Civics Alive! Foundations and Functions - SE (Front Matter)

Student Edition

Civics Alive

TM

Foundations and Functions

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Program Components Student Edition

Interactive Student Notebook

The Student Edition provides a rich knowledge base of concepts and guides students through their learning.

Students complete graphically organized notes and develop personalized responses in their Interactive Student Notebooks.

Print Lesson Guide

Placards

Print Lesson Guides allow for teachers to prepare for their lesson with ease from anywhere.

Placards are laminated, reusable handouts for lesson activities that engage students in analyzing powerful images, graphs, maps, and primary sources.

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Vocabulary Cards Biographies Primary Source Readings Student Edition Text Summative Assessments Formative Assessments Test Builder Tool

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Toolkits Citizenship Resources End-of-Course Prep Guide Landmark Supreme Court Cases

Video content is directly related to the content introduced in the book to reinforce key ideas.

Recursos disponibles en español. v

How to Read the Table of Contents The table of contents is your guide to Civics Alive! Foundations and Functions. It lists all the lessons in your text, as well as additional resources, such as Unit Inquiry Projects, court cases, primary sources, maps, and diagrams.

Each unit includes an optional Inquiry Project that presents a compelling question, provides an opportunity to conduct research, and ties the unit contents together.

unit The Origins and Purposes of Government

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Unit Opener Inquiry Project 26 Lesson 2 Comparing Forms of Government 30 How should political power be distributed in a society?

Every lesson begins with an essential question to prepare for inquiry—asking questions and proposing supported answers with evidence.

Objectives and Vocabulary 30 Reading 34 End-of-Course Prep Guide 54

Lesson 3 The Roots of American Government 58 What ideas influenced the creation of the world’s first modern democratic nation?

Objectives and Vocabulary 58 Reading 60 End-of-Course Prep Guide 72

Lesson 4 Moving Toward Independence 76 What events led to the colonies declaring independence?

Objectives and Vocabulary 76 Reading 80 End-of-Course Prep Guide 94

Lesson 5 Creating the Constitution 98 What challenges did the United States overcome to create and ratify the Constitution?

Objectives and Vocabulary 98 Reading 100 End-of-Course Prep Guide 112

Each lesson’s objectives, learning targets, and vocabulary words clearly state the goals of the lesson so students can track their progress.

Reading includes gradeappropriate text and rich visuals that cover the key content of the lesson.

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Each lesson ends with an End-of-Course Prep Guide to prepare students for state tests.

ONLINE RESOURCES AND VIDEOS

www.teachtci.com

Watch for this purple box throughout this book. It will guide you to additional online resources. vi

unit Foundations of Government

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Unit Opener Inquiry Project 2 Lesson 1 Citizenship and the Rule of Law 4 What are the obligations, rights, and responsibilities of a U.S. citizen?

Objectives and Vocabulary 4 Reading 8 End-of-Course Prep Guide 22

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unit The Origins and Purposes of Government

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Unit Opener Inquiry Project 28 Lesson 2 Comparing Forms of Government 30 How should political power be distributed in a society?

Objectives and Vocabulary 30 Reading 34 End-of-Course Prep Guide 54

Lesson 3 The Roots of American Government 58 What ideas influenced the creation of the world’s first modern democratic nation?

Objectives and Vocabulary 58 Reading 60 End-of-Course Prep Guide 72

Lesson 4 Moving Toward Independence 76 What events led to the colonies declaring independence?

Objectives and Vocabulary 76 Reading 80 End-of-Course Prep Guide 94

Lesson 5 Creating the Constitution 98 What challenges did the United States overcome to create and ratify the Constitution?

Objectives and Vocabulary 98 Reading 100 End-of-Course Prep Guide 112

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unit The Organization and Functions of U.S. Government

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Unit Opener Inquiry Project 116 Lesson 6 The United States Constitution 118 How and why did the framers distribute power in the Constitution?

Objectives and Vocabulary 118 Reading 122 End-of-Course Prep Guide 142

Lesson 7 Federalism: Local, State, and National Governments 146 How does power flow through the federal system of government?

Objectives and Vocabulary 146 Reading 148 End-of-Course Prep Guide 164

Lesson 8 The Legislative Branch 168 What makes an effective legislator?

Objectives and Vocabulary 168 Reading 170 End-of-Course Prep Guide 190

Lesson 9 The Executive Branch 194 What qualities do modern presidents need to fulfill their many roles?

Objectives and Vocabulary 194 Reading 196 End-of-Course Prep Guide 214

Lesson 10 The Judicial Branch 216 What is the structure and function of the U.S. judicial system?

Objectives and Vocabulary 216 Reading 218 End-of-Course Prep Guide 234

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unit The Rights and Responsibilities of Citizens

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Unit Opener Inquiry Project 240 Lesson 11 The Bill of Rights and Civil Liberties 242 How are your rights defined and protected under the Constitution?

