new edition © 2010

NewEdition© 2010

NewEdition© 2010

Call: 800-328-1452 Email: [email protected]: 800-328-4564 Visit: www.emcschool.comSSCAT10

20M

110

PRSRT STD

U.S. Postage

PAID

EMC Publishing, LLC

SSCat2010_FINAL.indd 1SSCat2010_FINAL.indd 1 12/30/09 10:42:26 AM12/30/09 10:42:26 AM

Visit: www.emcschool.com • Email: [email protected]

AMERICAN GOVERNMENT

American Government: Citizenship and Power provides thought-provoking insight into today’s ever-shifting political climate. The text also provides numerous stories, debates, and discussions of contemporary issues to capture students’ interest and encourage their

active participation in politics and government. American Government: Citizenship and Power is the most dynamic high school textbook with extensive election coverage and current administration coverage.

NewEdition© 2010

Published in association with CQ Press, a division of Congressional Quarterly, the country’s most trusted and experienced publisher of up-to-date materials on government and politics.

Written in a conversational style that will stimulate and inspire lively political discussions in your classroom.

Developed from the authors’ classroom experiences with today’s students and today’s issues in mind.

New photosand updated

figures!

Call: 800-328-1452 • Fax: 800-328-45642

AMERICAN GOVERNMENT

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

they owned property and if there were no voting males in their households. In some localities, widows or daughters who had inherited property could vote or participate in church meetings (which sometimes amounted to the same thing). Some colonies allowed women to vote; others excluded them, at least for some period of time. In some cases women were able to get involved in local politics, or even at the colony level, if they had property or were acting for a man who had had to give

up his role. William Penn’s wife, Hannah, for instance, took over the administration of Pennsylvania when Penn was disabled by a stroke. Women’s participation was not the rule, however, and there were clear limits to the colonists’ acceptance of it.

African Americans and the Institution of Slavery Before the end of the 1600s, slavery was not a strong institution in the colonies. Africans in the set-tlements followed the same laws and codes of behavior as Europeans living in America. In some cases, black servants bought their freedom, purchased property, even owned servants of their own, and enjoyed the same legal status as whites. But the colonies required tremendous amounts of cheap labor to produce the raw materials and goods needed for trade with England. And slavery could pro-vide plenty of cheap labor. African slaves had been the backbone of the sugar plantations in the Caribbean since the 1500s. When English people from the Caribbean island of Barbados settled South Carolina in 1670, they brought the institution of slavery with them. The colonists developed a legal framework to regulate slavery. The rights of blacks were gradu-ally stripped away. By the 1680s free blacks were forbidden to own property, which denied them the only access to political power that colonial society recognized.

In Summary . . . Religious and property qualifications for voting meant that only a small part of colonial society could participate in the political system. Women and African Americans were generally excluded from political life.

Check Your Knowledge1. Why did English settlers come to North

America?2. Explain the concepts of limited

government and representative government.

3. What fundamental right was confirmed in the Magna Carta?

4. How did religious beliefs affect political participation in the colonies?

5. What are three of the basic rights included in the English Bill of Rights?

Think Critically6. “Because English colonists brought the

seeds of self-rule with them to North America, it does not make sense that the colonies would require property ownership as a requirement for voting.” Do you agree or disagree with this statement? Explain your answer.

7. How did economic and religious issues combine to boost English colonization of North America?

S e c t i o n a S S e S S m e n t

1

The patriots leading the struggle to end British rule never could have predicted

the complex issues involving the nation’s borders more than two centuries later. After the terror-ist attacks of September 11, 2001, many Americans wondered how the hijackers had managed to get into the United States in the first place. In response, Congress and the administration of President George W. Bush took steps to tighten national security. As part of this effort, the government focused on the nation’s borders.

An Unguarded Border Before 9/11, the border with Mexico had long been guarded by U.S. Border Patrol agents. However, the border was never completely closed, even to illegal immigrants. Why? Because many Americans—and many American corporations—depend on inexpen-sive illegal labor. These citizens lean heavily on lawmakers to not interrupt the flow of workers. Other Americans have, for decades, demanded stronger enforcement of immigration laws. After 9/11, more Americans began to worry about the appar-ent ease with which illegal immi-grants cross into the United States. Calls for tighter security along the Mexican border increased.

A Temporary Solution In response, in 2006 President Bush announced that he would order thousands of National Guard troops to the border. In a speech to the nation, Bush declared, “Our

objective is straightforward: The border should be open to trade and lawful immigration—and shut to illegal immigrants, as well as crimi-nals, drug dealers, and terrorists.” Bush went on to say that the troops would serve only temporarily, as new Border Patrol agents could be trained and placed on the border. Some observers worried that the presence of troops would mili-tarize the border. “Whenever you introduce troops—and the National Guard are troops—you risk abuse,” said Ken Roth, executive director of the New York–based Human Rights Watch. Vicente Fox, the president of Mexico at the time, echoed these concerns in a tele-phone call to President Bush. Fox preferred a more comprehensive approach that would be sensitive to human rights issues and would allow for the legal movement of people across the border. The Bush administration countered these concerns, pointing out that soldiers would not play a direct role in law enforcement. According to Lieutenant General H. Steven Blum, “They basically observe illegals or people coming across the border day and night with night vision goggles and GPS [Global Positioning Systems].” Soldiers then radio this informa-tion to the Border Patrol, which decides whether law enforcement action is necessary.

Critical Concerns Naturally, Americans want borders that are secure from ter-rorists. Many Americans want to stop illegal immigration altogether.

But many others depend on the steady supply of illegal labor. The immigrants themselves seek the economic and political freedoms that this nation offers. Mexico wants to guarantee that its citizens are treated humanely. So what is at stake? Perhaps the juggling of all these critical concerns.

1. Why did the attitude of many Americans toward the border with Mexico change in 2001?

2. Do you think the Bush adminis-tration’s introduction of troops to guard the border was neces-sary? Explain your answer.

3. What do Americans stand to lose if we keep the border with Mexico closed? How might our relationship with Mexico change over time?

Guarding the Nation’s Border with Mexico

Border patrol agents, like the one shown here, are responsible for keeping the Mexico/United States border secure. What does it mean to say the Mexican border is or is not secure?

Hannah Callowhill Penn was among the few women who were active in local politics during the colonial years. Why do you think some colonies excluded women from voting?

38 UNIT I Foundations of American Government 39Origins of American Government chapTer 2

The broad definition of commerce in the Gibbons case greatly boosted the nation’s economy. However, it also opened the door to federal involvement in a number of areas that arguably had little to do with commerce. The commerce clause, combined with the power to tax, allowed Congress’s author-ity to grow tremendously. In fact, most of the fed-eral government’s involvement in the nation’s affairs flows from Congress’s commerce power—that is, its authority to tax and regulate interstate trade (trade among the states) and foreign trade (trade with other countries). To learn about a legislative

assistant who works on congressional trade, see “Inside the Beltway” on this page.

Limits of the Commerce Clause The commerce clause has proven critical to the economic development of the United States. Laws passed under it, along with several key Supreme Court decisions interpreting it, have helped strengthen the nation’s economy. But Congress’s power under the clause is not unlimited. There are four constitutional restraints on the Commerce power:

Chris Montana worked as field director for the suc-

cessful 2006 campaign of Keith ellison, a Democratic congress-man from Minnesota. at the age of 23, he moved to Washington to become one of ellison’s legislative assistants.

What do you do in your job?

“A lot of things! Because we are a new office, I am working to get a mail program up and running. Mail covers any way that somebody contacts this office—snail mail, e-mail, faxes, phone calls. If they’re from our district we want to get back to them, whether they say they don’t like what we’re doing or they do like what we’re doing, or they just want to know what we are doing. I also cover certain issue areas—education, trade, labor, and small business. It’s my job to keep the legislative director informed about what bills are coming up, what we like, what we don’t want to have our name on, what we want to co-sponsor as opportunities for the congress-man to shine.”

Why did you want this job?

“Congressman Ellison made his-tory as the first Muslim congress-man in the country and the first African American congressman in the state. But that is not the history that should be made—the history that should be made is in what he is able to push through and the people he is able to fight for after he gets to Congress. I moved down here with the hope that I could be a part of it—and here I am.”

Describe a typical workday.

“Most of my time will probably be spent reading: reading heaps of procedural books, reading ‘Dear Colleague’ letters from other rep-resentatives’ offices. Some bills are six hundred pages long. In order to advise the congressman well, you have to take the time to read and ask questions.”

What do you like best about your job?

“On any given day, a representa-tive from a union, an environmen-talist, a businessman might stop by to talk to me about what’s going on and what they think we can do to

help. And we have the power to act. We are blessed with the ability to help people, and not just talk about it. That’s what’s exciting.”

What do you like least about your job?

“No mistake is small. There isn’t a margin for error. Everywhere you go, everyone you talk to, everyone who overhears you—you’re always representing your congressman and your district. When I go to a meeting, I’m not going as Chris Montana, the guy who likes to go camping and hang out with his friends on weekends. I’m going as Chris Montana, the representative of the congressman from the Fifth District in Minnesota.”

1. If you were interviewing chris Montana, what questions would you ask him?

2. Which parts of the job that chris describes seem the most difficult to you? Which seem like the most fun? compare your ideas with those of others in your class.

Chris Montana: Legislative Assistant

• Congress cannot tax exports (Article I, Section 9, Clause 5).

