chapter 6: congress · cooperative learning activity 6 economic activity 6 enrichment activity 6...

134A

PACING CHARTS

Suggested Pacing Chart (Full-Year Course)Suggested Pacing Chart (Full-Year Course)

2

Unit 2(1 Day)

Day 1Introduction

Chapter 6(6 Days)

Day 1Chapter 6Intro,Section 1

Day 2Section 2

Day 3Section 3

Day 4Section 4

Day 5Chapter 6Review

Day 6Chapter 6Assessment

Chapter 7(6 Days)


Day 2Section 2

Day 3Section 3

Day 4Section 4



Chapter 8(6 Days)


Day 2Section 2

Day 3Section 3

Day 4Section 4



Unit 2(2 Days)

Day 1Wrap-Up/Project

Day 2Unit 2 Assessment

Unit 2(1 Day)

Day 1Introduction,Chapter 6Intro,Section 1

Chapter 6(2 Days)

Day 1Sections 2, 3, 4

Day 2Chapter 6Review,Chapter 6Assessment

Chapter 7(3 Days)

Day 1Chapter 7Intro,Sections 1, 2

Day 2Sections 3, 4


Chapter 8(3 Days)

Day 1Chapter 8Intro,Sections 1, 2

Day 2Sections 3, 4


Unit 2(1 Day)

Day 1Wrap-Up/Project,Unit 2 Assessment

Suggested Pacing Chart (Semester Course)Suggested Pacing Chart (Semester Course)

Activities that are suited to use within the blockscheduling framework are identified by:

• www.civ.glencoe.comCivics Today: Citizenship, Economics, and YouVisit the Civics Today: Citizenship, Economics, and YouWeb site for civics and economics overviews, activities,assessments, and updated charts and graphs.• www.socialstudies.glencoe.comGlencoe Social StudiesVisit the Glencoe Web site for social studies activities,updates, and links to other sites.• www.teachingtoday.glencoe.comGlencoe Teaching TodayVisit the new Glencoe Web site for teacher developmentinformation, teaching tips, Web resources, and educationalnews.• www.time.com/educationTIME OnlineVisit the TIME Web site for up-to-date news and class-room teaching materials.• www.streetlaw.orgStreet Law™ Visit the Street Law™ Web site for information aboutclassroom citizenship activities.

B I B L I O G R A P H Y

Readings for the StudentDavidson, Roger H., and Walter J. Oleszek. Congress and ItsMembers. Congressional Quarterly, 1998.

Irons, Peter. A People’s History of the Supreme Court. Viking,1999.

Rubel, David. Encyclopedia of the Presidents and Their Times.New York: Scholastic, 2001.

Readings for the TeacherBowler, Shaun, et al., eds. Citizens As Legislators: DirectDemocracy in the United States (Parliaments and LegislativeSeries). The Ohio State University Press, 1998.

Horowitz, Morton J. The Warren Court and the Pursuit ofJustice: A Critical Issue. Hill & Wang, 1998.

Multimedia ResourcesVHS. Hail to the Chief: Electing the President. Lucerne.

VHS. Understanding the Constitution. Sunburst, 2001.

CD-ROM. The Supreme Court’s Greatest Hits. NorthwesternUniversity, 1999.

Assessment Application and EnrichmentApplication and Enrichment

Additional Unit ResourcesAdditional Unit Resources

MultimediaMultimedia

2

Unit 2 PretestUnit 2 Posttest

Reading in the Content AreaInclusion for the Middle School Social StudiesClassroom Strategies and ActivitiesAmerican BiographiesInterpreting Political CartoonsTeaching Strategies for the Civics Classroom(Including Block Scheduling Pacing Guides)

Glencoe’s Skillbuilder Interactive Workbook CD-ROM, Level 1American History Primary Source Document Library CD-ROM

Citizenship Simulation 5The Living Constitution (with Teacher AnnotatedEdition)

Citizenship Simulation 2The Living Constitution (with Teacher AnnotatedEdition)

134B

http://www.civ.glencoe.com

http://www.socialstudies.glencoe.com

http://www.teachingtoday.glencoe.com

http://www.time.com/education

http://www.streetlaw.org

Unit OverviewUnit 2 introduces the threebranches that make up thenational government. Chapter 6describes the legislative branch.Chapter 7 examines the presi-dency and the executive branch.Chapter 8 discusses the judicialbranch.

Unit ObjectivesAfter studying this unit, studentswill be able to:1. Describe the organization and

work of Congress.2. Summarize the duties and

responsibilities of the presi-dent and other workers in theexecutive branch.

3. Explain the organization andwork of the judicial branch.

134

In our federal government, the executive, legislative, and judicialbranches share the responsibility of governing the nation. Theyderive their powers from the American people. We have aresponsibility to learn about the officials who represent us and to express our views through voting.

Use the American History Primary Source DocumentLibrary CD-ROM to find primary sources about the federalgovernment.

As you study the national government, pay attention to primarysources around you, such as the important national issuesdiscussed in the media. Consider how you would deal with them ifyou were a member of Congress. With a partner, prepare a speechoutlining your proposal about a specific issue.

Joseph Sohm/CORBIS

134

2

Team-Teaching ActivityTeam-Teaching ActivityArt Tell students that the federal government has commissioned several sculptures ofelected officials, including a marble statue of Lincoln in the U.S. Capitol that was executedby Vinnie Ream, a 19-year-old. The statue was unveiled in 1871 to mixed reviews. Severalcritics accused Ream of having more talent as a lobbyist than as a sculptor because shewon the commission largely through the influence of her many Washington friends, includ-ing President Andrew Johnson and General William T. Sherman. Work with the art teacher tohelp students identify and research the artists responsible for works such as the LincolnMemorial and the Vietnam Memorial Wall. Display pictures of the sculptures alongside infor-mation on the artists. L1

Have students describe theadvantages and disadvantages ofhaving three branches (the exec-utive, legislative, and judicial)share the responsibility of gov-erning at the federal level. Askstudents to identify whichbranch they think has the mostgoverning authority. Have stu-dents reevaluate their opinionsas they read Unit 2.

Out of Time?

If time does not permit teaching eachchapter in this unit, you may use theReading Essentials and StudyGuide summaries.

135

The United States Capitol

135

CD-ROMAmerican History Primary Source Document Library CD-ROM

Use the American History PrimarySource Document Library CD-ROMto access primary source documentsabout the federal government.

2

Twenty-six members ofCongress have become president of theUnited States. Several of these menserved in both the Senate and the Houseof Representatives. They are John Q.Adams, Andrew Jackson, WilliamHarrison, John Tyler, Franklin Pierce,James Buchanan, Andrew Johnson,James Garfield, John F. Kennedy,Lyndon Johnson, and Richard Nixon.

Political Involvement Invite a legislator or judge to speak to the classabout the responsibilities of members of the legislative or judicialbranch of government. Suggest that the speaker cover topics such asqualifications for office, its duties, limits, and privileges, and ways citi-zens can influence the legislative or judicial branch. After listening to the

speaker, have students discuss the benefits and drawbacks of entering politics or the legalprofession. Urge interested students to form a club for future legislators and judges. L2

Refer to Building Bridges: Connecting Classroom and Community Through ServiceLearning in Social Studies from the National Council for the Social Studies for informationabout service learning.

WorkingIn YourCommunity

WorkingIn YourCommunity

136A

CHAPTER RESOURCES

AssessmentChapter 6 Test, Forms A and BStandardized Test Skills Practice Workbook Activity 6Performance Assessment Activity 6ExamView® Pro Testmaker CD-ROM

Assessment

Reteaching Activity 6Vocabulary Activity 6

Review and ReinforcementReview and Reinforcement

Spanish SummariesSpanish Guided Reading ActivitiesSpanish Reteaching ActivitiesSpanish Quizzes and TestsSpanish Vocabulary ActivitiesThe Declaration of Independence and United States Constitution Spanish Translations

Spanish ResourcesSpanish Resources

Cooperative Learning Activity 6Economic Activity 6Enrichment Activity 6Primary Source Reading 6

Application and EnrichmentApplication and Enrichment

Audio ProgramAmerican History Primary Source Document Library CD-ROMDemocracy in Action Video ProgramExamView® Pro Testmaker CD-ROMGlencoe’s Skillbuilder Interactive Workbook CD-ROM, Level 1Interactive Student Edition CD-ROMInteractive Tutor Self-Assessment CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMStudent Presentation Builder CD-ROMTeacherWorks CD-ROMVocabulary PuzzleMaker CD-ROM

MultimediaMultimedia

Graphic Organizer Transparency with TeachingStrategy and Student ActivityCivics Concepts Transparency 6 with TeachingStrategy and Student Activity

Teaching TransparenciesTeaching Transparencies

Timesaving Tools

Use Glencoe’s Presentation Plus! to customizeyour presentations using Microsoft PowerPoint®and create your own personalized lessons.

• Interactive Teacher Edition Access your TeacherWraparound Edition and your classroom resources with a few easy clicks.

• Interactive Lesson Planner Organize your week, month,semester, or year with all the lesson helps you need tomake teaching creative and relevant.

™

6

For additional resources, you and your studentscan visit civ.glencoe.com, the Web site companionto Civics Today: Citizenship, Economics, and You.The student text directs students to the Web sitefor the following options:

• Chapter Overviews • Student Web Activities• Self-Check Quizzes • Textbook Updates

http://civ.glencoe.com

KEY TO ABILITY LEVELS

Daily Objectives Reproducible Resources Multimedia Resources

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

Foldables are three-dimensional, interactive graphic organizers

that help students practice basic writing skills, review key vocabulary terms, and identify main ideas. Every chapter contains a foldable activity, with additional chapter activities found in the Reading and Study Skills Foldables booklet.

SECTION 1How Congress Is Organized1. Explain how Congress is

organized.2. Examine the role of committees

in Congress.

Reproducible Lesson Plan 6–1Daily Lecture and Discussion Notes 6–1Guided Reading Activity 6–1*Section Quiz 6–1*Reading Essentials and Study Guide 6–1

Daily Focus Skills Transparency 6–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

SECTION 2The Powers of Congress1. Identify the powers the

Constitution gives to Congress.2. Cite the powers the Constitution

denies to Congress.



SECTION 3Representing the People1. Describe the benefits that mem-

bers of Congress enjoy.2. Understand the duties of congres-

sional support staff.



SECTION 4How a Bill Becomes a Law1. Describe how bills are introduced

and how they work their waythrough Congress.

2. Identify what actions a presidentcan take once a bill has beenpassed by Congress.


Daily Focus Skills Transparency 6–4Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Assign the Chapter 6 Reading Essentials and Study Guide.

Blackline Master Transparency CD-ROM DVD *Also Available in Spanish

Audio Program Videocassette

136B

SECTION RESOURCES

Chapter OverviewIn Chapter 6 students learnabout the United StatesCongress. Section 1 describesthe roles of party leaders andcommittees in Congress.Section 2 explains the powersCongress uses to reach its goals.Section 3 analyzes the duties ofcongressional staffs and agen-cies. Section 4 examines how abill becomes a law.

Chapter ObjectivesAfter studying this chapter, stu-dents will be able to:1. Explain how Congress works.2. Describe the powers of

Congress.3. Examine the work of those

employed by Congress.4. Describe how a bill becomes

a law.

Have students discuss pendinglegislation and their representa-tives’ positions on the issues. Askstudents to explain their ownposition on the pending legisla-tion. Ask: What can you do tolet your representatives knowhow you feel about pendinglegislation? (Students maydescribe writing letters, makingtelephone calls, and sending e-mailsto their representatives.)

136

Two-Minute Lesson LauncherTwo-Minute Lesson LauncherHave students think about what would happen if they were elected to rewrite their school’srules. Ask: In what ways would you change the school? How might your life be differentbecause of your new position? (Students’ answers will vary. Possible answers are that theschool would become more student friendly and that teachers and other students wouldtreat elected officials with more than the usual respect.) Tell students to compare their visionof being lawmakers with the roles and responsibilities of Congress as they read Chapter 6.

Congress represents the American people.When citizensexpress their views to members of Congress, theyparticipate in the lawmaking process. Find out whatlegislation is pending in Congress and your representatives’positions on the issues. Investigate an issue and decide yourposition on it. Do you agree with your representatives?

