in their own words a tradition of · pdf filea tradition of democracy chapter 1 we the people...

A TRADITION OF DEMOCRACYCHAPTER 1

We the People

CHAPTER 2

Foundations ofGovernment

CHAPTER 3

The United States Constitution

CHAPTER 4

Rights andResponsibilities

1

This World War II poster from 1942 reminds Americans to do all they can to meet their responsibilities as U.S. citizens.

In Their Own WordsShare with students the following quotation by James Truslow Adams (1878–1949). Explain that Adams was an American historian and Pulitzer Prize-winning author who wrote many scholarly and popular books. As you read, ask students to think about what, in Adams’s view, the American dream is.

“The American dream that has lured tens of millions of all nations to our shores in the past century has not been a dream of merely material plenty, though that has doubtless counted heavily. It has been much more than that. It has been a dream of being able to grow to fullest development as man and woman, unhampered [unrestricted] by the barriers which had slowly been erected [built] in older civilizations, unrepressed by [free from] social orders which had developed for the benefi t of classes rather than for the simple human being of any and every class. And that dream has been realized more fully in actual life here than anywhere else.”

PlanningOSP Teacher’s One-Stop Planner

Online Resources

Differentiated Instruction

Interactive Skills Tutor Chapter and Unit Tests for Differentiated Instruction

Enrichment Online Chapter Summaries in Spanish

Holt Online Researcher Active Citizenship Video Program

Assessment Standardized Test Practice Handbook

Chapter and Unit Tests

Unit Resources

UNIT 1 1

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Review, Assessment, InterventionInstructional ResourcesChapter Overview

2a TEACHER’S EDITION

Chapter 1 Planning GuideCH

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Overview: Students will learn about citizenship and U.S. citizens.

Media Investigations: Chapter 1*

Students Take Action Activities*

Civic Participation Activities Guide

Creative Teaching Strategies: Chapter 1*

Internet Activity: Citizens Making a Difference

Holt Online Researcher

Teaching Transparencies: Chapter 1

Active Citizenship Video Program

Community Service and Participation Handbook: Chapter 1

Alternative Assessment Handbook*

Chapter and Unit Tests: Chapter 1: Tests A and B*

Chapter and Unit Tests for Differentiated Instruction: Chapter 1: Test C*

Student Edition on Audio CD Program

Interactive Skills Tutor

Quiz Game

OSP Teacher’s One-Stop Planner

Spanish Audio Summaries

Standardized Test Practice Handbook: Activity 1*

Vocabulary Activities: Chapter 1*

Online Chapter Summaries in Spanish

Section 1:Civics in Our LivesThe Big Idea: As a U.S. citizen, it is your duty to help preserve freedom, and to ensure justice and equality for yourself and all Americans.


Daily Quizzes: Section 1*

Online Quiz: Section 1

Guided Reading Strategies: Section 1*

Main Idea Activities for Differentiated Instruction: Section 1*

Section 2:Who Are U.S. citizens?The Big Idea: Throughout history, immigrants added their languages, ideas, beliefs, hopes, and customs to the culture of the United States.

Political Cartoons for Civics, Government, and Economics: Cartoon 1: Attitudes Toward Immigration*

Graphic Organizer Activities: Chapter 1*

Internet Activity: Immigration and Naturalization







Section 3The American People TodayThe Big Idea: The U.S. population continues to grow and change today.

Challenge and Enrichment Activities: Chapter 1*

Community Service and Participation Handbook: Chapter 1*

Law 101: Chapter 1*






We the People

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HOLT

Active Citizenship

Student Resources

Teacher ResourcesKEYWORD: SZ7 TEACHER

KEYWORD: SZ7 CH1

FPO: Chapter

Video CD_ROM Image

Differentiated Instruction

WE THE PEOPLE 2b

Chapter and Unit Tests for Differentiated Instruction: Chapter 1: Test C*

Differentiated Instruction: Teaching ESOL Students

Student Edition on Audio CD Program


Differentiated Instruction Modified Worksheets and Tests CD-ROM





Graphic Organizer Activities: Chapter 1

Challenge and Enrichment Activities: Chapter 1*



SE Student Edition Print Resource Audio CD

TE Teacher’s Edition Transparency CD-ROM

go.hrw.com Learning Styles Video

OSP Teacher’s One-Stop Planner * also on One-Stop Planner

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Quiz Game CD-ROMQuiz Game CD-ROM is an interactive multimedia game that assesses student understanding, makes learning fun, and tracks student performance.

With the Teacher’s One-Stop Planner, you can easily organize and print lesson plans, planning guides, and instructional materials for all learners.

• Document-Based Questions

• Interactive Multimedia Activities

• Current Events• Chapter-based Internet

Activities• and more!

Video Program (VHS/DVD)The Vote Against Bilingual Education

Holt InteractiveOnline Student EditionComplete online support for interactivity, assessment, and reporting

• Interactive Art and Notebook

• Standardized Test Prep• Homework Practice

and Research Activities Online

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Before You TeachB

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Refresh Your KnowledgeAs a democratic country, the strength of the United States lies in its citizens. Immigrants from all over the world have long sought the freedom and opportunity provided by American citizenship. Many of the privileges of American citizenship also entail responsibilities. For example, citizens have the right to vote but must obey the laws made by the elected government.

Work with the class to explore the importance of citizenship. Ask students what concepts, issues, details, or ideas they associate with citizenship. Record their answers on the board in a concept web. Make sure that students understand that U.S. citizenship brings with it many important rights and responsibilities.

Recent ScholarshipThe ethnic makeup of the United States has been changing for years. In 1970 minority groups such as Latinos, African Americans, Asians, and Native Americans together made up about 16 percent of the population of the United States. In 1998, the Council of Economic Advisors published Changing America: The United States Population in Transition.It reported that, due largely to increased Latino and Asian immigration, minority groups represented 27 percent of the population by 1998. By 2005 the Census Bureau announced that Hawaii, New Mexico, California, Texas, and Washing-ton, D.C., all had “majority minority” populations, with no ethnic group exceeding 50 percent of the population. De-mographers from the Council of Economic Advisors and the National Research Council expect this trend to continue in the future. Some predict that by the year 2050, no one ethnic group will make up a majority of the nation’s population.

Why It MattersAs the twenty-fi rst century begins, the beliefs and attitudes Americans have long taken for granted are subject to attack. Whether the United States will continue to be a model for the rest of the world ultimately depends on the example we set at home—on our ability to embrace and exercise our democratic values to provide equality, opportunity, material well-being, and freedom for all. And our success at home depends on whether our young citizens—your stu-dents—take an active part in our government and institutions.

Participation Matters Section 1 conveys to students that our political system is not something “out there” that has nothing to do with them; they are responsible for its continuing

vitality. The United States provides them with the freedoms and the lifestyle that they enjoy and have come to expect. However, the benefi ts of our system must be actively guarded and protected. While voting and participating in party politics may be a few years off, students can begin to become active citizens today, by being aware of how our political system affects their everyday lives.

Embracing the World European settlers came to America seeking economic opportunity and freedom from absolute rulers and religious persecution. Although a few of the early colonies did exhibit some religious intolerance, ultimately the institutions the colonists fl ed did not take root in the new soil. Instead, as Section 2 describes, a spirit of freedom grew and fl ourished—and continues to beckon new immigrants. The tension of incorporating peoples from different backgrounds and cultures, while maintaining a unique American identity and system of values, is the strength of our system and a constant challenge.

The Challenge Continues The demographic changes described in Section 3 present new challenges, which your students will be called upon to tackle in their lifetimes. How to incorporate changing family patterns into American life, how to ensure equal treatment and opportunity in the workplace regardless of gender, race, or ethnicity, and how to care for an aging population are just some of the issues to be resolved by today’s young citizens.

Greg Massing

Before You Teach

Name Class Date

Contacting and Working with Government Officials

Students Take ActionTIP 2

Copyright © by Holt, Rinehart and Winston. All rights reserved.

Holt Civics 1 Students Take Action Activities

Some of the best sources of information for your community-project research will begovernment officials-both elected officials or those working for government agencies.However, these people are often very busy and receive many requests for their time. Youwant to be able to present yourself in a way that guarantees their respect and attention.

CONTACT BY MAIL

1. It is often best to contact a government official first by mail, especially if you arecontacting a state or federal official. Your letter should clearly state your name, whereyou go to school, and why you are contacting the official. It should then explain theproblem you are examining and what you hope to gain by contacting the official.This may be a request for an interview or merely information about the subject.

2. Try to keep the letter to one page. It should be as neat and professional as possible,with no errors of any kind. Be sure to type it and print it on clean paper. Ask an adultsuch as your teacher to proofread it before mailing.

CONTACT BY TELEPHONE

1. Even if you contact a source by mail, you should follow up with a telephone call tothe person’s office. In most cases, you will talk to a member of their staff. As in yourletter, clearly state who you are and why you are calling.

2. Ask the staff member how you can set up an interview with the official or speak tohim or her by telephone. This is also a good time to request any written informationthat the staff might have on the topic.

REMEMBER

• Always be courteous and polite when talking with government officials and membersof their staff.

• Always be respectful of your contact’s time. Thank him or her for taking the time todiscuss the subject with you.

• When making public presentations about your topic, be sure to acknowledge any helpyou received from government officials.

Read about how one group of students worked with government officials on their projectin Chapter 8 of your textbook.

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WE THE PEOPLE 2d

Students Take Action Activities“Post-Project Follow-Up,” page 5 of the Students Take Action Activitiesbooklet, will help students refl ect on and evaluate their project. The booklet’s forms, tip sheets, planning guides, and additional rubrics can also be used to organize, assist, and evaluate student performance at each phase of the project.

Students Take Action:Righting a Wrong

What They DidIn this chapter, your class will read about a group of students in Plainfi eld, Vermont, who helped remove tobacco advertis-ing from magazines aimed at and distributed to students. The students had noticed cigarette and other tobacco advertise-ments in the weekly magazines they read at school. They expressed their objection to the advertisements to their state’s attorney general. Because of the students’ involvement, the Vermont attorney general got the tobacco companies to agree to withdraw their advertisements.

What Your Class Can DoAs interested citizens, students should be aware of the impact of advertising on their society. As active citizens, students then follow the democratic process one step further: They help others become aware of advertisements targeting young people.

As you discuss this chapter’s Students Take Action project with your class, have students explain messages that adver-tisements send to the public. Then work with students to identify ways advertisers target children and teens. As part of the class discussion, consider the following questions with your class:

• What kinds of products do you regularly see advertised?

• Where do advertisers place advertisements to appeal to teens?

• Are advertising methods that target young people fair? Do you think they benefi t or hurt society as a whole? Why?

Students may suggest the following places advertisements that might appeal to teens could appear:

• Shopping malls

• On television and radio, and in movies

• On Web sites

Service-Learning Teaching Tip Refl ecting on What You Have Learned To help your class make the most of a service learning experience, have them refl ect on the process. Ask students to describe what and how they learned, both individually and as a group. Then ask them what they might do differently in a similar situation.