• Congress cannot favor “the Ports of one State over those of another” (Article I, Section 9, Clause 6).

• Congress cannot require that “Vessels bound to, or from, one State, be obliged to enter, clear, or pay Duties in another” (Article I, Section 9, Clause 6).

• Until 1808, Congress could not interfere with the slave trade (Article I, Section 9, Clause 1). This last limitation was part of the slave-trade compromise at the Constitutional Convention.

In 1995 the Supreme Court issued a ruling that checked Congress’s power under the commerce clause. In United States v. Lopez, the Court struck down a fed-eral law that made it a crime to bring a gun near a school. The Court acknowledged that previous deci-sions had given Congress vast leeway to expand federal authority. Even so, it decided that the law’s connection to commerce was too slender. Chief Justice William Rehnquist wrote for the 5-to-4 majority:

“The possession of a gun in a local school zone is in no sense an economic activity that might, through repetition elsewhere, substan-tially affect any sort of interstate commerce. [The defendant] was a local student at a local school; there is no indication that he had recently moved in interstate commerce, and [the law has] no requirement that his posses-sion of the firearm have any concrete tie to interstate commerce.”

On this basis, the Court ruled that the law had violated the Tenth Amendment, which reserves for the states all “powers not delegated to the United States by the Constitution, nor prohibited by it to the States. . . .”

In Summary . . . Congress has borrowed money to pay for large-scale projects or wartime expenses. Recently, it has borrowed primarily to cover deficit spending. The Constitution gives Congress the power to regulate commerce among the states. Gibbons v. Ogden strengthened the national government’s authority over commerce. The Supreme Court recently ruled that federal laws must have some relation to commerce to avoid intruding on the reserved powers of the states.

Currency and Bankruptcy During the American Revolution, the colonies had to discard the English monetary system and create

one of their own. In the struggle to pay for the fight for independence, both Congress and the states issued paper money. The Articles of Confederation did not prevent the states from doing this. These state cur-rencies plunged in value because they had nothing to back them up. Some became worthless. The national currency fell because Congress had no power to tax.

The U.S. Mint The founders knew that for the nation to survive, it had to have a stable, centralized mon-etary system. So in Article I, Section 8, they gave Congress the power to “coin Money, [and] regulate the Value thereof.” In 1792 Congress established the U.S. Mint to create and regulate coinage in the United States. The next year, the Mint began to produce coins made of copper, gold, and silver. The Mint has produced coins ever since.

Paper Currency There were never enough coins for the nation’s expanding economy. The United States therefore needed some form of paper money. During the Revolution, the Continental Congress had issued notes that served as legal tender. Legal tender is money that, by law, must be accepted in payment of debts. Because of out-of-control inflation, however, these notes soon became nearly worthless. The found-ers did not want this to happen again, but there was a need for some form of paper currency. At first they sidestepped the issue. As part of Secretary of the Treasury Alexander Hamilton’s finan-cial plan for the nation, Congress chartered the Bank of the United States and gave it the power to issue bank notes. Hamilton hoped to avoid the inflation that occurred during the Revolutionary War years by requiring bank notes to be backed by government bonds. The bank notes would act as a national cur-rency, but they were not legal tender. In 1861, to finance the Civil War, Congress created demand notes, the first paper currency issued by the U.S. government, redeemable in coins “on demand.”

Create a Time Line of Congress’s Commerce Power

The commerce power held by Congress affects a surprisingly wide variety of issues. Use library and Internet resources to create a time line showing at least eight international and interstate issues in which it has played a role.

266 UNIT II The Three Branches of Government 267The Powers of Congress chapTer 9Types of Foreign Policy American foreign policy is easier to understand when you realize that different types of policy exist. Different individuals and agencies are involved in making each of these types of policies. The four types of U.S. foreign policy are the following:

• Crisis policy. An emergency threat to our national interests or values calls for a crisis policy. Emergency situations often come as a surprise, and the government may respond by using force. The terrorist attacks on New York and Washington, D.C., in 2001 initiated a crisis that required a foreign policy response.

• Strategic policy. The basic American position toward another country, region, or particular problem is a strategic policy. Containment, for example, was the strategic policy adopted to deal with the Soviet Union during the cold war.

• Structural defense policy. Policies related to defense spending and military power are struc-

tural defense policies. These policies address such issues as whether or not to buy new aircraft for the air force and how large a military force the country needs.

• Economic policy. Policies that affect the growth and health of the nation’s economy are economic policies. Decisions about trade with other coun-tries affect the jobs of Americans and the health of American companies. Also, foreign powers largely control the price of key materials like oil. The government must consider the effects of its foreign policy decisions on the various eco-nomic groups.

In Summary . . . The U.S. government uses foreign policy to try to solve problems between America and powers outside our borders. U.S. for-eign policy makers must consider these external players when they make crisis, strategic, struc-tural defense, and economic policies.

Figure 22.2 Presidential Foreign Policy Doctrines

President Year Description of Doctrine

James Monroe 1823 The Monroe Doctrine declared the western hemisphere off limits to further European colonization.

Theodore Roosevelt 1904 The Roosevelt Corollary to the Monroe Doctrine pledged that the United States would intervene as a police power in the Americas to correct “chronic wrongdoing.”

Harry Truman 1947 The Truman Doctrine committed U.S. support to a foreign government that was facing internal or external attempts to overthrow it.

Dwight Eisenhower 1957 The Eisenhower Doctrine declared the Middle East a vital region to the United States.

Richard Nixon 1969 The Nixon Doctrine shifted U.S. involvement in Asia to a more limited role by encouraging allies to fight communism on their own.

Jimmy Carter 1980 The Carter Doctrine warned that any attempt by an outside force to gain control of the Persian Gulf region would be regarded as an assault on the vital interests of the United States and would be repelled by any means necessary, including military force.

Ronald Reagan 1985 The Reagan Doctrine pledged U.S. support for countries to fight communism by way of insurgents or “freedom fighters.”

Bill Clinton 1999 The Clinton Doctrine identified “engagement and enlargement” of democratic rule a central goal of U.S. foreign policy.

George W. Bush 2001 The Bush Doctrine defended preemptive attacks as a legitimate tactic in U.S. war on state-sponsored terrorism.

Presidential foreign policy doctrines help to define America’s role abroad. Which president listed in this table attempted to decrease the American role abroad?

Should Congress Reinstitute a Military Draft?

1. What are the main reasons that Rangel gives for wanting to reinstate the draft?

2. What arguments does Davis give for maintaining a volunteer army?

3. Would it be easier to reinstate the draft in a time of peace or during a war? Why?

4. Suppose military officials convince you that we need to expand the armed forces. They propose a range of alternatives, including reinstating the draft. What steps would you recommend for increasing the number of people in service? Explain.

For many decades, the nation’s armed forces were filled through selective service—the draft. Young men registered, and local officials decided who had to join the military and who

would be excused. Since the draft was abolished in 1973, the nation’s armed forces have been filled by volunteers. In recent years, some people have called for reinstating the draft.

Yes “As long as Americans are being shipped off to war, then everyone should be vulnerable. . . . The great majority of people bearing arms for this country in Iraq are from the poorer commu-nities in our inner cities and rural areas, places where enlistment bonuses up to $40,000 and thousands in educational ben-efits are very attractive. . . . . . . [I]ncreasing troop strength [in Iraq] will mean dipping further into the reserves and national guard units, which are already carrying an unfair burden of multiple deploy-ments. The over-stretched active duty Army is filling the ranks in Iraq with . . . extended deploy-ments, and even recalls of . . . veterans who have time remain-ing on the military obligations. These facts lead me to ask anyone who supports the war how can they not support the military draft when the growing burden on our uniformed troops is obvious, and the unfairness and absence of shared sacrifice in the population cannot be challenged.”

—Rep. Charles Rangel, “Reinstate the Draft: It’s a Matter of Fairness,” news release

No “I oppose efforts to establish mandatory national service. Our military is built on the charac-ter and commitment of those who have answered the call to serve. . . . As a former Army officer, I can speak to the quality of men and women with whom I served, and I believe those serving are our nation’s most dedicated and talented individuals. . . . Congressman Rangel’s argument that the burden of service is not equally shared is false. The military is the ultimate level playing field, encompassing a breadth of socio-economic classes, ethnicities and creeds. The military gives those who answer our nation’s call to serve the opportunity to enter an exciting career field and to build a bright future for themselves. . . . Overall, when accounting for education level, ethnicity, income and regional background, our nation’s military is representative of our nation as a whole. . . . If international security concerns deemed it necessary, I believe that we could return to a larger armed forces while maintaining the quality of our personnel. I will continue to do all that I can to ensure that Congress does not pass legislation requiring mandatory national service. Such legisla-tion is not only unneeded, but it could seriously detract from the quality of the best armed forces in American history.”

—Rep. Geoff Davis, “Why America Doesn’t Need a Draft,” Fourth District Report

When politicians begin talking about reinstating the draft, protesters rally against them.

668 UNIT IV Public Policy and Other Government Systems 669Foreign Policy and National Defense chapTer 22

The president also has powers not stated specifically in the Constitution. While these presidential pow-ers are implied, political scholars more often refer to them as inherent powers.

