regions chapter 2, lesson 2: we the people lesson components · regions chapter 2, lesson 2: we the...

Regions

Chapter 2, Lesson 2: We the People Everything you need to review and teach a social studies lesson. Print lesson pages, assessment, and practice ancillaries for Chapter 2, Lesson 2—all at once! Lesson Components:

∞ Student Edition, pages 46–55

∞ Test Talk Practice Book, Unit 1 Test Preparation and Practice ∞ Quick Study, Lesson Summary and Review

∞ Workbook, Lesson Review

∞ Assessment Book, Unit 1 Content Test and Skills Test

∞ Every Student Learns Lesson Support and Guide

∞ Social Studies Plus!: A Hands-On Approach Blackline Master

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Test Talk Practice Book Unit 1 1

Name Date Test Talk

Use with Unit 1.

Living in the United StatesDirections: Read about time zones. Then follow the directions on pages 2–7.

Read a Time-Zone MapBuilding railroads changed the way

people used time. Before railroads crossedthe country, each town and city set its owntime. People would note when the sun wasat its highest point in the sky. At that time,people would set their clocks to noon.However, the sun appears to travel acrossthe sky from east to west. So noon wouldbe at a different time in a neighboring area.

Having slightly different times indifferent towns caused trouble for peoplemaking train schedules. The railroads cameup with a new idea. They would establishtime zones. In each time zone, clockswould all be set to the same time. TheUnited States adopted this plan in the1880s. It is the basic plan we use forsetting our clocks today.

You can best understand time zones bylooking at a time-zone map. A time-zonemap shows the boundaries of the time zoneacross a continent or for the entire Earth.Earth is divided into 24 time zones. Eachtime zone is an hour behind its neighbor tothe east and an hour ahead of its neighborto the west.

1 3

2

Time Zones in the United States

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2 Unit 1 Test Talk Practice Book

Test Talk

Use with Unit 1.

Name Date

Locate Key Words in the QuestionDirections: Before you can answer a question, you need to understand the question. Follow these steps to understand the question.

Read the question. Circle the key words and complete the sentence.

1. When did the United States adopt the plan for time zones ?

A in 1824B in the 1880s C in the 1980sD in 1776

I need to find out when the United States adopted

the plan for time zones.

Read each question. Circle the key words and complete each sentence.

2. What does a time-zone map show?

A a railroad scheduleB the boundaries of railroad linesC the boundaries of the time zones D the regions where the sun is the highest

I need to find out

3. Into how many time zones is Earth divided? Use details from the text to support your answer.

I need to find out

Try It

Learn

• Read the question.

• Ask yourself: “Who or what is the question about?” Words thattell “who” or “what” are key words. Circle key words.

• Look for and circle other key words. Often question words andother important words are key words.

• Turn the question into a statement using key words.Follow this model: “I need to find out ____.”

Strategy 1

Circle key words.

Turn the question into astatement using key words.

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Name Date

Locate Key Words in the TextDirections: You can also understand a question by thinking about where you need to look for the answer. Follow these steps to understand the question.

Read the question. Circle the key words and complete the sentence.

1. Based on paragraph 1, how did towns and cities settheir time before time zones ? Use details from the text to support your answer.

I found the answer in paragraph 1, sentences 2–4.

Read each question. Circle the key words and complete each sentence.

2. Based on paragraph 3, what does a time-zone map show?

A a railroad scheduleB the boundaries of railroad linesC the boundaries of the time zonesD the regions where the sun is the highest

I found the answer in

3. Into how many time zones is Earth divided? Use details from the text to support your answer.

I found the answer in

Try It

Learn


• Look for and circle key words in the question.

• Look for and circle key words in the text that match key words in the question.

• Decide where to look for the answer.

➤ To find the answer, you may have to look in one place in the text. The answeris right there in the text.

➤ To find the answer, you may have to look in several places in the text. Youhave to think and search for information.

➤ To find the answer, you may have to combine what you know with what theauthor tells you. The answer comes from the author and you.

Strategy 2

Test Talk

Use with Unit 1.

• Look for and circle keywords in the question.

• Look for and circle keywords in the text thatmatch key words in the question.

• The question asks how timewas set before time zones.