Possible questions to stimulate individual and class refl ection include the following: What did I/we learn about public policy from working on this project? What skills did I/we learn or improve? What are the advantages and disadvantages of work-ing as a team? What did I/we do well? How can I/we improve my/our problem-solving skills? What would I/we want to do differently in another project on a different issue?

2 CHAPTER 1

WE THE PEOPLE

I. What are civic life, politics, and government? A. What purposes should government serve?II. What are the foundations of the American

political system? B. What are the distinctive characteristics of

American society? III.How does the government established by the

Constitution embody the purposes, values, and principles of American democracy?

E. How does the American political system provide for choice and opportunities for participation?

V. What are the roles of the citizen in American democracy?

A. What is citizenship? B. What are the rights of citizens? C. What are the responsibilities of citizens? D. What civic dispositions or traits of private

and public character are important to the preservation and improvement of American constitutional democracy?

E. How can citizens take part in civic life?©1994, 2003 Center for Civic Education. All Rights Reserved.

Civics in Our Lives

Who Are U.S. Citizens?

The American People Today

SECTION 1

SECTION 2

SECTION 3

Standards FocusStandards by SectionSection 1: I.A, III.E, V.A, V.B, V.C, V.D, V.ESection 2: II.B, V.ASection 3: II.B

Preview StandardsV.D Explain the meaning of citizenship in the United States, and the importance to the individual and to society of personal rights.

V.A Explain the distinction between citi-zens and noncitizens (aliens) and the process by which aliens may become citizens, and evaluate the criteria used for admission to citizenship in the United States.

II.B Explain important factors that have helped shape American society, such as abundance of land and widespread owner-ship of property, social, economic, and geographic mobility, and large scale im-migration

1. Ask students to agree or disagree with the following statements: All citizens have the responsibility to participate in their government. Every person who comes to the United States seeking citizenship should be granted it. Census information is so important it should be collected every fi ve years.

2. Discuss why students agree or disagree with

these statements. List students’ opinions and reasons on the board.

3. Explain that students will learn about citizenship and American citizens in this chapter. As you read the chapter, revisit students’ opinions. Ask whether they have changed their minds about any of these statements. Verbal/Linguistic

Opinions on Citizenship Issues

On LevelIntroduce the Chapter Below Level

Basic-level activities designed for all students encountering new material

At Level

Intermediate-level activities designed for average students

Above Level

Challenging activities designed for honors and gifted-and-talented students

Standard English Mastery

Activities designed to improve standard English usage

Key to Differentiating InstructionAt Level

2 CHAPTER 1

Arkansas Curriculum FrameworkCivics for Core Curriculum Grades 9-12C.1.CCC.1; C.1.CCC.2; C.1.CCC.3; C.1.CCC.4; C.1.CCC.5; C.2.CCC.2; L.9.CCC.2

Chapter Correlations

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WE THE PEOPLE 3

The United States is a model of freedom, democracy, and economic strength for the rest of the world. Our continued success as a world leader depends on whether citizens like you take an active part in our government and institutions.

WRITING A LETTER In this chapter, you will be reading about what it means to be an American citizen. Imagine that an American citizen named Fran is talking on line to a new friend in Turkey. After you read this chapter, you’ll write an e-mail message from Fran to this new friend. You’ll tell the friend about American ideals, American citizens, and American citizenship.

CHANGING ADS You look at lots of magazine ads every day. If you found out that some ads were illegal or potentially harmful, what could you do? Think of some solutions for taking action as you read this chapter.

Active Citizenship video programWatch the video to examine the issue of bilingual education.

HOLT

Active Citizenship� Video Program

See the Active CitizenshipVideo Teacher’s Guide for strategies for using the videoThe Vote Against Bilingual Education.

Chapter Main Ideas Section 1 As a U.S. citizen, it is your duty to help preserve freedom, and to ensure justice and equality for yourself and all Americans.

Section 2 Throughout history, immi-grants added their languages, ideas, be-liefs, hopes, and customs to the culture of the United States.

Section 3 The U.S. population contin-ues to grow and change today.

Analyzing Photos In this photo, tourists visit the Statue of Liberty, which was the fi rst view of the United States many immigrants had upon their arrival.

• Why do you think the Statue of Lib-erty is such an important symbol of the United States? Possible answers: because it greeted many immigrants to this country; because it represents the basic American values of freedom and liberty

• What American values does the Statue of Liberty represent? Possible an-swers: freedom or liberty, acceptance of people from different countries and backgrounds

Online Resourcesgo.hrw.com

KEYWORD: SZ7 CH1ACTIVITY: Citizens Making a Difference

WE THE PEOPLE 3

The Media Literacy Civics Skill in this chapter asks students to think about how to wisely evaluate and use Internet resources. When assigning projects that involve Internet research, reinforce this skill by reminding students of the benchmarks they should use to rate a Web site’s trustworthiness and validity.

4 CHAPTER 1

In this chapter you will read about the rights,

privileges, and responsibilities of being an

American citizen. You will learn that the United

States is a diverse nation fi lled with immigrants

from many countries and learn how the

government counts its citizens. As you read the

chapter, you will come across new terms used in

studying civics. Look at the words and sentences

surrounding new words. See if you can learn

their meanings from clues right in the passage.

Helpful Hints for Identifying Context Clues

1. Look at the words and sentences around a new word.

2. See if the words and sentences give you clues about the word’s meaning.

3. Look for a word or phrase nearby that has a similar meaning.

When you are reading your textbook, you may often come across a word you do not know. If that word is not

listed as a key term, how do you fi nd out what it means?

Using Context Clues Context means surroundings. Authors often include clues to the meaning of a diffi cult word in its context. You just have to know how and where to look.

Using Context Clues

Clue How It Works Example Explanation

DirectDefinition

Includes a definition in the same or a nearby sentence

We are primarily immigrants—peoplewho came here from other lands—ordescendants of immigrants.

The phrase peoplewho came here from other landsdefines immigrants.

Restatement Uses different words to say the same thing

Most of them went to live in urban areas, or cities.

The word citiesis another way to say urban.

Comparisonsor Contrasts

Compares or contrasts the unfamiliar word with a familiar one

As the population continued to grow rapidly and people moved to the cities,urban areas became crowded.

The phrase Asthe population continued to grow rapidly and people moved to the citiesindicates that urban areas are the same as cities.

Understanding the SkillReview with students the kinds of clues that can indicate the meaning of a dif-fi cult word in its context. Then ask them to identify the similarities and differenc-es between the different types of context clues. How is each type of clue useful?

Find and Write Con-text Clues Have students look in the textbook for an example of each kind of context clue. They may wish to use the list of key terms in Chapter 1 on p. 5 to help them fi nd examples. Then have students select one of the terms that is defi ned in the text. Students should write one or more original sentences using each kind of context clue to help defi ne the term. Ask volunteers to share their sentences with the class.

Reading Support English Audio Summaries


Guided Reading Strategies

Reading Support

OSP Teacher’s One-Stop Planner

Vocabulary Support Vocabulary Activities

Standardized Test Practice Handbook

Reading and Skills Resources

4 CHAPTER 1

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WE THE PEOPLE 5

Answer the questions about the sentences you read.

1. In example 1, what does the term values mean? What clues did you fi nd in the example to fi gure that out?

2. In example 2, where do you fi nd the meaning of aliens? What does this word mean?

3. From example 3, what do you think an urban area is? What clues did you fi nd to fi gure that out?

1. The United States has been an inspiration to other nations because of its basic values: equality, liberty, and justice for all people. These values are the foundation of many of your important rights and freedoms.

2. The law gives preference to three groups of people: (1) husbands, wives, and children of U.S. citizens; (2) people who have valuable job skills; and (3) aliens. Aliens are perma-nent residents of the United States who are still citizens of another country.

3. Farmworkers and their families began a migration, a movement of large numbers of people from region to region, to the cit-ies. The 1830 census showed that urban areas were growing faster than rural areas.

From Chapter 1p. 8

p. 14

p. 20

The following sentences are from the chapter you are about to read. Read them and then answer the questions below.

As you read Chapter 1, remember that sometimes you need to read entire pas-sages to understand unfamiliar words. Don’t stop when you come to a word you don’t know. Read on!

You Try It!

KEY TERMSCHAPTER 1

Section 1civics (p. 6)citizen (p. 6)government (p. 7)

Section 2immigrants (p. 12)quota (p. 14)aliens (p. 14)native-born (p. 15)naturalization (p. 15)refugees (p. 16)

Section 3census (p. 17)demographics (p. 18)birthrate (p. 19)death rate (p. 19)migration (p. 20)

Academic VocabularySuccess in school is related to knowing academic vocabulary—words that are frequently used in school assignments and discussions.In this chapter you will learnthe following academic word:

values (p. 8)

5

Using Key Terms Preteach the key terms for

this chapter by reviewing the terms with the class. Then instruct students to choose ten terms from the list and create fl ashcards with a sentence using the term on one side and the defi nition of the term on the other. When students have fi nished, have them quiz a partner using their cards. Visual/Spatial

Focus on ReadingSee the Reading Skill and Focus on Reading activities, annotations, and questions in this chapter for more prac-tice with this reading skill.

Point out to students that there are usually hints that indicate when a word is defi ned in the context of a sentence. Commas and dashes are often used to set apart phrases that defi ne or restate an unfamiliar word. Signal words and phrases are also used to indicate a defi ni-tion or restatement. These words and phrases include which means, in other words, or, and that is.

Answers1. Possible answer: ideas people care about and live by; the examples of equality, liberty, and justice 2. in the last sentence in the passage; permanent residents of the United States who are still citizens of another country 3. a city; The passage implies that an urban area is different from a rural area with farms.

6 CHAPTER 1

Government “by the people” does not mean government by the unin-formed. Good government requires educated citizens. In fact, the main

reason for public education is to help young people become more effective citizens. Remember, every-thing the government does affects you directly or indirectly. It is important for you to be aware of the issues we face as a nation.

Why Study Civics?What is civics and why do you study it? CivicsCivics is the study of citizenship and govern-ment. It is the study of what it means to be a citizen. A citizencitizen is a legally recognized member of a country. The word civics comes from the Latin civis, which means “citizen.” The concept of the citizen originated in Greece around 590 BC, and was later adopt-ed by the Romans.

Being a Citizen

What it means to be a citizen has changed since the Roman Republic. Romans used the term to distinguish the people who lived in the city of Rome from people born in the territories that Rome had conquered.

Civics in Our LivesBEFORE YOU READ

The Main Idea

As a U.S. citizen, it is your duty to help preserve freedom and to ensure justice and equality for yourself and all Americans.

Reading Focus

1. Why do we study civics?2. What are the values that

form the basis of theAmerican way of life?

3. What are the roles and qualities of a good citizen?

Key Terms

civics, p. 6citizen, p. 6government, p. 7

As you read, take notes on how

civics affects our lives. Use a chart like the one below to organize your notes.