Inherent Powers Inherent powers are presidential powers implied but not stated in the Constitution. These powers have come about as presidents have done what they felt was necessary to “take care that the laws be faithfully executed,” as the Constitution says. Since the Constitution is not specific as to how the president is to carry out his duties, different presidents have taken it upon themselves to define the president’s powers. Strong presidents have expanded the inherent powers, and following presidents have, for the most part, continued to exercise these powers. In the country’s first years presidents were slow to claim inherent powers, but several early presidents did exceed the powers granted by the Constitution. Washington expanded the president’s foreign policy powers, Jefferson entered into the Louisiana Purchase, and Jackson developed the role of president as popu-lar leader. Years later, during the Civil War, President Lincoln went far beyond his constitutional powers by calling up state militias and by enlarging the army and using tax dollars to pay for it. Some presidents, such as Lincoln, claimed that national security required the president to broaden his powers. Other presidents have said that as the national government’s sole representative for foreign affairs, the president needed a stronger hand than the Constitution allowed. You will encounter many more examples of how and why presidents have claimed inherent powers later in this book.

The Supremacy Clause What would happen if the national and state governments passed conflicting laws on the same

subject? Which law—state or national—should be followed? The answer to this question is found in the supremacy clause of Article VI, Section 2, of the Constitution, which says:

“This Constitution, and the Laws of the United States which shall be made in Pursuance thereof; and all Treaties made, or which shall be made, under the Authority of the United States, shall be the supreme Law of the Land; and the Judges in every State shall be bound thereby, any Thing in the Constitution or Laws of any state to the Contrary notwithstanding.”

This means that when national and state laws con-flict, the national laws will prevail. Using this author-ity the Supreme Court has frequently overturned state laws that the Court decided were in conflict with the Constitution.

Powers Denied to the National Government The Constitution also sets limits on the national government. Article I, Section 9, lists specific pow-ers not granted to Congress. The Bill of Rights (the first ten amendments to the Constitution) also limits the power of the national government over individu-als and states. The national government cannot, for instance, regulate commerce within a state. Neither can the national government grant a title of nobility. Of course the Bill of Rights prohibits the national government from restraining individual rights, such as freedom of speech and religion.

In Summary . . . The national government has expressed, implied, and inherent powers. According to the supremacy clause, if a national law conflicts with a state law, the national law will be followed.

Powers Reserved for and Denied to the States The Constitution goes to some length in outlining the powers of the national government. The docu-ment says considerably less about the powers granted to the states.

Reserved Powers The Tenth Amendment to the Constitution speaks about state power:

“The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.”

The powers set aside for the states by the Tenth Amendment are known as reserved powers. These

are all the powers that the Constitution does not give to the national government and does not specifically deny to the states. The delegated powers referred to in this Amendment are the national powers that you read about earlier in this section. They are the pow-ers that have been assigned or given to the national government.

Know the Source of Your Laws List all the laws that you have encountered since you got out of bed this morning—requirements on the labeling of cereal, driving regulations, and so on. Iden-tify each law as federal, state, or local. If you disagree with any of the laws, find out how you can support an effort to change them.

It started when Aaron Schock’s high school in Peoria, Illinois, would not let him graduate early.

They told him it was state law. But Aaron, a junior who had completed all his course work, did his research. He learned that the “law” was just school board policy: more students in the classroom meant more money from the state. That issue, and others, convinced Aaron that the board was not looking out for the students’ best interests. So, at age nineteen, he ran for a seat himself. Staging a door-to-door write-in campaign, he received enough votes to defeat the incumbent school board president by a margin of 60 percent to 40 percent.

A New Issue Once elected, Aaron urged the board to improve its relationship with state legislators, who made decisions about funding and policy. He found that most lawmakers were eager to meet with school board members. Yet Peoria’s state rep failed to attend a single meeting—and this same person sat on the school appropriations committee. In addition, that legislator had voted for more than three hundred new taxes and fees, many on small employers—“salt to the wounds,” as Aaron describes it, “that ultimately led me to decide that I could do a better job representing the 92nd District.” The voters agreed. In 2004, they made Aaron the youngest member of the Illinois General Assembly, at age twenty-two. He secured a seat on the educa-tion appropriations committee, enabling him to influence scholarships and other financial aid to students in his district.

Bringing a New Perspective to State GovernmentAaron Schock was elected to his local school board at age nineteen, and to the Illinois General Assembly at age twenty-two.

The Result Aaron believes his youth has been a plus for the state. He says it brings a different perspective to state government, adding: “Our people are best served by a diverse government.” He also thinks more students would share his enthusiasm for local politics if they realized that 80 percent of laws that affect their lives are not fed-eral laws, but state laws. As a remedy, he regularly talks to students about the legislative process and invites them to the House chambers for a firsthand view. “Then,” he says, “they become engaged in the process.”

1. Find out the age and other requirements for members of your local school board, municipal and county government, and other governing bodies. Do you think these requirements are fair? Why or why not?

2. In small groups, learn about the issues your school district is facing. Put together a platform, stating your group’s stand on these matters.

104 UNIT I Foundations of American Government 105Federalism chapTer 4













































The president also has powers not stated specifically

in the Constitution. While these presidential pow-

ers are implied, political scholars more often refer to

them as inherent powers.Inherent Powers Inherent powers are presidential powers implied

but not stated in the Constitution. These powers have

come about as presidents have done what they felt

was necessary to “take care that the laws be faithfully

executed,” as the Constitution says.

Since the Constitution is not specific as to how the

president is to carry out his duties, different presidents

have taken it upon themselves to define the president’s

powers. Strong presidents have expanded the inherent

powers, and following presidents have, for the most

part, continued to exercise these powers.

In the country’s first years presidents were slow to

claim inherent powers, but several early presidents

did exceed the powers granted by the Constitution.

Washington expanded the president’s foreign policy

powers, Jefferson entered into the Louisiana Purchase,

and Jackson developed the role of president as popu-

lar leader. Years later, during the Civil War, President

Lincoln went far beyond his constitutional powers by

calling up state militias and by enlarging the army and

using tax dollars to pay for it.

Some presidents, such as Lincoln, claimed that

national security required the president to broaden

his powers. Other presidents have said that as the

national government’s sole representative for foreign

affairs, the president needed a stronger hand than the

Constitution allowed. You will encounter many more

examples of how and why presidents have claimed

inherent powers later in this book.The Supremacy Clause

What would happen if the national and state

governments passed conflicting laws on the same

subject? Which law—state or national—should be

followed? The answer to this question is found in the

supremacy clause of Article VI, Section 2, of the

Constitution, which says:“This Constitution, and the Laws of the United

States which shall be made in Pursuance

thereof; and all Treaties made, or which shall

be made, under the Authority of the United

States, shall be the supreme Law of the Land;

and the Judges in every State shall be bound

thereby, any Thing in the Constitution or Laws

of any state to the Contrary notwithstanding.”

This means that when national and state laws con-

flict, the national laws will prevail. Using this author-

ity the Supreme Court has frequently overturned state

laws that the Court decided were in conflict with the

Constitution. Powers Denied to the

National Government The Constitution also sets limits on the national

government. Article I, Section 9, lists specific pow-

ers not granted to Congress. The Bill of Rights (the

first ten amendments to the Constitution) also limits

the power of the national government over individu-

als and states. The national government cannot, for

instance, regulate commerce within a state. Neither

can the national government grant a title of nobility.

Of course the Bill of Rights prohibits the national

government from restraining individual rights, such

as freedom of speech and religion.

In Summary . . .The national government

has expressed, implied, and inherent powers.

According to the supremacy clause, if a national

law conflicts with a state law, the national law

will be followed.

Powers Reserved for and

Denied to the States

The Constitution goes to some length in outlining

the powers of the national government. The docu-

ment says considerably less about the powers granted

to the states.Reserved Powers The Tenth Amendment to the Constitution speaks

about state power:

“The powers not delegated to the United

States by the Constitution, nor prohibited

by it to the States, are reserved to the States

respectively, or to the people.”

The powers set aside for the states by the Tenth

Amendment are known as reserved powers. These

are all the powers that the Constitution does not give

to the national government and does not specifically

deny to the states. The delegated powers referred to

in this Amendment are the national powers that you

read about earlier in this section. They are the pow-

ers that have been assigned or given to the national

government.

Know the Source of Your Laws

List all the laws that you have encountered since

you got out of bed this morning—requirements on the

labeling of cereal, driving regulations, and so on. Iden-

tify each law as federal, state, or local. If you disagree

with any of the laws, find out how you can support an

effort to change them.

I t started when Aaron Schock’s high school in

Peoria, Illinois, would not let him graduate early.

They told him it was state law. But Aaron, a junior

who had completed all his course work, did his

research. He learned that the “law” was just school

board policy: more students in the classroom meant

more money from the state.

That issue, and others, convinced Aaron that

the board was not looking out for the students’

best interests. So, at age nineteen, he ran for a seat

himself. Staging a door-to-door write-in campaign,

he received enough votes to defeat the incumbent

school board president by a margin of 60 percent to

40 percent.A New Issue Once elected, Aaron urged the board to improve

its relationship with state legislators, who made

decisions about funding and policy. He found that

most lawmakers were eager to meet with school

board members. Yet Peoria’s state rep failed to

attend a single meeting—and this same person sat

on the school appropriations committee.

In addition, that legislator had voted for more

than three hundred new taxes and fees, many on

small employers—“salt to the wounds,” as Aaron

describes it, “that ultimately led me to decide that I

could do a better job representing the 92nd District.”