To learn more about Congress, view the Democracy inAction video lesson 7: Congress at Work.

Summarizing Information Study Foldable Make the following foldable tohelp you organize and summarize what you learn about the U.S. Congress.

Step 1 Fold a sheet of paper inhalf from side to side.

Reading andWriting As you readthe chapter, writedown what you learnabout Congress undereach appropriate tab.Focus on writing mainideas and supportingdetails you find in thechapter.Step 3 Unfold and cut up along

the three fold lines, cuttingthrough just the top layer.

Step 2 Turn the paper and fold itinto fourths.

Step 4 Label your foldable asshown.

136 The U.S. Capitol ▲

Make fourtabs.

Fold in half,then fold inhalf again.

Organi-zation

ofCongress

Powersof

CongressFrom Bill

to LawRepre-senting

Americans

Joseph Sohm; Visions of America/CORBIS

6

Refer to Activity 6 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

137

Chapter Overview Visit the CivicsToday Web site at civ.glencoe.comand click on Chapter Overviews—Chapter 6 to preview chapterinformation.

Betsy Reid, Dr. Rodney Cathey Middle School, McAllen, Texas Have students elect a president and vice president. The president then appointsnine students to the Supreme Court. The rest of the class is organized intothe House and Senate. Students should proceed through the process ofpassing a law. The nature of the law should be a result of a class discus-

sion. The law should be sent to the House for discussion and a vote and then sent to theSenate for discussion and a vote. If it passes in the Senate, it travels to the president forsigning or vetoing. Each house of Congress can override the veto. While the bill is beingreviewed, have the Supreme Court examine it to determine its constitutionality. L1

6

Teacher-to-Teacher ActivityTeacher-to-Teacher Activity

Purpose Students make anduse a foldable to organize infor-mation about the United StatesCongress. As students read thechapter, they should list the fea-tures and activities of the Con-gress. When students havecompleted the foldable, theyshould have a comprehensivedescription of Congress.

Have students completeReading and Study SkillsFoldables Activity 6.

Introduce students to chaptercontent by having themaccess Chapter Overview 6at civ.glencoe.com

Democracy in ActionVideo ProgramTo learn more about the day-to-dayoperations of the legislative branch,have students view video lesson 7“Congress at Work” from theDemocracy in Action VideoProgram.

MindJogger VideoquizUse MindJogger Videoquiz to preview the Chapter 6 content.

Both programs available inVHS

http://www.glencoe.com/sec/socialstudies/govciv/civics2003/content.php4/930/1


138

1 FOCUSSection OverviewThis section describes how themembers of Congress carry outtheir duties.

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 6–1• Daily Lecture and Discussion Notes 6–1• Guided Reading Activity 6–1• Section Quiz 6–1• Reading Essentials and Study Guide 6–1

Transparencies• Daily Focus Skills Transparency 6–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

CHAPTER 6Section 1, 138–144CHAPTER 6

Section 1, 138–144

GUIDE TO READING

Main Idea

In Congress, members ofeach party select theirown leaders and workmainly in committees tocarry out their duties.

Key Terms

bicameral, census,constituent,gerrymander, majorityparty, minority party,standing committee,seniority

Reading Strategy

Comparing andContrasting InformationCreate a chart similar tothe one below. As youread, compare the Houseof Representatives to theSenate.

Read to Learn

• How is Congressorganized?

• What role docommittees play inCongress?

How Congress Is Organized

SECTION

AP/Wide World Photos

Senator Jon Kyl represents the people of thestate of Arizona. Kyl, though, does much of his work for thepeople of Arizona miles and miles away in the nation’scapital. How does Kyl know what the people herepresents want? One way is through Kyl’s officialWeb site. Arizonans and other interested peoplecan contact Kyl through e-mail and learn aboutcurrent legislation, college internships,casework, and tours. Check it out atwww.senate.gov/~kyl/services.htm

Terms of CongressEvery year, inside the U.S. Capitol in Washington, D.C.,

535 of our fellow citizens gather to make new laws and addresscountless issues facing our country. These are our elected rep-resentatives, the members of Congress.

The Framers of the U.S. Constitution intended to makethe legislative branch of government more powerful than anyother branch. In fact, Congress is described in the first part ofthe Constitution, Article I. As James Madison said, Congress is“the First Branch of this Government.”

Each term of Congress starts on January 3 of odd-numbered years (unless a different day is appointed) and lastsfor two years. Each “new” Congress is given a number to iden-tify its two-year term. For example, the first Congress met in1789, and the 107th Congress began meeting in 2001.

Each term of Congress is divided into two sessions, ormeetings. A typical session of Congress today lasts fromJanuary until November or December. Congress may alsomeet in times of crisis during special sessions. A joint sessionoccurs when the House and Senate meet together.This usuallyoccurs when the Congress gathers to hear the president’s Stateof the Union address.

Identifying Which article of the Constitutiondescribes Congress?

Senator Jon Kyl

House ofRepresen- Senatetatives

Size

Term

Powers of Leader

Types of Commit-tees

138 Chapter 6 Congress

Project Daily Focus SkillsTransparency 6–1 and havestudents answer the ques-

tion. Discuss students’ responses.

Available as a blacklinemaster

B E L L R I N G E RSkillbuilder Activity

Answer: Article I

GUIDE TO READING

Answers to ReadingStrategy: House of Repre-sentatives: 435 members; two-year terms; steers legislationthrough the House, controlsdebate and most House busi-ness; standing, select, joint, andconference committees; Senate:100 members; six-year terms;ceremonial powers; standing,select, joint, and conferencecommittees

Preteaching VocabularyRead the following descriptionsaloud. Ask students what KeyTerm you are describing.• political party to which more

than half the members belong(majority party)

• people represented (constituents)

• permanent committees thatcontinue their work from ses-sion to session (standing committees)

http://www.senate.gov/~kyl/services.htm

2 TEACH

Discussing Representation Lead a class discussion on how a bi-cameral, or two-house legisla-ture, offers fair representationfor all states. (The number of rep-resentatives based on populationmeans all constituents are repre-sented equally.Two senators fromeach state means all states are rep-resented equally.) L1

Have students write a paragraphin which they evaluate whychanges in population can affecta state’s representation but notthe total number of people inCongress. Have them explainwhat redistricting is and why itis sometimes necessary. (Thenumber of congresspersons is fixedat 435. Redistricting is necessarywhen there have been large popula-tion shifts.) L2

139


Section 1, 138–144

A Bicameral LegislatureAs you’ll recall from Chapter 3, one of

the major conflicts at the ConstitutionalConvention in 1787 concerned state repre-sentation in Congress.While delegates fromthe smaller states wanted equal representa-tion, delegates from the larger stateswanted representation to be based on pop-ulation. The resulting Great Compromiseestablished Congress as a two-part, orbicameral, body, consisting of the Houseof Representatives and the Senate.

The House of Representatives The House of Representatives, the

larger body of Congress, has 435 votingmembers, allotted to the states according topopulation. According to the Constitution,each state is entitled to at least one seat inthe House, no matter how small its popula-tion. After each 10-year census, or pop-ulation count taken by the Census Bureau,Congress adjusts the number of representa-tives given to each state.

Each state is divided into one or morecongressional districts, or areas, with onerepresentative elected from each district.State legislatures must draw the boundariesso that the districts include roughly the samenumber of constituents, or people rep-resented. Sometimes states abuse this pro-cess by gerrymandering. A gerrymanderis an oddly shaped district designed toincrease the voting strength of a particulargroup. For example, if most of a state’srepresentatives are Republican, they mightdraw the lines so that as many districts aspossible have more Republican than Demo-cratic voters.

Representatives serve two-year termsand may not be well known outside theirdistricts. They usually focus on concerns intheir districts, rather than the concerns ofthe state as a whole. This is as the Framersof the Constitution intended.They designed

Congress so that members of the Housewould be closer to the people than wouldmembers of the Senate.

The Senate The Senate has 100 members—2 from

each of the 50 states. Each senator repre-sents his or her entire state rather than aparticular district.

Senators serve six-year terms, butelections are staggered so that no morethan one-third of the senators are up for

CORBIS/Bettmann

Analyzing Visuals In 1812 Governor Elbridge Gerry created a new voting district in Andover, Massachusetts. In response, artistGilbert Stuart drew the outline of the districtand added a head, claws, and wings. A newspa-per editor named the fictional beast, whichresembled a salamander, a “Gerrymander.”What comment was Stuart making about the shape of the voting district that Governor Gerry created?

Chapter 6 Congress 139

Planning and Support

Use Daily Lecture andDiscussion Notes 6–1 foran outline of key conceptsfound in the section.

Chapter 6, Section 1

Political Cartoons

Answer: Stuart’s drawingemphasizes the odd and unnat-ural shape of the new district,suggesting that Gerry drew thedistrict’s boundaries for politicalreasons rather than on thebasis of geography.Cooperative Learning ActivityCooperative Learning Activity

Creating a Bulletin Board Have students work in small groups to create a bulletin boardprofiling the senators and representatives from their state. Have them include informationsuch as gender, age, party affiliation, profession, and length of service. In addition, have thestudents research which committees the legislators serve on and any bills they have spon-sored or supported. If possible, display recent publications and photos featuring these people. L2

Use the rubric for creating a bulletin board display in the Performance AssessmentActivities and Rubrics booklet.

140


Section 1, 138–144

Assign Guided ReadingActivity 6–1 to help stu-dents organize the informa-tion in the section.

Review and Reinforcement

Guided Reading Activity 6–1

History The House of Represen-tatives was open to the public fromthe beginning in 1789, but theSenate met in secret sessions for itsfirst few years. As a result of publicpressure, however, the Senateopened a visitors’ gallery in 1795.

Meeting Special NeedsMeeting Special NeedsVisual/Spatial Some students will comprehend the material better if they create a graphicorganizer, such as a chart or table. To assure that students understand the vocabulary termsin Section 1, have them make a chart or table that lists each term with its definition.Students may want to refer to their graphic organizers during class discussions.

Refer to Inclusion for the Middle School Social Studies Classroom Strategies andActivities in the TCR.


reelection at any one time. This ensures acertain amount of stability and continuity.

Comparing Which is thelarger body of Congress?

Congressional LeadersIn both the House and the Senate, the

political party to which more than half the members belong is known as the majority party. The other party is called the minority party. At the beginning of each term, the party members in eachhouse choose leaders to direct their activities.

The Constitution states that the House“shall choose their Speaker and other offi-cers.” Members of the majority party of theHouse choose the Speaker at a caucus, orclosed meeting. The entire membership ofthe House then approves the choice ofSpeaker of the House.

The Speaker of the House is the mostpowerful leader within the House ofRepresentatives. Always an experiencedmember of the majority party, the Speakersteers legislation through the House, is incharge of floor debates (those in which allrepresentatives may participate), andinfluences most other House business. If

Visit civ.glencoe.com and click on Textbook Updates–

Chapter 6 for an update of the data.

UPDATE

1

1

22

22

130

4

72

21

2 4 6

4

2

2 9

8

11

66

86 9

9

25

10

10

8

61210

8

2311

18141

7

62

141 2

30

43

3

6

195051

6

42

113 3 6 1850

2

2

1

2

7

2

45 7 8

1

6810

10

21119

43

2

25

33

13

1790

2610

19

12

51

8

72

142

4

13

10

Congressional Apportionment, Selected Years

Answer: the House ofRepresentatives


141


Section 1, 138–144


anything happens to the president and vicepresident, the Speaker is next in line tobecome president, provided he or she islegally qualified.

Speakers today rely on their powers ofpersuasion as much as their formal powersto exercise influence. On a typical day, theSpeaker may talk with dozens of members ofCongress. Often the Speaker does this just tolisten to requests for a favor. Former Speakerof the House Thomas P. “Tip” O’Neill oncestated: “The world is full of little things youcan do for people.” The Speaker, though,expects something in return—the represen-tatives’ support on important issues.

The Senate has no leader with compara-ble power.The presiding officer is technicallythe vice president of the United States, calledthe president of the Senate. However, thevice president rarely attends Senate debatesand votes only in case of a tie. The personwho usually acts as chairperson of the Senateis the president pro tempore (or pro tem,for short). “Pro tempore” means “for thetime being.”This position is typically filled bysomeone from the majority party and is moreceremonial than influential.

