • Academic Vocab., p. 17 • Questioning, p. 18

Additional Resources • Reading Skills, URB p. 7 • Cont. Voc., URB p. 21 • Act. Voc., URB p. 23

Teacher Edition • Making Generalizations,

p. 16

Additional Resources • Quizzes and Tests, p. 4

Teacher Edition • Interpersonal, p. 16

Additional Resources • Speak./Listen., URB p. 9 • Diff. Instr., URB p. 35 • Reteach. Act., URB p. 39

Teacher Edition • Persuasive Writing,

p. 15

Additional Resources • Cit./Dec.-Making Act.,

URB p. 3 • Writing Skills, URB

p. 27

Teacher Edition • Making Inferences, p. 19

Additional Resources • Daily Focus Trans., 1–2

R C D W S

Have students watch the Chapter 1, Section 2 video at .

Who Are America’s Citizens?

Real World Civics

U.S. Navy sailor Hugston Brooks

Section Audio Spotlight Video

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CHAPTER 1

R Outlining Have students use the infor- mation on this page to complete their graphic organizers. Ask:

(No. To be eligible for dual citizenship, they would have to be born off base. A military base is considered part of U.S. territory.)

W Writing Support Persuasive Writing Children born on American soil to non-U.S. citizens are considered U.S. citizens. Have students write one paragraph stating their posi- tion on this law.

Caption Answer: Answers will vary, but most students will say voting is a responsibility. In a democracy, the voters have the power to choose their leaders. If citizens do not vote, then they are not active participants.

The Case of Puerto Rico The United States includes twelve territories and two commonwealths: the Northern Marianas (in the Pacific Ocean) and Puerto Rico. On July 25, 1952, Puerto Rico was adopted as a U.S. commonwealth. As a common- wealth, it governs its internal affairs and has its own constitution. The governor of Puerto Rico, who is elected every four

years, controls executive power. The chief of state is the president of the United States. Although Puerto Ricans enjoy many of the rights and responsibilities of U.S. citi- zens, they are not allowed to vote in presi- dential elections. Unless Puerto Rico becomes a state, this is a right they will not get. Yet it is a right many Puerto Ricans wish they had (Puerto

Ricans are noted for having the highest voter participation in the world). These voters believe that their voices would make a difference.

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In the United States, there are two ways to become a citizen: by birth and by a process called naturalization.

What should people who want to become U.S. citizens know about our country? Read to find out about the process of becoming a citizen.

You learned that citizens are community members who owe loyalty to the govern- ment and are entitled to protection from it. Every country has rules about how people gain citizenship. The U.S. Constitution estab- lishes two ways to become a citizen: by birth and, for foreign-born people who choose to become citizens, by a legal process called naturalization.

If you were born in any of the 50 states or the District of Columbia, you automati- cally became an American citizen at birth. The same is true if you were born outside the country but in American territory, such as Puerto Rico or Guam, or on a U.S. military base overseas. Even if you were born else- where, you could still claim American citi- zenship if your parents are both citizens or if one is a citizen who has lived in the United States. Children born on American soil to non-U.S. citizens also acquire U.S. citizen- ship at birth.

Americans may hold dual citizenship. This means that they enjoy rights in the United States and in another country. For example, a child born abroad to American parents may be both a U.S. citizen and a citizen of the country of his or her birth.

Both native-born and naturalized citizens can vote in America. In his room at Camp Eagle in Baghdad, Iraq, U.S. Army Sergeant George Scheufele fills out an absentee ballot for a presidential election. Defining U.S. citizens are encouraged to vote. Is this more a right or responsibility of citizenship? Explain.

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CHAPTER 1

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BIOGRAPHY ACTIVITY 1

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

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

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

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

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

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

C Critical Thinking Making Generalizations Ask:

(They feel they can make a better living; they enjoy the many freedoms Americans have.)

D Differentiated Instruction Interpersonal Ask:

(Answers will vary, but most will state that in the past, Americans were more receptive to immigration.)

Caption Answer: 1. An immigrant signs a Declaration of

Intention. 2. The Declaration is filed with USCIS. 3. After living in the United States for

five years, the immigrant files an application for citizenship.

4. A USCIS official interviews the applicant.

5. The applicant passes a citizenship exam.

6. The USCIS grants the application, and the applicant pledges an oath of allegiance in a naturalization ceremony.

Diff erentiated Instruction Strategies List two reasons why Jennings won

her case.

Create a timeline of significant changes in the civil rights move- ment.

Define “segregation” and “desegre- gation” and illustrate each word.

