chapter 4 planning guide - millersburg area school · pdf filechapter 4 planning guide chapter...

Chapter 4 Planning GuideCH

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CHAPTER 4pp. 106–130

Overview: Students will learn about the Bill of Rights and how it affects their personal freedoms, as well as the duties and responsi-bilities United States citizens have toward their government.

Students Take Action Activities*

Civic Participation Activities Guide

Community Service and Participation Handbook: Chapter 4*

Constitution Study Guide

Creative Teaching Strategies: Chapter 4*

Holt Online Researcher

Law 101: Chapter 4*

Media Investigations: Chapter 4*

From the Source: Readings in Economics and Government: Reading 20: Debate of the Proposed Constitution

Active Citizenship Video Program

Alternative Assessment Handbook*

Chapter and Unit Tests: Chapter 4: Tests A and B*

Chapter and Unit Tests for Differentiated Instruction: Chapter 4: Test C*

Creative Teaching Strategies: Chapter 4*

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 4*

Vocabulary Activities: Chapter 4*

Online Chapter Summaries in Spanish

Section 1 The Bill of RightsThe Big Idea: The freedoms spelled out in the Bill of Rights are essential to our democratic system.

Internet Activities: First Amendment Freedoms

Graphic Organizer Activities: Chapter 4*

Simulations and Case Studies: Lesson 3: Illustrating the Amendments*

Teaching Transparencies: Chapter 4

Constitution Study Guide

Challenge and Enrichment Activities: Chapter 4*

Interactive Art: The First Amendment


Daily Quizzes: Section 1*

Online Quiz: Section 1

Guided Reading Strategies: Section 1*

Main Idea Activities for Differentiated Instruction: Section 1*

Section 2 Guaranteeing Other RightsThe Big Idea: Other amendments to the Constitution expanded the rights of Americans.

Internet Activities: Voting Rights and History

From the Source: Readings in Economics and Government: Reading 11: Seneca Falls Declaration of Women’s Rights; Reading 24: Susan B. Anthony on Women’s Suffrage






Section 3 Citizens’ Duties and ResponsibilitiesThe Big Idea: Along with the rights and freedoms of U.S. citizenship come important duties and responsibilities.






Rights and Responsibilities

106a TEACHER’S EDITION

Review, Assessment, InterventionInstructional ResourcesChapter Overview

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HOLT

Active Citizenship

HOLT

Student Resources

Teacher Resources

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Chapter and Unit Tests for Differentiated Instruction: Chapter 4: 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 4*



Challenge and Enrichment Activities: Chapter 4*





RIGHTS AND RESPONSIBILITIES 106b

KEYWORD: SZ7 TEACHER

KEYWORD: SZ7 CH4

Video Program (VHS/DVD)Privacy Rights in Public Schools

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

• Document-Based Questions

• Interactive Multimedia Activities

• Current Events• Chapter-based Internet

Activities• and more!

Differentiated Instruction

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

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

• Interactive Art and Notebook

• Standardized Test Prep• Homework Practice

and Research Activities Online

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

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106c TEACHER’S EDITION

Why It MattersTo appreciate their unparalleled freedoms as residents of the United States, students must be able to articulate what those freedoms are, know their foundations, and understand how they have been extended, over time, to include us all. The study of civics stresses that these freedoms cannot be taken for granted—they were won only after great struggles, such as the Revolutionary and Civil Wars, and must be protected and preserved. This chapter details the important rights that citizens possess, as well as our responsibilities.

Fundamental Freedoms The Bill of Rights—the fi rst 10 amendments to the Constitution—lists Americans’ most important rights. Those who ratifi ed the Constitution considered these

rights so vital that amending the Constitution to include them was among the fi rst items of business for the newly formed government in 1789. Every American should be familiar with these rights, and Section 1 discusses them in detail.

Of these fundamental freedoms, surely the most important are the freedoms of religion, speech, and press set forth in the First Amendment. They guarantee the freedoms of thought, belief, and expression that are synonymous with this coun-try. Other important rights, discussed here and in other chapters, include the rights to security in our homes guaranteed by the Third and Fourth Amendments, the right to due process and freedom from self-incrimination in the Fifth, and the rights of the accused in the Sixth and Eighth.

Extending Rights Enlightened as the members of the fi rst Congress were in stating the rights of citizens, their con-cept of which citizens were entitled to these rights belongs to a bygone time. As Section 2 shows students, the history of the United States can be told as the expansion of these rights, often at the cost of many lives. It took a civil war, of course, to extend these rights to black Americans, and the civil rights movement nearly a century later to secure them. Women’s suffrage too was won only after much opposition, and the right of 18-year-olds to vote was an outgrowth of the troubled Vietnam era.

Limited But Real Responsibility Compared to our many freedoms, our obligations as citizens are few. Section 3 not only lists these duties but also states in concrete terms what students might, and ought to, do to show their apprecia-tion for and to safeguard their many freedoms.

Recent ScholarshipIn February 2005, the American Bar Association approved 19 principles for juries and jury trials to serve as a model for juried cases around the country. These principles were created for the American Jury Project, a year-long project designed to improve conditions for jurors, as well as to encourage jury participation among citizens. Some of the prin-ciples include allowing jurors to take notes during trials, submit written questions to witnesses, and discuss cases among themselves during civil trials, rather than wait until all arguments have been presented and the case has been handed over for deliberation. According to the article “American Bar Association Advocates Jury Trial Innovations” (KansasCity Daily Record, July 22, 2005), the new principles have the support of a large number of people involved with court proceedings. However, some of the principles do have opponents. For example, some people oppose the practice of jurors submitting questions, contending that the practice may prevent a juror from serving as an impartial judge of facts.

Refresh Your KnowledgeThe fi rst 10 amendments to the Constitution are known as the Bill of Rights. These amendments defi ne the rights and freedoms of all American citizens. They include rights such as freedom of religion, speech, and the press. Later amend-ments to the Constitution expanded Americans’ civil rights. Citizens of the United States also have duties and responsi-bilities to fulfi ll. Duties include obeying the law, attending school, paying taxes, defending the country, and appearing in court. Responsibilities include voting, taking part in government, and helping others in the community.

Create three separate columns on the board, labeling them Rules, Duties, and Responsibilities. Ask students what words or ideas come to mind when they think about these ideas in relation to the United States. As students brainstorm, record their ideas in each column on the board.

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Before You Teach

Greg Massing

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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.

What They DidIn this chapter, your class will read about a group of students in Brownsville, Texas, who improved the area at their school where buses loaded and unloaded students. The students realized that this area had many safety problems in addition to being in violation of the Americans with Disabilities Act. With the help of local police, the mayor, the city public works director, and the city commission, they drastically improved the safety of the area with speed bumps, wide sidewalks, and a location away from traffi c.

What Your Class Can DoAs interested citizens, students should make sure that they obey rules that will keep them safe. As active citizens, they follow the democratic process one step further: They search for ways to make their schools and communities safer and accessible for all persons.

As you discuss this chapter’s Student’s Take Action project with your class, have students identify any areas in their com-munity that might be unsafe or inaccessible to people with disabilities and what steps might be taken to improve these places. Ask students to consider the following questions to help them think of ideas:

• What are some areas you have noticed that are potentially dangerous or inaccessible? Why?

• What needs to be done to improve these places?

• Who can you contact for help?

Students may identify the following situations:

• Street intersections with missing stop signs, broken traffi c lights, or an absence of a crosswalk or crossing guard

• Buildings without ramps or wide doorways

• Unsanitary conditions in public places such as parks

Service-Learning Teaching Tip Developing Surveys Tell students that one effective way of identifying places in their community that are unsafe or inaccessible to those with disabilities is by surveying family, friends, neighbors, and others. As a class, students should de-velop a survey of questions pertaining to a problem they have identifi ed, encouraging those surveyed for their input.

Students’ surveys should ask people to identify any potential problems they have noticed, and what changes they would like to see to fi x these problems. Students can also ask for suggestions for sources of more information, including people they might contact for help fi xing these problems. Remind students that when asking people to fi ll out their survey, they should be polite and thank the people fi lling out the survey for their time and help.

Students Take Action: Improving Safety at School

RIGHTS AND RESPONSIBILITIES 106d

Students Take Action Activities“Information Analysis,” page 2 of the Students Take Action Activi-ties booklet, suggests how to score students’ ability to analyze sources and information. The booklet’s tip sheets, forms, planning guides, and additional rubrics can also be used to organize, assist, and evaluate student performance at each phase of the project.

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Introduce the Chapter

106 CHAPTER 4

RIGHTS AND RESPONSIBILITIES

II. What are the foundations of the American political system?

A. What is the American idea of constitutional government?

B. What are the distinctive characteristics of American society?

D. What values and principles are basic to American constitutional democracy?

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

B. What are the rights of citizens? C. What are the responsibilities of citizens?

©1994, 2003 Center for Civic Education. All Rights Reserved.

The Bill of Rights

GuaranteeingOther Rights

Citizens’ Dutiesand Responsibilities

SECTION 1

SECTION 2

SECTION 3

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 Instruction

Standards FocusStandards by SectionSection 1: II.A, II.B, II.D, V.BSection 2: II.A, II.B, II.D, V.BSection 3: II.B, V.C

Preview StandardsII.B Explain important factors that have helped shape American society, such as religious freedom.

II.D Describe historical and contemporary efforts to reduce discrepancies between ideals and reality in American public life, e.g., abolitionists, and suffrage, union, and civil rights movements.

V.C Evaluate the importance for the indi-vidual and society of obeying the law, being informed and attentive to public issues, monitoring the adherence of political leaders and governmental agencies to constitutional principles and taking appropriate action if that adherence is lacking, assuming leader-ship when appropriate, paying taxes, reg-istering to vote and voting knowledgeably on candidates and issues, serving as a juror, serving in the armed forces, and performing public service.

Rights and Freedoms1. Remind students that the states ratifi ed the

Constitution only when assured that a list of the rights of the people would be added.

2. Divide the class into three or four groups. Ask each group to create a list of 10 rights that its members believe are important. (Students’suggestions might include the right to free speech or religious worship, and the right to vote.) Compare lists to fi nd the 10 rights

mentioned most often, and write them on the chalkboard for later reference.

3. Conduct a class vote to determine whether a three-fourths majority of students would support all of the rights listed on the board. Tell students that in this chapter they will learn more about civic rights and responsibilities and the privileges of freedom.

Verbal/Linguistic

106 CHAPTER 4

At Level

Arkansas Curriculum FrameworkCivics for Core Curriculum Grades 9-12C.1.CCC.1; C.1.CCC.3; C.1.CCC.5; C.2.CCC.1; C.2.CCC.2; PPE.12.CCC.1; USC.7.CCC.1; USC.7.CCC.2; USC.7.CCC.3

Chapter Correlations

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RIGHTS AND RESPONSIBILITIES 107

The fi rst 10 amendments to the Constitution—the Bill of Rights—guarantee that you have certain rights. These are precious rights, and one of your responsibilities as a citizen is to make sure that future generations have the same freedoms.

AN INTERVIEW You are a reporter for a city newspaper in 1789. Many people support the ratifi cation of the Constitution, but they want to be sure it includes a Bill of Rights. One of those people is James Madison, and you have been assigned to interview him. As you read this chapter, you will write interview questions for your meeting with Madison.