The real leaders in the Senate, and themost powerful players in the House ofRepresentatives, aside from the Speaker, are

Gained seats after last census

Lost seats after last census

No change

Number of representatives

Number of seats lost or gained

2

+1

TX32

NM3

AZ8

NV3

CA 53

OR5

WA9

MT1

ID 2 WY

1

UT3

CO7 KS

4

NE3

SD1

ND1 MN

8

IA5

MO9

AR4

OK5

LA 7

MS4

AL7

GA 13

FL 25

SC 6

NC13

VA11

TN 9

KY 6

OH 18IN9IL

19

MI15

WI8

AK1

HI2

DC2

NJ 13

DE 1MD8

CT 5RI 2

MA10

VT 1

NH2

PA19

NY29

ME2

WV3

2000+2

+1

+1+1

+1

+2

+2

+2

–1

–1

–2

–2

–1–1

–1

–1

–1

–1

After the census of 2000, congressionalrepresentation in many states changed.Which states gained representatives?

Interpreting MapsAnswer: Arizona, California,Colorado, Florida, Georgia,Nevada, North Carolina, Texas

Interpreting Maps Practice

Ask: Which state has the mostelectoral votes? (California with53 votes)

Interdisciplinary Connections ActivityInterdisciplinary Connections ActivityLanguage Arts Tell students that writing letters is the most popular way to communicatewith congresspersons. Offer the following letter-writing suggestions: (1) State your purposein the first paragraph of the letter. When referring to a specific bill, identify a House bill asH.R. # ____ or a Senate bill as S # _____. (2) Be polite, concise, and include importantinformation. Also, use examples to support your opinions. (3) Address only one issue perletter, and try to limit the letter to one page. These guidelines also apply to e-mails. Then,using the guidelines, have students write letters to their senator or representative about anissue that concerns them. L3

Conducting a Survey Have stu-dents conduct a survey of thestudent body to find out howmuch their classmates knowabout the people who representthem in Washington, D.C.Thesurvey should include questionsabout who their U.S. senatorsand representatives are, theirparty affiliations, and their standon important issues.The surveymight also include general ques-tions about congressional require-ments and responsibilities. Havethe students report their resultsof the survey to the class, havethe results published in theschool newspaper, or post theresults on a bulletin board. L1

Because the House has so many mem-bers, House whips appoint “deputywhips” to help them. Democrats in theHouse also choose “zone whips”—members from different regions of thecountry who help leaders disseminateinformation.

Identifying Leaders Have stu-dents find out which members ofCongress currently hold each ofthe following positions: Houseand Senate majority and minor-ity leaders, party whips, Speakerof the House, and president protempore. L2

142


Section 1, 138–144

Evaluating ChartsAnswer: Judiciary

Evaluating Charts Practice

Ask: Which House of Represen-tatives standing committee dealswith the problems facing the air-lines industry? (Transportationand Infrastructure)

Critical Thinking ActivityCritical Thinking ActivityDrawing Conclusions Remind students that state legislatures have the power to set theboundary lines for congressional districts, and that, in the past, state legislatures sometimeshave abused this power. Ask students how anyone would know if a state legislature wereabusing this power. Have students respond by preparing a list of questions that would helpmake the determination. (Questions might include the following: How many representa-tives does the state have based on the latest census? How do the districts compare in pop-ulation? What do each district’s boundaries look like?) As you call on volunteers to presenttheir questions to the class, note the questions that appear on the lists most often. L2


Standing Committees

the floor leaders. Floor leaders try to makesure that the laws Congress passes are in thebest interest of their own political party.Themajority and minority floor leaders in eachhouse speak for their parties on the issues,push bills along, and try to sway votes. Party“whips” help the floor leaders. They keeptrack of where party members stand on pro-posed legislation and round up their col-leagues for key votes.

Describing What do floorleaders do?

Committees: Little LegislaturesThe detailed work of lawmaking is done

in committee rather than on the House orSenate floor. So many bills are introducedeach year that few of them would be con-sidered if the work were not divided amongsmaller groups of legislators.

Types of Committees Each house of Congress has both well-

established, ongoing committees and thoseset up for a specific short-term purpose.

Intelligence

Aging

Ethics

Intelligence

Economic

Printing

Taxation

Library

Select and Special

Committees

Joint Committees

Judiciary

Resources

Rules

Science

Small Business

Standards of Official Conduct

Transportation and Infrastructure

Veterans Affairs

Ways and Means

Agriculture

Appropriations

Armed Services

Budget

Education and the Workforce

Energy and Commerce

Financial Services

Government Reform

House Administration

International Relations

HOUSE OF REPRESENTATIVESStanding Committees

SENATEStanding Committees

Agriculture, Nutrition, and Forestry

Appropriations

Armed Services

Banking, Housing, and Urban Affairs

Budget

Commerce, Science, and Transportation

Energy and Natural Resources

Environment and Public Works

Finance

Foreign Relations

Governmental Affairs

Health, Education, Labor, and Pensions

Indian Affairs

Judiciary

Rules and Administration

Small Business and Entrepreneurship

Veterans Affairs

House Committee

Senate Committee

Joint Committee

Most of the legislativework of Congress isdone in committees.Which Senate commit-tee deals with appoint-ments of judges to thefederal courts?

Answer: They make sure thatlaws passed are in the bestinterest of their own politicalparty by speaking for their par-ties on issues, pushing billsalong, and trying to sway votes.

143


Section 1, 138–144

The permanent committees that continuetheir work from session to session are calledstanding committees. The Senate has 17standing committees and the House has 19,covering areas such as education, veteransaffairs, and commerce.

Most standing committees are dividedinto smaller subcommittees that deal withmore specialized issues. For example, theSenate Armed Services Committee hassubcommittees on military readiness, per-sonnel, and armament. Some subcommit-tees are very powerful. Others are not.

In addition to standing committees, bothhouses of Congress also have select committees that are created to do a specialjob for a limited period. In 1976, for exam-ple, the House formed the Select Committeeon Assassinations to investigate the deaths ofPresident John F. Kennedy and Dr. MartinLuther King, Jr. Like all select committees,the House Assassinations Committee dis-banded when it finished its work.

The House and Senate have also formedfour joint committees, which include mem-bers of both houses. The Joint EconomicCommittee reviews economic conditions andrecommends improvements in economic pol-icy. Other joint committees focus on federaltax policy, the Library of Congress, and theGovernment Printing Office.

A fourth type of committee is a tem-porary committee, the conference com-mittee, which helps the House and Senateagree on the details of a proposed law.Youwill learn more about conference commit-tees later in this chapter.

Committee Assignments When senators and representatives

first come to Congress, they try to getassigned to important committees thataffect the people who elected them. Forexample, members of Congress from farmareas might want to serve on agriculturecommittees. Those with many factories intheir districts might be interested in serv-ing on labor committees.

(l)Mark Ransom, (r)AP/Wide World Photos

Nancy Pelosi (1940– )Nancy Pelosi made history in2001 when Democrats in theHouse of Representativeselected her as minority whip. In winning the position, Pelosiclaimed the highest post everheld by a woman in Congress.

Politics runs in Pelosi’sfamily. Both her father andbrother served as the mayor of Baltimore, Maryland. Herfather, Thomas D’Alesandro, Jr., also repre-sented the city for five terms in Congress.Pelosi, the mother of five children, carried the family tradition to California. In 1987 shewaged a successful campaign to representSan Francisco in Congress.

When Pelosi traveled to Washington, D.C.,only 12 Democratic women sat in the Houseof Representatives. They lacked the numbersand the seniority to make their voices heard.By 2001, however, the number of Democraticfemale representatives had grown to 42. Theirvote, plus Pelosi’s considerable experience onimportant committees, changed the face ofpolitics. Her election meant not only thatwomen’s issues would be heard by theDemocrats but that women could win top leadership posts in government.


This 2001 coincommemorates thefirst meeting ofCongress in theCapitol in 1800.

Nancy Pelosi’s position asthe House whip makes her anational spokesperson for theDemocratic party. She is alsoresponsible for the party’slegislative strategy in theHouse of Representatives.Pelosi keeps members of theHouse informed about upcom-ing issues and votes. Ask:How has RepresentativeNancy Pelosi changed theface of politics? (Pelosi’selection has meant thatwomen’s issues are heard by the Democrats and hasshown that women can holdleadership posts in the U.S.government.)

Extending the ContentExtending the ContentThe majority party has the power to write the rules in Congress. Republicans made changesin the structure and titles of several committees when they became the majority in 1995.They also set six-year term limits for committee chairpersons. Before that, the last majorrealignment of standing committees in the Senate took place in 1977.

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use theInteractive Tutor Self-Assessment CD-ROM.

Assessment and Evaluation

Assign Section 1 Quiz toassess mastery of the ma-terial found in the section.

6–1

Caption AnswerThe Speaker of the House in theHouse of Representatives is amore powerful leader because theSpeaker steers legislation, directsfloor debates, and influencesHouse business. The presidentpro tempore in the Senate is aceremonial position.

4 CLOSEAsk students whether the cur-rent method of apportionment is fair to all U.S. citizens.


Section 1, 138–144


Checking for Understanding

1. Key Terms Write sentences or short paragraphs in which you use the following terms:bicameral, census, constituent,gerrymander, majority party,minority party, standing committee, seniority.

Reviewing Main Ideas2. Describe How many members

does the Senate have? Howdoes the U.S. Constitution pro-vide for stability and continuity inthe Senate?

3. Explain Why is so much of thebusiness of Congress conductedin committees? How are sena-tors and representativesassigned to committees?

Critical Thinking

4. Drawing Conclusions Do youthink that the seniority system inCongress is an effective way toselect leaders and assign commit-tee members? Why or why not?

5. Comparing Information On achart like the one below, com-pare the roles of each kind ofcongressional committee.

Analyzing Visuals

6. Interpret Review the maps onpages 140–141. How manyrepresentatives did New Jerseyhave in 1790? In 1950? In2000? What does this tell youabout how New Jersey’s popula-tion has changed?

SECTION ASSESSMENT

Leaders of the political parties makecommittee assignments. In doing so, theyconsider members’ preferences, expertise,and loyalty to the party. Another key factoris seniority, or years of service. The sena-tors and representatives who have been inCongress longest usually get the preferred

committee spots. The longest-servingcommittee member from the majority partytraditionally becomes chairperson. Chair-persons of standing committees are themost powerful members of Congress.Thesemembers decide when and if a committeewill meet, what bills will be studied, andwho will serve on which subcommittees.

Some people think the seniority systemis a good idea. They say it prevents fightsover committee jobs and ensures that chair-persons will have experience. Other peoplecomplain that talented people may be over-looked in favor of those who have simplybeen around for a while.There has been somuch criticism of the seniority system overthe years that both political parties havemoved slightly away from it. The seniormajority party member on a committee stillusually wins the role of chairperson, but itis no longer guaranteed.

Explaining What is thedifference between a standing committee anda select committee?

AP/Wide World Photos

�BE AN ACTIVE CITIZEN�7. Write Choose a representative

from your state. Check the Houseor Senate Web site (www.house.gov or www.senate.gov) to find outon what committees that personserves. Write a letter to that per-son about an issue related to thatcommittee.

Committee Role

Standing

Select

Joint

Conference

Senate Leaders Senate majority leader TomDaschle, Democrat (left), and minority leaderTrent Lott, Republican, are the most importantofficers in the Senate. How does leadership inthe House and Senate differ?


Assign Reading Essentialsand Study Guide 6–1 tohelp students review andcomprehend the materialfound in the section.


Answer: Standing committeesare permanent and work fromsession to session. Selectcommittees are created to doa special job for a limitedperiod of time.

SECTION ASSESSMENT ANSWERS

1. Student work should reflectcorrect use of terms.

2. 100; every two years, one-third of the senators mustrun for reelection, allowingfor two-thirds of the Senateto consist of experiencedmembers.

3. There are too many bills for the entire Congress to

handle; preference, loyalty,expertise, and seniority

4. Students may note that thesystem allows experiencedmembers to play lead roles.

5. Students should comparethe roles of the committees.

6. 5; 14; 13; New Jersey’s pop-ulation grew between 1790and 1950, but decreased a

little between 1950 and2000.

�BE AN ACTIVE CITIZEN�7. Students’ letters should ask

a question about an issuerelated to a representative’sspecific committee.

