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Unit 2 Resources

The National Government

Chapter 6 The Legislative Branch

Chapter 7 The Executive Branch

Chapter 8 The Judicial Branch

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be used solely in conjunction with Civics Today: Citizenship, Economics, and You. Any other

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Photo Credits: page 25: Getty Images; page 49: Ron Sachs/CNP/CORBIS; page 57: White

House Photograph Courtesy Gerald R. Ford Library; page 73: Arnold Newman/Getty Images

Source Credits: page 57: www.fordlibrarymuseum.gov

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To the Teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v

Unit 2 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Citizenship and Decision-Making Activity 2 . . . . . . . . . . . . . . . . 3

Economics Activity 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Reading Skills Activity 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Speaking and Listening Skills Activity 2 . . . . . . . . . . . . . . . . . . 9

Enrichment Activity 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Primary Source Reading 2-A . . . . . . . . . . . . . . . . . . . . . . . . 15

Primary Source Reading 2-B . . . . . . . . . . . . . . . . . . . . . . . . 17

Chapter 6 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Content Vocabulary Activity 6 . . . . . . . . . . . . . . . . . . . . . . . 21

Academic Vocabulary Activity 6 . . . . . . . . . . . . . . . . . . . . . . 23

Biography Activity 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Writing Skills Activity 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Critical Thinking Skills Activity 6 . . . . . . . . . . . . . . . . . . . . . 29

Chart, Graph, and Map Skills Activity 6 . . . . . . . . . . . . . . . . . 31

Differentiated Instruction Activity 6 . . . . . . . . . . . . . . . . . . . . 33

School-to-Home Connection 6 . . . . . . . . . . . . . . . . . . . . . . . 35

Reteaching Activity 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Chapter 6 Section Resources . . . . . . . . . . . . . . . . . . . . . . . . . 38Guided Reading Activity 6-1 . . . . . . . . . . . . . . . . . . . . . . . . 39

Guided Reading Activity 6-2 . . . . . . . . . . . . . . . . . . . . . . . . 40
















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Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

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Unit ResourcesGlencoe’s Unit Resources are packed with activities for the varied needs of all

of your students. They include the following activities:

Citizenship and Decision-Making Activities

These activities are designed to involve students in grassroots community projects that may have national or international implications. The service-learning projects help students understand how civic participation affects their lives on a daily basis.

Economics Activities

These interdisciplinary activities help students understand the influence of economics on the world around them. Students are familiarized with economic terms and principles as they apply to current situations and events.

Reading Skills Activities

These reinforcement activities correspond to the reading skill lessons presented in each unit of the student text. The worksheets emphasize identification of word meanings and provide visual and kinesthetic reinforcement of vocabulary words.

Speaking and Listening Skills Activities

These unit-level activities provide practical applications of oral or auditory English language conventions. Students are given instructions on various speaking and listening skills and asked to apply these skills to civics content. Examples of speaking and listening skills include organizing and summarizing information, delivering presentations, and reciting text.

Enrichment Activities

These activities extend concepts presented in each unit by encouraging students to conduct independent research and write materials such as presentations and essays. Each activity provides background information and a challenging activity, and allows students to gauge their progress through the use of project-specific self assessment checklists.

Primary Source Readings

These activities allow students to “see” civics concepts through the eyes of those who have influenced political ideas, worked in government, and lived through changes in civic participation. Each selection is preceded by an introduction and a guided reading suggestion and is followed by questions that allow students to analyze and interpret the material.

Content Vocabulary Activities

These review and reinforcement activities help students master unfamiliar content terms used in the student text. The worksheets emphasize identification of word meanings and provide visual and kinesthetic reinforcement of vocabulary words.

Academic Vocabulary Activities

Knowledge of academic words, combined with continued acquisition of general words, significantly boosts student comprehension of academic texts. These activities provide explicit instruction in word parts, word relationships, grammar, and other lexical information.

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Biography Activities

These biographic sketches of contemporary and historic figures expose students to a diversity of civics topics and to the real-world application of those topics. Questions emphasize the role of individuals in shaping government and politics.

Writing Skills Activities

These activities help students develop and practice writing skills. They are designed to help students not only increase their writing skills, but also enable them to apply, relate, interpret, analyze, compare, organize and write about civics facts and concepts.

Critical Thinking SkillsActivities

Critical thinking skills provide students with the tools to live and work confidently in an ever-changing world. These activities show students how to use information to make judgments, develop their own ideas, and apply what they have learned to new situations.

Chart, Graph, and Map Skills Activities

Students interpret and organize information in charts, graphs, and maps. These activities stimulate critical thinking abilities and help students learn visually.

Differentiated Instruction Activities

These activities provide an opportunity to address different types of classroom learners. Teaching strategies offer activities for these differentiated learning styles: English Language Learners, Gifted and Talented, Special Needs, Logical/Mathematical, Verbal/Linguistic, Kinesthetic, Interpersonal, and Intrapersonal.

School-to-Home Connection

These activities extend students’ classroom learning. Working with a partner at home, students confirm their comprehension of ideas from the text and identify Big Ideas.

Reteaching Activities

These activities allow students to reinforce their comprehension of key concepts presented in the text. Students use tools such as graphic organizers and matching lists to identify and organize information.

Guided Reading Activities

These activities aid students who are having difficulty comprehending the student textbook. Students answer a series of sequential questions designed to help them identify, organize, and understand key concepts from their reading.

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Unit 2 ResourcesThe National Government

Citizenship and Decision-Making Activity 2Take It to the Supreme Court 3

Economics Activity 2Federal Highway Funding 5

Reading Skills Activity 2Making Connections 7

Speaking and Listening Skills Activity 2Reciting Text 9

Enrichment Activity 2The Executive Branch 13

Primary Source Reading 2-AFirst Fireside Chat 15

Primary Source Reading 2-B9/11 Commission Testimony 17

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Background

As the highest court in the land, the Supreme Court hears appeals from lower courts and reviews laws passed by Congress to determine whether these are constitutional. This precedent of judicial review was established in Marbury v. Madison in 1803.

Through the years, the Supreme Court has ruled on cases concerning contracts, corporate interests, private property, and disputes between the legislative and judicial branches. In Dred Scott v. Sanford (1857), the court held that enslaved African Americans were not citizens and had no rights. Just 11 years later the creation of the Fourteenth Amendment reversed this decision and gave all African Americans citizenship.

The Supreme Court has also ruled on civil rights for different groups. In 1896, Plessy v. Ferguson declared it acceptable to segregate public facilities. However, Brown v. Board of Education overturned the Plessy decision in 1954, calling for desegregation of schools. That same year, in Hernandez v. Texas, the court ruled that the Fourteenth Amendment applied to Mexican Americans and other ethnic groups.

Some Supreme Court cases have examined business practices. Lochner v. New York (1905) declared that limiting the

number of hours one could work was unconstitutional. Muller v. Oregon (1908) dealt with sex discrimination.

Questions to Consider

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

1. Explaining Why is the process of judicial review important?

2. Making Connections How does the Supreme Court influence society?

3. Identifying Which case broadened the application of the Fourteenth Amendment?

In the published ruling of Santa Clara County v. Southern Pacific Railroad Company, the Supreme Court held that corporations are entitled to the same legal rights and protections that individuals enjoy.

Your Task

Learn more about the importance of the Supreme Court by studying important Supreme Court decisions.

As one of the three branches of the federal government, the United

States Supreme Court examines the constitutionality of various laws. The

Supreme Court’s interpretation has lasting effects. Its decisions influence

future laws and court rulings. The actions of the Supreme Court affect all

United States citizens.

Take It to the Supreme Court

CITIZENSHIP AND DECISION-MAKING ACTIVITY 2

Why It Matters

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(continued)

How to Do It

1. Research the Supreme Court decisions listed in the box below. Each of the decisions had an effect on education in the United States.

2. Create and label a timeline showing the year of each decision.

3. Beneath your timeline, write one or two sentences explaining each ruling and its importance.

Follow-Up Activity

Use the Supreme Court’s Web site to learn more about judicial appointees and how the Supreme Court functions. Look at historical data as well as current data. Write a short report based on your findings.

Take It to the Supreme Court

CITIZENSHIP AND DECISION-MAKING ACTIVITY 2

Supreme Court’s Decisions Affecting Education

Berea College v. Commonwealth of KentuckyBoard of Education, Island Trees School District v. PicoBolling v. SharpeBrown v. Board of EducationMissouri ex rel. Gaines v. CanadaGreen v. County School Board of New Kent County, VAHazelwood School District v. KuhlmeierMcLaurin v. Oklahoma StateSwann v. Charlotte-Mecklenburg County Board of EducationSweatt v. PainterTinker v. Des Moines School DistrictUniversity of California Regents v. BakkeWest Virginia State Board of Education v. Barnette

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The executive branch of the federal government is responsible for carrying out many of the programs created in Congress. To do this, the executive branch includes a number of top-level departments and agencies that are responsible for overseeing various activities.

One such executive department is the Department of Transportation. This department works to manage travel by land, sea, and air. Several agencies with specialized roles make up this department. For instance, an agency known as the Federal Highway Administration (FHWA) manages the nation’s highway system. Through this agency, the executive branch helps fund highway construction in the United States. Individual state governments must comply with federal guidelines in order to receive this funding.

State governments collect money for highway construction through taxes on

highway usage and on items such as gasoline. When Congress approves a certain amount of spending for highway construction in the individual states, state governments have an idea of how much they can expect the federal government to contribute.

States are responsible for fully funding their own construction projects. When a project is completed, the state can send a bill to the federal government. The federal government then gives the amount of money it agreed to pay. Usually, the federal government will contribute about 80 percent of the cost, so states must raise the remaining 20 percent. States can earn additional funding from the federal government by passing safety programs such as safety belt legislation.

The flowchart below shows the process by which the federal government works with state governments to fund highway construction.

Federal Highway Funding

ECONOMICS ACTIVITY 2

Federal government sends its share of the

cost to the state government.

State government collects state highway

taxes, road and crossing tolls, and other funds.

State completes highway construction project.

State sends a bill to the federal government.

Federal government collects federal gasoline tax.

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(continued)

Federal Highway FundingDirections: Answer the questions below in the space provided.

1. Identifying Identify the branch of government, department, and agency responsible for overseeing highway construction.

2. Explaining What are some of the ways in which states collect revenue for highway construction?

3. Recalling At what point in the construction process do states bill the federal government for its share of the cost?

4. Retelling How do state governments obtain highway construction funds from the federal government?

5. Calculating If a highway construction project cost $10 million, what would be the contribution from the federal government?

6. Enumerating Why might the federal government provide additional funding incentives to state governments?

7. Critical Thinking: Considering When planning for highway construction projects, why would state governments budget more money than will actually be spent?

ECONOMICS ACTIVITY 2

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Making Connections

Learning the Skill

Making connections between what you read and what you already know or have experienced can help you better remember and comprehend, or understand, new information.

Use the following information about types of connections and how to identify them to make your own connections as you read.

Text-to-self connections based on personal experience. Is there anything in the text that reminds you of a personal experience? For example, have you ever visited Washington, D.C., and toured the White House? Have you argued for your rights or met a member of Congress?