The voters agreed. In 2004, they made Aaron the

youngest member of the Illinois General Assembly,

at age twenty-two. He secured a seat on the educa-

tion appropriations committee, enabling him to

influence scholarships and other financial aid to

students in his district.

Bringing a New Perspective to State GovernmentAaron Schock was elected to his local

school board at age nineteen, and to

the Illinois General Assembly at age

twenty-two.The Result Aaron believes his youth has been a plus for

the state. He says it brings a different perspective

to state government, adding: “Our people are best

served by a diverse government.”

He also thinks more students would share his

enthusiasm for local politics if they realized that 80

percent of laws that affect their lives are not fed-

eral laws, but state laws. As a remedy, he regularly

talks to students about the legislative process and

invites them to the House chambers for a firsthand

view. “Then,” he says, “they become engaged in the

process.”

1. Find out the age and other requirements for

members of your local school board, municipal

and county government, and other governing

bodies. Do you think these requirements are

fair? Why or why not?

2. In small groups, learn about the issues your

school district is facing. Put together a platform,

stating your group’s stand on these matters.

104 UNIT I Foundations of American Government

105

Federalism chapTer 4




subject? Which law—state or national—should be followed? The answer to this question is found in the supremacy clause of Article VI, Section 2, of the Constitution, which says:“This Constitution, and the Laws of the United States which shall be made in Pursuance thereof; and all Treaties made, or which shall be made, under the Authority of the United States, shall be the supreme Law of the Land; and the Judges in every State shall be bound thereby, any Thing in the Constitution or Laws of any state to the Contrary notwithstanding.” This means that when national and state laws con-flict, the national laws will prevail. Using this author-ity the Supreme Court has frequently overturned state laws that the Court decided were in conflict with the Constitution.





“The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.” The powers set aside for the states by the Tenth Amendment are known as reserved powers. These



It started when Aaron Schock’s high school in Peoria, Illinois, would not let him graduate early. They told him it was state law. But Aaron, a junior who had completed all his course work, did his research. He learned that the “law” was just school board policy: more students in the classroom meant more money from the state. That issue, and others, convinced Aaron that the board was not looking out for the students’ best interests. So, at age nineteen, he ran for a seat himself. Staging a door-to-door write-in campaign, he received enough votes to defeat the incumbent school board president by a margin of 60 percent to 40 percent.




1. Find out the age and other requirements for members of your local school board, municipal and county government, and other governing bodies. Do you think these requirements are fair? Why or why not?2. In small groups, learn about the issues your school district is facing. Put together a platform, stating your group’s stand on these matters.


105Federalism chapTer 4

The president also has powers not stated specifically

in the Constitution. While these presidential pow-

ers are implied, political scholars more often refer to

them as inherent powers.

Inherent Powers Inherent powers are presidential powers implied

but not stated in the Constitution. These powers have

come about as presidents have done what they felt

was necessary to “take care that the laws be faithfully

executed,” as the Constitution says.

Since the Constitution is not specific as to how the

president is to carry out his duties, different presidents

have taken it upon themselves to define the president’s

powers. Strong presidents have expanded the inherent

powers, and following presidents have, for the most

part, continued to exercise these powers.

In the country’s first years presidents were slow to

claim inherent powers, but several early presidents

did exceed the powers granted by the Constitution.

Washington expanded the president’s foreign policy

powers, Jefferson entered into the Louisiana Purchase,

and Jackson developed the role of president as popu-

lar leader. Years later, during the Civil War, President

Lincoln went far beyond his constitutional powers by

calling up state militias and by enlarging the army and

using tax dollars to pay for it.

Some presidents, such as Lincoln, claimed that

national security required the president to broaden

his powers. Other presidents have said that as the

national government’s sole representative for foreign

affairs, the president needed a stronger hand than the

Constitution allowed. You will encounter many more

examples of how and why presidents have claimed

inherent powers later in this book.

The Supremacy Clause What would happen if the national and state

governments passed conflicting laws on the same

subject? Which law—state or national—should be

followed? The answer to this question is found in the

supremacy clause of Article VI, Section 2, of the

Constitution, which says:

“This Constitution, and the Laws of the United

States which shall be made in Pursuance

thereof; and all Treaties made, or which shall

be made, under the Authority of the United

States, shall be the supreme Law of the Land;

and the Judges in every State shall be bound

thereby, any Thing in the Constitution or Laws

of any state to the Contrary notwithstanding.”

This means that when national and state laws con-

flict, the national laws will prevail. Using this author-

ity the Supreme Court has frequently overturned state

laws that the Court decided were in conflict with the

Constitution.

Powers Denied to the National Government The Constitution also sets limits on the national

government. Article I, Section 9, lists specific pow-

ers not granted to Congress. The Bill of Rights (the

first ten amendments to the Constitution) also limits

the power of the national government over individu-

als and states. The national government cannot, for

instance, regulate commerce within a state. Neither

can the national government grant a title of nobility.

Of course the Bill of Rights prohibits the national

government from restraining individual rights, such

as freedom of speech and religion.

In Summary . . . The national government

has expressed, implied, and inherent powers.

According to the supremacy clause, if a national

law conflicts with a state law, the national law

will be followed.

Powers Reserved for and

Denied to the States

The Constitution goes to some length in outlining

the powers of the national government. The docu-

ment says considerably less about the powers granted

to the states.

Reserved Powers The Tenth Amendment to the Constitution speaks

about state power:

“The powers not delegated to the United

States by the Constitution, nor prohibited

by it to the States, are reserved to the States

respectively, or to the people.”

The powers set aside for the states by the Tenth

Amendment are known as reserved powers. These

are all the powers that the Constitution does not give

to the national government and does not specifically

deny to the states. The delegated powers referred to

in this Amendment are the national powers that you

read about earlier in this section. They are the pow-

ers that have been assigned or given to the national

government.

Know the Source of Your Laws

List all the laws that you have encountered since

you got out of bed this morning—requirements on the

labeling of cereal, driving regulations, and so on. Iden-

tify each law as federal, state, or local. If you disagree

with any of the laws, find out how you can support an

effort to change them.

It started when Aaron Schock’s high school in

Peoria, Illinois, would not let him graduate early.

They told him it was state law. But Aaron, a junior

who had completed all his course work, did his

research. He learned that the “law” was just school

board policy: more students in the classroom meant

more money from the state.

That issue, and others, convinced Aaron that

the board was not looking out for the students’

best interests. So, at age nineteen, he ran for a seat

himself. Staging a door-to-door write-in campaign,

he received enough votes to defeat the incumbent

school board president by a margin of 60 percent to

40 percent.

A New Issue

Once elected, Aaron urged the board to improve

its relationship with state legislators, who made

decisions about funding and policy. He found that

most lawmakers were eager to meet with school

board members. Yet Peoria’s state rep failed to

attend a single meeting—and this same person sat

on the school appropriations committee.

In addition, that legislator had voted for more

than three hundred new taxes and fees, many on

small employers—“salt to the wounds,” as Aaron

describes it, “that ultimately led me to decide that I

could do a better job representing the 92nd District.”

The voters agreed. In 2004, they made Aaron the

youngest member of the Illinois General Assembly,

at age twenty-two. He secured a seat on the educa-

tion appropriations committee, enabling him to

influence scholarships and other financial aid to

students in his district.

Bringing a New Perspective to State GovernmentAaron Schock was

elected to his local

school board at age

nineteen, and to

the Illinois General

Assembly at age

twenty-two.

The Result Aaron believes his youth has been a plus for

the state. He says it brings a different perspective

to state government, adding: “Our people are best

served by a diverse government.”

He also thinks more students would share his

enthusiasm for local politics if they realized that 80

percent of laws that affect their lives are not fed-

eral laws, but state laws. As a remedy, he regularly

talks to students about the legislative process and

invites them to the House chambers for a firsthand

view. “Then,” he says, “they become engaged in the

process.”

1. Find out the age and other requirements for

members of your local school board, municipal

and county government, and other governing

bodies. Do you think these requirements are

fair? Why or why not?

2. In small groups, learn about the issues your

school district is facing. Put together a platform,

stating your group’s stand on these matters.


105Federalism chapTer 4























More Than Just the Facts – Hundreds of high-interest personal stories, debates, and opportunities for student participation!

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

What’s at Stake?Interesting discussions about who wins and who loses in today’s political struggles.

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

Inside the BeltwayInterviews with people who work behind

the scenes in Washington, D.C.

Let’s DebateSide-by-side excerpts from political speeches and op-ed articles that challenge students to evaluate opposing viewpoints.

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

Politics is LocalStories about real people who got

involved and made a difference.

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

Profiles in CitizenshipPersonal statements from well-known political figures about why we all need to get involved.

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

“A Republic... if you can keep it.”Suggestions that encourage students to become

active participants in the political process.

Rahm Emanuel grew up surrounded by politics and civil rights rallies. As a former congressman for Illinois and top White House aide in two administrations, he believes strongly in community work and public service.

1. Why did Emanuel want to work in the Clinton White House?

2. Do you agree or disagree with Emanuel’s opinion of partisan-ship? Explain your answer.

3. When you think of what is involved in helping with a polit-ical campaign, you might think of knocking on doors, putting signs in yards, or helping with mailings. Rahm Emanuel urges citizens to become involved in public life. The Internet is increasingly becoming one way to do so.

Pair with a classmate to fi nd three Web sites relating to a political issue. Together, write a one-page report on the sites. First, note who runs the Web sites, the issues discussed on the sites, and their purposes. Next, evaluate the Web sites. Describe what you think is effective about the sites, and what is not effective. In the con-clusion of your report, discuss the most effective site.