SCHOOL BUS SAFETY Riding a bus to school is not always fun. The experience is worse if you have to wait on a muddy sidewalk or walk on sidewalks that get slippery when they are wet. If these unpleasant and dangerous conditions were in your neighborhood, what steps might you take to correct the problems?

Active Citizenship video programWatch the video to analyze privacy issues in school.

HOLT

Active Citizenship� Video Program

See the Active CitizenshipVideo Teacher’s Guide for strategies for using the video Privacy Rights in Public Schools.

Chapter Main Ideas Section 1 The freedoms spelled out in the Bill of Rights are essential to our democratic system.

Section 2 Other amendments to the Constitution expanded the rights of Americans.

Section 3 Along with the rights and freedoms of U.S. citizenship come im-portant duties and responsibilities.

Analyzing Photos This photograph shows students who volunteered to help their community. Volunteering is an important responsi-bility of citizenship.

• What are some ways you can help your community? Possible answers: volunteer at a homeless shelter or soup kitchen, help build houses for low-income families

• What do you think are other respon-sibilities and duties of citizenship? Possible answers: voting, obeying the law, and attending school

The Media Investigation feature on p. 113 explains how the First Amendment gives tabloids the freedom to print any stories they choose as long they do not inten-tionally spread libel. Encourage students to evaluate the reliability and validity of all published material.


Reading and Skills Resources

+

108 CHAPTER 4

In this chapter you will read about the Bill of

Rights and how it guarantees important rights

for all Americans. You will learn how the Bill of

Rights ensures that new rights can be added

to the Constitution. You will read about later

amendments that expanded the civil rights of

all Americans and that along with these rights

and freedoms come important duties and

responsibilities for citizens. Finally, you will

learn about the importance of voting, stay-

ing informed, and protecting the rights of all

Americans.

Helpful Hints for Identifying Points of View

1. Look for information about the person’s background.

2. Ask yourself what factors in the person’s background might have influenced his or her opinion about the topic.

3. Examine the opinion closely for clues to the person’s point of view.

To be an informed citizen, you must read and think about other people’s opinions and beliefs. To evaluate different

opinions, you need to understand people’s points of view on a topic.

Point of View A point of view is a person’s outlook or attitude. Each person’s point of view is shaped by his or her background. Because people’s backgrounds are different, their points of view are, too. You can usually determine a person’s point of view by the attitude he or she takes toward a topic. Below is an excerpt from Abraham Lincoln’s “House Divided” speech of 1858. As you read it, look for clues about Lincoln’s point of view on slavery.

Identifying Points of View

Lincoln’s Point of View: It isn’t possible to compro-mise on the issue of slavery. Everyone has to choose a side. This means trying to help the practice of slavery expand throughout the nation or else working to get rid of it entirely. Otherwise, disagreements over slavery will split the nation in two.

Lincoln’s background:At the time Lincoln gave this speech, he was a candidate for the U.S. Senate seat from Illinois. He was reacting to the Supreme Court’s Dred Scott decision that said that African Americans could not be citizens and thatthe federal government could not ban slavery in U.S. territories. Lincoln was personally opposed to slavery.

“‘A house divided against itself cannot stand.’ I believe this government cannot endure, perma-nently, half slave and half free. I do not expect the Union to be dissolved; I do not expect the house to fall; but I do expect it will cease to be divided. It will become all one thing, or all the other. Either the oppo-nents of slavery will arrest the further spread of it . . . or its advocates will push it forward till it shall become alike lawful in all the states, old as well as new, North as well as South.”

Clues in the opinion • Says the nation cannot survive being split

between slave and free states• Says that slavery will eventually be legal every-

where or banned everywhere in the United States

108 CHAPTER 4

Understanding the SkillAsk students to defi ne point of view(a person’s outlook or attitude). Tell students that when they are trying to determine a person’s point of view, they should keep in mind the person’s back-ground. They can also look for clues in a person’s attitude toward a topic. Review with students how to identify points of view by using the activity on these pages. Make sure to draw stu-dents’ attention to the Helpful Hints for Identifying Points of View sidebar.

Identify Points of View Make and distribute copies of Reading 20: Debate on the Proposed Constitution from From the Source: Readings in Economics and Govern-ment to students. Divide the class into two groups, and explain that one group will study the speech given by Patrick Henry, and the other will study the speech given by James Madison. Ask each group to work together to identify the point of view of their respective speaker, using the steps they learned in the skill lesson. When students have fi nished, have one representative from each group present the group’s fi ndings to the class.

From the Source: Readings in Economics and Government: Reading 20: Debate on the Proposed Constitution

Reading Support Student Edition on Audio CD Program


Guided Reading Strategies

Reading Support

OSP Teacher’s One-Stop Planner

Vocabulary Support Vocabulary Activities

Standardized Test Practice Handbook

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After you have read the passage, answer the following questions.

1. Which of the following statements best describesPresident Kennedy’s point of view?

a. The only way that people can infl uence theirgovernment is by writing to elected offi cials.

b. You are not a citizen if you do not vote.

c. Voting affects everyone’s future.

d. Government offi cials are more likely to respond to citizens if they know that citizens can vote them out of offi ce.

2. Based on what you know about the Constitution, what amend-ment is President Kennedy probably referring to when he says that people of any race or color should not be denied the right to vote?

“The right to vote in a free American election is the most powerful and precious right in the world —and it must not be denied on the grounds of race or color. It is a potent [powerful] key to achieving other rights of citizenship. For American history—both recent and past—clearly reveals that the power of the bal-lot has enabled those who achieve it to win other achievements as well, gain a full voice in the affairs of their state and nation, and to see their interests represented in the governmental bodies which affect their future. In a free society, those with the power to govern are necessarily responsive to those with the right to vote.”

—President John F. Kennedy,Special Message on Civil Rights, February 28, 1963

The following passage is a quote from President John F. Kennedy. Read it and then answer the questions below.

As you read Chapter 4, think about the points of view that influenced the Bill of Rights.

You Try It!

KEY TERMSChapter 4

Section 1Bill of Rights, p. 110separation of church and state, p. 112self-incrimination, p. 115due process of law, p. 115eminent domain, p. 115bail, p. 116

Section 2civil rights, p. 118suffrage, p. 119poll tax, p. 122

Section 3draft, p. 125rationed, p. 125jury duty, p. 125

Academic VocabularySuccess in school is relatedto knowing academicvocabulary—the words thatare frequently used in school assignments and discussions.In this chapter, you will learnthe following academic word:

principles (p. 119)

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Using Key Terms Ask students to work with a

partner to review the key terms for this chapter. Then have students work in pairs to make fl ash cards of the words, with the word on one side of the card and its defi nition on the other. After they have fi nished making their fl ash cards, have students take turns quizzing each other on the words and their defi nitions.

Verbal/Linguistic, 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.

Answers1. c 2. the Fifteenth Amendment

Remind students that it is important to learn about a person’s background in order to determine how it may have infl uenced his or her point of view. In some cases, it may be helpful to learn more about the person by conducting research in the library or on the Internet.


110 CHAPTER 4

We all know about the Bill of Rights—the fi rst 10 amendments to the Constitution. However, did you know that the Bill of Rights

was not in the original Constitution? It was added because people believed that rights like the freedoms of religion, speech, and of the press—which you still enjoy today— were too important to be left out of the Constitution.

Adding the Bill of RightsBetween 1787 and 1790 the 13 original states ratifi ed the new Constitution. Many people, however, believed that the document did not go far enough in protecting individual rights. They wanted their rights spelled out in a bill, or list. The need for a Bill of Rights was expressed by Thomas Jefferson, among others.

“I will now add what I do not like. First the omission of a bill of rights providing clearly . . . for freedom of religion, freedom of the press, protection against standing armies . . . A bill of

The Bill of RightsBEFORE YOU READ

The Main Idea

The freedoms spelled out in the Bill of Rights—the free-doms of religion, speech, the press, and petition, and the right to a speedy and fair trial—are essential to our democratic system.

Reading Focus

1. Why was the Bill of Rights added to the Constitution?

2. How does the First Amend-ment protect personal freedoms?

3. What other rights does the Bill of Rights guarantee?

Key Terms

Bill of Rights, p. 110separation of church and state, p. 112self-incrimination, p. 115due process of law, p. 115eminent domain, p. 115bail, p. 116

As you read, take notes on the free-

doms guaranteed by the Bill of Rights. Use a diagram like this one to record your notes.

TAKINGNOTES

rights is what the people are entitled to . . . and what no just government should refuse . . .”

from Thomas Jefferson’s letter to James Madison, December 20, 1787

Treasury Secretary Alexander Hamilton disagreed. He argued that the new nation did not need laws to stop the government from doing things that the Constitution gave it no power to do. Federalists like Hamilton argued that the states already had their own bills of rights. However, some states, including New York, did not have these protections.

Many people feared that some states might oppose the Constitution without a bill of rights. As a result, James Madison, one of the framers of the Constitution, proposed a list of amendments that focused on indi-vidual rights. In 1791 the states ratifi ed 10 of these amendments. The Bill of RightsBill of Rights—thefi rst 10 amendments to the U.S. Constitu-tion—became a model used around the world to protect human freedoms.

READING CHECK Analyzing Information Whydid some people oppose a bill of rights?

Bill of Rights

Why It MattersExplain to students that the Bill of Rights is an important addition to the Constitution that outlines the basic rights of citizens. Ask students to think of ways in which they exercise these basic rights in their daily lives. (Exam-ples: the right to practice any religion, the right to openly express their ideas and opinions, etc.) Write students’ ideas on the board. Tell students that in some countries, citizens are denied many or even all of these basic rights. Ask them to think about how their lives might be different if they were denied these rights.

Key TermsPreteach the following terms: Bill of Rights fi rst 10 amendments to the U.S. Constitution (p. 110)separation of church and state cleardivision between religion and government (p. 112)self-incrimination having to testify against oneself (p. 115)due process of law principle stating that a person cannot be punished for a crime until the law has been fairly applied to his or her case (p. 115)eminent domain power of the govern-ment to take private property for public use (p. 115)bail money or property that the accused gives the court to hold to ensure that he or she appears for trial (p. 116)

Taking Notes

Bill of Rights

freedom of the press

freedom of petition

freedom of assembly

freedom of religion

freedom of speech

Teach the Main Idea

The Bill of Rights1. Teach Ask students the Reading Focus

questions to teach this section.

2. Apply Have students create a two-column chart with ten rows. Label the fi rst column Amendment and the second column What It Says. As students read the section, have them fi ll in the chart with information from the text.

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 Tell students they can use their charts to help them study for the chapter test.

At Level

AnswersReading Check They thought that the nation did not need laws to stop the government from doing things that the Constitution did not allow them to do anyway.

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Collaborative Learning


The First Amendment

Congress shall make no law respecting an establishment

of religion, or prohibiting the free exercise thereof;

or abridging the freedom of speech, or of the press; or the

right of the people peaceably to assemble, and to petition

the Government for a redress of grievances.

Added to the U.S. Constitution in 1791, the Bill of Rights clearly defines the rights and freedoms of Americans. Some of the most fundamental rights of U.S. citizens—freedom of religion, freedom of speech, freedom of the press, and others—are outlined in the First Amendment.