TAKINGNOTES

Every Fourth of July Americans come together to celebrate their rights and freedoms as American citizens.

StudyingCivics

AmericanValues

Qualities of a Good Citizen

6 CHAPTER 1

Teach the Main Idea

Why It MattersExplain to students that being part of a democratic country such as the United States gives them rights and responsi-bilities. Ask students what rights they enjoy as Americans. Make a list of these rights on the board. Explain to the class that people in a democracy receive cer-tain rights in exchange for participation. Then have students list ways Americans participate in government and revise these ideas as students read the section.

Academic VocabularyReview with students the high-use academic term in this section.values ideas that people hold dear and try to live by (p. 8)

Key TermsPreteach the following terms: civics study of what it means to be a citizen (p. 6)citizen legally recognized member of a country (p. 6)government the organizations, institu-tions, and individuals who exercise political authority over a group of people (p. 7)

Taking Notes

StudyingCivics

Helps people understand the purpose of government, know how the U.S. government and economy work and interact, and explore ways to fulfi ll their roles as good citizens

AmericanValues

Guarantee basic rights and freedoms

Qualities of a Good Citizen

Participate in government and contribute to our country’s democracy

1. Teach Ask students the Reading Focus questions to teach this section.

2. Apply Have students create a fl ow chart with three boxes. Title the chart Citizenshipin America. The fi rst box should be labeled Elements of Citizenship, the second American Values, and the third Being a Good Citizen. As students read the section have them fi ll in the fi rst box with important elements of citizenship, the second with American values, and the third with ways to be a good U.S. citizen.

3. Review To review the section’s main ideas, have students help you complete a master copy of the chart on the board.

4. Practice/Homework Have students list specifi c examples of ways they are good citizens now and how they could be better citizens in the future. Students should write a sentence explaining why each example shows good citizenship.

Civics in Our Lives

At Level

66 CHAPTER 1

Arkansas Curriculum FrameworkCivics for Core Curriculum Grades 9-12C.1.CCC.1; C.1.CCC.2; C.1.CCC.3; C.1.CCC.4; C.1.CCC.5; C.2.CCC.2

Section Correlations


If a man or boy was a citizen (women had some rights but could not be citizens), he had many privileges. Roman citizens had the right to vote and had a say in the way their country was run. Citizens had duties, too, such as paying taxes, attend-ing assembly meetings, and serving in the Roman army.

Citizens today have rights and responsibilities that differ from country to country. For example, many countries allow their citizens to vote, but some do not. Most nations require their citizens to pay taxes, just as Rome did. Some countries, such as Israel, require all citizens—men and women—to serve in the military. The rights and duties of citizens depend on their country’s type of government. A governmentgovernment is the organizations, institutions, and individuals who exercise political authority over a group of people.

WE THE PEOPLE 7

Being an American Citizen

Under the American system of government, citizens have many rights and responsibilities. Your civics course will help you understand those rights and responsibilities. You will dis-cover that being a U.S. citizen means more than just enjoying the rights that the Ameri-can system provides.

Citizenship includes being a produc-tive and active member of society. Ameri-cans participate in society in many ways. For example, most Americans belong to a family, go to school for several years, and work with other people. Americans are also members of their local communities—villages, towns, and cities. And in the United States, you are a citizen of both your country and the state in which you live. Being an effective Ameri-can citizen means fulfi lling your duties and responsibilities as a member of each of these various groups and communities.

Civics, the Economy, You

Community

Government

Economy

and

Your daily life is affected by your community, the economy, and the government. Government provides services and structure for communities. Reading Focus

Why do we study civics?

Why Study Civics?Identify What are some ways Americans participate in society? They belong to a family, go to school, are members of their communities, and are state and U.S. citizens.

Contrast How are the responsibili-ties of citizens in different countries different? Citizens of some countries are required to serve in the military or pay taxes, while citizens of other countries are not.

Predict In what ways might being a member of a family and commu-nity help a person learn to be a good citizen? Possible answer: People in families and communities have rights and responsibilities similar to those of citizens. People often learn to be responsible, productive, and sharing from their experiences in their family and community.

Reading Skill Ask students to read aloud

the sentence on p. 7 that contains the highlighted word “government.” Then have students defi ne the word. (theorganizations, institutions, and indi-viduals who exercise political authority over a group of people) Have students explain how they found this defi nition. (It is a direct defi nition and follows the phrase “A government is…”) Ask students to point out other places in the chapter where words appear with a direct defi nition. Remind students that they can also use context clues such as comparisons or contrasts to help them defi ne unfamiliar words.

1. As a class, briefl y review the rights and responsibilities of citizens in both ancient Rome and the present-day United States.

2. Organize students into small groups. Assign each group either ancient Rome or the present-day United States.

3. Ask each group to make up a skit about citizens of their assigned time and place fulfi lling their rights and responsibilities.

4. Have each group perform its skit for the class. The class should guess whether it takes place in ancient Rome or modern America and identify the rights and responsibilities it shows. Verbal/Linguistic, Kinesthetic Alternative Assessment Handbook: Rubric 33: Skits and Reader’s Theater

Collaborative LearningDramatize Rights and Responsibilities

At Level

WE THE PEOPLE 7


You need training in order to become a good athlete or a good musician. Likewise, you need training in order to become a good citizen. What kind of training? First, you must understand the purpose of govern-ment. Next, you need to know how the gov-ernment works, on the national, state, and local levels. You must also understand how the U.S. economic system works and how government and economy interact. Then you are ready to explore ways to fulfi ll your role as a citizen.

Some people complain about the govern-ment. Other people get involved—in large or small ways—so they can make their govern-ment better. Right now, governments across the United States and in your community are making decisions that will affect how much money you might earn, the roads you travel on, the cost of your doctors’ visits, and the protections you have under the law.

READING CHECK Supporting a Point of View Why is studying civics important?

American ValuesThe United States has been an inspiration to other nations because of its basic values:equality, liberty, and justice for all people. These values are the foundation of many of your important rights and freedoms. In fact, new nations often look to the United States, its values, and its system of govern-ment as a model in creating their own governments.

As American citizens, we are all guaran-teed the same rights and freedoms, which are protected by the U.S. Constitution and our laws. These laws, our system of govern-ment, and the American way of life are based on the ideals of equality, liberty, and justice.

Equality

The Declaration of Independence states, “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights . . .” What does this mean? It means

Equality of AccessRosa Parks (1913–2005), the woman in the photo, sparked the modern civil rights move-ment when she refused to give up her seat on a segregated bus in Montgomery, Alabama. Today laws provide equal access in all areas of society for all Americans.

How do people today benefit from equal access to transportation?

8 CHAPTER 1

ACADEMIC VOCABULARYvalues: ideas that people hold dear and try to live by

What are the values that form the basis of the U.S. government and the American way of life?

American ValuesExplain What does the ideal of equality mean for Americans today? All people are equal under the law. The rights of each person are equal to those of every other person.

Draw Conclusions How do laws and justice help preserve Americans’ equality? Possible answer: Enforcing laws protects Americans’ rights and makes sure that no one can act as if his or her own life and liberties are more important than those of other people.

Develop What are some more rights that help preserve Americans’ freedom? How? Answers will vary, but students should suggest basic rights and explain how they contribute to Americans’ liberty.

Reading Focus

Info to KnowThe Fight for Equality Throughout history, governments have limited the rights of some of their citizens. For example, Jim Crow laws made African Americans second-class citizens by lim-iting their rights. At other times in his-tory, governments have seen citizenship in more democratic terms. This was one result of the 1789 French Revolution, which eliminated the privileged classes in France. After the Revolution, all people addressed one another simply as “citizen.” This title refl ected their belief in the freedom and equality of all people.

Answers(photo) All people today have equal access to public transportation and can sit wherever they choose, regardless of their race or color.Reading Check Possible answer: It trains you to be a good citizen.

8

Differentiating Instruction

Illustrate American Values

Materials: Poster board, markers, scissors, magazines and newspapers

1. Organize students into small groups. Have each group divide a piece of poster board into sections labeled Equality, Liberty, and Justice.

2. In each section, students should make a collage of pictures and drawings that illustrate examples of the appropriate value.

3. Ask students to write a brief caption under each picture or drawing explaining how it relates to the value. (For example, under Liberty students might write, People freely practicing their religion.)

4. Have each group present its poster to the class and explain the examples that illustrate each value. Interpersonal, Visual/Spatial Alternative Assessment Handbook: Rubric 8: Collages

English-Language Learners

At Level

that, ideally, all people are equal under the law. The rights of each citizen are equal to those of every other citizen. No one has the right to act as though his or her liberties are more important than those of others.

Equality means that each citizen has the same right to enjoy the many benefi ts granted to all citizens. Everyone has the right to seek an education or choose a job or career. U.S. law guarantees that any citizen qualifi ed for a job has an equal opportunity to secure it.

Liberty

Can you imagine what your future might be if you did not have the freedom to get an edu-cation? What if you were not able to take a job that you wanted or start a business? What if you could not speak or write certain things without fear of punishment? Would you like to live in a place where the government told you where you had to live, or that you could not travel from one place to another within your own country? How would you feel if you could not practice religion? What if the

government could put you in jail for no reason and hold you indefi nitely without a trial?

Our rights seem normal to us—and some people probably take them for granted—but millions of people around the world do not have these basic freedoms. However, the people who created our government gave us a system that guarantees these rights.

Justice

Do you believe all citizens have certain rights that no one can take away? Do you think that laws should protect those rights? Our govern-ment has given power to the police to prevent others from violating our rights. But if those rights are infringed, or violated, our govern-ment has given the courts the power to pun-ish those responsible.

Your rights and freedoms cannot be taken away from you, as long as you follow the laws of your community, state, and coun-try. But as an American citizen, you must be willing to do your share to protect this free-dom. Your rights and freedoms have been handed down from one generation of Ameri-cans to the next for more than 200 years. Throughout our history, citizens have fought and died for the freedoms we enjoy. If thou-sands of Americans gave their lives to preserve our rights and freedoms, then we must all do our part to protect those rights. This is called our “civic duty.”

READING CHECK Analyzing Information Whatvalues are important to Americans?

Qualities of a Good CitizenImagine a society in which people did not take their civic duties seriously. For instance, what if people stayed home and did not vote? What would happen if people never expressed their opinions to their represen-tatives in government? We cannot have government “by the people,” as Abraham Lincoln said, unless the people participate.

WE THE PEOPLE 9

Reading Focus

What are the roles and qualities of a good citizen?

Qualities of a Good CitizenExplain Why are many of the most important positions in American government elected? to make sure that offi ceholders respond to citizens’ wishes and concerns

Make Inferences Why is it helpful for the men and women who govern to hear about citizens’ needs and concerns? It helps them stay connected and meet citizens’ needs. This can also help them get re-elected.