As the fi rst appointment president-elect Barack

Obama made for his new admin-istration, Illinois Congressman Rahm Emanuel got lots of media attention, particularly as it took him a couple of days to decide to take the job of White House chief of staff. But Emanuel had worked in the White House before, as a policy adviser for Bill Clinton. He’d been single then. In 2008, with a young family, he had to think twice about taking such an all-consuming job. In the end, though, Emanuel accepted.

Getting Involved Emanuel seems to live his life at a faster pace than the rest of us, pushing more limits in his impa-tience and fervor to get things done. That passion and drive may come from his childhood, when he and two brothers read newspapers to prepare for dinner-table conver-sation with their parents, where the family argued politics. Emanuel’s fascination with politics propelled him to work with Chicago Mayor Richard Daley and Illinois Senator Paul Simon. In 1992, he joined Bill Clinton’s cam-paign for the presidency.

Staying Involved When Clinton won, Emanuel found himself right where he wanted to be. Determined to shape public policy, he saw the White House as the perfect platform. “In politics and policy [being in the White House] is the Super Bowl. . . . If you want to make an impact, that’s a place you can make a big impact.”

He made the same impact as a member of the House from Illinois and the guy who led the success-ful effort to increase his party’s representation in Congress. But though he is a dedicated Democrat, Emanuel is respected by many Republicans. In addition, he is cau-tious about using the word parti-sanship. He thinks that by calling confl ict partisan, the media trivial-ize real differences of opinion. “It’s natural for people to disagree about government’s role—not pathology, but a sign of a healthy system.” Without disagreement, Emanuel believes, politics cannot solve problems: “An honest fi ght and debate about [an issue] is a good and strong thing. . . . Not every disagreement is partisan. . . . What you can’t do, nor should you ever do, is drive politics out of politics. . . . Politics is a good thing. It’s how we settle our differences.”

On keeping the republic . . .

“Get involved in public service. That could mean a community group, that could be a neighbor-hood group, that could mean an interest group on some issue, that could mean public offi ce. A campaign. But get involved in your public life. We spend enough time with our iPods, TVs, computers—being individu-als. Somewhere else in your life fi nd a way to be part of your community . . . and I think you’ll fi nd something that’s enriching and also something that allows you to contribute. That’s differ-ent from anything else you’re ever going to do in your life.”

Rahm Emanuel

501Political Parties CHAPTER 17

498-531_CH17-amgov.indd 501 4/1/09 3:22:26 PM

AMERICAN GOVERNMENT


AMERICAN GOVERNMENT

Energize with Technology!

Assessment Book: Tests and Quizzes with Answer Key• One quiz for each section (72 total)• Two tests for each chapter (46 total)• One test for each unit (4 total)• One test for each branch of the government

(3 total)

Constitution Workbook and Teacher’s Edition• 40 complete lessons that expand the discussion

of key constitutional principles.• Focused content plus interesting activities designed

to connect students with the living Constitution.

Extending the Lesson: Analyzing Documents and Cartoons• For each chapter, one or two complete lessons

that extend the analysis of key concepts.

• In each lesson, one or more of the following items plus reflection questions for students:

–Primary source documents –News articles debating current issues –Political cartoons

Guided Reading Workbook and Teacher’s Edition• For each section, one outlining activity, and one

handout summarizing key points in simple language for students who read below grade level.

• For each chapter, two vocabulary activities and one or two graphic organizer activities.

Lesson Plans• Detailed plans for every section

EMC Lesson Planner: Plus Resources CD• Complete lesson plans for all sections, plus the ability to

display the plans on a calendar, edit and print.• Correlations to state standards.• Printable calendar that displays plans for multiple class

periods and that can be exported to Outlook®.• Assessment materials, including

ExAMVIeW® Test Generator.• Program resources.

ExAMVIeW® Test Generator CD• Over 2,500 high-quality questions ranging from

easy to average to challenging.• Ability to select, create, and edit tests and quizzes.

Spanish Audio Summaries CDs• Spanish audio segments summarizing key points

from each section.

PowerPoint® Lectures CD• Creative, easy-to-follow lectures for each section.• Wide range of formats: –Clear narratives –Concise bullet points –Powerful quotes and extracts –Full-color photos, figures, and cartoons –Video and audio clips• Breakout slides inviting student participation—ready for

use with Clicker and interactive whiteboard technology.

Internet Resource Center• Study Guides• Practice Tests• Current events Lessons

Power-Practice: Interactive Student CD• Dozens of vocabulary activities in various forms,

including crossword puzzles and word finds.• Flash cards in english and in Spanish.• Flash tutorials on key government principles

and processes.• Review and practice tests.

Student Text on CD and Online• Full Student Text on CD and on the eMC

Internet Resource Center.

Captivate with Key Components!

• Updates• Lesson Plans• Standards Correlations

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

Call: 800-328-1452 • Fax: 800-328-45644

AMERICAN GOVERNMENT – Pricing

AmericAn Government: citizenship And power© 2010

Student Resources

Teacher Resources

AmericAn Government: citizenship And power© 2010

Go to www.emcp.com/amgovt to review a sample American Government Current Events Lesson.

New 2010 Election edition provides you and your classroom with the most current textbooks, workbooks, and resources for today’s changing world.

NewEdition© 2010

title price isBnStudent Textbook $74.95 978-0-82195-561-1Student Textbook on CD $74.95 978-0-82193-736-5Student eBook $74.95 978-0-82195-601-4Power-Practice: Interactive

Student CD $21.95 978-0-82193-740-2Constitution Workbook,

Student Edition $18.95 978-0-82193-724-2Guided Reading Workbook,

Student Edition $16.95 978-0-82193-720-4Spanish Audio Summaries CDs $62.95 978-0-82193-966-6

title price isBnAnnotated Teacher’s Edition $102.95 978-0-82195-562-8Annotated Teacher’s Edition

eBook $102.95 978-0-82195-647-2eXAmVIEW® Test Generator CD $145.95 978-0-82193-737-2Assessment Book $22.95 978-0-82193-727-3EMC Lesson Planner: Plus

Resources CD $224.95 978-0-82193-856-0Lesson Plans $31.95 978-0-82193-728-0Constitution Workbook,

Teacher’s Edition $31.95 978-0-82193-725-9Guided Reading Workbook,

Teacher’s Edition $24.95 978-0-82193-721-1PowerPoint® Lectures CD $145.95 978-0-82193-739-6Extending the Lesson:

Analyzing Documents and Cartoons $18.95 978-0-82193-855-3

Teacher’s Resource Kit $349.95 978-0-82194-188-1

Internet Resource Center: Call 800-328-1452



ECONOMICS

Go to www.emcp.com/amgovt to review a sample American Government Current Events Lesson.

Economics in the Real World – Interesting questions such as “Are you nicer to nice people?” “Why didn’t Chris Rock go to college?” and “Why did British troops wear bright red uniforms?” prompt students to learn to think like economists.

Why It Matters – each chapter opens with an explanation of what the subject of that chapter means to economics, society, and students.

Economics Around the Clock – each chapter also opens with short descriptions of daily events that involve economics – accompanied by pertinent questions to help get students thinking.

A Student Asks – Throughout the text, the author anticipates questions students will have as they read, and answers them in friendly, conversational language.

Economics on the Web – Links to web sites help students find the most current economics data.

Your Personal Economics – Topics like the increasing value of education in a global economy, the psychology of credit cards and how to avoid scams and economic bubbles connect students with economics on a personal level.

Debating the Issues – In simulated conversations, students debate today’s economic issues, providing students with a kickoff for class discussion and activities.

Unique features of the Student Textbook!

Economics: New Ways of Thinking uses real-world examples to show students how to find economics in unusual and surprising places. Students also learn basic principles in the context of globalization – the process by which the nations of our world become increasingly integrated. This engaging text uses easy-to-understand examples and clear explanations to teach students solid economic principles.

Makes Economics Fun and Exciting for Students

Shows students that economics isn’t something that only happens in banks or on Wall Street.

Students learn to think in a new way – to see and use economics in their every day lives.

Opens Students’ Eyes to the Impact of Globalization

Charts and graphs bring economics to life and help students think like an economist.

Dedication chapter on global economics combines economic systems and an introduction to the causes, benefits, and costs of globalization.

Call: 800-328-1452 • Fax: 800-328-4564

6

ECONOMICS

Energize with Technology!

EMC Lesson Planner: Plus Resources on CD• Complete lesson plans for all sections, plus the ability

to display the plans on a calendar, edit and print.• Correlations to state standards.• Printable calendar displays plans for multiples class

periods and can be exported to Microsoft® Outlook®. • Assessment materials, including ExAMVIeW®

Test Generator.• Program resources.

ExAMVIeW® Test Generator CD• Over 1,800 questions. • Allows teachers to select, create, and edit tests

and quizzes.• Windows and Macintosh compatible.

Spanish Audio Summaries CDs• Spanish audio segments summarizing key points from

each section of the textbook.

Marketplace® Audio CD and Activities Book• 25 high-interest audio segments from the award-

winning radio show Marketplace.• One lesson plan for each audio segment, plus student

handouts.

The Roger Arnold Economic Principles Lecture Series DVDs• 10 lectures on key economic principles, presented

by the textbook author, Roger A. Arnold.