Objectives and Vocabulary 242 Reading 244 End-of-Course Prep Guide 260

Lesson 12 Law, Liberty, and Interpreting the U.S. Constitution 266 How do Supreme Court decisions affect the United States?

Objectives and Vocabulary 266 Reading 268 End-of-Course Prep Guide 286

Lesson 13 Citizen Participation 290 How can you make a difference in a democracy?

Objectives and Vocabulary 290 Reading 292 End-of-Course Prep Guide 310

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unit Political Processes

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Unit Opener Inquiry Project 316 Lesson 14 Parties, Interest Groups, and Public Policy 318 How do political parties and interest groups influence our political decisions?

Objectives and Vocabulary 318 Reading 320 End-of-Course Prep Guide 338

Lesson 15 Political Campaigns and Elections 342 Why should elections and voting matter to you?

Objectives and Vocabulary 342 Reading 344 End-of-Course Prep Guide 364

Lesson 16 Public Opinion and the Media 368 To what extent does the media influence your political views?

Objectives and Vocabulary 368 Reading 370 End-of-Course Prep Guide 386

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unit Contemporary Issues in World Affairs

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Unit Opener Inquiry Project 390 Lesson 17 Creating American Foreign Policy 392 How should the United States conduct foreign policy?

Objectives and Vocabulary 392 Reading 396 End-of-Course Prep Guide 416

Lesson 18 Global Issues and the United States 420 What role does the United States play in addressing global issues?

Objectives and Vocabulary 420 Reading 422 End-of-Course Prep Guide 436

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unit Geography & Economics

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Unit Opener Inquiry Project 444 Lesson 19 The Geography of North America 446 How can geographers and maps help us understand our world better?

Objectives and Vocabulary 446 Reading 450 End-of-Course Prep Guide 478

Lesson 20 Understanding Economics 482 How do nations exchange goods and services with one another?

Objectives and Vocabulary 482 Reading 486 End-of-Course Prep Guide 508

Resources

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Landmark Supreme Court Cases (CG.3.11) Brown v. Board of Education of Topeka (1954) 247, 249, 281, 296, 331, 582–583 Dred Scott v. Sandford (1857) 280, 294, 578–579 Gideon v. Wainwright (1963) 257, 283, 584–585 Hazelwood School District v.

282, 592–593 Kuhlmeier (1988) In re Gault (1967) 285, 588–589 Marbury v. Madison (1803) 137–138, 228, 277–278, 576–577 Miranda v. Arizona (1966) 256, 284, 586–587 Plessy v. Ferguson (1896) 247, 249, 280, 296, 580–581 United States v. Richard Nixon (1974) 139–140, 278–279, 590–591

Additional Supreme Court Cases Abrams v. United States (1919) 247 Barron v. Baltimore (1833) 247 Brandenburg v. Ohio (1969) 251 Bush v. Gore (2000) 345 Caldwell v. Texas (1891) 274 District of Columbia v. Heller (2008) 254, 259, 275 Engel v. Vitale (1962) 250 Fisher v. University of Texas (2016) 229 Furman v. Georgia (1972) 257 Gitlow v. New York (1925) 248 Goss v. Lopez (1975) 123, 140–141 Gregg v. Georgia (1976) 258 Griswold v. Connecticut (1965) 258 Grutter v. Bollinger (2003) 229 Hague v. CIO (1939) 253 Katz v. United States (1967) 255 Lemon v. Kurtzman (1971) 250 Loving v. Virginia (1967) 269 Mapp v. Ohio (1961) 255 McCulloch v. Maryland (1819) 138–139 McDonald v. City of Chicago (2010) 254 NAACP v. Button (1963) 253 Near v. Minnesota (1931) 252 New State Ice Co. v. Liebermann (1932) 151 New York Times Co. v. United States (1971) 252 Obergefell v. Hodges (2015) 269 Regents of the University of California 229 v. Bakke (1978) Reynolds v. United States (1879) 250

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Schenck v. United States (1919) Terry v. Ohio (1968) Texas v. Johnson (1989) United States v. Miller (1939) United States v. Morrison (2000) West Virginia State Board of Education v. Barnette (1943)

245 255 251 254, 276 180 250

Graphs, Diagrams, and Tables Steps to Citizenship: The Naturalization Process 11 Principles of the Rule of Law 16 Three Forms of Totalitarianism 40 How Power Flows in Three Systems of Government 48 A Market Economy Versus a Command Economy 51 Foundational Concepts of American Democracy 62–63 Variations on the Social Contract 67 The Route to Rebellion 89 Mending the Articles of Confederation 103 Large and Small, Enslaved and Free 106 Powers of the Three Branches of Government 125 Amending the Constitution 127 Amendments to the Constitution After the Bill of Rights 129 Checks and Balances by the Three Branches of Government 132 The Federal System, Powers 151 The Federal System, Government Units 153 The U.S. Constitution and Florida Constitution by the Numbers 156 Obligations of Government at Each Level 157 Services Provided by Government 158 Forms of City Government 161 The Changing Composition of Congress 173 The Two Chambers of Congress 176 Congressional Leadership 177 Permanent Congressional Committees 178 The Growth of Congressional Staffs 179 The Checking Powers of Congress 181 How a Bill Becomes a Law 183 Congressional Casework 184 The Lawmaking Process: National, State, and Local 186 Women in Congress 199 Shared and Sole Powers of the President 202

