american history primary source document u1 ch01 s1 ct-860970 12/9/03 8:33 am page 4 ... today...

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As citizens, we enjoy the rewards of our system of government,but we also have certain responsibilities. By participating in yourgovernment, you can help ensure that our system will continue toprovide the blessings of life, liberty, and the pursuit of happiness.In Unit 1, you will learn about the citizens of the United Statesand how our democratic system of government developed.

Use the American History Primary Source DocumentLibrary CD-ROM to find primary sources about Americansand the foundations of their citizenship.

Find out the purposes of your government firsthand. Contact agovernment leader, such as a state representative, a city councilmember, or a school board member, and ask how the governmenthe or she represents serves American citizens.

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A ticker tape parade in New York City

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Organizing Information Study Foldable Make the following foldable to helpyou organize what you learn about citizenship and government in a democracy.

Step 1 Collect 2 sheets of paperand place them about 1 inch apart.

Reading andWriting As you readthe chapter, write themain ideas presentedin each of the threesections of the chapterunder the tabs of yourfoldable.Step 3 When all the tabs are the

same size, crease the paper tohold the tabs in place and staplethe sheets together. Label eachtab as shown.

Step 2 Fold up the bottom edgesof the paper to form 4 tabs.

4A father and daughter at the swearing-in

ceremony for U.S. citizenship

Our government protects our rights and provides us withbenefits. Our responsibilities include knowing how ourgovernment works and how it affects our lives. Contact theoffices of your local government to find out what issuesofficials are dealing with now and how they affect you.

To learn more about the roles government plays in ourlives, view the Democracy in Action video lesson 1:Government and Our Lives.

Keep theedges

straight.

This makesall tabs thesame size.

Government of the PeoplePath to CitizenshipDiversity ofAmericans

Citizenship & Government

Stapletogether along

the fold.

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Paul A. Souders/CORBIS

Chapter Overview Visit the CivicsToday Web site at civ.glencoe.comand click on Chapter OverviewsChapter 1 to preview chapterinformation.

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GUIDE TO READING

Main IdeaDemocratic governmentsperform necessary func-tions so citizens can livetogether peacefully.

Key Termscivics, citizen,government, public policy, budget,dictatorship, democracy,direct democracy,representative democracy, majority rule

Reading StrategyOrganizing InformationCreate a chart like theone below. Then list thelevels of government, afunction of each, and anexample of the level andfunction in the correctcolumns.

Read to Learn Why do people need

governments? What purposes do

governments serve?

Government of the People, by the People, for the People

SECTION

When Americans voteor serve on a jury, their actions arebased on ideas that people had inthe fourth century B.C. In examininghow people act, Aristotle wrotethese words: If liberty and equality,as is thought by some, are chieflyto be found in democracy, they willbe best attained when all personsalike share in the government tothe utmost.

What Is Civics?Civics is the study of the rights and duties of citizens. The

concept of citizenship dates back more than 2,500 years toancient Greece and Rome. In those days, only a few peoplemen with propertycould be citizens. This elite group helpedgovern the city and enjoyed other privileges that the commonpeople did not share.

Today gender and wealth are no longer requirements for citizenship. Indeed, most people are citizens of the coun-try in which they live. Citizens have certain rights andduties.They are community members who owe loyalty to thegovernment and are entitled to protection from it. However,being a citizen means much more than just living in a coun-try. American citizens who live abroad are still citizens of theUnited States. Citizens are a part of a country. They mayshare a common history, common customs, or common val-ues.They agree to follow a set of rules and to accept the gov-ernments authority.

Explaining As a citizen, what do you agree to do?

Aristotle teaches

6 Chapter 1 Citizenship and Government in a Democracy

Level Function Example

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Bridgeman Art Library

The Need for GovernmentA government is the ruling authority for

a community. Any organization that has thepower to make and enforce laws and deci-sions for its members acts as a government.

For hundreds of years, people haveformed governments. The earliest NativeAmericans had tribal councils. ThomasHobbes, an English political thinker duringthe 1600s, believed that without govern-ment life would be solitary, poor, nasty,brutish, and short. Hobbes claimed thathuman beings naturally compete for terri-tory, resources, and power. If each of uscould do just as we pleased, fighting wouldbe common, and survival would depend onstrength and cunning.

Think about trying to play basketballwith no rules or referees. How would play-ers know what to do and whatnot to do? How would thewinner be determined? Thegame would probably be achaotic free-for-all. Similarly,if there were no governmentto make and enforce laws, wewould live in a state of confu-sion, violence, and fear.Fortunately, government canmake it possible for people tolive together peacefully andproductively.

Summarizing Why didHobbes believe people neededgovernments?

The Functions ofGovernment

Governments serve manypurposes and offer citizensmany benefits. They helpkeep order, settle conflicts,and protect the community.

They provide services that individualscould not supply independently. They alsoguide the community and plan for its futureby setting policies, making budgets, andinteracting with other communities.

Keeping Order and Providing Security Conflicts are unavoidable when people

live together in a community. Citizens maydisagree on all sorts of matterstheirchoice of leaders, the best way to raise orspend money, the rightful owner of certainproperty, and so on. Governments makelaws to help prevent conflicts and to settlethose conflicts that do arise.

Governments have the power toenforce the laws. For example, to makesure that drivers obey traffic regulations,

Civic Participation Apple Valley High School students inMinnesota recite the Pledge of Allegiance. How do you thinkreciting the pledge reflects citizenship?

Chapter 1 Citizenship and Government in a Democracy 7AP/Wide World Photos

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A banner created by American students after the terroristattacks of September 2001

KEEP ORDER

Pass and enforce traffic laws

Establish courts

PROVIDE SECURITY

Prevent crime

Protect citizens from foreign attacks

PROVIDE SERVICES

Provide libraries, schools,hospitals, parks, water, utilities

GUIDE THE COMMUNITY

Manage the economy

Conduct foreign relations

Governments perform four major functions, as shown bythe examples here. How do courts help keep order?

Functions of Government

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police officers are empowered to ticket orarrest violators. Courts decide whetherthose accused of crimes are guilty and howthey should be punished if found guilty.

Along with the need for law and ordercome concerns about community secu-ritydefending citizens and their landfrom enemies. Arrangements must bemade to fight off possible threats. For thisreason, governments set up armed forcesand agencies that watch for likely sourcesof trouble.

Providing Public Services Governments provide many services

that would not be available without coop-eration and coordination. Govern-ments create and manage libraries,schools, hospitals, parks, and recre-ation centers. They develop systemsto provide mass transit and supplywater to our homes and businesses.Government workers build andrepair streets, erect bridges, collectgarbage, and deliver the mail.

Many government services areaimed at keeping the public healthy

and safe. Local communities set up firedepartments and ambulance services, forexample. States license drivers and doctors.Other government agencies protect us fromdangerous drugs or spoiled food. Govern-ment inspectors check for safety problemsin everything from factories to day carecenters to amusement park rides.

Governments also give help to needypeople. For example, in each of the 50states, poor families and people who areout of work can receive food aid or cash.Government agencies also supply afford-able housing, health care, job training,and special programs for people withdisabilities.

Tony Freeman/PhotoEdit


Chapter 1 Citizenship and Government in a Democracy 9

Guiding the Community Another function of government is to

formulate public policy, or a course ofgovernment action to achieve communitygoals. When government leaders decidethey want to protect consumers, for exam-ple, or strengthen national security, they aresetting public policy goals. When they passlaws or develop guidelines to reach thesegoals, they are making public policy.

Most public policy decisions involvesome financial planning as well. Govern-ments have limited amounts of money, andthey must be careful to use it wisely.Creating a budget, or a plan for collectingand spending money, is key to the successof the community.

Another part of guiding the communityis developing relations with the commu-nitys neighbors and other outsiders.Governments often take responsibility forcommunicating and cooperating with othergovernments for the benefit of their citizens. International trade, travel, andmilitary pacts, or agreementsall part of

public policywould be impossible ifnational governments did not concernthemselves with foreign relations.

Concluding Why is plan-ning a budget important to a governmentssuccess?

Levels of GovernmentWithin a single country, many levels of

government may exist. Each exercisesauthority over a different group of people.The highest level in the United States isthe national government, centered in thenations capital, Washington, D.C. Thenational government makes and enforceslaws for the entire country. Each of our 50 states has its own government as well,which decides matters for the people inthat state. The level of government closestto Americans is local government. Localgovernments include counties, cities, andtowns.Your school may have a student gov-ernment, and if you choose to belong to a

Analyzing Visuals Sinceour nations earliest days,citizens have sought to bal-ance the need for govern-ment services with thedesire to be left alone. Whatstatement is the voter mak-ing with his words? How dothe voters actions contra-dict his speech?