Elaborate What are some additional characteristics of good citizens? Why are these qualities important? Answers will vary, but students should suggest and explain additional qualities of good citizens.

AnswersReading Check equality, liberty, and justice

1. Organize the class into two groups.

2. Present the following statement to students: If you obey all laws, you have fulfi lled your responsibilities as an American citizen.

3. Assign one group to argue for this statement and one group to argue against it. Have each group review the text and come up with reasons to support their assigned point of view.

4. Once they have prepared their arguments, review debate etiquette with the students. Then have the groups debate whether or not being a good citizen means more than simply obeying laws. Verbal/Linguistic, Interpersonal Alternative Assessment Handbook: Rubric 10: Debates

Collaborative LearningDebate Good Citizenship

9

Above Level

Info to KnowAmish Values Various cultures and societies emphasize different aspects of good citizenship. Among the Old Order Amish, for example, devotion to family, the land, and “plain living” are marks of good citizenship. The Amish—a majority of whom live in Pennsylvania, Ohio, and Indiana—are a strict reli-gious group. Members avoid anything of a “worldly nature,” such as modern technology. Amish families are self-suffi cient, focusing on intense farming. To sustain this lifestyle, hard work is expected of good citizens.


10 CHAPTER 1

Voting in Elections

A basic principle of American government is that public offi ceholders should respond to citizens’ wishes. That is why most of the important positions in government are elect-ed. Voters elect candidates who they think will best represent their views. If elected offi -cials do not respond to the voters, people can vote them out in the next election. In this way, people govern themselves through the offi cials they elect.

Voting is one of the most important of a citizen’s responsibilities. But you can also help in other ways to choose the men and women who will govern. You can work for a political party, for example. Anyone who answers telephones or stuffs envelopes for a political party is playing a part in the U.S. political system.

Expressing Your Opinion

It is also your responsibility as a citizen to tell offi cials what you need or how you disagree with government actions or policies. For example, you can write or call public offi cials or send letters to editors of newspapers.

Being an Effective Citizen

How can you be an effective citizen? Here are 10 characteristics of a good citizen. You can probably think of others. Good citizens

1. are responsible family members,

2. respect and obey the law,

3. respect the rights and property of others,

4. are loyal to and proud of their coun-try,

5. take part in and improve life in their communities,

6. take an active part in their government,

7. use natural resources wisely,

8. are informed on key issues and willing to take a stand on these issues,

9. believe in equal opportunity for all people, and

10. respect individual differences, points of view, and ways of life that are different from their own.

READING CHECK Drawing Inferences and Conclusions What are some similarities among the characteristics of a good citizen?

Reviewing Ideas and Terms1. a. Defi ne Write a brief defi nition for the terms

civics, citizen, and government. b. Explain Why is it important to study civics? c. Elaborate What are ways in which American

citizens participate in our society?2. a. Recall What are three fundamental American

values? b. Evaluate Which of those three values do you

think is most important to American society? Give reasons and examples to support your answer.

3. a. Summarize How does the U.S. system of gov-ernment ensure that offi cials are responsible to the people?

b. Predict What would happen to an offi ce holder who never responded to voters in his district?

Critical Thinking4. Categorizing Using your notes and the graphic

organizer, identify the roles and qualities of a good U.S. citizen.

Focus on Writing5. Analyzing Information Imagine that you head

a committee to encourage good citizenship in your community. Create a chart showing fi ve goals you want your committee to achieve and suggestionsfor achieving each goal.

KEYWORD: SZ7 HP1

go.hrw.comOnline Quiz

SECTION 1 ASSESSMENT

U.S. Citizens

Roles Qualities

10 CHAPTER 1

CloseHave students summarize the values and duties of U.S. citizens.

Review Online Quiz: Section 1

Quiz Game

AssessSE Section 1 Assessment

Daily Quizzes: Section 1

Reteach Main Idea Activities for Differentiated

Instruction: Section 1

AnswersReading Check Possible answer: They all involve respect—including for others, the community, the environment, and the country.

Section 1 Assessment Answers

1. a. civics, p. 6; citizen, p. 6; government, p. 7 b. Possible answer: It can help you learn to be a good citizen. c. by voting, working for a political party, or informing officials of needs and ideas

2. a. equality, liberty, justice b. Students’answers will vary, but they should provide reasons and examples to support their choice.

3. a. It makes them depend on voters to keep their offices because people can vote them out of office in the next election. b. Possibleanswer: He or she probably would not be re-elected.

4. Students should use the graphic organizer to identify the roles and qualities of a good U.S. citizen.

5. Charts will vary but should show goals and methods of encouraging good citizenship.

10


WE THE PEOPLE 11

Who Are U.S. Citizens?BEFORE YOU READ

The Main Idea

Throughout history, immigrants have brought their languages, ideas, beliefs, hopes, and customs to the United States. Their ways of life are constantly mixing with and influencing the culture of Americans who came before.

Reading Focus

1. Who are “Americans,” and from where did they come?

2. What changes have occurred in U.S. immigration policy since the early 1800s?

3. How does a person becomea U.S. citizen?

Key Terms

immigrants, p. 12quota, p. 14aliens, p. 14native-born, p. 15naturalization, p. 15refugees, p. 16

As you read, take notes on U.S.

citizens. Use a diagram like the one below to organize your notes on who Americans are and where they come from, the U.S. immigration policy, and becoming a U.S. citizen.

TAKINGNOTES

The United States is a nation of immigrants. With the exception of Native Americans, all of us can

trace our family’s roots to another country. Some families have been here longer than others. Some families continue to speak other languages and trea-sure customs from their homelands.

Americans Arefrom EverywhereThe heritage of freedom and equality in what is now the United States was formed bit by bit. Over time, groups from various parts of the world have settled here, contributing to American society. From their countries of origin, people have brought their different languages, ideas, beliefs, customs, hopes, and dreams. Today all Americans can be proud of the rich and varied heritage we share.

U.S. Citizens

Today’s Americans come from every nation on Earth.

Teach the Main Idea

WE THE PEOPLE 11

Why It MattersWrite the following statement on the board: The United States is a country founded upon immigration. Give stu-dents time to share their reactions to the statement. Do they think it is accurate? How does it apply to them? How does it affect their feelings about the United States? Then ask students why they think some people might believe that it is necessary to limit immigration to the United States.

Key TermsPreteach the following terms:

immigrants people who come here from different countries (p. 12)

quota a specifi c number (p. 14)

aliens permanent residents of the United States who are citizens of another country (p. 14)

native-born born in the United States (p. 15)

naturalization the legal process by which an alien may become a ci tizen (p. 15)

refugees people who are trying to escape dangers in their home countries (p. 16)

Taking Notes

U.S. Citizens

Americans are immigrants from many countries throughout history.

Becoming an American citizen:• by birth• by naturalization

Immigration laws: • limited immigration

in the 1880s• began quotas in

the 1920s• were reformed in

1990

Who Are U.S. Citizens?1. Teach Ask students the Reading Focus

questions to teach this section.

2. Apply Ask students to create a three-column chart to fi ll in as they read the section. They should label the fi rst column Who, the second When, and the third Immigration Details. Students should list each group or category of immigrants they read about, when they came, and details

about their immigration and, if possible, their naturalization experience.

3. Review Have students volunteer information about various groups. Record their input on the board.

4. Practice/Homework Have students write a paragraph summarizing the experiences of early immigrants to America.

At LevelTeach the Main Idea

Arkansas Curriculum FrameworkCivics for Core Curriculum Grades 9-12C.1.CCC.4; C.1.CCC.5



12 CHAPTER 1

Traditionally, people called the United States a “melting pot.” ImmigrantsImmigrants—peoplewho came here from other countries—entered the nation—the pot—and adopted American customs and blended into American society.

That picture of America is not quite accu-rate. Many immigrants practice their tradi-tions and customs after they move to the United States. That is why both New York City and San Francisco have neighborhoods called Chinatown. In cities throughout the United States, you can visit areas called Little Italy or Little Korea, where other countries’ ways of life are preserved.

Some people say America is more like a “salad bowl.” In a salad, foods do not melt together, they are a mixture of separate and distinct fl avors.

A More Accurate Picture

So which image is correct? Actually, some com-bination of the two would be more accurate.

People who come here as adults often keep the customs they grew up with in their native countries. However, their children and grandchildren, raised in the United States, often blend into what we think of as typical American ways of life. An immigrant from Bolivia describes his adopted culture:

“Now, I live in the U.S. and I feel so much pride for being American . . . I identify myself with the U.S. culture; fl ag, history, traditions and goals.

America the Beautiful gave me the opportunity to excel; from the jungles of the Amazon, where there was nothing, to . . . the American dream: home, life satisfaction, and dreams. All these, thanks to America . . . patriotic, diverse, demo-cratic, religious, [home to] free enterprise, and moral. That is the America that I want, that I love and I will defend.”

—Oscar Arredondo, quoted on The New Americans Web page, PBS.org

Other immigrants practice both old ways and new ones. Ivy, an immigrant from Peru whose father brought her and her family here from South America, explained it this way:

“My father never wanted us to live among other Latinos [Hispanics] because he wanted us to learn the American culture among Americans—to act, to speak and think like them. But we kept our language and culture at home so that . . . we would never forget who we were and where we had come from. I have been back to visit Peru several times and it will always be the country of my birth, but the U.S. is my home and my coun-try and thanks to my parents, I can speak two languages and have better opportunities.”

—Ivy, immigrant from Peru, quoted on The New Americans Web page, PBS.org

Early Americans

Many scientists believe that the fi rst peo-ple to settle in North America came here from Asia between 12,000 and 40,000 years ago. These early groups were the ancestors of modern-day American Indians and were the fi rst Americans.

The first people in North America migrate into what is now Canada from Asia over the Bering land bridge, which formed during the last ice age.

Patterns of Migration

Columbus sails to the Caribbean islands and brings the wealth of the New World back to Spain.

Pilgrims travel from Englandon the Mayflower and settle near Cape Cod, Massachusetts.

TIME LINE

20,000 BC 1492 1620

12 CHAPTER 1


Who are “Americans” and from where did they come?

Americans Are from Everywhere Recall Who lived in North America before 1492? people who came from Asia and their descendents, American Indians

Contrast How were the experiences of Europeans and Africans coming to America different? Most Europeans chose to come to America for new opportunities. Most Africans were kid-napped, brought to the United States, and forced to work as slaves.

Evaluate Do you think a melting pot or a salad bowl is a better metaphor for America? Can you think of another even better metaphor? Students’ an-swers will vary but should show their understanding of both terms.

Interpret Time LinesAsk volunteers to use the entries and images in the time line to summarize the key events and trends in migration to America. Work with students to help them differentiate between one-time events and trends that occurred over time.

Research Early Americans

1. Have students do research to learn more about the fi rst people to settle in North America.

2. Ask students to write a report on these early Americans. Tell them to focus on the following questions: How have scientists learned about the original Americans? What do scientists know or believe about them?

Who were they? How and why did they come to America?