Elizabeth Jennings

Objective: To learn about protecting civil rights Focus: Have students define “segregation” and “civil

rights.” Teach: Have students discuss groups who were

segregated during the mid-1800s. Assess: Students should create a list of more American

citizens who fought for civil rights. Close: Lead a discussion on how individuals can still

fight for rights protected under the Constitution. Biography Activity 1, URB p. 25

Several million noncitizens, or aliens, live in the United States. Some come to study, to work, or to visit relatives. They remain citizens of their own countries and eventu- ally return home. Other aliens plan to settle here and become naturalized citizens. More than half a million immigrants—people who move permanently to a new country—gain American citizenship each year.

Aliens who want to become United States citizens must first

sign a statement saying just that. This Dec- laration of Intention is then filed with the U.S. Citizenship and Immigration Services (USCIS), an agency of the national govern- ment. For most aliens, the next step comes after living in the United States at least five years. (Aliens who are married to citizens wait only three years.) During this time, many immigrants take special classes to prepare for citizenship. Then, if they are at least 18 years old and have lived for at least three months in the state where they seek naturalization, they may file an application for citizenship.

After the paperwork is checked, the alien has an inter- view with a USCIS official. Agency officials want to be sure the alien meets the necessary requirements and is of good moral charac- ter. The applicant must also take a citizen- ship exam that consists of questions about reading, writing, and speaking English and basic facts about the history and government of the United States. Afterward, the USCIS makes its decision.

If the application is granted, the final step in naturalization is attending a ceremony and pledging an oath of allegiance. The alien swears to be loyal to this country above all others, to obey the Constitution and other laws, and to perform military or other duties if needed. Then the person signs a document and is declared a citizen of the United States. If he or she has children under 18, they automatically become naturalized citizens, too.

For a long time, most Native Americans were excluded from cit- izenship. A few groups became citizens through treaties with the federal govern- ment. Later, Congress offered citizenship to individual Native Americans who gave up their traditional culture. Not until 1924 did Congress make all Native Americans citizens of the United States.

President George W. Bush poses with new American citizens at their swearing in on Ellis Island, New York. Reviewing What are the steps that aliens must take to become citizens of the United States?

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CHAPTER 1

R1 Organizing Draw three columns on the board. Have students state three ways in which any American citizen can lose his or her citizenship. (Denaturalization, Expatri- ation, Federal Crime) Have students pro- vide details that explain each process.

R2 Academic Vocabulary Have students write two sentences using the words “deny” and “obtained.” Remind students both words are verbs. They may choose verb tense. Challenge students to use both words in one sentence.

Answers: Student answers might suggest that Chris was motivated due to his con- cern for the environment and his drive to do something. Instead of expecting others to provide a solution, Chris became proactive and initiated a group.

Answer: being native-born or through naturalization

Immigrating to the United States Step 2: Applying for Citizenship Pairs of students continue their work toward becoming U.S. citizens that they began in Section 1. Directions Write the Big Idea on the board. Tell the pairs that now they will begin their

naturalization process. Students can find the information they need at www.usciti- zenship.info. Students should fill out the eligibility worksheet and application form found in the guide on the government site. Have students create a flowchart illustrating the steps they must take to prepare for the day of the naturalization ceremony. (Project continued in Section 3)

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Chapter 1

Whether they are naturalized or native- born, most Americans keep their citizenship forever. Only the federal government can both grant citizenship and take it away. State governments can deny, or refuse, a convicted criminal some of the privileges of citizen- ship, such as voting, but they do not have the power to deny citizenship itself.

The government may strip naturalized citizens of citizenship if it was improperly obtained, or gained. Citizens can lose citizen- ship in three ways: through denaturalization, through expatriation, or by being convicted of certain crimes. Native-born U.S. citizens can lose citizenship only through their own actions and cannot be denaturalized.

The loss of citizenship through fraud or deception during the natu- ralization process is called denaturalization. For example, former Nazis who engaged in war crimes during World War II and later lied about their wartime activities were denaturalized after they entered the United States or when they applied for citizenship.

The simplest way to lose citizenship is through expatriation, or giv- ing up one’s citizenship by leaving one’s native country to live in a foreign country. Expatriation may be voluntary or involun- tary. For example, a person who becomes a naturalized citizen of another country auto- matically loses his or her American citizen- ship. Involuntary expatriation would occur in the case of a child whose parents become citizens of another country.

A person may lose citizenship when convicted of certain federal crimes that involve extreme disloy- alty. These crimes include treason, participa- tion in a rebellion, and attempts to overthrow the government through violent means.

Summarizing

Team Panda members

R1 R2

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CHAPTER 1

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READING SKILLS ACTIVITY 1

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

Use the following approaches to identify the main idea.

