chapter 3, section 1 the road to the...
TRANSCRIPT
Chapter 3, Section 1 33
Chapter 3, Section 1
The Road to theConstitution(Pages 52–54)
Setting a Purpose for Reading Think about these questions as you read:
• Who attended the Constitutional Convention?
• What rules did the delegates adopt to conduct their business?
As you read pages 52–54 in your textbook, complete this web diagram by
listing prominent leaders and characteristics of delegates to the Constitutional
Convention.
Delegates to the
Constitutional Convention
As you read, answer the following questions. Doing so will
help you summarize this section.
1. What event took place?
2. Where did the event take place?
3. Who attended the event?
4. When did the event begin?
5. Why did the event occur?
Define this academic vocabulary word from this lesson.
Use this term that you studied earlier in a sentence that
reflects the term’s meaning.
34 Chapter 3, Section 1
process
considerable(Chapter 2, Section 1)
A Distinguished Gathering (pages 52–53)
How would you describe the delegates to the Constitutional
Convention?
Scan the section to get an idea of what you are about to
read. Then consider what you read on the previous pages
to help you make an educated guess about the contents in
this section. Next write a sentence or two explaining your
prediction.
Define or describe the following term from this lesson.
Use each of the following academic vocabulary words in a
sentence that reflects its meaning.
Chapter 3, Section 1 35
ConstitutionalConvention
conduct
despite
Early Decisions (pages 53–54)
Why were no formal records kept at the Constitutional
Convention?
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
Who attended the Constitutional Convention?
What rules did the delegates adopt to conduct their business?
36 Chapter 3, Section 1
Chapter 3, Section 2 37
Chapter 3, Section 2
Creating and Ratifying theConstitution(Pages 55–59)
Setting a Purpose for Reading Think about these questions as you read:
• What plans of government did delegates offer at the Constitutional
Convention?
• What compromises were agreed upon by the delegates?
As you read pages 55–59 in your textbook, complete this chart by comparing
the contents of the Virginia Plan to the New Jersey Plan.
BothVirginia Plan New Jersey Plan
Complete this outline as you read.
I. The Virginia Plan
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
II. The New Jersey Plan
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
Define or describe the following terms from this lesson.
Define these academic vocabulary words from this
lesson.
38 Chapter 3, Section 2
executivebranch
legislativebranch
judicialbranch
dominate
alternative
Two Opposing Plans (pages 55–56)
How did the Virginia Plan differ from the New Jersey Plan?
As you read, write the main idea of the selection. Review
your statement when you have finished reading, and revise
as necessary.
Define or describe the following terms from this lesson.
Define these academic vocabulary words from this lesson.
Chapter 3, Section 2 39
GreatCompromise
Three-FifthsCompromise
ElectoralCollege
structure
regulate
Constitutional Compromises (pages 56–58)
What two arguments resulted in the Electoral College
Compromise?
Before you read this selection, read its title and then skim
the pages to get a general idea of its contents. Then write a
sentence or two describing what you think you will be
learning. After you have finished reading, revise your
statements as necessary.
Define or describe the following terms from this lesson.
40 Chapter 3, Section 2
Federalists
federalism
Anti-Federalists
Approving the Constitution (pages 58–59)
Use each of the following academic vocabulary words in a
sentence that reflects its meaning.
What promise helped get the Constitution ratified?
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
What plans of government did delegates offer at the Constitutional
Convention?
What compromises were agreed upon by the delegates?
Chapter 3, Section 2 41
survive
react
42 Chapter 3, Section 3
Chapter 3, Section 3
The Structure of theConstitution(Pages 82–87)
Setting a Purpose for Reading Think about these questions as you read:
• How is the Constitution organized?
• What do the three parts of the Constitution accomplish?
As you read pages 82–87 in your textbook, complete this chart by listing impor-
tant features of the U.S. Constitution.
Preamble: Articles:
The U. S.Constitution
Amendments:
As you read, think about the value of the information
described in the Constitution. Evaluate whether the infor-
mation presented in the Constitution is based on facts or
on opinion. Then write a sentence or two describing your
evaluation.
Define or describe the following term from this lesson.
Identify the root and the suffix of each of the following
academic vocabulary words. Use a dictionary if necessary.
root: __________________________________________________________
suffix: ________________________________________________________
root: __________________________________________________________
suffix: ________________________________________________________
What is the main purpose of the U.S. Constitution?
Chapter 3, Section 3 43
adaptable
Preamble
involving
The Constitution and Its Parts (pages 82–85)
As you read, write three details about the Amendments to
the Constitution. Then write a conclusion on the basis of
these details.
1.
2.
3.
Define or describe the following terms from this lesson.
Define these academic vocabulary words from this lesson.
44 Chapter 3, Section 3
amendment
Conclusion
income tax
Bill of Rights
source
amend
Amending the Constitution (pages 85–86)
Why are amendments to the Constitution necessary?
As you read, write four questions about the main ideas
presented in the selection. After you have finished reading,
write the answers to these questions.
1.
2.
3.
Chapter 3, Section 3 45
Interpreting the Constitution (pages 86–87)
4.