1

144

http://www.house.gov


http://www.senate.gov

TEACHMaking Comparisons This skillillustrates how to look at thesimilarities and differencesbetween two or more concepts.Have students work in groups toread the selections “Governmentin Great Britain” and “Govern-ment in the United States.”Then have each group make aVenn diagram. Have them fill inthe heads: “Great Britain” and“United States” in the outside circles. Under these heads stu-dents should list facts about thegovernments that are unique toeach country. Then in the innercircle, students should list factsabout the governments thatGreat Britain and the UnitedStates have in common. Ask stu-dents to use the diagrams toexplain how the governments ofGreat Britain and the UnitedStates are alike and different.

Additional Practice

145

Critical ThinkingCritical Thinking


Critical Thinking

Why Learn This Skill?How do you decide which pair of jeans to buy?How will you decide which college to attend orwhich candidates to vote for in an election?Making comparisons is a part of decisionmaking. It also helps you understand andremember different types of information.

Learning the SkillTo make comparisons, follow these steps:• Decide which subjects or concepts you will

compare. Decide which characteristics ofthe subjects you will compare.

• Identify similarities and differences in thecharacteristics.

• Look for relationships and patterns amongthe items you have analyzed.

Practicing the SkillOn a separate sheet of paper, answer the follow-ing questions about the passages on this page.

How is the British Parliament like theCongress of the United States?What differences are there between theBritish and American heads of state?How does the British constitution differfrom the U.S. Constitution?

Government in the United StatesThe Constitution, written in 1787, forms thebasis of democracy in the United States. Itprovides for a president—the head of stateand head of government. The president iselected by the Electoral College system and ischarged with enforcing the nation’s laws. Thepresident serves a four-year term in office andmay be reelected to another term.

The two-house Congress proposes andpasses laws. Voters from each state elect the 435 members of the House of

Representatives every two years. Each statealso elects two senators to the 100-memberSenate every six years.

3

2

1

Practice key skills with Glencoe’sSkillbuilder Interactive WorkbookCD-ROM, Level 1.

Making Comparisons

Learn about Mexico’s form of government.Write a paragraph comparing it with the government of the United States.

Applying the Skill

Government in Great BritainThe British form of government is a

constitutional monarchy. The hereditaryking or queen is the head of state butexercises no actual power. Legal tradi-tions make up the unwritten constitution.

Parliament, as the legislature is called,is the seat of real power. It consists of theHouse of Lords and the House ofCommons. The approximately 700 lordsin the House of Lords may inherit or beappointed to membership. Some lordsgive advice, vote, and act as the highestBritish court. However, the lords do notcontrol final legislation.

The 650 members of the House ofCommons hold real power.They areelected by British voters at least onceevery five years.They propose and passlaws for the nation that cannot be chal-lenged in courts.The prime minister, theactual head of government, is the chiefofficer of the Parliament.

Practicing the Skill1 Parliament has two houses like Congress;

the House of Commons proposes andpasses legislation; members are elected byBritish voters.

2 Britain: hereditary king or queen exercisesno actual power; prime minister is the chiefParliament officer; America: the president is

elected as head of state and the head ofgovernment.

3 Britain: legal traditions make up the unwrit-ten constitution; U.S. Constitution is written.

Applying the SkillStudents’ paragraphs should compare the gov-ernment of Mexico with the government of theUnited States.

Skillbuilder Answers


Assign Chapter SkillsActivity 6 for additionalpractice with making comparisons.

Chapter Skills Activity 6

CD-ROMGlencoe’s SkillbuilderInteractive Workbook CD-ROM, Level 1

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

146

1 FOCUSSection OverviewThis section describes the pow-ers given to and denied toCongress by the Constitution.


Reproducible Masters • Reproducible Lesson Plan 6–2• Daily Lecture and Discussion Notes 6–2• Guided Reading Activity 6–2• Section Quiz 6–2• Reading Essentials and Study Guide 6–2




Section 2, 146–150

GUIDE TO READING

Main Idea

While the Constitutionlimits the powers ofCongress, it also givesCongress the powers itneeds to conduct its busi-ness and accomplish itsgoals.

Key Terms

expressed powers,implied powers, elasticclause, impeach, writ ofhabeas corpus, bill ofattainder, ex post factolaw

Reading Strategy

Comparing InformationAs you read, complete achart similar to the onebelow to compareCongress’s legislativepowers to its nonlegisla-tive powers.

Read to Learn

• What powers did theConstitution give toCongress?

• What powers did theConstitution deny toCongress?

The Powers of Congress

SECTION

146 Chapter 6 CongressNajlah Feanny/Stock Boston

In 1998 the House of Representativesimpeached President Bill Clinton. Then it was upto the Senate to convict or acquit him. Wouldyou believe that 210 years earlier the Framers ofthe U.S. Constitution had discussed this very typeof situation? They had decided that the Senateshould hold impeachment trials because, asAlexander Hamilton put it, it would be the only“tribunal sufficiently dignified [and] sufficientlyindependent . . . to preserve, unawed anduninfluenced, the necessary impartialitybetween an individual accused and therepresentatives of the people, his accusers.”

Legislative PowersThe Founders knew that they could not foresee every situa-

tion Congress might face. They gave that body broad powers.The U.S. Constitution spells out the major powers of Congressin Article I, Section 8. The first 17 clauses list specific orexpressed powers. Clause 12, for example, says, “TheCongress shall have the Power . . .To raise and support Armies.”

The last clause of Section 8—Clause 18—gives Congressthe authority to do whatever is “necessary and proper” to carryout the expressed powers. The powers that Congress hasbecause of Clause 18 are called implied powers because theyare not stated explicitly in the Constitution. Clause 18 is oftencalled the elastic clause because it has allowed Congress tostretch its powers to meet new needs. For instance, you won’tfind the power to create an air force written in theConstitution. However, the elastic clause has allowed Congressto do so as part of its expressed powers to support armies.

Most of Congress’s powers are related to making laws.Congress can pass laws governing all federal property, includingour national parks and military bases. Congress can also enactlaws to establish post offices and federal courts. Some of the mostimportant legislative powers involve raising and spending money,regulating commerce, and dealing with foreign countries.

SupportingClinton

Legislative NonlegislativePowers Powers





GUIDE TO READING

Answers to Reading Strategy:Legislative Powers: taxing andspending, regulating foreign andinterstate commerce, declaringwar, creating and maintaining anarmy and navy, approvingtreaties; Nonlegislative Powers:proposing amendments, countingelectoral votes, addressing presi-dential succession issues,approving or rejecting presiden-tial nominees, impeaching, over-seeing government activities

Preteaching VocabularyTell students that to expressmeans to communicate by sayingor writing. Therefore, expresspowers are powers that are writ-ten in the Constitution. Tell stu-dents that imply means to hint ator to infer, but not directly state.Therefore, implied powers arepowers that are hinted at orinferred in the Constitution.

Writing Research Reports Havestudents look in recent news-papers and newsmagazines forarticles that describe Congressexercising its powers. Ask stu-dents to write a report abouttheir findings. Ask students toindicate in their reports whetherCongress is exercising expressedpowers or implied powers. L3

Use the rubric for writing aresearch report in the Perfor-mance Assessment Activitiesand Rubrics booklet.

2 TEACH

Caption Answer This clause allowed Congress to“stretch” its powers and createthe U.S. Air Force, although theConstitution doesn’t specificallymention an air force.

147


Section 2, 146–150


Taxing and Spending To pay for the government and the

many services it provides, Congress has thepower to collect taxes. All tax bills andother measures to raise money must start inthe House of Representatives because theFramers believed that the members ofCongress closest to the people should bethe ones to propose taxes.The Senate mustapprove such bills, though.

Bills to spend money must also begin inthe House. Each year, Congress spendsmoney by means of a two-step process.Authorization bills create projects likethe space shuttle program and establishhow much money can be spent on them.Appropriations bills actually provide themoney for each program or activity. Nogovernment agency can spend money with-out approval from Congress.

Regulating Commerce Article I, Section 8, Clause 3, of the

Constitution gives Congress the power toregulate foreign and interstate commerce.Interstate commerce includes trade andother economic activities among the states.This commerce clause, as it is called, is thebasis for many of the most important pow-ers of Congress. Laws dealing with air traf-fic, railroads, trucking, radio, television, airpollution, and the stock market are allbased on this clause.

Foreign Relations and Treaties Along with the president, Congress has

important responsibilities regarding foreignpolicy and national defense. Only Congresscan declare war. Congress also has the powerto create, maintain, and oversee an army andnavy. The Senate must approve any treatiesthe president makes with other countries.Regulating commerce with other countries isanother power granted to Congress.

ExplainingWhere must all tax bills start?Why?

(t)The Military Picture Library/CORBIS, (b)AP/Wide World Photos

U.S. Military inAction U.S. sol-diers keep watchwhile crossingAfghanistan by airon a U.S. ArmySpecial ForcesChinook helicopter.How does the elas-tic clause of theConstitution relateto the U.S. AirForce?




Cooperative Learning ActivityCooperative Learning ActivityPresenting an Oral Report Organize the class into several small groups. Have each groupconsider one of the expressed powers of Congress, such as levying taxes, borrowingmoney, regulating interstate commerce, maintaining armed services, or declaring war. Haveeach group discuss why the power was given to Congress rather than to the executivebranch of government. Have a volunteer from each group give a brief oral report about themain points of the group’s discussion. L2

Use the rubric for giving an oral presentation in the Performance AssessmentActivities and Rubrics booklet.

Answer: In the House; becausethe Framers believed that rep-resentatives closest to thepeople should be the ones topropose taxes

Reporting Current Issues Pointout that television news pro-grams often focus on specialinvestigations conducted byCongress. Have students watchnews programs to see if any cur-rent special investigations byCongress are being reported.Discuss with students the focusof the investigations. Ask stu-dents to report any updates onthe investigations to the class. L1

148


Section 2, 146–150

148 Chapter 6 Congress(l)Official Senate Photo/CNP/Getty Images, (r)CORBIS/Bettmann

Nonlegislative PowersCongress enjoys a number of powers

that do not relate to making laws. Forexample, the Constitution allows Congressto propose constitutional amendments bya two-thirds vote of both houses. Congressis also in charge of counting electoral votesin presidential elections. If no candidatereceives a majority, the House picks thepresident from among the three top votegetters; the Senate chooses the vice presi-dent. Congress can also settle problemsthat might arise if a presidential or vicepresidential candidate dies or if an electedpresident dies, resigns, or is too ill to serve.

Among Congress’s most important non-legislative powers are those it uses to checkthe other branches of government. Some ofthese are set forth in the Constitution; oth-ers have developed over time.

The Power of Approval and Removal The Senate has the power to approve or

reject the president’s nominees for varioushigh-ranking officials, including SupremeCourt justices, federal judges, and ambas-sadors. It takes this duty seriously and reg-ularly rejects nominees.

The Constitution also allows Congressto remove from office any federal officialwho has committed serious wrongdoing.The House has the sole authority toimpeach, or to accuse officials of miscon-duct in office. If a majority of the Housevotes to impeach a public official, theSenate acts as jury and decides by a two-thirds vote whether to convict and removethe person from office.

The House uses its impeachment powersparingly, most often with federal judges.Only two presidents have been impeached:Andrew Johnson in 1868 and Bill Clintonin 1998. Both presidents were tried by theSenate and acquitted (they were notremoved from office).

Oversight and Investigation Although the Constitution does not

explicitly grant Congress any watchdogauthority, overseeing government activi-ties is another role it has taken on.Standing committees routinely reviewhow well the executive branch puts intopractice the many laws Congress haspassed. For example, the House Com-mittee on Agriculture might monitor the

Impeached! Chief Justice WilliamRehnquist swears in all 100 sena-tors as jurors for the presidentialimpeachment trial of WilliamJefferson Clinton in 1999. How dothe two houses of Congress sharethe power to remove a governmentofficial through impeachment?

A ticket toPresidentAndrewJohnson’simpeachmenttrial

Meeting Special NeedsMeeting Special NeedsNaturalist Ask students with a special interest in environmental issues to consider the fol-lowing questions: Why might a specific environmental issue be related to interstate com-merce? How might Congress use its power to tax to help the environment? How doesCongress address environmental needs as it governs federal property? Encourage studentsto search the Internet or to write their representatives in Congress to help them answerthese questions. Have students share their responses in small groups.