• You will have to look in one place in the text for information.

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Test Talk

Use with Unit 1.

Name Date

Choose the Right AnswerDirections: Use this strategy for a multiple-choice question in which you need to choose the best answer. Follow these steps to answer a multiple-choice question.

Cross out any choice you know is wrong. Next, go back to the text to rule out any other choices. Then mark your answer choice.

1. When did the United States adopt the plan for time zones?

A in 1824B in the 1880sC in the 1980sD in 1776

Cross out any choice you know is wrong. Next, go back to the text to rule out any other choices. Then mark your answer choice.

2. What does a time-zone map show?

A a railroad scheduleB the boundaries of railroad linesC the boundaries of the time zones D the regions where the sun is the highest

3. Into how many time zones is Earth divided?

A 24 B 60 C one for every place where the sun shinesD 12

Try It

Learn


• Read each answer choice.

• Rule out any choice you know is wrong. Go back to thetext to rule out other choices.

• Mark your answer choice.

• Check your answer by comparing it with the text.

Strategy 3

You will have to look in oneplace in the text.

Rule out the incorrectchoices. Choose answer Bbecause the text supportsthis choice.

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Name Date

Use Information from the TextDirections: A question may tell you to support your answer with details from the text. If it does, then you must include information from the text. Follow these stepsto answer such questions.

Use information from the text to answer the question.

1. How did towns and cities set their time before time zones ? Use details from the text to support your answer.

My Notes: railroads, changed way, people, used time,

towns and cities, note sun highest, set clocks, noon

My Answer: Before time zones, town and cities set

their own time. People would note when the sun was

the highest. Then they would set their clocks to noon.

Use information from the text to answer the question.

2. What does a time-zone map show? Use details from the text to support your answer.

My Notes:

My Answer:

Try It

Learn



• Make notes about details from the text that answer the question.

• Reread the question and your notes.

• If details are missing, go back to the text.

Strategy 4

Test Talk

Use with Unit 1.

• Look for and circle keywords in the question.

• The question asks you totell the ways towns andcities set their time beforetime zones.

• Read the text and makenotes about how townsand cities used to set their time.

Reread the question andcross out any notes that donot apply to the question.

Answer the question in yourown words.

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Test Talk

Use with Unit 1.

Name Date

Use Information from GraphicsDirections: A question may ask you about a map or tell you to support your answer with details from a map. If it does, then you must include information from the map. Follow these steps to answer questions about the map.

Look at the map on page 1. Use information from the map to answer the question.

1. Based on the map, how many time zones does theUnited States have? Use details to support your answer.

To find the answer, I will look at the time zones in the

United States, including Alaska and Hawaii.

My Answer: The United States has six time zones.

Look at the map on page 1. Use information from the map to answer the question.

2. Based on the map, in what time zone is Washington, D.C.? Use details to support your answer.

To find the answer, I will

My Answer:

Try It

Learn



• Use what you know to analyze the map.

• Use details from the map to answer the question.

Strategy 5

Look for and circle key wordsin the question.

Look at page 1. Analyze themap. Use details to answerthe question.

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Name Date

Write Your Answer to Score HighDirections: A question may tell you to write an answer. Follow these steps to write a correct, complete, and focused answer.

Examine this sample done by an imaginary student named Claudia. Analyze Claudia’s work.Cross out incorrect or unfocused information. What should she do to score higher?

1. Why were time zones established ? Use details from the text to support your answer.

Claudia’s Notes: different times, trouble, people in townsmake time zones, U.S. adopted plan, 1880s

Claudia’s Answer: Different times in different towns caused trouble making train schedules. So the peoplein towns established time zones. The United States adopted the plan in the 1880s.

To score higher, Claudia needs to replace “people in towns” with “railroads,” and cross

out information about when time zones were adopted.

Examine this sample done by an imaginary student named Josh. Analyze Josh’s work. Cross out incorrect or unfocused information. What should he do to score higher?

2. How is Earth divided into time zones? Use details from the text to support your answer.

Josh’s Notes: map shows boundaries of time zones; Earth, 24 time zones, hour behind towest, hour ahead to north

Josh’s Answer: To understand time zones, look at a time-zone map. Earth is divided into24 time zones. Each time zone is an hour ahead the zone to the west and an hour behindof the zone to the north.