Match each of the following academic terms with the
sentence(s) it best fits.
clause investigate
1. It is not the job of the vice president to ______________________ the
president.
2. This ______________________ in the contract states that we have full
responsibility.
3. We will ________________________ this issue immediately.
Use each of these terms that you studied earlier in a
sentence that reflects the term’s meaning.
What type of powers does the necessary and proper clause
give to Congress?
46 Chapter 3, Section 3
document(Chapter 2, section 1)
ratify(Chapter 2, Section 3)
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
How is the Constitution organized?
What do the three parts of the Constitution accomplish?
Chapter 3, Section 3 47
48 Chapter 3, Section 4
Chapter 3, Section 4
Principles Underlying theConstitution(Pages 89–93)
Setting a Purpose for Reading Think about these questions as you read:
• How is power distributed in the U.S. government?
• What principles of government are contained in the U.S. Constitution?
As you read pages 89–93 in your textbook, complete the graphic organizer to
describe the five principles included in the U.S. Constitution.
U.S. Constitution
Popular Sovereignty
Rule of Law
Separation of Powers
Checks and Balances
Federalism
As you read, complete the following sentences. Doing so
will help you summarize the section.
1. The delegates held the common vision that the government should
represent the ___________________ and have a ___________________
scope.
2. Provisions in the Constitution protecting popular sovereignty include
the citizens’ right to _______________________ , which decides who
becomes a _____________________ in Congress.
Define or describe the following term from this lesson.
Define these academic vocabulary words from this
lesson.
Use each of these terms that you studied earlier in a sen-
tence that reflects the term’s meaning.
Chapter 3, Section 4 49
popularsovereignty
achieve
ensure
similar(Chapter 2, Section 1)
representativedemocracy
(Chapter 1, Section 1)
Popular Sovereignty (pages 89–90)
What is a republic?
Scan this section for information about the rule of law.
Then write two facts about its purpose and to whom it
applies in the United States.
1.
2.
Define or describe the following term from this lesson.
Define these academic vocabulary words from this lesson.
50 Chapter 3, Section 4
rule of law
federal
specify
Rule of Law (page 90)
As you read, complete the chart with information about
the separation of powers, and checks and balances in the
United States government.
Chapter 3, Section 4 51
separation ofpowers
checks andbalances
Define or describe the following terms from this lesson.
Define these academic vocabulary words from this
lesson.
1. List two reasons for dividing 1.the government into three branches:
2.
1. Who influenced the Framers? 1.
2. What did this person believe? 2.
1. Why did the Constitution 1.include a system of checks and balances?
function
contrary
Separation of Powers, Checks and Balances (pages 91–92)
Use each of these terms that you studied earlier in a sen-
tence that reflects the term’s meaning.
Why did the Framers divide the government into three
branches?
Complete this outline as you read:
I. Federalism
A. __________________________________________________________
B. __________________________________________________________
II. Dividing Power
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
III. The Supremacy of the Constitution
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
D. __________________________________________________________
52 Chapter 3, Section 4
government(Chapter 1, Section 1)
authority(Chapter 1, Section 1)
Federalism (pages 92–93)
Define or describe the following terms from this lesson.
Use each of the following academic vocabulary words in a
sentence that reflects its meaning.
If a state law conflicts with a federal law, which law is
considered supreme?
Chapter 3, Section 4 53
concurrentpowers
reservedpowers
expressedpowers
overlap
symbol
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
How is power distributed in the U.S. government?
What principles of government are contained in the U.S. Constitution?
54 Chapter 3, Section 4
Chapter 4, Section 1 55
Chapter 4, Section 1
The First Amendment(Pages 98–101)
Setting a Purpose for Reading Think about these questions as you read:
• How does the First Amendment protect five basic freedoms?
• What are the limits to First Amendment freedoms?
As you read pages 98–101 in your textbook, complete this chart by listing the
freedoms guaranteed by the First Amendment, along with the limitations to
those freedoms.
First Amendment
Freedoms Limitations
Complete the following outline as you read.
I. Freedom of Religion
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
II. Freedom of Speech
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
III. Freedom of the Press
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
IV. Freedom of Assembly
A. __________________________________________________________
B. __________________________________________________________
V. Freedom to Petition
A. __________________________________________________________
B. __________________________________________________________
Define or describe the following terms from this lesson.
56 Chapter 4, Section 1
civil liberties
First Amendment Freedoms (pages 98–100)
Define these academic vocabulary words from this lesson.
Define this term you have studied in an earlier chapter.
What freedoms does the First Amendment protect?
As you read, connect an event told in the news media or
from your own experience that reveals a way in which
another person’s or group’s rights were limited. Be sure to
include the way in which the action limited the rights of
others.
Chapter 4, Section 1 57
civil
petition
censorship
prohibit
Limits to First Amendment (page 101)
democracy(Chapter 1, Section 1)
Define or describe the following terms from this lesson.
Define the following academic vocabulary word from this
lesson.
Why are your First Amendment rights limited?
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
How does the First Amendment protect five basic freedoms?
What are the limits to First Amendment freedoms?