Roles of the President 206 How a Bill Lives or Dies at the Hands of the President 208 The White House 209 The Executive Branch 210 Executive Authority at Different Levels of Government 213 Who’s Who in the Courtroom 220 The Dual Court System 222 Jurisdiction in State and Federal Courts 223 Comparing Trial and Appellate Courts 224 The Checking Powers of the Federal Judiciary 226 Key Rights and Liberties 246 Civil Rights and Suffrage Amendments 247 American Attitudes Toward Gun Control, 1995–2021 254 Legal Executions in the United States 257 The Struggle for Civil Rights, 1857–1964 294–295 Impact of the Civil Rights Act of 1964 297 Constitutional Amendments Expanding and Protecting Voting Rights 299 Growing Racial and Ethnic Diversity in Congress 300 Volunteering in the United States 301 Forms of Civic Engagement 303 Political Party Organization 323 Evolution of the Two-Party System 324 Red and Blue America 326 Third Parties in the United States 327 Groups for Every Interest 329 PAC Sponsors 333 The Dynamics of Policymaking 334–335 Tossing One’s Hat Into the Ring 348 The Route to Nomination 351 Where Campaign Money Comes From 357 Voting in General Elections 359 Reasons for Not Voting 360 Voting Rates of Older and Younger Americans 361 Political Socialization 373 The Answer Depends on the Question 375 Where Do You Get Your News?

377 Main Source of News by Political Affiliation 381 Common Persuasive Techniques Used in Political Advertising 382–383 U.S. Foreign Assistance 408 Top 10 Foreign Aid Recipients, 2020 408 United States in Conflicts Around the World 413

United Nations Organs and Special Agencies Paying Dues An NGO for Every Purpose Map Distortion Estimates of the Global Population, by Age, 1950 to 2050 Alisha’s Supply Curve Demand Curve for Swim Lessons Graphing the Equilibrium Price Compounding Interest Growth of Mandatory Spending in Federal Budget Calculating Gross Domestic Product Per Capita GDP, 2020 GDP by Continent

426 427 432 465 466 488 489 493 496 501 505 506 506

Political Cartoons Schools of Constitutional Interpretation I Am Not a Crook, 1972 The Gerry-mander, 1812 Due Process of Law Humpty Dumpty Sat on the Wall Who Will You Vote For? Path to the White House The Effect of Non-Voters Theodore Roosevelt as an “Angel of Peace”

136 139 159 268 327 349 356 362 403

Maps Forms of Government Around the World, 2022 46–47 Language Divisions in Switzerland 49 Standard of Living Around the World, 2019 52 State Constitutions and Amendments 155 Congressional Apportionment and Representation 174 Types of State Legislatures, 2021 187 U.S. Courts of Appeals 227 Red and Blue America 325 Presidential Primaries and Caucuses, 2020 347 States Up for Grabs 355 Campaign Contributions by State, 2020 357 American Sanctions 410 U.S. Armed Forces Abroad, 2016 411 Mapmaking: Latitude and Longitude 452 Elevation of North America 455 United States Borders and Capital Cities 456 United States Territories 457

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United States Regions United States Cultural Landmarks Topography of North America North America Minimum Temperature Regions Ecoregions in North America Land Use and Resources in North America United States Physical Landmarks Apportionment of the U.S. House of Representatives, 2020 Florida Senate Districts Most Prevalent Race or Ethnicity Group Per County, 2020 Second-Most Prevalent Race or Ethnicity Group Per County, 2020 North American Population Density United States Cultural Regions Annual Air Pollution Florida Mangrove Habitats Florida Coastal Map

458 459 460 461 462 463 464 467 468 469 470 471 472 473 476 477

Selected Primary Sources: Quotations Citizenship Clause, Fourteenth Amendment to the Constitution 10 Article VI, Clause 2 of the Constitution 15 Pericles, Funeral Oration, 431 b.c.e.

