civics in action: a citizenship handbook american journey/the civics in action … · judicial...

216 Citizenship Handbook

The Constitution

Goals of the ConstitutionThe Preamble, or introduction, to the

Constitution reflects the basic principle ofAmerican government—the right of the peopleto govern themselves. It also lists six goals forthe United States government:

“. . .to form a more perfect Union, establishJustice, insure domestic Tranquility, provide forthe common defence [defense], promote thegeneral Welfare, and secure the Blessings ofLiberty to ourselves and our Posterity.”

These goals guided the Constitution’sFramers as they created the new government.They remain as important today as they werewhen the Constitution was written.

To Form a More Perfect Union Under the Articlesof Confederation, the states functioned almostlike independent nations. For the most part,they did not work together on important mat-ters such as defense and finances. This lack ofunity could have been dangerous for the nationduring times of crisis. To form “a more perfectUnion” the Framers believed the states neededto agree to operate as a single country and coop-erate on major issues.

To Establish Justice For the Framers, treatingeach citizen equally was one of the fundamentalprinciples on which to build the new nation.

The Constitution provides a national system ofcourts to protect the people’s rights, and to hearcases involving violations of federal law anddisputes between the states.

To Insure Domestic Tranquility Shays’s Rebellionbegan in 1786 and shocked Americans. TheUnited States had become a self-governingnation, yet a group of people had resorted toviolence to express their anger over govern-ment policies. The Constitution provides astrong central government to “insure domesticTranquility”—that is, to keep peace among thepeople.

To Provide for the Common Defense The Articlesof Confederation required nine states to approveany decision by the Confederation Congress tobuild an army or navy. The Constitution givesthe federal government the power to maintainarmed forces to protect the country and its citi-zens from attack.

To Promote the General Welfare The Declarationof Independence states that the purpose of gov-ernment is to promote “Life, Liberty, and thepursuit of Happiness” for the people of thenation. The Constitution includes ways to “promote the general Welfare”—or well-being—of the people by maintaining order, protectingindividual liberties, regulating commerce andbankruptcies, and promoting science and tech-nology by granting patents.

Citizenship Handbook 217

Main IdeaFor more than 200 years, theConstitution has provided the frame-work for the United States govern-ment and has helped preserve thebasic rights of American citizens.

Key Termspreamble, domestic tranquility,popular sovereignty, republicanism,federalism, enumerated powers,reserved powers, concurrent pow-ers, amendment, implied powers,judicial review

Read to Learn• why the Constitution is the nation’s

most important document.• the goals of the Constitution. • the principles that form the basis

of the Constitution.

Guide to Reading

Citizenship Handbook

To Secure the Blessings of Liberty The Americancolonists fought the Revolutionary War to gaintheir liberty. The Framers believed that preserv-ing liberty should also be a major goal of theConstitution. The Constitution guarantees thatno American’s basic rights will be taken awaynow or for posterity (generations not yet born).

Analyzing What is the purpose ofthe Preamble?

Major PrinciplesThe principles outlined in the Constitution

were the Framers’ solution to the problems of arepresentative government. The Constitutionrests on seven major principles: (1) popular sov-ereignty, (2) republicanism, (3) limited govern-

ment, (4) federalism, (5) separation of powers, (6)checks and balances, and (7) individual rights.

Popular Sovereignty The Declaration of Inde-pendence states that governments derive theirpowers from “the consent of the governed.” Theopening words of the Constitution, “We thepeople,” reinforce this idea of popular sover-eignty—or “authority of the people.”

Republicanism Under republicanism, votershold sovereign power. The people elect repre-sentatives and give them the responsibility tomake laws and conduct government. For mostAmericans today, the terms republic and repre-sentative democracy mean the same thing: a sys-tem of limited government where the people arethe ultimate source of governmental power.

Limited Government The Framers saw both ben-efits and risks in creating a powerful national

government. They agreed that thenation needed strong central

authority but feared misuse ofpower. They wanted to pre-vent the government fromusing its power to give one

The Principles outlined in the Constitution were theFramers’ solution to the complex problems presented bya representative government.

Analyzing Information What is the relationship betweenchecks and balances and separation of powers?

Popular Sovereignty People are the source of thegovernment’s power.

Republicanism People elect their politicalrepresentatives.

Limited Government The Constitution limits theactions of government byspecifically listing powers it doesand does not have.

Federalism In this government system,power is divided betweennational and state governments.

Separation of Powers Each of the three branches ofgovernment has its ownresponsibilities.

Checks and Balances Each branch of governmentholds some control over theother two branches.

Individual Rights Basic liberties and rights of allcitizens are guaranteed in the Billof Rights.

Voting is a basic political right ofall citizens.

218

219Citizenship Handbook

group special advantages or to deprive anothergroup of its rights. By creating a limited govern-ment, they made certain the government wouldhave only those powers granted by the people.

Article I of the Constitution states the powersthat the government has and the powers that itdoes not have. Other limits on governmentappear in the Bill of Rights, which guaranteescertain rights and liberties to the people.

Limited government can be described as the“rule of law.” No people or groups are above thelaw. Government officials must obey the law.

Federalism When the states banded togetherunder the Constitution, they gave up someindependence. States could no longer print theirown money or tax items imported from otherstates. Nevertheless, each state governed itselfmuch as it had in the past.

This system, in which the power to govern isshared between the national government and thestates, is called the federal system, or federalism.Our federal system allows the people of eachstate to deal with their needs in their own way. Atthe same time, it lets the states act together todeal with matters that affect all Americans.

The Constitution defines three types of gov-ernment powers. Enumerated powers belongonly to the federal government. These includethe power to coin money, regulate interstate andforeign trade, maintain the armed forces, andcreate federal courts (Article I, Section 8).

The second kind of powers are those retainedby the states, known as reserved powers. Theyinclude such rights as the power to establish

schools, pass marriage and divorce laws, andregulate trade within a state. Although reservedpowers are not listed specifically in the Con-stitution, the Tenth Amendment says that allpowers not specifically granted to the federalgovernment “are reserved to the States.”

The third set of powers defined by theConstitution are concurrent powers—powersshared by the state and federal governments.Among these powers are the right to raise taxes,borrow money, provide for public welfare, andadminister criminal justice.

When conflicts arise between state law andfederal law, the Constitution declares that theConstitution is “the supreme Law of the Land.”Conflicts between state law and federal lawmust be settled in a federal court.

Separation of Powers To prevent any singlegroup or institution in government from gain-ing too much authority, the Framers divided thefederal government into three branches: legisla-tive, executive, and judicial. Each branch has itsown functions and powers. The legislativebranch, Congress, makes the laws. The execu-tive branch, headed by the president, carries outthe laws. The judicial branch, consisting of theSupreme Court and other federal courts, inter-prets and applies the laws.

Checks and Balances As an additional safe-guard, the Framers established a system ofchecks and balances in which each branch ofgovernment can check, or limit, the power of theother branches. This system helps maintain a

balance in the power of the three branches. Forexample, Congress can pass a law. Then thepresident can reject the law by vetoing it.However, Congress can override, or reverse, thepresident’s veto if two-thirds of the members ofboth houses vote again to approve the law.

Over the years, the Supreme Court hasacquired the power to determine the meaning of the Constitution and to declare that a law or a government policy goes against theConstitution. In doing so, the Court provides acheck on the powers of Congress and the presi-dent. Judicial decisions—those made by thecourts—can be overruled by amending theConstitution. The president and the Senate pro-vide a check on the judicial branch through theirpower to appoint and approve federal judges.Congress can also change a law so that it nolonger conflicts with the Constitution, or it can amend the Constitution. The FourteenthAmendment, passed by Congress in 1866, over-turned the Supreme Court’s ruling in the DredScott decision, which had ruled that enslavedAfrican Americans were not citizens.

Individual Rights The Bill of Rights became partof the Constitution in 1791. These first 10amendments protect basic liberties and rights

that you may take for granted—including free-dom of speech, freedom of the press, freedom ofassembly, freedom of religion, and the right to atrial by jury.

The 17 amendments that follow the Bill ofRights expand the rights of Americans andadjust certain provisions of the Constitution.Included among them are amendments thatabolish slavery, define citizenship, guarantee theright to vote to all citizens, authorize an incometax, and set a two-term limit on the presidency.

Explaining What is popular sovereignty?

A Living ConstitutionTwo years after the Constitutional

Convention, Benjamin Franklin wrote, “OurConstitution is in actual operation; everythingappears to promise that it will last; but in thisworld nothing is certain but death and taxes.”


