Unit 4 Resources - Wikispaces4+Resources.pdf · 2010-02-25 · Unit 4 Resources State and ......

Unit 4 Resources

State and

Local Government

Chapter 12 State Government

Chapter 13 Local Government

Chapter 14 Dealing With Community Issues

Photo Credits: page 13: Mapping Specialist; page 23: AP Photo/Jerry S. Mendoza;

page 47: Courtesy of the City of Asheville, NC; page 71: CORBIS

Source Credits: page 53: www.law.ucla; page 75: www.ci.austin.tx.us;

page 77: www.epa.gov

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To the Teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v

Unit 4 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Citizenship and Decision-Making Activity 4 . . . . . . . . . . . . . . . . 3

Economics Activity 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Reading Skills Activity 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Speaking and Listening Skills Activity 4 . . . . . . . . . . . . . . . . . . 9

Enrichment Activity 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Primary Source Reading 4-A . . . . . . . . . . . . . . . . . . . . . . . . 15

Primary Source Reading 4-B . . . . . . . . . . . . . . . . . . . . . . . . 17

Chapter 12 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Content Vocabulary Activity 12 . . . . . . . . . . . . . . . . . . . . . . 20

Academic Vocabulary Activity 12 . . . . . . . . . . . . . . . . . . . . . 21

Biography Activity 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Writing Skills Activity 12 . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Critical Thinking Skills Activity 12. . . . . . . . . . . . . . . . . . . . . 27

Chart, Graph, and Map Skills Activity 12. . . . . . . . . . . . . . . . . 29

Differentiated Instruction Activity 12 . . . . . . . . . . . . . . . . . . . 31

School-to-Home Connection 12. . . . . . . . . . . . . . . . . . . . . . . 33

Reteaching Activity 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Chapter 12 Section Resources . . . . . . . . . . . . . . . . . . . . . . . . 36Guided Reading Activity 12-1 . . . . . . . . . . . . . . . . . . . . . . . 37

Guided Reading Activity 12-2 . . . . . . . . . . . . . . . . . . . . . . . 38








Chart, Graph, and Map Skills Activity 13 . . . . . . . . . . . . . . . . 55







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Chart, Graph, and Map Skills Activity 14. . . . . . . . . . . . . . . . . 77







Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

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Citizenship and Decision-Making Activities

These activities are designed to involve students in grassroots community projects that may have national or international implications. The service-learning projects help students understand how civic participation affects their lives on a daily basis.

Economics Activities

These interdisciplinary activities help students understand the influence of economics on the world around them. Students are familiarized with economic terms and principles as they apply to current situations and events.

Reading Skills Activities

These reinforcement activities correspond to the reading skill lessons presented in each unit of the student text. The worksheets emphasize identification of word meanings and provide visual and kinesthetic reinforcement of vocabulary words.

Speaking and Listening Skills Activities

These unit-level activities provide practical applications of oral or auditory English language conventions. Students are given instructions on various speaking and listening skills and asked to apply these skills to civics content. Examples of speaking and listening skills include organizing and summarizing information, delivering presentations, and reciting text.

Enrichment Activities

These activities extend concepts presented in each unit by encouraging students to conduct independent research and write materials such as presentations and essays. Each activity provides background information and a challenging activity, and allows students to gauge their progress through the use of project-specific self assessment checklists.

Primary Source Readings

These activities allow students to “see” civics concepts through the eyes of those who have influenced political ideas, worked in government, and lived through changes in civic participation. Each selection is preceded by an introduction and a guided reading suggestion and is followed by questions that allow students to analyze and interpret the material.

Content Vocabulary Activities

These review and reinforcement activities help students master unfamiliar content terms used in the student text. The worksheets emphasize identification of word meanings and provide visual and kinesthetic reinforcement of vocabulary words.

Academic Vocabulary Activities

Knowledge of academic words, combined with continued acquisition of general words, significantly boosts student comprehension of academic texts. These activities provide explicit instruction in word parts, word relationships, grammar, and other lexical information.

Unit ResourcesGlencoe’s Unit Resources are packed with activities for the varied needs of all

of your students. They include the following activities:

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Biography Activities

These biographic sketches of contemporary and historic figures expose students to a diversity of civics topics and to the real-world application of those topics. Questions emphasize the role of individuals in shaping government and politics.