37 George Washington, on being called to lead the revolutionary army 61 Declaration of Independence, natural rights 67 Virginia Statute for Religious Freedom, 1786 68 Montesquieu, The Spirit of the Laws, 1748 69 Declaration of Independence, on popular sovereignty 71 John Adams, on Independence Day 81 Gerald Ford, on bicentennial celebration of independence, 1976 81 Magna Carta, clauses used in modern English law 82 Thomas Paine, Common Sense, 1776 88 Declaration of Independence, 1776 90–91 Preamble to the Constitution, 1787 107 Brutus, Anti-Federalist No. 1, 1787 108 James Madison, The Federalist No. 10, 1787 109 George Washington, oath of office, April 30, 1789 110 The Constitution, on popular sovereignty 131

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The Constitution, on rule of law 131 The Constitution, on separation of powers 132–133 The Constitution, on Federalism 133 The Constitution, on independent judiciary 134 The Constitution, on individual rights 135 Justice Louis Brandeis, New State Ice Co. v.

151 Liebermann, 1932 Jonah Goldberg, on Federalism 152 Timothy Conlan, From New Federalism to Devolution: Twenty-Five Years of 154 Intergovernmental Reform, 1998 Florida Declaration of Rights, 1998 156 David Mayhew, Congress: The Electoral 171 Connection, 1974 James Madison, The Federalist No. 10, 1787 172 William Rehnquist, United States v.

180 Morrison, 2000 Gerald R. Ford, A Time to Heal, 1979 197 Abraham Lincoln, First Inaugural Address, 1861 203 Alexander Hamilton, The Federalist No. 78, 1788 227 William Rehnquist, The Supreme Court: 230 How It Was, How It Is, 1987 Fourteenth Amendment, on equal protection, 1868 247 Clause 39, Magna Carta 271 Marbury v. Madison, Supreme Court’s decision 1803 278 Justice Taney, on rights of African Americans, 1857 280 Supreme Court, on separate but equal, 1869 281 Supreme Court, on free speech, 1988 282 Supreme Court, on right to counsel, 1963 283 Justice Abe Fortas, on juvenile rights 285 Fourteenth Amendment, on citizenship, 1868 298 Nineteenth Amendment, on right to vote, 1920 299 Twenty-sixth Amendment, on voting age 300 Mona Hanna-Attisha, What the Eyes Don’t See 305 Article I, Section 2 of Constitution 346 George W. Bush, on the war on terror after 9/11, 2001 402 Theodore Roosevelt, on peace, 1906 403 Woodrow Wilson, on decision to enter WWI 404 John F. Kennedy, Inaugural Address, 1961 404 Joseph S. Nye Jr., Soft Power: The Means 405 to Success in World Politics, 2004

Richard Nixon, Chinese Summit, 1972 Casper Weinberger, on the importance of good intelligence, 2001 Bill Clinton, Address on NATO Air Strike, 1999 Preamble to the UN Charter UN Convention on the Rights of the Child, adopted Nov. 20, 1989 National Centers for Coastal Ocean Science, on studying rising sea levels

406 409 412 424 434 476

Selected Primary Sources: Text The Declaration of Independence 514 The Constitution of the United States 518 John Locke’s Second Treatise 542–543 Montesquieu’s The Spirit of the Laws 544 Magna Carta, 1215 545–546 English Bill of Rights, 1689 547–548 Agreement Between the Settlers at New Plymouth (Mayflower Compact), 1620 549 The Stamp Act, 1765 550–551 The Quartering Act, 1765 552–553 Declaratory Act, 1766 554 The Revenue Act (Townshend Act), 1767 555–556 The Tea Act, 1773 557–558 The Boston Port Act (Intolerable Act), 1774 559–560

The Massachusetts Government Act (Intolerable Act), 1774 561–562 The Administration of Justice Act (Intolerable Act), 1774 563 The Quartering Act (Intolerable Act), 1774 564 Thomas Paine’s Common Sense 565–566 Articles of Confederation, 1777 567–569 The Federalist No. 10: The Same Subject Continued: The Union as a Safeguard Against Domestic Faction and Insurrection 570 Anti-Federalist No. 14: Extent of Territory Under Consolidated Government Too Large to Preserve Liberty or Protect Property 571 The Constitution of the State of Florida 572–575 Marbury v. Madison (1803) 576–577 Dred Scott v. Sandford (1857) 578–579 Plessy v. Ferguson (1896) 580–581 Brown v. Board of Education of Topeka (1954) 582–583 Gideon v. Wainwright (1963) 584–585 Miranda v. Arizona (1966) 586–587 In re Gault (1967) 588–589 United States v. Richard Nixon (1974) 590–591 Hazelwood School District v. Kuhlmeier (1988) 592–593 Presidents of the United States 594 The Pledge of Allegiance and the Star-Spangled Banner 595

John Locke’s Second Treatise From Chapter VII Of the Beginning of Political Societies Sect. 95. MEN being, as has been said, by nature, all free, equal, and independent, no one can be put out of this estate, and subjected to the political power of another, without his own consent. The only way whereby any one divests himself of his natural liberty, and puts on the bonds of civil society, is by agreeing with other men to join and unite into a community for their comfortable, safe, and peaceable living one amongst another, in a secure enjoyment of their properties, and a greater security against any, that are not of it. This any number of men may do, because it injures not the freedom of the rest; they are left as they were in the liberty of the state of nature. When any number of men have so consented to make one community or government, they are thereby presently incorporated, and make one body politic, wherein the majority have a right to act and conclude the rest.