Freedom of ReligionThe First Amendment prohibits the government from establishing an official religion or from limiting the freedom of religion.

Freedom of SpeechThe First Amendment protects Americans’ right to express their ideas and points of view.

Freedom of the PressThe First Amendment prevents Congress from limiting the freedom of the press to publish information or ideas.

Freedom of AssemblyThe First Amendment grants Americans the right to peaceably assemble, or hold meetings.

✴ Interactive Art

go.hrw.comKEYWORD: SZ7 CH4

Freedom to Petition the GovernmentThe First Amendment allows citizens the freedom to petition, or make requests of the government.

ANALYSISSKILL ANALYZING VISUALS

Which of the freedoms granted in the First Amendment do you think is most important? Why?

Reading Focus

Why was the Bill of Rights added to the Constitution?

Adding the Bill of RightsRecall Why did the states want a bill of citizens’ rights added to the Constitution? They believed that the Constitution did not go far enough in preventing the federal government from taking away individuals’ rights.

Explain What kinds of rights did Thomas Jefferson think should be included in the Bill of Rights? freedom of religion, freedom of the press, pro-tection against armies

Predict What do you think might have happened if the Bill of Rights had not been added to the Constitu-tion? Possible answer: The states might not have ratifi ed the Constitu-tion, or a new Constitution might have been created.

Simulations and Case Studies: Lesson 3: Illustrating the Amendments

AnswersAnalyzing Visuals Students’answers will vary but should include an explanation for their choice.

Create a First Amendment PosterMaterials: Poster board, markers, newspapers

1. Lead a class discussion about how the First Amendment protects personal freedoms. Record students’ comments on the board.

2. Next, organize students into small groups. Ask each group to create a poster that

illustrates the freedoms that the First Amendment guarantees. Suggest to students that they include photos and headlines from local and national newspapers in their posters.

Verbal/Linguistic, Visual/Spatial Alternative Assessment Handbook: Rubric 28: Posters

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Online Resourcesgo.hrw.com

KEYWORD: SZ7 CH4ACTIVITY: First Amend-ment Freedoms

At Level

✴ Interactive Art: Have students visit go.hrw.com (Keyword: SZ7 CH4) to use an interactive version of “The First Amendment.”

Arkansas Curriculum FrameworkCivics for Core Curriculum Grades 9-12C.1.CCC.5; PPE.12.CCC.1; USC.7.CCC.1; USC.7.CCC.2

Section Correlations


Differentiating Instruction

FPO

First Amendment Protects Personal FreedomsOf the 10 amendments in the Bill of Rights, most people know the fi rst one best. That’s because the First Amendment directly touches our lives every day. It protects some of the most basic freedoms that we enjoy as Americans.

Freedom of Religion

“Congress shall make no law respecting an establishment of religion,” the First Amend-ment begins. This means that Congress cannot establish an offi cial national religion, nor can it

favor one religion over another. At the time the Constitution was written, countries had offi cial religions supported by the governments.

Jefferson and Madison held this free-dom supreme. Therefore it is no surprise that the freedom of religion comes fi rst in the First Amendment. Americans have the right to practice any religion, or to practice no religion at all.

Over time, the U.S. Supreme Court has interpreted this passage as requiring a separationofchurchandstateseparation of church and state. In other words, there should be a clear division between gov-ernment and religion. Upholding this prin-ciple, Supreme Court decisions have banned school-sponsored prayers in public schools.

Freedom of Speech

“Congress shall make no law . . . abridging (limiting) the freedom of speech.” This passage protects the right to express our ideas and opin-ions openly, as well as to listen to the speech of others. It means that we may talk freely to friends and neighbors or deliver a public speech. Free speech seems perfectly natural to us, but in some countries, free speech is severely limited.

One reason free speech is so important is that it allows us the freedom to criticize our government and government offi cials. People who live under a totalitarian government can be punished for criticizing their leaders.

There are limits to free-speech rights, however. You may not use your free speech rights in a way that could cause physical harm to others. For example, you do not have the right to yell “Fire!” in a crowded room just for fun. Yelling “Fire!” could cause a panic and get people hurt.

Courts have often attempted to defi ne the limits to our freedom of speech. For example, the Supreme Court decision Schenck v. UnitedStates established what is known as the “clear and present danger rule.” Under this rule, if an act of free speech can be closely linked to an unlawful action, the government has the right to prevent it.

112 CHAPTER 4

POLITICAL CARTOON

The Bill of RightsThe Bill of Rights is considered one of the most important documents in U.S. history. In this political cartoon, some of the rights and freedoms in the Bill of Rights have been crossed out.

Presidents have often called for line-item veto power, which would allow them to eliminate specific parts of a bill without vetoing the whole package. MEDIA INVESTIGATION

What does the cartoonist suggest could happen if a president were given line-item veto power?

ANALYSISSKILL

cp11se_c04_final(r).indd 112 5/5/09 7:12:55 PM cp07se_c04_final(r).indd 113 3/29/06 9:54:55 AM

Info to KnowSkokie Rally In 1977 the National Socialist Party of America, a neo-Nazi group, wanted to hold a “white suprem-acy” rally in Skokie, Illinois. Skokie, a suburb of Chicago, was home to some 7,000 Jewish survivors of Nazi con-centration camps. Town offi cials tried to block the rally, and the state courts backed their decision. The U.S. Supreme Court disagreed. In a fi ve-to-four ruling, the Court said the ban violated the First Amendment, which guarantees freedom of speech. As former justice Oliver Wendell Holmes once wrote, the Constitution protects not only “free thought for those who agree with us but freedom for the thought that we hate.”

Advanced Learners/GATEExplore Freedom of Speech

1. Using the Internet or in the library, have students research Supreme Court cases that deal with the issue of free speech.

2. Using the information from the court cases, ask students to write a short essay that

answers the following question: Do you think the government should have the power to limit freedom of speech under certain circumstances? Why or why not?

Verbal/Linguistic

Above Level

Research Required

Reading Focus

How does the First Amendment pro-tect personal freedoms?

First Amendment Protects Personal FreedomsInterpret Although we have the right to freedom of speech, in some instances it can be restricted. How? It cannot be used in a way that could cause physical harm to others, or if it can be closely linked to an unlawful action.

Synthesize How does the Bill of Rights help to ensure that the United States remains a democracy? It gives citizens the right to express their opinions, including those about the government or its leaders, giving citizens an important voice in deciding how the country is run.

Constitution Study Guide: Interpreting the Bill of Rights; Schenk v. United States

Challenge and Enrichment Activities: Chapter 4

AnswersMedia Investigation Possible answer: that a president might get carried away with the power

112

Critical Thinking: Analyzing Information

Freedom of the Press

“Congress shall make no law . . . abridging the freedom . . . of the press.” In colonial times, newspapers were forbidden to criti-cize the government or public offi cials—even if the criticisms were true. Because of this, the freedom of the press, or the right to express ideas in writing, was included in the First Amendment.

The courts have extended freedom of the press to include electronic as well as print media. This means that the press includes books, newspapers, and magazines published both on paper and on the Internet. Radio, television, and even online journals all are forms of protected free press.

The freedom of the press has limitations. Writers may not spread libel—rumors that damage a person’s reputation. A person who has been libeled can sue for damages.

Freedom of Assembly

“Congress shall make no law . . . abridging . . . the right of the people peaceably to assemble.”Another of the rights guaranteed by the First Amendment is the freedom to hold meet-ings. Americans have the right to meet to discuss problems, to protest government decisions, or to socialize. Of course, such meetings must be peaceful.

Freedom of Petition

“Congress shall make no law . . . abridging . . . the right of the people . . . to petition the Government for a redress of grievances.” That means that you have the right to ask the government to address your concerns.

Freedom of petition gives you the right to contact your representatives and ask them to pass laws you favor or change laws you do not like. The right of petition helps gov-ernment offi cials learn what citizens want to have done. It also helps to ensure that we have government “by the people.”

READING CHECK Summarizing What basic freedoms does the First Amendment guarantee?


TABLOID

Freedom of the PressThe freedom of the press means that people may express their ideas—including ideas that may be untrue or unpopu-lar—in writing without worrying that the government will stop or punish them. Tabloid newspapers, a type of news-paper that focuses on sensational news stories, use this freedom to write incredible stories.

In 1992, a newspaper published an amazing story about a boy, half human and half bat, two feet tall and weigh-ing 65 pounds. According to reports, the boy—nicknamed Batboy—had been captured in a cave in West Virginia. Since then, the paper has reported that Batboy has been captured by and has escaped from various tormentors. According to one story, Batboy even fell in love.

Tabloid stories like this one may seem outrageous. However, under the First Amendment the press has the freedom to publish the stories they choose, providing that they do not intentionally spread libel. The freedom of the press is vital to democracy. With this freedom, people can express their opinions to each other and to the govern-ment. Without this freedom, we would not be free to express our ideas—no matter how incredible.

MEDIA INVESTIGATION

1. How is this newspaper constructed? 2. When you see the front page of a newspaper

with a headline and photo similar to the one above, how do you react?

3. Why are newspapers like this published?

ANALYSISSKILL

Tabloid newspapers like this one attract readers’ attention with eye-grabbing headlines and photos.

Info to KnowThe Pentagon Papers The U.S. courts have long struggled with First Amend-ment issues, particularly when the inter-est of national security is involved. In 1971 at the height of the Vietnam War, a secret history of the war written by the Pentagon was leaked to the New York Times. After careful deliberation, the editors decided to publish portions of the classifi ed documents, known as the Pentagon Papers. The U.S. government demanded that the paper cease publica-tion of the documents, arguing that it would result in “direct, immediate, and irreparable” harm to the country. The newspaper stood fi rm. The government won a temporary victory when a judge placed a restraining order on the paper, requiring it to cease publication of the documents. In the landmark UnitedStates v. New York Times decision, the Supreme Court overturned that restraint. Justice Hugo Black noted in his concur-ring opinion that “only a free and un-restrained press can effectively expose deception in the government.”

AnswersMedia Investigation 1. Thenewspaper is constructed to grab the attention of readers with sensational photos and headlines. 2. Studentsmight be skeptical of the claim or might be intrigued enough to buy the tabloid. 3. for entertainmentReading Check freedom of religion, speech, the press, assembly, petition

Write a Bill of Rights Journal1. Tell students that they can fi nd examples of

the laws in the Bill of Rights at work in their daily lives.

2. Ask students to keep a journal of their daily activities. Examples of things to list in their journals include getting the paper, going to school, going to a religious ceremony or place of worship or not, etc.

3. After they have fi nished writing in their journals, have students identify which of their activities are allowed or protected under the Bill of Rights. Have them indicate the number of the amendment and the right it defi nes next to each entry. When they have fi nished, invite them to share one or two of their entries with the class. Interpersonal, Verbal/Linguistic

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At Level


Other Rights Guaranteedby the Bill of RightsThe Bill of Rights does more than grant the freedoms of religion, speech, and the press. The other amendments in the Bill of Rights protect citizens, guarantee rights for the accused, and establish the rights of states and citizens.

Protecting Citizens

The Second and Third Amendments are designed to protect citizens. The Second Amendment deals with state militias and the right to bear arms. The Third Amendment prevents the military from forcing citizens to house soldiers.