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Tribune Media Services

club like Girl Scouts or 4-H, you respectthat organizations governing body, too.

When people speak of the govern-ment, they usually mean the national gov-ernment. State and local governments, aswell as governments of organizations, can-not take actions that go against the lawsand authority of the national government.

Comparing How do thegeneral duties of the national governmentdiffer from those of state governments?

Democratic GovernmentIn some parts of the world, governmen-

tal power lies in the hands of just a smallgroup or even a single person. For example,the government of Cuba is a dictatorship. Adictatorship is a government controlledby one person or a small group of people.In the United States, all citizens share ingoverning and being governed.This kind ofgovernment, in which the people rule, iscalled a democracy.

The foundations of democracy aremore than 2,500 years old. Democracybegan in ancient Greece, most famously inthe city of Athens. Every citizen of Athenshad the right and responsibility to partici-pate in the citys government, and all

citizens had an equal voice. This was adirect democracyall the citizens met todebate government matters and vote first-hand. Direct democracy is not practical formost countries today because of their largesizes and large populations. Many coun-tries have representative democraciesinstead.The citizens choose a smaller groupto represent them, make laws, and governon their behalf, but the people remain thesource of the governments authority.

The United States is the oldest represen-tative democracy in the world. For morethan 225 years, Americans have electedpresidents, members of Congress, and otherleaders to speak for them. Citizens expresstheir views in person, over the phone, by e-mail and regular snail mail, and throughpublic opinion polls and political groups. Inlater chapters you will read more about howyou can participate in government and aboutyour rights and responsibilities as a citizen.

Principles of American Democracy Abraham Lincoln, Americas sixteenth

president, described our democracy as agovernment of the people, by the people, forthe people. His words make three importantpoints. First, the power of the governmentcomes from the citizens. Second, Americansthemselves, acting through their representa-tives, run their government. Third, the pur-pose of the government is to make the UnitedStates a better place for those who live here.

Because democratic governments existby the people, all genuine democracies havefree, fair, and competitive elections.Through free elections, people have thechance to choose their leaders and voicetheir opinions on various issues.

Dictatorship Teens in Iraq hold up a picture ofSaddam Hussein, who was their leader until2003. Do you think the girls in this photo support Hussein? Why or why not?

AP/Wide World Photos


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Peter Miller/Photo Researchers

What makes an election fair and free?First, everyones vote must carry the sameweight. This principle is often expressed in the phrase one person, one vote.Second, all candidates have the right toexpress their views freely to the public.Citizens are free to support candidates orissues. The legal requirements for votingmust be kept to a minimum. For example,our voting laws center on age, residence, andcitizenship, while other factors like race andethnic and religious background cannot beused to restrict voting. Finally, citizens mayvote freely by secret ballot, without fearingpunishment for their voting decisions.

Competitive elections and competingpolitical parties are an important element indemocracies. (A political party is a group ofindividuals with broad, common interestswho organize to support candidates foroffice and determine public policy.) Com-peting political parties give voters a choiceamong candidates. Also, parties out ofpower serve as watchdogs of parties inpower.

In a democracy, individuals are free todevelop their own capacities. This meansthat the government works to promoteequality, and all people have an equalopportunity to develop their talents.

Another principle of our democracy ismajority rule. French philosopher Jean-Jacques Rosseau helped promote this idea inthe late 1700s. According to this principle,citizens agree that when differences of opin-ion arise, we will abide by what most peoplewant. At the same time, we insist on respectfor the rights of those in the minority.

A town meeting in Warren, Vermont

Fundamental Principlesof American Democracy

RULE OF LAW

All people, including those whogovern, are bound by the law.

LIMITED GOVERNMENT

Government is not all-powerfulit may do only those things thatpeople have given it the power to do.

CONSENT OF THE GOVERNED

American citizens are the sourceof all governmental power.

INDIVIDUAL RIGHTS

In the American democracy, individual rights are protected by government.

REPRESENTATIVE GOVERNMENT

People elect government leaders tomake the laws and govern ontheir behalf.

Our American democracy is built on these funda-mental principles. Who is the source of power in direct democracies and representativedemocracies?


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Respect for minority rights is sometimesdifficult to maintain, though, especially ifsociety is under a great deal of stress. Forexample, the United States governmentimprisoned in excess of 100,000 JapaneseAmericans in relocation camps duringWorld War II. Government leaders fearedthat these Americans would be disloyal.This relocation program caused severehardships for many Japanese Americans anddeprived them of basic liberties. In 1988Congress recognized the grave injustice ofthe relocation camps and offered paymentsof $20,000 to those Japanese Americans stillliving who had been relocated.

After the terrorist attacks of 2001,President George W. Bush realized thatmany people might turn their anger againstMuslims in the United States, so he visitedthe Islamic Center in Washington, D.C.,soon after the attacks. He explained thatIslam is a peaceful religion and urgedAmericans to treat Muslim Americans fairly.

Comparing What is thedifference between a dictatorship and ademocracy?


Checking for Understanding1. Key Terms Use the following

terms in complete sentencesthat demonstrate the meaning of each term: civics, citizen,government, public policy,budget, dictatorship, democracy,direct democracy, representativedemocracy, majority rule.

Reviewing Main Ideas2. Compare What is the difference

between a direct democracy anda representative democracy?

3. Identify What three levels ofgovernment exist in the UnitedStates?

Critical Thinking4. Making Predictions What do

you think would happen if therewere no governments anywherein the world? Describe such asituation, and then explain whygovernments are necessary.

5. Organizing Information On aweb diagram like the one below, write as many benefits of government as you can.

Analyzing Visuals6. Conclude Review the funda-

mental principles of Americandemocracy on page 11. Howdoes the American governmentcarry out the principle of con-sent of the governed?

SECTION ASSESSMENT

Benefits ofGovernment

BE AN ACTIVE CITIZEN7. Analyze Primary Sources Find

news articles that report on gov-ernment performing the threefunctions explained in this sec-tion. Identify which function andlevel of government each articledescribes.

What Does It Mean to Be aGood Citizen of a Country?Which of the following actions do you think demon-strate being a good citizen?

Hanging a flag outside the home or on the car Speaking out against the government Giving money to people in need Paying taxes on time Speaking English Voting Not criticizing the govern-

ment during time of war Serving on a jury or testify-

ing as a witness at a trial Swearing an oath of alle-

giance to the United States Serving one year of

national service, upongraduation

BE AN ACTIVE CITIZEN Form a group with four other classmates to shareand discuss your priorities. Identify and prioritizethe groups five top qualities of good citizens.

Joseph Sohm, ChromoSohm, Inc./CORBIS

Study CentralTM To review this section, go toand click on Study CentralTM.civ.glencoe.com

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Is the government monitoring her?

Should the Government BeAllowed to Use Electronic

Surveillance?In an effort to track down terrorists, government intelli-gencethe secret agents charged with protecting thenations securityjumped into cyberspace. On October26, 2001, President George W. Bush signed the ProvideAppropriate Tools Required to Intercept and ObstructTerrorism Act. Known as the PATRIOT Act, this anti-terrorist law armed the FBI and Central IntelligenceAgency (CIA) with broad new powers. One provisionincluded the use of electronic surveillancegovernmentsearches of the Internet, including e-mail sent fromhome computers. Critics charged that electronic surveil-lance violated the rights of Americans. Supportersclaimed that it protected them from harm.

The despicable acts of September 11 havetaught us that the terrorists now targeting theUnited States are both resourceful and capableof evading standard investigative techniques.While being mindful to protect our civil liberties,we must act now to fight terrorism by giving ourlaw enforcement and intelligence communitiesthe tools they need to find and eliminate terror-ists wherever they might hide. . . .

This bill, I believe, strikes an appropriate bal-ance between the protection of our civil liber-ties and putting some teeth into the nationsantiterrorism laws.

Mike Simpson, Republican representative, Idaho, 2001

The House Republican Leadership today gaveAmericans, and the members of Congress thatrepresent them, a false choicestop terrorismor sacrifice fundamental civil liberties. . . .

The bill . . . would allow wholesale use ofcovert [secret] searches for any criminal investi-gation, allowing the government to enter yourhome or office and conduct a search, take pho-tographs and download your computer fileswithout notifying you until later. . . .

We must strengthen our nations ability todestroy the threat of terrorismbut we mustnot destroy our constitutional rights and free-doms in the process.