Amending the Constitution allows it to be able to adaptto changing times.

Analyzing Information What role do the states play inthe amendment process?

Despite Franklin’s uncertainty about theConstitution’s future, it is still very much alivetoday. The Constitution has survived becausethe Framers wrote a document that the nationcould alter and adapt to meet changing needs.The result is a flexible document that can beinterpreted in different ways in keeping withthe conditions of a particular time. TheConstitution’s flexibility allows the governmentto deal with matters the Framers never antici-pated—such as regulating nuclear power plantsor developing a space program. In addition theConstitution contains a provision for amend-ing—changing or adding to—the document.

Amending the Constitution The Framers inten-tionally made the amendment process difficultto discourage minor or frequent changes beingmade. Although thousands of amendments—changes to the Constitution—have been pro-posed since 1788, only 27 of them have actuallybecome part of the Constitution.

An amendment may be proposed in twoways: by the vote of two-thirds of both housesof Congress or by two-thirds of the state legisla-tures asking for a special convention on theamendment. The second method has never beenused. Ratification of an amendment requiresapproval by three-fourths of the states. TheConstitution can be ratified by the approval ofstate legislatures or by special state conventions.

Only the Twenty-first Amendment—whichrepealed the Eighteenth Amendment, banningthe sale of alcoholic beverages—was ratified bystate conventions. Voters in each state chose thedelegates to the special conventions.

Interpreting the Constitution The Constitutionincludes two provisions that give Congress thepower to act as needed to meet changing condi-tions. The first of these provisions is what isknown as the “elastic clause” (Article I, Section8). It directs Congress to “make all Laws whichshall be necessary and proper” for executing allthe powers of government. Congress has inter-preted this clause to mean that it has certainimplied powers, powers not specificallydefined in the Constitution. Over the years,

Congress has drawn on its implied powers topass laws to deal with the needs of society.

The second provision used to expand con-gressional authority, the “commerce clause”(Article I, Section 8), gives Congress the power to“regulate Commerce with foreign Nations, andamong the several States.” Congress has usedthis clause to expand its powers into a number ofareas, such as regulation of the airline industry,radio and television, and nuclear energy.

Powers of the Presidency The Constitutiondescribes the role and the powers of the presi-dent in general terms. This has allowed theexecutive branch to extend its powers. In 1803,for example, President Thomas Jeffersonapproved a treaty with France that enabled theUnited States to buy an enormous tract of land.

Guarantees freedom of religion, speech, assembly, andpress, and the right of people to petition the government

Protects the rights of states to maintain a militia and ofcitizens to bear arms

Restricts quartering of troops in private homes

Protects against “unreasonable searches and seizures”

Assures the right not to be deprived of “life, liberty, orproperty, without due process of law”

Guarantees the right to a speedy and public trial by animpartial jury

Assures the right to a jury trial in cases involving thecommon law (the law established by previous court decisions)

Protects against excessive bail, or cruel and unusual punishment

Provides that people’s rights are not restricted to thosespecified in the first eight Amendments

Restates the Constitution’s principle of federalism by providing that powers not granted to the national government nor prohibited to the states are reserved to the states and to the people



“I have finallybeen included in‘We the people.’”

—Barbara Jordan, U.S. representativefrom Texas, 1972–1978

The Courts The role of the judicial branch hasalso grown as powers implied in theConstitution have been put into practice. In 1803Chief Justice John Marshall expanded the pow-ers of the Supreme Court by striking down anact of Congress in the case of Marbury v.Madison. In that decision the Court defined itsright to determine whether a law violates theConstitution. Although not mentioned in theConstitution, judicial review has become amajor power of the judicial branch.

The process of amending the Constitutionand applying its principles in new areas helps

keep our government functioning well. In 1974Barbara Jordan, an African American member ofCongress and a constitutional scholar, spoke inringing tones of her faith in the Constitution:

“I felt somehow for many years that GeorgeWashington and Alexander Hamilton just left meout by mistake. But through the process of amend-ment, interpretation, and court decision I havefinally been included in ‘We the people.’”

Explaining What are implied powers?

Checking for Understanding1. Key Terms Write complete sen-

tences using each group of termsbelow. Group 1: republicanism,federalism. Group 2: enumeratedpowers, concurrent powers. Group 3: preamble, amendment.

2. Reviewing Facts Explain the originof judicial review.

Reviewing Themes3. Government and Democracy What

is the importance of federalism in theConstitution?

Critical Thinking4. Analyzing Information Why was it

so important for basic freedoms tobe guaranteed in the Constitution?

5. Comparing Re-create the diagrambelow and describe how each branchof government has power overanother branch.

Analyzing Visuals 6. Reading a Table Refer to the table

on page 218. How are popular sov-ereignty and republicanism related?

Civics The Bill of Rights guaran-tees certain basic rights to allAmericans. Select one of the 10amendments that make up the Billof Rights (see page 221) andresearch its history. Present yourfindings in a one-page essay.

Branch Power

Legislative

Executive

Judicial


Main IdeaThe government of the United Stateshas three branches: the legislativebranch, the executive branch, and thejudicial branch.

Key Termsappropriate, impeach, constituents

Read to Learn• the goals of the three branches of

the government.• the powers of the three branches

of the government.

Guide to Reading

The FederalGovernment

The Legislative BranchCongress, the legislative branch of the gov-

ernment, makes the nation’s laws. It also has thepower to “lay and collect taxes” and to declarewar. Congress has two houses, the House ofRepresentatives and the Senate.

The House and Senate Today the House ofRepresentatives has 435 voting members and five nonvoting delegates from theDistrict of Columbia, Puerto Rico,Guam, American Samoa, and theVirgin Islands. The number ofrepresentatives from each stateis determined by the state’spopulation. Representatives,who must be at least 25 yearsold, serve two-year terms.

The Senate consists of 100senators, two from each state.Senators, who must be at least 30years old, serve six-year terms. Thesenators’ terms are staggered, whichmeans that one-third of the Senate seatscome up for election every two years.

The Role of Congress Congress has two primaryfunctions: to make the nation’s laws and to con-trol government spending. The governmentcannot spend any money unless Congressappropriates, or sets aside, funds. All tax andspending bills must originate in the House of

Representatives and gain approval in both theHouse and the Senate before moving on to thepresident for signature.

Congress also serves as a watchdog over theexecutive branch, monitoring its actions andinvestigating possible abuses of power. TheHouse of Representatives can impeach, or bringformal charges against, any federal official itsuspects of wrongdoing or misconduct. If an

official is impeached, the Senate acts as acourt and tries the accused official.

Officials who are found guilty maybe removed from office.

The Senate also holds certainspecial powers. Only theSenate can ratify treaties madeby the president and confirmpresidential appointments of

federal officials, such as depart-ment heads, ambassadors, and

federal judges.All members of Congress have

the responsibility of representing theirconstituents, the people of their homestates and districts. As a constituent

you can expect your senators and representa-tives to promote and protect your state’s inter-ests as well as those of the nation.

Congress at Work Thousands of bills, or pro-posed laws, are introduced in Congress everyyear. Because individual members of Congress

Seal of the U.S. Congress


The American System of Checks and Balances

Executive BranchProposes policyCarries out lawsMakes treaties

Appoints judges

Can declare acts of thepresident unconstitutional

Can declare lawsunconstitutional

Can impeach judges

Can reject appointmentof judges

Can veto legislation

Can override veto

Can impeach president

Can reject presidential appointmentsand refuse to approve treaties

Legislative BranchMakes laws

Judicial BranchInterprets laws

“You must first enable the governmentto control the governed; and in the next

place oblige it to control itself.” —James Madison, 1787

cannot possibly study all these bills carefully,both houses use committees of selected membersto evaluate proposed legislation.

Standing committees are permanent com-mittees in both the House and the Senate that specialize in a particular topic, such as agri-culture, commerce, or veterans’ affairs. Thesecommittees usually are broken down into sub-committees that focus on a particular aspect ofa problem or issue.

The House and the Senate sometimes formtemporary select committees to deal with issuesrequiring special attention. These committeesmeet only until they complete their task.

Occasionally the House and the Senate formjoint committees with members from bothhouses. These committees meet to consider spe-cific issues, such as the system of federal taxa-tion. One type of joint committee, a conferencecommittee, has a special function. If the House

and the Senate pass different versions of thesame bill, a conference committee tries to workout a compromise bill acceptable to both houses.