Second Amendment This amendment was probably created both to ensure that state militias would continue as an armed means of defense and to ensure that individual cit-izens had a right to own a fi rearm. Ameri-cans in the 1790s had a different attitude toward the military than many people have today. Big national armies were not trusted.

Although there had been a regular army in the war for independence, much of the fi ght-ing had been done by the state militias. These same militias also defended against attacks from Indians. These concerns led to the Sec-ond Amendment, which protects Americans’ right to keep and bear arms—that is, to own and carry weapons.

Today, the language of the Second Amendment is frequently the source of heated debate. On one side of the debate are citizens who believe the amendment should be read to apply only to well-regulated mili-tias. This would not prevent the government from regulating the possession of handguns. Opposing this view are citizens who believe that the amendment absolutely prevents the government from imposing any restrictions on the ownership of fi rearms. Both sides have historical support for their position. The meaning of the amendment continues to be debated today.

Third Amendment In colonial days, British soldiers could enter homes and force colonists to quarter them, or to give them housing and

114 CHAPTER 4

In 1639, fearful of attacks by Native Americans, the colony of Virginia passed a law requiring many colonists to carry a firearm or be fined. In the 1700s, as suspicion of the British military increased and the Revolutionary War broke out, colo-nists no longer needed to be told to bear arms. Without the right to bear arms, colonists like those in the painting at right, would not have been able to defend themselves against British troops.

By the time the Bill of Rights was drafted, Americans were convinced of the need for the militias mentioned

in the Second Amendment to protect “the Security of a free state.”

Today, the United States has a strong national military and no longer depends on such militias. However, many Americans continue to cherish the Second Amendment’s promise of the right to “keep and bear Arms.” Since 1934, Congress has more strict-ly monitored gun ownership, including the type of firearms a person can buy. Around 39 percent of American households own guns.

Why do you think the right to own a gun remains important to many Americans today?

The Second Amendment

American Civil Liberties

Reading Focus

What other rights does the Bill of Rights guarantee?

Other Rights Guaranteed by the Bill of RightsExplain What probably led to the creation of the Second Amendment? people’s belief that they needed a guarantee that state militias would continue as an armed means of defense, and that individual citizens would have the right to own a fi rearm

Describe Describe the principle of due process of law. How does it affect individual citizens as well as the gov-ernment? Citizens cannot be punished for a crime until the law has been fairly applied to their case, meaning that the government has to act within the law.

Recall What is bail? money or prop-erty that the accused gives the court to hold to ensure that he or she appears for trial

Analyze How are the Ninth and Tenth Amendments somewhat differ-ent than the other amendments in the Bill of Rights? They refer to rights and laws that are not specifi cally defi ned in the Constitution.

Graphic Organizer Activities: Chapter 4 Constitution Study Guide: Classifying Amendments

AnswersAmerican Civil Liberties Possibleanswer: Some people today still want the right to protect themselves and believe that owning a gun can help them do so.

Examine Other Amendments in the Bill of Rights1. Organize the class into groups of three and

then ask students about other rights the Bill of Rights guarantees besides those listed in the First Amendment.

2. Have students confer within their group and choose which of these amendments they believe to be the most important.

3. Ask one member from each group to fi nd more information about the amendment. Tell another member to provide real-life examples involving the amendment’s guaranteed rights. The third member should serve as a secretary to record the reasons the group chose its amendment as the most important of these amendments. Verbal/Linguistic

114

At Level



food. The framers ended this practice with the Third Amendment, which prohibits the quar-tering of soldiers without permission.

Rights of the Accused

Amendments four through eight of the Bill of Rights protect citizens from abuses in the criminal justice system. In some countries, the police and the courts can arrest their political enemies. They can conduct trials in which the accused person has few rights. Conviction is certain from the start. To pro-tect against this, amendments four through eight establish codes of conduct for the police and the courts. These amendments are some of our most cherished legal protections.

Fourth Amendment The Fourth Amend-ment protects citizens from unreasonable searches and seizures. In many cases, a search is considered reasonable only if a judge issues a warrant authorizing it. A search warrant is a legal document that describes the place to be searched and the people or items to be seized. A search warrant can be issued only if there is good reason to believe that evidence of a crime will be found.

Under some circumstances, however, police offi cers are allowed to conduct search-es without a warrant. To do so the offi cers must have probable cause to believe there is a danger to public safety or that criminal activity is involved. For example, police can search people or their cars for illegal drugs.

Fifth Amendment Before a person can be tried for a serious crime, such as murder, a grand jury must indict, or formally accuse, the individual of the crime. The grand jury decides if there is enough evidence to go to trial. This protects an accused person from hasty government action.

The Fifth Amendment also protects an accused person from self-incriminationself-incrimination, or having to testify against oneself. In addition, it protects people from double jeopardy, or being tried twice for the same crime.


Another Fifth Amendment protection states that no person can be denied life, lib-erty, or property without due process of lawdue process of law.This principle is tremendously important. It means that a person cannot be punished for a crime until the law has been fairly applied to his or her case. In other words, our gov-ernment must act within the law.

The last clause of the Fifth Amend-ment establishes another basic protection. It reads, “nor shall private property be tak-en for public use, without just compensa-tion.” That is, the government cannot take private property without giving the owner fair payment for it.

This part of the Fifth Amendment pro-tects a person’s right to own private prop-erty, one of the principles upon which our economic system is based. However, it does give the government the right of eminent domaineminent domain, the power to take private property for public use. Imagine that the government needs land to build a highway or a school. The right of eminent domain allows government offi cials to force property owners to sell their land to the government at what is determined to be a fair price.

Sixth and Seventh Amendments Do you watch crime shows on television? If so, you may have heard about the Sixth Amend-ment. It provides that a person accused of a crime has the right to a prompt and public trial decided by a jury. People accused of a crime must be informed of the charges against them. They have the right to hear and question all witnesses against them, and to have their own wit-nesses testify as well. They also have the right to an attorney. The Supreme Court has interpreted the Sixth Amendment to mean that if an accused person cannot afford a lawyer, the government will pro-vide one for free.

The Seventh Amendment is less well known. It provides for a trial by jury in certain kinds of cases involving money or property.

MISCONCEPTIONALERT

Explain to students that the right to privacy inherent in the Fourth Amend-ment does not prevent school principals or teachers from searching a student’s locker if they have reasonable grounds to suspect a violation of law or school regulations. The key word, according to the Supreme Court, is reasonable.School authorities do not need a search warrant and do not have to show probable cause, but they cannot act unreasonably.

Advanced Learners/GATEResearch Double Jeopardy Cases

1. Explain to students that double jeopardy does not always prevent an accused person from being tried again with the same evidence. In recent years, a number of cases have been tried in federal courts after a state court has found the defendant not guilty. Using federal civil rights laws, prosecutors have charged the accused with violating the civil rights of the people they were alleged to have harmed.

2. Using recent magazines, newspapers, or the Internet, ask students to research a recent example of a case that was retried using civil rights laws. Have students write a brief article explaining the details of the case.

3. Ask student volunteers to summarize their cases to the class. Verbal/Linguistic

Above Level

Research Required



Eighth Amendment To ensure that people accused of crimes appear for trial, judges can order them to pay bail. BailBail is money or property that the accused gives the court to hold. Upon paying bail, the person is released from jail. The only way to get the money back is to show up for trial. The Eighth Amendment states that the courts cannot set excessive bail.

The Eighth Amendment also forbids cru-el and unusual punishment. Punishments such as branding or whipping were once used in the United States. However, they are now considered cruel and unusual. Today the debate is whether the death penalty should be considered cruel and unusual.

Rights of States and Citizens

The authors of the Bill of Rights did not want to imply that citizens had only the rights set out in the Constitution and the fi rst eight amendments. As a result, they wrote two amendments to ensure that Americans would enjoy other rights and freedoms not mentioned in the Bill of Rights.

Ninth Amendment This amendment im-plies that Americans enjoy basic rights not listed in the Constitution. These rights are open to interpretation, for they are not specifi cally defi ned.

The Supreme Court has sometimes used the Ninth Amendment to support people’s claims to specifi c rights. These rights have included the right to political activity and the right to privacy.

Tenth Amendment The Tenth Amendment is a fi nal guarantee of citizens’ rights. It deals with powers not specifi cally given to the federal government by the Constitution nor forbidden to the states by the Constitution.

These powers belong either to the states or to the people. The Tenth Amendment thus gives states the power to act indepen-dently of the federal government to protect citizens’ rights.

READING CHECK Evaluating Which of the rights of the accused is most important? Why?

116 CHAPTER 4

Reviewing Ideas and Terms1. a. Defi ne What is the Bill of Rights? b. Explain Why did Americans want a bill of rights

added to the Constitution? c. Predict How might American citizens respond

if the Bill of Rights were suspended? Explain your reasoning.

2. a. Defi ne Write a brief defi nition for the termseparation of church and state.

b. Analyze Why is freedom of speech so impor-tant to a democratic society?

c. Evaluate Which First Amendment freedom doyou think is most important? Explain your reasoning.

3. a. Defi ne Write a brief defi nition for the terms self-incrimination, due process of law, eminentdomain, and bail.

b. Summarize What rights are protected by the Fifth Amendment?

c. Elaborate Should state laws offer stronger protection of individual rights than the Bill of Rights? Why or why not?

Critical Thinking4. Summarizing

Use your notes and a web diagram like this one todescribe the freedomsguaranteed by the First Amendment.

Focus on Writing5. Supporting a Point of View Why did Americans

feel the need to add the Ninth and Tenth Amend-ments? Write a short paragraph in support of these amendments.

SECTION 1 ASSESSMENTKEYWORD: SZ7 HP4

go.hrw.comOnline Quiz

FirstAmendment

CloseHave students summarize the amend-ments of the Bill of Rights.

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 Students’ answers will vary, but should include one of the rights outlined in the Fourth, Fifth, Sixth, or Seventh Amendments.

Section 1 Assessment Answers

1. a. Bill of Rights, p. 110 b. They wanted to make sure that their individual rights were protected.c. Answers will vary but students should pre-dict that most citizens would be outraged.

2. a. separation of church and state, p. 112 b. Itensures that every citizen can have a voice in government. c. Answers will vary but students should choose from the freedoms of speech, religion, press, assembly, and petition.

3. a. self-incrimination, p. 115; due process of law, p. 115; eminent domain, p. 115; bail, p. 116 b. rights not to self-incriminate; not to

be denied life, liberty, or property without due process of law; and to own private property c. Possible answers: Yes, states should offer stronger protection based on citizens’ needs and concerns. No, the Bill of Rights provides all the rights we need.

4. Students should put each of the following into an empty circle: freedom of religion, speech, the press, assembly, petition.

5. Students should explain why Americans felt the need to protect rights not explicitly addressed in the Bill of Rights or Constitution.

116


Civics Skills Activity: Making an Oral PresentationResearch Required


MEDIALITERACY

CRITICALTHINKING

PARTICIPATION

Making an Oral PresentationLearnAn oral presentation can be more than just a report or a talk you give to your class. Political speeches, graduation talks, class lectures, and business pro-posals are all forms of oral presentations. Even a job interview can be treated as an oral presentation. After all, you are using words to convince someone to hire you.

Creating and giving a good oral presentation—both inside and outside of school—are important skills. Through oral presentations, you are able to reach other people and maybe even change their minds about important issues. Follow the steps below to prepare and deliver an effective oral presentation.