Writing Skills Activities

These activities help students develop and practice writing skills. They are designed to help students not only increase their writing skills, but also enable them to apply, relate, interpret, analyze, compare, organize and write about civics facts and concepts.

Critical Thinking SkillsActivities

Critical thinking skills provide students with the tools to live and work confidently in an ever-changing world. These activities show students how to use information to make judgments, develop their own ideas, and apply what they have learned to new situations.

Chart, Graph, and Map Skills Activities

Students interpret and organize information in charts, graphs, and maps. These activities stimulate critical thinking abilities and help students learn visually.

Differentiated Instruction Activities

These activities provide an opportunity to address different types of classroom learners. Teaching strategies offer activities for these differentiated learning styles: English Language Learners, Gifted and Talented, Special Needs, Logical/Mathematical, Verbal/Linguistic, Kinesthetic, Interpersonal, and Intrapersonal.

School-to-Home Connection

These activities extend students’ classroom learning. Working with a partner at home, students confirm their comprehension of ideas from the text and identify Big Ideas.

Reteaching Activities

These activities allow students to reinforce their comprehension of key concepts presented in the text. Students use tools such as graphic organizers and matching lists to identify and organize information.

Guided Reading Activities

These activities aid students who are having difficulty comprehending the student textbook. Students answer a series of sequential questions designed to help them identify, organize, and understand key concepts from their reading.

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Unit 4 ResourcesState and Local Government

Citizenship and Decision-Making Activity 4Getting to Know Local Government 3

Economics Activity 4Housing Booms 5

Reading Skills Activity 4Making Inferences 7

Speaking and Listening Skills Activity 4Indicating the Relationship Between Ideas 9

Enrichment Activity 4Federalism 13

Primary Source Reading 4-AThe Constitution of Virginia, 1776 15

Primary Source Reading 4-BOhio Smoking Ban Amendment and Law 17

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Why It Matters

Background

All types of government in our country have two things in common—they create and enforce laws, and they provide services for the people who live within their jurisdictions.

Each of the many different types of local government is self-determined. The ordinances and laws for your particular area may be different from the ordinances and laws of an area just a few miles away. If you live under a county jurisdiction, you may receive a different level of fire protection than someone who lives in a nearby town that provides its own services.

Sometimes it is difficult to determine exactly what laws apply to you or which services your taxes pay for. Learning about your local government’s structure and services can help you be a better citizen of your community.

Questions to Consider

Directions: Answer the following questions on a separate sheet of paper.

1. Listing Refer to your textbook. Name three types of local government.

2. Specifying In what way is your local government classified?

3. Specifying Does your area have a council-manager or a mayor-council form of government?

In 2002, the U.S. Census Bureau identified 87,525 local government units in the United States. These included all counties, townships, municipalities, and towns in the 50 states, as well as special government units such as school districts. Local governments employ more than 13 million people.

Your Task

Investigate how your local government works and create a brochure directed to citizens to describe it.

Local governments provide many of the services that affect citizens’

daily lives, such as law enforcement and fire protection, public libraries, and

neighborhood parks. Understanding how their local government works can

help citizens make improvements or changes in their community.

CITIZENSHIP AND DECISION-MAKING ACTIVITY 4

Getting to Know Local Government

Local Government in the United States

Type Number of Units Number of Employees

County 3,034 2,729,000

Municipal 19,429 2,972,000

Town or Township 16,504 488,000

Source: U.S. Census Bureau, 2002 Census of Governments

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(continued)

How to Do It

Work in a small group to research your local government. After you have determined your local government’s organization, create a brochure that will help someone understand which local government agencies provide help with specific issues. Follow the steps below.

1. What services does your local government provide? List these on your brochure. Be sure to include law enforcement and fire departments, parks and recreation, water and sewer, street repair, building inspection, and other services of interest.

2. Each person in the group should choose one or two departments or agencies to research further.

3. You may consult your local government’s Web site to find more information about different departments and their agencies. You may also wish to visit these government offices to learn more about them.

4. Group members should share their information with one another and

then plan your brochure. Use the table below to help you organize your information.

5. Include addresses, phone numbers, and names of contact people who are available to help citizens with their concerns. If appropriate, you may also wish to list the names of the mayor, city manager, and council members. Add illustrations to your brochure to make it more visually appealing.