Michael M. Honda, Democraticrepresentative, California, 2001

1. What arguments does Simpson use to sup-port the use of electronic surveillance?

2. Why does Honda oppose it?

3. What do you think about the use of elec-tronic surveillance? When, if ever, should itbe used?

Debating the IssueDebating the Issue

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GUIDE TO READING

Main IdeaA person not born in the United States canbecome a citizen throughthe process of naturaliza-tion. Some residents ofthe United States are notcitizens.

Key Termsnaturalization, alien,immigrant, deport

Reading StrategySequencing InformationAs you read, complete achart like the one belowto list the steps in thenaturalization process.

Read to Learn How can people

become citizens of the United States?

How are both legal andillegal aliens able tolive in the UnitedStates?

The Path toCitizenship

SECTION

American soldier during the Vietnam War


Naturalization Process

Step1

Step2

Step3

Step4

Step5

Step6

He thought he was an American citizen. He was drafted in 1969 and served two years in the U.S. Army during the Vietnam War; but when Tom Castillo carried out some research on his family tree, he made a discovery.He had been born in Mexico. When Castillo was about five, he, his mother, and two siblings moved from Mexico to Texas. His mother kept his birthplace a secret, wanting him to grow up American. Now,at age 52, Castillo has become a naturalized citizen of the United States. It was a natural step for Castillo, who says, Ive always considered myself an American first.

Who Are Americas Citizens?In Section 1 you learned that citizens are people with cer-

tain rights and duties under a government and who owe alle-giance to that government. Although Tom Castillo thought andacted like an American citizen, he wasnt technically anAmerican citizen until later. Every country has rules about howpeople gain citizenship. In the United States, the FourteenthAmendment defines a U.S. citizen as anyone born or natural-ized in the United States. Therefore, the U.S. Constitutionestablishes two ways to become a citizen: by birth and, for for-eigners who choose to become citizens, by a legal processcalled naturalization.

Citizenship by BirthIf you were born in any of the 50 states or the District of

Columbia, you automatically became an American citizen atbirth.The same is true if you were born outside the country butin American territory, such as Puerto Rico or Guam or on a U.S.military base overseas. Even if you were born elsewhere, you

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AP/Wide World Photos


could still claim American citizenship if yourparents are both citizens or if one is a citizenwho has actually lived in the United States.

Children born on American soil to non-U.S. citizens also acquire U.S. citizenship atbirth. An exception to this rule is made forchildren born to foreign diplomatsofficialgovernment representativesliving in theUnited States. Such children keep the citi-zenship of their parents.

Under some circumstances, Americansmay hold dual citizenship. This means thatthey enjoy rights in the United States andin another country at the same time. Forexample, a child born abroad to Americanparents may be both a U.S. citizen and acitizen of the country of his or her birth.

The Naturalization ProcessSeveral million noncitizens, or aliens,

live in the United States. Some come tostudy, to work, or to visit relatives for awhile. They remain citizens of their owncountries and eventually return home.Other aliens, however, plan to settle hereand become naturalized citizens. Morethan half a million immigrantspeoplewho move permanently to a new coun-trygain American citizenship each year.

Aliens who want to become UnitedStates citizens must first sign a statementsaying just that. This Declaration ofIntention is then filed with the U.S.Citizenship and Immigration Services(USCIS), an agency of the national gov-ernment. For most aliens, the next stepcomes after living in the United States atleast five years. (Aliens who are married tocitizens wait only three years.) During thistime, many immigrants take specialclasses to prepare for citizenship. At thistime, if they are at least 18 years old andhave lived for at least three months in thestate where they seek naturalization, theymay file an application for citizenship.

After the paperwork is checked, thealien has an interview with a USCIS offi-cial. Agency officials want to be sure thealien meets the necessary requirementsand is of good moral character. The appli-cant must also take a citizenship examthat consists of questions about reading,writing, and speaking English and basicfacts about the history and government ofthe United States. Afterward, the USCISmakes its decision.

If the application is granted, the final stepin naturalization is attending a ceremony andpledging an oath of allegiance. The alienswears to be loyal to this country above allothers, to obey the Constitution and otherlaws, and to perform military or other dutiesif needed.Then the person signs a documentand is declared a citizen of the United States.

I hereby declare, on oath, that I absolutely and entirely renounce and abjure [reject] all allegiance and fidelity to any foreign prince, potentate, state, or sovereignty, to whom or which I have heretofore been a subject or citizen; that I will support and defend the Constitution and laws of the United States of America against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; that I will bear arms on behalf of the United States when required by law; thatI will perform noncombatant service inthe armed forces of the United States when required by law; that I will perform work of national importance under civilian direction when required by law; and thatI take this obligation freely without any mental reservation or purpose of evasion; so help me God.

OATH OF ALLEGIANCE TOTHE UNITED STATES

Becoming an American Citizen All citizen-ship applicants must take the citizenshipoath. What step in the naturalizationprocess comes just before taking the citizenship oath?

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If he or she has children under 18, they auto-matically become naturalized citizens, too.

Comparing What is thefirst step an alien takes to become a citizen?

A Lifelong PrivilegeWhether they are naturalized or native-

born, most Americans keep their citizenshipforever. Only the federal government can

both grant citizenship and take it away.Although state governments can deny aconvicted criminal some of the privileges ofcitizenship, such as voting, they do not havethe power to deny citizenship itself. Thegovernment may strip naturalized citizensof their citizenship if it was improperlyobtained. However, in most cases, the onlyway to lose U.S. citizenship is to voluntarilygive it up. This must be done in a foreigncountry, with a formal oath signed before anappropriate American official.

There is no going back for those whotake this step. They cannot later changetheir minds and regain citizenship. Theyalso remain liable for old debts and anycrimes they may have committed in theUnited States.

Aliens in AmericaThe United States restricts the num-

ber of immigrants who can enter thecountry. Millions apply, but only about675,000 are accepted each year. Tradi-tionally, the relatives of U.S. citizens andpeople with needed job skills received thehighest priority. Family members still getspecial consideration, but because of theImmigration Act of 1990, emphasis hasshifted toward welcoming those whowant to work and produce and con-tribute, as one member of Congress putit. The new policy benefits people withparticular skills, talents, or the money toinvest in our economy.

Illegal Aliens Despite immigration limits, approx-

imately 8 to 9 million aliens are living in theUnited States illegally. Some were refusedpermission to immigrate; others neverapplied for permission because they feared along, slow process or being turned down.

Bettmann/CORBIS

Emma Lazarus(18491887)Emma Lazarus wrote the poem that today captures the meaning of the Statue ofLiberty. Lines from The NewColossus, written in 1883,appear at the statues base. In words now famous, Lazarusdeclared:

Give me your tired, your poor,Your huddled masses yearning to

breathe free.

Lazarus, the fourth of seven children, grewup in one of the oldest and most respectedJewish families in New York City. She pub-lished her first book at age 17 and by age 25was a well-known writer.

All around her, Lazarus saw a city alivewith immigration. New York more than dou-bled in size as millions of immigrants cameto the United States in the late 1800s.Lazarus felt strong ties with Jews driven fromRussia because of their religion. She startedclasses in English and helped Russian Jewsfind housing.

To Lazarus, the United States was thegolden door to freedom. She hoped that theStatue of Liberty, erected in 1886, would serveas a beacon of liberty to the entire world.


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Illegal alienscome to theUnited States ina variety of ways.A few enter thecountry as tem-porary visitorsbut never leave.Others risk cap-

ture and arrest by illegally crossing ourborders with Mexico and Canada. Otherillegal aliens are foreigners who have stayedin the United States after their legal per-mits have expired.

Whatever the method, the reason is usu-ally the same. I came for work and for a bet-ter life, explained one Mexican immigrant;yet illegal aliens often have a difficult time inthe United States. Many have no friends orfamily here, no place to live, and no sure wayto earn money. It is against the law to hireillegal aliens, and those who do find workusually receive little pay and no benefits.Every day they live with the fear that govern-ment officials will discover and deportthemsend them back to their own country.

The United States Border Patrol is thelaw-enforcement unit of the USCIS. Its pri-mary responsibility is to detect and preventthe illegal entry of aliens into the UnitedStates. The Border Patrol patrols the 6,000miles of Mexican and Canadian interna-tional land borders and 2,000 miles ofcoastal waters surrounding the FloridaPeninsula and the island of Puerto Rico.

Legal Aliens Aliens who have entered the United

States legally lead lives much like those ofAmerican citizens. Aliensboth legal andillegalmay hold jobs, own property, attendpublic schools, and receive other govern-ment services. They pay taxes and are enti-tled to legal protection.