When it receives a bill, a committee can kill itby rejecting it outright, “pigeonhole” it by set-ting it aside without reviewing it, or prepare itfor consideration by the full House or Senate.While preparing bills, committees hold publichearings at which citizens can present argu-ments and documents supporting or opposingthe bills.

Once a bill is approved by a committee ineither house of Congress, it is sent to the fullSenate or House for debate. After debate the billmay be passed, rejected, or returned to commit-tee for further changes.

When both houses pass a bill, the bill goesto the president. If the president approves thebill and signs it, it becomes law. If the presi-dent vetoes the bill, it does not become law,

How a Bill Becomes a Law

Bill introducedin House

Bill introducedin Senate

Most bills begin as similar

proposals in the House and

Senate

Referred toHouse committee

Referred toSenate committee

Committee holds hearings, makes

changes, recommends

passage

*President may sign bill into

law or veto it. Congress may override veto by two-thirds majority vote.

House debatesand passes its

form of bill

Introduction Committee Action Floor Action Enactment Into Law

Senate debatesand passes its

form of bill

House andSenate members

confer, reachcompromise on

single bill

House and Senate approve

compromise

President signsbill into law*

All bills must go through both

House and Senate before reaching

president

A bill introduced in Congress goes throughmany steps before it becomes law. The Constitutionsets forth only a few of the many steps a bill mustgo through to become law. The remaining stepshave developed as Congress has grown in sizeand the number of bills has increased.Analyzing Information What role does thepresident play in the passage of a new law?

unless Congress overrides (cancels) the presi-dential veto by a vote of two-thirds of themembers in each house.

Sequencing List the basic steps ofhow a bill becomes a law.

The Executive BranchThe executive branch of government includes

the president, the vice president, and variousexecutive offices, departments, and agencies.The executive branch carries out the laws thatCongress passes.

Chief Executive The president plays a number ofdifferent roles in government, each of which hasspecific powers and responsibilities. These rolesinclude the nation’s chief executive, chief diplo-mat, commander in chief, chief of state, and leg-islative leader.

As chief executive, the president is responsi-ble for carrying out the nation’s laws. Manyexecutive departments and agencies assist thepresident in this job.

Chief Diplomat As chief diplomat, the presidentdirects foreign policy, appoints ambassadors,and negotiates treaties with other nations.Treaties must be approved by a two-thirds voteof the Senate before they go into effect.

Commander in Chief As commander in chief ofthe armed forces, the president can use the mil-itary to intervene or offer assistance in crises athome and around the world. The president can-not declare war; only Congress holds thispower. The president can send troops to otherparts of the world for up to 60 days but mustnotify Congress when doing so. The troops mayremain longer only if Congress gives approvalor declares war.


Chief of State As chief of state, the presidentserves a symbolic role as the representative ofall Americans. The president fulfills this rolewhen receiving foreign ambassadors or heads ofstate, visiting foreign nations, or bestowing hon-ors on Americans.

Legislative Leader The president serves as a leg-islative leader by proposing laws to Congressand working to see that they are passed. In theannual State of the Union address, the presidentpresents goals for legislation.

The Executive Branch at Work Many executiveoffices, departments, and independent agencieshelp the president carry out and enforce thenation’s laws. The Executive Office of thePresident (EOP) is made up of individuals andagencies that directly assist the president.Presidents rely heavily on the EOP for adviceand for gathering information.

The executive branch also includes 14 execu-tive departments, each responsible for a dif-ferent area of government. For example, the

Department of State plans and carries out for-eign policy, and the Department of the Interiormanages and protects the nation’s public landsand natural resources. The heads, or secretaries,of these departments are members of the presi-dent’s cabinet, a group that helps the presidentmake decisions and set government policy.

The independent agencies manage federalprograms in many fields. These include aero-nautics and space, banking, communications,farm credit, and trade. Government corpora-tions are government agencies that are run likeprivately owned businesses. One governmentcorporation whose services you may often use isthe United States Postal Service.

Describing What is the president’scabinet?

The Judicial BranchArticle III of the Constitution called for the

creation of a Supreme Court and “such inferior[lower] courts as Congress may from time totime ordain and establish.” In 1789 Congresspassed a Judiciary Act, which added a series ofdistrict courts to the federal court system.Congress added appeals courts, sometimescalled circuit courts, in 1891 to ease the work-load of the Supreme Court.

Lower Federal Courts At the lowest level of thefederal court system are the United States district courts. These courts consider criminaland civil cases that come under federal, ratherthan state, authority. The criminal cases includesuch offenses as kidnapping and federal taxevasion. Civil cases cover claims against the fed-eral government and cases involving constitu-tional rights, such as free speech. There are 91district courts in the nation, with at least one inevery state.

The next level of federal courts, the appealscourts, reviews district court decisions in whichthe losing side has asked for a review of the ver-dict. If an appeals court disagrees with thelower court’s decision, it can either overturn theverdict or order a retrial. There are 14 appealscourts in the United States.


President George W. Bush describes a legislativeprogram in the annual State of the Union messageto Congress. What powers does the presidenthold in his role as commander in chief?

History

Citizenship Handbook 227

The Supreme Court The Supreme Court standsat the top of the American legal system. ArticleIII of the Constitution created the SupremeCourt as one of three coequal branches of thenational government, along with Congress andthe president.

The Supreme Court is composed of nine jus-tices: the chief justice of the United States andeight associate justices. Congress sets this num-ber and has the power to change it. Over theyears it has varied from 5 to 10, but it has been 9since 1869.

The Constitution does not describe the dutiesof the justices. Instead, the duties have devel-oped from laws, through tradition, and as theneeds and circumstances of the nation havedeveloped. The main duty of the justices is tohear and rule on cases. This duty involves themin three decision-making tasks: deciding whichcases to hear from among the thousandsappealed to the Court each year; deciding thecase itself; and determining an explanation forthe decision, called the Court’s opinion.

Shaping Public Policy The Supreme Court isboth a political and a legal institution. It is alegal institution because it is responsible for set-tling disputes and interpreting the meaning oflaws. The Court is a political institution becausewhen it applies the law to specific disputes, it

often determines what national policy will be.For example, when the Court rules that certainparts of the Social Security Act must apply tomen and women equally, it is determining gov-ernment policy.

Judicial Review As you have read, the SupremeCourt’s power to examine the laws and actionsof local, state, and national governments and tocancel them if they violate the Constitution iscalled judicial review. The Supreme Court firstassumed the power of judicial review in the caseof Marbury v. Madison (1803). Since then, theCourt has invalidated, or canceled, nearly 200provisions of federal law.

The Supreme Court may also review presi-dential policies. In the case of Ex parte Milligan(1866), the Court ruled President Lincoln’s sus-pension of certain civil rights during the CivilWar was unconstitutional.

Judicial review of state laws and actions mayhave as much significance as the Court’s activi-ties at the federal level. In Brown v. Board ofEducation of Topeka (1954), the Court held thatlaws requiring or permitting racially segregatedschools in four states were unconstitutional. TheBrown decision cleared the way for the end ofsegregated schools throughout the nation.

Describing How was the court system set up?

Checking for Understanding1. Key Terms Use each of these terms

in a complete sentence that helpsexplain its meaning: appropriate,impeach, constituents.

2. Reviewing Facts List three responsi-bilities of the president.

Reviewing Themes 3. Government and Democracy Why

is Congress’s power to appropriatemoney important?

Critical Thinking4. Analyzing Information Which

branch of government do you thinkis most powerful? Explain why youthink so.

5. Analyzing Information Re-createthe diagram below and provide fivedifferent kinds of Congressional committees.

Analyzing Visuals6. Reading a Flowchart Refer to the

flowchart on page 225. What docommittees do to a bill?

Current Events Research in news-papers and news magazines aboutbills that are being debated inCongress. Find out what the billwill do if it is passed. Write a one-page paper about the bill and whathas happened to it as it has gonethrough Congress.

Committees

Main IdeaCitizens of the United States haveboth rights and responsibilities.

Key Termsdue process of law, citizen, naturalization

Read to Learn• where the rights of citizens come

from.• the rights and responsibilities of

United States citizens.

Guide to Reading

Citizens’ Rights and Responsibilities

The Rights of American Citizens

“We hold these truths to be self-evident, thatall men are created equal, that they areendowed by their Creator with certain unalien-able Rights, that among these are Life, Liberty,and the pursuit of Happiness.”