Internet Resource Center• Study guide• Spanish print summaries• economics Internet resources• Standards correlations• Lesson plans• Current events Lessons

Economics in Action: Student CDFun, animated, interactive, and engaging CD for students:• Flash cards in english and in Spanish• Tutorials on key graphs, charts, formulas, and

figures, with related exercises• Quizzes for review and practice• Crossword puzzles in english and in Spanish

PowerPoint® Lectures CD• PowerPoint® presentations covering key ideas,

including full-color slides of charts, graphs, and formulas.

• Windows and Macinosh compatible.

Assessment Book: Tests and Quizzes with Answer Key • One quiz for each section (50 total)• Two tests for each chapter (32 total)

Applying the Principles Workbook, and Teacher’s Edition • exercises reinforce the textbook material and apply it

to new situations.• One activity for each section of the book, plus extra

practice on demand and supply.• More than 80 charts, graphs, and figures.

Guided Reading and Study Guide, and Teacher’s Edition• For each section of the book, one handout that

summarizes key points in simple language for students who read below grade level, and one outlining activity.

• For each chapter of the book, one vocabulary activity, one graphic organizer activity, one graphs and tables activity, and one practice test.

Finding Economics, and Teacher’s Edition• Fictional, high-interest short stories embedded with

economics principles, one story for each chapter.• Content that builds cross-curricular connections

required in state standards.

Lesson Plans • Detailed lesson plans for every section of

the textbook.

Daily Lectures: Overheads and Notes• Lecture notes with easy-to-follow narratives

presenting key ideas, formatted so that they can be used to make overhead transparencies.

• Full-color transparencies for the most important and difficult economics principles, charts, graphs, and formulas.

Complete Program Resources!

Go to www.emcp.com/econ to review a sample Economics Current Events Lesson.


ECONOMICS – Pricing

economics: new wAYs oF thinKinG© 2007

Student Resources

Teacher Resources

economics: new wAYs oF thinKinG© 2007

Only EMC’s economics textbook teaches real globalization – the ways in which world economies are becoming more interrelated.

Go to www.emcp.com/econ to review a sample Economics Current Events Lesson.

title price isBnStudent Textbook $74.95 978-0-82193-401-2Student Textbook on CD $74.95 978-0 82193-456-2Student eBook $74.95 978-0-82195-744-8Economics in Action: Student CD $21.95 978-0-82193-431-9Applying the Principles

Workbook, Student Edition $16.95 978-0-82193-404-3Finding Economics $16.95 978-0-82193-413-5Guided Reading and Study Guide,

Student Edition $18.95 978-0-82193-416-6Spanish Audio Summaries CDs $60.95 978-0-82193-408-1

title price isBnTeacher’s Edition $102.95 978-0-82193-402-9eXAmVIEW® Test Generator CD $145.95 978-0-82193-407-4Assessment Book: Tests and

Quizzes with Answer Key $22.95 978-0-82193-403-6Lesson Plans $31.95 978-0-82193-405-0PowerPoint® Lectures CD $145.95 978-0-82193-648-1Applying the Principles

Workbook,Teacher’s Edition $26.95 978-0-82193-429-6Finding Economics, Teacher’s

Edition $26.95 978-0-82193-430-2Guided Reading and Study

Guide, Teacher’s Edition $31.95 978-0-82193-428-9EMC Lesson Planner: Plus

Resources CD $224.95 978-0-82193-649-8Daily Lectures: Overheads and

Notes $216.95 978-0-82193-406-7Marketplace® Audio CD and

Activities Book with purchase of textbook $119.95 978-0-82193-409-8

Marketplace ® Audio CDs and Activities Book without purchase of textbook $184.95 978-0-82193-642-9

The Roger Arnold Economic Principles Lecture Series DVD $91.95 978-0-82193-412-8

Teacher’s Resource Kit $349.95 978-0-82193-415-9



Call: 800-328-1452 • Fax: 800-328-45648

PERSONAL FINANCE

Do your students have trouble staying awake during discussions about balancing the checkbook and loan amortization?

Do they complain that personal finance is boring and doesn’t relate to their lives?

EMC Publishing has the program for you.

Today’s students live in an economic environment that is more diverse and complex than ever before. eMC’s Personal Finance program will help your students develop healthy money habits and understand key financial issues.

Meets the National Standards in K-12 Personal Finance education, created and •maintained by the Jump$tart Coalition for Personal Finance Literacy Covers the most current and relevant topics, including identity theft, •buying a car, and using debit cards Presents hundreds of real-life examples, documents, and forms to capture the interest •and imagination of today’s consumer-oriented teens Inspires your students with wise advice and opportunities to apply it, •as well as case studies and stories Connects key principles and concepts with special features about the constantly •changing world in which your students live!

Wise advice and opportunities to apply it are mixed in with case studies and stories that will inspire your students. Throughout, Nathan Dungan’s unique Share Save Spend® program offers practical suggestions for making balanced, thoughtful financial decisions.

The goal of Share Save Spend® is to help youth and adults think about, talk about, and handle money in ways that honor their values.

Go to: http://previewpersonalfinance.emcp.com to preview the entire program.


PERSONAL FINANCE

A variety of special features connect key principles and concepts to the constantly changing world in which your students live!

You Decide. Case studies and stories that engage teens in a dialogue about real-life financial situations and challenge them to make a personal choice.

Look Before You Leap. Descriptions of financial decisions that teens or young adults are likely to encounter and the steps they can take to make informed decisions.

You Can Succeed Financially. Discussions and examples of the exciting possibilities open to those who set personal financial goals and work to accomplish them.

Going Global. Stories that use popular examples (like the production of Trek bikes and sales of snowboard clothing) to show how key personal finance topics are treated in other countries.

Do Your Research. Suggestions for using the Internet, libraries, and other sources to research personal finance topics of particular interest to teens.

Get Good Advice. examples of how money mentors can help young people learn about specific topics, including suggestions for identifying mentors, sample interview and research questions, and ideas for using and sharing the results.

PROOF 1 2 3 4 5 6

142 Chapter 5 Checking Accounts

Have you ever received an e-mail like this one, with the name of your own bank in the first sentence?

Here at XYZ Bank we like to keep all our records up-to-date to ensure that we can provide you with the best and most timely service in the industry. According to our records, we noticed a discrepancy in your Social Security number and date of birth. At your earliest convenience, please click on this link and update your records with the correct information. Thank you for attending to these important details and for helping us help you with all your banking needs.

Did you identify this scenario as a big-time scam? Unfortunately this practice—known as phishing—happens millions of times a day around the world. Its sole purpose is to steal a person’s identity to open up fraudulent accounts. Of course it is illegal—but very difficult to stop because many of the “phishing” expeditions originate overseas. Authorities like the FBI or local police cannot do much about it. However, you should still file an Identity Theft Report, which will start legal action on your case.

Legitimate finan-cial institutions do not request such infor-mation via e-mail. Be very suspicious when you are asked to share personal data like a Social Security number, date of birth, passwords, or account numbers. Never click on any links in the e-mail, and contact your bank to inform them about the suspicious e-mail. Unraveling the damage can be a hassle and take weeks if not months to sort out. For more information on identity theft and phishing, visit the Web site of the Federal Trade Commission at http://fin.emcp.net/ftc.

Before Responding1. Why would it be a good idea to call the bank

and ask if they sent you such an e-mail mes-sage? Even if you do not respond to the phish-ing request, report it to your bank so its fraud department can investigate.

2. Would you respond to a similar request if it came by telephone? Why or why not?

Protecting Your Account Information If your bank provides online access, be sure to guard your username and password information very carefully. Avoid checking your banking informa-tion on a public computer—like those at an Internet café or the library. There have been instances when a person’s financial information was compromised because he or she did not properly log off the computer—and the information landed in the wrong hands. If you do

not have access to a personal computer, most financial institutions allow you to check your account balance information by phone. If for some reason you discover that your account information has been sto-len, contact your financial institution immediately. They will tell you what steps to take to ensure the least possible damage. It is also helpful to have quick access to all your account information in the event something goes wrong. Store this information someplace that is secure but easily accessible.

PROOF 1 2 3 4 5 6

that he has several savings and planning goals for the short term, the medium term, and the long term. Alex’s five-year financial goals involve putting money away toward college and for weekend bike trips. His ten-year goals involve saving for a home and teaching abroad. His twenty-year goals involve saving for family responsibilities and for a vaca-tion home. He will want to keep all these goals in mind as he plans for the future and starts to think about a budget.

What short-, medium-, and long-term goals will you want to keep in mind as you formulate your budget plan?

Do Your Money Habits Fit Your Goals? A good way to plan realistically is to look at your current money habits and consider how well they fit with your goals. Mateo filled out a worksheet (see Figure 4.2) to see how to modify his hab-

96 Chapter 4 Budgeting

Many people in develop-ing countries have benefited from

receiving microloans offered by organizations like Unitus, FINCA International, Women’s World Banking, and SKS India. People who are self-employed or want to start a small business in developing countries often have no credit history, no collateral (possessions of value), and no source of money to invest.

Microloans are small loans that they can use to start or expand a business. Ester Gonzalez had a small sewing business in Buenos Aires, Argentina. She took out

her first microloan as part of a group. After paying it back in full and on time, she took out several more loans. By budget-ing carefully, she was able to expand her business, buy new equipment, hire employees, and pay back her loans. Bayamma Neerudi, of Medak, India, bought a buffalo with her first microloan. With the money she got from selling milk, she was able to buy feed, pay off the loan, and save $2.75 each week. She has since taken out two more small loans—to buy a cart for the buffalo and to lease some land where she could grow rice—and paid them back successfully.