Aliens do not have full political rights,however. They may not vote in elections orrun for office.They may not serve on juriesor work in most government jobs. In addi-tion, unlike U.S. citizens, aliens must carryidentification cards at all times.

Explaining Why do youthink aliens come to the United States?

Checking for Understanding1. Key Terms Define each of the

following terms and explain howit relates to citizenship in theUnited States: naturalization,alien, immigrant, deport.

Reviewing Main Ideas2. Explain What is dual citizen-

ship? How can an Americanobtain dual citizenship?

3. Describe What is the most common way that a personloses American citizenship?Explain the process by whichthis happens.

Critical Thinking4. Synthesizing Information If you

were a government official, howwould you prevent illegal aliensfrom entering the United States?

5. Comparing and Contrasting Ona chart like the one below, com-pare the rights of legal aliens tothe rights of citizens of theUnited States.

Analyzing Visuals 6. Explain Reread the Oath of

Allegiance to the United Stateson page 15. What must natural-ized citizens publicly renounce orgive up?

SECTION ASSESSMENT

BE AN ACTIVE CITIZEN7. Write Interview an American

who became a citizen throughthe naturalization process. Whatreasons brought him or her tothe United States? Why did he orshe want to become anAmerican citizen?

Aliens Both Citizens

Student Web Activity Visitciv.glencoe.com and click onStudent Web ActivitiesChapter 1 to learn moreabout becoming anAmerican citizen.



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Critical Thinking

Why Learn This Skill?When you read a sports or fashion article, youusually remember the highlights about the topicdescribed. These highlights are main ideas.Identifying main ideas is a useful skill when youread textbooks, news reports, or referencematerials. It will help you remember informationfor a test and become an informed citizen.

Learning the SkillTo identify the main ideas in a passage, followthese steps: Determine the topic discussed in the para-

graph or other selection you are reading.There may be a title or bold heading to helpyou. You might also skim the selection tofind the topic.

Read to learn what the selection says aboutthe topic. Ask yourself: What is the purposeof this information?

Identify important details that support thetopic being discussed.

Identify the main idea. The main idea may befound in a topic sentence at the beginning or

end of a passage. The main idea may also be described in several sentences.Sometimes, however, the main idea may be implied, or stated indirectly.

After reading the selection, look away.Mentally restate the main idea in your own words.

Practicing the SkillRead the passage below and answer the fol-lowing questions.

A person who has dual citizenship claimscitizenship in two countries. He or she isobliged to obey the legal requirements ofcitizenship of both countries. To avoidproblems, a person who is or plans tobecome a dual citizen needs to know thelaws of both countries. In some cases,the person may automatically lose citi-zenship in one country upon becoming acitizen of the other. The dual citizen willlikely need separate passports for enter-ing or leaving each country. Both coun-tries may require the dual citizen to paytaxes or to serve in the military.

Which sentence states the main idea ofthe passage? What details support the main idea? Restate the main idea in your own words. 3

2

1


A new citizen examines her passport.

Practice key skills with GlencoesSkillbuilder Interactive WorkbookCD-ROM, Level 1.

Identifying the Main Idea

Read the paragraphs under the heading A Lifelong Privilege of your textbook onpage 16. Identify the main idea and restate it in your own words.

Applying the Skill

014-018 U1 CH01 S2 CT-860970 12/9/03 12:11 PM Page 18

GUIDE TO READING

Main IdeaIn addition to its commonvalues and civic unity, theUnited States benefitsfrom its rich diversity.

Key Termsmigration, patriotism,terrorism

Reading StrategyIdentifying InformationAs you read, create a webdiagram like the oneshown here, in which youlist as many examples ofdiversity in the UnitedStates as you can.

Read to Learn How and why do

Americans representdiverse cultures?

What are the commonvalues and civic unitythat hold togetherAmericans from diverseracial, ethnic, and reli-gious backgrounds?

The Diversity of Americans

SECTION

The diversity of the United States has been, and still is, agreat strength. In 1888 Henry Cabot Lodge, a member of the U.S.Congress, urged Americans to actively accept immigrants: Let everyman honor and love the landof his birth and the race fromwhich he springs and keeptheir memory green. It is apious and honorable duty. Butlet us have done with British-Americans and Irish-Americansand German-Americans, andso on, and all beAmericans. . . . If a man isgoing to be an American at alllet him be so without anyqualifying adjectives; and if heis going to be something else,let him drop the wordAmerican from his personaldescription.

A Nation of ImmigrantsOn the back of every American coin, youll find the Latin

words E pluribus unum, meaning Out of many, one. Thisphrase reminds us that the many diverse citizens of the UnitedStates have joined together to create a single, strong nation.For all our differences, we are linked by shared values andexperiences. More than 296 million people live in the UnitedStates today. All of us are descended from families that immi-grated at one time or another. Most scholars believe that thefirst Native Americans arrived here thousands of years ago bycrossing over a land bridge that once connected Asia andNorth America.

European Settlers Until the mid-1900s, most immigrants came from Europe.

The first Europeans to settle permanently in North Americaarrived from Spain during the 1500s.They occupied territory in

Chapter 1 Citizenship and Government in a Democracy 19Bettmann/CORBIS

Immigrants entering the UnitedStates at Ellis Island, New York, in

the late 1800sDiversity in theUnited States

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what is now Florida, California, and theSouthwest, where their influence still lingers.

Beginning in the 1600s, people fromFrance and England came to NorthAmerica. The French settled primarily inCanada, but they also clustered aroundthe Mississippi River. English immigrantssettled mainly along the east coast ofNorth America, creating the 13 coloniesthat became the United States. During thelate 1600s and the 1700s, immigrantsfrom Germany, the Netherlands, Ireland,Scotland, and Sweden joined theseEnglish settlers.

After the United States gained its inde-pendence, it became known throughoutEurope as a land of promise. The numberof immigrants grew from 600,000 in the 1830s to more than 2 million by the1850s. Between 1860 and 1890, more than10 million Europeansmany of them from

Denmark, Norway, and Swedenstreamedinto this country.

Another flood of immigrantsabout 22 millionreached our shores between1890 and 1924. Most of them came fromsouthern and eastern Europe, from countriessuch as Italy, Greece, Poland, and Russia.

John Lei/OmniPhotoCommunication

U.S. Immigration, 2003

6.9%

14.3%

34.7%

0.6%7.8%

35.5%

N

E

S

W0 1,500 3,000 miles

0 1,500 3,000 kilometersRobinson Projection

Source: U.S. Citizenship and Immigration Services; Yearbook of Immigration Statistics: 2003.

AfricaAsiaAustralia & OceaniaEuropeNorth AmericaSouth America

Immigration and naturalization have led to an increas-ingly diverse American society. What is the percentageof immigrants coming to the U.S. from North America?What impact might that have on the U.S. food industry?

Out of Many, One All American coins carrythe Latin phrase E pluribus unum. How doesthis phrase reflect the population of theUnited States?


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Courtesy family of Mai Payia Vang

During the past 50 years, immigrationfrom Europe to the United States haslagged far behind immigration from therest of the world. Latin America nowaccounts for the largest share of foreignnewcomers, followed by Asia.

African Immigrants Among the early immigrants to

America were some who did not come will-ingly. Western and central Africans weretaken by force from their homes, shippedacross the Atlantic Ocean, and sold asslaves in the Caribbean Islands and Northand South America. Between 1619 and1808, before it became illegal to bringenslaved persons into the United States,some 500,000 were brought to the countryin this way. Most African Americans todayare descendants of enslaved persons.Others are immigrants from various coun-tries in Africa and the Caribbean region.

Summarizing When didthe largest group of European immigrantscome to the United States?

A Diverse PopulationThe American population is extraordi-

narily diverse in terms of ethnic back-grounds. Many Americans today do notidentify themselves as members of a singleethnic group. However, whites of Europeandescent number more than 234 million.There are about 37 million AfricanAmericans, over 12 million Asians and PacificIslanders, and almost 2.8 million NativeAmericans. More than 39 million people areHispanicspeople of any race who tracetheir ancestry to the Spanish-speaking coun-tries of the Western Hemisphere.

Our ethnic diversity is matched by reli-gious diversity. Christians are in the major-ity, with more than 200 million practicing

some form of Christianity. Jews, Muslims,Buddhists, and many other religiousgroups also worship freely; and those whodont practice any religion are equally athome here.