As you read a selection, ask questions such as these: “What is the purpose of this selection? What is the most important point?” The answers to those questions will tell you the main idea. Write the answers in your own words. Look for the main idea in the topic sentence, which can be found in the beginning, in the middle, or at the end of a paragraph. The main idea of a large section of text can often be found in the opening paragraph. Reread the selection to see whether other sentences and details support the main idea. Some supporting details clarify the main idea, and others do not. When completing a summary graphic organizer, record only the essential supporting details.

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

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

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WRITING SKILLS ACTIVITY 1

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

Use these strategies to read and respond to poetry:

Read the poem aloud. Which words or phrases do rhyme or repeated sounds emphasize? What is the poem’s rhythm? Does it move slowly or quickly? What feeling does the pace convey? As you read, pay attention to punctuation and structure. Commas and end marks let you know when to pause. Notice points at which the poet breaks the lines into stanzas, or divisions between different sections. Stanza breaks often indicate a change of ideas. Use sensory details, or words that appeal to the five senses, to visualize what is happening. Look for comparisons. For example, the poet may compare life to a journey through a dark forest. Think about the meaning. Why does the poet make this comparison? Determine the meanings of unfamiliar words. Think about any personal connections that you have with the content of the poem.

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

The Star-Spangled Banner by Francis Scott Key

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

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GUIDED READING ACTIVITY 1-2

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

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

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

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

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

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

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

6. Explaining What happens when illegal aliens are discovered?

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

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

Leveled Activities

R Questioning After students read the first sentence, ask them to list reasons the number of immigrants is restricted.

Caption Answer: The process to apply for entry into the United States is slow. Also, some immi- grants might not qualify for entry, so they choose to enter illegally.

Reading Skills Activity 1, URB pp. 7–8

Writing Skills Activity 1, URB pp. 27–30

Guided Reading Activity1–2, URB p. 42

Even though the United States con- trols the admission of aliens to this country, each year millions of people enter America illegally.

Why do you think so many people want to come to the United States? Read to find out why our country is such a magnet to people around the world.

The United States restricts the number of immigrants who can enter the country. Millions apply, but only about one million are admitted each year. Traditionally, the relatives of U.S. citizens and people with needed job skills receive the highest prior- ity, or first consideration. Family members still get special consideration, but because of the Immigration Act of 1990, emphasis has shifted toward welcoming “those who want to work and produce and contribute,” as one

member of Congress put it. The new policy benefits people with particular skills, talents, or the money to invest in our economy.

Despite immigration limits, more than 12 million aliens are living in the United States illegally. Some were refused permission to immigrate; others never applied for permis- sion because they feared a long, slow process or being turned down.

Illegal aliens come to the United States in a variety of ways. A few enter the country as temporary visitors but never leave. Others risk arrest by illegally crossing our borders with Mexico and Canada. Other illegal aliens are foreigners who have stayed in the United States after their legal permits expired.

Whatever the method, the reason is usu- ally the same. “I came for work and for a better life,” explained one Mexican immi- grant. Yet illegal aliens often have a difficult time in the United States. Many have no

A U.S. Immigration and Naturalization Service agent searches a Mexican fishing boat for people who may be entering the country illegally. Discussing Why do people enter the United States illegally?

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CHAPTER 1

Answers

S Making Inferences Ask:

(They employ them for less than minimum wage; they do not treat them as equals.)

(They are put in jail until they can be deported to their home country.)

Answer: Unlike U.S. citizens, legal aliens cannot vote, run for elections, serve on a jury, or hold a government job. Also, they must carry an I.D. card describing them as aliens.

Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content.

Summarizing Have students work in small groups. Using their graphic organiz- ers, have them create a two-minute oral presentation about how one can become a U.S. citizen and how the privilege may be revoked.

1. Definitions for the vocabulary words are found in the section and in the Glossary.

2. Dual citizenship is when a person has U.S. rights as well as rights of another country. A child who is born in a foreign country to American citizens may obtain dual citizenship.

3. to make sure there are enough jobs, to restrict economic strain, to control popula- tion explosion

4. Answers may include hiring more border patrol officers, building a fence, and severely punishing those who hire illegal aliens.

5. an immigrant signs a Declaration of Inten- tion; the Declaration is filed with USCIS; the immigrant files an application for citizen- ship after living in U.S. for five years; the USCIS interviews the applicant; the appli- cant passes a citizenship exam; the USCIS grants the application; the applicant pledges an oath of allegiance

6. Interviews will vary. Papers should answer why the person came to America in the first place, and why he or she wanted to become a citizen.

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Chapter 1

Explain how each of the follow- ing terms relates to citizenship in the United States: naturaliza- tion, alien, immigrant, deport.

Explaining What is dual citizen- ship? How can an American obtain dual citizenship? Analyzing Why do you think the United States puts a limit on the number of immigrants who may enter the country?