Sect. 96. For when any number of men have, by the consent of every individual, made a community, they have thereby made that community one body, with a power to act as one body, which is only by the will and determination of the majority: for that which acts any community, being only the consent of the individuals of it, and it being necessary to that which is one body . . .

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Journey Through a TCI Inquiry-Based Unit Immerse students in history with TCI’s inquiry-based units. Each unit in this program will guide students through the inquiry process, providing opportunities to engage in research projects and to develop arguments around civics and the political system.

Additionally, each lesson in the unit offers guiding questions that facilitate class discussion and debate, stunning images for students to investigate, and rich written and visual primary sources.

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Video-Based Inquiry Project Each unit begins with a video storyline that presents an interesting scenario and sets the stage for an inquiry project.

From asking questions to taking informed action, the Inquiry Project guides students through the inquiry arc and ties lessons together in a meaningful way.

2 Flexible Lessons Each lesson offers multiple approaches to learning. Whether teachers use the Classroom Activity, Video Activity, or Text with Notes, they’ll cover the same content.

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Summative Assessments Each lesson and unit comes with a TCI-created summative assessment, which fully assesses student mastery of content and skills. The test is ready to take, but teachers can edit and customize the test to meet the needs of their classrooms.

3 Dive Deeper Each unit includes a variety of print and online resources to go in-depth with primary sources, court cases, and high-interest readings directly related to the content.

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Unit Inquiry Projects Each unit in Civics Alive! has an optional Inquiry Project that outlines an inquiry-focused pathway through the unit. Students develop questions, use disciplinary sources to build arguments, communicate their conclusions with evidence, and then take informed action.

U N I T I N Q U I RY P R O JEC T

Assessing Freedom Around the World Each Inquiry Project begins with a compelling question and an activity to set the stage for inquiry.

An engaging storyline presents an interesting and thought-provoking scenario in which students take on different roles in the political system.

Compelling Question: How free are democracies around the world?

Inquiry Introduction In this unit, you will explore our government’s foundations and how the past has influenced the founding of a representative democracy in the United States. Then you will apply what you learn to this Unit Inquiry Project. You will investigate the compelling question to take a closer look at different democracies and consider how much freedom they actually have.

Storyline

Protesters in Barcelona, Spain, march in support for a free, independent Catalan democracy separate from the Spanish government. Citizens’ ability to freely protest is an important indicator of freedom in democracies.

Background

A brief background provides context needed to complete the inquiry project.

There are many different forms of government. There are also many different types of governments that call themselves “democracies.”

Government-funded organizations such as Freedom House analyze the status of, and challenges to, freedom in different countries around the world. These organizations do a great deal of research on an ongoing basis in order to measure the state of global freedom.

While many countries may call themselves democracies, some of those countries are democracies in name only. For example, even though Russia calls itself a presidential democracy, Freedom House considers it “not free.” This is because the Russian government regularly influences elections by suppressing voters, jailing political opponents, and arresting protestors. Certain indicators may point to whether a democracy can be considered free, partly free, or not free. These indicators of democracy include freedom of speech, freedom of religion, and the right to vote.

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Suppose you work for the U.S. Department of State, a government agency responsible for international affairs and foreign policy. The State Department received a report showing that although a great majority of countries identify as democracies, less than 50 percent of them are considered “free.” You have been assigned to a task force that will investigate what factors, or indicators, contribute to freedom in countries around the world.

You and your colleagues will write reports on the freedoms and limitations of different democracies and provide a recommendation for foreign policy. Then you will review all of the reports and determine how the State Department will use its budget for foreign aid.

Unit 2

From asking questions to developing an argument, the Inquiry Process guides students through the inquiry arc.

Inquiry Process As you consider the compelling question, you may wonder what indicators affect varying levels of freedom in nationstates that identify as democracies. One way to assess this is to conduct an inquiry.

You will be assigned one country to research. You can follow these steps and record your findings about this country in your Interactive Student Notebook: • Develop supporting questions to help you answer the compelling question.

You may want to ask questions about the indicators of freedom that different groups use to rate the democracies around the world.

• Research answers to the questions you came up with and record your sources.

Always evaluate your sources to make sure that they are reliable.

• Record the information you gathered in a report that includes the country’s government structure, the top three indicators of freedom you have chosen to research, and your recommendation for aid. Your report should also include your assessment of the country’s level of freedom.

• Use your report findings to create a poster that serves as a visual representation of the information.

• Display your poster in a gallery, along with those of your colleagues.

Take notes from other posters in the gallery on the levels of freedoms in other countries. What patterns do you observe?