Caption AnswerThe House may bring charges ofimpeachment against a publicofficial and then that official istried in the Senate.

1797 to 1999 During these years,the House of Representatives hasimpeached 16 federal officials. Theseinclude 2 presidents, a cabinet member, a senator, a justice of theSupreme Court, and 11 federaljudges.

When?Who?What?Where?

149


Section 2, 146–150


effectiveness of federal programs designedto help America’s farmers.

Congress also began conducting specialinvestigations as early as 1792. Todaytelevision brings such probes right into our homes. We have watched witnessestestify under oath about organized crime,communism, the 1986 Iran-Contra affair,and campaign fund-raising, for example.

Sometimes investigations lead to newlaws aimed at dealing with a problem. Atother times they may result in criminalcharges against people. In 1973–74, the Sen-ate’s investigation of the Watergate scandalprompted President Richard Nixon to resign.

Describing How cancongressional standing committees check thepowers of the executive branch?

Powers of Congress

Money Powers

Commerce Powers

Military and Foreign Policy Powers

Other Legislative Powers

SELECTED EXPRESSED POWERS SELECTED IMPLIED POWERS

Lay and collect taxes to provide for the defense andgeneral welfare of the United States (Clause 1);

Borrow money (Clause 2);

Establish bankruptcy laws (Clause 4);

Coin, print, and regulate money (Clause 5);

Punish counterfeiters of American currency (Clause 6)

Declare war (Clause 11);

Raise, support, and regulate an army and navy(Clauses 12, 13, & 14);

Provide, regulate, and call into service a militia, knownas the National Guard (Clauses 15 & 16);

Punish acts committed on international waters andagainst the laws of nations (Clause 10)

Establish laws of naturalization (Clause 4);

Establish post offices and post roads (Clause 7);

Grant copyrights and patents (Clause 8);

Create lower federal courts (Clause 9);

Govern Washington, D.C. (Clause 17);

Provide for laws necessary and proper for carrying outall other listed powers (Clause 18)

Lay and collect taxes implies thepower to support public schools,welfare programs, public housing, etc.

Borrow money implies the power tomaintain the Federal Reserve Board

Regulate foreign and interstate commerce(Clause 3)

Regulate commerce implies thepower to prohibit discrimination inrestaurants, hotels, and otherpublic accommodations

Raise and support an army impliesthe right to draft people into thearmed services

Establish laws of naturalizationimplies the power to limit thenumber of immigrants to theUnited States

Source: Congress A to Z, 2nd ed. (Washington, D.C.: CQ Inc., 1993.)

The powers, structure, and procedures ofCongress are defined in detail in theConstitution. What is the differencebetween the expressed and implied pow-ers of Congress?

Interdisciplinary Connections ActivityInterdisciplinary Connections ActivityDaily Life Challenge students to work independently or in groups to research an “average”daily schedule for a member of Congress in Washington, D.C. Then ask students to create aone-day schedule (divided into 30-minute increments) for a congressperson. Remind stu-dents that part of the day may be spent dealing with office staff, constituents, or lobbyists.Ask students to share their schedules, and invite them to compare the representative’s“average day” with their own. L3

Evaluating ChartsAnswer: Expressed powers arelisted in the Constitution, whereasimplied powers are not.


Ask: Which clause givesCongress the power to declarewar? (Clause 11)



Answer: They routinely reviewhow the executive branch isenforcing the laws.



6–2

150


Section 2, 146–150



1. Key Terms Explain how each ofthe following terms relates toCongress: expressed powers,implied powers, elastic clause,impeach, writ of habeas corpus,bill of attainder, ex post facto law.

Reviewing Main Ideas2. Compare What do writs of

habeas corpus, bills of attainder,and ex post facto laws have incommon?

3. Contrast What is the differencebetween authorization bills andappropriation bills? Where dobills to spend money begin?

Critical Thinking

4. Making Predictions What prob-lems might have arisen in ourgovernment if the elastic clausehad not been included in theConstitution?

5. Categorizing Information In achart similar to the one below,categorize the powers of Con-gress as well as the powersdenied to Congress.

Analyzing Visuals

6. Interpret Reexamine the powersof Congress on page 149. Whatimplied power is based onCongress’s power to regulateforeign and interstatecommerce?

SECTION ASSESSMENT

Limits on PowerOur Constitution explains not only what

Congress may do but also what it may not do.Some limitations are imposed by the Bill ofRights. For example, Congress may not passlaws that ban freedom of speech or religion.

According to Article I of the Con-stitution, Congress may not favor one stateover another, tax interstate commerce, or taxexports. In addition, Congress cannot sus-pend the writ of habeas corpus. This is acourt order that requires police to bring aprisoner to court to explain why they areholding the person. Congress is also prohib-ited from passing bills of attainder, or lawsthat punish a person without a jury trial.Further, Congress may not pass ex postfacto laws. These are laws that make an acta crime after the act has been committed.

The Constitution also reserves manypowers for the states. Congress cannotinterfere with these powers, such as theright to regulate public school systems andestablish local governments.

Other restrictions come from theConstitution’s system of checks and bal-ances, whereby each branch of governmentexercises some control over the others. TheSupreme Court can declare laws estab-lished by Congress unconstitutional. Thepresident can veto bills passed by Congressbefore they become laws. If both houses ofCongress can muster a two-thirds vote,they can override the president’s action.

Concluding How does theBill of Rights limit Congress’s powers?

Getty Images

�BE AN ACTIVE CITIZEN�7. Write Find news articles (news-

paper, magazine, online news)that report on Congress exercis-ing legislative and nonlegislativepowers. Underline the portionsof the articles that describe thepowers. Create a chart showingexamples of each type of power.

U.S. Congress

Legislative Nonlegislative PowersPowers Powers Denied

U.S. SpaceProgram Congress’staxing and spendingpower is extremelyimportant because agovernment agency,like NASA, cannotspend money with-out congressionalauthorization. Whatare authorizationbills?

4 CLOSEAsk students which powers ofCongress they think have thegreatest impact on Americans’lives today and why. (Answersmight include the power to collecttaxes because this directly affectsAmericans when taxes are taken out of their paychecks and peoplebenefit from the services the taxmoney provides.)

Caption AnswerAuthorization bills create projectsand establish how much moneycan be spent on them.




Answer: The Bill of Rightsguarantees freedoms, like freedom of speech, whichCongress cannot ban.



2. All are powers denied toCongress.

3. Authorization bills createprojects and establish howmuch money can be spenton them; appropriations billsprovide the money for theprojects; the House

4. Students may respond thatCongress would have haddifficulty meeting needs astimes changed.

5. Students should list the leg-islative and nonlegislativepowers; Powers Denied: can-not pass laws that violatethe Constitution, writ ofhabeas corpus, bill of

attainder, ex post facto laws6. the power to prohibit discrim-

ination in public places

�BE AN ACTIVE CITIZEN�7. Students’ charts should

show examples of legislativeand nonlegislative powers.

2

151


Reproducible Masters • Reproducible Lesson Plan 6–3• Daily Lecture and Discussion Notes 6–3• Guided Reading Activity 6–3• Section Quiz 6–3• Reading Essentials and Study Guide 6–3




Section 3, 151–155

GUIDE TO READING

Main Idea

The work of Congress isso complex that in addi-tion to elected represen-tatives, Congress employsmany staffers who helpwith the workload.

Key Terms

franking privilege,lobbyist, casework,pork-barrel project

Reading Strategy

Analyzing InformationOn a web diagram likethe one below, write asmany examples of con-gressional support per-sonnel as you can.

Read to Learn

• What benefits do mem-bers of Congress enjoy?

• What are the duties ofcongressional supportstaff members?

CongressionalStaff/Agencies

Representing the People

SECTION

On December 7, 1829, nine-year-old Grafton Hanson took his place asthe first Senate page. Hanson served invarious positions in the Senate throughouthis life. He left it only in the 1840s to fightin the Mexican War, for which he wasdecorated for bravery. Pages in thenineteenth century were expected to fillinkwells, light gas lamps, and keep thewoodstoves burning. Once a week theywere given a ticket entitling them to bathein the big marble bathtubs located in theCapitol basement.

Requirements and Benefits of CongressCongress is more than an institution with formal rules and

powers. It consists of people, like congressional pages. Thou-sands of people work full-time for Congress, keeping thewheels of government turning.

The legal qualifications for members of Congress are sim-ple. According to the Constitution, to run for senator you mustbe at least 30 years old, live in the state you plan to represent,and have been a U.S. citizen for at least nine years before beingelected. Members of the House of Representatives must be atleast 25 years old, live in the state they represent, and havebeen a U.S. citizen for at least seven years before being elected.Although not required, representatives traditionally live in thedistrict they represent.

Senators and representatives have more in common thanlegal qualifications. Nearly half are lawyers. Almost all have col-lege degrees. They also tend to be “joiners.” Members ofCongress are more likely than the average citizen to be activein community organizations like the Rotary Club. In addition,most have held elected offices at the state or local level.

Members of Congress receive an annual salary, currently$150,000 for both senators and representatives. Further, theyreceive free office space, parking, and trips to their home

The U.S. Capitol in the 1800s

Chapter 6 Congress 151CORBIS

1 FOCUSSection OverviewThis section describes theresponsibilities of members ofCongress, the salary and bene-fits given to members ofCongress, and the duties of congressional support staff.





GUIDE TO READING

Answers to ReadingStrategy: Answers may includepersonal staff (aides), interns,pages, committee staff, andcongressional agencies (CRS,GAO, CBO).

Preteaching VocabularyPoint out to students that theword franking comes from theLatin word frankus meaning“free.” Therefore, the termfranking privilege means freeprivileges, or free advantages.Tell students that the term lobbyist refers to the lobby oranteroom outside the roomwhere legislators vote on publicbills. Lobbyists are the peoplewho try to persuade legislatorsto vote a certain way.

2 TEACH

Caption Answer You must be at least 25 yearsold, live in the state you repre-sent, and have been a U.S. citi-zen for at least seven yearsbefore being elected.

152


Section 3, 151–155


states. Senators and representatives can sendjob-related mail without paying postage.This is called the franking privilege. TheConstitution also grants senators and repre-sentatives immunity, or legal protection, incertain situations. This allows them to sayand do what they believe is right withoutfear of interference from outsiders. Theguarantee of immunity does not mean thatmembers of Congress are free to break thelaw, though.

Members of Congress also have low-costlife insurance and the use of a gymnasium,special restaurants, and a medical clinic.

Explaining Why aremembers of Congress granted immunity?

Congressional Staff: Behind-

the-Scenes HelpersDuring our country’s early history,

Congress met only a few months each year.Today serving in Congress is a full-timejob. To get help with their workload, mem-bers of Congress hire a staff of clerks, sec-retaries, and special assistants.

Personal Staff The personal staff of members of

Congress run an office in Washington, D.C.,as well as one or more offices in the con-gressional member’s home district. Why arepersonal staffs needed? These workers gatherinformation on new bills and issues that areto be discussed in Congress. They arrangefor meetings and write speeches. They han-dle requests for help from voters. They dealwith news reporters and lobbyists—peoplehired by private groups to influence govern-ment decision makers. They also work forthe reelection of the congressional member,even though the law requires them to do thison their own time.

In addition to professional staffers,many members of Congress hire studentsfrom their home states or districts to serveas interns and pages. Interns typically helpwith research and office duties; pagesdeliver messages and run other errands.This experience gives young people a first-hand look at the political process. One for-mer congressional intern commented, “Ifelt like I had a backstage pass to the great-est show in the world.”

Rex Banner/Getty Images

The Oath of OfficeSpeaker of the HouseDennis Hastertadministers the oath of office toRepresentative MaryBono of California in1999 as her childrenwatch. What are thequalifications tobecome a member of the House?