3. Encourage students to illustrate their reports with relevant maps and images. Verbal/Linguistic Alternative Assessment Handbook: Rubric 37: Writing Assignments

12

Advanced Learners/GATE

Above Level

Research Required

Reading Focus


WE THE PEOPLE 13

Eventually, Europeans began to arrive in the Americas. In 1492 Christopher Colum-bus sailed to Central America and claimed lands for Spain. Columbus and his crews were the fi rst Europeans to build permanent European settlements in the Americas.

The Immigrants

Europeans soon learned that the Ameri-cas possessed vast natural resources. It had

plenty of room for newcomers from crowded regions of Europe.

Spanish settlers soon spread across the Caribbean, Mexico, Central and South America, and present-day Florida, Texas, California, and the southwestern United States. People from the British Isles settled America’s original thirteen colonies. Other Europeans also came to North America. Ger-mans settled in Pennsylvania, the Dutch along

Southern and eastern Europe-ans enter the United States in large numbers.

Most immi-grants today

come from Spanish-speak-

ing countries. America remains

a nation that relies on immigration.

1900 Today

Sequence When was the Pilgrims’ landing?

READING TIME LINESANALYSISSKILL

Can you imagine what it would be like if the government could order you to go to church, or if it could outlaw the temple or mosque you attended? Thanks to the experience of early colonists, you do not have to worry about situations like these.

Many early colonists settled in America to escape persecution in their home countries. Sometimes these new settlements were tolerant of other religions; sometimes they were as intolerant as the places the colonists had fled.

Years later, the founding fathers debated the role of religion in the new country. Some, like Patrick

Henry, argued for a national church to provide a moral base. Others, like Thomas Jefferson, recalled the intolerance of some early settlements and strongly opposed having a state religion.

When the Constitution was adopted, this debate was still not fully resolved. With the passage of the Bill of Rights, the First Amendment prohibited the government from interfering in your religious freedom.

1. What role did religion play in the arrival of early American colonists?

2. Why do you think some colonial settle-ments were successful in supporting religious liberty while others were not?

Religious Tolerance

American Religious Liberties

The first wave of modern immigration to the United States brings people from Britain, Ireland, and Germany.

1850

13

Level Tag

WE THE PEOPLE 13


Info to KnowThe Americans Why don’t the people of Brazil, Canada, or Mexico call themselves Americans? After all, they are residents of either North or South America just like citizens of the United States. The reason the term American is generally reserved for U.S. citizens is that the United States of America was the fi rst independent country in the Western Hemisphere. By the time Mexico and the other countries achieved independence in the 1800s, the Ameri-can label already had a specifi c mean-ing—a citizen of the United States of America.

AnswersAmerican Religious Liberties

1. Many early colonists came to America to escape religious persecution in their home countries. 2. Possible answer: Some colonists wished to establish their own religions, while others hoped to avoid the intolerance of the places they had fled.Reading Time Lines in 1620

13

Create a Glossary

1. Organize students into mixed-level groups.

2. Have students write glossary entries for the following terms: early Americans, Vikings, Spanish settlers, enslaved Africans. The

entries should briefl y explain when and how each group came to the Americas, as well as the signifi cance of each.

3. Ask volunteers to read their group’s glossary entries to the class. Verbal/Linguistic

English-Language Learners

Standard English MasteryAt Level

14 CHAPTER 1

the Hudson River, Swedes along the Delaware River, and the French in New York, Massachu-setts, and South Carolina.

Many Africans came to the Americas, but unlike most other immigrants, most Afri-cans had been captured and brought here as slaves. They and their children were forced to live in bondage for many years.

READING CHECK Categorizing What groups settled in the Americas, and in what region did each group settle?

Immigration PolicyNews about America spread quickly. For new-comers willing to work hard, America held the promise of a good life. It had abundant space, rich resources, and one precious resource: freedom. Over time, the British colonies grew, and beginning in 1775 they fought the American Revolution. This newly independent country became the United States of America. It was founded on a strong belief in human equality and the right to basic liberties.

The United States attracted people from around the world. Europeans came by the tens of thousands, mainly to the East Coast of the United States. In the mid-1800s thou-sands of Chinese arrived on the West Coast.

These new immigrants worked in facto-ries and farms across the country. Businesses welcomed the new laborers to their expand-ing enterprises. But not everyone was happy about the fl ood of immigrants. The newcom-ers were willing to work for low wages. That angered many American workers. Americans and immigrants clashed over religion and culture as well.

In the 1880s the U.S. Congress passed laws limiting immigration. For example, the Chinese Exclusion Act of 1882 halted Chinese immigration to the United States. Other laws prevented Chinese Americans from becoming citizens or owning property.

Congress passed a broader set of laws in the 1920s. The laws established a quotaquota, or a specifi c number, of immigrants from certain countries or regions who were allowed to enter the country each year. The annual quotas have changed from time to time since then.

Today, the Immigration Act of 1990 sets a total annual quota of immigrants at 675,000, starting in 1995. The law gives preference to three groups of people: (1) husbands, wives, and children of U.S. citizens; (2) people who have valuable job skills; and (3) aliens. AliensAliensare permanent residents of the United States who are still citizens of another country.

READING CHECK Analyzing How has U.S. immigration policy changed over time?

Becoming a U.S. CitizenOver the years, millions of immigrants have become U.S. citizens. Some citizens belong to families that have lived in the United States for many generations. Other Americans were born in foreign countries. All citizens, regardless of their heritage, have the same legal rights and responsibilities.

George Washington was not an immigrant. But like many Americans, Washington’s ancestors had come from another coun-try. He was the great-grandson of British settlers in the American colonies.

Washington had an elementary school education, but he had a gift for mathematics. At 16, Washington was hired by Lord Fairfax, head of a powerful Virginia family, to survey Fairfax’s property in the American wilderness.

In 1789, Washington was elected the first president of the United States. Washington’s cautious, balanced, and strong leadership as president served as a model for future presidents. Washington helped build the foundations of a national government that has continued for more than two centuries.

Draw Conclusions Why do you think that George Washington was a cautious president?

(1732–1799)

FOCUS ONFOCUS ONGeorgeGeorge Washington Washington

cp11se_c01_final(r).indd 14 5/8/09 9:34:31 PM

14 CHAPTER 1

Reading Focus

Linking to TodayThe Plight of Refugees Many immi-grants to the United States throughout history have been refugees trying to escape from trouble spots, the violence of war, and persecution by oppressive governments. UN offi cials put the total number of refugees in the world in 2004 at between 9.2 and 19.2 million —more than a third of them from African countries.

AnswersFocus On Possible answer: to set a model for a strong but limited presidencyReading Check (left) early Americans and Native Americans, pp. 12–13; Spanish settlers, p. 13; British settlers, Germans, Dutch, Swedes, French, enslaved Africans, p. 14 (right) less focused on where people come from, and more concerned with details of individuals’ situations

Collaborative Learning Act Out Immigration Interviews1. Lead the class in a discussion of the changes

that have taken place in U.S. immigration policy since the 1800s.

2. Organize students into pairs. Ask members of each pair to take turns playing an immigrant applying for citizenship and an immigration offi cial—both in the 1800s and today.

3. Ask volunteers to present their skits to the class. Have students point out differences between the two scenarios. Interpersonal, Kinesthetic Alternative Assessment Handbook: Rubric 33: Skits and Reader’s Theater

At Level

What changes have occurred in U.S. immigration policy since the early 1800s?

Immigration PolicyExplain Why were some people in the 1800s unhappy about increased immigration? Immigrants were willing to work for low wages and had differ-ent religious and cultural practices.

Contrast How were the immigra-tion laws passed in the 1920s different from the Immigration Act of 1990? The laws of the 1920s set quotas based on immigrants’ country of origin. The 1990 Act gave preference to immi-grants based on family connections, job skills, and U.S. residence.

Make Judgments Do you think immigration quotas are fair? Why or why not? Answers will vary but should show students’ understanding of the quota system and its goals.

Political Cartoons for Civics, Government, and Economics: Cartoon 1: Attitudes Toward Immigration

Reading Focus

14

WE THE PEOPLE 15

Citizenship by Birth

Are you native-bornnative-born? That is, were you born in the United States? According to the 2000 census, almost 90 percent of Americans were native-born, while more than 10 percent were foreign-born.

If you were born in any U.S. state or ter-ritory, you are an American citizen. If one or both of your parents was a U.S. citizen, then you are a citizen, too. What if you were born here, but neither of your parents was a U.S. citizen? In most cases, you are a citizen.

Citizenship by Naturalization

If you are not a citizen by birth, it is still pos-sible to gain U.S. citizenship. The legal pro-cess by which an alien may become a citizen is called naturalizationnaturalization.

Naturalized citizens have the same rights and duties as native-born Americans. For example, when a parent is naturalized, his or her children automatically become citizens as well. The only exception is that natural-ized citizens cannot become president or vice president of the United States.

Legal Aliens

The 2000 census counted about 18.7 mil-lion legal aliens living in this country.

New U.S. citizens take their oath.

Naturalization is the legal process through which immigrants become U.S. citizens. To qualify, a person must be at least 18 years old and have a background check showing “good moral character,” which includes no criminal record. Normally, completing the process takes between 7 and 11 years.

THE STEPS

Apply for a permanentresidency visaMany people visit the United States to travel, work, or go toschool. To remain in the country,they must have a permanentresidency visa. To get one, theyneed family or a job in the country.

A green card

Apply for citizenshipPermanent residents submit a form withphotographs and other documents.

Get fingerprintedPermanent residents receive an appointment letter toappear and have their fingerprints taken.

Be interviewed and pass tests on civics, U.S. history, and EnglishApplicants may be rejected for many reasons, including testscores and background check.

Take the Oath of Allegiance to the United States

THE TIME IT TAKES

Receiving a green card may take more than fiveyears.

After receiving a green card, a permanent resident must hold it for five years before applying for citizenship.

Permanent residents must have been on U.S. soil for two-and-a-half years when they apply.

Traveling to another country means starting the two-and-a-half years over.

WE THE PEOPLE 15

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

Becoming a U.S. CitizenIdentify What are different ways a person can become a U.S. citizen? be-ing born in the United States, having a parent who is a U.S. citizen, becoming naturalized, having a parent become naturalized

Predict What might prevent a person from becoming a naturalized Ameri-can citizen? Answers will vary but should show students’ understanding of the requirements for naturalization.

Graphic Organizer Activities: Chapter 1

Info to KnowGreen Card Lottery The Diversity Im-migrant Visa Lottery, established by the 1996 Immigration Act, provides people from certain countries with low U.S. im-migration rates the opportunity to come here. The U.S. government uses the lot-tery program to provide 55,000 perma-nent residence visas each year through a random computerized drawing. Holders of such visas—commonly called green cards—are entitled to live and work in the United States permanently.