Text-to-text connections made to earlier reading. Have you read about the topic before? For example, did you study the Supreme Court case Marbury v. Madison in an American history class?

Text-to-world connections that relate to ideas or events in other situations or places. What do you already know about the president, the Supreme Court justices, or members of Congress? What do you know about other world leaders or governments?

Practicing the Skill

Directions: Read the selection below from Chapter 8 in your textbook. As you read, use the strategies you just learned to make connections, and then complete the activity that follows.

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READING SKILLS ACTIVITY 2

Federal courts, like the Supreme Court, make up the third branch of the U.S. government. Courts use the law to settle civil disputes and to decide on the guilt or innocence of people accused of crimes . . . .The United States Supreme Court is at the top of the federal court system. If you visit the Court, you will see the words “Equal Justice Under Law” on the face of its marble building. Our legal system is based on this important ideal. The goal of the legal system is to treat every person the same. Under the Constitution, every person accused of breaking the law has the right to have a public trial and a lawyer. If an accused person cannot afford a lawyer, the court will appoint and pay for one. Each person is considered innocent until proven guilty and has the right to ask for a review of his or her case if, in that person’s view, the courts have made a mistake.

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(continued)

Making ConnectionsUse the excerpt from Chapter 8 to complete this chart. The first

row has been done for you.

Item in Text Description of Connection Type of Connection

Courts are the third branch of government.

I read about the other two branches of government in Chapters 6 and 7.

text-to-text

Applying the Skill

Directions: As you read Chapter 7, list six connections you can make to terms, concepts, or images in the text.

Item in Text Description of Connection Type of Connection

READING SKILLS ACTIVITY 2

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Reciting Text

Learning the Skill

Even the most fascinating topic can become dull in the hands of a poor speaker. A speaker who sighs, repeatedly looks at his or her watch, or speaks in a flat voice can quickly turn off an audience. When you are asked to speak or read in class or in front of an audience, use these tips to keep your listeners involved:

Speak clearly and audibly. Be sure to correctly pronounce each word. Before you speak, look up any words you are not sure how to pronounce.

Use proper speaking techniques. Keep your voice pleasant, and emphasize words appropriately—do not speak in a monotone. Be sure to speak loudly enough and slowly enough for everyone to understand your words. Emphasize important words.

Use proper body language—do not slouch or stand with your arms crossed. Keep a pleasant expression on your face. Make eye contact with your audience—do not look out the window or stare at the floor. Do not gaze at just one listener, look around the room.

Rehearse before you deliver the presentation. Videotape yourself giving the reading if you can. Analyze your performance for common errors such as talking too fast, using “like” inappropriately, or saying “um,” “uh,” or “you know” to fill in pauses.

Practicing the SkillSilently read through these two U.S. Supreme Court decisions,

and then follow the instructions.

In approaching this problem, we cannot turn the clock back to 1868 when the Amendment was adopted, or even to 1896 when Plessy v. Ferguson was written. We must consider public education in the light of its full development and its present place in American life throughout the Nation. Only in this way can it be determined if segregation in public schools deprives these plaintiffs of equal protection of the laws.

Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society. It is required in

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SPEAKING AND LISTENING SKILLS ACTIVITY 2

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(continued)

the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms.

We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other “tangible” factors may be equal, deprive the children of the minority group of equal educational opportunities? We believe that it does.

—from Brown v. Board of Education of Topeka, Kansas 1954

“National unity as an end which officials may foster by persuasion and example is not in question.” Government may create national symbols, promote them, and encourage their respectful treatment. But the Flag Protection Act of 1989 goes well beyond this by criminally proscribing expressive conduct because of its likely communicative impact.

We are aware that desecration of the flag is deeply offensive to many. But the same might be said, for example, of virulent ethnic and religious epithets, vulgar repudiations of the draft, and scurrilous caricatures.

If there is a bedrock principle underlying the First Amendment, it is that the Government may not prohibit the expression of an idea simply because society finds the idea itself offensive or disagreeable.

Punishing desecration of the flag dilutes the very freedom that makes this emblem so revered, and worth revering. The judgments are affirmed.

—from United States v. Eichman, 1990


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Reciting TextDirections: For this activity, you will have three minutes to read one of the previous passages to a partner. Before you do, make the following preparations.

1. Choose the passage that you will read. Use the following space to list all of the words from the passage that you do not know how to pronounce correctly. For each word, look up the correct pronunciation and write it beside the word.

2. The meaning of a sentence can change depending on which word you stress when you read the sentence. To illustrate this, read the following sentence aloud three times, emphasizing the capitalized word as shown:

We are AWARE that desecration of the flag is deeply offensive to many.We are aware that DESECRATION of the flag is deeply offensive to many.We are aware that desecration of the flag is DEEPLY offensive to many.

Now go through the passage you chose in step 1 and highlight words that you will emphasize when you read aloud to your classmate.

Applying the Skill

Directions: Read your selected passage aloud to a partner. Your goal is to read the passage in three minutes or less. If you are the listener, rate your partner’s performance with the following checklist. Be sure to time the reading. Then switch roles. After you and your partner have both read your passages, go over your checklists. Discuss ways to improve your performances.

SPEAKING AND LISTENING SKILLS ACTIVITY 2 (continued)

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(continued)

Reciting Text

Performance Evaluation

How long did the reading take?

How well did I hear the speaker?

Did the speaker recite too quickly? Too slowly?

Did the speaker look at me during the reading?

Were the words pronounced correctly? Note any words that are mispronounced.

In what ways did the speaker make the passage interesting? What might the speaker have done to make the passage even more interesting?

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Performance Assessment Checklist

Assess your recitation using the checklist below.

___ I recited the text in three minutes or less.

___ I pronounced all the words in my selection correctly.

___ I stressed important words and passages in my selection.

___ I looked at my audience while reciting.

___ I used speaking techniques to make my recitation interesting for my audience.

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The Executive Branch

Going Further with the Executive Branch

A Changing Cabinet

Since 1789 the cabinet has expanded significantly. The chart below shows the body’s growth over the history of the presidency.

Introduction to the Executive Branch

The executive branch of government consists of the president and the members of the cabinet. Currently, 15 different cabinet departments address our country’s needs. Departments have been added and removed as the nation’s needs and the administrative duties of the executive branch have changed.

ENRICHMENT ACTIVITY 2

George Washington’s Cabinet

(1789–1797)

• Secretary of State• Secretary of the Treasury• Secretary of War• Attorney General• Postmaster General

Abraham Lincoln’s Cabinet

(1861–1865)

• Secretary of State• Secretary of the Treasury• Secretary of War• Attorney General• Secretary of Navy• Secretary of Interior• Postmaster General

Theodore Roosevelt’s Cabinet

(1901–1909)

• Secretary of State• Secretary of the Treasury• Secretary of War• Attorney General• Secretary of Navy• Secretary of Interior• Secretary of Commerce

and Labor• Secretary of Agriculture• Postmaster General

Dwight D. Eisenhower’s Cabinet

(1953–1961)

• Secretary of State• Secretary of Labor• Secretary of Commerce• Attorney General• Secretary of Agriculture• Secretary of Interior• Secretary of the Treasury• Secretary of Defense• Secretary of Health, Education,

and Welfare• Postmaster General

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Creation of a New Cabinet Department

Cabinet positions have been added, changed, or eliminated as the United States and its government have grown and changed. For example, at one time our government included both a Department of War and a Department of Navy, but today, the Department of Defense covers all of the country’s military forces.

The Department of Veterans Affairs, or VA, had its origins in the years following the Revolutionary War. By the 1930s, the numerous agencies created to work with the veterans were merged into one office, the Veterans Administration. This agency became so large that President Ronald Reagan elevated the VA to a cabinet-level department in 1988, giving its head direct influence on and communication with the president. The Department of Veterans Affairs is responsible for the administration of health benefits and pensions to veterans and the operation of national cemeteries.

For Investigation of the Executive Branch

In 2002, President George W. Bush formally created the Department of Homeland Security, the first new cabinet-level department formed since 1989. The Department of Homeland Security combined several existing federal agencies under one administration with the intention of improving the nation’s overall internal security, particularly its defenses against terrorism. With a budget of more than $40 billion, the Department of Homeland Security has significant influence on the federal government. Its creation, however, has sometimes been controversial, with varying groups presenting strong opinions in support or criticism of the agency and its actions.

Research the events that led to the creation of the Department of Homeland Security and some of the arguments of both supporters and detractors of the agency. Write a persuasive essay in which you argue either for or against the effectiveness of the agency in strengthening national security.

ENRICHMENT ACTIVITY 2

Performance Assessment Checklist

Assess your research and persuasive essay using the checklist below.

___ I effectively researched the creation of the Department of Homeland Security.

___ I found arguments both supporting and opposing Homeland Security.

___ Using the arguments I found, I wrote an effective persuasive essay supporting or opposing Homeland Security.

___ My essay used vivid language and addressed major arguments on both sides of the debate.

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Interpreting the Source

Faced with many crises during the Great Depression, United States President Franklin Delano Roosevelt developed a new way to communicate with the American people. In 1933, Roosevelt needed to explain the complex banking situation in an easily understandable and nonthreatening way. Roosevelt decided to deliver the message by radio in what became the first of many “fireside chats” between the president and the American people. Guided Reading

As you read, note how Roosevelt explains how banks operate before describing the reasons for the bank holiday.

First Fireside Chat

I want to talk for a few minutes with the people of the United States about banking—with the comparatively few who understand the mechanics of banking but more particularly with the overwhelming majority who use banks for the making of deposits and the drawing of checks. I want to tell you what has been done in the last few days, why it was done, and what the next steps are going to be.

. . . First of all, let me state the simple fact that when you deposit money in a bank the bank does not put the money into a safe deposit vault. It invests your money in many different forms of credits—bonds, commercial

paper, mortgages and many other kinds of loans. In other words, the bank puts your money to work to keep the wheels of industry and of agriculture turning around. A comparatively small part of the money you put into the bank is kept in currency—an amount which in normal times is wholly sufficient to cover the cash needs of the average citizen. In other words, the total amount of all the currency in the country is only a small fraction of the total deposits in all of the banks.

PRIMARY SOURCE READING 2-A

mechanics: procedures

soundest: most solid; stable

proclamation: an official formal public announcement

holiday: a day marked by general suspension of work

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What, then, happened during the last few days of February and the first few days of March? Because of undermined confidence on the part of the public, there was a general rush by a large portion of our population to turn bank deposits into currency or gold—a rush so great that the soundest banks could not get enough currency to meet the demand. The reason for this was that on the spur of the moment it was, of course, impossible to sell perfectly sound assets of a bank and convert them into cash except at panic prices far below their real value.

By the afternoon of March 3rd scarcely a bank in the country was open to do business. Proclamations temporarily closing them in whole or in part had been issued by the Governors in almost all the States.

It was then that I issued the proclamation providing for the nationwide bank holiday, and this was the first step in the Government’s reconstruction of our financial and economic fabric.

The second step was the legislation promptly and patriotically passed by the Congress confirming my proclamation and broadening my powers so that it became possible in view of the requirement of time to extend the holiday and lift the ban of that holiday gradually. This law also gave authority to develop a program of rehabilitation of our banking facilities. I want to tell our citizens in every part of the Nation that the national Congress—Republicans and Democrats alike—showed by this action a devotion to public welfare and a realization of the emergency and the necessity for speed that it is difficult to match in our history.