Follow-Up Activity

Interview a person who works for your local government. Ask the following questions:

1. How did you decide to work for the local government?

2. How long have you worked in your present job?

3. What do you like best about your job?

Using the information gathered in the interview, write an essay explaining why you would or would not want to work for a local government department.

Getting to Know Local Government

CITIZENSHIP AND DECISION-MAKING ACTIVITY 4

Department Name Phone and Address Contact Person Department’s Job

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Since the 1950s, the United States has experienced the growth of suburbs around central cities. Such growth has led to the expansion of metropolitan areas, or areas containing a central city and its surrounding suburbs. The U.S. Census Bureau names areas with combined populations of more than 50,000 people Metropolitan Statistical Areas.

One such metropolitan area is the central city of Washington, D.C., and its surrounding suburbs in the states of Virginia, Maryland, and West Virginia. In recent years, this metropolitan area, along with the United States in general, has experienced a housing boom.

During this housing boom, construction of new homes has increased and the prices of new homes have also risen steadily. For instance, in 1995, about 667,000 new one-family homes were sold in the United States. In 2005, that number had nearly doubled to about 1,283,000 homes. The first chart below shows the

changes in new home construction that have occurred in recent years.

One way the government measures the strength of housing markets is through the House Price Index (HPI). This index shows the changes in value for one-family homes on the national and state levels, as well as on the level of Metropolitan Statistical Areas. The second chart below shows the change in house prices for the United States and the Washington Metropolitan Statistical Area between 2000 and 2005.

The housing industry represents about 5 percent of the overall economy. The U.S. Census Bureau watches the housing industry because that industry indicates how well the overall economy is doing. If the economy is doing well but fewer houses are being built, the economy may slow down. However, if the economy is doing poorly but many new houses are being built, the overall economy may improve.

Housing Booms

ECONOMICS ACTIVITY 4

Number of New One-Family Houses Sold in the United States

Year Number of Houses

1996 757,000

1999 907,000

2002 973,000

2005 1,283,000

Percentage of Change in House Prices, 2000–2005

Year United States

Washington, D.C., Metropolitan

Statistical Area

2000 8.1% 9.7%

2001 6.92% 11.09%

2002 6.89% 11.30%

2003 7.97% 12.52%

2004 11.17% 21.04%

2005 12.95% 23.67%

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(continued)

Housing BoomsDirections: Answer the questions below in the space provided.

1. Recording How many people must inhabit an area for the U.S. Census Bureau to name the location a Metropolitan Statistical Area?

2. Naming Into which states does the Washington, D.C., Metropolitan Statistical Area extend?

3. Specifying During which three-year period indicated on the first chart did the number of one-family houses sold in the United States increase most?

4. Telling Explain how the prices of homes in the Washington, D.C., Metropolitan Statistical Area changed during 2001.

5. Reporting In which years did the United States experience a smaller percentage increase in home prices than it had the previous year?

6. Critical Thinking: Comparing Which area has experienced a greater housing boom in recent years: the Washington, D.C., Metropolitan Statistical Area or the entire United States? Use data from the activity to support your argument.

ECONOMICS ACTIVITY 4

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Making Inferences

Learning the Skill

What would happen if the textbook authors had to explain every connection or define every word for you? Your textbook would be huge. A reader must be able to make inferences while reading because not all information is stated directly. You make inferences by drawing conclusions about information that is not stated directly, using details in the text, maps, illustrations, and your own knowledge.

Use the following steps to make inferences as you read:

Decide on the general topic of the passage.

Think about what you already know about the topic.

Read carefully for stated facts and ideas or illustrations about the topic.

Look for the use of similes, metaphors, or analogies to signal comparisons to things with which you may already be familiar. Similes compare two things by using the word like or as. Metaphors and analogies also make comparisons, such as likening a revolution to a tornado.

Use logic and common sense to form a conclusion about the topic.

Practicing the Skill

Directions: Read the passage below from Chapter 14. Then answer the questions that follow in the space provided.

1. What is the main topic of this excerpt?

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READING SKILLS ACTIVITY 4

Do you think going to school should make you sick? A group of families in Sugar Hill, Georgia, didn’t think so. When they found out a new school would be built between two garbage landfills, the families began to study possible health risks. They formed a group called Community Awareness Regarding Education and Safety (CARES). CARES set up committees to continue research and contact the media. Although the school did open, CARES convinced the school board to monitor toxic substances in the building. Mindy Clark, a cofounder of CARES, explained, “We’re going to fight. We know too much to walk away.”