Practice1 Create a strong opener. Give your audience a reason to pay attention to you. A thought-provoking beginning helps grab the audience’s attention and sets the tone for the rest of your presentation.

2 Structure your presentation. Too much in-formation loses an audience. Focus on a few main points and support them with clear examples and visual aids.

3 Practice your presentation. The best presenta-tions do not sound memorized or rehearsed. To achieve a natural feel, practice ahead of time. Dur-ing the presentation, use note cards, outlines, or brief notes to remember key points.

4 Be prepared for questions. A good presenta-tion makes an audience think. People may want to know more about what you have told them. Be prepared by thinking of likely questions and developing answers ahead of time.

Apply1. You have been asked to give a presentation about

the importance of the Bill of Rights. Write a strong opener for your presentation.

2. Look at the photograph below. Is the student pictured using good oral presentation techniques? Explain why or why not.

3. What visual aid might you use for an oral pre-sentation about the different rights and freedoms guaranteed by the Bill of Rights?

Making an Oral Presentation

Prepare for an Oral Presentation Tell students to suppose they need to prepare to give an oral pre-sentation on the debate over the right to bear arms. Have them make a checklist of what they would need to do to pre-pare. Lists should include not only the steps listed in the skill lesson, but also the specifi c arguments and sources they might research, and what their opinion is on the issue.

117

AnswersApply 1. Students’ openers will vary but should be thought provoking and attention grabbing. 2. Yes; she is using note cards and making eye contact with the audience. 3. Possible answers: a poster illustrating each right and freedom, a video highlighting the importance of one or all of the freedoms and rights

Prepare a Class Lesson1. Organize students into pairs and assign each

pair one of the fi rst 10 amendments.

2. Tell each pair to prepare a lesson on the amendment that they will present to the class. Students should include information from their textbooks as well as additional

information that may require outside research. Students should be sure to follow the steps for preparing and delivering an effective oral presentation.

3. Have each pair present their lesson to the class. Verbal/Linguistic

At Level


The Fifteenth Amendment

(1870): Gave African

American men the right to vote

The Twenty-fourth Amendment

(1964): Banned the use of

a poll tax

118 CHAPTER 4

The right to vote is one of the great-est privileges you have as a U.S. citizen. However, when the United States held its fi rst presidential

election in 1789, the only Americans who could vote were white, male property-owning citizens. As the nation grew, people’s ideas about fairness changed. Over time, the Constitution has been changed to extend the right to vote to almost everyone 18 years old and older. The strength of the Constitution is that it can be changed when society’s attitudes change.

Amendments ExtendCivil RightsAmericans have certain rights simply by being members of society. Rights guaranteed to all U.S. citizens are called civil rightscivil rights. The U.S. Constitution, particularly the Bill of Rights, is the foundation for civil rights in this country.

In the fi rst decades of the country’s his-tory, the job of guarding people’s civil rights was left largely to the individual states. It took the Civil War to trigger the addition of a series of new amendments to the Consti-tution that would extend civil rights in the United States.

Guaranteeing Other Rights

The Main Idea

Other amendments to the Constitution expanded the civil rights of Americans.

Reading Focus

1. How did the Thirteenth and Fourteenth Amendments extend civil rights?

2. Which amendments extended Americans’ voting rights?

Key Terms

civil rights, p. 118suffrage, p. 119poll tax, p. 122

As you read, take notes on the

amendments that extended civil rights and voting rights to Americans. Use a diagram like this one to organize your notes.

BEFORE YOU READ TAKINGNOTES

This Reconstruction-era painting shows African Americans voting after the passage of the Fifteenth Amendment.

Civil Rights

Voting Rights

Why It MattersWrite the following question on the chalkboard: How is the term civil re-lated to civics or citizen? Ask students to respond to the question. (Studentsmight indicate that all Americans have civil rights—the rights and privileges of a citizen.) Tell them that one of the most important civil rights is suffrage, which comes from a Latin word that means “political support.” Then tell them that the poll tax prevented poor people, particularly poor African Americans in the South, from exercising their right to vote. Tell students that in Section 2 they will learn about the amendments that ended slavery, protected citizens against unfair actions by state governments, and extended Americans’ voting rights.

Academic VocabularyReview with students the high-use academic term in this section. principles basic beliefs, rules, or laws (p. 119)

Key TermsPreteach the following terms: civil rights rights guaranteed to all U.S. citizens (p. 118)suffrage right to vote (p. 119)poll tax tax citizens once had to pay to register to vote (p. 122)

Taking Notes

Thirteenth Amendment: outlawed slavery

Fourteenth Amendment: granted full citizenship to African Americans; echoes Fifth Amendment due process clause; provides for equal protection under the laws

Seventeenth Amendment: allowed for direct election of senators

Nineteenth Amendment: gave women the right to vote

Voting Rights

Civil Rights

Other voting rights amendments include the Fifteenth, Twenty-third, Twenty-fourth, and Twenty-sixth Amendments.

Teach the Main Idea

Guaranteeing Other Rights1. Teach Ask students the Reading Focus


2. Apply Ask students to create a Voting Rights time line beginning with the year 1776 and ending with the present year. As students read, have them make a list of the dates in the section that have to do with voting rights. Then, have them add each of these dates to the time line with a brief explanation of what happened on that

date. Encourage students to be creative and include drawings or photographs in their time lines.

3. Review Post students’ time lines in the classroom, and allow students to review and compare them.

4. Practice/Homework Have students use their time lines to write an essay about the history of voting rights in the United States.

118 CHAPTER 4

At Level


The Nineteenth Amendment

(1920): Gave women the

right to vote

The Fifth Amendment calls for due process for all citizens.

The Fourteenth Amend-ment prevents states from denying basic civil rights granted in the Bill of Rights.

Thirteenth Amendment

In 1863 President Abraham Lincoln issued the Emancipation Proclamation. The order banned slavery in the Confederate states. Yet, while it marked a great step in Ameri-can history, the Emancipation Proclamation did not free all the slaves. For example, in the state of Delaware slavery remained legal because Delaware had not joined the Confed-eracy. The Thirteenth Amendment, ratifi ed in 1865, outlawed slavery in all states and in all lands governed by the United States.

Fourteenth Amendment

Another key amendment is the Four-teenth Amendment, ratifi ed in 1868. First, it granted full citizenship to African Americans. Second, it declared that no state could take away a citizen’s “life, liberty, or property, without due process of law.” That clause echoes the Fifth Amendment in the Bill of Rights, which prohibits such actions by the federal government. Finally, the Fourteenth

Amendment guarantees every citizen with-in a state equal protection under the laws.

READING CHECK Summarizing Why did Congress pass the Thirteenth and Fourteenth Amendments?

Amendments ExtendVoting RightsVoting is one of the most basic principlesof citizenship. However, in the British colonies, only free, white men who owned property could vote. Some states’ constitu-tions expanded the right to vote to include any white man who paid taxes. However, in every state, the right to hold public offi ce was limited. Only landowners could hold offi ce.

Originally, the Constitution mentioned nothing about voting rights. As a result, many state and local laws prevented women, African Americans, poor people, and other groups from voting. Between 1870 and 1971, a series of six constitutional amendments extended suffragesuffrage,or the right to vote, to all U.S. citizens.


HISTORIC DOCUMENT

The Fifth and the Fourteenth AmendmentsIn 1833 the Supreme Court ruled that the Bill of Rights applied to the federal government but not to state governments. As a result, many states denied citizenship and basic rights to African Americans. Following the Civil War, the Fourteenth Amendment was ratified, defining citizenship and preventing states from interfering in the rights of U.S. citizens.“No person shall be . . . deprived of life, liberty, or property, without due process of law.”

“All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law . . .”

ANALYSISSKILL ANALYZING HISTORICAL DOCUMENTS

How did the Fourteenth Amendment extend civil rights to African Americans?

ACADEMIC VOCABULARYprinciples:a basic belief, rule, or law

AnswersAnalyzing Historical Documents

It granted full citizenship to African Americans.Reading Check to outlaw slavery and to protect African Americans’ civil rights

Reading Focus

Which amendments extended Americans’ voting rights?

Amendments Extend Voting Rights Describe Which two groups of Americans gained the right to vote with the Fifteenth and Nineteenth Amendments? Fifteenth: African American men; Nineteenth: women

Identify What event caused many Americans to feel that the voting age should be lowered? Why? The Viet-nam War; Many felt that if 18-year-olds were old enough to fi ght and die for their country, they were old enough to vote.

From the Source: Readings in Economics and Government: Reading 24: Susan B. Anthony on Women’s Suffrage

English-Language LearnersWrite a Letter

1. Ask students to imagine that they are living during the period just following the Civil War. Briefl y discuss with the class what they think their lives would be like.

2. Then have each student write a letter to a friend overseas, explaining the necessity of passing the Thirteenth and Fourteenth Amendments and how they will extend civil rights. Each letter should explain what rights and principles are behind the amendments,

why the amendments are necessary, and what effects the amendments will have on all Americans.

3. Ask students to exchange letters with a partner for peer review. Reviewers should check letters for spelling, punctuation, and complete sentences, and make sure that the letter makes sense overall. Verbal/Linguistic Alternative Assessment Handbook: Rubric 25: Personal Letters

119

Above Level

How did the Thirteenth and Fourteenth Amendments extend civil rights?

Amendments Extend Civil Rights Explain How did the Thirteenth Amendment change the United States? It ended slavery in all states and lands governed by the United States.

Summarize What rights were in-cluded in the Fourteenth Amendment? full citizenship for African Americans, the requirement of states to exercise due process of law, and a guarantee that every citizen within a state has equal protection of its laws

Reading Focus


1865 1868 1870

Fifteenth Amendment

The Fifteenth Amendment, ratifi ed in 1870, stated that no one could be denied suffrage because of race or color. It was a step in the right direction. However, women still could not vote, so the amendment applied only to African American men.

Despite the Fifteenth Amendment, many former Confederate states passed laws to keep African Americans from voting. Some people who dared to challenge these laws suffered violence. It was not until the 1960s, after decades of divisive battles, that the U.S. Con-gress fi nally passed civil rights laws to guar-antee voting rights for African Americans.

Seventeenth Amendment

Under Article I, Section 3 of the Constitution, citizens of each state did not elect their sena-tors. Instead, each state’s legislature elected that state’s senators. This was the case until 1913 when the country adopted the Seven-teenth Amendment, which called for the direct election of senators. Eligible voters of each state could now choose their senators directly. This amendment strengthened the principle of direct representation by making senators answerable to the voters and not to other politicians.

Nineteenth Amendment

Less than a century ago, many Americans, both men and women, believed that letting women vote would be dangerous. Some people argued that women were not wise enough to choose a candidate or smart enough to understand the issues. It took a long, bitter battle to challenge these opinions. Courageous women such as Susan B. Anthony, Carrie Chapman Catt, Lucretia Mott, and Elizabeth Cady Stanton led the women’s suffrage movement that began in the mid-1800s.

120 CHAPTER 4

In 1870 Hiram Revels became the first African American member of the U.S. Congress. Revels was born in 1822 in Fayetteville, North Carolina. His heritage was a mixture of African and Croatan Indian. When his brother died, Revels

became manager of the family barbershop.