KEYWORD: SZ7 CH1ACTIVITY: Immigration and Naturalization

1. Have each student illustrate and label one of the steps to becoming a naturalized citizen.

2. Collect and mix up students’ illustrations. Then, as a group, put them in the correct order.

3. Lead a discussion on reasons for requiring immigrants to go through these steps to become U.S. citizens. Visual/Spatial, Kinesthetic

Critical Thinking Skills: SequencingIdentify the Steps to Becoming a Citizen

Reading Focus

Below Level

A legal alien is a citizen of another coun-try who has received permission to enter the United States. Most aliens come to the United States to visit or to attend school. Aliens enjoy many of the benefi ts of Ameri-can citizenship. Yet they cannot serve on juries, vote, or hold public offi ce. Unlike U.S. citizens, aliens must carry an identifi cation card, called a green card, at all times.

Illegal Immigrants

Some people come to this country illegally.Many come seeking jobs or better educa-tion and health care for their children. Illegal aliens are called undocumented residents because they lack legal immigra-tion documents. No one knows exactly how many undocumented residents live in the United States. According to the gov-ernment, the number could be as high as 8 million.

Life is often diffi cult for illegal aliens. They often have to work for low wages under poor conditions. Many become migrant workers, moving from farm to farm picking crops. They constantly face capture and deportation.

The Immigration Reform and Control Act of 1986 legalized undocumented residents who met certain requirements in an attempt to reduce the fl ow of illegal immigration. To discourage illegal immigration from Mexico, Congress and several states have allocated funds to build a series of high fences along the Mexican border. Yet the fl ow of illegal aliens remains high.

Refugees

Today’s immigration quotas do not include refugeesrefugees, people who are trying to escape dangers in their home countries. Refugees come to the United States from countries all around the world. Refugees are usually fl ee-ing persecution, wars, political confl icts, and other crisis situations in their countries. The president works with Congress to set yearly quotas for the number of refugees allowed to enter the United States.

READING CHECK Categorizing Describe the types of residents in the United States and how their rights and obligations vary.

16 CHAPTER 1

KEYWORD: SZ7 HP1

go.hrw.comOnline Quiz

SECTION 2 ASSESSMENT

Reviewing Ideas and Terms1. a. Defi ne Write a brief defi nition for the

term immigrant. b. Explain Describe early European settlement of

the Americas. c. Evaluate Which description of the United

States—a melting pot or a salad bowl—do you think is more accurate? Explain your answer.

2. a. Defi ne Write a brief defi nition for the terms quota and aliens.

b. Analyze Why were most immigrants eager to come to the United States?

3. a. Defi ne Write a brief defi nition for the terms native-born, naturalization, and refugees.

b. Compare and Contrast What rights do U.S. citizens have that documented aliens do not have?

Critical Thinking4. Comparing and Contrasting Use your notes

and the graphic organizer to identify the similarities and differences between legal and illegal aliens.

Focus on Writing5. Identifying Points of View Imagine that you

have just become a naturalized citizen of the United States. Write a letter to a friend in the country in which you were born, explaining why and how you became a U.S. citizen.

Legal Aliens Similarities Illegal Aliens

16 CHAPTER 1

CloseReview the ways immigrants have con-tributed to and benefi ted from life in the United States.

Review Online Quiz: Section 2 Quiz Game



Reteach Main Idea Activities for Differentiated


AnswersReading Check native-born citizens—must obey the law, may vote and hold office, have equal protection under the law; naturalized citizens—same as native-born citizens but cannot be elected president or vice-president; legal aliens—may be deported if they violate the law, have many benefits of citizenship but cannot vote or hold public office or work in certain jobs; illegal immigrants—may be caught and deported

16


1. a. immigrant, p. 12 b. Possible answer: began with Columbus claiming land for Spain; Resources, space, and freedom led other European nations to claim lands in the Americas. c. Answers will vary but should show students’ understanding of “melting pot” and “salad bowl” concepts.

2. a. quota, p. 14; aliens, p. 14 b. to build a better life and find freedom

3. a. native-born, p. 15; naturalization, p. 15; refugees, p. 16 b. the rights to vote and hold government office

4. Students should use the chart to show the similarities and differences between legal and illegal aliens.

5. Letters will vary but should explain why and how the immigrant became a U.S. citizen.

cp09te_c01.2_011-016_1st.indd 16cp09te_c01.2_011-016_1st.indd 16 7/25/07 3:26:22 PM7/25/07 3:26:22 PM

WE THE PEOPLE 17

The American People TodayBEFORE YOU READ

The Main Idea

The U.S. population continues to growand change today.

Reading Focus

1. Why is the census important?2. In what ways does population

grow and change?3. What has changed about

the American population over the years?

4. For what reasons have Americans moved and settled in new areas over the course of U.S. history?

Key Terms

census, p. 17demographics, p. 18birthrate, p. 19death rate, p. 19migration, p. 20

As you read, take notes on the

American population today. Use a diagram like the one below to organize your notes.

Have you ever received a gift meant for someone younger? Maybe a distant relative forgot that you’d grown up? As you get older, you

change. A country changes too. The United States of today is not the United States of 1789. One way to keep track of changes in the nation is by taking a census. A census periodically gathers information and provides a picture of the population. In that way what we do with national resources matches the nation’s needs.

The CensusIn ancient times, kings, emperors, and pha-raohs counted their people. Usually, rulers counted the men so that they could tax them or force them to join the army.

In modern times, many countries take a censuscensus, an offi cial, periodic counting of a population. The United States conducts a cen-sus every 10 years. The last nationwide census occurred in 2000. It measured the offi cial U.S. population at 281.4 million, up 13.2 percent from 1990. That was the largest census-to-census increase in the nation’s history.

TAKINGNOTES

Today’s American population is a mix of people from all over the world.

Population Growth

Population Changes

Census

Teach the Main Idea

WE THE PEOPLE 17

At Level

The American People Today1. Teach Ask students the Reading Focus

questions to teach this section.

2. Apply Ask students to create an outline of the section as they read. In their outlines, have students highlight information about important population changes.

3. Review Have students share the highlighted parts of their outlines and discuss the answers as a class.

4. Practice/Homework Direct students to use information from their outline to create a fl ow chart showing various changes in the U.S. population from 1790 to 2000.

Why It MattersAsk students to suggest information a government might want to have about its citizens. (Possible answers include how many of them there are, who they are, where they live, and what kinds of government services they need.) Dis-cuss with students how they think the government could collect such informa-tion and why it would be useful. Help students see the goals and utility of a population survey like the census.

Key TermsPreteach the following terms: census an offi cial, periodic counting of a population (p. 17)demographics the study of the character-istics of human populations (p. 18)birthrate the annual number of live births per 1,000 members of a population (p. 19)death rate the annual number of deaths per 1,000 members of a country’s population (p. 19)migration a movement of large numbers of people from region to region (p. 20)

Vocabulary Activities: Chapter 1

Taking Notes

CensusCounts and measures U.S. population every 10 years

Through natural increase, adding territory, and immigration

Changing households and women’s roles, older and more diverse population, migration

Population Growth

Population Changes

Arkansas Curriculum FrameworkCivics for Core Curriculum Grades 9-12C.1.CCC.1; C.1.CCC.2; C.1.CCC.3; L.9.CCC.2



The Census Counts People

Census information is used for many pur-poses, but mainly to fi nd out how many people live in each state. Population deter-mines how many representatives each state gets to send to Congress. A census tracks the number of people who live in an area. It also shows the rate at which a population is growing or shrinking. Our country’s popula-tion has continued to grow, but the rate of growth changes from year to year.

By using census information, we can make predictions about how a country’s population will grow or shrink. In fact, our country’s population is expected to increase to close to 310 million people by 2010.

The Census Tracks Characteristics

Today’s census also collects demographic information as well. DemographicsDemographics is the study of the characteristics of human popu-lations. For example, a census might provide information on people’s ethnic backgrounds, the number of children in each family, or even how many pets a family owns.

The U.S. Census information is published in print and posted on the Internet so that everyone may see it and use it. Information gathered by the census helps the govern-ment, businesses, and even individuals plan for the future.

READING CHECK Making Predictions Howmight businesses, government, and individuals use census information to plan for the future?

Population GrowthThe United States did not stop growing with the 2000 census. In fact, by 2005, the Cen-sus Bureau projected that the U.S. popula-tion had grown to 295.5 million, and it will not stop there. By 2010, the U.S. population may be close to 310 million people. Typi-cally, countries grow in three ways: by natu-ral increase, by adding territory, or through immigration.

Percentages andPopulation GrowthIn the years since the United States became a nation, its population has steadily increased. The 1990 census reported 248,709,873 people living in the United States—a 6,300 percent jump from the 3,929,214 people reported during the first U.S. census in 1790, only 200 years earlier.

U.S. Population, 1900-2000

In 1950 the U.S. population was about 150 million people. By 2000 the population had expanded to almost twice that number. Use the graph above to find the percent by which the population grew from 1950 to 2000.

ANALYZING GRAPHSANALYSISSKILL

18

1. Organize students into small groups. Have each group come up with 5–10 questions to ask classmates, such as “How many people live in your home?” or “What language does your family speak at home?” They may consult the U.S. census for examples. Based on groups’ ideas, decide as a class on 5–10 fi nal questions.

2. Have each student answer the class census questions. If possible, photocopy and use a standard form.

3. Assign each group one question. Have group members tabulate and present the data on the answers to that question. They may wish to use graphs or charts to make their fi ndings clear. Logical/Mathematical, Visual/Spatial

AnswersAnalyzing Graphs about 100 percentReading Check Possible answer: businesses: to see if and where a product is likely to be needed or successful; government: to determine representation, funding, and other services; individuals: to learn more about their community and other places where they might visit or live

Collaborative LearningTake a Census

Reading Focus

Why is the census important?

The CensusRecall How often does the United States conduct a census? every 10 years

Draw Conclusions Why do you think U.S. census information is made available to the public? Pos-sible answers: It can help businesses and individuals plan for the future. It can give people some explanation of the government’s plans, which helps people trust the government.

Challenge and Enrichment Activities: Chapter 1

Community Service and Participation Handbook: Chapter 1

At Level

18

MISCONCEPTIONALERT

Although individuals fi ll out census forms describing themselves and their households, this personal information remains private. It is illegal for the government to use, publish, or share any information from the census concern-ing individual citizens or households. Instead, census responses are collected and tallied to provide a broad picture of the entire population of an area.

WE THE PEOPLE 19

Natural Increase in Population

A population increases naturally when the birthrate is greater than the death rate. The birthratebirthrate refers to the annual number of live births per 1,000 members of a population. The death ratedeath rate refers to the annual number of deaths per 1,000 members of a country’s population.

The fi rst U.S. Census, taken in 1790, found fewer than 4 million people living in the orig-inal thirteen states. Then, in 1830 the number of Americans more than tripled, to almost 13 million. Why? In early America, the birthrate was very high—perhaps fi ve or more children per family. Most people lived on farms, and children worked with other family members on the farm. These large families led to a natu-ral increase in population.