Source: Franklin Delano Roosevelt: First Fireside Chat (Banking), March 12, 1933. http://www.presidency.ucsb.edu.

Document-Based Questions

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

1. Paraphrasing What does Franklin Roosevelt explain happens to money when it is deposited into a bank?

2. Recalling What caused the bank crisis in late February and early March of 1933?

3. Recounting Why did Roosevelt declare a bank holiday?

4. Critical Thinking: Evaluating In what ways does Roosevelt use this radio broadcast to connect with the American people?

PRIMARY SOURCE READING 2-A (continued)

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Interpreting the Source

In late 2002, Congress and President George W. Bush authorized a bipartisan commission on the terrorist attacks of September 11, 2001. On April 8, 2004, Secretary of State Condoleezza Rice, who was serving as National Security Advisor at the time of the attacks, appeared before the commission to give testimony. Secretary Rice faced some difficult questions, especially from Commissioner Richard Ben-Veniste, a lawyer who served on the Watergate Task Force in the 1970s.

The commission’s final report pointed out some failings of government agencies but confirmed Secretary Rice’s statement

about not having direct intelligence about the sort of attack that took place on 9/11.

Guided Reading

As you read, note the tension in the exchange between Rice and Ben-Veniste.

9/11 Commission Testimony

BEN-VENISTE. I want to ask you some questions about the Aug. 6, 2001, PDB We had been advised in writing by the CIA on March 19, 2004, that the Aug. 6 PDB was prepared and self-generated by a CIA employee. Following [CIA] Director [George] Tenet’s testimony on March 26 before us, the CIA clarified its version of events saying that questions by the president prompted them to prepare the Aug. 6 PDB . . . The extraordinary high terrorist attack threat level in the summer of 2001 is well documented. And Richard Clarke’s testimony about the possibility of an attack against the United States homeland was repeatedly discussed from May to August

within the intelligence community and that is well documented. You acknowledged to us in your interview of Feb. 7, 2004, that Richard Clarke told you that al Qaeda cells were in the United States. Did you tell the president, at any time prior to Aug. 6, of the existence of al Qaeda cells in the United States?_______________RICE. Well, first—I understand, Commissioner.BEN-VENISTE. Did you tell the president?RICE. But it’s important that I also address—It’s also important,

PRIMARY SOURCE READING 2-B

PDB: President’s Daily Brief, a report from the Central Intelligence Agency (CIA)

memorandum: an informal diplomatic communication

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Commissioner, that I address the other issues that you’ve raised. So I will do it quickly. But if you’ll just give me [a] moment.BEN-VENISTE. Well, my only question to you is whether you told the president— RICE. I understand, Commissioner, but I will, if you’ll just give me a moment, I will address fully the questions that you’ve asked. First of all, yes, the Aug. 6 PDB was in response to questions of the president. In that sense, he asked that this be done. It was not a particular threat report. And there was historical information in there about—about various aspects of al Qaeda’s operations. Dick Clarke had told me, I think in a memorandum—I remember it as being only a line or two—that there were al Qaeda cells in the United States. Now, the question is: What did we need to do about that? And I also understood that that was what the FBI was doing, that the FBI was pursuing these al Qaeda cells. I believe in the Aug. 6 memorandum it says that there were 70 full field investigations underway of these cells. And so there was no recommendation that we do something about this—the FBI was pursuing it. I really don’t remember, Commissioner, whether I discussed this with the president._______________BEN-VENISTE. Isn’t it a fact, Dr. Rice, that the Aug. 6 PDB warned against possible attacks in this country? And I ask you whether you recall the title of that PDB.RICE. I believe the title was Bin Laden Determined to Attack Inside the United States. Now the PDB—

_______________BEN-VENISTE. I asked you what the title was.RICE. You said did it not warn of attacks. It did not warn of attacks inside the United States. It was historical information based on old reporting. There was no new threat information. And it did not, in fact, warn of any coming attacks inside the United States.

Source: The New York Times. www.nytimes.com.

Document-Based Questions

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

1. Identifying What is Commissioner Ben-Veniste’s first question to Dr. Rice?

2. Explaining Why does Dr. Rice comment on Ben-Veniste’s opening statement?

3. Labeling What was the title of the August 6 PDB?

4. Critical Thinking: Finding the Main Idea What is Rice able to clarify about the August 6 PDB?

PRIMARY SOURCE READING 2-B (continued)

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Chapter 6 ResourcesThe Legislative Branch

Content Vocabulary Activity 6The Legislative Branch 21

Academic Vocabulary Activity 6The Legislative Branch 23

Biography Activity 6Nancy Pelosi 25

Writing Skills Activity 6Writing Letters 27

Critical Thinking Skills Activity 6Making Inferences 29

Chart, Graph, and Map Skills Activity 6Analyzing a Diagram 31

Differentiated Instruction Activity 6Congressional Myths and Misconceptions 33

School-to-Home Connection 6The Legislative Branch 35

Reteaching Activity 6The Legislative Branch 37

Name Class Date

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The Legislative BranchDirections: Next to each vocabulary word, write the letter of the definition, shown in the right column, that correctly describes it.

Section 1

A. a population count

B. a permanent committee in a house of Congress that continues its work from session to session

C. in the House and the Senate, the political party to which more than half of the members belong

D. a person who is represented in a district

E. a two-part body

F. in the House and the Senate, the political party to which less than half of the members belong

G. the status earned by the longest-serving senators or representatives in Congress

H. an oddly shaped district designed to increase the voting strength of a particular group

Section 2

A. a section in the Constitution that allows Congress to expand or stretch its powers if needed

B. to accuse officials of misconduct in office

C. laws that make an act a crime after the act has been committed

D. a court order that requires the police to bring a prisoner to court to explain why they are holding that person

E. a law that punishes a person without a trial by jury

F. Congressional powers that are not explicitly stated

G. Congressional powers that are explicitly stated

CONTENT VOCABULARY ACTIVITY 6

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_____ 1. bicameral

_____ 2. census

_____ 3. constituent

_____ 4. gerrymander

_____ 5. majority party

_____ 6. minority party

_____ 7. standing committee

_____ 8. seniority

_____ 9. expressed powers

_____ 10. implied powers

_____ 11. elastic clause

_____ 12. impeach

_____ 13. writ of habeas corpus

_____ 14. bill of attainder

_____ 15. ex post facto law

(continued)

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The Legislative Branch

Section 3

A. a person who is hired by a private group to influence government decision makers

B. government projects and grants that primarily benefit the home district or state

C. troubleshooting performed by a member of Congress for his or her home district

D. the benefit given to Senators and representatives that allows them to send job-related mail without paying postage

Section 4

A. procedure in which no Senator can speak for more than an hour

B. refuse to sign a bill

C. a vote that is recorded as each person’s name is called

D. talk a bill to death

E. the process by which a bill dies because the president does not sign the bill and the Congressional session has already adjourned

F. a vote that is taken when people respond with “Yea” or “No”

G. a vote in which supporters and opponents stand to be counted

H. a formal statement that is passed by both houses of Congress

I. an organization made up of people with some common interest who try to influence government decisions


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_____ 16. franking privilege

_____ 17. lobbyist

_____ 18. casework

_____ 19. pork-barrel project

_____ 20. joint resolution

_____ 21. special-interest group

_____ 22. filibuster

_____ 23. cloture

_____ 24. voice vote

_____ 25. roll-call vote

_____ 26. veto

_____ 27. pocket veto

_____ 28. standing vote

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The Legislative BranchAcademic Words in This Chapter

A. Word Meaning Activity: Identifying Synonyms and Antonyms

Directions: Determine whether the following pairs of words or phrases are synonyms or antonyms. (Synonyms have similar meanings, and antonyms have opposite meanings.) Place an S in the blank if the words or phrases are synonyms and an A if they are antonyms.

_____ 1. element—whole

_____ 2. draft—draw up

_____ 3. adjust—adapt

_____ 4. estimate—judge

_____ 5. complex—easy

_____ 6. occur—happen

_____ 7. regulate—control

_____ 8. category—class

ACADEMIC VOCABULARY ACTIVITY 6

occur regulate estimate

adjust draft element

complex category

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(continued)

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The Legislative BranchB. Word Meaning Activity: Word Puzzle

Directions: Reading from left to right, locate and circle seven words or phrases that mean adjust.


Y O U T C Y H O M E A Z P J

U P C H A N G E P A D A P T

F F I X U R A N S E T T L E

M O D I F Y S E O M I G C E

M A K E D I F F E R E N T D

O L R A P U N T D E D E H I

H X I R E S O L V E T O W S

A V B E E N R U G Q U I E T

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Nancy Pelosi is one tough representative! Having grown up around politicians, Pelosi was ready for the challenge when, in 1987, she was elected to the House of Representatives serving California’s Eighth District, which encompasses most of the City of San Francisco, including Chinatown, Fisherman’s Wharf, and many diverse neighborhoods. In 2002, Pelosi was elected Democratic Leader of the House. She is set to take over the position of Speaker of the House in 2007, becoming the first woman chosen to lead the House of Representatives in that chamber’s 217-year history.

Pelosi’s father, Thomas D’Alesandro, Jr., was involved in politics before his daughter was born. He represented Baltimore, Maryland, for five terms in Congress before becoming mayor of the city. Therefore, from her earliest years, Pelosi has been familiar with the commitment and dedication it takes to serve the people.

A devoted mother of five, Pelosi herself entered the political arena in California when her youngest child began high school. She worked for the Democratic Party, becoming the state chairperson in 1984. In 1987, she won a special election and began representing the 8th District. Pelosi was reelected for an eleventh term in 2006.

Taking the Lead

When Pelosi first arrived in Washington, D.C., to serve in Congress, only 12 Democratic women sat in the House of Representatives. By 2004, the number of Democratic female representatives had grown to 46. Over

time, Pelosi has gained considerable experience on important committees and has helped other women succeed in Congress.

As a senior member of the House Appropriations Committee, Pelosi has worked to increase funding for education and health care. She has also worked to ensure that lawmakers get the information they need to guide legislative policies through the House Permanent Select Committee on Intelligence.

Women continue to gain the numbers and seniority they need to best bring their voices to the House. Pelosi’s position proves that women can win top leadership positions in government.

In her new position as Speaker of the House, Pelosi acknowledged that the American people are looking for a new direction and states, “Democrats will provide one with a commitment to more affordable health care and life-saving

Nancy Pelosi (1940– )

BIOGRAPHY ACTIVITY 6

Nancy Pelosi

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Nancy Pelosiscience.” She also claims the new leaders in the House will take the nation “in a New Direction. We will work together to lead the House of Representatives with a commitment to integrity, to civility, and to fiscal responsibility. This leadership team will create the most honest, the most open, and most ethical Congress in history.”

“Partnership, not Partisanship”

When the Democratic Party won control of both houses of Congress in 2006, Pelosi stressed that the Democrats and the Republicans in Congress needed to work together. “Democrats are ready to lead. We are prepared to govern,” Pelosi said. “And we will do so working together with the administration and Republicans in Congress in partnership, not partisanship.”