Eventually, Revels left home to pursue an education. He be-came a minister in the African Methodist Episcopal Church. He preached in many states, settling in Baltimore, Maryland, where he became the principal of a school for African Americans. When the Civil War began in 1861, Revels supported the Union by organizing regiments of troops from Maryland and Missouri. He became a chaplain and the provost marshal of Vicksburg,a strategically important town in Mississippi.

After the war, Revels settled in Mississippi, where he continued to preach and earn the respect of local citizens, who eventu-ally elected him to the state senate. In 1860 he filled the U.S. Senate seat vacated by Jefferson Davis, who had left a decade earlier to become president of the Confederacy. Following his term in office, Revels returned to public work in Mississippi.

Draw Conclusions How did the life of Hiram Revels reflect the changes brought by civil rights laws?

Hiram RevelsHiram Revels(1822–1901)

FOCUS ONFOCUS ON

14th AmendmentGranted citizenship to all people born in the United States (except for Native Americans)

15th AmendmentGave African American men the right to vote

13th AmendmentBanned slavery throughout the United States

Reconstruction Amendments

Info to KnowWomen Voters Before the Nineteenth Amendment New Jersey’s fi rst constitu-tion said that “any person” with prop-erty worth a certain amount of money could vote. At fi rst, not many women voted. Soon, however, their votes began to decide some close elections. As a result, in 1807 the state’s all-male legis-lature took away women’s right to vote. New Jersey women would not be al-lowed to vote again until the Nineteenth Amendment was ratifi ed—more than a century later.

Act Out an Amendment Adoption1. Organize the class into small groups and

assign each group one of the amendments discussed in this section.

2. Have groups research the amendment’s passage and prepare a dramatization of its adoption process. Each group member should portray one of the people in the process.

3. Have groups present their dramatization to the class. Verbal/Linguistic Alternative Assessment Handbook: Rubric 33: Skits and Reader’s Theater

Research Required

Online Resourcesgo.hrw.com

KEYWORD: SZ7 CH4ACTIVITY: Voting Rights and History

At Level

AnswersFocus On Possible answer: Civil rights amendments outlawed slavery and granted citizenship to African Americans. These amendments gave Revels the opportunity to become a senator.

120

Arkansas Curriculum FrameworkCivics for Core Curriculum Grades 9-12C.2.CCC.2; USC.7.CCC.2; USC.7.CCC.3



Learners Having Diffi cultyResearch Required


Expandingthe Right to Vote

Over the years, six constitutional amendments have expanded voting rights to more Americans. African Americans, women, and young citizens have all earned the right to vote.

Women received the right to vote with the ratification of the Nineteenth Amendment.

Women

The Twenty-sixth Amendment granted citizens 18 years old and older the right to vote in all federal, state, and local elections.

Young Americans

The Fifteenth Amendment provides voting rights for African Americans. It states that the right to vote cannot be denied based on race or color.

African Americans

ANALYSISSKILL ANALYZING VISUALS

Do you think voting rights might be expanded in the future? Why or why not?

Over time, states allowed men to vote regardless of property ownership. The Twenty-fourth Amendment outlawed poll taxes as a requirement for voting.

Men

Analyze PhotosThis page identifi es the four groups of people affected by amendments that changed voting rights.

Predict How might life in the United States be different if the groups shown were not given the right to vote? Possible answer: The rights of African Americans, women, and young people might not be protected because these groups would not have a voice in government.

Explore the Women’s Rights Movement1. Number each paragraph in Reading 11:

Seneca Falls Declaration of Women’s Rights in From the Source: Readings in Economics and Government. Assign a number to each student and have them read each paragraph aloud.

2. Discuss the Thinking Critically questions as a class.

3. Then have students work in mixed-level pairs to do research and write a brief biography of either Elizabeth Cady Stanton or Lucretia Mott. Students should include achievements and other important aspects about their lives.

Verbal/Linguistic From the Source: Readings in Economics and Government: Reading 11: Seneca Falls Declaration of Women’s Rights

AnswersAnalyzing Visuals Possible answers: Yes, voting rights could be extended to people even younger than 18. No, all groups that should have voting rights currently have them.

121

At Level

Wyoming became the fi rst state to give women the right to vote when it entered the Union in 1890. Gradually, other states passed women’s suffrage laws. The battle for a national suffrage law fi nally succeeded in 1920 with the ratifi cation of the Nineteenth Amendment, which gave all women the right to vote.

Twenty-third Amendment

Ratifi ed in 1961, the Twenty-third Amend-ment gave citizens living in the District of Columbia —the district of the nation’s capital—the right to vote for president and vice president. Residents there had not been able to vote in national elections since the late 1700s.

Twenty-fourth Amendment

Some states tried to keep some African Amer-icans from voting by requiring citizens to pay a poll tax. A poll taxpoll tax is a tax a person had to pay to register to vote. Because some Americans could not afford to pay the tax, they could not vote. In 1964 the Twenty-

fourth Amendment banned the use of poll taxes as requirements for voting in national elections. In 1966 the Supreme Court also outlawed poll taxes in state elections.

Twenty-sixth Amendment

Many young men from the age of 18 fought in the Vietnam War. Many people at the time believed that if 18-year-olds are old enough to go to war, they are old enough to vote. As a result, the Twenty-sixth Amendment, ratifi ed in 1971, lowered the voting age in all elections to 18.

As a result of the six amendments you have just read about, no one can be denied the right to vote because of their gender, the color of their skin, or their religion. No one has to own land or pay money in order to vote. Voting is one of our most important rights. Every citizen should exercise that right when he or she has the chance.

READING CHECK Analyzing Information Howhas the right to vote expanded over time?

122 CHAPTER 4

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

civil rights. b. Explain What was the basic purpose of the

Thirteenth and Fourteenth Amendments? c. Elaborate If you were asked to write an

amendment protecting or guaranteeing a civil right today, what right would your amendment cover? Write your amendment in four or fi ve sentences.

2. a. Defi ne Write a brief defi nition for the terms suffrage and poll tax.

b. Sequencing Beginning with the ratifi cation of the Constitution, list in order the groups of people to whom the right to vote has been given.

c. Evaluate Do you think that the right to vote should be extended to people ages 14 to16? Why or why not?

Critical Thinking3. Categorizing Copy the chart, then use your notes

to fi ll in the information about amendments that have extended Americans’ right to vote.

Focus on Writing4. Identifying Points of View Write a brief

narrative from the perspective of a person who has just received the right to vote. Make sure that your narrative explains the importance of the right.

KEYWORD: SZ7 HP4


SECTION 2 ASSESSMENT

Extending Voting Rights

Amendment Year Ratifi ed Group Benefi ting from Amendment

1870

Nineteenth 1920

Twenty-third

1971

CloseReview with students how later amend-ments extended both civil rights and voting rights.

Review Online Quiz: Section 2 Quiz Game




AnswersReading Check Voting rights expanded beginning in 1870 when African Americans were given the right to vote. In 1913 citizens were given the right to vote for senators. In 1920 women won the right to vote. In 1961 people in the District of Columbia were given the right to vote for president and vice president. In 1964 the poll tax was eliminated. In 1971 18-year-olds were given the right to vote.


1 a. civil rights, p. 118 b. The Thirteenth Amendment outlawed slavery. The Fourteenth Amendment granted full citizenship to African Americans, echoed the due process clause in the Fifth Amendment, and guarantees citizens equal protection under the laws. c. Students’ amendments will vary but should address a civil right that is not currently addressed in the Constitution or its amendments.

2. a. suffrage, p. 119; poll tax, p. 122 b. whitemale property owners, African Americans,

women, 18 to 20-year-olds c. Answers will vary, but students should explain whether or not they feel people ages 14 to 16 should be allowed to vote.

3. Fifteenth, African American men; women; 1961; citizens living in the District of Columbia; Twenty-sixth, 18 to 20-year-olds

4. Students’ narratives will vary but should include a discussion of the effect that the right to vote has had on the new voter and its importance.

122

Interdisciplinary Connection: Focus on Reading


Project Citizen class in Brownsville, Texas, had a simple idea to improve the area where their school buses loaded and unloaded. The area was so muddy that students often had to walk in the street. In the end, students’ efforts made the area safer for everyone, especially stu-dents who were mobility impaired.

Community Connection The students in Martin Leal’s class realized that many safety problems needed solving. For example, the school bus area had narrow, slippery sidewalks and no ramps. Students found that this was a violation of a federal law called the Americans with Disabilities Act (ADA). Additionally, a city law said that sidewalks should be slip-resistant.

Students with disabilities were not the only ones affected. The bus area was on a busy street where cars often drovetoo fast, endangering pedestrians. The project soon took the name “Watch Out for that Car!”

Taking Action Students interviewed classmates about problems with the bus area and created posters illustrating those problems. With help from the police, they also tracked the speed of cars in the area. In 30 minutes, they found 12 cars speeding. Students pre-sented their concerns to the mayor, the city public works director, and the city commission of Brownsville.

City leaders quickly responded to the team’s fi ndings. Speed bumps now keep traffi c slow, wide sidewalks and curbs follow ADA rules, and the bus area is located away from traffi c. “Kids can help their community and make it safe,” said Rogelio Garduza, one of the students involved in the project.

Improving SafetyImproving Safety at School at School

1. Why was it important for students to involve the police and local government in this project?

2. Are there any areas in or around your school or neighborhood that are safety concerns? What could be done about them?

KEYWORD: SZ7 CH4

go.hrw.comProject Citizen

SERVICE LEARNING

Info to KnowDoing Something Many young adults throughout the United States become involved in their communities. In fact, one national organization called Do Something encourages young people to look beyond themselves and take action to improve the world around them. Whether through combating local homelessness and hunger, improving awareness of kindness and tolerance, or organizing to provide disaster relief, such as after the attacks on September 11, 2001, students are proving that they can make a signifi cant difference in the lives of others. Do Something is cur-rently comprised of millions of young adults and thousands of educators work-ing together to improve American com-munities. Do Something has also taken on international projects. In 2005, the organization raised money to help build a school, nursery school, and medical clinics in Asian countries affected by the December 2004 tsunami.

Students Take Action Activities

Answers 1. They needed help from the police to prove that cars were speeding, and they needed the local government to listen to their concerns and fix the roads and sidewalk. 2. Answers will vary; students should identify any safety concerns they have and ideas on how to to solve them.

Learn about Traffi c LawsRemind students that in the near future, many of them may be learning how to drive, and it is therefore imperative that they know and under-stand traffi c laws for their safety and for others. Direct students to your state’s Department of Motor Vehicles Web site. Have students research traffi c laws in the state, as well as other motor

vehicle laws, such as seatbelt laws and environ-mental requirements. Ask them to record what they fi nd. When they have fi nished, make a list of laws they learned on the board, and discuss with the students how these laws help keep driv-ers, passengers, and pedestrians safe.

Verbal/Linguistic

Above Level

Research Required

123

124 CHAPTER 4

You have probably heard the say-ing, “There’s no free lunch.” That just means that you cannot get something for nothing. In almost

any kind of relationship, there is some give and take. When this country was founded, citizens gave up some of their individual powers to the govern-ment. In return, the government agreed to protect the rights of citizens. But the government is you. You must play your part, too. In order to ensure that your rights and freedoms are protected, you have duties and respon-sibilities to the country. You must be an informed, active, and involved citizen.