Adding Territory

In its fi rst century, the United States expand-ed across the continent. These new lands held vast natural resources, allowing existing populations to grow and expand.

Also during the 1800s, the United States gained huge sections of territory from Mexico, including present-day Texas and California and much of the Southwest. The people of Native American, Spanish, and mixed heri-tage who lived on those lands became an important part of the U.S. population.

Immigration

Since 1820, more than 60 million immi-grants from all over the world have come to the United States. Those immigrants and their descendants make up most of America’s population.

READING CHECK Analyzing Information Whatare three ways a population can grow?

Population ChangesThe structure of the American family, the roles of men and women, and families’ ways of life continue to change, as they have throughout our history. Information

collected in the U.S. Census helps us track these changing demographics.

Changing Households

American households have changed in sev-eral ways. An increase in divorces has created more one-parent households, many of them headed by women. Some couples are decid-ing to have fewer children or are waiting to have children. Some people today choose not to marry at all. In addition, people live longer today and are better able to live by themselves in their old age. These factors have caused the size of U.S. households to shrink since 1970.

Changing Women’s Roles

If you were a woman in 1950 who wanted to be a construction worker, police offi cer, bank president, or pilot, your options were limited. Today? These careers—and more—are open to women. The majority of women today work outside the home. That is a big demographic shift. Another change is that more women than men now enter college and graduate. After graduation, more women are entering the workforce than ever before.

An Older Population

The American population is getting older. The U.S. Census counted about 65,000 centenarians—people who are 100 years old or older—in 2000. That number is expected to rise to more than 380,000 by 2030. In 1900, only 4 percent of Americans were 65 or older. In 2000 that number rose to 13 percent and is expected to rise to 20 percent by 2030. People are living longer because of their healthier lifestyles and better medical care.

These changing demographics present a huge challenge for the future: A shrinking proportion of younger wage earners will be faced with helping support a rising proportion of older Americans in need.

A More Diverse Population

Our population is not only older but also more diverse. Early census forms gave

Reading Focus

In what ways does a population grow and change?

Population Growth Defi ne What are the birthrate and death rate? the annual numbers of live births and deaths per 1,000 members of a population

Predict Do you think the American population will continue to grow in the future? Explain your answer. Pos-sible answer: Yes; the birthrate today is much lower, but people live to be older. Many immigrants also continue coming to the United States.

AnswersReading Check naturally, through acquiring new territory, and through immigration

List Pros and Cons of Population Growth

1. Have students list pros and cons of population growth in the United States.

2. Organize students into pairs or small groups. Have them review their lists of pros and cons. Based on their lists, ask students to judge whether or not they think population growth strengthens the United States.

3. Have pairs apply their point of view by brainstorming kinds of policies that could help encourage or control population growth.

4. Ask students to share their ideas for either encouraging or limiting population growth—and the reasoning behind them—with the class. Verbal/Linguistic

Differentiating InstructionAdvanced Learners/GATE

19

Above Level

Reading Focus

What has changed about the American population over the years?

Population ChangesRecall In what ways has the Ameri-can population changed since 1900? The population has grown, households have shrunk, women have entered the workforce, the population is getting older and growing more diverse.

Elaborate In what ways might younger wage earners have to help support growing numbers of older Americans in the future? Give some examples. Possible answers: They might have to pay more taxes for government assistance programs, medical care, housing, and other basic necessities.


20 CHAPTER 1

people few choices for identifying their race or ethnic background.

In recent years, the number of Americans of mixed heritage has grown. So in the 2000 Census, the federal government made new categories available for people to select. The new categories refl ect demographic changes, as people from various ethnic groups identify themselves as having mixed heritage.

READING CHECK Making Predictions Whatchallenges might result from demographicchanges occurring in the United States today?

A Population on the MoveAt its birth, the United States was mostly a nation of farmers. There were a few cities,

such as Boston, New York, and Philadelphia, but they were quite small by today’s stan-dards. Merchants, sailors, bankers, and many wealthy Americans lived in these cities. How-ever, most Americans lived in the rolling hills and fl at plains of the eastern seacoast, rich with dark, fertile farmland.

Migration to the Cities

The rise of American industry in the early 1800s brought thousands of new factory jobs to growing cities. Farm workers and their families began a migrationmigration, a movement of large numbers of people from region to region, to the cities.

The 1830 census showed that urban areas were growing faster than rural areas. With

Have you ever tried to communicate with someone who does not speak the same language as you? What if that person were your teacher? Would it be hard to learn from him or her? That is what school is likefor millions of students in the United States who do not speak English. What is the best way for those students to learn to read and writeEnglish while also studying other subjects?

Some educators support bilingual education—teaching students subjects

such as math and social studies in their first language while they are also learning English. But critics of this method say that it takes too long for students to learn English well enough to enter mainstream, or regular, classes. These educators generally support immersion, in which students take all subjects in English. Recently, some states have voted to cut funding for bilingual programs. Instead, voters supported placing students in “sheltered immersion” programs (in which most subjects are taught in English) for one year before joining mainstream classes.

Learning English:Learning English:What’s the Best Way? What’s the Best Way?

Bilingual programs in schools across the United States help students learn to speak English.

What might be the advantages and disadvantages of both bilingual and immersion programs?

EVALUATING THE LAWANALYSISSKILL KEYWORD: SZ7 CH1

go.hrw.com

Level Tag

Law 101Although state and local governments are responsible for schools, the federal government also supports English lan-guage education. Congress fi rst required and funded bilingual education in 1968. In 1974 it passed the Equal Educational Opportunities Act, requiring school districts to help students learn English so they could participate equally in all educational programs. More recently, the No Child Left Behind Act of 2001 set up new systems to support and fund education for English language learners.

Law 101: Chapter 1

Critical Thinking Skills: ComparingCompare 1950 and Today1. Work with students to create a graphic

organizer summarizing recent changes in the U.S. population.

2. Help students fi ll in a graphic organizer on the board similar to the one drawn here. Ask students: What does the text tell you about life in 1950? What does it tell you about life today?

1950 Today

3. Have students copy the graphic organizer and save it to help them review this part of the section. Visual/Spatial, Verbal/Linguistic

Reading Focus

For what reasons have Americans moved and settled in new areas over the course of U.S. History?

A Population on the MoveIdentify Where do most Americans live today? in metropolitan areas

Sequence When did urban areas begin to grow in the United States? When did suburbs begin to grow? Ur-ban areas began to grow in the 1800s. Suburbs began growing in the 1920s as cars made travel easier.

Below Level

AnswersEvaluating the Law Bilingualprograms make sure students learn various subjects, but they may learn English slower. Students might learn English faster in immersion classes but could fall behind in other subjects.Reading Check Possible answer: Younger wage earners will have to help support a rising proportion of older Americans in need.

20

Online Quiz

WE THE PEOPLE 21

each census, the proportion of Americans living in or near cities continued to grow. By the late 1800s, urban overcrowding had become a major national problem. Dis-ease, crime, fi res, noise, and choking factory smoke plagued the cities. Nevertheless, by 1920 the country’s urban population exceed-ed its rural population.

The Drive to the Suburbs

Until the early 1900s, Americans gener-ally stayed close to home. Then came one of America’s favorite inventions: the auto-mobile. As car sales soared in the 1920s, the nation’s demographics began to change. After World War II, interstate highways were built. As a result, Americans did not have to live where they worked. They could move out of the cities and into surrounding areas, known as suburbs. People moved to the suburbs in search of larger homes, better schools, and quiet neighborhoods. Today more people live in suburbs than in cities.

According to the 2000 census, more than 80 percent of Americans live in metropolitan areas, or regions made up of cities and their

suburbs. More than half of U.S. residents now live in areas with populations of 1 million people or more.

Migration to the Sunbelt

For most of our history, the nation’s larg-est populations lived in the Northeast and Midwest. Then starting in the 1950s, indus-tries and people began to move out of the colder northern cities to the warmer south-ern states. This part of the country, with its milder climate and lots of sunshine, is called the Sunbelt, and it includes states from North Carolina and Florida in the east to southern California in the west. Because of the popula-tion shift to the Sunbelt, cities in the South and West are growing. For example, accord-ing to the 2000 census, Las Vegas, Nevada, is one of the fastest growing cities in the United States. Despite this population trend, howev-er, New York City remains the country’s most populous city.

READING CHECK Making Generalizations and Predictions If better jobs and opportunities arose in the Northeast and Midwest, what changes in demographics might occur?

Reviewing Ideas and Terms1. a. Defi ne Write a brief defi nition for the terms

census and demographics. b. Explain Why is the census important to

the nation?2. a. Defi ne Write a brief defi nition for the terms

birthrate and death rate. b. Describe What are three ways in which a

country may grow in population?3. a. Summarize What are four ways in which the

American population is changing? b. Predict How might U.S. society be different if

the makeup of its population changes?4. a. Defi ne Write a brief defi nition for the term

migration.

b. Explain Describe the effects of climate and technology on American migration patterns.

Critical Thinking5. Identifying Cause and Effect Using your

notes and a graphic organizer like the one below, identify the population changes that have taken place in recent years.

Population Changes in the United States

Focus on Writing6. Summarizing Imagine that it is the year 2020

and you are a history textbook author. Describe for your readers the U.S. population in the year 2009.

SECTION 3 ASSESSMENTKEYWORD: SZ7 HP1

go.hrw.com

cp11se_c01_final(r).indd 21 5/5/09 7:05:52 PM

CloseLead a discussion on how the U.S. population has changed over time and how we know about these changes.

Review Online Quiz: Section 3

Quiz Game Vocabulary Activities: Chapter 1



Reteach Main Ideas for Differentiated


AnswersReading Check Possible answer: More people might move to the Northeast and Midwest.


1. a. census, p. 17; demographics, p. 18 b. It determines the number of people who live in each state and how many representatives each state can send to Congress.

2. a. birthrate, p. 19; death rate, p. 19 b. natu-rally, by adding territory, immigration

3. a. Households are smaller, more women work outside the home, the population is older, and it is more diverse. b. Possible answer: U.S. society will evolve to reflect the needs and values of a more diverse population.

4. a. migration, p. 20 b. People and businesses have been migrating to warmer, southern states. Cars have enabled people to move to the suburbs.

5. Students should identify the population changes that have taken place in recent years.

6. Students’ should note the diversity of the American population, shrinking household size, women’s participation in the workforce, and the aging American population.

21

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22 CHAPTER 1

MEDIALITERACY

CRITICALTHINKING PARTICIPATION

Conducting Internet ResearchLearnThe Internet’s size makes it a great reference source. However, that size can also make it difficult to find the information you need. Having the skill to use the Internet efficiently increases its usefulness. Be aware, though, that there is a lot of inappropriate and inaccurate information on the Internet.

Practice1 Use a search engine. These are Web sites that search the whole Internet for a word or a phrase that you type in. The word you type is called a search term. Knowing how to use search terms can help you search more efficiently.