Directions: Answer the questions below in the space provided.

1. Explaining Why is Nancy Pelosi’s election to Speaker of the House so significant?

2. Naming What was Nancy Pelosi’s first leadership role in the Democratic Party?

3. Summarizing What legislative experience did Nancy Pelosi have before her election to Speaker of the House?

4. Illustrating Why would Pelosi’s position as Speaker of the House require her to be skilled at debate and compromise?

5. Critical Thinking: Making Generalizations What do the growing numbers of women in the House of Representatives indicate about women in public office?


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Writing Letters

Learning the Skill

Voters elect the president, members of Congress, and others to represent citizens’ views, opinions, and interests. After these people take office, how can voters be sure that these officials will represent their constituents effectively? One way is for voters to write letters. Writing letters to government officials is a responsible way for citizens to gain an audience for their concerns and opinions. It is important to provide elected officials with information about an issue or to persuade them to agree with citizens’ views.

Follow these steps for writing an informative or persuasive letter.

Consult the Internet to locate the names and addresses of your state congressional representatives and senators.

Format the letter correctly by including the following parts: the heading (return address), date, opening (inside address), salutation, body (message), and closing (complimentary close, signature, and name).

Keep your message concise and to the point. The reader should not have to read unnecessary information. Introduce yourself; state your message; offer supporting evidence, points, or examples; and thank your reader for his or her time and attention.

Address the envelope correctly, including a return address. Do not forget to use the correct zip code and the proper postage.


Directions: Study the envelope and letter. Identify the parts of the letter on the next page.

•

•

•

•

WRITING SKILLS ACTIVITY 6

Susan Morales1212 Riverlake DriveBakersfield, CA 93312

Ms. Connie Representa1313 Government LaneSacramento, CA 94203

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Applying the Skill

Directions: Write a letter to one of your state representatives or senators about a national, state, or local issue of personal concern. Also complete an envelope. Use the samples in this activity as a model.


1. Susan Morales1212 Riverlake DriveBakersfield, CA 93312

2. December 6, 2007

3. Ms. Connie Representa1313 Government LaneSacramento, CA 94203

4. Dear Ms. Representa:

5. My name is Susan Morales, and I am a student in the California public schools. I am writing to encourage you to vote in favor of increasing the state’s education budget. If my school does not receive more funding, it might have to cancel several activities and advanced placement courses. My goal is to be a forensic chemist, and having access to advanced courses in high school will help me attend a good college.

I appreciate your time and your interest in education. Please consider casting your vote in favor of California’s students.

6. Sincerely,

Susan Morales

Susan Morales

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Assess your letter by using the checklist below.

___ I addressed my letter to a congressional representative or senator from my state.

___ I included all parts of a letter: heading, date, opening, salutation, body, and closing.

___ I clearly stated my message and supported it with facts, points, or examples when appropriate.

___ I thanked the reader for his or her time in the closing.

1.

2.

3.

4.

5.

6.

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Making Inferences

Learning the Skill

Sometimes authors state details and ideas directly in their writing. In other cases, however, details and ideas are implied. In these cases, you must make inferences about the information that is being implied. Making an inference requires that you use your own knowledge to draw conclusions about the meaning of the text.

Use the following guidelines to help you make inferences:

Read material carefully.

Identify important details and ideas.

Think about what you already know that relates to these details and about how this knowledge can extend your understanding of the text.


Directions: Read the excerpt from Article I of the Constitution then answer the questions that follow in the space provided.

•

•

•

CRITICAL THINKING SKILLS ACTIVITY 6

[1.] The Congress shall have the Power To lay and collect Taxes, Duties, Imposts and Excises, to pay the Debts and provide for the common Defence and general Welfare of the United States; but all Duties, Imposts and Excises shall be uniform throughout the United States;[2.] To borrow Money on the credit of the United States;[3.] To regulate Commerce with foreign Nations, and among the several States, and with the Indian Tribes;[4.] To establish an uniform Rule of Naturalization, and uniform Laws on the subject of Bankruptcies throughout the United States;[5.] To coin Money, regulate the Value thereof, and of foreign Coin, and fix the Standard of Weights and Measures;[6.] To provide for the Punishment of counterfeiting the Securities and current Coin of the United States;[7.] To establish Post Offices and post Roads;[8.] To promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries;[9.] To constitute Tribunals inferior to the supreme Court;[10.] To define and punish Piracies and Felonies committed on the high Seas, and Offences against the Law of Nations; . . .[11.] To make all Laws which shall be necessary and proper for carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the Government of the United States, or in any Department or Officer thereof.

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Making Inferences1. What government institution did Congress create using the

powers granted to it in Clause 9?

2. Give three examples of individuals who may have benefited from the powers granted in Clause 8. Explain how these individuals may have benefited from this clause.

Applying the Skill

Directions: Use the excerpt to answer the following questions. Circle the letter of the correct answer.

1. Clause 1 implies that Congress has the power to do which of the following?

A. create a national sales tax B. create a tax on oceanfront property C. require states to impose income taxes D. raise taxes in states with small populations

2. According to Clause 3, which business does Congress have the power to regulate?

A. a local restaurant B. a doctor’s private practice C. a babysitting service D. a furniture importer

3. Which clause describes Congress’s implied powers? A. Clause 1 B. Clause 5 C. Clause 10 D. Clause 11


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Analyzing a DiagramLearning the Skill

Diagrams are used to show or explain different types of information. Because diagrams can take on many formats, they offer flexibility and versatility in their ability to convey important content. Often, diagrams show the various components of a system or the steps involved in a process. Use the following steps to help you analyze a diagram:

Read the title to identify the subject of the diagram. Consider what key information is being conveyed through the diagram.

Examine the diagram’s format. Think about whether the diagram shows a step-by-step process, a sequence of events, a set of instructions, or some other information.

Read and review each piece of information presented in the diagram. Think about the way in which each detail connects to the main idea of the diagram.


Directions: Read the information in the diagram below, and answer the questions that follow in the space provided.

1. Identifying In which part of Congress must impeachment proceedings begin?

2. Specifying What must happen for impeachment proceedings to go to trial?

•

•

•

CHART, GRAPH, AND MAP SKILLS ACTIVITY 6

• Majority of House of Representatives must approve impeachment resolution

• Senate holds trial

• Supreme Court Chief Justice presides

• Senators serve as jury

• 2/3 vote needed for conviction

• If convicted, president is removed from office

• Cannot hold another federal office

• Can later face criminal charges for actions

• Vice president becomes president

Congress’s Power of Impeachment

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Analyzing a Diagram3. Identifying Who presides over a federal impeachment trial?

4. Specifying What are the consequences for a federal official convicted during an impeachment trial?

Applying the Skill

Directions: Read the information in the diagram below, and answer the questions that follow in the space provided.

1. Identifying How is a bill introduced to the Senate?

2. Identifying What happens to a bill in the Senate after the bill receives an S number?

3. Describing What takes place during floor action on a bill?

4. Explaining How can Congress override a president’s veto?


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Committee Action Floor Action

President signs bill into law, or vetoes. Congress can override veto with 2/3 majority.

Senator announces bill, and bill receives S number

Bill referred to and reported on by committee

• Debate

• If passed, goes to House

House approves; bill goes to president for signature

OR

Senate votes on revised bill from House before bill goes to president

A Bill in the Senate

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Congressional Myths and MisconceptionsIt seems inarguable that members of Congress are powerful

people. However, citizens sometimes hold beliefs about the powers of Congress and its members that are not true. The table below identifies some common misconceptions about Congress and explains the truths behind the myths.

Directions: Use this table and the information found in your textbook to answer the following questions. Record your answers on a separate sheet of paper.

1. Identifying Members of Congress make about the same amount of money as people who have what other profession?

2. Stating What normally determines a Congressional raise?

3. Drawing Conclusions Why do you think members of Congress cannot be arrested while they are in a legislative session?

DIFFERENTIATED INSTRUCTION ACTIVITY 6

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Myth Reality

Members of Congress make a lot of money.

Senators and Representatives make $165,200 each year. That’s only a little more than the average salary for lawyers and a lot less than the average salary for surgeons.

Congress gives itself pay raises all the time.

Although Congress can constitutionally vote its members pay raises any time, they almost always occur annually and automatically based on the standard federal adjustment.

Senators and representatives do not have to pay taxes.

All members of Congress pay federal income taxes on their incomes. They receive small deductions to compensate for the costs of maintaining residences in both their home districts and in Washington, D.C.

There are many perks and fringe benefits available to those serving in Congress.

In fact, Senators and Representatives may accept only those gifts valued at less than $50. Another perk is that members of Congress cannot be arrested while they are traveling to, attending, or returning from a legislative session.

TEACHING STRATEGIES FOR DIFFERENT LEARNING STYLES

The following activities are ways the basic lesson can be modified to accommodate students’ different learning styles.

34

English Language LearnerLead students in identifying the most

important details in the information presented in the table. Then, based on those details, ask them to write a summary of that information.

Gifted and TalentedHave students conduct research into the

procedures for handling situations in which members of Congress have been accused of abusing their positions, as well as some recent examples of Congressional scandal and inquiry. Ask students to write summaries of the ways Congress addresses such problems. Students’ summaries should reference at least two of the examples they found while researching.

IntrapersonalTell students to think about the ethical

guidelines by which members of Congress must abide. Which do they think are most important? Have students write short response journals in which they explain those guidelines and why they consider them the most important.

MathematicalHave students research the average home

prices in Washington, D.C., and five other U.S. cities. Ask them to identify which representatives from their chosen cities pay the highest housing costs. Remind students to add the average home price in Washington, D.C., to those in their selected cities as representatives must maintain homes in both places.

Verbal/LinguisticAsk students to take a pro or con position on

the topic of automatic annual pay raises for members of Congress. Then ask them to write a short persuasive essay supporting that position. Have volunteers read their essays to the class, and then hold a verbal vote to determine whether the majority of students support automatic pay raises.

KinestheticOrganize students into small groups and ask

them to conduct research on the rules and guidelines dictating the kinds of gifts people in Congress may and may not accept. Then have them write and act out short skits based on their research showing members of Congress deciding whether to accept gifts.

LogicalOrganize students into small groups and have

them research leadership roles in the U.S. Senate. Have groups create flow charts showing the different levels of leadership. Students should use different symbols to represent each senator within the Senate leadership.

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The Legislative Branch—What Do You Know?Directions: Ask each other the following questions to see how much you know about the organization of the legislative branch and the work of Congress.*

Student: What term refers to a two-part

legislative body?

Partner: Which Congressional

bills provide money for

government programs?

Student: How can students from a

congressperson’s home state

gain experience in the political

process in Washington, D.C.?

Partner: Who is allowed to introduce

bills in Congress?

*With your student, find answers to these questions on pages 174–203 of the student textbook.

SCHOOL-TO-HOME CONNECTION 6

Partner’s answer:

Student’s answer:

Partner’s answer:

Student’s answer:

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The Legislative Branch—Understanding the Big IdeasDirections: Use your textbook to answer the questions below in the space provided.

Section 1 Big Idea The Constitution gives the legislative branch—Congress—the power to make laws.

What are the three types of Congressional committees and what are their purposes?


What is the “elastic clause” in the Constitution?