Synthesizing If you were a government official, how would you prevent illegal aliens from entering the United States?

On a chart like the one below, list the sequence of steps in the naturalization process.

Descriptive Writing Interview an American who became a citizen through the naturalization pro- cess. Write a one-page paper in which you answer these ques- tions: What reasons brought him or her to the United States? Why did he or she want to become an American citizen?

Study CentralTM

friends or family here, no place to live, and no sure way to earn money. It is against the law to hire illegal aliens, and those who do find work usually receive little pay and no benefits. Every day they live with the fear that government officials will discover and deport them—send them back to their own countries.

The United States Border Patrol is the law- enforcement unit of the USCIS. Its primary responsibility is to detect and prevent the illegal entry of aliens into the United States. The Border Patrol guards the 6,000 miles of Mexican and Canadian international land borders and 2,000 miles of coastal waters surrounding the Florida Peninsula and the island of Puerto Rico.

United States law classifies aliens into dif- ferent categories. A resident alien is a person from a foreign country who has established permanent residence in the United States. Resident aliens may stay in the United States

as long as they wish without becoming American citizens. A nonresident alien is a person from a foreign country who expects to stay in the United States for a short, speci- fied period. A Turkish journalist who has come to report on a presidential election is an example of a nonresident alien. Refugees are another category. Refugees are people fleeing their country to escape persecution.

Aliens who have entered the United States legally lead lives much like those of American citizens. Aliens may hold jobs, own property, attend public schools, and receive other gov- ernment services. They pay taxes and are entitled to legal protection.

Aliens do not have full political rights, however. They may not vote in elections or run for office. They may not serve on juries or work in most government jobs. In addi- tion, unlike U.S. citizens, aliens must carry identification cards at all times.

Contrasting

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CHAPTER 1

Daily Focus Transparency 1–3 D

Assign each student a country, and then have students research the specific political system of their assigned countries. Ask how the governments of the assigned countries differ from the government of the United States.

UNIT 1 Chapter 1

Directions: Answer the follow- ing question based on the bar graph.

INTERPRETING BAR GRAPHS

Answers to Graphic:

Teacher Edition • Academic Vocab., p. 21 • Reading Charts, p. 22 • Inferring, p. 23 • Making Connections,

p. 25 • Det. Importance, p. 26

Additional Resources • Guided Read., URB

p. 43 • RENTG, p. 7

Teacher Edition • Det. Cause/Effect, p. 21 • Drawing Con., p. 23 • Compare/Contrast, p. 24 • Making Generalizations,

p. 25

Additional Resources • Quizzes and Tests, p. 5 • Pol. Cartoons Trans. 1

Teacher Edition • Interpersonal, p. 21 • Visual/Spatial, p. 23 • Adv. Learners, p. 24 • Below Grade Level, p. 25

Additional Resources • Diff Instr., URB p. 35 • Reteach. Act., URB p. 39

Teacher Edition • Personal Writing, p. 26

Additional Resources • Writing Skills, URB

p. 27

Teacher Edition • Making Inferences, p. 22

Additional Resources • Daily Focus Trans., 1–3 • Stan. Test, p. 1

R C D W S

To generate student interest and provide a springboard for class discussion, access the Chapter 1, Section 3 video at

or on the video DVD.

Real World Civics

Government and the People

Ranger Clay Parcels leads a group through the Fiery Furnace of Arches National Park in Moab, Utah.

Section Audio Spotlight Video

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CHAPTER 1

Activity: Interdisciplinary Connection

R Academic Vocabulary Have students create a word web for “community” and “enforce,” listing synonyms for each word. (community: group of people, village, town, neighborhood; enforce: uphold, defend, put into practice)

D Differentiated Instruction Interpersonal Have students list a few basketball (or football) rules. Ask them what rules they would change. See if the class can come to an agreement on amending the rules. Have them consider how difficult it is to change laws.

C Critical Thinking Determining Cause and Effect Ask:

(to install some kind of order)

(People do not always think alike, so what rules get set may be difficult to decide.)

Caption Answer: They provide education, programs to help the disabled, police protection, road construction, and parks.

Literature and History Have students find the following primary sources, either in the library or on the Internet: The Magna Carta, The Articles of Confederation, and The Forgotten Founders by Bruce E. Johan- sen (located at www.ratical.org/many_ worlds/6Nations/FF.html). Have students write down phrases or sentences that they

feel represent our American democracy. Discuss that when our democracy was crafted, the Founders used many sources to outline a system they believed would be fair to all citizens. Ask the students to create a collage that represents our government at work and to include in their artwork the phrases they collected.

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The different levels of government provide many different services.

When was the last time a govern- ment provided you with a service? Read to find out how local, state, and national governments serve the public.