• Come up with an answer to the question: How free are democracies around the world? Build an argument to support your claim. Use evidence from your research and reasoning to support your answer.

By following these steps, you will become more informed about political issues in your democracy. You will better understand the role of government in determining the actual freedom of a democracy. When you are ready, begin investigating the compelling question.

ONLINE UNIT ACTIVITY

In this activity, you will act as members of a State Department task force investigating the level of freedom in different democracies.

www.teachtci.com

Inquiry Project Go online to complete the activities, readings, and tasks. Fill out the corresponding prompts for each step in your print or online notebook.

The Origins and Purposes of Government

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Steps for completing the Inquiry Project are also included in the Interactive Student Notebook and online.

Online you can find the Video Storyline that introduces the Inquiry Project. Digital notebook prompts, interactive reading tools, and more are also available online. xxi

Flexible Lesson Options Flexibility is key to the development of this program. Teachers can choose any of the approaches for any lesson and know that they’re covering the key content of the chapter.

Classroom Activities develop skills and content knowledge through hands-on learning, meaningful classroom discussion, and more. Every activity begins with a Preview that connects to prior knowledge and closes with a Processing activity to demonstrate understanding of the content.

Video Activities bring key ideas from the text to life in meaningful videos. Then a series of quick activities gauge understanding and provide opportunities to engage with the content.

Reading and Notes are embedded in the first two options but are also robust enough to stand alone. With carefully crafted questions, critical thinking is embedded in every lesson.

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Videos, Perspectives, and Primary Sources There are many opportunities to dive deeper into Civics Alive! From videos to court cases to primary sources, online resources provide many options for enrichment.

Each unit begins with a video to introduce the Inquiry

Project.

Easy-to-use Video Activities provide opportunities to interact with the big ideas of each lesson.

Explore rich online readings that allow students to encounter multiple perspectives, analyze court cases, connect with literature, explore biographies, and more with carefully crafted text and questions to reflect on the content of each reading.

Primary sources are embedded throughout the program, including photographs, documents, and more.

ONLINE RESOURCES AND VIDEOS

www.teachtci.com

Watch for this purple box throughout this book. It will guide you to additional online resources.

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End-of-Course Prep Guide Each lesson includes an End-of-Course Prep Guide designed to make connections between the lesson content and the Student Learning Targets. Teachers can use these guides to prepare students for state tests.

At the end of each lesson, students are directed back to the Student Learning Targets to check their understanding.

Each benchmark covered in the lesson is identified.

LESSON 5

C R E AT I N G T H E C O N S T I T U T I O N

End-of-Course Prep Guide Return to the Student Learning Targets at the beginning of this lesson and review the “I can” statements. Use the checklist to decide which key ideas to focus on in this review guide. You can also learn more about these topics online using Reading and Notes, Lesson Games, Slideshows, and Video Activities.

The First Governing Documents Explain how the weaknesses of the Articles of Confederation led to the writing of the U.S. Constitution. (CG 1.7) The Articles of Confederation was the first governing document of the United States. It didn't work very well, so the framers started over.

Issue in the Articles of Confederation

Solution in the Constitution

Congress had no power to tax. Therefore, it couldn’t raise money for things the government needed to do.

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Now, Congress has the power to tax.

Congress had no power to regulate trade. Therefore, states could tax goods coming from other states.

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Now, Congress has the power to regulate trade with other countries, between states, and with Indigenous people.

→ Congress had no power to enforce its laws. Therefore, states could pass laws that would override national laws, or just ignore them.

Now, the Constitution is above all other laws. This Constitution, and the Laws of the United States which shall be made in Pursuance thereof; . . . shall be the supreme Law of the Land; . . .

—Article VI, paragraph 2

The national government lacked a national court system (judicial branch). Therefore, when federal laws were violated, there was no recourse.

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Now, the Constitution has created a judicial branch with a Supreme Court and the ability to add lower courts.

The national government lacked central leadership (executive branch). Therefore, there was no one to give direction or to guide in emergencies.

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Now, the Constitution has set up an executive branch with the president as the chief executive.

There were no national armed forces. Therefore, the country couldn’t defend itself easily from an attack.

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Now, the Constitution gives Congress the power to establish a military.

The judicial power of the United States, shall be vested in one Supreme Court, and in such inferior courts as the Congress may from time to time ordain and establish.

—Article III, Section 1

To raise and support Armies . . . To provide and maintain a Navy —Article I, Section 8, Clause 12 and 13 Changes to the Articles required unanimous consent of the 13 states. Therefore, it would be very difficult to get all 13 states to agree on anything.

Graphic organizers summarize key ideas related to the benchmark.

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Lesson 5

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Now, the Constitution allows for amendments and describes the process.

The Congress . . . shall propose amendments to this Constitution, or, on the application of the legislatures of two thirds of the several states, shall call a convention for proposing amendments, which . . . shall be valid . . . as part of this Constitution, when ratified by the legislatures of three fourths of the several states, or by conventions in three fourths thereof . . .