What three major jobs does a member of Congress perform?


What four steps does a bill go through to become a law?

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The Legislative BranchThe legislative branch of our government, like the other two

branches, has specific duties assigned to it by our Constitution. Because members of Congress are direct representatives of the people, the Framers intended the legislative branch to be the most powerful branch of the government. Knowledge of the structure and activities of Congress is essential to meaningful citizenship.

Directions: Filling in the Blanks The two branches of Congress work together, but they are different in form and function. Fill in the blank in each statement below with the correct letter to show your understanding of these similarities and differences.

1. has a total of 535 members.

2. Members of serve six-year terms.

3. Each member of represents an entire state.

4. reviews bills in committee.

5. has the power to regulate commerce.

6. has the authority to impeach the president.

7. Members of serve two-year terms.

8. Members of can filibuster to delay the vote on a bill.

9. The districts of are sometimes subject to gerrymandering.

10. consists of two elected members from each state.

RETEACHING ACTIVITY 6

The House of Representatives (H)

The Senate (S)

Congress (C)

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Chapter 6 Section Resources

Guided Reading Activity 6-1 39




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Directions: Answer the questions below in the space provided. Use the information in your textbook to answer the questions.

1. Specifying How long is each term of Congress, and how many sessions are in a term?

2. Explaining On what does Congress base the number of representatives in the House given to each state?

3. Describing How many representatives are in the House, and how often are they elected?

4. Describing How many senators are in the Senate, and how often are they elected?

5. Listing What are three main duties of the Speaker of the House?

6. Listing What is the purpose of Congressional committees?

7. Explaining How does the seniority system work?

First, read through the text without stopping. Then, reread and clarify parts that you did not understand the first time.

How Congress Is Organized

GUIDED READING ACTIVITY 6-1

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1. Explaining Why is Clause 18 in Article 1, Section 8, of the Constitution called the “elastic clause”?

2. Specifying What are two of Congress’s most important legislative powers?

3. Listing What is an implied power from the powers expressed in Clause 4?

4. Specifying Who has the power to declare war?

5. Describing What happens after the House votes to impeach a public official?

6. Defining What is a writ of habeas corpus?

7. Explaining How may the other two branches of government check and balance the powers of Congress?

Do not rush when you read the textbook. Make sure that you have set

aside enough time to read your assignment.


Powers of Congress

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1. Specifying What are the legal qualifications for senators and representatives?

2. Identifying Who are lobbyists?

3. Describing What are the duties of committee staff members?

4. Listing What are three main support services available to members of Congress?

5. Describing What are the three major jobs of members of Congress?

6. Explaining What is a pork-barrel project?

Take turns reading aloud the material, alternating headings with a

partner. This will give you practice with both reading and listening

and will increase comprehension.

Representing the People


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1. Explaining What happens to a bill after it has been introduced by a member of Congress?

2. Describing In what five ways can a standing committee treat a bill?

3. Explaining How does the Rules Committee control legislation in the House?

4. Describing What happens to a bill after it passes in one house?

5. Specifying What is the purpose of a conference committee?

6. Explaining What is the difference between a veto and a pocket veto?

7. Describing How can Congress overturn a veto?

If you come across an unfamiliar word as you read, continue to read to the end of the sentence or paragraph. Try to determine the word’s meaning from the context.

How a Bill Becomes a Law


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Chapter 7 ResourcesThe Executive Branch

Content Vocabulary Activity 7The Executive Branch 45

Academic Vocabulary Activity 7The Executive Branch 47

Biography Activity 7Tom Ridge 49

Writing Skills Activity 7Spelling Words Correctly 51

Critical Thinking Skills Activity 7Making Generalizations 53

Chart, Graph, and Map Skills Activity 7Creating a Double-Bar Graph 55

Differentiated Instruction Activity 7A President’s Day 57

School-to-Home Connection 7The Executive Branch 59

Reteaching Activity 7The Executive Branch 61

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

Section 1

1. a member of the Electoral College

2. the body of electors that elects the president and vice president of the United States

Section 2

3. a pardon toward a group of people

4. an order to delay a person’s punishment until a higher court can hear a case

5. a rule or command that has the force of law

6. a declaration of forgiveness and freedom from punishment

Section 3

7. a formal agreement between the governments of two or more countries

8. an agreement among a group of nations that prohibits them from trading with

another nation

9. an agreement between the president and the leader of another country

10. a nation’s overall plan for dealing with other nations

11. an official representative of a country’s government

12. a measure in which a nation can punish another nation by imposing a trade barrier

13. a policy with the goal of keeping a country safe from attack or harm

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(continued)


Section 4

14. the agencies and employees of the executive branch

15. an independent agency that is run by a board of directors and general manager

who are chosen by the government

16. an employee of the national government

17. a group of presidential advisers that includes the heads of the 14 top-level

executive departments

18. a system in which the government hires workers on the basis of open examinations

and merit

19. a system that selects workers who have passed examinations and have met

required standards

20. an agency that operates independently of the cabinet

21. a system in which people are given government jobs as a reward for their

political support

22. a person who the president has chosen because he or she has proven executive

ability or was an important supporter of the president’s election campaign


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Academic Words in This Chapter

A. Word Meaning Activity: Synonyms

Directions: Read the underlined words below, as well as the four words or phrases next to them. Circle the word or phrase that is most similar in meaning to the underlined word as it is used in the chapter.

1. display: look, close, hide, show

2. outcome: result, introduction, understanding, story

3. require: answer, compel, reduce, go back

4. impact: minimal contact, major effect, minor effect, interest

5. policy: alternative, idea, power play, plan of action

6. role: part performed, figure, pattern, behavior

7. target: object, helpful, struggling, friendly

8. monitor: ask, look ahead, watch, process

9. method: risk, plan, job, feeling


display impact target

outcome policy monitor

require role method

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(continued)ACADEMIC VOCABULARY ACTIVITY 7

The Executive BranchB. Word Family Activity: Word Chart

Directions: Determine whether the words below are in noun, verb, or adjective form. Put a check mark (√) in the appropriate column. Some words have more than one form.

Words Noun Verb Adjective

1. display

2. displayable

3. outcome

4. require

5. requirement

6. impact

7. impactful

8. policy

9. role

10. target

11. monitor

12. monitoring

13. method

14. methodical

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Shortly after the terrorist attacks of September 11, 2001, Pennsylvania Governor Tom Ridge took on a new role, declaring that “it is an honor to serve your country at any time, but now, more so than ever.” Ridge was stepping down to take over a reorganization of the departments and agencies involved in national security. On October 8, 2001, by executive order, President George W. Bush merged these entities into the Department of Homeland Security. The president named Tom Ridge the first secretary of the new department.

Ridge brought extensive military and policy-making experience to this newly created cabinet-level position. He was a decorated Vietnam War veteran. Voters in his home state of Pennsylvania had elected him to Congress five times, and he had served two terms as the state’s governor, from 1995 to 2001.

A Big Challenge

The new position was a challenging one. The newly created department represented the largest government reorganization since President Harry Truman created the Department of Defense in 1947. Twenty-two government agencies, including the Coast Guard, Secret Service, and the Immigration and Naturalization Service, must be coordinated by the Homeland Security office. The department employs more than 170,000 federal workers in areas such as computer security, biological research, and disaster relief.

When he was appointed to the job, Ridge acknowledged the difficulty of coordinating antiterrorism efforts and the

importance of finding the gaps in service between different agencies. When he was sworn into service, Ridge observed, “The size and scope of this challenge are immense. The president’s executive order states that we must detect, prepare for, prevent, protect against, respond to and recover from terrorist attacks. An extraordinary mission, but we will carry it out.”

“America Is a Different Place”

Ridge resigned from his cabinet position in 2004, ending more than 22 years of public service. As he left office, Ridge observed, “I am confident that the terrorists are aware that from the curb to the cockpit we’ve got additional security measures that didn’t exist a couple of years ago . . . they [terrorists] know America is a different place to work and operate in.”

Tom Ridge (1945– )


Tom Ridge

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Tom RidgeDirections: Answer the questions below in the space provided.

1. Explaining Why was the Department of Homeland Security created?

2. Reporting How was Tom Ridge chosen for the position of Homeland Security secretary?

3. Defining What was Ridge’s job as secretary of the new department?

4. Listing What are some government agencies that are coordinated by the Department of Homeland Security?

5. Critical Thinking: Analyzing Explain how Tom Ridge’s background prepared him for administering the Department of Homeland Security.

(continued)BIOGRAPHY ACTIVITY 7

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Spelling Words CorrectlyLearning the Skill

When you write, always strive for correct spelling. Misspelled words make your writing look sloppy and careless. Misspellings also distract the reader from the ideas you are trying to convey. To help you identify misspelled words and to correct these misspellings, use the following techniques:

Remember common spelling rules (i before e except after c, as in retrieve and receive; or words that say Hey! as in neighbor and weigh).

Look for missing, extra, or reversed letters (corect, funnny, mlik).

Watch for homophones—words that sound the same but have different spellings and meanings (to, two, too).

Notice whether you’re spelling the same word in two different ways.

Proofread carefully and look up the spelling of any word that you are not sure about.


Directions: Read the passage. Then, answer the questions that follow in the space provided.

Article II, Section I, of the

United States Constitution

[1] The executiv Power shal be vested in a President of the United States of Amerika. He shal hold his Ofice during the Tirm of for Years, and, together with the Vice President, chosen for the same Term, be elected, as folows[2] Each State shal apponit, in such Maner as the Legislature thereov may direct, a Numbur of Elektors, equill to the hole Number of Senators and Reprisentatives to which the Stat may be entitled in the Congrass: but no Senator or Representative, or Persun holding an Offise Of Trust or Profit undir the United States, shall be apppointed an Elector.

1. Identify one misspelled homophone.

2. Identify one example of an extra letter.

3. Identify one example of reversed letters.

4. Identify one word that is spelled in two different ways.

5. Identify another misspelled homophone.

•

•

•

•

•


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Spelling Words CorrectlyApplying the Skill

Directions: In the space below, rewrite the passage by correcting all misspelled words. You will find twenty-three misspellings.

(continued)WRITING SKILLS ACTIVITY 7

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Making GeneralizationsLearning the Skill

Making generalizations involves making broad judgments about a principle, statement, or idea having general application.

Use the following guidelines to help you make generalizations:

Look for a set of topics or facts that relate to one another. For example, a text may describe different groups of people, different philosophies, or different economic problems.

Look for similarities among the members of the group, or the set of ideas or statements. Formulate a general statement that applies to all the topics or facts.


Directions: Study the table to make generalizations about the ambassadors.

•

•

U.S. Ambassadors

Name Countries Served, Dates Qualifications and Accomplishments

Ellsworth Bunker Argentina1951–1952;Italy1952–1953;India1956–1961;South Vietnam1967–1973

• Democrat• began career as a businessman • became a skilled negotiator for several

presidents • best known for service in South Vietnam

at the height of the Vietnam War, where he played a key role in policy making

John Kenneth Galbraith

India1961–1963

• Democrat• world-renowned economist• active in politics throughout his career• served presidents from Franklin D.