These words from the Declaration ofIndependence continue to inspire Americans.They have encouraged Americans to pursue theideals expressed in the Declaration and to createa Constitution and a Bill of Rights that protectthese rights. The rights of Americans fall intothree broad categories: the right to be protectedfrom unfair actions of the government, to haveequal treatment under the law, and to havebasic freedoms.

Due Process The Fifth Amendment states thatno person shall “be deprived of life, liberty, orproperty, without due process of law.” Dueprocess of law means that the government mustfollow procedures established by law and guar-anteed by the Constitution, treating all peopleaccording to these principles.

Equal Protection All Americans, regardless ofrace, religion, or political beliefs, have the rightto be treated the same under the law. TheFourteenth Amendment requires every state togrant its citizens “equal protection of the laws.”

Basic Freedoms The basic freedoms involve theliberties outlined in the First Amendment—free-dom of speech, freedom of religion, freedom ofthe press, freedom of assembly, and the right topetition. In a democratic society, power exists inthe hands of the people. Therefore, its citizensmust be free to exchange ideas freely.

The First Amendment allows citizens to criti-cize the government, in speech or in the press,without fear of punishment. It also states thatthe government cannot endorse a religion, norcan it prohibit citizens from practicing a religionif they choose to do so. In addition, the NinthAmendment states that the rights of Americansare not limited to those mentioned in theConstitution. This has allowed basic freedomsto expand over the years through the passage ofother amendments and laws. The Twenty-sixthAmendment, for example, extends the right tovote to American citizens 18 years of age.

Limits on Rights Our rights are not unlimited.The government can establish laws or rules torestrict certain standards to protect the health,safety, security, and moral standards of a com-munity. Moreover, rights may be limited to pre-vent one person’s rights from interfering withthe rights of others. The restrictions of rights,however, must be reasonable and must apply toeveryone equally.

Summarizing What is due processof law?


Citizen ParticipationA citizen is a person who owes loyalty to

and is entitled to the protection of a state ornation. How do you become an Americancitizen? Generally, citizenship is granted toanyone born within the borders of theUnited States. Citizenship is also granted toanyone born outside the United States if oneparent is a United States citizen. A person offoreign birth can also become a citizenthrough the process of naturalization.

To qualify, applicants must be at least 18 years old. They must have been lawfullyadmitted for permanent residence and havelived in the United States for at least fiveyears. They must possess good moral char-acter and accept the principles of theConstitution. Applicants must also under-stand English and demonstrate an under-standing of the history and principles of thegovernment of the United States. Before beingadmitted to citizenship, applicants must bewilling to give up any foreign allegianceand must promise to obey the Constitutionand the laws of the United States.

As citizens of the United States, we areexpected to carry out certain duties and respon-sibilities. Duties are things we are required to doby law. Responsibilities are things we shoulddo. Fulfilling both our duties and our responsi-bilities helps ensure that we have a good govern-ment and that we continue to enjoy our rights.

Duties One of the duties of all Americans is toobey the law. Laws serve three important func-tions. They help maintain order; they protect thehealth, safety, and property of all citizens; andthey make it possible for people to live togetherpeacefully. If you disobey laws, for example,you endanger others and interfere with thesmooth functioning of society. If you believe alaw needs to be changed, you can work throughyour elected representatives to improve it.

Americans also have a duty to pay taxes. Thegovernment uses tax money to defend thenation, provide health insurance for people over65, and build roads and bridges. Americans ben-efit from services provided by the government.

Another duty of citizens is to defend thenation. All males aged 18 and older must regis-ter with the government in case they are neededfor military service. The nation no longer has adraft, or required military service, but a warcould make the draft necessary again.

The Constitution guarantees all Americansthe right to a trial by a jury of their peers(equals). For this reason you should be preparedto serve on a jury when you become eligible atthe age of 18. Having a large group of jurors onhand is necessary to guarantee the right to a fairand speedy trial. You also have a duty to serveas a witness at a trial if called to do so.

Responsibilities The responsibilities of citi-zens are not as clear-cut as their duties. Becauseresponsibilities are voluntary, people are notarrested or punished if they do not fulfill theseobligations. The quality of our government andof our lives will diminish, however, if ourresponsibilities are not carried out.


Flag Etiquette

The flag should be raised and lowered byhand and displayed only from sunrise to sunset.On special occasions, it may be displayed at night.

The flag may be displayed on all days, weatherpermitting, particularly on national and stateholidays and on historic and special occasions.

No flag should be flown above the Americanflag or to the right of it at the same height.

The flag may be flown at half-mast to mournthe death of public officials.

The flag should never touch the groundor floor beneath it.

The flag may be flown upside down only tosignal distress.

When the flag becomes old and tattered,it should be destroyed by burning. Accordingto an approved custom, the Union (the whitestars on the blue field) is first cut from the flag;then the two pieces, which no longer form a flag,are burned.

Keep in mind that government exists to serveyou. Therefore, one of your responsibilities as acitizen is to know what the government is doingand to voice your opinion when you feelstrongly about something the government hasdone or has failed to do. When the governmentlearns that most people favor or oppose anaction, it usually follows their wishes.

You also need to be informed about yourrights and to exercise them when necessary.Knowing your rights helps preserve them. Otherresponsibilities include respecting diversity,accepting responsibility for your actions, andsupporting your family.

Vote, Vote, Vote! Perhaps your most importantresponsibility as an American citizen will be tovote when you reach the age of 18. Voting allowsyou to participate in government and guide itsdirection. When you vote for people to representyou in government, you will be exercising yourright of self-government. If you disapprove of thejob your representatives are doing, it will be yourresponsibility to help elect other people in thenext election. You can also let your representa-tives know how you feel about issues throughletters, telephone calls, and petitions.

While not everyone holds public office, every-one can participate in government in other ways.Working on a political campaign, volunteering

to help in a hospital or a library, and participat-ing in a local park cleanup are all ways to takeresponsibility and to make a contribution togood government and a well-run community.

Respecting Others’ Rights To enjoy your rights tothe fullest, you must be prepared to respect therights of others. Respecting the rights of othersalso means respecting the rights of people withwhom you disagree. Respecting and acceptingothers regardless of race, religion, beliefs, orother differences is essential in a democracy. AllAmericans are entitled to the same respect andgood treatment.

Identifying What is naturalization?


Checking for Understanding1. Key Terms Use each of these terms

in a complete sentence that helpsexplain its meaning: due process oflaw, citizen, naturalization.

2. Reviewing Facts Why are personalresponsibilities important?

Reviewing Themes3. Government and Democracy

Summarize three of the freedomsgranted in the First Amendment.

Critical Thinking4. Analyzing Information The Fifth

Amendment states that people havethe right of “due process of law.”Why is this phrase important?

5. Analyzing Information Re-createthe diagram below and provide thethree categories of American rights.

Analyzing Visuals6. Analyzing a Chart Refer to the chart

on page 229. For what reason maythe flag be flown at half-mast?

Civics One responsibility of beingan American citizen is to becomeinvolved in the democratic system.Make a poster showing how stu-dents can get involved in theircommunity’s democracy. Displayyour poster in a prominent place in school.

Rights

Citizens taking part in a town meeting

✓ Reviewing Key TermsWrite the key term that completes each sentence. Then writea sentence for each term not chosen.

1. A(n)________ is a change to the Constitution.2. Those powers that are suggested but not directly stated

in the Constitution are called ______________.3. ______________ is the Supreme Court’s power to

review all congressional acts and executive actions.4. Those powers mentioned specifically in the Constitution

are called ______________.

✓ Reviewing Key Facts5. List the six goals of government stated in the Preamble.6. How does one become a naturalized citizen?7. Explain why the amendment process is so difficult.8. Explain why responsible citizenship is important.

Provide examples of responsible citizenship.9. How does the Constitution protect individual rights?

10. Summarize the basic freedoms outlined in the FirstAmendment.

✓ Critical Thinking11. Analyzing Information Analyze how limited govern-

ment, republicanism, and popular sovereignty areimportant parts of the Constitution.

12. Identifying Options Describe five possible ways a person can fulfill his or her responsibilities in societyand at home.

13. Comparing Some people argue that there should be alimit on the number of terms a senator or representa-tive can serve. What are some of the advantages of thepresent system, which does not limit these terms?What are some of the disadvantages?

14. Predicting Consequences Re-create the diagram belowand predict what might have happened to the U.S. if theFramers had not provided for a system of checks andbalances.