Born in Thailand, Mai Payia Vang wasjust three years old when she moved tothe United States. Her family moved toMilwaukee, Wisconsin, in search of greatersecurity, safety, and opportunity. My fatherdidnt want us to suffer like he did, Vangsays. There was a lot of war. Our liveswere at risk. He said there was a chancefor a better life here.

The Vangs life did improve after theymoveddramatically; but that doesntmean they didnt struggle. Learning tospeak English, for example, was one of thebiggest obstacles Vang had to overcome.When she was in middle school and havingtrouble reading, Vang had a sudden realiza-tion: I thought that if I had a tutor whocould help me out, I could do better.

Vang started a community-wide tutoringprogram. Dubbed EleMENTORing, the ideais to get high school students to helpyounger children improve their reading.

Vang created EleMENTORing with thehelp of her local YMCA, where she volun-teers. If youd like to find out more aboutYMCA service learning programs, click ontheir Web site at www.YMCA.net

Mai Payia Vang from Wisconsin

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http://www.YMCA.net

As people with different beliefs andbackgrounds have made lives for themselvesin the United States, many of their oldcountry traditions have become part of theAmerican culture.The American culture is arich blend of varied influences.

Concluding How would youdescribe todays American culture?

A Growing and Changing Population

The growth of Americas population isnot due entirely to immigration. It alsoincreased naturally as a result of Americanshaving many children. For example, between1830 and 1930, the nations population grewfrom about 12 million people to about 120 million people. Fewer than 40 million ofthose new Americans were immigrants.

Over the years, the American popula-tion has changed in many ways. In the

mid-1800s, for exam-ple, people beganmoving from ruralareas to cities. Theystarted working in fac-tories rather than onfarms. In the past fewdecades, manufactur-ing has lost ground towhat we call the serv-ice economy. Moreand more Americansnow earn a living byproviding servicespracticing law or medi-cine, clerking in stores,

programming computers, teaching, and soforth. In addition, there are more womenand at-home workers in the labor force thanever before.

The places where we live are changingtoo. For example, shortly after the Civil War,African Americans, freed from slavery,headed for the cities seeking jobs and a newway of life. The result was a migration, orthe mass movement, of African Americansfrom the South to the North. For much ofour history, the Northeast was the mostpopulous part of the country. Today, theSouth claims that distinction, and the pop-ulation there and in the West is growingfaster than in any other region.

The population is changing in otherways as well. For example, the average ageof citizens is climbing upward as people livelonger and have fewer children. Recordnumbers of Americans are now earning col-lege and graduate degrees.

Hispanic Americans are the fastest-growing ethnic group. Indeed, if currentpatterns continue, Hispanics and otherminority groups, taken as a whole, will soonbe in the majority.

Summarizing In what waysis the American population changing?


Displaying Patriotism Three New York Cityfirefighters raise the American flag amid therubble of the World Trade Center. Students atYale Headstart Center in Mississippi showtheir support for America. In what ways doAmericans display their patriotism?

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(l)Thomas E. Franklin/Bergen Record/SABA/CORBIS, (r)AP/Wide World Photos


Checking for Understanding1. Key Terms In a paragraph com-

pare the terms patriotism andterrorism. Explain how theyrelate to each other.

Reviewing Main Ideas2. Identify Who were the first

immigrants to what is now theUnited States?

3. Describe What immigrants didnot come willingly to the UnitedStates?

Critical Thinking4. Evaluating Information What do

you think is the most importantsource of American unity?Explain your answer.

5. Sequencing Information On atime line similar to the onebelow, show when various ethnicgroups immigrated to the UnitedStates.

Analyzing Visuals6. Identify Review the map on

page 20 that shows immigra-tion to the United States. Fromwhere did the largest number ofimmigrants come?

SECTION ASSESSMENT

Unity Among CitizensThere are various sources of American

unity. One very important source ofAmerican unity is a common civic and polit-ical heritage based upon the countrysfounding documents, such as theDeclaration of Independence, the U.S.Constitution of 1787, and the Bill of Rightsof 1791. American ideals of individual rightsto life, liberty, and the pursuit of happi-ness are in these founding documents. Soare such values as popular sovereignty (gov-ernment by consent of the governed), equaljustice under law, and majority rule throughthe peoples representatives in government.These representatives are accountable to thepeople through fair, free, and regular elec-tions in which citizens have the right to participate.There is majority rule in govern-ment, but the majority is limited by thehigher law of the peoples Constitution toprotect equally the rights of everyone asindividuals in the political system.

A second significant source is a single lan-guage, English, which generally is accepted asthe primary means of communication in

education, government, and business.Americans are free to speak any language.However, the community of citizens in theUnited States is strengthened by the com-mon and public use of one language, whichcan be used by diverse groups of Americansto communicate freely with one another.

As Americans, we demonstrate our patriotismlove for ones countryinmany ways.We fly the flag proudly, sing thenational anthem, and recite the Pledge ofAllegiance. We follow the nations laws andparticipate in civic life. We stand togetherand fight bravely in times of trouble.

Consider the events of September 11,2001. On that day, suicide hijackerslaunched devastating attacks on New YorkCity and Washington, D.C.These were actsof terrorismthe use of violence bygroups against civilians to achieve a politi-cal goal. Americans, however, respondedwith courage and unity. We joined togetherto help people in need, repair the damage,and reaffirm our commitment to freedom.

Summarizing What aretwo sources of American unity?

Pre-1500

1500

1600

1700

1800 2000

1900

BE AN ACTIVE CITIZEN7. Research Choose an ethnic or

religious group in your commu-nity. Using newspapers, TV, orother sources of information, listexamples of the groups contri-bution to life in your community.


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civ.glencoe.com

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

1. a display of love for ones country

2. the study of the rights and duties of citizens

3. a plan for making and spending money

4. noncitizens living in a nation

5. people who move permanently to a new country

6. a government in which citizens choose asmaller group to govern on their behalf

7. a legal process to obtain citizenship

8. to send an alien or immigrant back to his orher own country

9. the use of violence against civilians toachieve a political goal

10. the course of government action to achieve community goals

Reviewing Main Ideas11. What three levels of government exist in the

United States, and which is the highest?

12. What are the primary functions of government?

13. In what ways can a person become a citizenof the United States?

14. What political rights do legal aliens in theUnited States not have?

15. After whites of European descent, what arethe two largest ethnic groups in the UnitedStates?

16. How did most African American immigrantsdiffer from other racial or ethnic groups whocame to the United States before 1808?

17. What is the USCIS? What is the role of theUSCIS during the naturalization process?

18. What does it mean to say the United Stateshas a service economy? In what otherways has the American labor forcechanged?

Section 1 People need

governments to makeand enforce lawsand to help us meetour needs.

Three main levelsof government exist inthe United States.

Section 3 The United States is

a land of immigrants. Americans have a

common civic andpolitical heritage,and a singlelanguage.

Section 2 According to the U.S.

Constitution, peoplecan become Americancitizens by birth andthrough nationalization.

Millions of illegal alienslive in the UnitedStates. Legal alienshave entered thecountry legally.

Using Your Foldables Study OrganizerReview what you have learned by notingthe main ideas you have written on yourfoldable. Next to each main idea, writesome supporting facts and youropinions.

24

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(t)Kevin Fleming/CORBIS, (m)AFP/CORBIS, (b)Joseph Sohm, ChromoSohm, Inc./CORBIS

Critical Thinking19. Making Predictions What do you think

would happen to the United States if allimmigration stopped?

20. Categorizing Information On a chart likethe one below, write as many examples ofthe functions of government as possible.

Practicing Skills21. Identifying the Main Idea Read the text

under the main head A Diverse Populationon pages 21 and 22. Identify the main ideaof the paragraphs.

Economics Activity22. The South and the West are the fastest-

growing areas in the United States. Whateconomic effect does that have on otherparts of the United States?

Analyzing Visuals23. Study the political cartoon below. What are

these wealthy American citizens saying tonewly arrived immigrants? How do you sup-pose these wealthy men came to beAmericans?

24. Form a group of three to four students and research your communitys ethnic,racial, and religious makeup. Create circle graphs that show the ethnic distribu-tion and the religious distribution in yourcommunity.

Technology Activity25. Log on to the Internet and go to www.uscis.

gov/graphics/exec/natz/natztest.asp forthe Naturalization Self-Test of the USCIS.Answer at least 20 questions on the self-test and check your answers. How did you do?

Self-Check Quiz Visit the Civics Today Web site atciv.glencoe.com and click on Self-Check QuizzesChapter 1 to prepare for the chapter test.