Cooperative Learning ActivityCooperative Learning ActivityHave students work in pairs to create what they think would be the profile of an “ideal”congressperson. The profiles should include the following information: age, party affiliation,previous career, experience in government, level of education, and other important charac-teristics. Students must be sure that the profiles are in accordance with the qualificationsset by the Constitution for members of Congress. Have students share the profiles with theclass. L2

Answer: to allow them to sayand do what they believe isright without fear of interference




Comparing Have students workin small groups to create Venndiagrams that compare the legalqualifications for senators andfor representatives. Tell studentsto title the diagram “Qualifica-tions for Members of Congress.”Then have them label one outercircle “Senators” and the otherouter circle “Representatives.”Tell students to write the uniquequalifications in the outer circlesand to write the shared qualifi-cations in the overlapping circle.(Senators: be at least 30 years old,be a U.S. citizen for at least nineyears; Representatives: be at least25 years old, be a U.S. citizen forat least seven years; Both: live inthe state he or she represents.) L1

Voicing Opinions Ask students tovoice their opinions about thefollowing statement: “Membersof Congress get a ‘free ride,’(excessive salaries and frankingprivileges) at the taxpayers’expense.” L1

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Section 3, 151–155


Committee Staff Congressional committees also need

staff. Every committee and subcommitteein Congress has staff members who workfor that committee. Many of these peoplehave expert knowledge about special topicssuch as taxes, military defense, and healthcare. Committee staff members view theirjobs as working for the committee ratherthan for any individual lawmaker.

Committee staff members do many ofthe various day-to-day lawmaking chores ofCongress. They draft bills, gather informa-tion, organize committee hearings, andnegotiate with lobbyists. In short, they keepthe complex lawmaking process moving.

Support Services Congress has created several agencies

to support its work. The Library ofCongress is one of the largest libraries inthe world. Did you know that one copy ofevery book published in the United Statesis kept there? The Library of Congress is animportant source of information for mem-bers of Congress and their staff. TheCongressional Research Service (CRS) ispart of the Library of Congress. It looks upfacts and spells out arguments for andagainst proposed bills. CRS also uses com-puters to keep track of every major billbefore Congress.

The General Accounting Office (GAO)is the investigative arm of Congress infinancial issues. It reviews the spendingactivities of federal agencies, studies federal

programs, and it recommendsways to improvethe financial per-formance of thegovernment. Thestaff of the GAOprepares hun-dreds of reports

each month, issues legal opinions, and testi-fies before congressional committees to makesure that taxpayers’ dollars are spent wisely.

The Congressional Budget Office(CBO) provides Congress with informationand analysis for making budgetary deci-sions. It makes no policy recommendationsbut rather estimates the costs and possibleeconomic effects of programs. It also helpsCongress come up with—and stick to—abudget plan.

Describing What is thepurpose of the CRS?

Members of Congress at WorkCongress does its work in regular time

periods, or sessions, that begin eachJanuary 3 and continue through most of theyear. The basic job of senators and repre-sentatives is to represent the people of theirstate or district. In carrying out thatresponsibility, members of Congress per-form three major jobs.

AFP/CORBIS

Student Web Activity Visitciv.glencoe.com and click onStudent Web Activities—Chapter 6 to learn more about your representatives in Congress.

Congress’s Interns President George W. Bushthanks congressional interns as he shakes theirhands in 2001. What are the typical duties of acongressional intern?

Meeting Special NeedsMeeting Special NeedsInefficient Readers Surveying reading material helps students with reading comprehen-sion problems recognize the structure and flow of material. Have students scan this sec-tion’s headings and then write down as many as they can remember. Then have themrepeat the task. This will help students understand the material more quickly and easilybecause it focuses attention on essential information.


Assign Guided ReadingActivity 6–3 to help stu-dents organize the infor-mation in the section.



Answer: It researches factsand identifies arguments forand against proposed bills; ituses computers to keep trackof congressional bills.

Caption Answerhelp with research and officeduties; deliver messages and runerrands

Objectives and answers to thestudent activity can be foundin the Web Activity LessonPlan feature at civ.glencoe.com


http://www.glencoe.com/qe/qe68.php?&st=930&pt=2&bk=28



154


Section 3, 151–155

Lawmaking Making laws is perhaps the best known

task of Congress. Members write and intro-duce bills, take part in committee work, lis-ten to the input of people for and against abill, and then vote on the floor of the Houseor Senate. You will learn more about thisprocess in the next section of this chapter.

Casework Do you know people who have asked

their representative or senator to help themwith a problem? Members of Congressspend a lot of time acting as troubleshootersfor people from their home district or statewho request help in dealing with the federalgovernment. This help is called casework.Most requests come by letter or e-mail.Congress gets 80,000 e-mails each day. Overthe course of a year, some congressionaloffices receive as many as 10,000 requestsfor information or services.

Why do people seek help from mem-bers of Congress? One congressional aideput it this way: “Usually, it’s a problem ofsome sort with the bureaucracy. A SocialSecurity check doesn’t come. Or a veteran’sclaim is held up. Maybe it’s a slipup by acomputer . . . but getting action . . . is toughfor the average person.”

Most requests for help are handled bythe senator’s or representative’s office staff.They contact the appropriate federal agen-cies to gather information and requestaction. If a staffer can’t get results, the sen-ator or representative usually steps in.Former senator Jacob Javits of New Yorkonce said,

“My staff handles problems until themoment of truth. Then I’m called into push a button, so to speak, tomake a phone call at a crucialmoment.”

Courtesy family of Barbara Brown


Born in southern India, Diana Bhaktulhas always been interested in global

affairs, but she never felt connected toAmerican politics until last year, when shelanded an internship with Congressman JimDavis, a Florida Democrat.

“It used to be that I would rather watchworld news than a Social Security debate,”Bhaktul, 18, told TIME. “I didn't think it wasrelevant to me, even though I grew up inthis country. But after working in Congressand watching these issues play out, I sawthat [domestic politics] is something youcan get into as well.”

What’s more, Bhaktul says, interningfor Congressman Davis gave her a bird’s-eye view of how the government actuallyworks. All her negative preconceptionswere swept away.

Bhaktul’s internship came through ahigh school political science class. Day today, she would open the mail, organize data-bases, and clip newspapers, among othertasks. She also got to sit in on congres-sional hearings, district conferences, andstaff meetings. Plus, she learned a lot aboutnegotiation—how to balance the sometimesconflicting demands of constituents, thenation, and one’s personal opinion.

Would you like to intern on Capitol Hill?Contact the local office of your state sena-tor or representative (go to www.house.govor www.senate.gov for a complete listing).

Diana Bhaktul from Virginia

Have students discuss howan internship with a con-

gressperson helped DianaBhaktul feel connected toAmerican politics. (As anintern, Bhaktul watcheddomestic issues play out inCongress and she got inter-ested in American politics.)Ask: What kind of work didBhaktul do in her internship?(She opened mail, organizeddatabases and clipped news-papers, and sat in on congres-sional hearings, districtconferences, and staff meet-ings.) What did she learnabout negotiation? (how tobalance the sometimes con-flicting demands of con-stituents and the nation, andone’s personal opinion) Havestudents discuss whether ornot they would like to internon Capitol Hill.

Interdisciplinary Connections ActivityInterdisciplinary Connections ActivityTechnology The Library of Congress is an invaluable resource for legislators and theirstaffs, but it is also available to the public. Tell students to explore the Library of Congressvia its official Web site at www.loc.gov. Ask students to describe the information availableon the Web site. Have them identify a topic that they would like to explore on the site. Askstudents to give an oral report of their findings to the class. L3

Use the rubric for giving an oral presentation in the Performance AssessmentActivities and Rubrics booklet.



6–3

http://www.loc.gov



4 CLOSEWhy are personal staffs neededfor members of Congress?(Students may note that personalstaffs gather information on newbills and issues to be discussed inCongress, arrange meetings, writespeeches, handle requests from vot-ers, and so forth.)

155


Section 3, 151–155


1. Key Terms Write a true andfalse statement for each termbelow. Beside each false state-ment, explain why it is false.franking privilege, lobbyist,casework, pork-barrel project

Reviewing Main Ideas2. Contrast Explain the difference

between a congressional com-mittee staff member and amember of the personal staff ofa representative or senator.

3. Summarize Describe the role ofthe General Accounting Office(GAO). What does theCongressional Budget Office(CBO) do?

Critical Thinking

4. Drawing Conclusions Why doyou think congressional commit-tees need permanent, full-timestaff members?

5. Summarizing Information On agraphic organizer like the onebelow, write the three major jobsor functions of members ofCongress. Give an example ofeach job.

Analyzing Visuals

6. Conclude Reexamine the photo-graph of Representative MaryBono taking the oath of officeon page 152. Why do you thinkthe Speaker administers theoath?

Major Jobs/Functionsof Members of Congress

Job/Function:

Example: [example]

Job/Function:

Job/Function:

Example: Example:

SECTION ASSESSMENT

Helping the District or State Another part of a representative’s or

senator’s job is to protect the interests of hisor her district or state. Congress appropri-ates billions of dollars each year for a vari-ety of local projects. These projects mightinclude things like post offices, dams, mili-tary bases, veterans’ hospitals, and masstransit system projects. Congress membersfrom Florida, for example, might try tolimit offshore oil drilling that could harmthe state’s beaches and tourism. Senatorsand representatives from states with strongtimber industries might seek to influencefederal policies on logging.

All members of Congress also work togive their constituents a share in the trillionor so dollars the national governmentspends every year. A contract to make armyuniforms, for example, might mean lots ofmoney for a local business. A new dam orhighway would create new jobs for workers.Government projects and grants that pri-marily benefit the home district or state are

known as pork-barrel projects. Tounderstand why this term is used, think ofa member of Congress dipping into the“pork barrel” (the federal treasury) andpulling out a piece of “fat” (a federal proj-ect for his or her district).

Inferring Why do membersof Congress try to get pork-barrel projects?

�BE AN ACTIVE CITIZEN�7. Interview Contact the local

office of your representative orsenator. Ask for an aide toexplain his or her role in theoffice. How does that role differfrom staff members in theWashington, D.C., office? Report your findings in a briefpresentation to the class.


Tax Credits Congress frequently uses tax credits, or credits that reduce taxes, to encouragecertain types of economic activity byindividuals or businesses. For example,Congress gave tax credits to homeownerswho insulated their homes, an activityintended to reduce U.S. dependence onforeign oil. Find out what tax credits arecurrently in effect by sending an e-mail or letter to your U.S. representative orsenator.

Answer: These projects benefit constituents and helpincrease their electoral support.



2. Committee staff memberswork for the committee; per-sonal staffers work for amember of Congress.

3. The GAO reviews spendingactivities of federal agencies,studies federal programs,and recommends ways to

improve government’s finan-cial performance; the CBOprovides information forbudgetary decisions.

4. Students should explain theiropinions.

5. lawmaking, handling case-work, helping district/state;students should provideexamples of each.

6. because the Speaker is themost powerful leader in theHouse

�BE AN ACTIVE CITIZEN�7. Answers may point out that

local offices deal with moredistrict or state interestsrather than lawmaking.

3




The government also imposestaxes to discourage certaineconomic activities. For exam-ple, high taxes on cigarettesand alcohol are designed, inpart, to discourage smokingand drinking.Activity: Students shouldsend an e-mail or letter totheir U.S. representative orsenator asking what tax cred-its are currently in effect andthen report their findings tothe class.

TEACHAnalyzing Information Have stu-dents read the informationabout term limits and the argu-ments for and against a constitu-tional amendment to set termlimits for Congress. Then ask:As of 2002, how long hadStrom Thurmond served inthe Senate? (more than 42years) As of 2002, how long hadJohn Dingell served in theHouse of Representatives?(48 years) Why are there noterm limits for Congress? (TheConstitution does not provide forterm limits. Although a number ofstates passed term-limit laws, in1995 the Supreme Court ruled thatstates could not set term limits forCongress. In 1997 a term-limitamendment did not pass inCongress.) L1

156

156

The Senate and House ofRepresentatives meet in a jointsession to hear President Bill Clinton’sState of the Union address.

Should There Be Term Limits forMembers of Congress?

How long can members of Congress serve in office?Right now, the answer is as long as voters elect them. In 2002 Strom Thurmond of South Carolina held theSenate record of more than 7 consecutive 6-year terms,while John Dingell of Michigan held the House record of24 consecutive 2-year terms.

Not everyone agrees that U.S. officials should serve so long. In the 1990s, some newly elected members toCongress promised to limit their terms voluntarily, and anumber of states passed term-limit laws. In 1995, how-ever, the Supreme Court narrowly ruled that states couldnot set term limits for Congress. Then, in 1997, a term-limit amendment failed to pass Congress. Are term lim-its for Congress a good idea?