A government is the ruling authority for a community, or society. Any organization that has the power to make and enforce, or carry out, laws and decisions for its members acts as a government.

For hundreds of years, people have formed governments. The earliest Native Americans had tribal councils. Thomas Hobbes, an English political thinker during

the 1600s, believed that without government, life would be “solitary, poor, nasty, brutish, and short.” If each of us could do just as he or she pleased, fighting probably would be common, and survival would depend on strength and skill.

Think about trying to play basketball with no rules or referees. The game would proba- bly be a chaotic free-for-all. Similarly, if there were no government to make and enforce laws, we would live in a state of confusion, violence, and fear. Government can make it possible for people to live together peace- fully and productively.

The most important purpose of a govern- ment is to provide laws, or rules of conduct. These laws help prevent conflicts between individuals, groups, or nations and help settle any conflicts that do occur.

This fire station protects the community and also serves as a place where these citizens can cast their votes in their neighborhoods. Identifying What other types of public services does government provide?

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CHAPTER 1

R Reading Charts Ask:

(keeping order, providing security, providing services, and guiding the community)

(Answers will vary. Have students support their answers with an example.)

S Making Inferences Ask:

(Students may cite examples that relate to school policy, such as state exams, drug testing, and driver’s education.)

Answers: 1. provide services 2. Courts decide if the accused are

guilty and what punishment should be applied to the guilty.

Diff erentiated Instruction Strategies Provide a list of situations in which

people are protected by the First Amendment.

Create a poster that illustrates the Bill of Rights in action.

Draw a postcard that illustrates the First Amendment in practice.

Citizenship and Decision-Making Activity 1, URB p. 3-4

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CITIZENSHIP AND DECISION-MAKING ACTIVITY 1

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

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

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

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

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

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

club meeting every week? Would you like it if you were not allowed to speak your mind about issues that are important to you? The Bill of Rights protects you from such interference.

The Bill of Rights

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

Amendment 6 Right to a fair, speedy trial

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

Amendment 3 Right preventing occupation of private homes by soldiers

Amendment 8 Right that prevents cruel and unusual punishment

Amendment 4 Right preventing unreasonable searches

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

Amendment 5 Right to due process of law

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

You Have Rights!

Objective: To gain an understanding of rights and freedoms protected in the Bill of Rights

Focus: Students evaluate the First Amendment and how it is practiced.

Teach: Discuss the importance of the First Amendment and list examples.

Assess: Have students write a paragraph explaining why the First Amendment is important to them.

Close: Create a chart of the issues students chose to write about in their editorials.

Chapter 1

Conflicts are unavoidable when people live together in a community. Governments make laws to help prevent conflicts and to settle those conflicts that do arise.

Governments have the power to enforce the laws. For example, to make sure that driv- ers obey traffic regulations, police officers are empowered to ticket or arrest violators. Courts decide whether those accused of crimes are guilty and how they should be punished if found guilty.

Along with the need for law and order come concerns about commu- nity security—defending citizens and their land from enemies. For this reason, govern- ments set up armed forces and agencies that watch for likely sources of trouble.

Governments provide many services that would not be available otherwise. Governments create and manage libraries, schools, hospitals, parks, and recreation centers. Government workers build and repair streets, erect bridges, collect garbage, and deliver the mail.

Many government services are aimed at keeping the public healthy and safe. Local communities set up fire departments and ambulance services. States license drivers and doctors. Other government agencies protect us from dangerous medicines and spoiled food. Government inspectors check for safety problems in everything from facto- ries to amusement park rides.

Governments also give help to needy peo- ple. For example, in each of the 50 states, poor families and people who are out of work can receive food, aid, or cash. Government agen- cies also supply affordable housing, health care, job training, and special programs for people with disabilities.

Another func- tion of government is to formulate public policy, or a course of government action to achieve community goals. When government leaders decide they want to protect consum- ers, for example, or strengthen national security, they are setting public policy goals. When they pass laws or develop guidelines to reach these goals, they are making public policy.

Most public policy decisions involve financial planning. Governments have lim- ited amounts of money, and they must use it wisely. Creating a budget, or a plan for collecting and spending money, is key to the success of the community.

Another part of guiding the community is developing relations with the community’s neighbors and other outsiders. Governments often take responsibility for communicating and cooperating with other governments on matters of trade, travel, and military agree- ments for the benefit of their citizens.

Classifying

Explaining

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CHAPTER 1

D Differentiated Instruction Visual/Spatial Have students divide a sheet of paper into thirds and label the sections National Government, State Government and Local Government. Have them list the function of each level under the correct heading.

R Inferring Ask:

(Congress. The president must sign the laws.)