Functions of Government

Order andSecurity

PublicServices

GuidingCommunity

Culver Pictures, Inc.

Standardized Test Practice

Directions: Choose the best answer to complete the following

statement.

A person may become a citizen of theUnited States by all of the following waysEXCEPT A through naturalization.B by being born in the United States.C by being born in American territory

outside the United States.D by being born to a foreign diplomat

working in the United States.

Test-Taking TipRead the question carefully. You are

looking for the answer choice that doesNOT fit with the question.


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http://civ.glencoe.comwww.uscis.gov/graphics/exec/natz/natztest.asp

Civics Today: Citizenship, Economics, & YouTable of ContentsPreviewing Your TextbookScavenger HuntNational Geographic Reference AtlasUnited States: PoliticalWorld: PoliticalUnited States 2000 Congressional Reapportionment

Reading Skills HandbookIdentifying Words and Building VocabularyReading for a ReasonUnderstanding What You ReadThinking About Your ReadingUnderstanding Text StructureReading for Research

Be an Active ReaderBe an Active CitizenWhy Study Civics?Unit 1: Foundations of American CitizenshipChapter 1: Citizenship and Government in a DemocracySection 1: Government of the People, by the People, for the PeopleSection 2: The Path to CitizenshipSection 3: The Diversity of AmericansChapter 1 Assessment & Activities

Chapter 2: Roots of American DemocracySection 1: Our English HeritageSection 2: The Birth of a Democratic NationSection 3: The Nation's First GovernmentsThe Declaration of IndependenceChapter 2 Assessment & Activities

Chapter 3: The ConstitutionSection 1: The Road to the ConstitutionSection 2: Creating and Ratifying the ConstitutionThe Constitution of the United StatesSection 3: The Structure of the ConstitutionSection 4: Principles Underlying the ConstitutionChapter 3 Assessment & Activities

Chapter 4: The Bill of RightsSection 1: The First AmendmentSection 2: Other Guarantees in the Bill of RightsSection 3: Extending the Bill of RightsSection 4: The Civil Rights StruggleChapter 4 Assessment & Activities

Chapter 5: The Citizen and the CommunitySection 1: The Duties and Responsibilities of CitizenshipSection 2: Volunteering in Your CommunityChapter 5 Assessment & Activities

Unit 2: The National GovernmentChapter 6: CongressSection 1: How Congress Is OrganizedSection 2: The Powers of CongressSection 3: Representing the PeopleSection 4: How a Bill Becomes a LawChapter 6 Assessment & Activities

Chapter 7: The President and the Executive BranchSection 1: The President and Vice PresidentSection 2: The President's JobSection 3: Making Foreign PolicySection 4: Presidential Advisers and Executive AgenciesChapter 7 Assessment & Activities

Chapter 8: The Judicial BranchSection 1: The Federal Court SystemSection 2: How Federal Courts Are OrganizedSection 3: The United States Supreme CourtSection 4: Deciding Cases at the Supreme CourtChapter 8 Assessment & Activities

Unit 3: Political Parties and Interest GroupsChapter 9: Political Parties and PoliticsSection 1: Development of American Political PartiesSection 2: Organization of American Political PartiesSection 3: Role of Political Parties TodayChapter 9 Assessment & Activities

Chapter 10: Voting and ElectionsSection 1: Who Can Vote?Section 2: Election CampaignsSection 3: Paying for Election CampaignsChapter 10 Assessment & Activities

Chapter 11: Influencing GovernmentSection 1: Public OpinionSection 2: The Mass MediaSection 3: Interest GroupsChapter 11 Assessment & Activities

Unit 4: State and Local GovernmentChapter 12: State GovernmentSection 1: The Federal SystemSection 2: The State Legislative BranchSection 3: The State Executive BranchSection 4: The State Judicial BranchChapter 12 Assessment & Activities

Chapter 13: Local GovernmentSection 1: City GovernmentSection 2: County GovernmentsSection 3: Towns, Townships, and VillagesChapter 13 Assessment & Activities

Chapter 14: Dealing With Community IssuesSection 1: How a Community Handles IssuesSection 2: Education and Social IssuesSection 3: Environmental IssuesChapter 14 Assessment & Activities

Unit 5: The Individual, the Law, and the InternetChapter 15: Legal Rights and ResponsibilitiesSection 1: The Sources of Our LawsSection 2: Types of LawsSection 3: The American Legal SystemChapter 15 Assessment & Activities

Chapter 16: Civil and Criminal LawSection 1: Civil CasesSection 2: Criminal CasesSection 3: Young People and the CourtsChapter 16 Assessment & Activities

Chapter 17: Citizenship and the InternetSection 1: Civic ParticipationSection 2: Challenges for DemocracySection 3: Regulating the InternetChapter 17 Assessment & Activities

Unit 6: The Economy and the IndividualChapter 18: What Is Economics?Section 1: The Fundamental Economic ProblemSection 2: Making Economic DecisionsSection 3: Being an Economically Smart CitizenChapter 18 Assessment & Activities

Chapter 19: The American EconomySection 1: Economic ResourcesSection 2: Economic Activity and ProductivitySection 3: Capitalism and Free EnterpriseSection 4: The Economy and YouChapter 19 Assessment & Activities

Chapter 20: DemandSection 1: What Is Demand?Section 2: Factors Affecting DemandChapter 20 Assessment & Activities

Chapter 21: SupplySection 1: What Is Supply?Section 2: Factors Affecting SupplySection 3: Markets and PricesChapter 21 Assessment & Activities

Chapter 22: Business and LaborSection 1: Types of BusinessesSection 2: Labor UnionsSection 3: Businesses in Our EconomyChapter 22 Assessment & Activities

Unit 7: The Free Enterprise SystemChapter 23: Government and the EconomySection 1: The Role of GovernmentSection 2: Measuring the EconomySection 3: Government, the Economy, and YouChapter 23 Assessment & Activities

Chapter 24: Money and BankingSection 1: What Is Money?Section 2: The Federal Reserve SystemSection 3: How Banks OperateChapter 24 Assessment & Activities

Chapter 25: Government FinancesSection 1: The Federal GovernmentSection 2: State and Local GovernmentsSection 3: Managing the EconomyChapter 25 Assessment & Activities

Unit 8: The United States and the WorldChapter 26: Comparing Economic SystemsSection 1: International Trade and Its BenefitsSection 2: Economic SystemsSection 3: Economies in TransitionChapter 26 Assessment & Activities

Chapter 27: Comparing Systems of GovernmentSection 1: Types of GovernmentSection 2: A Profile of Great BritainSection 3: A Profile of ChinaChapter 27 Assessment & Activities

Chapter 28: An Interdependent WorldSection 1: Global DevelopmentsSection 2: The United NationsSection 3: Democracy and Human RightsChapter 28 Assessment & Activities

AppendixWhat Is an Appendix and How Do I Use One?Honoring AmericaCareers HandbookGovernment and Economics Data BankUnited States FactsPresidents of the United StatesDocuments of American HistorySupreme Court Case SummariesGlossarySpanish GlossaryIndexAcknowledgments

Feature ContentsTIMETIME Political CartoonsTIME Teens in ActionTIME An Inside Look At...

Fact Fiction FolkloreStreet Law: The Law and YouAmerican BiographiesSkillbuilderCritical ThinkingCitizenshipTechnology

Issues to DebateEconomics and YouDocuments of American HistoryLandmark Supreme Court Case StudiesCharts, Graphs, and MapsCharts and GraphsMaps

Student WorkbooksActive Reading Note-Taking Guide - Student EditionChapter 1: Citizenship and Government in a DemocracySection 1: Government of the People, by the People, for the PeopleSection 2: The Path to CitizenshipSection 3: The Diversity of Americans

Chapter 2: Roots of American DemocracySection 1: Our English HeritageSection 2: The Birth of a Democratic NationSection 3: The Nation's First Governments

Chapter 3: The ConstitutionSection 1: The Road to the ConstitutionSection 2: Creating and Ratifying the ConstitutionSection 3: The Structure of the ConstitutionSection 4: Principles Underlying the Constitution

Chapter 4: The Bill of RightsSection 1: The First AmendmentSection 2: Other Guarantees in the Bill of RightsSection 3: Extending the Bill of RightsSection 4: The Civil Rights Struggle

Chapter 5: The Citizen and the CommunitySection 1: The Duties and Responsibilities of CitizenshipSection 2: Volunteering in Your Community

Chapter 6: CongressSection 1: How Congress Is OrganizedSection 2: The Powers of CongressSection 3: Representing the PeopleSection 4: How a Bill Becomes a Law