I think our Founding Fathers intended politicaloffice to be a service, not a career. . . . Withterm limits I don’t have the luxury of thinking interms of a career that spans decades. I havevery specific goals and time lines. . . . Withterm limits, maybe congressmen would beemboldened enough to do their own work andfire some of these self-important staffers!

—Matt Salmon, Republican representative from Arizona, 1999

As our nation hurtles forward into an ever morecomplicated world, how self-destructive is it tojettison [throw out] our most capable leaders,when we need their wisdom and judgment somuch. To adopt term limits is to play Russianroulette with the future. . . . If the consent ofthe governed means anything to you—then . . .defend it. Trust the people.

—Henry Hyde, Republican representative from Illinois, 1997

AFP/CORBIS

1. Why does Representative Salmon favor term limits?

2. Why does Representative Hyde oppose term limits?

3. Form groups of three to four. Your group willcreate a presentation supporting one side of the issue.

4. To prepare for your group presentation, listadditional arguments in favor of each point

of view. Then decide which viewpoint yourgroup supports.

5. Do additional research to find evidence tosupport your position. Organize your presen-tation around your strongest arguments.Include examples and expert opinions.

6. Make your presentations. Then hold a classvote to see what position is supported by amajority of the class members.

Debating the IssueDebating the Issue

1. He sees political office as a service, not acareer, and thinks term limits force politi-cians to act more decisively.

2. He believes term limits deprive the nation ofthe experienced leaders needed to deal withcomplex issues and that voters shoulddecide how long somebody serves.

3.–5. Students in favor of term limits might saythat term limits would give more peoplea chance to serve as U.S. representa-tives and senators. Students againstterm limits might say that term-limit lawsinfringe on the basic democratic right toelect one’s leaders.

Answers to Debating the IssueAnswers to Debating the Issue

157


Reproducible Masters• Reproducible Lesson Plan 6–4• Daily Lecture and Discussion Notes 6–4• Guided Reading Activity 6–4• Section Quiz 6–4• Reading Essentials and Study Guide 6–4


MultimediaVocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM


Section 4, 157–161

GUIDE TO READING

Main Idea

Several complex stepsare involved in taking anidea and turning it into a law.

Key Terms

joint resolution,special-interest group,rider, filibuster, cloture,voice vote, roll-call vote,veto, pocket veto

Reading Strategy

Sequencing InformationAs you read, create agraphic organizer similarto the one below. In eachbox write a step in thelawmaking process, show-ing how an idea becomesa law. Add as many boxesas necessary.

Read to Learn

• How are bills intro-duced and how do theywork their way throughCongress?

• What actions can apresident take once abill has been passed byCongress?

How a BillBecomes a Law

SECTION

“I have never seen a betterexample of Members standing together,working together, swallowing ourlegalistic desires and our budgetaryrestraint feelings. These are difficulttimes. We have got to act decisively.The American people expect it of us,and they will accept nothing less. Weare doing that. We are moving today toprovide humanitarian funds to assist inthe cleanup, disaster assistance, andmilitary action that is necessary.”

—Senate Majority Leader Trent Lott,September 14, 2001, in the process ofpassing legislation in response to theterrorist attacks of September 11, 2001

Types of BillsIt is Congress’s job to pass laws that the nation needs.

However, have you heard people say there are two things youshould never watch being made—sausages and laws? Strangeelements may go into the final product, and the processrequires patience. One scholar has compared lawmaking torunning an obstacle course. More than 10,000 bills are oftenintroduced during each term of Congress, yet only severalhundred pass all the hurdles and become law.

Bills generally fall into two categories. Private bills con-cern individual people or places. They usually deal with peo-ple’s claims against the government. Public bills apply to theentire nation and involve general matters like taxation, civilrights, or terrorism. They may be debated for months and getmuch media coverage.

Along with bills, Congress considers different kinds of reso-lutions, or formal statements expressing lawmakers’ opinions ordecisions. Many resolutions, such as those creating a new con-gressional committee or permitting a ceremony in the Capitol,do not have the force of law. Joint resolutions, however, which

Members of Congresshonor the memory ofvictims of the 2001

terrorist attacks.

Chapter 6 Congress 157Win McNamee/Reuters

Idea

1 FOCUSSection OverviewThis section explains the stepsinvolved in taking an idea andpassing it into law.





GUIDE TO READING

Answers to ReadingStrategy: Idea; write bill; intro-duce bill; send to committee;committee action [hearings,vote]; floor debate; floor vote;conference committee; finalvote; send to president

Preteaching VocabularyUse the Vocabulary Puzzle-

Maker CD-ROM to create cross-word and word search puzzles.

2 TEACH

Organizing Information Havestudents create two web dia-grams to show the followinginformation: (1) eight ways a billcan be killed (committee rejection,pigeonholing, committee votingdown the bill, House Rules commit-tee not letting the bill get to thefloor, Senate filibuster, voting downthe bill in either house, presidentialveto, presidential pocket veto) (2) four ways Congress votes onbills (voice vote, standing vote,electronic vote, roll call vote) L1

158


Section 4, 157–161




Cooperative Learning ActivityCooperative Learning ActivityResearching Bills Organize the class into groups of four to research a current bill inCongress. Assign each group a different bill. Within each group, one student should call arepresentative’s office to obtain up-to-date information on the bill, another student shouldresearch background on this kind of bill, a third student should record its legislative history,and a fourth student should summarize the group’s findings in a written report to presentto the class. L3

Use the rubric for writing a research report in the Performance AssessmentActivities and Rubrics booklet.

Answer: They involve theentire nation, including matterssuch as taxation, civil rights, orterrorism.

Evaluating ChartsAnswer: 13 percent


Ask: What percentage of Housemembers have a law back-ground? (36 percent)

Profile of the 107th Congress

REPUB

LICA

N222

INDEPENDENT

2

DEMOCRAT

211

REPUBLICAN49

INDE

PENDENT

DEM

OC

RAT

50

1

Senate House

PARTY AFFILIATION

MenWomen

61

374

87

13

House

Senate

† All figures represent total number of seats.

GENDER†

OCCUPATIONAL BACKGROUND

% SENATE% HOUSEPROFESSION

Law

Business, Banking

Politics/Public Service

Education

Journalism

Agriculture

Real Estate

Medicine

Other*

36

37

29

21

2

6

6

3

11

53

24

28

16

7

6

4

3

7

AVERAGE AGESENATEHOUSE

54 59

*Sum may be more than total membership becauseof members with more than one occupational category.


are passed by both houses of Congress, dobecome laws if signed by the president.Congress uses joint resolutions to proposeconstitutional amendments, to designatemoney for a special purpose, and to correcterrors in bills already passed.

Concluding Why mightpublic bills take months to debate?

From Bill to LawEvery bill starts with an idea. Some of

these ideas come from members of Congressor private citizens. Many more ideas begin

in the White House. Other bills are sug-gested by special-interest groups, ororganizations made up of people with somecommon interest who try to influence gov-ernment decisions.

Whatever their source, bills can be intro-duced in Congress only by senators and rep-resentatives. Any bill that involves moneymust start in the House. Every bill is given atitle and a number when it is submitted. Forexample, during the first session of Congress,the first bill introduced is called S.1 in theSenate and H.R.1 in the House. The bill isthen sent to the standing committee thatseems most qualified to handle it.

US Capitol

The members of Congress representa cross section of American society.What percentage of United Statessenators are women?

Evaluating a Bill Obtain a copy ofa bill from the office of your U.S.representative or senator. Showthe students the bill and givethem time to read and evaluateits contents. Ask them to identifyany special interest groups thatmay oppose the bill. Discuss anychanges or compromises stu-dents might suggest. L3

Caption Answerto allow experts and citizens tovoice their opinions

159


Section 4, 157–161


Committee Action Committees receive far more bills than

they can process.The chairperson is the mainperson to decide which bills get ignored andwhich get studied.Those that merit attentionare often researched and reported on by asubcommittee. Public hearings may be heldto allow experts and concerned citizens tovoice their opinions. People may also submitwritten statements for or against the bill.

Standing committees have life-and-death power over bills.The committee can(1) pass the bill without changes, (2) markup a bill with changes and suggest that itbe passed, (3) replace the original bill witha new alternative, (4) ignore the bill andlet it die (which is called “pigeonholing”the bill), or (5) kill the bill outright bymajority vote. The full House or Senatecan overrule the decisions of its commit-tees, but this rarely happens.When a com-mittee is against a bill, it almost neverbecomes a law.

Floor Debate Bills approved in committee are ready

for consideration by the full House orSenate. The bills are put on calendars, orschedules, in chronological order as theycome out of committees.The Senate usuallytakes up bills in the order listed. The Houseschedule, however, is controlled by the pow-erful Rules Committee. This “traffic cop”

can give priority to the bills that are mostimportant. It can also kill a bill by not lettingit get to the floor.

When bills do reach the floor of theHouse or Senate, the members argue theirpros and cons. Amendments may be dis-cussed as well. The House accepts onlyamendments relevant to the bill.The Senate,however, allows riders—completely unre-lated amendments—to be tacked onto thebill. Senators include riders to bills that arelikely to pass. Sometimes they attach theseriders to benefit their constituents.

In the House, the Rules Committee setsthe terms for debate. It usually puts timelimits on the discussion, for example, tospeed up action. The Senate, because it issmaller, has fewer rules. Senators can speakas long as they wish, and they are not evenrequired to address the topic at hand. Nowand then they take advantage of this customto filibuster, or talk a bill to death. Onemember can hold the floor for hour afterhour, delaying a vote until the bill’s sponsorgives up and withdraws the measure.

The Senate can end a filibuster if three-fifths of the members vote for cloture.Under this procedure, no one may speakfor more than one hour. Senators rarelyresort to cloture, though. In 1964, duringdebate on the Civil Rights Act, the Senatewaited out a 74-day filibuster by senatorsopposed to the legislation.

Getty Images

Public Hearing Senator Kent Conrad,a Democrat from North Dakota,speaks during a hearing on the presi-dent’s 2002 budget before the Senatebudget committee. Why are publichearings of bills held?

Meeting Special NeedsMeeting Special NeedsInterpersonal The House of Representatives operates under an extremely detailed set ofrules intended to help it function in an effective, orderly way. To reinforce the importanceof rules to the orderly and efficient conducting of business, discuss with students daily lifesituations in which various kinds of rules make cooperation easier to obtain. (Answers mayinclude transportation, school, and athletic activities.)


Filibuster The term filibuster originallymeant pirate. Some members of Con-gress believed that using such delayingtactics to block the will of the majoritywas like piracy.




Writing Legislation Ask studentsif they have ever heard theexpression, “There ought to be alaw.” Have students brainstormto discover a problem that mightbe solved by national legislation.Tell them to write a descriptionof the problem and a briefdescription of a law that mightsolve the problem. L2



160


Section 4, 157–161

Evaluating ChartsAnswer: only members ofCongress


Ask: What happens to a revisedbill? (The bill is sent to bothhouses of Congress where it isdebated and voted upon.)

Interdisciplinary Connections ActivityInterdisciplinary Connections ActivityDaily Life Students might be surprised to realize how much influence Congress has uponsome aspects of daily life. Have students work in small groups to research how Congresshas acted—or has attempted to act—in relation to one of the following topics: (1) establish-ing a ratings system for movies, television programs, or musical recordings; (2) designatingfunding for support of the arts; (3) banning certain kinds of advertising from certain media.Have students report on their findings in the form of a newspaper article. L3

Use the rubrics for writing a newspaper article in Performance Assessment Activitiesand Rubrics booklet.

(t)Joseph Sohm; Visions of America/CORBIS, (l)Courtesy House of Representatives (r)PhotoDisc, (b) AFP/CORBIS

How a Bill Becomes Law

SENATE

Conference Action

Passage

HOUSE

Conference committee works out differences and sends identicalcompromise bill to both chambers for final approval.

* President can keep bill for 10 days and bill becomes law. If Congress adjourns before the 10 days (Sundays excluded) then it does not become law.

Source: Congress A to Z, 2nd ed. (Washington D.C.: CQ Inc., 1993).

Senator announces billon the floor.

Bill given S number.

Senate debates,votes on passage.

Representative hands bill toclerk or drops it in hopper.

Bill given HR number.

Referred to Senatesubcommittee.