Thinking Globally1. How do microloans benefit

people in developing countries?

2. What benefit might you get from making a microloan of $25 to someone like Neerudi? What would you want to know before making such a loan?

▼ These women are members of a micro-credit group on the island of Aralia in Bangladesh. The island is extremely poor and becoming more and more overcrowded. The microloans give them an opportunity to improve their living conditions.

PROOF 1 2 3 4 5 6

ASSESSMENTS E C T I O N 3Factual Recall1. What do you need to do in

order to open a checking account?

2. Why is it still useful to write checks, even though debit and check cards are available?

3. What does it mean to endorse a check?

4. What is an outstanding check?

5. What is an outstanding deposit?

6. List the five steps for reconcil-ing a checking account.

Critical Thinking1. Why do you need to write the

amount of a check in both numbers and words?

2. Why should you keep your checkbook updated and recon-cile your account monthly?

Section 3 Using a Checking Account 143

$$$$$$$$$$$$$$$$$Get Good Advice

The use of checking accounts has changed dramatically over the past half-century. What used to be the norm—paying all of

your bills with a paper check—has been replaced with paying most of your bills online. The very notion of cashing a check has come to mean getting cash from an ATM. To check their bank balance, people used to wait until the middle of the month to get a paper copy of the previous month’s statement. Now you can get immediate access to your account information online, with a login ID and a secure password. Are all these changes positive? Do you know anyone who started banking more than twenty or thirty years ago? Ask those people about their early banking experiences. Use the following questions as a guide:

1. What year did you open your first checking account?

2. Were you ever nervous about making a mis-take in managing your first account?

3. How did you use your checking account to help manage your money?

4. How did you keep track of deposits and withdrawals?

5. Did someone (like a parent or a banker) teach you how to use the account, or did you learn on your own?

6. Some people like writing checks because it gives them a better sense for managing the money in their account. Do you agree? Why or why not?

7. What feature do you like best about your checking account today?

8. What feature about your past banking experi-ences do you miss the most?

Bring your answers back to the class and share what you learned. As a class, note the similarities and differences in the answers. Dis-cuss these differences and how they will influ-ence the decisions you make. Sometimes the best lessons about what to do and what not to do come from people with a lot of life experience. Use their knowledge to your advantage. They may end up saving you hundreds or even thousands of dollars during your lifetime. You can learn from their mis-takes—and in turn you will make better deci-sions about managing your money.

PROOF 1 2 3 4 5 6

Section 3 Keeping Records and Paying Taxes 87

After the end of the year, you will fill out a Form 1040, the official government form used to report your income and cal-culate your federal income tax. Or you might fill out a simplified version used by most young people with part-time jobs, called a Form 1040EZ. If the amount withheld from your paycheck during the year is more than the amount of tax you owe, send in the form and you will get a refund. If not enough money was with-held, you will need to send in what you still owe along with your tax form. Income taxes are due by April 15 of the following year. Figure 3.3 on the next page shows samples of Form 1040A and Form 1040EZ.

Figuring How Much You Will Pay Actual taxes are based on your adjusted gross income. This is your total income minus certain adjustments and reductions, such as contributions to

money you end up paying into the sys-tem and the amount you will collect when you retire decades from now.

Forms W-4, 1040, and 1040EZ If you have an informal working arrangement, taxes may not be deducted from your pay. For example, maybe you have a successful moneymaking busi-ness mowing lawns, walking pets, or repairing bicycles. In those cases, you probably get paid directly by your cli-ents. No taxes are taken out of those earnings. You will have to get the help of a friend, relative, or tax expert to see if you need to file with the IRS and pay taxes on your income. When a company hires you for a job, however, taxes will be deducted from your paycheck. You will be asked to fill out a tax form called a W-4 (introduced in Chapter 2). This form helps you and your employer figure out how much money to withhold from each paycheck.

Some people claim fewer exemptions than they are entitled to on their

W-4 forms, so that more money is withheld from each paycheck. They figure they will get a bigger refund when they file their tax return next year because they overpaid. Sam works part-time at a quick-service oil-change center. When he filled out his W-4 form, he decided to claim fewer exemptions. He calls it “forced savings”—money he is putting away to get back as a refund the following year. But then Sam

starts thinking. If he puts part of each check into a savings account instead of handing it over to the IRS, he will be earning interest on the money. With his “forced savings” plan, on the other hand, the IRS is earning the interest on his money. So he wonders: It might be smart to withhold the right amount, so that he does not

owe money to the IRS at the end of the year. But it might also be smart not to pay too much.

Should he…1. … claim zero exemptions and

get a bigger tax refund? Or claim the exemptions he is entitled to and put more money into his savings account during the year?

2. … also consider how much income tax he will have to pay on the added interest that his savings account earns? Why or why not?

withholding the amount deducted from a person’s pay-check to pay for taxes and other items such as health insurance and a pension plan

Social Security the federal program that people pay into while they are working, that pays disability, retire-ment, and life insur-ance benefits to eligible recipients

adjusted gross income total income minus certain adjust-ments and reductions such as contributions to a retirement account, interest on a student loan, and exemptions claimed on Form W-4

PROOF 1 2 3 4 5 6

112 Chapter 4 Budgeting

budget when you graduate from high school.It is accessible and easy to use.▶▶ Keep your budget in a notebook or on your computer—where you can easily find it, check it, and modify it. Take a look at it every week, every two weeks, or every month and see whether your actual use of money is keeping in line with your budget-ing plan.

Helpful Online Resources When you plan your budget, you are not alone. Here are some Web sites that can help you calculate your personal budget goals:

CU Succeed▶▶ (http://fin.emcp.net/cusucceed) has a savings calculator,

Klaire and Trav Johnston, a young married couple in Australia, wanted to stick

to their budget. They surfed the Net looking for an easy-to-use budgeting tool that they could access when they were away from home—actually “out there doing the spending,” as Klaire put it. Not finding what they were looking for, Klaire and Trav decided to develop the tool themselves. The result is their company, Mobibudget. Their software can be accessed on the Internet and is compat-

ible with cell phones that have Internet access. It has a “what’s left” feature that tells you exactly how much spending money you have available— making it easier to decide if you can afford to stop at a restau-rant, or if buying a loaf of bread and some peanut butter would be a better option. At first Mobibudget was

available only in Australia, but the idea caught on quickly. People began to “Mobi” all over, and now the tool is available worldwide. In the

United States, con-sumers can sign up

for $5 per month or $50 per year—perhaps a small price to pay to avoid bank overdraft fees.

What Would You Do?1. Klaire and Trav Johnston built a

successful business by provid-ing a service that helps people do something difficult—stick to their budget. Would you be willing to pay for a service like Mobibudget? Explain your answer.

2. Why would people not need a service like Mobibudget? What other tools can help people stay on budget?

▶ Modify your budget when your lifestyle changes. You will probably need to rework your budget when you graduate from high school.

PROOF 1 2 3 4 5 6

banker, you have a better chance of find-ing a branch nearby, wherever you are. If you want to support a local community bank, you can choose a smaller institu-tion close to home. If you have access to a credit union, you will likely want to take advantage of the lower costs and other benefits that credit unions offer.

Payday Lenders and Check Cashing Companies According to the Center for Respon-sible Lending (http://fin.emcp.net/responsible), payday lenders and check cashing companies are some of the most expensive financial institutions in the country. Check cashing companies charge a fee to cash checks, primarily for people who do not have a bank account. Keep in mind, however, that if

the person has proper identification the bank that issued the check would cash it for free. Payday lenders make short-term, usually small loans to tide a person over “until payday.” They target low-income working people including welfare-to-work women, members of the military, and others who have little or no savings, who live paycheck to paycheck. Most borrowers who get payday loans are not able to repay the entire loan within the standard two-week time frame. They end up having to renew the loan, paying multiple renewal fees. They become trapped in a never-ending cycle of debt—even paying much more in fees than the amount they originally borrowed.

What Is a Payday Loan? A payday loan is a small cash advance, usually $500

Section 1 Basic Banking Concepts 123

Most banks have company Web sites where they provide detailed informa-tion about the accounts they offer. You

can research checking accounts and compare them without even leaving home. Look on the Web sites of the banks listed here. See what you can learn about their checking accounts. Then print out the information you find and compare the results.

Wells Fargo (⦁⦁ http://fin.emcp.net/wellsfargo)Bank of America (⦁⦁ http://fin.emcp.net/bankofamerica)Citibank (⦁⦁ http://fin.emcp.net/citibank)U.S. Bank (⦁⦁ http://fin.emcp.net/usbank)Wachovia (⦁⦁ http://fin.emcp.net/wachovia)

Remember also to look into a credit union for your banking needs. Many offer competitive rates and a variety of account services. Find out if you

are eligible to become a member of a credit union.

Visit the Web site of the Credit Union National Asso-

ciation (http://fin.emcp.net/creditunions) for more information and to find a credit union in your community.

Your Assignment1. Do any of the banks offer attractive checking

account features that others do not? Do any have negative aspects you would want to avoid?