To score higher, Josh needs to

Try It

Learn


• Make notes about details that answer the question.

• Reread the question and your notes. If details are missing, go back to the text.

• Begin your answer with words from the question. Include details from your notes.

• Check your answer. Ask yourself:

➤ Is my answer correct? Are some details incorrect?

➤ Is my answer complete? Do I need to add more details?

➤ Is my answer focused? Do all my details help answer the question?

Strategy 6

Test Talk

Use with Unit 1.

Claudia circled key words inthe question.

Claudia’s notes are incorrect.

Claudia’s notes includeunfocused information.

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10 Unit 1, Chapter 2, Lesson 2 Summary Quick Study

Name Date

Lesson 2: We the PeopleVocabulary

Lesson 2 Summary

Use with pages 46–52.

government the rules, or laws, of a country and the people who run the nationrepublic a type of government in which leaders are electedrepresent to make decisions for othersdemocracy a form of government in which every citizen has a right to take part citizen an official member of a countryConstitution the document that sets forth the plan for U.S. governmentfederal a system of government in which the national and state governments share powerlegislative branch the part of the government that makes lawsCapitol the building where the U.S. Congress meetsexecutive branch the part of the government in charge of carrying out lawsWhite House the building where the President of the United States lives and worksjudicial branch the part of the government that makes sure laws follow the ConstitutionSupreme Court the highest court of the United Statesamendment a change to the ConstitutionBill of Rights the first ten amendments to the Constitution

A Government for the PeopleThe government often does important jobs forus. The United States is a republic. Its leadersare elected. The leaders represent, or makedecisions for, the people who elect them. TheUnited States is also a democracy. All citizenshave the right to take part in government.

Government by the PeopleThe Constitution of the United States ofAmerica describes the parts of governmentand how the government works. There arethree levels of government in the UnitedStates. Local governments offer services tocommunities. State governments pass manylaws. The people of each state set up theirstate government. The government of ourentire country is the national government. Wehave a federal system of government. Thismeans that the state and national governmentsshare power.

The Three Branches of GovernmentThe national government of the United Stateshas three branches. The legislative branchmakes laws. Congress is the legislative branch.Congress has the Senate and the House ofRepresentatives. Congress meets in a buildingcalled the Capitol. The executive branchcarries out the nation’s laws. The Presidentleads this branch. The President lives andworks in the White House. The judicialbranch decides whether the laws follow theConstitution. The Supreme Court is thehighest court in the judicial branch.

The Flexibility of the GovernmentThe government can be changed by laws andamendments. Amendments are changes to theConstitution. Amendments are passed byCongress. Amendments must also be approvedby most states. The Bill of Rights, the first tenamendments, gives citizens certain freedoms.

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Quick Study Unit 1, Chapter 2, Lesson 2 Review 11

Name Date

Lesson 2: Review1. Summarize On a separate sheet of paper, make a chart like the one below. Use it to

summarize the government’s two other branches.

2. What is the United States Constitution, and why is it important?

3. Describe each of the three levels of government.

4. How can the Constitution be changed?

5. Critical Thinking: Draw Conclusions The United States Constitution was written in 1787.Since then, there have been fewer than 30 amendments to the Constitution. What does thissay about the Constitution as a plan for government?

Lesson 2 Review


Makes laws Includes House and Senate

legislative branch

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10 Lesson Review Workbook

Name Date Lesson Review

Use with Pages 46–52.

Lesson 2: We the PeopleDirections: Complete the following fact sheet about government in the UnitedStates. You may use your textbook.

Notes for Home: Your child learned about levels of government in the United States and the role electedofficials play at each level.Home Activity: With your child, research and identify the names of the local, state, and national officialselected to represent you. Write them on a sheet of paper.

U.S. Government Fact Sheet

Name of country:

Type of government:

How government is run:

Citizens:

Leaders:

Written plan of government:

How laws can be changed:

Number of levels of government:

Level One

Top Official:

Responsibilities:

Level Two:

Top Official:

Responsibilities:

Level Three:

Top Official:

Responsibilities:

Three branches of national government:

1. According to some scientists, how did thefirst Americans arrive in North America?a They sailed from Europe with

Christopher Columbus.b They slowly migrated from South

America.c They walked from Siberia to Alaska

across the Bering Strait.d They sailed from Africa in search of

riches.