✓ Citizenship Cooperative Activity15. Examining Citizens’ Rights Working with a partner,

choose one of the following rights and trace its historicaldevelopment in the United States from the time theConstitution was ratified to the present:

suffrage freedom of speechfreedom of religion equal protection of law

16. Civic Planning Constitutions provide a plan for organiz-ing and operating governments. What plan provides therules for your local government? Contact a local govern-ment official to find out about the basic plan of your cityor town. Share your findings with the class.

✓ Alternative Assessment17. Portfolio Writing Activity Part of your responsibility as

an American citizen is to be informed about what the gov-ernment is doing and to voice your opinion about itsactions. Compose a letter to the editor of your local news-paper. In your letter, express your opinion about an issuein your community.

a. popular sovereigntyb. enumerated powersc. reserved powers

d. amendmente. implied powersf. judicial review

No system of checksand balances

Handbook Assessment

Under the Constitution, the president choosesjudges to serve on the Supreme Court, but eachchoice must be approved by the Senate. This is anexample of what principle of government?A Checks and balancesB FederalismC Separation of powersD Judicial Review

Test-Taking Tip:What do you think would happen if the president

could choose all judges without anyone else’s approval?The writers of the Constitution wanted to make sure that

none of the three branches of government became too powerful. Which answer shows this idea?

Directions: Choose the best answer to the following question.

StandardizedTest Practice


The American Journey—Illinois EditionIllinois Learning Standards for Social ScienceHow Does The American Journey Help Me Learn the Standards?How Does The American Journey Help Me Test My Knowledge of Social Science?The Illinois Constitution: A SummaryTable of ContentsPreviewing Your TextbookScavenger HuntHow Do I Study History?The Structure of Illinois GovernmentConstitution Test PracticeReading Skills HandbookIdentifying Words and Building VocabularyReading for a ReasonUnderstanding What You ReadThinking About Your ReadingUnderstanding Text StructureReading for Research

National Geographic Reference AtlasUnited States PoliticalUnited States PhysicalUnited States Territorial GrowthNorth America PhysicalNorth America PoliticalMiddle East Physical/PoliticalWorld PoliticalUnited States Facts

Geography HandbookWhat Is Geography?How Do I Study Geography?How Do I Use Maps?How Does Geography Influence History?Geographic Dictionary

Be an Active ReaderUnit 1: Different Worlds Meet: Beginnings to 1625Chapter 1: The First Americans, Prehistory to 1492Section 1: Early PeoplesSection 2: Cities and EmpiresSection 3: North American PeoplesChapter 1 Assessment and Activities

Chapter 2: Exploring the Americas, 1400–1625Section 1: A Changing WorldSection 2: Early ExplorationSection 3: Spain in AmericaSection 4: Exploring North AmericaChapter 2 Assessment and Activities

Unit 2: Colonial Settlement: 1587–1770Chapter 3: Colonial America, 1587–1770Section 1: Early English SettlementsSection 2: New England ColoniesSection 3: Middle ColoniesSection 4: Southern ColoniesChapter 3 Assessment and Activities

Chapter 4: The Colonies Grow, 1607–1770Section 1: Life in the ColoniesSection 2: Government, Religion, and CultureSection 3: France and Britain ClashSection 4: The French and Indian WarChapter 4 Assessment and Activities

Unit 3: Creating a Nation: 1763–1791Chapter 5: Road to Independence, 1763–1776Section 1: Taxation Without RepresentationSection 2: Building Colonial UnitySection 3: A Call to ArmsSection 4: Moving Toward IndependenceThe Declaration of IndependenceChapter 5 Assessment and Activities

Chapter 6: The American Revolution, 1776–1783Section 1: The Early YearsSection 2: The War ContinuesSection 3: The War Moves West and SouthSection 4: The War Is WonChapter 6 Assessment and Activities

Chapter 7: A More Perfect Union, 1777–1790Section 1: The Articles of ConfederationSection 2: Convention and CompromiseSection 3: A New Plan of GovernmentChapter 7 Assessment and Activities

Civics in Action: A Citizenship HandbookSection 1: The ConstitutionSection 2: The Federal GovernmentSection 3: Citizen's Rights and ResponsibilitiesHandbook Assessment

The Constitution of the United States

Unit 4: The New Republic: 1789–1825Chapter 8: A New Nation, 1789–1800Section 1: The First PresidentSection 2: Early ChallengesSection 3: The First Political PartiesChapter 8 Assessment and Activities

Chapter 9: The Jefferson Era, 1800–1816Section 1: The Republicans Take PowerSection 2: The Louisiana PurchaseSection 3: A Time of ConflictSection 4: The War of 1812Chapter 9 Assessment and Activities

Chapter 10: Growth and Expansion, 1790–1825Section 1: Economic GrowthSection 2: Westward BoundSection 3: Unity and SectionalismChapter 10 Assessment and Activities

Unit 5: The Growing Nation: 1820–1860Chapter 11: The Jackson Era, 1824–1845Section 1: Jacksonian DemocracySection 2: Conflicts Over LandSection 3: Jackson and the BankChapter 11 Assessment and Activities

Chapter 12: Manifest Destiny, 1818–1853Section 1: The Oregon CountrySection 2: Independence for TexasSection 3: War with MexicoSection 4: New Settlers in California and UtahChapter 12 Assessment and Activities

Chapter 13: North and South, 1820–1860Section 1: The North's EconomySection 2: The North's PeopleSection 3: Southern Cotton KingdomSection 4: The South's PeopleChapter 13 Assessment and Activities

Chapter 14: The Age of Reform, 1820–1860Section 1: Social ReformSection 2: The AbolitionistsSection 3: The Women's MovementChapter 14 Assessment and Activities

Unit 6: Civil War and Reconstruction: 1846–1896Chapter 15: Road to Civil War, 1820–1861Section 1: Slavery and the WestSection 2: A Nation DividingSection 3: Challenges to SlaverySection 4: Secession and WarChapter 15 Assessment and Activities

Chapter 16: The Civil War, 1861–1865Section 1: The Two SidesSection 2: Early Years of the WarSection 3: A Call for FreedomSection 4: Life During the Civil WarSection 5: The Way to VictoryChapter 16 Assessment and Activities

Chapter 17: Reconstruction and Its Aftermath, 1865–1896Section 1: Reconstruction PlansSection 2: Radicals in ControlSection 3: The South During ReconstructionSection 4: Change in the SouthChapter 17 Assessment and Activities

Unit 7: Reshaping the Nation: 1858–1914Chapter 18: The Western Frontier, 1858–1896Section 1: The Mining BoomsSection 2: Ranchers and FarmersSection 3: Native American StrugglesSection 4: Farmers in ProtestChapter 18 Assessment and Activities

Chapter 19: The Growth of Industry, 1865–1914Section 1: Railroads Lead the WaySection 2: InventionsSection 3: An Age of Big BusinessSection 4: Industrial WorkersChapter 19 Assessment and Activities

Chapter 20: Toward an Urban America, 1865–1914Section 1: The New ImmigrantsSection 2: Moving to the CitySection 3: A Changing CultureChapter 20 Assessment and Activities

Unit 8: Reform, Expansion, and War: 1865–1920Chapter 21: Progressive Reforms, 1877–1920Section 1: The Progressive MovementSection 2: Women and ProgressivesSection 3: Progressive PresidentsSection 4: Excluded from ReformChapter 21 Assessment and Activities

Chapter 22: Overseas Expansion, 1865–1917Section 1: Expanding HorizonsSection 2: Imperialism in the PacificSection 3: Spanish-American WarSection 4: Latin American PoliciesChapter 22 Assessment and Activities

Chapter 23: World War I, 1914–1919Section 1: War in EuropeSection 2: America's Road to WarSection 3: Americans Join the AlliesSection 4: The War at HomeSection 5: Searching for PeaceChapter 23 Assessment and Activities

Unit 9: Turbulent Decades: 1919–1945Chapter 24: The Jazz Age, 1919–1929Section 1: Time of TurmoilSection 2: Desire for NormalcySection 3: A Booming EconomySection 4: The Roaring TwentiesChapter 24 Assessment and Activities

Chapter 25: The Depression and FDR, 1929–1941Section 1: The Great DepressionSection 2: Roosevelt's New DealSection 3: Life During the DepressionSection 4: Effects of the New DealChapter 25 Assessment and Activities

Chapter 26: World War II, 1939–1945Section 1: Road to WarSection 2: War BeginsSection 3: On the Home FrontSection 4: War in Europe and AfricaSection 5: War in the PacificChapter 26 Assessment and Activities