Chapter 7: The President and the Executive BranchSection 1: The President and Vice PresidentSection 2: The President's JobSection 3: Making Foreign PolicySection 4: Presidential Advisers and Executive Agencies

Chapter 8: The Judicial BranchSection 1: The Federal Court SystemSection 2: How Federal Courts Are OrganizedSection 3: The United States Supreme CourtSection 4: Deciding Cases at the Supreme Court

Chapter 9: Political Parties and PoliticsSection 1: Development of American Political PartiesSection 2: Organization of American Political PartiesSection 3: Role of Political Parties Today

Chapter 10: Voting and ElectionsSection 1: Who Can Vote?Section 2: Election CampaignsSection 3: Paying for Election Campaigns

Chapter 11: Influencing GovernmentSection 1: Public OpinionSection 2: The Mass MediaSection 3: Interest Groups

Chapter 12: State GovernmentSection 1: The Federal SystemSection 2: The State Legislative BranchSection 3: The State Executive BranchSection 4: The State Judicial Branch

Chapter 13: Local GovernmentSection 1: City GovernmentSection 2: County GovernmentsSection 3: Towns, Townships, and Villages

Chapter 14: Dealing With Community IssuesSection 1: How a Community Handles IssuesSection 2: Education and Social IssuesSection 3: Environmental Issues

Chapter 15: Legal Rights and ResponsibilitiesSection 1: The Sources of Our LawsSection 2: Types of LawsSection 3: The American Legal System

Chapter 16: Civil and Criminal LawSection 1: Civil CasesSection 2: Criminal CasesSection 3: Young People and the Courts

Chapter 17: Citizenship and the InternetSection 1: Civic ParticipationSection 2: Challenges for DemocracySection 3: Regulating the Internet

Chapter 18: What Is Economics?Section 1: The Fundamental Economic ProblemSection 2: Making Economic DecisionsSection 3: Being an Economically Smart Citizen

Chapter 19: The American EconomySection 1: Economic ResourcesSection 2: Economic Activity and ProductivitySection 3: Capitalism and Free EnterpriseSection 4: The Economy and You

Chapter 20: DemandSection 1: What Is Demand?Section 2: Factors Affecting Demand

Chapter 21: SupplySection 1: What Is Supply?Section 2: Factors Affecting SupplySection 3: Markets and Prices

Chapter 22: Business and LaborSection 1: Types of BusinessesSection 2: Labor UnionsSection 3: Businesses in Our Economy

Chapter 23: Government and the EconomySection 1: The Role of GovernmentSection 2: Measuring the EconomySection 3: Government, the Economy, and You

Chapter 24: Money and BankingSection 1: What Is Money?Section 2: The Federal Reserve SystemSection 3: How Banks Operate

Chapter 25: Government FinancesSection 1: The Federal GovernmentSection 2: State and Local GovernmentsSection 3: Managing the Economy

Chapter 26: Comparing Economic SystemsSection 1: International Trade and Its BenefitsSection 2: Economic SystemsSection 3: Economies in Transition

Chapter 27: Comparing Systems of GovernmentSection 1: Types of GovernmentSection 2: A Profile of Great BritainSection 3: A Profile of China

Chapter 28: An Interdependent WorldSection 1: Global DevelopmentsSection 2: The United NationsSection 3: Democracy and Human Rights

Haitian Creole SummariesChapit 1: Sitwaynte ak Gouvnman nan yon DemokrasiChapit 2: Rasin Demokrasi Ameriken anChapit 3: Konstitisyon anChapit 4: "Bill of Rights" laChapit 5: Sitwayen an ak Kominote aChapit 6: Kongr aChapit 7: Prezidan an ak Branch Egzekitif laChapit 8: Branch Jidisy aChapit 9: Pati Politik ak PolitikChapit 10: Vt ak EleksyonChapit 11: Enfliyans Gouvnman anChapit 12: Gouvnman Deta aChapit 13: Gouvnman LokalChapit 14: Okipe Pwoblm Kominote aChapit 15: Dwa ak Responsabilite devan LalwaChapit 16: Lwa Sivil ak KriminlChapit 17: Sitwaynte ak Entnet laChapit 18: Ki sa yo rele Syans Ekonomik?Chapit 19: Ekonomi Ameriken anChapit 20: DemannChapit 21: Of laChapit 22: Biznis ak TravayChapit 23: Gouvnman an ak Ekonomi anChapit 24: Lajan ak Operasyon BankChapit 25: Finans GouvnmanChapit 26: Konpare Plizy Sistm EkonomikChapit 27: Konpare Plizy Sistm GouvnmanChapit 28: Yon Monn Entdepandan

Reading Essentials and Study Guide - Student EditionChapter 1: Citizenship and Government in a DemocracySection 1: Government of the People, by the People, for the PeopleSection 2: The Path to CitizenshipSection 3: The Diversity of Americans

Chapter 2: Roots of American DemocracySection 1: Our English HeritageSection 2: The Birth of a Democratic NationSection 3: The Nation's First Governments

Chapter 3: The ConstitutionSection 1: The Road to the ConstitutionSection 2: Creating and Ratifying the ConstitutionSection 3: The Structure of the ConstitutionSection 4: Principles Underlying the Constitution

Chapter 4: The Bill of RightsSection 1: The First AmendmentSection 2: Other Guarantees in the Bill of RightsSection 3: Extending the Bill of RightsSection 4: The Civil Rights Struggle

Chapter 5: The Citizen and the CommunitySection 1: The Duties and Responsibilities of CitizenshipSection 2: Volunteering in Your Community

Chapter 6: CongressSection 1: How Congress Is OrganizedSection 2: The Powers of CongressSection 3: Representing the PeopleSection 4: How a Bill Becomes a Law

Chapter 7: The President and the Executive BranchSection 1: The President and Vice PresidentSection 2: The President's JobSection 3: Making Foreign PolicySection 4: Presidential Advisers and Executive Agencies

Chapter 8: The Judicial BranchSection 1: The Federal Court SystemSection 2: How Federal Courts Are OrganizedSection 3: The United States Supreme CourtSection 4: Deciding Cases at the Supreme Court

Chapter 9: Political Parties and PoliticsSection 1: Development of American Political PartiesSection 2: Organization of American Political PartiesSection 3: Role of Political Parties Today

Chapter 10: Voting and ElectionsSection 1: Who Can Vote?Section 2: Election CampaignsSection 3: Paying for Election Campaigns

Chapter 11: Influencing GovernmentSection 1: Public OpinionSection 2: The Mass MediaSection 3: Interest Groups

Chapter 12: State GovernmentSection 1: The Federal SystemSection 2: The State Legislative BranchSection 3: The State Executive BranchSection 4: The State Judicial Branch

Chapter 13: Local GovernmentSection 1: City GovernmentSection 2: County GovernmentsSection 3: Towns, Townships, and Villages

Chapter 14: Dealing With Community IssuesSection 1: How a Community Handles IssuesSection 2: Education and Social IssuesSection 3: Environmental Issues

Chapter 15: Legal Rights and ResponsibilitiesSection 1: The Sources of Our LawsSection 2: Types of LawsSection 3: The American Legal System

Chapter 16: Civil and Criminal LawSection 1: Civil CasesSection 2: Criminal CasesSection 3: Young People and the Courts

Chapter 17: Citizenship and the InternetSection 1: Civic ParticipationSection 2: Challenges for DemocracySection 3: Regulating the Internet

Chapter 18: What Is Economics?Section 1: The Fundamental Economic ProblemSection 2: Making Economic DecisionsSection 3: Being an Economically Smart Citizen

Chapter 19: The American EconomySection 1: Economic ResourcesSection 2: Economic Activity and ProductivitySection 3: Capitalism and Free EnterpriseSection 4: The Economy and You

Chapter 20: DemandSection 1: What Is Demand?Section 2: Factors Affecting Demand

Chapter 21: SupplySection 1: What Is Supply?Section 2: Factors Affecting SupplySection 3: Markets and Prices

Chapter 22: Business and LaborSection 1: Types of BusinessesSection 2: Labor UnionsSection 3: Businesses in Our Economy

Chapter 23: Government and the EconomySection 1: The Role of GovernmentSection 2: Measuring the EconomySection 3: Government, the Economy, and You

Chapter 24: Money and BankingSection 1: What Is Money?Section 2: The Federal Reserve SystemSection 3: How Banks Operate

Chapter 25: Government FinancesSection 1: The Federal GovernmentSection 2: State and Local GovernmentsSection 3: Managing the Economy