2 Click on a hyperlink. Read the search results, a list of Web pages containing your search term. Each page on the list is shown as a hyperlink. Clicking on a link will take you to a Web page.

3 Study the Web page. Your search term should appear somewhere on the Web site. To find out where, you can read carefully or use the “Find” fea-ture to search the page for the word. Printing out a Web page may make it easier to read.

4 Return to your search results. If one Web page does not have the information you want, hit the “Back” button to return to your search results. Try the next hyperlink on the list and keep looking.

ApplyUse the search results shown below to answer the following questions:

1. Which hyperlink would you click for news about immigration?

2. Which Web site is probably the most useful for learning about American immigration?

3. How are the Web sites listed at the top and right sides different from the Web sites in the main list?

Level Tag

AnswersApply 1. the first one: “News results for immigration” 2. US Citizenship and Immigration Service 3. Possible answer: The Web sites at the top are from news organizations. The Web sites listed on the right side are advertisements. They came up not because they were most relevant to the search but because a person or business paid to have them shown.

Conducting Internet Research

Choosing Search TermsTell students to imagine that they are doing Internet research about a local sports team. As a class, brainstorm a list of possible search terms that they could use to fi nd information. (Possible answers: the team name; the league or organization the team belongs to, such as the National Football League or NFL; the name of the place where the team normally plays; the names of coaches or star players; the local news-paper) Together, rank the search terms, from most to least likely to provide useful information. Then lead a class discussion about why it is important to use a variety of search terms.

Civics Skills Activity: Conducting Internet Research

1. As a class, develop a list of criteria to determine whether a Web site is useful and reliable. For example, does it come from a clearly identifi ed and reliable source such as a public interest group, a well-known news organization, or the government?

2. In pairs, have students do an Internet search to fi nd more information about one of the chapter topics: citizenship, naturalization, immigration, civics, or the census.

3. Have students print out one reliable Web page and one unreliable Web page they found through their search. Applying the class criteria, ask them to make notes on the printouts identifying signs that the Web site is or is not reliable.

4. Ask volunteers to share their evaluations with the class. Verbal/Linguistic

Evaluate Web Pages

22

At Level

Research Required


KEYWORD: SZ7 CH1ACTIVITY: Conducting Internet Research


WE THE PEOPLE 23

very week when students at Twin-fi eld Union School in Plainfi eld, Vermont, opened national news magazines, they saw advertisements for cigarettes. These were student editions of the magazines—designed especially for teens in middle and high schools. One group of Twinfi eld eighth-graders decided that cigarette ads were not appropriate and that they were going to do something about it.

Community Connection As part of their work with Project Citizen, the students from Twinfi eld contacted Vermont attor-ney general William Sorrel to express their concern that cigarette ads were being placed in magazines for young people. The attorney general was surprised to hear this news but grateful that the students had con-tacted him. As the students had discovered through research into the issue, under a previous agreement, cigarette companies are not allowed to advertise to teens.

Taking Action The attorney general of Vermont shared the information provided by Twinfi eld’s students with attorneys general in other states. Together, they complained to the tobacco companies. The companies agreed to remove their ads from stu-dent editions of magazines. “I never thought at this age I could actually affect something nationwide,” said Maegan Mears, one of the students. “I hope to continue to make a difference, now that I know I can.” Vermont’s attorney general also expressed his appreciation for the Twinfi eld students’ actions: “Without their involvement,” he said, “we would not have known what was going into these student editions. This is a wonderful example of what can be accom-plished through active citizen participation.”

Righting a WrongRighting a Wrong

1. Why did this group of eighth-graders try to get cigarette advertisements removed from some magazines?

2. How did the Twinfield students make a difference for teens nationwide?

KEYWORD: SZ7 CH1

go.hrw.comProject Citizen

Students from Twinfield Union School took action to stop cigarette advertisements in student magazines.

SERVICE LEARNING

23

Info to KnowThe Master Settlement Agreement In 1998 the tobacco industry and the at-torneys general of 46 states signed the Master Settlement Agreement. Under this agreement, the tobacco industry promised to abide by limits in adver-tising and lobbying, acknowledge the health risks of its products, and pay billions of dollars to the states over a number of years. The settlement par-ticularly focused on protecting young people from the infl uence of tobacco. The tobacco industry was no longer al-lowed to advertise or market its prod-ucts to young people, to use cartoons in its advertising, to advertise in certain places where many young people go, or to oppose laws limiting youth access to tobacco products.

Students Take Action Activities

Answers1. Possible answer: Such advertising might convince more students to smoke, which is unhealthy. Also, the tobacco companies had agreed not to advertise to young people. 2. They made sure that teens nationwide would not be exposed to tobacco advertising in magazines they read at school.

Interdisciplinary Connection: Focus on Health/Science

Create “Effects of Smoking” PostersWork with a colleague who teaches science or health to help students identify the toxins in cigarettes and their effects on the human body. On the board, make a cause-and-effect chart showing how smoking and secondhand smoke harm the human body. Then have students work

in groups to create posters showing the harmful effects of smoking for the smoker and for other people. Visual/Spatial

Alternative Assessment Handbook: Rubric 28: Posters

At Level

24 CHAPTER 1

Reviewing Key TermsIdentify the correct term from the chapter that best fi ts each of the following descriptions.

1. The study of what it means to be a citizen

2. A legally recognized member of a country

3. The organizations, institutions, and peoplewho exercise political authority over a groupof people

4. People who come to a country from othercountries

5. Specifi c number of immigrants from certain countries allowed to enter the country in a year

6. Permanent residents of the United States who are citizens of another country

7. Person born in the United States

8. Legal process by which an alien may becomea citizen

9. People who are trying to escape dangers in their home countries

10. Offi cial periodic counting of a population

Visual SummaryUse this visual summary to help you review the mainideas of the chapter.

11. The study of the characteristics of humanpopulations

12. Annual number of live births per 1,000members of a population

13. Annual number of deaths per 1,000 membersof a population

14. Movement of large numbers of people from region to region

Comprehension and Critical ThinkingSECTION 1 (Pages 6–10)

15. a. Explain What is civics, and what does it have to do with being a good citizen? Give examples to support your answer.

b. Analyze What principles and idealsform the foundation of the American systemof government?

c. Elaborate How do the qualities of a good citizen refl ect and support American values? Give examples.

CHAPTER 1 REVIEW

24 CHAPTER 1

Reviewing Key Terms 1. civics

2. citizen

3. government

4. immigrants

5. quota

6. aliens

7. native-born citizen

8. naturalization

9. refugees

10. census

11. demographics

12. birthrate

13. death rate

14. migration

Comprehension and Critical Thinking15. a. the study of what it means to be a

citizen; Students should give exam-ples of ways civics can help them learn to be good citizens.b. equality, liberty, justicec. Students should explain how each of the qualities of a good citi-zen refl ect and support American values.

16. a. Possible answer: It has become less focused on limiting immigra-tion based on where people come from and more concerned with the details of people’s situations.b. Possible answers: the rights to vote and to hold public offi cec. Answers will vary but should show students’ understanding of current steps to citizenship.

17. a. naturally, through immigration, and by adding territoryb. Possible answer: It is growing older, it is becoming more diverse, and households are getting smaller.c. Possible answer: People might need to move to fi nd food, shelter, and jobs.


WE THE PEOPLE 25

Reading SkillsUsing Context Clues Use the Reading Skill taught in this chapter to answer the question about the reading selection below.

19. According to the reading selection above, what is the best definition of Sunbelt?

a. a region of the country that grows most of the nation’s wheat

b. a region of the country receiving a high amount of sunshine

c. a region of the country made up of states that have older industrial areas

d. a region of the country that is experiencingpopulation decline

Using the Internet20. Tracking Trends Did you know the first

American census was taken in 1790? A lot has changed since then, but the U.S. Census Bureau continues its work by conducting a nationwide census every 10 years. Enter the activity key-word to research population shifts, growth, and population diversity in the United States. Then use information from the 2000 census to create a thematic map, graph, or chart that illustrates trends in one of the above areas.

21. Writing Your Letter First, review your notes and decide what is important to tell Fran’s friend about American values and American ideals. Then tell the person what it means to be an American citizen, including the rights and the responsibilities of citizenship. End with an explanation of how America’s popu-lation is changing and how you can be a part of the future.

SECTION 2 (Pages 11–16)

16. a. Explain How has U.S. immigration policy changed since the early 1800s?

b. Analyze What benefi ts do people derive from being a citizen of the United States?

c. Evaluate Do you think the steps to citizen-ship should be made easier or harder? Give reasons for your answer.

SECTION 3 (Pages 17–21)

17. a. Identify What are three ways that thepopulations of countries increase?

b. Explain What are three ways in which the population of the United States is changing?

c. Analyze Why do you think that a serious natural disaster, such as a fl ood, a famine, or an earthquake, might lend to a migration?

Civics Skills Conducting Internet Research Use the Civics Skill taught in this chapter to answer the question below.

18. Use a search engine to search the Internet for information on one of the topics in this chap-ter, such as what it means to be a citizen, the ideals of freedom and equality, immigration and citizenship, and demographic changes in the American population. Use the informa-tion you find to create an illustrated brochure or poster that answers the following questions about your topic:

a. What is different today from what existed in this country in the 1700s?

b. What may be different from today in the year 2025?

Active Citizenship video programReview the video to answer the following question: What are some advantages of not offering bilingual education in school? What are some disadvantages?

This part of the country, with its milder climate and lots of sunshine, is called the Sunbelt. (p. 21)

KEYWORD: SZ7 CH1

go.hrw.com

WE THE PEOPLE 25

HOLT

Active Citizenship� Video Program

Use the video The Vote Against Bilingual Education to extend the Law 101 feature in this chapter.

Civics Skills18. Students should use information

from their Internet search to cre-ate an illustrated brochure or poster explaining either what is different today from the 1700s or what may be different from today in 2025 con-cerning one of the chapter topics.

Reading Skills19. b

Using the Internet20. Go to the HRW Web site and enter

the keyword shown to access a rubric for this activity.

KEYWORD: SZ7 TEACHER

Focus on Writing21. Students’ letters should demo n-

strate an understanding of the chapter ideas and provide support-ive, descriptive examples of the rights, responsibilities, and future of American citizenship.

Active Citizenship video program

Advantages: Non-native speakers may learn English more quickly; saves costs. Disadvantages: Non-native speakers may not learn English quickly enough to keep up with classwork; lack of appreciation for cultural and linguistic differences.

Reproducible Guided Reading Strategies

TechnologyStudent Edition on Audio CD Program


Interactive Skills Tutor

Quiz Game

Master the Question Remind students to read a question at least twice before reading the answer choices. Suggest that students watch for and underline key words such as best and mostlikely that can signal that they should look for the answer that best fi ts the question, even if the answer is not perfect or defi nite. Make sure students are certain what each test question is asking.

Intervention Resources

in their own words a tradition of · pdf filea tradition of democracy chapter 1 we the people...

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