Referred to Housesubcommittee.

Referred to Senatestanding committee.

Referred to Housestanding committee.

Reported bystanding committee.

Reported bystanding committee.

Rules Committeesets rules for debateand amendments.

House debates,votes on passage.

Bill passes; goes toSenate for approval.

A different version passes;goes to conference committee.

Bill passes; goes toHouse for approval.

A different version passes;goes to conference committee.

House votes on compromise bill. Senate votes on compromise bill.

Floor Action

Committee Action

Bill is placed oncommittee calendar.

Bill sent to subcommittee forhearings and revisions.

Standing committeemay recommend passage or killthe bill.

OR

Congress can override a veto by a2/3 majority in both chambers. If either fails to override, the bill dies.

President signs bill or allows bill to become law without signing.*

President vetoes bill.

OR

OR

1

2

1

2

1

2

3

4

1

2

1

2

1

2

3

The process by whichall bills become law iscomplex. Who canintroduce bills inCongress?


Assign Section 4 Quiz toassess mastery of the ma-terial in the section.

6–4

4 CLOSEAsk students if they thinkdemocracy would be helped orhindered if passing laws were aneasier process. Ask students toexplain their responses. (Studentswho respond that democracy wouldbe helped might say that necessarylaws would take less time to pass.Students who respond that democ-racy would be hindered might pointout that all the steps in the processof making a bill become law arenecessary to make sure that the lawis fair to all Americans.)

161


Section 4, 157–161

�BE AN ACTIVE CITIZEN�7. Organize Review what you have

learned about the characteristicsof the two houses of Congress.Create a chart that comparesand contrasts the basic charac-teristics of each body. Presentyour chart to the class.


1. Key Terms Use the followingterms in sentences that relateto the lawmaking process: jointresolution, special-interest group,rider, filibuster, cloture, voicevote, roll-call vote, veto, pocketveto.

Reviewing Main Ideas2. Contrast What is the difference

between public and private bills?What are resolutions?

3. Summarize Describe what canhappen to a bill once it passesCongress and reaches thepresident’s desk.

Critical Thinking

4. Making Inferences Why do youthink members of the House ofRepresentatives consider assign-ment to the Rules Committee animportant appointment?

5. Determining Cause On a webdiagram like the one below, write all the points in the law-making process at which a billcan be stopped or killed.

Analyzing Visuals

6. Conclude Review the steps thata bill must go through tobecome a law on page 160.What do you think is the step inwhich the bill is most closelyexamined by Congress?

Stopping or Killing a Bill

SECTION ASSESSMENT

Voting on a Bill When members of Congress are ready

to vote on a proposed law, they may do so inseveral ways. In the House and Senate, thesimplest is a voice vote, in which those infavor say “Yea” and those against say “No.”In a standing vote, those in favor of a billstand to be counted, and then those againstit stand to be counted. Today the Houseuses a computerized voting system to pro-duce a permanent record of each represen-tative’s vote. In the more tradition-boundSenate, members voice their votes in turn asan official records them in a roll-call vote.

A simple majority of all members thatare present is needed to pass a bill. If a billpasses in one house, it is sent to the other.If either the Senate or the House rejects abill, it dies.

The Constitution requires that theSenate and House pass a bill in identicalform before it becomes law. If either house ofCongress makes changes in a bill after receiv-ing it from the other house, a conferencecommittee is formed with members fromboth houses.They meet privately to work out

differences between the two versions of thebill. Once they have a revised bill, the Houseand Senate must either accept it withoutamendments or completely reject it.

Presidential Action After a bill is approved by both houses

of Congress, it goes to the president. One offour things may then happen.The presidentmay sign the bill and declare it a new law.The president may veto, or refuse to sign,the bill. The president may also do nothingfor 10 days. At that point, if Congress is insession, the bill becomes law without thepresident’s signature. If Congress hadadjourned, the bill dies. Killing legislationin this way is called a pocket veto.

If the president vetoes a bill, Congresshas one last chance to save it. As you readearlier, Congress can override the veto witha two-thirds vote of each house. This is notan easy task, though. In recent decades,Congress has managed to overturn onlyabout one in five regular vetoes.

Defining What happenswhen a bill is pigeonholed?


Answer: It is ignored and dies.

If a lawmaker must be absent during avote, he or she sometimes will try to“pair off” with an opposition colleaguewho will also be absent. The “paired”votes thus cancel out each other and donot affect the result.






2. Public bills apply to the entirenation; private bills concernindividual people or places.Resolutions are formal state-ments expressing lawmakers’opinions or decisions.

3. sign the bill into law, veto it,or do nothing

4. The Rules Committee cangive priority to a bill andspeed its passage or kill abill by preventing it from get-ting to the floor.

5. committee chair can ignorebill and stop it; standing com-mittee can ignore bill or votebill down; bill can be voteddown on floor; in Senate, bill

can be filibustered; presidentcan veto or pocket veto bill

6. during the period of commit-tee action

�BE AN ACTIVE CITIZEN�7. Students’ charts should

compare and contrast thebasic characteristics of thetwo houses of Congress.

4

162

Students’ facts should be rep-resented in the text and underthe appropriate tab.

Reviewing Key Terms1. pocket veto2. pork barrel projects3. seniority4. gerrymander5. elastic clause6. constituents7. standing committee8. writ of habeas corpus9. filibuster

10. lobbyist

Reviewing Main Ideas11. The Speaker has more

power. The Speaker controlsfloor debates and influencesmost House business. Thepresident pro tempore of theSenate acts as the chair inthe absence of the vice pres-ident, and the position ismostly ceremonial.

12. mostly by the seniority system

13. Any two: propose constitu-tional amendments; countelectoral votes; select presi-dent if no majority exists;impeachment; approve orreject appointments; over-sight; investigate

14. cannot suspend writ ofhabeas corpus, pass bills ofattainder, pass ex post factolaws

15. lawmaking; casework; help-ing district or state

16. House: 25 years of age, resi-dent of state, U.S. citizen forat least seven years; Senate:

30 years old, resident of state, U.S. citi-zen for at least nine years

17. president can sign bill into law, veto bill,refuse to sign bill; if Congress is in ses-sion, bill becomes law after 10 days; ifCongress is not in session bill dies after10 days (pocket veto)

18. It can give priority to a bill and speed italong, or it can kill a bill by not letting itget to the floor.

Critical Thinking19. After a census, when states lose or gain

members to Congress, politicians oftengerrymander in order to increase the vot-ing strength of their party.

20. Students should include details about con-gressional powers, leadership, commit-tees, and the lawmaking process on theirmind maps.

CHAPTER 6Assessment & Activities


Reviewing Key TermsWrite the chapter key term that matches eachdefinition below.

1. president’s power to kill a bill, if Congress isnot in session, by not signing it for 10 days

2. government projects and grants that benefitthe home district of a member of Congress

3. system that gives most desirable committeeassignments to members of Congress whohave served the longest

4. dividing a state into odd-shaped election dis-tricts to benefit a particular party or group

5. the part of the Constitution that givesCongress the authority to do whatever is nec-essary and proper to carry out its expressedpowers

6. people from a legislative district

7. permanent committee of Congress thatfocuses on a particular topic

8. court order guaranteeing a person who isarrested the right to appear before a judge ina court of law

9. tactic for defeating a bill in the Senate bytalking until the bill’s sponsor withdraws it

10. person who tries to persuade governmentofficials to support a particular group orposition

Reviewing Main Ideas11. Between the Speaker of the House and the

president pro tempore of the Senate, whichposition has more power? Explain.

12. How are committee assignments made andleadership positions filled in Congress?

13. Describe two nonlegislative powers ofCongress.

14. Describe three powers denied to Congress.

15. What are the three major jobs of Congress?

16. What are the qualifications for members ofthe House of Representatives and theSenate?

Section 1

• Congress is organized intotwo bodies.

• Leadership powers includecommittee selection, billmonitoring, and leadingsessions.

Section 2

• Congress has broad powers dealingwith defense, finance, and lawmaking.

• Congressional support staffs researchbills, deal with public inquiries, andarrange appointments.

162(t)Dennis Brack/Black Star Publishing/PictureQuest, (b)AFP/CORBIS

Using Your Foldables Study OrganizerAfter you have read the chapter andcompleted your foldable, close the fourtabs. Then write one more fact undereach heading on the tabs. Check thefacts you have written against your text.Are they correct? Are they different fromthe information you wrote under the tab?

Section 3

• Members of Congressreceive a salary, plusbenefits.

• The support staff ofCongress helps with theworkload.

Section 4

• Bills are introduced in either the House orthe Senate, travel through a committeeapproval process, and then are voted on.

MindJogger VideoquizUse MindJogger Videoquiz to review the Chapter 6 content.

Available in VHS

163

Practicing Skills 21. The majority holds the most power.

Members of the majority party choose theSpeaker of the House, which is then votedon by the entire House. The Speakersteers legislation through the House andinfluences House business, making themajority party’s policies that are sup-ported and pushed through the legislativeprocess.

22. Floor leaders make sure that laws passedare in the best interests of their party.They push bills along and speak for theirparties on issues. Whips, however, helpthe floor leaders and keep track of whereparty members stand and organize theircolleagues for key votes.

Have students visit the Website at civ.glencoe.com toreview Chapter 6 and take the Self-Check Quiz.



17. What four things can happen after a bill hasbeen approved by both houses of Congressand goes to the president?

18. Explain why the Rules Committee is such animportant committee in the House.

Critical Thinking19. Analyzing Information What is the

relationship between the census and gerrymandering?

20. Categorizing Information Create a webdiagram for this chapter. On each strandwrite as many details as possible.

Practicing SkillsMaking Comparisons Reread the paragraphsunder “Congressional Leaders” on pages140–142. Then answer the following questions.

21. Which party—majority or minority—holdsthe most power in Congress? Why?

22. How do the duties of majority and minorityfloor leaders and party whips differ?

Economics Activity23. Congress has the power to pass tax legisla-

tion. Explain how Congress might use itspower to tax to influence our economy.

24. With a partner, research in the library or onthe Internet how a bill becomes a law inyour state legislature. Compare the steps inthe state lawmaking process to the steps inCongress. Create a chart that shows thesimilarities and differences.

Analyzing Visuals25. Study the map on pages 140–141. It shows

changes in the House of Representativesfollowing the 2000 census. Which statesgained representatives? Which states lostrepresentatives? Did any particular region ofthe country gain or lose seats? Explain.

Technology Activity26. Log on to the Internet and choose either

www.house.gov or www.senate.gov. Chooseone of the representatives or senators whorepresents your community. Make a recordof how your representative or senator votedon roll-call votes for the past week or two.Select a particular bill in which you have aninterest and write a letter to your represen-tative or senator, either agreeing or dis-agreeing with the vote. Explain why youagree or disagree.

Powers

CommitteesLeadership

LawmakingProcess

Congress

Self-Check Quiz Visit the Civics Today Web site atciv.glencoe.com and click on Self-Check Quizzes—Chapter 6 to prepare for the chapter test.

Standardized Test Practice

Directions: Choose the bestanswer to the following question.

Which of the following is a cause thatcould prevent a bill from becoming a lawin Congress? F A bill is given a title and a number.G A bill is put on the calendar.H A senator filibusters a bill.J The Senate votes for a cloture.

Test-Taking TipRead the question carefully. It is askingyou to mark the choice that leads to the

rejection of a bill.


Economics Activity23. Students should explain why

Congress might pass tax leg-islation to influence theeconomy.

24. Students’ charts should com-pare the two lawmakingprocesses.

Analyzing Visuals25. Gained: Arizona, California,

Colorado, Florida, Georgia,Nevada, North Carolina, Texas;Lost: Illionois, Indiana, Michi-gan, Mississippi, New York,Ohio, Oklahoma, Pennsylvania,Wisconsin; the Midwest

Technology Activity26. Students should use the Web

site to make a record of howtheir representatives or sena-tors voted on roll call votes.Students’ letters shouldeither agree or disagree witha vote on a selected bill.

StandardizedTest Practice

Answer: HQuestion Type: CivicsAnswer Explanation: Accord-ing to page 159, a senatorcan filibuster to kill a bill.

Ask: Why do few bills actuallybecome laws? (The processprovides many opportunitiesfor a bill to be killed.)

Bonus QuestionBonus Question??





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