C Critical Thinking Drawing Conclusions Ask:

(There would be too many conflicts and too many opinions, and nothing would get accomplished.)

Answer: They keep order by creating and enforcing laws. They provide security by creating armed forces and defending the peo- ple and land from enemy attacks.

Caption Answer: Students may mention the FDA seat- belt laws; and consumer protections laws.

Immigrating to the United States Step 3: Learning about the United States Pairs of students continue their work toward becoming U.S. citizens that they began in Section 1.

Directions Write the Big Idea on the board. Discuss that those who are seeking to become naturalized citizens must know about the heritage of the United States. They must pass a civics test that assesses their knowledge about America’s history and its government. Tell the pairs that they will be taking a 20-question civics test writ- ten by their classmates. Each pair will cre- ate an exam based on test questions from

the USCIS Guide. Students may use the Education & Resources section of www. uscis.gov. Have pairs begin creating a test and preparing their own study guides. Allow pairs to quiz each other periodically in order to prepare for their exam. (Project continued on the Visual Summary page)

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Many levels of government exist, each rep- resenting a particular collection of people. Each of the 50 states has its own government; so do most counties, cities, and towns. The students in your school may have their own student government.

Although each of the above is a government, when most people talk about “the government,” they are talking about the national government— the government of an entire country. In the United States, the national government is made up of three branches of government. These branches are the legislative, the execu- tive, and the judicial branches. A national government is different from other levels of government in two important ways.

First, a national government has the high- est level of authority over its citizens. A city or state government cannot make any laws that would go against the laws of the national government. The national government, how- ever, has the power to make whatever laws it feels would benefit the country. Second, a national government provides the basic framework for citizenship.

The national government makes and enforces laws for the entire country. Each state decides matters for the people in that state.

The level of government closest to Americans is local government. Local gov- ernments include counties, cities, and towns. Your school may have a student government, and if you choose to belong to a club like Girl Scouts or 4-H, you respect that organization’s governing body, too.

However, state and local governments, as well as governments of organizations, can- not take actions that go against the laws and authority of the national government.

Describing

Government inspectors regularly check amusement park rides to ensure that they meet safety requirements. Identifying In what other ways does the government protect your health and safety?

The people are the ultimate rulers of democratic countries, while in totalitarian states, a single person or small group holds all the power.

Did you know there is more than one type of democracy? Read to find out about other kinds of democracies.

The foundations of democracy are more than 2,500 years old. Democracy began in the ancient Greek city of Athens. Athens had a direct democracy—all the citizens met to debate government matters and vote first- hand. Direct democracy is not practical for most countries today because of their large areas and populations.

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CHAPTER 1

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

1. membership of a community or state

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

for others

3. government by consent of the governed

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

and is entitled to protection from the government

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

6. the study of the rights and duties of citizens

7. the general principle used to make a judgment

8. a person who moves permanently to a new country

9. the legal process by which foreign persons become citizens

10. noncitizen

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

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

firsthand

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

and govern on their behalf

14. a course of government action to achieve community goals

CONTENT VOCABULARY ACTIVITY 1

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SPEAKING AND LISTENING SKILLS ACTIVITY 1

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

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

Clearly identify the topic of your presentation before you begin. This will help you focus your planning and research. Decide how you might best organize the information in your presentation. Depending on the goals of your presentation, you may choose to organize it by topic, by chronology, by theme, or by relationships such as cause and effect or problem and solution. When you have selected a method of organization, you can develop an outline in order to help you plan the structure of your presentation. As you prepare to research and write your presentation, consider the audience. Who will be listening? How can you tailor your presentation to make it most effective for them? Conduct research using sources such as library books, online resources, and interviews. Remember, the purpose of an informative presentation is to define, describe, and explain important concepts. Identify and use sources that can provide facts and supporting details for your topic. Find visual aids or other media that help support your presentation. Charts, graphs, tables, photos, and audio and video clips can help illustrate factual information.

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CHART, GRAPH, AND MAP SKILLS ACTIVITY 1

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

Read the title to determine the subject of the graph. Evaluate the way in which the circle graph is divided. How many parts make up the whole? Study and compare the parts of the graph. Determine what each part represents and how it relates to the whole. Interpret the information in the graph. As you use the graph to make comparisons, consider possible explanations for the relationships shown.

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

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

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

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Race and the United States Population, 2000

White/Caucasian People of Latino origin may be of any race

Source: U.S. Census Bureau

African American

Asian American

Other race

Two or more races

C Critical Thinking Comparing and Contrasting Ask:

(A representa- tive democracy elects people to represent the majority, whereas each person has a first-hand say in a direct democracy.)

D Differentiated Instruction Gifted and Talented Have students investigate when Great Britain became a modern constitutional monarchy and the effect it had on its citizens. Have them present an oral report to the class, using a timeline to assist with their presentation.