Duties of CitizenshipIn return for having the privileges of a citi-zen, there are a few duties that a citizen must do. These duties are crucial to making our democratic government work.

Obeying the Law

Of course, we must all obey the laws of our land. What would happen if people didn’t? Our society would quickly collapse. To obey

These citizens proudly display their juror identification.

Citizens’ Duties and ResponsibilitiesBEFORE YOU READ

The Main Idea

Along with the rights and freedoms of U.S. citizenship come important duties and responsibilities.

Reading Focus

1. What are the duties of citizenship?

2. What are the responsibilities of citizenship?

Key Terms

draft, p. 125rationed, p. 125jury duty, p. 125

As you read, take notes on the duties

and responsibilities of U.S. citizens. Use a diagram like this one to record your notes.

TAKINGNOTES

Duties Responsibilities

Why It MattersAsk students if they have ever been a member of a club or a sports team. Explain that along with privileges of membership in a group, also come du-ties and responsibilities. Ask students to list some examples of these duties and responsibilities. (Students may men-tion showing up for practice or games, representing their club or team at public functions, or fundraising.) Tell students that citizens of the United States also have duties and responsibilities that come with the privileges of citizenship. In this section they will learn about the duties and responsibilities of U.S. citizenship.

Key TermsPreteach the following terms: draft policy requiring men of certain ages and qualifi cations to serve in the military (p. 125)rationed limited by law to a certain amount per household (p. 125)jury duty serving on a jury (p. 125)

Vocabulary Activities: Chapter 4

Taking Notes Duties Responsibilities

• Obeying the law• Attending school• Paying taxes• Serving in the armed

forces• Appearing in court

• Voting• Being informed• Taking part in

government• Helping your

community• Respecting and

protecting others’ rights

Teach the Main Idea

Citizens’ Duties and Responsibilities1. Teach Ask students the Reading Focus


2. Apply Remind students that although they may not be old enough to vote, serve in the military, or serve on a jury, they too have duties and responsibilities that come with being a citizen of the United States. Ask them what kinds of personal duties and responsibilities they have. Examples should include attending school, obeying laws, and paying taxes.

3. Review Have students make a list of the duties and responsibilities they currently have as citizens.

4. Practice/Homework Ask students to imagine that they are writing to a friend in another country, explaining the duties and responsibilities of U.S. citizens. Tell students to explain the duties and responsibilities they currently have in their letters, using the list they made in step 3.

124 CHAPTER 4

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




the laws, you have to know what the laws are. For example, if a police offi cer stops you for speeding, it probably will not help to claim that you did not know the speed limit. Why? It is your duty to fi nd out what the speed limit is and to obey it.

Attending School

You have to go to school, at least until age 16. The United States highly values education. That is why we have free, public schools.

A democracy cannot function without educated citizens. People need good think-ing skills so they can wisely choose their leaders. They must be able to read about and understand issues that affect us. Education also gives citizens the skills they need to join the workforce and help the economy grow.

Paying Taxes

If you work, you probably have to pay taxes. When you buy things, you probably have to pay taxes. Almost nobody escapes them. We might not love paying taxes, but we enjoy the services that our tax money buys. Taxes pay for police and fi re protection and count-less other services. When you drive down a paved street, go to school, or turn on an elec-tric light, you are seeing the results of taxes you pay. Tax money also pays the huge costs of national security and defense.

Serving in the Armed Forces

Whenever America has been threatened, its citizens have come together to defend it. In the American Revolution, volunteers formed militias, or armies, to fi ght the British. Volun-teers have fought in every war in U.S. history.

When the country has needed huge numbers of soldiers, it sometimes has had to establish a draftdraft. Draft laws require men of certain ages and qualifi cations to serve in the military. Such laws have generally been put into effect during times of war.

The United States has not had a draft since 1973, during the Vietnam War. Since then, the armed forces have used only volunteers

to fi ght wars. However, 18-year-old men must still register to serve in the military if they meet the qualifi cations for service. The registration process allows the government to keep track of the names and addresses of all men of draft age. Registration ensures that if a war or other crisis requires that the coun-try quickly expand its armed forces, a draft could be launched again.

Although only some men must serve in the armed forces, other citizens have been called on to help protect the country. Dur-ing World War II, Americans at home had to give up or cut back their use of various sup-plies needed for the troops overseas. But-ter, sugar, beef, coffee, gasoline, and cloth were rationedrationed, or limited by law to a certain amount per household.

Appearing in Court

Citizens must report to serve as members of a jury, if they are called to do so. This respon-sibility is called jury dutyjury duty. Jury duty often involves sacrifi ce. Many citizens must take time off work to serve on a jury, and they are paid very small sums for their time. Why do we ask people to make this sacrifi ce? The Constitution guarantees citizens the right to a trial by jury of their peers—that is, their fellow citizens. Citizens must also testify in court if called as witnesses. For our system of justice to function, citizens must fulfi ll their duty to serve on juries and appear as witnesses.

READING CHECK Summarizing Describe five duties of American citizenship.


Men between the ages of 18 and 25 have a duty to register for the draft.

Reading Focus

What are the duties of citizenship?

Duties of CitizenshipExplain Why is it important for all citizens to pay taxes? Taxes pay for police and fi re protection, as well as other services, such as schools andnational defense.

Interpret What do you think the phrase “Ignorance of the law is no excuse” means? It means that it is a citizen’s duty to fi nd out what the law is, so he or she can obey it.

Evaluate Why is it important for citi-zens to serve on juries and testify in courts? It ensures that people will be tried by a jury of their peers and that our system of justice will function ac-cording to the laws of the Constitution.

Mathematics for Economics Activities: Activity 15: Computing Taxes

AnswersReading Check obeying the law, attending school, paying taxes, serving in the armed forces, and appearing in court

Learners Having Diffi culty, English-Language LearnersIllustrate the Duties of Citizenship 1. With students, create a list of duties

of citizenship and record them on the chalkboard. Examples should include the following: obeying the law, attending school, paying taxes, serving in the armed forces and appearing in court.

2. Tell students to choose one of these duties and to create a drawing showing an example of that duty. Remind students to write the name of the duty on their drawings.

3. When students have fi nished, choose several volunteers and have them present their drawings to the class. Visual/Spatial

125

Below Level

Info to KnowWomen and the Draft In most countries that draft their citizens into the armed forces, only men are called. But Israel, a small country surrounded by actual and potential enemies, has required ser-vice by both men and women since its founding in 1948. China did the same, starting in 1949, but with so many young people available each year, the Chinese draft has since become highly selective.



Responsibilitiesof CitizenshipThe duties of citizenship are the things we must do. There are other things we should do as citizens. These tasks are not required by law, yet most Americans accept them as their responsibility. A few of them are listed below.

Voting

American editor and drama critic George Jean Nathan once said, “Bad offi cials are elected by good citizens who do not vote.” If you do not vote, you leave the choice up to others—and you might not like the can-didate they choose. Another way of putting this is the familiar phrase, “If you don’t vote, don’t complain about the results.”

Many people throughout our history gave their lives so that all citizens could vote. That makes voting not only an honor, but also a responsibility. Our government is based on the consent, or the approval, of the

governed. Therefore, we must let our legisla-tors know when we approve or disapprove of their actions. We do that by voting for people whose views we support and who we believe to be good, honest candidates. The fi rst step in voting is to know what you are voting on.

Being Informed

To cast your vote wisely, you must be well informed about candidates, current events, and key issues. That involves taking an interest in the programs and activities of the govern-ment. You also have a responsibility to tell your representatives what you think about topics of public concern.

Taking Part in Government

Some people watch a basketball game. Other people play the game. Being informed is just the start of participating in government. We also need people who will join political parties and help shape their positions on issues. We need citizens who will lead, who will educate others, and who will infl uence public opinion.

126 CHAPTER 4

Part of being a good citizen means helping your community. These volunteers are helping to build homes in their community.

What are some ways you could help your community?

Being a Good Citizen

Reading Skill Ask students to think about

how a person’s point of view might af-fect his or her feelings toward draft laws in the United States. Ask students to think also about their own point of view regarding the draft. Students should think about how the draft affects them—currently and also in the future—as well as other issues, such as whether or not women should be included in the draft. Then have students write a short essay explaining their point of view about the draft. When students have fi nished writ-ing their essays, post them in the class-room for the class to read and compare the different points of view.

Answers(photo) Possible answers: volunteer for environmental clean-ups, organize a food drive for the homeless

Find Duties of Citizenship in the Constitution1. Lead a class discussion about the duties of

citizenship. Then ask each student to write on a sheet of paper where he or she thinks these duties are described. Students should indicate that they are described in the Constitution and in the laws of the country and the states.

2. Collect all of the responses and write the different answers on the chalkboard. Remind students that they can fi nd the duties of

citizenship in the Constitution and in U.S. and state laws.

3. Divide students into small groups. Refer them to the Constitution in this textbook. Then ask each group to make lists of each instance in which the duties of citizenship are described. Ask a volunteer from each group to share the group’s list with the class. Verbal/Linguistic

126

At Level

Reading Focus

What are the responsibilities of citizenship?

Responsibilities of CitizenshipExplain Why is voting an important responsibility? It is important to choose leaders whose views you support and who you feel will do the best job.

Recall Why is being informed impor-tant to the voting process? You must be well-informed about candidates, current events, and key issues in order to vote wisely.

Elaborate How can you participate in government even if you are not old enough to vote or run for offi ce? Possible answers: helping at a polling place, helping a candidate run for offi ce, telling leaders whether or not you think they are doing a good job


We especially need people willing to run for political offi ce and serve wisely if elected. The quality of any democratic government depends on the quality of the people who serve in it.

Helping Your Community

One of the most important ways to be a responsible citizen is to take pride in your community. In addition, you should make sure that your community can take pride in you and your actions.

Have you ever volunteered to help your community? There are so many ways to help, from giving your time at the public library to participating in a walk for hunger. Citizens should volunteer to improve their commu-nities. The government cannot be aware of every small problem, much less fi x them all. Yet solving small problems is something vol-unteers can do in many ways. Think of how small acts of kindness—such as planting a tree, cheering up a sick person, or caring for a stray animal—make community life better.

Volunteering, just like voting, is a seri-ous responsibility. It can also be a lot of fun. Almost everyone can fi nd a way to help out in the community.

Respecting and Protecting

Others’ Rights

The lasting success and the strength of the United States depends on the protection of the rights of its citizens. You can play an impor-tant role in protecting these priceless rights. The fi rst step is knowing your own rights as an American citizen. Then remember that the people around you share those same rights. By knowing what rights all people share, you can be sure to respect those rights. For example, it is essential that com-munity members respect others’ property. You should also know when people’s rights are being violated. You have a responsi-bility to help protect the rights of others, just as you would want them to defend your rights.

All Americans must help defend human rights. Only then can the country truly have, in Abraham Lincoln’s words, a “govern-ment of the people, by the people, and for the people.” As one of the people, you have the responsibility to help make sure that our society works for everyone.

READING CHECK Making Generalizations Howcan individual citizens contribute to society?


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

draft, rationed, and jury duty. b. Explain Why do citizens owe certain duties

to their country? c. Predict What do you think would happen if

only a very small group of people performed their civic duties? Explain your answer.