58 Chapter 4, Section 1
libel
slander
individual
Chapter 4, Section 2 59
Chapter 4, Section 2
Other Guarantees in the Bill of Rights(Pages 103–107)
Setting a Purpose for Reading Think about these questions as you read:
• How does the Bill of Rights protect the rights of the accused?
• What other rights and freedoms are guaranteed by the Bill of Rights?
As you read pages 103–107 in your textbook, complete this web diagram by list-
ing the rights guaranteed by Amendments 2–10 of the Bill of Rights.
Amendments
2–10
As you read, complete the following sentences. Doing so
will help you summarize the section.
1. The _____________________ Amendment protects people accused of
crimes by guaranteeing them a trial by jury.
2. An accused person’s right to remain silent is protected by the
__________________________ Amendment.
3. The __________________ Amendment protects the accused person by
allowing him or her to pay _______________________ and remain free
until the case is heard.
4. As stated in the _______________________ Amendment, enforcement
officers who believe a person has committed a crime must have a
judge issue a search warrant in order to search that person’s home.
Define or describe the following terms from this lesson.
60 Chapter 4, Section 2
searchwarrant
grand jury
indictment
doublejeopardy
due process
Protecting the Rights of the Accused (pages 103–106)
Define these academic vocabulary words from this
lesson.
Which amendment protects a person accused of a crime
from double jeopardy?
As you read, write three questions about the main ideas
presented in the text. After you have finished reading,
write the answers to these questions.
1.
Chapter 4, Section 2 61
scenario
bail
eminentdomain
specific
Protecting Other Rights (pages 106–107)
2.
3.
Define or describe this term from the lesson.
Use each of the following academic vocabulary words in a
sentence that reflects its meaning.
What is the purpose of the Tenth Amendment?
62 Chapter 4, Section 2
manumission
guarantee
license
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
How does the Bill of Rights protect the rights of the accused?
What other rights and freedoms are guaranteed by the Bill of Rights?
Chapter 4, Section 2 63
64 Chapter 4, Section 3
Chapter 4, Section 3
Extending the Bill of Rights(Pages 109–112)
Setting a Purpose for Reading Think about these questions as you read:
• How were the Civil War amendments intended to extend civil liberties to
African Americans?
• How did the Seventeenth, Nineteenth,Twenty-third,Twenty-fourth, and
Twenty-sixth Amendments extend voting rights in the United States?
As you read pages 109–112 in your textbook, complete this graphic organizer by
explaining the Civil War amendments.
Civil War Amendments
Preview the section to get an idea of what is ahead. First
skim the section. Then write a sentence or two explaining
what you think you will be learning. After you have fin-
ished reading, revise your statements as necessary.
Define or describe the following terms from this lesson.
Define these academic vocabulary words from this
lesson.
How did the Nineteenth Amendment expand suffrage?
Chapter 4, Section 3 65
suffrage
poll tax
violate
previous
Protecting All Americans (pages 109–112)
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
How were the Civil War amendments intended to extend civil liberties to
African Americans?
How did the Seventeenth, Nineteenth,Twenty-third,Twenty-fourth, and
Twenty- sixth Amendments extend voting rights in the United States?
66 Chapter 4, Section 3
Chapter 4, Section 4 67
Chapter 4, Section 4
The Civil Rights Struggle(Pages 113–115)
Setting a Purpose for Reading Think about these questions as you read:
• Why did African Americans begin the struggle for civil rights?
• What gains did the Civil Rights movement win?
As you read pages 113–115 in your textbook, complete the diagram by filling in
key laws achieved by the Civil Rights movement.
Key Civil Rights Legislation
As you read, put yourself in the shoes of an African
American during the first half of the twentieth century.
Consider what it was like to have to use separate hotels
and to be denied constitutional rights. Then write two or
three sentences about your interpretation of this
experience.
Define or describe the following terms from this lesson.
68 Chapter 4, Section 4
segregation
discrimination
civil rights
Background of the Struggle (pages 113–115)
Circle the letter of the word(s) that has the closest mean-
ing to the underlined word in each sentence. Refer to a
dictionary if necessary.
1. In 1909 a group of African Americans and whites founded the National
Association for the Advancement of Colored People (NAACP).
a. stopped b. established c. worked with
2. The association worked mainly through the courts to challenge laws
and customs that denied African Americans their constitutional rights.
a. object to b. write c. understand
Scan the section to get an idea of what you are about to
read. Then consider what you read on the previous pages
to help you make an educated guess about the contents in
this selection. Next write a sentence or two explaining
your prediction.
Define or describe the following terms from this lesson.
Chapter 4, Section 4 69
challenge
founded
affirmativeaction
racialprofiling
Ongoing Challenges (page 115)
Identify the root and the suffix of each of the following
academic vocabulary words. Refer to a dictionary if
necessary.
root: __________________________________________________________
suffix: ________________________________________________________
root: __________________________________________________________
suffix: ________________________________________________________
How did Dr. Martin Luther King, Jr. hope to change unfair
laws?
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
Why did African Americans begin the struggle for civil rights?
What gains did the Civil Rights movement win?
70 Chapter 4, Section 4
discrimination
controversial