Answers: 1. the people, the citizens, the voters 2. the law

Objectives and answers to the Student Web Activity can be found at glencoe.com under the Web Activity Lesson Plan for this chapter.

Leveled Activities

Content Vocabulary, Activity 1, URB pp. 21–22

Speaking/Listening Activity 1, URB pp. 9–11

Chart/Graph/ Map Activity 1, URB pp. 33–34

Student Web Activity

Chapter 1

Many countries have a representative democracy instead. The citizens choose a smaller group to repre- sent them, make laws, and govern on their behalf. For most Americans today, the terms representative democracy, republic, and con- stitutional republic mean the same thing: a system of limited government in which the people are the ultimate source of govern- mental power. The United States is the oldest representative democracy in the world.

Another kind of democracy is the constitutional monarchy. The word monarchy describes a government

with a hereditary ruler—a king, queen, or other royal figure who inherits this position of power. In most countries with monarchs, the power of the hereditary ruler is limited by the country’s constitution and laws.

Modern constitutional monarchies gener- ally follow democratic practices. The mon- archs are heads of state only, presiding at ceremonies and serving as symbols of unity. The queen of Great Britain and the emperor of Japan are two examples of constitutional monarchs.

Abraham Lincoln described our democ- racy as a “government of the people, by the people, for the people.” His words make three important points. First, the power of the government comes from the citizens. Second, Americans themselves, acting through their representatives, run their government. Third, the purpose of the government is to make the United States a better place for those who live here.

All genuine democracies have free, fair, and competitive elections. Everyone’s vote must carry the same weight. This principle is often expressed in the phrase “one person, one vote.” All can- didates have the right to express their views freely to the public, and citizens are free to support any candidate or issue.

The legal requirements for voting must be kept to a minimum. For example, our voting laws center on age, residence, and citizenship, while other factors, such as wealth, race, and ethnic and religious background, cannot be used to restrict voting. Finally, citizens may vote freely by secret ballot, without fearing punishment for their voting decisions.

Identifying

Explaining

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CHAPTER 1

R Making Connections Ask:

(Citizens can write editorials and write to their representatives; or they can demonstrate peacefully to let their voices be heard.)

(Students may suggest they would write letters or start a grass-roots organization to get their ideas across to the majority.)

C Critical Thinking Making Generalizations Have students explain why citizens in an absolute mon- archy have fewer rights than those in a democracy.

D Differentiated Instruction Below Grade Level Have students cre- ate a Venn diagram listing differences and similarities between an absolute monarchy and a constitutional monarchy.

Answers: 1. to ensure their positions of power 2. In a democracy, leaders are elected.

In an authoritarian system, the leader inherits the power or takes it by force.

Drawing Conclusions Help students understand that government is a necessary organization for living in a peaceful com- munity. Group students together and have each group write and perform a skit that illustrates why communities need a govern- ment. Assign a certain type of government

for each group (democracy, monarchy, dicta- torship, and so on). Ask:

Explain to students that government is important for order, but only a few types of governments allow its citizens equal rights under the law.

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Chapter 1

Competitive elec- tions and competing political parties are an important element in democracies. A political party is a group of individuals with broad, common interests who organize to support candidates for office and determine public policy. Competing political parties give vot- ers a choice among candidates. Also, parties out of power serve as watchdogs of parties in power.

Another principle of our democracy is majority rule. French philoso- pher Jean-Jacques Rousseau promoted this idea in the late 1700s. According to this prin- ciple, citizens agree that when differences of opinion arise, they will abide by what most people want. At the same time, they respect the rights of those in the minority.

Respect for minority rights is sometimes difficult, though, especially if society is under a great deal of stress. For example, after the terrorist attacks of 2001, President George W. Bush realized that many Americans

might turn their anger against Muslims in the United States. He explained that Islam is a peaceful religion and urged Americans to treat Muslim Americans fairly.

In democratic regimes, the people rule. In authoritarian regimes, power is held by an individual or a group not accountable to the people.

Until about the 1600s, monarchs were mostly absolute monarchs. That is, they had unlimited authority to rule as they wished. Many countries still have monarchs, but absolute monarchy is almost nonexistent today. In the Middle East, how- ever, the king of Saudi Arabia and the emir of Qatar might still be considered “absolute.” Their power is technically unrestricted, although they do consult with advisers and are constrained, or bound, by Islamic law.

Explaining

Comparing

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CHAPTER 1

W Writing Support Personal Writing Have students write one paragraph describing their thoughts about monarchies or totalitarian states.

Answer: one in which the government controls most aspects of people’s lives

Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content.