2. a. Recall What are four responsibilities that each citizen has to the country?

b. Analyze Why is voting often considered the most important responsibility a citizen has?

c. Elaborate What is one problem in your com-munity that you think students might help solve? Write a short plan of action.

Critical Thinking3. Summarizing Copy the graphic organizer. Use it

and your notes to list the duties of citizenship.

Focus on Writing4. Categorizing Write a short paragraph identifying

several actions you could take on a daily basis to help your community.

KEYWORD: SZ7 HP4


SECTION 3 ASSESSMENT

Duties of Citizenship

CloseReview with students the duties and responsibilities of citizenship. Ask them to explain the differences between the two.

Review Online Quiz: Section 3 Quiz Game Vocabulary Activities: Chapter 4




AnswersReading Check respect the rights of others, help in their communities, vote, help those less fortunate, stay informed, and take part in government


1. a. draft, p. 125; rationed, p. 125; jury duty, p. 125 b. duties are part of the privilege of citizenship c. Students might mention that the government could not function without taxes, the country could not defend itself, and the country would not prosper due to a lack of education among its citizens.

2. a. Students should mention four of the follow-ing: obeying the law, attending school, pay-ing taxes, serving in the armed forces when the country is threatened, and appearing in court. b. because our government is based

on the consent of the governed c. Answerswill vary, but students should identify a prob-lem and plan of action that students could undertake.

3. Students should include: obeying the law, paying taxes, attending school, serving in the armed forces when the country is threat-ened, appearing in court.

4. Students’ paragraphs will vary but should include actions they could take on a daily basis.

127


CHAPTER 4 REVIEW

128 CHAPTER 4

Review Key TermsFor each term below, write a sentence explaining its sig-nifi cance to citizens’ rights and responsibilities.

1. Bill of Rights

2. separation of church and state

3. self-incrimination

4. due process of law

5. eminent domain

6. bail

7. civil rights

8. suffrage

9. poll tax

10. draft

11. rationed

12. jury duty

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

Comprehension and Critical ThinkingSECTION 1 (Pages 110–116)

13. a. Recall Why was the Bill of Rights added to the U.S. Constitution, and why was the Ninth Amendment included in the Bill of Rights?

b. Analyze Which freedom in the Bill of Rights is most important? Why?

c. Identify Cause and Effect Why did Americans want to ensure that accused persons had the right to trial by jury? What might hap-pen to our system of justice if citizens refused to serve on juries?

SECTION 2 (Pages 118–122)

14. a. Describe How did the Thirteenth and Four-teenth Amendments extend the civil rights of Americans?

The Constitution’s Bill of Rights guarantees the rights and freedoms of all Americans. It is the responsibility of all Americans to protect those rights.

128 CHAPTER 4

Reviewing Key Terms 1. The Bill of Rights consists of

the fi rst 10 amendments to the Constitution, which focus on indi-vidual rights.

2. The separation of church and state ensures freedom of religion.

3. The Fifth Amendment protects people from self-incrimination, or testifying against themselves.

4. Due process of law means that a person cannot be punished for a crime until the law has been fairly applied to the case.

5. Eminent domain is the government’s power to take private property for public use.

6. Bail is money or property that a person accused of a crime gives the court to hold so that he or she can be released from jail.

7. Civil rights are guaranteed to all U.S. citizens.

8. Suffrage, or the right to vote, has been extended to all U.S. citizens over the age of 18.

9. A poll tax is a tax people pay to reg-ister to vote.

10. A draft requires men of certain ages and qualifi cations to serve in the military.

11. Supplies needed for troops during times of war can be rationed.

12. Jury duty is a citizen’s responsibility to serve as a member of a jury.

Comprehension and Critical Thinking13. a. the framers feared states would

oppose the Constitution without a list of citizens’ individual rights; to imply that people are entitled to rights not defi ned by the Constitutionb. Answers will vary, but students should choose a freedom included in one of the fi rst 10 amendments and be able to explain their opinion.c. to protect citizens from abuses in the criminal justice system; Answers will vary, but students should under-stand that juries protect the rights of the accused.

14. a. The Thirteenth Amendment outlawed slavery in all states; the Fourteenth granted full citizenship to African Americans, equal protection to every citizen, and declared that no state could violate a citizen’s rights with-out due process of law.b. Fifteenth stated no one could be denied voting rights because of race or color, Seventeenth allowed voters to choose their own senators, Nineteenth gave women the right to vote, Twenty-third gave citizens of the District of Columbia voting rights; Twenty-fourth banned poll taxes, Twenty-sixth lowered the voting age to 18.

c. Answers will vary, but students should be able to explain their opinions.

15. a. Duties: obeying the law, attending school, paying taxes, serving in the armed forces, appearing in court; Responsibilities: voting, being informed, taking part in gov-ernment, helping the community, respecting and protecting others’ rightsb. Answers will vary, but students should show an understanding that duties and responsibilities help ensure that freedoms and rights are protected.



Reading SkillsIdentifying Points of View Read the selection below, then answer the question that follows.

“I do conceive that the constitution may be amended; that is to say, if all power is subject to abuse, that then it is possible the abuse of the powers of the general government may be guarded against in a more secure manner than is now done, while no one advantage, arising from the exercise of that power, shall be damaged or endangered by it. We have in this way some-thing to gain, and, if we proceed with caution, nothing to lose; and in this case it is necessary to proceed with caution; for while we feel all these inducements to go into a revisal of the constitu-tion, we must feel for the constitution itself, and make that revisal a moderate one.”James Madison Proposes the Bill of Rights to the House of Representatives, June 8, 1789

20. What was Madison’s point of view about the Bill of Rights?

a. The Bill of Rights was unnecessary, and he opposed it.

b. There was no good reason to adopt a Bill of Rights, but we should do it anyway.

c. The Constitution is flawed, and a Bill of Rights is absolutely necessary to protect our rights.

d. Power can be abused, so we should adopt some moderate changes to protect against that abuse.

21. Writing Your Interview Questions Reviewthe notes you have taken about the Bill of Rights. Then, based on your notes, begin writ-ing questions for your interview with James Madison. What will the readers of your news-paper want to learn more about? Write at least 10 interview questions that your readers will want to have answered.

b. Analyze How have voting rights been expanded through constitutional amendments?

c. Evaluate Would you support the Twenty-sixth Amendment if it were being voted on today? Why or why not?

SECTION 3 (Pages 124–127)

15. a. Recall What are the duties and responsibili-ties of citizenship?

b. Describe How might the country be affected if citizens failed to perform their duties and responsibilities?

c. Elaborate What are some ways you can help in your community?

Using the Internet KEYWORD: SZ7 HP4

16. Understanding Citizenship U.S. citizen-ship is not all about rights and freedoms. It is also about duty and responsibility. Enter the activity keyword to research the rights and responsibilities of citizenship. Then choose one of the responsibilities outlined in the chapter and create an action plan to increase commu-nity awareness of this responsibility. Your plan should outline the responsibility on which you will focus and how you will raise awareness of it.

Civics Skills Making An Oral Presentation Use the steps below about making oral presentations to help you answer the following questions.

1 Create a strong opener.

2 Structure your presentation.

3 Practice your presentation.

4 Be prepared for questions.

17. Imagine that you are preparing an oral pre-sentation on the responsibilities and duties of American citizens. Write an opener that will capture your audience’s attention.

18. What kind of visual aid could you use to enhance your presentation?

19. What types of questions might you expect to be asked after your presentation?

Active Citizenship video programReview the video to answer the closing question: Why do you think students do not always have control over their own privacy at school?

HOLT

Active Citizenship� Video Program

Use the video Privacy Rights in Public Schools to extend the Law 101 feature in this chapter.

Intervention ResourcesReproducible

Guided Reading Strategies

TechnologyStudent Edition on Audio CD Program


Interactive Skills Tutor

Quiz Game

In Your Own Words Sometimes the wording of a question might be a bit different than the wording students are accustomed to using. Tell students to read the question and then try re-stating it in their own words to make sure they understand what the question is asking.

c. Possible answer: by taking pride in my community; by making sure my community can take pride in me; by volunteering

Using the Internet16. Go to the HRW Web site and enter

the keyword shown to access a rubric for this activity.

KEYWORD: SZ7 TEACHER

Civics Skills 17. Answers will vary, but students’

openers should be thought provoking.

18. Students might suggest a poster illustrating and listing duties and responsibilities.

19. Students’ answers will vary but should recognize that questions would most likely cover material not covered in their presentations.

Reading Skills20. d

Focus On Writing 21. Interview questions will vary, but

students should demonstrate a clear understanding of the history and purpose of the Bill of Rights.

Active Citizenship video program

Students may point to the fact that they are still minors when attend-ing school and thus do not have the same rights as adults.



130 CHAPTER 4

You probably hear a lot about the things you are not allowed to do at school. You can’t skip classes, break the dress code, or prevent school officials from searching your locker. When it comes to your school records, however, you do have certain rights. A law called the Family Educational Rights and Privacy Act of 1974 (FERPA) protects your right to see your records, and, if necessary, ask the school to correct them.

Schools keep records on each student that can include informa-

tion about grades, attendance, standardized test scores, health information (such as when you had your immuni-zation shots), and disciplinary actions. Under FERPA, it is usually your parents who have the right to see or get a copy of your school records. In most states, the right to review your records transfers to you at the age of 18. In a few states, you have this right at age 14.

If you think there is an error in your record, you or your parents may request to have that information changed. If you cannot get the information corrected or removed, FERPA allows you to add a statement or additional information to your record to explain what you think is wrong with it.

FERPA also makes sure that schools do not share your records with anyone else—except certain school or government officials—without your permission. Schools may release basic directory information, such as your name, address, birth date, and when you attended school, without telling you. However, you have the right to ask your school to keep your directory information confidential. FERPA applies to any school that receives money from the federal government, including all public and many private schools.

Schools are required to protect your school records under the Family Educa-tional Rights and Privacy Act of 1974.

School RecordsSchool Records and Your Rights and Your Rights

1. Why is it important for you and your parents to know what is written in your school record?

2. Why do you think FERPA states that your records cannot be released to other people without your permission?

EVALUATING THE LAWANALYSISSKILL KEYWORD: SZ7 CH4

go.hrw.com

School Records and Your Rights

Discuss Privacy Laws Have students think about how their lives might be different if school and government offi cials were not required to share their personal records with them, and, in addition, were allowed to share them with others. Lead a class discussion for students to express their opinions, and record their answers on the board. To help students get started, ask students to think about what would happen if potential employers were given access to school records. Could this affect whether or not they would get a job?

Law 101: Chapter 4

AnswersEvaluating the Law 1. Answerswill vary, but students might suggest to ensure its accuracy. 2. Answers will vary, but students should conclude that they may not want to have personal and private information shared with others without their permission.

Debate Privacy Laws1. Divide students into two groups. Tell students

that they will participate in a debate about privacy laws.

2. Choose one group to argue in favor of laws that allow certain schools and government offi cials to access students’ records. The other group will argue against these laws. Tell students to refer to the text of the Declaration

of Independence and the U.S. Constitution when making their arguments.

3. Have each group make a list of their arguments, and choose representatives to present the arguments to the class. Remind students about proper debate etiquette, such as not talking out of turn. Verbal/Linguistic

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