Unit 10: Turning Points: 1945–1975Chapter 27: The Cold War Era, 1945–1954Section 1: Cold War OriginsSection 2: Postwar PoliticsSection 3: The Korean WarSection 4: The Red ScareChapter 27 Assessment and Activities

Chapter 28: America in the 1950s, 1953–1960Section 1: Eisenhower in the White HouseSection 2: 1950s ProsperitySection 3: Problems in a Time of PlentyChapter 28 Assessment and Activities

Chapter 29: The Civil Rights Era, 1954–1973Section 1: The Civil Rights MovementSection 2: Kennedy and JohnsonSection 3: The Struggle ContinuesSection 4: Other Groups Seek RightsChapter 29 Assessment and Activities

Chapter 30: The Vietnam Era, 1960–1975Section 1: Kennedy's Foreign PolicySection 2: War in VietnamSection 3: The Vietnam Years at HomeSection 4: Nixon and VietnamChapter 30 Assessment and Activities

Unit 11: Modern America: 1968–PresentChapter 31: Search for Stability, 1968–1981Section 1: Nixon's Foreign PolicySection 2: Nixon and WatergateSection 3: The Carter PresidencyChapter 31 Assessment and Activities

Chapter 32: New Challenges, 1981–PresentSection 1: The Reagan PresidencySection 2: The Bush PresidencySection 3: A New CenturySection 4: The War on TerrorismChapter 32 Assessment and Activities

AppendixWhat Is an Appendix and How Do I Use One?Primary Sources LibraryPresidents of the United StatesDocuments of American HistorySupreme Court Case SummariesGazetteerGlossarySpanish GlossaryIndexAcknowledgements and Photo Credits

Feature ContentsPrimary Sources LibraryDocuments of America's HeritageMore About…What Life Was Like…National Geographic: Geography & HistoryAmerica's LiteratureTwo ViewpointsTechnology and HistoryLinking Past & PresentWhat If…Hands-On History Lab ActivityTIME NotebookWhy It MattersCauses and EffectsSkillBuilderCritical ThinkingSocial StudiesStudy & WritingTechnology

People In HistoryFact Fiction FolklorePrimary Source QuotesCharts & GraphsMaps

Student WorkbooksActive Reading Note-Taking Guide - Student EditionChapter 1: The First Americans, Prehistory to 1492Section 1: Early PeoplesSection 2: Cities and EmpiresSection 3: North American Peoples

Chapter 2: Exploring the Americas, 1400–1625Section 1: A Changing WorldSection 2: Early ExplorationSection 3: Spain in AmericaSection 4: Exploring North America

Chapter 3: Colonial America, 1587–1770Section 1: Early English SettlementsSection 2: New England ColoniesSection 3: Middle ColoniesSection 4: Southern Colonies

Chapter 4: The Colonies Grow, 1607–1770Section 1: Life in the ColoniesSection 2: Government, Religion, and CultureSection 3: France and Britain ClashSection 4: The French and Indian War

Chapter 5: Road to Independence, 1763–1776Section 1: Taxation Without RepresentationSection 2: Building Colonial UnitySection 3: A Call to ArmsSection 4: Moving Toward Independence

Chapter 6: The American Revolution, 1776–1783Section 1: The Early YearsSection 2: The War ContinuesSection 3: The War Moves West and SouthSection 4: The War Is Won

Chapter 7: A More Perfect Union, 1777–1790Section 1: The Articles of ConfederationSection 2: Convention and CompromiseSection 3: A New Plan of Government

Chapter 8: A New Nation, 1789–1800Section 1: The First PresidentSection 2: Early ChallengesSection 3: The First Political Parties

Chapter 9: The Jefferson Era, 1800–1816Section 1: The Republicans Take PowerSection 2: The Louisiana PurchaseSection 3: A Time of ConflictSection 4: The War of 1812

Chapter 10: Growth and Expansion, 1790–1825Section 1: Economic GrowthSection 2: Westward BoundSection 3: Unity and Sectionalism

Chapter 11: The Jackson Era, 1824–1845Section 1: Jacksonian DemocracySection 2: Conflicts Over LandSection 3: Jackson and the Bank

Chapter 12: Manifest Destiny, 1818–1853Section 1: The Oregon CountrySection 2: Independence for TexasSection 3: War with MexicoSection 4: New Settlers in California and Utah

Chapter 13: North and South, 1820–1860Section 1: The North's EconomySection 2: The North's PeopleSection 3: Southern Cotton KingdomSection 4: The South's People

Chapter 14: The Age of Reform, 1820–1860Section 1: Social ReformSection 2: The AbolitionistsSection 3: The Women's Movement

Chapter 15: Road to Civil War, 1820–1861Section 1: Slavery and the WestSection 2: A Nation DividingSection 3: Challenges to SlaverySection 4: Secession and War

Chapter 16: The Civil War, 1861–1865Section 1: The Two SidesSection 2: Early Years of the WarSection 3: A Call for FreedomSection 4: Life During the Civil WarSection 5: The Way to Victory

Chapter 17: Reconstruction and Its Aftermath, 1865–1896Section 1: Reconstruction PlansSection 2: Radicals in ControlSection 3: The South During ReconstructionSection 4: Change in the South

Chapter 18: The Western Frontier, 1858–1896Section 1: The Mining BoomsSection 2: Ranchers and FarmersSection 3: Native American StrugglesSection 4: Farmers in Protest

Chapter 19: The Growth of Industry, 1865–1914Section 1: Railroads Lead the WaySection 2: InventionsSection 3: An Age of Big BusinessSection 4: Industrial Workers

Chapter 20: Toward an Urban America, 1865–1914Section 1: The New ImmigrantsSection 2: Moving to the CitySection 3: A Changing Culture

Chapter 21: Progressive Reforms, 1877–1920Section 1: The Progressive MovementSection 2: Women and ProgressivesSection 3: Progressive PresidentsSection 4: Excluded from Reform

Chapter 22: Overseas Expansion, 1865–1917Section 1: Expanding HorizonsSection 2: Imperialism in the PacificSection 3: Spanish-American WarSection 4: Latin American Policies

Chapter 23: World War I, 1914–1919Section 1: War in EuropeSection 2: America's Road to WarSection 3: Americans Join the AlliesSection 4: The War at HomeSection 5: Searching for Peace

Chapter 24: The Jazz Age, 1919–1929Section 1: Time of TurmoilSection 2: Desire for NormalcySection 3: A Booming EconomySection 4: The Roaring Twenties

Chapter 25: The Depression and FDR, 1929–1941Section 1: The Great DepressionSection 2: Roosevelt's New DealSection 3: Life During the DepressionSection 4: Effects of the New Deal

Chapter 26: World War II, 1939–1945Section 1: Road to WarSection 2: War BeginsSection 3: On the Home FrontSection 4: War in Europe and AfricaSection 5: War in the Pacific

Chapter 27: The Cold War Era, 1945–1954Section 1: Cold War OriginsSection 2: Postwar PoliticsSection 3: The Korean WarSection 4: The Red Scare

Chapter 28: America in the 1950s, 1953–1960Section 1: Eisenhower in the White HouseSection 2: 1950s ProsperitySection 3: Problems in a Time of Plenty

Chapter 29: The Civil Rights Era, 1954–1973Section 1: The Civil Rights MovementSection 2: Kennedy and JohnsonSection 3: The Struggle ContinuesSection 4: Other Groups Seek Rights

Chapter 30: The Vietnam Era, 1960–1975Section 1: Kennedy's Foreign PolicySection 2: War in VietnamSection 3: The Vietnam Years at HomeSection 4: Nixon and Vietnam

Chapter 31: Search for Stability, 1968–1981Section 1: Nixon's Foreign PolicySection 2: Nixon and WatergateSection 3: The Carter Presidency

Chapter 32: New Challenges, 1981–PresentSection 1: The Reagan PresidencySection 2: The Bush PresidencySection 3: A New CenturySection 4: The War on Terrorism