2. Which of the following is NOT a reasonwhy explorers and settlers came to NorthAmerica? a spread Christianity b develop varied culturesc find gold and riches d claim land for their rulers

3. What was the purpose of ChristopherColumbus’s first voyage to NorthAmerica?a find a short route by sea to Asiab spread Christianityc trade goods with Native Americansd claim land for the United States

4. Which is NOT a way that new territorywas added to the United States?a The U.S. took lands from Mexico and

Canada after the Mexican War.b Florida was purchased from Spain.c The U.S. purchased the Louisiana

Territory from the French.d Britain gave up the Oregon Territory.

5. How did the United States expand itsterritory from the Atlantic to the PacificOceans? a conquering Mexican forces that

controlled all the landb making maps of the lands explorers

discoveredc signing treaties, buying lands, and

fighting warsd trading lands with other countries

6. What is the Constitution?a nation’s highest courtb building where the President livesc United States Capitold written plan for the nation’s

government

7. At which level of government do voterselect a mayor?a localb statec nationald federal

8. Which branch of government makes thenation’s laws?a executiveb legislativec judiciald state

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Assessment Book Unit 1, Chapter 2 Test 5

Chapter 2 TestName Date

Chapter 2 TestPart 1: Content Test

Directions: Fill in the circle next to the correct answer.

Lesson Objective (1:1)








9. Which of the following is the head of theexecutive branch of government? a Congressb the Presidentc Supreme Courtd House of Representatives

10. How can the United States Constitutionbe changed?a in local electionsb by Supreme Court justicesc by an amendment passed by the

Presidentd by an amendment approved by the

states

11. What is one way a person can become acitizen of the United States?a being born in the United Statesb getting a passport and travelingc paying taxes and votingd promising to live in this country

12. Which is NOT a service that is paid forby taxes?a maintaining roadsb making new parksc building schoolsd buying school supplies

13. Which of the following is NOT aresponsibility of all U.S. citizens?a paying taxesb obeying lawsc working for the federal governmentd serving on a jury

14. Which of the following is NOT aresponsibility of U.S. children?a learn how the U.S. government worksb votec learn about the history of the United

Statesd be educated

15. Why is it important for Americans tovote? a It helps them stay informed about

current events. b It is the only way that citizens can

participate in government.c It makes sure that the government

represents the will of the people.d It is a requirement to live in this

country.

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6 Unit 1, Chapter 2 Test Assessment Book

Name Date Chapter 2 Test








Part 2: Skills Test

Directions: Use complete sentences to answer questions 1–5. Use a separate sheetof paper if you need more space.

1. Who were the first Americans? Summarize

2. What effects of immigration can be seen in the United States? Cause and Effect

3. In what ways do United States citizens make sure the government represents the will of thepeople? Make Inferences

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Assessment Book Unit 1, Chapter 2 Test 7

Chapter 2 TestName Date

4. In what way is the United States government flexible? Draw Conclusions

5. What might happen if all Americans ignored their responsibilities as citizens? Hypothesize

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8 Unit 1, Chapter 2 Test Assessment Book

Name Date Chapter 2 Test

We the People Activate Prior Knowledge If possible show pictures of the President, the Senate, the White House, and alocal government office or official. Tap students’ prior knowledge andexperiences by discussing the idea of government.

Ask:

• Do you ever want to be the President of the United States? Why?

• Who is the President of the United States now? What does this person do?

• What do you know about the United States government?

Build Background

In this lesson students learn how the republic of the United States is arepresentative democracy. To build background for this concept, have themthink about what democracy is by asking the questions below. List studentresponses in a word web.

Ask:

• What do you think the word democracy means?

• If a country is democratic, are people allowed to vote?

• How can you tell our nation is democratic?

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18 Unit 1, Chapter 2, Lesson 2 Every Student Learns

Chapter 2, Lesson 2


democracy

elections

fair

democracy

say what you think

freedoms

people allowedto vote

leaders

Congress

Access Content Preview the Lesson Read aloud the Focus on the Main Idea sentence on page 46. Then ask thequestions below.