Analyzing Information Tell students that though there are many democracies throughout the world, presently there are countries ruled by dictators. Ask:

(Dictators take control by force, using military tactics to uphold their position. Many citizens do not have the means to rebel. Citizens are misinformed and believe their quality of life will improve. Some countries, such as Cuba, believe that democracy is detrimental to the people.)

1. Sentences should use vocabulary words according to their definitions in the section and in the Glossary.

2. Answers will vary. Responses may include managing libraries, schools, hospitals, parks; building streets and bridges; delivering the mail; setting up fire departments, ambu- lance services, police protection, and so on.

3. In a democracy, a ruler is elected by its peo- ple and must answer to them. In a totalitar- ian state, a ruler assumes control by force and dictates what the people should believe.

4. Answers will vary, but students should sug- gest that there would be chaos, fighting, and fear. Some form of governing body is needed so that people maintain order.

5. keeping order; providing security; providing services; guiding the community

6. The citizens of America are the source of governmental power. They run their own government through representatives.

7. Essays will vary but should include how dif- ficult it would be for the people to express their opinions and engage in most free- doms if the ruling monarch were oppressive.

Answers

Chapter 1

Write complete sentences that demonstrate the meaning of each of the following terms: government, public policy, budget, democracy, direct democracy, representative democracy, republic, monarchy, majority rule, authoritarian, totalitarian.

Identifying Name three public services that governments provide. Comparing What is the dif- ference between rulers in a democracy and rulers in a totalitarian state?

Another form of authoritar- ian government is a dictatorship. Dictators, like absolute monarchs, exercise complete control over the state. Unlike absolute mon- archs, who usually acquire their power through inheritance, dictators usually take power by force. At times, when a crisis situ- ation demands a strong leader, authorities may place them in charge. To stay in power, most dictators rely on the police and military. They often tamper with elections or refuse to hold them. They also limit freedoms of speech, assembly, and the press.

Scores of dictators have ruled throughout history. Those who seek only personal gain are often overthrown quickly. With the help of the United States, Panamanian dictator Manuel Noriega was overthrown in 1989. Other dictators endure for decades. Fidel Castro led Cuba from 1959 until he retired in 2008. Saddam Hussein ruled Iraq from 1979 until he was overthrown in 2003. Hussein was convicted of crimes against humanity and executed in 2007.

Many dictators impose totalitarian rule on their people. In a totalitarian state, the government’s control extends to almost all aspects of people’s lives. Totalitarian leaders ban political opposition. They regulate what industries and farms produce. They suppress individual freedom, dictating what people should believe and with whom they may interact. The people lack the power to limit their rulers.

To enforce their ideology, or ideas about life and society, totalitarian leaders control the media and use propaganda, scare tactics, and violence. Three of the most notorious totalitarian regimes arose in the 1920s and 1930s. They were Nazi Germany under Adolf Hitler, Fascist Italy under Benito Mussolini, and the Soviet Union under Joseph Stalin. Today, the nations of China, Cuba, and North Korea are usually considered totalitarian states.

Describing

What do you think would happen if there were no governments anywhere in the world? Describe such a situa- tion, then explain why govern- ments are necessary. Organizing On a diagram like the one below, write the func- tions of government.

Analyzing Visuals Review the principles of American democ- racy on page 24. How does the American government carry out the principle of consent of the governed?

Descriptive Writing In a one- page essay, explain how you think your life would be dif- ferent if you were living in a country ruled by a monarch.

Study CentralTM

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Immigrating to the United States Step 4: Becoming a U.S. Citizen Students will finish the process they started in Step 1. Directions As a class, decide on an accept- able passing score for the civics test. Next, pairs of students will exchange the civics tests they created and take them. Have the writers of the tests provide you with a copy

and answer key. Writers may grade their test.

Each pair that passes its test may take the Oath of Allegiance by reciting it to each other. Then have each pair write a one- page essay that describes what the Oath of Allegiance means to them. Finally, have pairs get into small groups and discuss what steps of the process they found difficult. Have them look at their

flowcharts from Section 2 and determine if they would recommend any changes to the process. For example, do they think the civics test is too easy or too difficult? To finalize the project, have groups use their essays to discuss the meaning of the Oath of Allegiance and the responsibilities and rights they have as naturalized U.S. citizens.

Comparing and Contrasting Have stu- dents research information about immi- gration laws via news outlets. Then have the students contribute to a group sum- mary of their findings. Next have stu- dents choose states. The students will use www.senate.gov to research the immi- gration views of a senator from their cho- sen state. Ask:

Organizing Have students create a flowchart illustrating the different levels of government: national, state, and local. Have them include a bulleted list of responsibilities that each level has and share their findings with the class.

Yosemite National Park

Official ballot

School crossing guard

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