—Article V

L E S S O N C LO S E R

Two Views of Government Compare the viewpoints of the Federalists and the Anti-Federalists regarding ratification of the U.S. Constitution and including a bill of rights. (CG 1.10) The Federalists and the Anti-Federalists were groups of framers who had different viewpoints about the role of national government and therefore about the Constitution.

Federalists View of the role of national government - They wanted a strong federal government that shared powers with the states.

They believed that the system of checks and balances would keep the federal government from becoming too powerful.

View of the Constitution - They supported the Constitution.

It had been written mainly by Federalists. They wrote The Federalist Papers to convince the public to support the Constitution.

Anti-Federalists View of the role of national government - They preferred a loose association of states that had existed under the Articles of Confederation. They feared that a strong national government would become too powerful and thought that states could represent the people better.

View of the Constitution - They opposed the Constitution.

They wrote The Anti-Federalist Papers to persuade people to support their opinion.

Main proponents of the Constitution - Alexander Hamilton, Main objectors to the Constitution - Samuel Adams, James Madison, John Jay Patrick Henry, John Hancock Role in the Bill of Rights - James Madison wrote the Bill of Rights in response to the Anti-Federalists.

If Men were angels, no government would be necessary.

If angels were to govern men, neither external nor internal controls on government would be necessary. In framing a government which is to be administered by men over men, the great difficulty lies in this: you must first enable the government to control the governed; and the next place, oblige it to control itself.

—James Madison

VIDEOS ONLINE

Role in the Bill of Rights - The Anti-Federalists’ concerns that a strong federal government would lead to oppression of individual rights led to the creation of the first 10 amendments, known as the Bill of Rights.

Visuals remind students of lesson content and illustrate main ideas.

After so recent a triumph over British despots, after such torrents of blood and treasure have been spent, after involving ourselves in the distresses of an arduous war, and incurring such a debt for the express purpose of asserting the rights of humanity; it is truly astonishing that a set of men among ourselves should have the effrontery to attempt the destruction of our liberties.

—The Anti-Federalist Papers

www.teachtci.com

Sign in to access a Video Activity that explains the main ideas of the text with meaningful visuals.

Creating the Constitution

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Videos offer another path to understand the benchmarks and deepen understanding.

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Supporting Literacy Through Social Studies Civics Alive! has literacy instruction built into the Student Text, Interactive Student Notebook, and Activities.

The following key points emphasize integration of literacy in social studies instruction.

Reading Comprehending Informational Text

Text written at grade level invites all students to engage with rich, informative content. Online supports include the option to see the main ideas, leveled text online, and meaningful visuals, making the text accessible to all learners.

Vocabulary Development

Civics Alive! scaffolds the learning of social studies and history vocabulary by presenting the words and phrases in context but offering succinct definitions in the margins and glossary. Students record information based on text structure and historical perspective in their Reading Notes.

Analysis of Primary and Secondary Sources

Analysis of both primary and secondary sources takes place throughout lessons, through both written and visual literacy skills.

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Writing Writing from Sources

Civics Alive! requires students to write for different purposes, including to develop claims that are supported with evidence. In inquiry activities, students are often asked to construct written arguments to persuade others to accept a conclusion or proposal. They construct their claims using precise language and social studies vocabulary.

Toolkits for Skill Building

In addition to embedded opportunities to practice writing, skillsbased toolkits are offered online to further develop literacy skills.

Diverse Writing Opportunities

Civics Alive! provides many writing opportunities, including to explain main ideas and justify reasoning. Guided writing exercises allow for writing practice in a variety of formats with clear rubrics and guidelines.

Speaking and Listening Collaboration

Classroom Activities provide opportunities for students to collaborate with clearly defined roles and tasks that allow all students to actively contribute to group projects.

Civil Discourse

Structured prompts and clear guidelines provide opportunities for active listening and participation in evidence-based discussions.

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Considerate Text Civics Alive! engages students and helps them read text that is more complex and at a higher level.

That’s because our writers wrote it as “considerate text,” which is another way to say that it makes readers want to read it. Considerate text is well written and well organized. Here are some ways TCI’s student text is considerate of all levels of readers.

Short sections, each with an informative title, create an organized structure that helps readers understand and remember the main ideas.

Important new social studies words are in bold and blue type. These words are defined in the margin and in the glossary.

court order a judgment

issued by a court, usually after a hearing

summary judgment a

judgment issued by a court for one party over another without a trial

jury a body of people who swear an oath to provide a finding of fact on a question submitted by the court

This diagram shows the key players in a criminal trial. In a civil trial, the plaintiff and the plaintiff’s attorney would replace the prosecutor.

1. The Many Players in a Court of Law A typical courtroom is presided over by a judge who controls the courtroom and determines if evidence is admissible. The judge also instructs jurors on how the law should guide them in making a decision.