2. Did you find that the banks and credit unions in your community had checking account services that were more or less similar, or that varied significantly? How would this influence your decision if you were going to open a new account?

payday lenders companies that make small short-term, high-interest loans to tide a person over “until payday”

PROOF 1 2 3 4 5 6

Interviewing and Pre-employment Testing

S E C T I O N 3 Focus Questions1. In what setting do employers usu-

ally make hiring decisions?2. What are three things you should

do to get ready for a job interview?3. What are six things you can do to

make a good impression in an interview?

Key Termsinterviewcredit score

Making a Good Impression An old saying is certainly true of the job interview: “First impressions are lasting impressions.” The first minute of your meeting with an interviewer is the most critical. Make a good impression in the first minute, and the interviewer will have positive feelings about you throughout the interview. Jennifer Scott, manager of recruit-ment at the Petro Company in Stam-ford, Connecticut, had this to say about what makes for a good versus a bad interview: “The worst mistake someone can make for an interview is being late. It doesn’t matter how bad the traffic was. There’s no excuse for being late—ever.” What makes for a good impression? “Someone who’s well-prepared all around. They’ve dressed appropriately, arrived on time or even a few minutes early, and they have a list of good ques-tions they want to ask.” Here are some practical suggestions for making a good impression at a job interview:

Your sole purpose in filling out an application form or preparing a résumé and cover letter is to

convince an employer to interview you. An interview is the formal meeting in which you and the employer discuss the job and your qualifications. This meeting usually takes place in person, but it may occur over the phone or Internet. It is nearly always during the interview that an employer decides whether to hire you. Prepare for the interview. This will boost your confidence and help make sure that the interviewer’s first impres-sion of you is favorable. Learn as much as you can about the company, practice what you will say, and dress appropriately.

interview a formal meeting between an employer and a job applicant

People with visible tattoos are often eliminated as candidates for a job even if they are highly qualified. One tattoo shop owner says that if someone wants a

tattoo on the wrists, hands, or face, "we give them a 15-minute lecture on how it will be there for the rest of their life." Many of his customers switch to a tattoo that will not be visible on the job.

Did You Know?

26 ChaPter 1 Career Planning

Did You Know? Fascinating facts and figures that dispel myths, warn, inform, spark ideas, and encourage exploration.

Call: 800-328-1452 • Fax: 800-328-456410

PERSONAL FINANCE

Reinforce with Interactive Technology!

Assessment Book: Tests and Quizzes with Answer Key• One quiz for every section.• One test for every chapter and every unit.

Student Activities Book: Forms and Documents, and Teacher’s Edition• Completed samples of key forms and documents

discussed in the textbook.• Activities including blank blackline masters of

key forms and documents for students to fill out.

Math Skills Workbook, and Teacher’s Edition• Hundreds of exercises encouraging practical

application of the key math skills and concepts covered in the program.

• Interesting story problems and examples written to engage student interest.

Lesson Plans Book• Detailed lesson plans for every section of

the textbook.• Pacing, objectives, and teaching activities (by

type—read, focus and motivate, teach, assign, assess, reteach/review, enrich/extend, and bonus learning).

ExAMVIeW® Assessment Suite CD• Over 1,750 questions.• Ability to select, create, and edit tests

and quizzes.

PowerPoint® Lectures CD• Creative, compelling lectures for every section.• Breakout slides inviting student participation,

ready for use with Clicker technology.

EMC Lesson Planner: Plus Resources CD• everything you need to plan your lessons.• Complete lesson plans for all sections of

the book.• Ability to display lesson plans on a calendar,

edit, print, and export them to Outlook®.• Automatic correlations to state standards.• Key teacher resources in searchable formats.

Power-Practice: Interactive Student CD• Dozens of vocabulary activities in crossword

puzzles, word finds, and popular game-show formats.

• Flash cards• Animated tutorials on key

personal finance topics.• Review and practice tests.

Internet Resource CenterFor Students• Study guides• Practice tests• Animated tutorials• Internet links

Cover the Basics with Print Components

For Teachers• Internet links• Lesson plans• Standards correlations• Updates


PERSONAL FINANCE – Pricing

personAl FinAnce: A liFetime responsiBilitY© 2009

Student Resources

Teacher Resources

personAl FinAnce: A liFetime responsiBilitY© 2009

Take your money management lesson one step further!

Based on national standards created by the Jump$tart Coalition for Personal Financial Literacy, the Institute for Financial Literacy, and the FDIC’s Money Smarts program, the Financial Literacy Inventory is designed to measure a student’s basic knowledge with regards to money management and personal finance. This 60-item assessment feeds into five scales: Income and Careers, Banking and Budgeting, Credit and Debt, Savings and Investing, and Rights and Risks. Using a true/false method, the FLI helps students determine how much they know about effectively managing their money, giving them both individualized scores on each of the scales as well as an overall “Financial Literacy IQ.” The FLI then offers tips and strategies for improving financial literacy and money management. The FLI gives counselors and teachers the chance to step in and alleviate key financial hurdles that stand in the way of students’ success.

FinAnciAl literAcY inventorY*

Student Textbook $59.95 978-0-82194-254-3Student eBook $59.95 978-0-82194-260-4Power Practice: Interactive

Student CD $19.95 978-0-82194-662-6Student Activities Book:

Forms and Documents, Student Edition $14.95 978-0-82194-256-7

Math Skills Workbook, Student Edition $14.95 978-0-82194-440-0

Annotated Teacher’s Edition $92.95 978-0-82194-255-0Annotated Teacher’s Edition

eBook $92.95 978-0-82195-593-2Lesson Plans $69.95 978-0 82194-259-8eXAmVIEW® Assessment

Suite CD $189.95 978-0-82194-664-0Student Activities Book:

Forms and Documents, Teacher’s Edition $24.95 978-0-82194-257-4

Math Skills Workbook, Teacher’s Edition $24.95 978-0-82194-441-7

Assessment Book: Tests and Quizzes with Answer Key $99.95 978-0-82194-258-1

EMC Lesson Planner: Plus Resources CD $215.95 978-0-82194-665-7

PowerPoint® Lectures CD $139.95 978-0-82194-663-3Teacher’s Resource Kit $379.95 978-0-82194-261-1

title price isBnPackage of 25 $36.95 978-1-59357-739-1*

*Free administrator’s guide at www.jist.com



Call: 800-328-1452 • Fax: 800-328-456412

AMERICAN GOVERNMENTTermsTerms are net 30 days from invoice date. Prices in this catalog reflect all discounts. Prices do not include taxes where applicable. A shipping and handling charge of 10% will be applied to all invoices within the continental United States. Minimum shipping and handling charge is $10.00. Method of shipment is at our discretion. If you wish to specify particular directions, an additional charge may be required. (An additional charge will be required for shipments outside of the continental United States.) The shipping and handling charge is billed as a separate item on the invoice.

ReturnsReturns for materials purchased from EMC cannot be accepted unless written approval has been secured. Open software cannot be returned. Call 800-328-1452.

New! Trade-In PolicyStretch your dollars! New textbooks at drastically reduced prices! While supplies last. Check out EMC’s unique Trade-In Policy for our valued customers. Contact your sales representative or Customer Care today for details. Call 800-328-1452 or go to www.emcschool.com/policies.

PricesPrices stated in this catalog are in effect at the time of publication and are shown at school price (list price less regular 25% educational discount). Prices are subject to change without notice. EMC will provide quotations and/or bids as may be required by your school or state.

Examination Copies for Listing and AdoptionsWhere a listing or adoption is required prior to purchase, examination textbooks and selected materials may be sent for review by qualified committees or individuals. If your decision does not include EMC, please help us and recycle our textbooks and join our conservation effort. Simply call our Customer Care Department at 800-328-1452 and ask for a call tag to be issued and we’ll arrange to pick up the materials. This is a complimentary service.

CopyrightNo part of any EMC textbook or multimedia component may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the permission of the publisher. The works may not be transmitted by television or other devices or processes or copied, recast, transformed, or adapted in any matter, in whole or in part, except where permission is granted. Product names included in this catalog have been used for identification purposes only and may be trademarks or registered trademarks of their respective owners.

Computer Support ServiceOur Technical Support Coordinator is available to our customers to answer questions pertaining to our software. Phone lines are open Monday through Friday from 8:30 a.m. to 5:00 p.m. (Central Time). You may submit questions and comments about our software products to our Coordinator by calling or writing to:

EMC Publishing Tech Line875 Montreal WaySt. Paul, MN 55102Phone: 800-328-1452E-mail: [email protected]

By Phone800-328-1452Phone lines are open Monday through Friday from 8:00 a.m. to 5:00 p.m. (Central Time).

By EmailScan your purchase order and email it to [email protected]. You will receive a confirmation email.

By Fax800-328-4564

By MailEMC PublishingAttention: Customer Care875 Montreal WaySt. Paul, MN 55102-4245

Online Visit www.emcschool.com Call 800-328-1452 or complete the online registration form.

For Each OrderPlease prepare a list of the items you wish to order, with the prices and ISBNs. Each ordermust include:

1. Purchase order number, payment, or VISA, MasterCard, or American Express number, cardholder address, security code, and

expiration date.

2. School or library billing and shipping addresses. We cannot ship to a residence unless order is prepaid or charged to VISA, MasterCard, or American Express. If charged to a VISA, MasterCard, or American Express account, please list the billing address of your charge account in the “bill to” space on the order form.

3. Name and position of person ordering.

4. Address and telephone number.

5. Quantity.

6. Product title and ISBN.

7. Prices and totals (include sales tax where applicable).

How to Order

@