Roosevelt to John F. Kennedy

Walter Mondale Japan1993–1996

• Democrat• U.S. senator and vice president of the

United States • ran unsuccessfully for president in 1984• appointed ambassador to Japan by

President Bill Clinton

James R. Sasser China1996–2001

• Democrat• U.S. senator for nearly 20 years• appointed ambassador to China by

President Bill Clinton

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Making GeneralizationsGeneralization 1.

Generalization 2.

Applying the Skill

Directions: Use the table to answer the following questions. Circle the letter of the correct answer.

1. Given the information in the table, what generalization can you make about how presidents choose ambassadors?

A. They choose people who speak the language of the nation where they will serve.

B. They choose people who have served the president’s political party.

C. They choose people who have retired from elected office. D. They choose people with experience in business.

2. Given the information in the table, what generalization can you make about serving as an ambassador?

A. Individuals appointed as ambassadors often have experience in politics.

B. Being an ambassador is a position that carries few rewards. C. Serving as an ambassador requires little work. D. Ambassadors travel constantly.

3. Given the information in the table, what generalization can you make about the career of Ellsworth Bunker?

A. He served in Asia throughout his career. B. He served in war zones throughout his career. C. He served only under Democratic presidents. D. He served in several diverse cultures.

(continued)CRITICAL THINKING SKILLS ACTIVITY 7

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Creating a Double-Bar Graph

Learning the Skill

Double-bar graphs measure and display two sets of data side by side. The heights of the two bars indicate the differences between the items being measured. Double-bar graphs show how the items being measured have changed in relation to each other over time. To create a double-bar graph, use the following steps:

Define the two sets of data to be displayed in your graph.

Examine your data to determine the number range that you will show along the y-axis of your graph.

From your data, select the items to measure and write them on the x-axis of the graph.

Use your data to draw the bars of your graph, distinguishing between the two parts of each double bar by using coloring or shading. Include a key that explains this information.


Directions: Read the information on the double-bar graph below, and then answer the questions that follow in the space provided.

•

•

•

•

0

100

70

60

50

40

30

20

10

80

90

Pe

rce

nta

ge

of

Vo

te

Year (Winning Candidate)

Percentage of Vote for Winning Presidential Candidate, 1984–2004

1984(Reagan)

1996(Clinton)

1992(Clinton)

1988(G.H.W. Bush)

2000(G.W. Bush)

2004(G.W. Bush)

Electoral votePopular vote

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(continued)

Creating a Double-Bar Graph1. Calculating About what percentage of the popular vote did

George W. Bush receive in the 2004 election?

2. Identifying In which election did Clinton receive a larger percentage of the electoral vote: 1992 or 1996?

3. Specifying In which election did the winning candidate receive the highest percentage of the popular vote?

Applying the Skill

Directions: In the space below, make a double-bar graph that displays the following information. Remember to label each axis and to include a key. Then, answer the questions that follow in the space provided.

Age of U.S. Presidents and Vice Presidents at Inauguration, 1985–2005

1985: Reagan—73; G. H. W. Bush—60 1997: Clinton—50; Gore—481989: G. H.W. Bush—64; Quayle—41 2001: G. W. Bush—54; Cheney—591993: Clinton—46; Gore—44 2005: G. W. Bush—58; Cheney—63

1. Specifying How old was Gore when he began his first term as vice president?

2. Identifying Who was the oldest person to become president during this period?


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A President’s DayThe president of the United States has many duties. Days are full

of scheduled meetings, appearances, and speeches. The president often works much longer than 8 a.m. to 5 p.m. The White House keeps records of the president’s daily activities. Below is a shortened version of one day’s activity for President Gerald R. Ford in 1975.

Directions: Use the diary excerpts as well as the information found in your textbook to answer the questions below on a separate sheet of paper.

1. Calculating What time did President Ford begin and end his day? How many hours did he work?

2. Identifying Central Issues What do you consider to be the most important part of President Ford’s day on April 28, 1975? Why?


The Daily Diary of President Gerald R. Ford

Monday, April 28, 1975

6:50 a.m. The President had breakfast.

7:34 The President went to the Oval Office.

7:45 The President met with:

David A. Peterson, Chief, Central Intelligence Agency/Office of Current

Intelligence (CIA/OCI)

White House Support Staff

Lt. Gen. Brent Scowcroft, Deputy Assistant for National Security Affairs.

10:13 The President motored from the South Grounds to the Daughters of the

American Revolution (DAR) Constitution Hall, 18th and D Streets.

10:16 The President attended the 63rd Annual meeting of the U.S. Chamber

of Commerce.

10:23 The President addressed approximately 3,000 members of affiliated Chambers

of Commerce attending the meeting.

2:03 The President met with Secretary of Health, Education, and Welfare (HEW)

Casper W. Weinberger.

2:30 The President met with Mr. Rumsfeld and Richard B. Cheney.

3:50 The President participated in the swearing-in ceremony of John Dellenback as

Associate Director of International Operations, ACTION.

5:47 The President went to the Cabinet Room and attended a meeting to discuss the

economy and energy.

7:12 The President, accompanied by Vice President Nelson A. Rockefeller, returned to

the Oval Office.

7:23 The President went to the Roosevelt Room where he participated in a National

Security Council (NSC) meeting.

9:15 The President and the First Lady had dinner.

11:31 The President went to the Situation Room.

12:05 a.m. The President went to the second floor Residence.

President Ford at work

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English Language LearnerExplain to students that a diary is a book that

people write in, sometimes daily, to record what they did and how they felt about the day. Tell them that the record of President Gerald Ford’s day as shown here could be akin to a diary entry. Read each entry with students. Have them summarize what the president did.

Gifted and TalentedRemind students that the American people

look to the president for explanations and reassurance in times of crisis. Have students review speeches given by presidents in such times, such as President Roosevelt’s “Day of Infamy” speech or President Bush’s speech following the September 11, 2001, terrorist attacks. Students should write a report summarizing and comparing the points made in the speeches and how the speeches were to affect the listeners.

Special NeedsHelp students read the record of President

Ford’s day. Discuss each entry with them. Students can then take part in an interactive Web site that allows them to make choices and act as president for a day. Have students visit http://pbskids.org/democracy/presforaday/index.html and complete the activity.

IntrapersonalProvide students with recent newspapers. Ask

them to scan articles involving the president. Then ask them to write a fictional diary for the president based on their readings. The diary should begin from the time the president begins work in the morning to the time he or she retires at the end of the day.

MathematicalHave students examine the schedule to

determine the various fields to which the president dedicates his or her time, such as education, national security, the economy, and personal matters. Students should create circle graphs showing the various fields and the percentages of time the president spendson each.

Verbal/LinguisticPoint out that President Ford’s diary records

a meeting to discuss the economy and energy. Have students discuss energy issues that are important to them. Have students draft an energy bill that they could submit to the President.

InterpersonalHave students find out the process of and

words spoken at a swearing-in ceremony, such as that performed by President Ford. Have them present a mock swearing-in ceremony.

KinestheticHave students find a map of the federal area

of Washington, D.C., showing the White House and other government buildings. Ask them to compare the map with the record of President Ford’s day. Students should draw dotted lines on their maps that trace President Ford’s steps around the general area during this day.


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Student: One presidential term consists

of how many years? How many

terms can a president serve?

The Executive Branch—What Do You Know?

Directions: Ask each other the following questions to see how much you know about the powers and duties of the executive branch.*

Partner: Name two important

powers that the president

is able to exercise.

Student: What role does foreign aid

have in the foreign policy

of the United States?

Partner: Which agency in the

executive office manages

the country’s money?


Partner’s answer:

Student’s answer:

Partner’s answer:

Student’s answer:

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The Executive Branch—Understanding the Big IdeasDirections: Use your textbook to answer the questions below in the space provided.

Section 1 Big Idea The Constitution gives the executive branch the power to execute, or implement, the law.

How is the number of electoral votes determined for each state?


What is an executive order?

Section 3 Big Idea Under our federal system, the executive, legislative, and judicial branches share the responsibility of governing the nation.

What are four goals of United States foreign policy?


Who is part of the federal bureaucracy?

SCHOOL-TO-HOME CONNECTION 7 (continued)

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The president is head of the executive branch of our government. The Constitution says little about the nature of the president’s duties. The position has been defined and refined by tradition throughout our history.

Directions: Matching Write the letter of the term on the left that best corresponds with each statement on the right. You will use each term only once.


A. 35

B. vice president

C. cabinet

D. ambassadors

E. foreign policy

F. electoral votes

G. civil service

H. Head of State

I. Commander in Chief

J. State of the Union

_____ 1. If a presidential candidate receives even a tiny majority of a state’s popular vote, he or she gets all of these.

_____ 2. The Constitution requires that a presidential candidate be at least this age.

_____ 3. About 90 percent of government employees are these types of workers.

_____ 4. If a president dies or resigns, this person assumes the office.

_____ 5. Each year, the president addresses Congress in this speech about important national issues.

_____ 6. The president holds this post in the United States military.

_____ 7. This role requires the president to greet visiting foreign leaders.

_____ 8. The president appoints these official representatives to other countries.

_____ 9. The bureaucracy that includes the State Department, the Defense Department, and the Central Intelligence Agency deals with this.

_____ 10. The president’s advisory group is called this.

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1. Listing What are the three qualifications a person must have to be president?

2. Specifying When are presidential elections held?

3. Identifying What is the name of the group that directly elects the president?

4. Specifying The Twenty-second Amendment limits a president to how many elected terms?

5. Describing What are the two official roles of the vice president?

6. Listing According to the Presidential Succession Act, who are the first four people in line to succeed the president?

7. Specifying What does the Twenty-fifth Amendment specify?

Concentrate when you read. Read in a quiet room with the television and radio turned off.

The President and Vice President


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When you finish reading part of the text, make sure that you can identify the main idea. If not, flag that spot with a self-adhesive note, and continue to read. Then, review the flagged text when you have finished the entire section.

The President’s Job



1. Explaining What is the purpose of the State of the Union address?

2. Defining What is an executive order?

3. Explaining What is the president’s main duty as chief diplomat?

4. Stating What power does the president have to make war?

5. Explaining What role does the president play as head of state?

6. Specifying What is one key economic task that the president must perform?

7. Describing What role does the president play in his or her political party?

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1. Listing What are the four main goals of America’s foreign policy?

2. Contrasting How are a U.S. treaty and an executive agreement different?

3. Identifying What type of treaty is NATO?

4. Defining What is an ambassador?

5. Specifying What are two economic punishments that a president can impose on another nation?

6. Describing What was the most recent use of the military as a tool of foreign policy?

Before reading, identify the ways in which the topic relates to your life or experience. This will help you make real-world connections to the information and make it easier to understand and remember.

Making Foreign Policy


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Presidential Advisers and Executive Agencies

As you read, make sure that you understand what you are reading. Ask, “What is the main point of the text?”