Activity Workbook - Student EditionLocal history activitiesActivity 1: The First AmericansActivity 2: Exploring the AmericasActivity 3: Colonial AmericaActivity 4: The Colonies GrowActivity 5: Road to IndependenceActivity 6: The American RevolutionActivity 7: A More Perfect UnionActivity 8: A New NationActivity 9: The Jefferson EraActivity 10: Growth and ExpansionActivity 11: The Jackson EraActivity 12: Manifest DestinyActivity 13: North and SouthActivity 14: The Age of ReformActivity 15: Road to Civil WarActivity 16: The Civil WarActivity 17: Reconstruction and Its AftermathActivity 18: The Western FrontierActivity 19: The Growth of IndustryActivity 20: Toward an Urban AmericaActivity 21: Progressive ReformsActivity 22: Overseas ExpansionActivity 23: World War IActivity 24: The Jazz AgeActivity 25: The Depression and FDRActivity 26: World War IIActivity 27: The Cold War EraActivity 28: America in the 1950sActivity 29: The Civil Rights EraActivity 30: The Vietnam EraActivity 31: Search for StabilityActivity 32: New Challenges

Reading Essentials and Study Guide - Student EditionChapter 1: The First Americans, Prehistory to 1492Section 1: Early PeoplesSection 2: Cities and EmpiresSection 3: North American Peoples

Chapter 2: Exploring the Americas, 1400–1625Section 1: A Changing WorldSection 2: Early ExplorationSection 3: Spain in AmericaSection 4: Exploring North America

Chapter 3: Colonial America, 1587–1770Section 1: Early English SettlementsSection 2: New England ColoniesSection 3: Middle ColoniesSection 4: Southern Colonies

Chapter 4: The Colonies Grow, 1607–1770Section 1: Life in the ColoniesSection 2: Government, Religion, and CultureSection 3: France and Britain ClashSection 4: The French and Indian War

Chapter 5: Road to Independence, 1763–1776Section 1: Taxation Without RepresentationSection 2: Building Colonial UnitySection 3: A Call to ArmsSection 4: Moving Toward Independence

Chapter 6: The American Revolution, 1776–1783Section 1: The Early YearsSection 2: The War ContinuesSection 3: The War Moves West and SouthSection 4: The War Is Won

Chapter 7: A More Perfect Union, 1777–1790Section 1: The Articles of ConfederationSection 2: Convention and CompromiseSection 3: A New Plan of Government

Chapter 8: A New Nation, 1789–1800Section 1: The First PresidentSection 2: Early ChallengesSection 3: The First Political Parties

Chapter 9: The Jefferson Era, 1800–1816Section 1: The Republicans Take PowerSection 2: The Louisiana PurchaseSection 3: A Time of ConflictSection 4: The War of 1812

Chapter 10: Growth and Expansion, 1790–1825Section 1: Economic GrowthSection 2: Westward BoundSection 3: Unity and Sectionalism

Chapter 11: The Jackson Era, 1824–1845Section 1: Jacksonian DemocracySection 2: Conflicts Over LandSection 3: Jackson and the Bank

Chapter 12: Manifest Destiny, 1818–1853Section 1: The Oregon CountrySection 2: Independence for TexasSection 3: War with MexicoSection 4: New Settlers in California and Utah

Chapter 13: North and South, 1820–1860Section 1: The North's EconomySection 2: The North's PeopleSection 3: Southern Cotton KingdomSection 4: The South's People

Chapter 14: The Age of Reform, 1820–1860Section 1: Social ReformSection 2: The AbolitionistsSection 3: The Women's Movement

Chapter 15: Road to Civil War, 1820–1861Section 1: Slavery and the WestSection 2: A Nation DividingSection 3: Challenges to SlaverySection 4: Secession and War

Chapter 16: The Civil War, 1861–1865Section 1: The Two SidesSection 2: Early Years of the WarSection 3: A Call for FreedomSection 4: Life During the Civil WarSection 5: The Way to Victory

Chapter 17: Reconstruction and Its Aftermath, 1865–1896Section 1: Reconstruction PlansSection 2: Radicals in ControlSection 3: The South During ReconstructionSection 4: Change in the South

Chapter 18: The Western Frontier, 1858–1896Section 1: The Mining BoomsSection 2: Ranchers and FarmersSection 3: Native American StrugglesSection 4: Farmers in Protest

Chapter 19: The Growth of Industry, 1865–1914Section 1: Railroads Lead the WaySection 2: InventionsSection 3: An Age of Big BusinessSection 4: Industrial Workers

Chapter 20: Toward an Urban America, 1865–1914Section 1: The New ImmigrantsSection 2: Moving to the CitySection 3: A Changing Culture

Chapter 21: Progressive Reforms, 1877–1920Section 1: The Progressive MovementSection 2: Women and ProgressivesSection 3: Progressive PresidentsSection 4: Excluded from Reform

Chapter 22: Overseas Expansion, 1865–1917Section 1: Expanding HorizonsSection 2: Imperialism in the PacificSection 3: Spanish-American WarSection 4: Latin American Policies

Chapter 23: World War I, 1914–1919Section 1: War in EuropeSection 2: America's Road to WarSection 3: Americans Join the AlliesSection 4: The War at HomeSection 5: Searching for Peace

Chapter 24: The Jazz Age, 1919–1929Section 1: Time of TurmoilSection 2: Desire for NormalcySection 3: A Booming EconomySection 4: The Roaring Twenties

Chapter 25: The Depression and FDR, 1929–1941Section 1: The Great DepressionSection 2: Roosevelt's New DealSection 3: Life During the DepressionSection 4: Effects of the New Deal

Chapter 26: World War II, 1939–1945Section 1: Road to WarSection 2: War BeginsSection 3: On the Home FrontSection 4: War in Europe and AfricaSection 5: War in the Pacific

Chapter 27: The Cold War Era, 1945–1954Section 1: Cold War OriginsSection 2: Postwar PoliticsSection 3: The Korean WarSection 4: The Red Scare

Chapter 28: America in the 1950s, 1953–1960Section 1: Eisenhower in the White HouseSection 2: 1950s ProsperitySection 3: Problems in a Time of Plenty

Chapter 29: The Civil Rights Era, 1954–1973Section 1: The Civil Rights MovementSection 2: Kennedy and JohnsonSection 3: The Struggle ContinuesSection 4: Other Groups Seek Rights

Chapter 30: The Vietnam Era, 1960–1975Section 1: Kennedy's Foreign PolicySection 2: War in VietnamSection 3: The Vietnam Years at HomeSection 4: Nixon and Vietnam

Chapter 31: Search for Stability, 1968–1981Section 1: Nixon's Foreign PolicySection 2: Nixon and WatergateSection 3: The Carter Presidency

Chapter 32: New Challenges, 1981–PresentSection 1: The Reagan PresidencySection 2: The Bush PresidencySection 3: A New CenturySection 4: The War on Terrorism

Spanish Reading Essentials and Study Guide - Student EditionCapítulo 1: Los primeros habitantes de las Américas, Prehistoria a 1492Guía de estudio 1-1: Los primeros pueblosGuía de estudio 1-2: Ciudades e imperiosGuía de estudio 1-3: Pueblos norteamericanos

Capítulo 2: La exploración de las Américas, 1400–1625Guía de estudio 2-1: Un mundo cambianteGuía de estudio 2-2: Primeras exploracionesGuía de estudio 2-3: España en AméricaGuía de estudio 2-4: Exploración de Norteamérica

Capítulo 3: La América colonial, 1587–1770Guía de estudio 3-1: Primeros asentamientos inglesesGuía de estudio 3-2: Colonias de Nueva InglaterraGuía de estudio 3-3: Colonias del CentroGuía de estudio 3-4: Colonias del Sur

Capítulo 4: El desarollo de las colonias, 1607–1770Guía de estudio 4-1: La vida en las coloniasGuía de estudio 4-2: Gobierno, religión y culturaGuía de estudio 4-3: Choque entre Francia e InglaterraGuía de estudio 4-4: La guerra francesa e india

Capítulo 5: El camino de la Independencia, 1763–1776Guía de estudio 5-1: Impuestos sin representaciónGuía de estudio 5-2: Formación de la unidad colonialGuía de estudio 5-3: Un llamado a las armasGuía de estudio 5-4: Avanzar hacia la independencia

Capítulo 6: La Guerra de Independencia, 1776–1783Guía de estudio 6-1: Los primeros añosGuía de estudio 6-2: La guerra continúaGuía de estudio 6-3: La guerra se mueve hacia el Oeste y el SurGuía de estudio 6-4: La guerra se gana

Capítulo 7: Una unión más perfecta, 1777–1790Guía de estudio 7-1: Los artículos de la ConfederaciónGuía de estudio 7-2: Convención y compromisoGuía de estudio 7-3: Un nuevo plan de gobierno