A judge can also issue a court order, which is a decision or judgment issued by a court. Similarly, if a judge decides a case lacks enough evidence to go to trial, the judge can issue a summary judgment. This is a judgment for one party over another without a trial.

In a criminal trial, the person accused of a crime is the defendant.

The government lawyer bringing evidence against the defendant is the prosecutor. In a civil trial, the person bringing the lawsuit is the plaintiff. The person the suit has been brought against is the defendant.

Usually plaintiffs and defendants are represented by attorneys who argue the case before a jury. Juries are not usually called for many types of civil cases, including divorce and custody. Defendants in criminal cases can waive their right to a jury trial and have their cases heard by only a judge. In civil cases, usually one party or the other has to request a jury trial. Additional officers of the court, such as the court clerk, the bailiff, and the court reporter help the courtroom function.

Who’s Who in the Courtroom

The court clerk keeps the official court record, including documents and physical evidence.

The judge oversees the trial and decides questions of law.

The bailiff keeps order in the courtroom and takes charge of the jury when court is not in session.

Witnesses provide information about the crime, related events, or the defendant.

The defense attorney presents evidence on behalf of the defendant.

The jury listens to witness testimony and arguments of attorneys to reach a verdict of guilty or innocent.

The court reporter records word for word everything that is said during a trial.

The defendant is the party accused of committing a crime.

Thoughtfully selected large images illustrate the main ideas and support visual learners.

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The prosecutor presents evidence of a crime on behalf of the people.

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Lesson 10

Public spectators may observe a trial as long as they do not disrupt the proceedings.

Single-column text makes the content easier to read. Paragraphs end at the bottom of the page instead of continuing onto the next page.

A jury’s decision can have great consequences for the involved parties in a trial. Here, the chosen 12 jurors pay close attention to a court case in order to make an informed decision. Citizens might also serve on a grand jury, which is called when the crime is serious. The grand jury decides if there is enough evidence to charge anyone. Grand juries are held in secrecy, however.

The Key Role of Jurors Trial by jury is one of the most important rights guaranteed under the Constitution. The framers wanted to make sure that the rights of the accused were protected. Because the people participate, jury trials limit government power and are an important part of checks and balances. Serving on a jury gives people a voice and provides the most direct way for them to participate in government. Most countries do not have jury trials.

The Sixth Amendment requires that juries be impartial and from the local community. This requirement mainly affects the way in which potential jurors are chosen. Possible jurors are usually selected from a master list compiled from various sources, such as the voter registration list and the driver’s license list. The idea is to draw from a pool of people who represent a cross section of the community. To serve as a juror, a person must be a U.S. citizen, 18 years of age, able to understand English, a resident within the court’s jurisdiction, and have no felony convictions. Names are then selected at random from the master list, and those selected receive a jury summons. However, reporting for jury duty when summoned does not guarantee that a person will serve on a jury. Nearly four out of five possible jurors are dismissed for a variety of reasons.

During a process known as voir dire, the lawyers and judge in a case question potential jurors to determine whether there is any reason to disqualify them. A lawyer may challenge a juror “for cause” by stating a specific objection. For example, a prosecutor might challenge a juror on a murder case if that person is opposed to the death penalty.

If the judge approves the challenge, the juror is disqualified.

Lawyers may also exclude jurors based on a peremptory challenge.

This is a challenge that is given without reason but that is usually based on a perceived bias in the jury candidate. Lawyers are generally granted a limited number of peremptory challenges in each case.

Captions for photos, illustrations, tables, and graphs reinforce the main idea of the section and provide details that guide students’ interpretation of the graphics.

Academic vocabulary words are bolded in black and presented with a clear context.

The Judicial Branch

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The text is written in a clear and engaging way without figurative language.

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Universal Access TCI is designed to reach all learners. Here are some resources teachers can use in their classrooms.

Select Reading Level

Main Ideas

Add Note

Reading Tools Digital text-to-audio, main ideas, and note-taking tools support reading.

Show Highlights

Play

Save Text to Drive

Enrichment Opportunities Students engage with primary sources, review literature, and study biographies of historical figures.

Visual Discovery

Experiential Exercise

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Problem Solving Groupwork

Writing for Understanding

Response Group

Multi-Modal Teaching Strategies

Social Studies Skill Builder

Six distinct teaching strategies support comprehension using a variety of skills, allowing all students to actively engage in the content.

Differentiating Instruction Each lesson comes with modifications for English learners, learners reading and writing below grade level, learners with special education needs, and advanced learners.

Multi-Media Delivery Content is delivered using a combination of writing, visuals, activities, videos, and games to make content accessible to all learners.

Quicker Coverage and Deeper Coverage Pacing can vary from lesson to lesson, and year to year.

Suggestions for quicker coverage or deeper coverage are provided for each lesson.

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