1. Listing What are the five most important divisions of the Executive Office of the President?

2. Describing What is the job of the Office of Management and Budget?

3. Describing What is the role of the National Security Council?

4. Defining What is the cabinet?

5. Specifying What three tasks does the federal bureaucracy perform to carry out laws passed by Congress?

6. Listing What are the three types of independent agencies?

7. Explaining How is the civil service system different from the spoils system?

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Chapter 8 ResourcesThe Judicial Branch

Content Vocabulary Activity 8The Judicial Branch 69

Academic Vocabulary Activity 8The Judicial Branch 71

Biography Activity 8Thurgood Marshall 73

Writing Skills Activity 8Using Word Processing Skills 75

Critical Thinking Skills Activity 8Forming Hypotheses 77

Chart, Graph, and Map Skills Activity 8Interpreting a Flowchart 79

Differentiated Instruction Activity 8Selecting Supreme Court Justices 81

School-to-Home Connection 8The Judicial Branch 83

Reteaching Activity 8The Judicial Branch 85

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The Judicial Branch

Directions: Select one of the Content Vocabulary terms from the box and write it in the blank of the correct sentence below.

Section 1

1. Sometimes state and federal courts have in that they can both

hear the same case.

2. is a court’s authority to hear and decide cases.

3. When cases can be heard only in a federal court and in no other court, it is called

.

4. A particular geographic area that is covered by a court of appeals is a .

Section 2

5. A(n) reviews decisions made in lower district courts.

6. There are 94 (s) in the United States where trials are held and

lawsuits begin.

7. A judge’s offers a detailed explanation of the legal thinking

behind the court’s decision.

8. District courts have because they have the authority to hear cases

for the first time.

9. When appeals courts a case, they reverse the original ruling and

send the case back to a lower court to be retried.

exclusive jurisdiction stare decisis unanimous opinion

district court original jurisdiction appeals court

jurisdiction circuit remand

opinion precedent constitutional

judicial review docket brief

majority opinion dissenting opinion concurring opinion

appellate jurisdiction concurrent jurisdiction

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(continued)

The Judicial Branch

10. Appeals courts have the authority to hear a case from a lower court because they

have .

11. A judge’s opinion sets a for all the courts and agencies in the

district by providing a model upon which to base their decisions in similar cases.

Section 3

12. When the Supreme Court decides whether a law is , it exercises

its power to determine whether the law is allowed by the Constitution.

13. The process by which the Supreme Court decides whether a law goes against the

Constitution is called .

Section 4

14. Judges use the term , or “let the decision stand,” as a guiding

principle in decision making.

15. The view of most of the justices on a case is called a .

16. When a justice votes with the majority but for reasons different than those of other

justices, he or she may write a .

17. Lawyers on each side of a case write a that describes to court

justices each position.

18. At the Supreme Court level, justices determine which cases will be placed on the

court for further review.

19. When a justice disagrees with the opinion of the majority on a case, he or she may

issue a .

20. When all justices vote the same way, the court issues a .


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The Judicial BranchAcademic Words in This Chapter

A. Word Meaning Activity: Odd Word Out

Directions: Read the underlined words below, as well as the four words or phrases next to them. Three of the words or phrases are similar in meaning to the underlined word. Circle the word or phrase that is NOT similar to the underlined word.

1. acknowledge: recognize, admit, ignore, make known

2. circumstance: event, situation, case, action

3. affect: impact, harm, produce an effect on, influence

4. submit: take away, put forward, suggest, present

5. philosophy: beliefs, records, concepts, thoughts

6. conflict: disagreement, change, problem, difference

7. communicate: share, tell, hide, make known

8. attitude: support, emotion, position, feeling


acknowledge submit conflict

circumstance philosophy communicate

affect attitude

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(continued)ACADEMIC VOCABULARY ACTIVITY 8

The Judicial BranchB. Word Family Activity: Word Chart

Directions: Fill in the blanks in the chart below with the correct word forms. Remember that a noun is a word that names a person, a place, a thing, or an idea. Examples include president, United States, army, and democracy. A verb is a word that describes an action, an experience, or a state of being. Examples include govern, attempt, and seem. Sometimes a noun and verb have the same form.

Noun Verb

acknowledgement 1.

affection 2.

3. submit

philosophy 4.

conflict 5.

6. communicate

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Thurgood Marshall’s first major case set the tone for a lifetime of breaking down racial barriers in the United States’s educational and legal systems. After Marshall graduated from Lincoln University in 1930, he applied to the University of Maryland to study law. His application was rejected because he was African American. Five years later, Marshall—having received legal training at Howard University in Washington, D.C.—successfully sued the University of Maryland on behalf of another African American candidate rejected solely because of his race.

Civil Rights Success Stories

The son of a railroad porter and an elementary school teacher, Marshall excelled at his studies. After graduating from law school, Marshall joined the National Association for the Advancement of Colored People (NAACP) as a staff lawyer. Two years later, he became the head of the NAACP’s legal team and was later chief of the NAACP Legal Defense and Educational Fund. In the 1940s and 1950s, he successfully argued 29 of the 32 cases he represented before the Supreme Court, including the landmark 1954 Brown v. Board of Education decision striking down racial segregation in schools. Because of these victories, Marshall became known as one of the foremost lawyers in the United States.

During the 1960s, Marshall served as a judge, rather than a lawyer. In 1961, President John Kennedy nominated Marshall as a federal appeals judge. In 1965, President Lyndon Johnson appointed Marshall as U.S. Solicitor General, nominating him for the Supreme Court two years later. The Senate approved

Marshall’s confirmation in August 1967, making him the first African American to sit on the United States Supreme Court.

Supreme Court Years and Legacy

When Marshall joined the Supreme Court, it was led by Chief Justice Earl Warren. The Warren Court actively promoted the rights of groups such as minorities and women, who had previously had less protection under the law. Marshall blended with this court, working particularly against racism and often supporting the federal government over the states. In the 1970s, the Court often expressed views mirroring those of Marshall on civil rights cases.

During the 1980s, the makeup of the Supreme Court changed, with Marshall’s more liberal views falling into the minority. By the time he retired in 1991, Marshall had become known as “the Great Dissenter.” As a lawyer and judge, Marshall fought racial injustice both personally and professionally.

Thurgood Marshall (1908–1993)


Thurgood Marshall

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Thurgood MarshallDirections: Answer the questions below in the space provided.

1. Identifying What was Thurgood Marshall’s first significant legal victory?

2. Listing What positions did Marshall hold with the NAACP?

3. Naming Who appointed Thurgood Marshall to the Supreme Court?

4. Summarizing In what kind of cases did Marshall take a particular interest?

5. Critical Thinking: Deducing Why might Marshall have become known as “the Great Dissenter”?

(continued)BIOGRAPHY ACTIVITY 8

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Using Word Processing Skills

Learning the Skill

Advances in technology have improved the speed and efficiency with which writers and publishers can produce texts. Computers with word processing capabilities have made text correction and reproduction as simple as a keystroke.

When word processing, use the following features to correct and modify text:

Use the file menu to format your pages by setting margins, choosing type font and size, and spacing text. If you wish to format text that has already been entered, you must first highlight that text.

Use the tab key to indent text.

Hold and drag the cursor over any text that you want to highlight. When that text is highlighted, you can make changes to it without affecting the rest of the document.

Highlight text that you want to alter with toolbar features such as boldface, underline, or italics.

Drag highlighted text to a different place in the document.

Use the tools menu to locate an internal thesaurus to find synonyms and antonyms.

Use the toolbar to align highlighted text to the left, right, or center.

Use the insert menu to include page numbers or graphics.

Use the edit menu to copy and cut highlighted text.

Use the view menu to set up headers and footers.

Use the table menu to insert charts.

Use the toolbar to save your work frequently, or to run a spelling and grammar check. The spelling and grammar feature will not catch every mistake, such as there and their, or address content issues.


Directions: For each scenario below, write how the word processing problem would be solved.

1. After Susan begins writing a story, she wants to change the margins.

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Using Word Processing Skills

2. Tyrone wants to insert a chart to compare two topics.

3. Chan needs to proofread his essay.

Applying the Skill

Directions: Use a computer with a word processing program to write a short essay describing the structure and function of the judicial branch of government. Use the formatting instructions listed below. When you have finished, run the spelling and grammar check and print a copy of your essay.

Set one-inch margins.

Double-space the text.

Use 12-point Times New Roman font.

Create a header that displays page numbers.

Align name, date, and class title at the right.

Center and boldface the title of the essay.

Indent the paragraphs one inch.

Insert a picture or a chart to illustrate a point.

Directions: Now, make the following changes to your document and print another copy.

Change the margins to 1.5 inches.

Change the text to single spacing.

Change the font to 14-point Arial or Helvetica.

Align name, date, and class title to the left.

Italicize the title of the essay.

Delete the paragraph indents and double-space between paragraphs.

Add a second picture or chart to illustrate a point.

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(continued)WRITING SKILLS ACTIVITY 8

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Forming HypothesesLearning the Skill

A hypothesis is an informed, thoughtful guess about how something works or why something happens. When you make a hypothesis, you attempt to correctly explain or predict events.

Use the following guidelines to help you form a hypothesis:

Identify the relevant, available facts.

Think about which facts might guide you in forming an accurate prediction or explanation.

Consider several possible explanations for the facts.

Your hypothesis is the explanation that best accounts for all the facts.


Directions: Read the excerpt from Budget and Tax News. Then answer the questions that follow in the space provided.

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Eminent Domain Takes Center Stage in Redevelopment Debates

[1] April 1, 2005 — The U.S. Supreme Court on February 22 heard oral arguments in a case that could have far-reaching implications for cities and for private citizens’ property rights.[2] In Kelo v. New London, a small band of property owners is challenging the city of New London, Connecticut’s authority to seize their homes and businesses for the sole purpose of redeveloping the land to generate higher tax revenues. If the Supreme Court sides with the city, private property rights may effectively become non-issues for local governments, as cities plow under neighborhoods in the name of redevelopment to boost the tax base.[3] Eminent domain is the government power to forcibly confiscate, or “take,” private property for a “public use.” Property owners are supposed to receive “just compensation.” Traditionally, public use has meant services and programs for the use of the public at large with equal access. The power was . . . not intended as a tool for wielding by private individuals and businesses to compel others to sell their land. . . .

Michigan Case Created Precedent

[4] The New London case is a direct outcome of the judiciary’s tendency . . . toward a “hands off” approach to eminent domain. . . . [T]he groundbreaking 1984 decision by the Michigan Supreme Court in Poletown v. the City of Detroit, broadened the power of local governments and gave them license to effectively void individual property rights as long as they say it is for a public benefit.

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Forming Hypotheses

1. List two facts from the excerpt that might explain why eminent domain, or the seizure of private property, is the subject of an increasing number of lawsuits.

2. Based on these and other facts in the excerpt, write a hypothesis that explains why the seizure of private property is the subject of an increasing number of lawsuits.

Applying the Skill

Directions: Use the excerpt to answer the following questions. Circle the letter of the correct answer.

1. Which statement best explains eminent domain? A. Eminent domain helps citizens maintain control over their

private property. B. Eminent domain is a tool for businesses to compel people to

sell their land. C. Eminent domain allows the government to take private

property for a public use. D. Eminent domain is an illegal practice in which private

individuals compel others to sell their land to the government.

2. In Kelo v. New London, the U.S. Supreme Court upheld the city’s seizure of private property. Which paragraph provides the strongest clues that could have helped you predict this?

A. Paragraph 1 B. Paragraph 2 C. Paragraph 3 D. Paragraph 4

3. Given the information in the article, which of the following is the best hypothesis about the future of private property rights?