Suggested Questions:

• Who do you think “We the People” are? Do you recognize this phrase from anywhere?

• How do people participate in government?

• Why do people in the United States vote?

Picture WalkPage 47 ■ What do you think the section heading “A Government for the

People” might mean? Why do you think so? How does this picturerelate to the section heading?

Page 48 ■ Read aloud the captions for the diagram. Local refers to the townor community you live in. State refers to one of the fifty states ofour country. National refers to our country as a whole.All three ofthese levels are run by citizens.

Page 49 ■ Which level of government would you deal with if you wanted toput up a new stop sign in your town?

Page 50 ■ Read the captions in the diagram. The executive branch is run bythe President, who lives in the White House. The legislative branchhelps make laws, and this work is done mainly in the Capitolbuilding. The judicial branch refers to the court system. That’s whythe Supreme Court Building is shown.

■ What do you think the word branches in the section heading means?

Page 51 ■ What do you know about judges? What do judges do?

■ What do you think the Supreme Court does?

Page 52 ■ This picture shows the members of Congress meeting. Congressmakes new laws for the country. What kinds of situations do youthink members of Congress discuss when they meet?

My Lesson GuideHave students write the title of each level of government in their social studiesnotebooks. As they read, have students fill in the duties of each level ofgovernment under its title. Show them how these notes will help them completeMy Lesson Guide.

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Every Student Learns Unit 1, Chapter 2, Lesson 2 19

Chapter 2, Lesson 2


My Lesson GuideDirections: Complete the chart using the details below.

• usually run by a mayor or village president

• run by the President of the United States

• run by governors

• make laws that affect daily living

• decisions must be approved by Congress

• provide police and fire protection

Talk About It Work with a partner. Discuss which branch of the United States governmentyou would like to work in—the executive branch, the legislative branch, or thejudicial branch. Explain your choice.

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20 Unit 1, Chapter 2, Lesson 2 Every Student Learns

Chapter 2, Lesson 2


Name Date

Notes for Home: Your child learned how the United States government works. Home Activity: Ask your child to tell you what an amendment is.

Level ofGovernment Details

national

state

local

Extend LanguageIn this Extend Language students learn about suffixes. Tell students that asuffix is a word part added to the end of a word to change the word’s meaning.

government What part of speech is government? (noun)

Break the word government down. (govern, -ment)

What does govern mean? (to rule) What part of speech is govern? (verb)

Explain that adding the suffix -ment often changes a verb into a noun.

Write this sentence on the board: They will amend the Constitution.

What part of speech is amend? (verb)

What new word is formed when we add the suffix -ment to amend?(amendment) What part of speech is amendment? (noun)

With a partner, think of some other nouns that end with the suffix-ment. (announcement, management)

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Every Student Learns Unit 1, Chapter 2, Lesson 2 21

Chapter 2, Lesson 2


Read students the following sentences from page 48: “The power ofour government does not come from government leaders. It comesfrom citizens who elect those leaders.”

Ask students to tell you what they think these sentences mean. Then ask: How doesvoting give people power? What are some things people can do because they have thepower to vote?

ConversationStarter

Government: the rules,or laws, that we follow and the people who runthe country

Root: Old French—governer meaning govern

Other nouns that endwith the suffix -ment:enjoyment, entertainment,judgment

“The government is made up of therules, or laws, that we follow and thepeople who run our country.”

page 47

Verb Suffix Noun

govern -ment government

amend -ment amendment

announce -ment announcement

manage -ment management

Social Studies Plus! Unit 1 Blackline Master 23

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The Responsibility Game

Students are to fill in the blanks to complete each sentence, then cut the cards apart. To play theResponsibility Game, students pick a card and name a responsibility of the person on that card.If a student can’t think of a responsibility, the other players are responsible for helping!

Name Date

Be a responsible

.Be a responsible

.

Be a responsible

.Be a responsible

.

Be a responsible

.Be a responsible

.

regions chapter 2, lesson 2: we the people lesson components · regions chapter 2, lesson 2: we the...

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