Capítulo 8: Una nueva Nación, 1879–1800Guía de estudio 8-1: El primer presidenteGuía de estudio 8-2: Primeros retosGuía de estudio 8-3: Los primeros partidos políticos

Capítulo 9: La era de Jefferson, 1800–1816Guía de estudio 9-1: Los republicanos toman el poderGuía de estudio 9-2: La compra de LouisianaGuía de estudio 9-3: Una época de conflictoGuía de estudio 9-4: La guerra de 1812

Capítulo 10: Crecimiento y expansión, 1790–1825Guía de estudio 10-1: Crecimiento económicoGuía de estudio 10-2: Rumbo al OesteGuía de estudio 10-3: Unidad y seccionalismo

Capítulo 11: La era Jackson, 1824–1845Guía de estudio 11-1: Democracia jacksonianaGuía de estudio 11-2: Conflictos por la tierraGuía de estudio 11-3: Jackson y el banco

Capítulo 12: Destino manifiesto, 1818–1853Guía de estudio 12-1: El país de OregónGuía de estudio 12-2: Independencia para TexasGuía de estudio 12-3: Guerra con MéxicoGuía de estudio 12-4: Nuevos colonos en California y Utah

Capítulo 13: El Norte y el Sur, 1820–1860Guía de estudio 13-1: La economía del NorteGuía de estudio 13-2: La gente del NorteGuía de estudio 13-3: El reino sureño del algodónGuía de estudio 13-4: La gente del Sur

Capítulo 14: La era de la reforma, 1820–1860Guía de estudio 14-1: Reforma socialGuía de estudio 14-2: Los abolicionistasGuía de estudio 14-3: El movimiento femenino

Capítulo 15: Caminono a la Guerra Civil, 1820–1861Guía de estudio 15-1: La esclavitud y el OesteGuía de estudio 15-2: Una nación divididaGuía de estudio 15-3: Retos para la esclavitudGuía de estudio 15-4: Secesión y guerra

Capítulo 16: La Guerra de Independencia, 1861–1865Guía de estudio 16-1: Los dos bandosGuía de estudio 16-2: Los primeros años de la guerraGuía de estudio 16-3: Un llamado a la libertadGuía de estudio 16-4: La vida durante la guerra civilGuía de estudio 16-5: El camino a la victoria

Capítulo 17: La reconstrucción y sus consecuencias, 1865–1896Guía de estudio 17-1: Planes de reconstrucciónGuía de estudio 17-2: Los radicales toman el controlGuía de estudio 17-3: El Sur durante la reconstrucciónGuía de estudio 17-4: Cambio en el Sur

Capítulo 18: La frontera occidental, 1858–1896Guía de estudio 18-1: El auge de la mineríaGuía de estudio 18-2: Rancheros y agricultoresGuía de estudio 18-3: Luchas de los nativos americanosGuía de estudio 18-4: Protesta de los agricultores

Capítulo 19: El crecimiento de la industria, 1865–1914Guía de estudio 19-1: Los ferrocarriles enseñan el caminoGuía de estudio 19-2: InventosGuía de estudio 19-3: Una era de grandes negociosGuía de estudio 19-4: Trabajadores industriales

Capítulo 20: Hacia una América urbana, 1865–1914Guía de estudio 20-1: Los nuevos inmigrantesGuía de estudio 20-2: Mudarse a la ciudadGuía de estudio 20-3: Una cultura cambiante

Capítulo 21: Reformas progresistas, 1877–1920Guía de estudio 21-1: El movimiento progresistaGuía de estudio 21-2: Las mujeres y los progresistasGuía de estudio 21-3: Los presidentes progresistasGuía de estudio 21-4: Los excluidos de la reforma

Capítulo 22: Expansión extranjera, 1865–1917Guía de estudio 22-1: Expansión de horizontesGuía de estudio 22-2: Imperialismo en el PacíficoGuía de estudio 22-3: Guerra hispana-estadounidenseGuía de estudio 22-4: Políticas latinoamericanas

Capítulo 23: La Primera Guerra Mundial, 1914–1919Guía de estudio 23-1: Guerra en EuropaGuía de estudio 23-2: El camino de Estados Unidos hacia la guerraGuía de estudio 23-3: Los estadounidenses se unen a los aliadosGuía de estudio 23-4: La guerra en casaGuía de estudio 23-5: En busca de la paz

Capítulo 24: La época del jazz, 1919–1929Guía de estudio 24-1: Tiempo de caosGuía de estudio 24-2: Deseo de normalidadGuía de estudio 24-3: Un auge de la economíaGuía de estudio 24-4: Los clamorosos años veinte

Capítulo 25: La Depresión y FDR, 1929–1941Guía de estudio 25-1: La Gran DepresiónGuía de estudio 25-2: El Nuevo Trato de RooseveltGuía de estudio 25-3: La vida durante la DepresiónGuía de estudio 25-4: Efectos del Nuevo Trato

Capítulo 26: La Segunda Guerra Mundial, 1939–1945Guía de estudio 26-1: El camino hacia la guerraGuía de estudio 26-2: La guerra empiezaGuía de estudio 26-3: En el frente nacionalGuía de estudio 26-4: Guerra en Europa y ÁfricaGuía de estudio 26-5: Guerra en el Pacífico

Capítulo 27: La Guerra Fría, 1945–1954Guía de estudio 27-1: Orígenes de la Guerra FríaGuía de estudio 27-2: Política de posguerraGuía de estudio 27-3: La Guerra de CoreaGuía de estudio 27-4: La amenaza roja

Capítulo 28: Estados Unidos en la década de 1950, 1953–1960Guía de estudio 28-1: Eisenhower en la Casa BlancaGuía de estudio 28-2: Prosperidad en los años cincuentaGuía de estudio 28-3: Problemas en tiempos de abundancia

Capítulo 29: La era de los derechos civiles, 1954–1973Guía de estudio 29-1: El movimiento de los derechos civilesGuía de estudio 29-2: Kennedy y JohnsonGuía de estudio 29-3: La lucha continúaGuía de estudio 29-4: Otros grupos buscan derechos

Capítulo 30: La era de Vietnam, 1960–1975Guía de estudio 30-1: Política extranjera de KennedyGuía de estudio 30-2: Guerra en VietnamGuía de estudio 30-3: Los años de Vietnam en casaGuía de estudio 30-4: Nixon y Vietnam

Capítulo 31: En busca de estabilidad, 1968–1981UnGuía de estudio 31-1: Política extranjera de NixontitledGuía de estudio 31-2: Nixon y WatergateGuía de estudio 31-3: La presidencia de Carter

Capítulo 32: Nuevos retos, 1981–PresenteGuía de estudio 32-1: La presidencia de ReaganGuía de estudio 32-2: La presidencia de BushGuía de estudio 32-3: Un nuevo sigloGuía de estudio 32-4: La guerra contra el terrorismo

Standardized Test Skills Practice Workbook - Student EditionObjectives Addressed in the ActivitiesWorkbook OverviewPreparing for a Standardized TestActivity 1: Arranging Events in Sequential OrderActivity 2: Interpreting Charts and TablesActivity 3: Using Bar Graphs to Interpret DataActivity 4: Using the Scale of Distance on a MapActivity 5: Distinguishing Between Fact and NonfactActivity 6: Descriptive Writing About a VisualActivity 7: Comparing and ContrastingActivity 8: Making InferencesActivity 9: Drawing ConclusionsActivity 10: Interpreting DiagramsActivity 11: Perceiving Cause-and-Effect RelationshipsActivity 12: Outlining Information for WritingActivity 13: Classifying Facts and DetailsActivity 14: Recognizing Point of ViewActivity 15: Detecting BiasActivity 16: Evaluating the Consequences of DecisionsActivity 17: Identifying the Main IdeaActivity 18: Predicting OutcomesActivity 19: Analyzing a Political CartoonActivity 20: Analyzing StatisticsActivity 21: Persuasive Writing About an IssueActivity 22: Interpreting Primary SourcesActivity 23: Recognizing Forms of PropagandaActivity 24: Forming HypothesesActivity 25: Identifying and Evaluating EvidenceActivity 26: Making DecisionsActivity 27: Writing a News StoryActivity 28: Interpreting GraphsActivity 29: Making GeneralizationsActivity 30: Writing to Inform an AudienceActivity 31: Developing a Process to Solve a ProblemActivity 32: Interpreting and Evaluating Editorials

HelpInternet LinkPrevious DocumentSearch - DocumentSearch - Full *available on OS X and Windows in Reader 6.0.1*Page NavigatorExit