A. Courts will refuse to hear cases about property rights. B. Courts will continue to strengthen private property rights. C. Courts will expand the government’s power of eminent

domain. D. Courts will overturn the government’s power of eminent

domain.

CRITICAL THINKING SKILLS ACTIVITY 8 (continued)

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Interpreting a Flowchart

Learning the Skill

Flowcharts are diagrams that show sequences of steps or events. They may have lines or arrows to suggest the direction in which the series of steps or events flows. Symbols may be used to help readers identify important parts of the flowchart or to distinguish between different types of information. To interpret a flowchart, use the following steps:

Read the title of the flow chart to identify its purpose. Consider whether the chart will provide information about how to perform a task or explain a complex process or system.

Identify any key symbols used in the flowchart. Determine what these symbols represent, and use that information to help you understand the flowchart.

Follow the lines and arrows that connect the various steps or events in the flow chart. Are there places in which the chart flows in multiple directions? Examine how the outcomes might differ as a result of each option.

Analyze the overall process displayed in the flowchart. Remember the main point and purpose of the flowchart, and draw conclusions based on those ideas.


Directions: Study the flowchart below, and answer the questions that follow on a separate sheet of paper.

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Most decisions are final

District

Court

Witnesses testify; jury hears case

and reaches verdict

Verdict is appealed

Court of

Appeals

Panel of judges reviews

case record, hears lawyers’

arguments, and reaches a majority decision

Some decisions appealed

to the Supreme

Court

Verdict is accepted

Case is remanded to lower court

Path of a Court Case

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(continued)

Interpreting a Flowchart1. Naming What symbol is used to represent the point at which

a court case ends?

2. Identifying In which part of the federal court system do witnesses testify and juries hear cases?

3. Specifying What action causes a federal court case to be sent back to a lower court?

4. Describing What happens if a Court of Appeals decision is not remanded or accepted as final?

Applying the Skill

Directions: Study the flowchart below, and answer the questions that follow on a separate sheet of paper.

1. Add the following pieces of information at the correct location on the flowchart:

The chief justice presides while justices discuss cases privately. A majority vote decides the case.

Lawyers for each side prepare briefs explaining their positions in the case. Justices study these documents.

2. Sequencing What must happen before a case can be argued before the Supreme Court?

3. Identifying Central Issues What would cause a Supreme Court justice to write a dissenting opinion?

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Supreme Court justices agree to add case to the

Court docket.

Lawyers give 30-minute oral arguments. Justices

can ask the lawyers questions.

The decision is announced to the public and the media. Opinions are

placed on the Supreme Court Web site.

After decision is made, one justice writes the majority opinion, announcing the decision. Other justices may write dissenting or

concurring opinions.

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Selecting Supreme Court JusticesWhen there is an opening for a U.S. Supreme Court justice, the

president submits the name of a person to the Senate’s Judiciary Committee. The committee investigates and questions the person at length. If the Judiciary Committee recommends the person, the Senate considers the nominee and either confirms or rejects the president’s original choice. John G. Roberts was confirmed as Chief Justice of the Supreme Court on September 29, 2005. What follows is a speech delivered by Senator Bill Frist just before the Senate vote on Roberts’ confirmation.

Directions: Use the excerpt from Senator Frist’s speech as well as the information found in your textbook to answer the questions below on a separate sheet of paper.

1. Specifying What qualifications and personality traits does Senator Frist claim Judge Roberts has that would make him a worthy Chief Justice?

2. Deciding Based on Senator Frist’s speech, would you vote to confirm Judge Roberts as the Supreme Court’s Chief Justice? Why or why not?


Mr. President, the duty before us today to provide advice and consent on John Roberts’ nomination as Chief Justice of the United States is perhaps the most significant responsibility we will undertake as elected leaders. It is a duty decreed to us by the Constitution and an obligation the American people have entrusted us to fulfill.In this Chamber today, we are seated at the drafting table of history. We are prepared to write a new chapter in the history of our Nation. Our words and our actions will be judged not only by the American people today but by the eyes of history forever.. . . Judge Roberts possesses the qualities Americans expect in the Chief Justice of its highest Court and the qualifications that America deserves. Without a doubt, he is the brightest of the bright. His understanding of constitutional law is unquestionable. Judge Roberts has proven through his tenure on the District of Columbia Circuit Court of Appeals and inhis testimony before the Judiciary Committee that he is committed to upholding the rule of law and the Constitution. He has demonstrated that he won’t let personal opinions sway his fairminded approach. He will check political views at the door to the Court, for he respects the role of the judiciary and recognizes the importance of separation of powers.

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English Language LearnerTo help students understand the process and

importance of Supreme Court justice nomination and confirmation, have kinesthetic students share their flowcharts with the English Language Learners. Then, reread the third paragraph of the speech aloud with students. Have them answer basic comprehension questions, such as What is the job of a Supreme Court justice? Supreme Court justices interpret the U.S. Constitution. Why are a justice’s decisions important? Justices decisions determine how laws will be applied and interpreted. How does a Supreme Court justice’s decisions affect Americans today and Americans in the future? Supreme Court decisions set legal precedents for the application of laws in the United States.

Gifted and TalentedAsk students to consider qualities that are

important in a Supreme Court justice. Explain that presidents often view Supreme Court justice selection as a legacy of their own presidency. Have students write a report summarizing the importance of selecting a nominee based on the ideology of the president’s administration and on ensuring balance of ethnicity and gender on the Court.

Special NeedsReread the speech out loud and have students

list qualities Senator Frist states that Judge Roberts has. Then have them discuss the additional qualities they believe a Supreme Court justice should have. Ask them to add these qualities to the list and discuss their reasons.

IntrapersonalHave students research both conservative

and liberal interest groups’ opinions of the nomination of Judge Roberts. Have them analyze in a report the differences between their opinions and the reasons for these differences.

KinestheticHave students read Articles II and III of the

Constitution and conduct research on the process of a Supreme Court justice confirmation. Ask students to make a flowchart showing the process from presidential recommendation to Senate confirmation.

LogicalHave students use the Internet to research

Supreme Court environmental cases heard by Chief Justice Roberts, such as S. D. Warren Co. v. Maine Board of Environmental Protection and Carabell v. United States Army Corps of Engineers. Ask students to compare Senator Frists’s claims against Chief Justice Roberts’s actions on the Supreme Court. Have students write a report based on their research that describes their opinion of the new Chief Justice’s success as it relates to environmental issues.

Verbal/LinguisticSenator Frist claims that Judge Roberts “has

demonstrated that he won’t let personal opinions sway his fair-minded approach.” Some people claim that judges are influenced by controversy and public interest portrayed in the media and that this influence can be an important part of the Court’s proceedings. Have students discuss and debate the issue that public opinion both serves and threatens the judicial system.

MathematicalAsk students to research and determine

the final number of votes in Congress that confirmed Roberts as Supreme Court justice. Students should also determine how many members of each political party voted for Roberts’ confirmation. Using these figures, students will create a set of double-bar graphs to show how the overall vote compared with that of party affiliation.


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Student: Which document establishes

a federal court system in the

United States?

The Judicial Branch—What Do You Know?

Directions: Ask each other the following questions to see how much you know about the organization and operation of the federal court system.*

Partner: Which federal courts allow

witness testimony and trials

with juries?

Student: Who makes final

interpretations of

the Constitution?

Partner: What term refers to the

Supreme Court practice

of following precedent

to decide cases?


Partner’s answer:

Student’s answer:

Partner’s answer:

Student’s answer:

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The Judicial Branch—Understanding the Big IdeasDirections: Use your textbook to answer the questions below in the space provided.


List two provisions of the Constitution that are designed to ensure equal treatment for people accused of crimes.


What kinds of cases are heard in appeals courts?

Section 3 Big Idea The judicial branch is charged with interpreting the law.

What is the Supreme Court’s process of judicial review?

Section 4 Big Idea The judicial branch is charged with interpreting the law.

How do changing social conditions affect the actions of the Supreme Court?

SCHOOL-TO-HOME CONNECTION 8 (continued)

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The Judicial Branch

The judicial branch of our government ensures that our nation’s laws are justly applied. It also interprets constitutional law to protect our rights as United States citizens.

Directions: Answering Questions Use the chart below to answer questions about the judicial branch. You will not use all of the names and terms.

1. What is the ideal on which our justice system is based?

2. What is one decision that an appeals court can make in a case?

3. Who is the current chief justice of the Supreme Court?

4. In which step in a Supreme Court case can the justices question the

lawyers?

5. The U.S. Court of Appeals is divided into what type of geographic

areas?

6. How many levels does our federal court system have?

7. The Supreme Court receives most of its cases based on what type of request that

directs a lower court to send its records to the Supreme Court to review?

8. In what way does the Supreme Court announce its decision?

9. What does a judge use as a guide when deciding a case?

10. Which type of crime can be tried in federal court?


“Equal Justice Under Law” a written opinion Samuel Alito

kidnapping circuits remand

three writ of certiorari John G. Roberts Jr.

oral argument precedent brief

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1. Explaining What is the purpose of the judicial branch of the federal government?

2. Specifying Why is the ideal of equal justice difficult to achieve?

3. Describing What are the three levels of the federal court system?

4. Defining What is jurisdiction?

5. Listing What are the eight types of cases over which the federal courts have jurisdiction?

6. Explaining What are exclusive jurisdiction and concurrent jurisdiction?

Read the Section Review questions before you start the section. Doing so will help you preview important concepts.

The Federal Courts


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Pay attention to any mental images you form as you read. For example, you might picture the three branches of the federal government as a triangle or the federal court system as a ladder or a pyramid. Sketch these mental images to help you remember and organize information.

How Federal Courts Are Organized



1. Specifying Why must all federal cases begin in district courts?

2. Listing What are the three ways in which an appeals court may decide a case?

3. Explaining How are the terms opinion and precedent related?

4. Describing How are federal judges selected?

5. Specifying What is the only way by which a federal judge may be removed?

6. Explaining What is the role of a United States attorney?

7. Identifying What are subpoenas, and which official serves them?

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1. Specifying When does the Supreme Court have original jurisdiction?

2. Describing What officials sit on the Supreme Court?

3. Explaining How do vacancies occur on the Supreme Court?

4. Defining What is judicial review?

5. Listing What three principles of judicial review did John Marshall set forth in his opinion in Marbury v. Madison?

6. Describing What is one way in which the president and one way that Congress may check and balance the power of the courts?

Before you read, write from one to three phrases or sentences that give you a personal connection to the information. For example, for this section you might write, “I know that the chief justice is John Roberts” or “There are nine members of the Supreme Court.” When you have finished reading, check your connections for accuracy.

The Supreme Court


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The Supreme Court at Work

Copy the vocabulary words into a list or chart before you read. Then fill in a definition for each one as you find it in the text.


1. Specifying When does the Supreme Court hear cases?

2. Summarizing How is a court case added to the Supreme Court’s docket?

3. Sequencing What are the five steps through which a case passes in the Supreme Court?

4. Explaining What are dissenting opinions and concurring opinions?

5. Defining What is the meaning of stare decisis?

6. Identifying How does the Supreme Court adapt laws for the changing times?

7. Specifying What Supreme Court case made segregation legal, and what case overturned that precedent?

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