Chapter 26: Comparing Economic SystemsSection 1: International Trade and Its BenefitsSection 2: Economic SystemsSection 3: Economies in Transition

Chapter 27: Comparing Systems of GovernmentSection 1: Types of GovernmentSection 2: A Profile of Great BritainSection 3: A Profile of China

Chapter 28: An Interdependent WorldSection 1: Global DevelopmentsSection 2: The United NationsSection 3: Democracy and Human Rights

Spanish Reading Essentials and Study Guide - Student EditionCaptulo 1: La ciudadana y el gobierno en una democraciaSeccin 1: Gobierno del pueblo, por el pueblo y para el puebloSeccin 2: El camino a la ciudadanaSeccin 3: La diversidad de los estadounidenses

Captulo 2: Las races de la democracia estadounidensesSeccin 1: Nuestra herencia inglesaSeccin 2: El nacimiento de una nacin democrticaSeccin 3: Los primeros gobiernos de la nacin

Captulo 3: La ConstitucinSeccin 1: El camino a la ConstitucinSeccin 2: La creacin y la ratificacin de la ConstitucinSeccin 3: La estructura de la ConstitucinSeccin 4: Los principios de la Constitucin

Captulo 4: La Declaracin de DerechosSeccin 1: La Primera EnmiendaSeccin 2: Otras garantas de la Declaracin de DerechosSeccin 3: Ampliacin de la Declaracin de DerechosSeccin 4: La lucha por los derechos civiles

Captulo 5: El ciudadano y la comunidadSeccin 1: Los deberes y las responsabilidades de la ciudadanaSeccin 2: El trabajo voluntario en tu comunidad

Captulo 6: El gobierno nacionalSeccin 1: Cmo est organizado el CongresoSeccin 2: Las facultades del CongresoSeccin 3: La representacin del puebloSeccin 4: Cmo se convierte en ley un proyecto legislativo

Captulo 7: El presidente y el poder ejecutivoSeccin 1: El presidente y el vicepresidenteSeccin 2: El trabajo del presidenteSeccin 3: La poltica exteriorSeccin 4: Los consejeros presidenciales y las dependencias del ejecutivo

Captulo 8: El poder judicialSeccin 1: El sistema de tribunales federalesSeccin 2: Cmo estn organizados los tribunales federalesSeccin 3: La Corte Suprema de Estados UnidosSeccin 4: Cmo se deciden los casos en la Corte Suprema

Captulo 9: Los partidos polticos y la polticaSeccin 1: Surgimiento de los partidos polticos estadounidensesSeccin 2: Organizacin de los partidos polticos estadounidensesSeccin 3: Funcin de los partidos polticos en la actualidad

Captulo 10: Votacin y eleccionesSeccin 1: Quin puede votar?Seccin 2: Campaas electoralesSeccin 3: Cmo se pagan las campaas electorales

Captulo 11: Influencias del gobiernoSeccin 1: La opinin pblicaSeccin 2: Los medios de comunicacinSeccin 3: Los grupos de presin

Captulo 12: El gobierno estatalSeccin 1: El sistema federalSeccin 2: El poder legislativo estatalSeccin 3: El poder ejecutivo estatalSeccin 4: El poder judicial estatal

Captulo 13: Gobierno localSeccin 1: El gobierno municipalSeccin 2: Gobiernos condalesSeccin 3: Pueblos, municipios y poblaciones

Captulo 14: Soluciones para las comunidadesSeccin 1: Cmo maneja sus asuntos una comunidadSeccin 2: Asuntos educativos y socialesSeccin 3: Asuntos ambientales

Captulo 15: Derechos y responsabilidades legalesSeccin 1: El origen de nuestras leyesSeccin 2: Clases de derechoSeccin 3: El sistema legal estadounidense

Captulo 16: Derecho civil y penalSeccin 1: Casos civilesSeccin 2: Casos penalesSeccin 3: Los menores de edad y los tribunales

Captulo 17: La ciudadana y la InternetSeccin 1: La participacin cvicaSeccin 2: Retos de la democraciaSection 3: Regulacin de internet

Captulo 18: La economa y el individuoSeccin 1: El problema econmico fundamentalSeccin 2: Las decisiones econmicasSeccin 3: Cmo ser un ciudadano que sabe economa

Captulo 19: La economa estadounidenseSeccin 1: Recursos econmicosSeccin 2: Actividad econmica y productividadSeccin 3: Capitalismo y libre empresaSeccin 4: La economa y t

Captulo 20: La demandaSeccin 1: Qu es la demandaSeccin 2: Factores que influyen en la demanda

Captulo 21: OfertaSeccin 1: Qu es la ofertaSeccin 2: Factores que influyen en la ofertaSeccin 3: Mercados y precios

Captulo 22: Empresas y TrabajadoresSeccin 1: Clases de empresasSeccin 2: Sindicatos de trabajadoresSeccin 3: Las empresas en nuestra economa

Captulo 23: El gobierno y la economaSeccin 1: El papel del gobiernoSeccin 2: Cmo se mide la economaSeccin 3: El gobierno, la economa y t

Captulo 24: El dinero y los bancosSeccin 1: Qu es el dineroSeccin 2: El sistema de la Reserva FederalSeccin 3: Cmo funcionan los bancos

Captulo 25: Finanzas del gobiernoSeccin 1: El gobierno federalSeccin 2: Gobiernos estatales y localesSeccin 3: El manejo de la economa

Captulo 26: Comparacin de sistemas econmicosSeccin 1: El comercio internacional y sus ventajasSeccin 2: Sistemas econmicosSeccin 3: Economas en transicin

Captulo 27: Comparacin de sistemas de gobiernoSeccin 1: Clases de gobiernoSeccin 2: Un perfil de Gran BretaaSeccin 3: Un perfil de China

Captulo 28: Un mundo interdependienteSeccin 1: Acontecimientos mundialesSeccin 2: La Organizacin de las Naciones UnidasSeccin 3: Democracia y derechos humanos

Spanish SummariesCaptulo 1: La ciudadana y el gobierno en una democraciaCaptulo 2: Las races de la democracia estadounidensesCaptulo 3: La ConstitucinCaptulo 4: La Declaracin de DerechosCaptulo 5: El ciudadano y la comunidadCaptulo 6: El gobierno nacionalCaptulo 7: El presidente y el poder ejecutivoCaptulo 8: El poder judicialCaptulo 9: Los partidos polticos y la polticaCaptulo 10: Votacin y eleccionesCaptulo 11: Influencias del gobiernoCaptulo 12: El gobierno estatalCaptulo 13: Gobierno localCaptulo 14: Soluciones para las comunidadesCaptulo 15: Derechos y responsabilidades legalesCaptulo 16: Derecho civil y penalCaptulo 17: La ciudadana y la InternetCaptulo 18: La economa y el individuoCaptulo 19: La economa estadounidenseCaptulo 20: La demandaCaptulo 21: OfertaCaptulo 22: Empresas y TrabajadoresCaptulo 23: El gobierno y la economaCaptulo 24: El dinero y los bancosCaptulo 25: Finanzas del gobiernoCaptulo 26: Comparacin de sistemas econmicosCaptulo 27: Comparacin de sistemas de gobiernoCaptulo 28: Un mundo interdependiente

Standardized Test Skills Practice Workbook - Student EditionActivity 1: Interpreting Charts and Tables Activity 2: Using Time LinesActivity 3: Interpreting Diagrams Activity 4: Identifying the Main Idea Activity 5: Interpreting a Visual Image Activity 6: Using a Bar Graph to Interpret Data Activity 7: Interpreting Graphs Activity 8: Interpreting Primary Sources Activity 9: Comparing and Contrasting Activity 10: Making Inferences Activity 11: Interpreting a Political Cartoon Activity 12: Persuasive Writing About an Issue Activity 13: Recognizing Point of View Activity 14: Forming Hypotheses Activity 15: Perceiving Cause-and-Effect RelationshipsActivity 16: Distinguishing Between Fact and NonfactActivity 17: Evaluating a Web SiteActivity 18: Making Decisions Activity 19: Predicting Outcomes Activity 20: Classifying Facts and DetailsActivity 21: Analyzing Graphs and TablesActivity 22: Constructing Bar Graphs to Analyze DataActivity 23: Interpreting and Evaluating EditorialsActivity 24: Outlining Information for WritingActivity 25: Analyzing Statistics to Draw ConclusionsActivity 26: Making Generalizations Activity 27: Recognizing Forms of Propaganda Activity 28: Reading a Special-Purpose Map

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