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(continued)

Making Inferences2. Using the text and what you already know, why do you think

the location of the school was a cause for concern?

3. What does Mindy Clark mean when she says, “We know too much to walk away”?

Applying the Skill

Directions: Read the passage below. Then answer the questions that follow in the space provided to help you make inferences.

1. What is the main problem that policymakers face with welfare programs?

2. What metaphor does the author use to describe this problem?

3. Use what you already know to describe how welfare may undermine self-respect in those who receive it.

4. On the basis of this excerpt, what inference can you make about which group is the main recipient of welfare?

READING SKILLS ACTIVITY 4

Our government tries to help Americans who suffer from ill health, old age, poverty, and physical disabilities with welfare programs. Policymakers have long struggled over the two-pronged problem of how to reduce poverty and how to administer government financial aid to the best effect. Critics of welfare claim that it undermines self-respect among the poor and encourages dependency. Defenders of welfare assert that it is the only way poorly educated, unemployed female heads of households and their children can avoid homelessness and hunger.

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Indicating the Relationship Between Ideas

Learning the Skill

It would be frustrating and boring to read an essay consisting of nothing but short, simple sentences that jump quickly from one idea to the next. Creative writers vary their sentence structure to make reading more enjoyable. Careful writers help readers understand the relationships between ideas. This goal can be accomplished through grammatical devices such as subordination, coordination, and apposition.

Subordination is a way of writing that makes one sentence or idea more important than another. The relationship between the ideas in the sentences can often be expressed by using a subordinating conjunction:Time: when, whenever, after, as, before, once, since, till, until, now that, while, as long as, as soon asConcession: though, although, even though, if, whereasContingency: if, onceCondition: if, in case, as long as, unless, provided thatReason: because, since, as long asResult: so, so thatComparison: as, just as, as ifContrast: while, whereas

Coordination is a way of writing in which each sentence or idea is equally important. Conjunctive adverbs such as the following are commonly used to express a relationship between two sentences:Result: therefore, consequently, as a resultConcession: nevertheless, yet, still, after all, of courseApposition: for example, for instance, that is, in other wordsAddition: moreover, furthermore, also, in addition, likewiseTime: meanwhile, in the meantimeContrast: however, instead, on the contrary, in contrast, butSummary: thus, in conclusion, thenReinforcement: further, in particular, indeed, above, in fact

Apposition is a word or phrase placed in a parallel position to a noun in the sentence. An appositive may be set off by commas or dashes.Kirsten, the best employee in the company, always meets her deadlines.Appositives necessary to the sense of a sentence are not set off in any way.The song “Angel” was the crowd’s favorite.

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SPEAKING AND LISTENING SKILLS ACTIVITY 4

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(continued)

Indicating the Relationship Between Ideas


Rachel Carson was an American marine biologist and author who became known for a series of books she wrote on life in the ocean. Published between 1941 and 1955, these books include Under the Sea Wind, The Sea Around Us, and The Edge of the Sea. In 1962, Carson published her book Silent Spring. This work described the health risks posed by insecticides and proved to be both extremely controversial and highly influential. The book frequently receives credit for launching the environmental movement of the late twentieth century.

Of all our natural resources water has become the most precious. By far the greater part of the earth’s surface is covered by its enveloping seas, yet in the midst of this plenty we are in want. By a strange paradox, most of the earth’s abundant water is not usable for agriculture, industry, or human consumption because of its heavy load of sea salts, and so most of the world’s population is either experiencing or is threatened with critical shortages. In an age when man has forgotten his origins and is blind even to his most essential needs for survival, water along with other resources has become the victim of his indifference.

The problem of water pollution by pesticides can be understood only in context, as part of the whole to which it belongs—the pollution of the total environment of mankind. The pollution entering our waterways comes from many sources: radioactive wastes from reactors, laboratories, and hospitals; fallout from nuclear explosions; domestic wastes from cities and towns; chemical wastes from factories. To these is added a new kind of fallout—the chemical sprays applied to croplands and gardens, forests and fields. Many of the chemical agents in this alarming mélange [mixture] imitate and augment [increase] the harmful effects of radiation, and within the groups of chemicals themselves there are sinister and little–understood interactions, transformations, and summations of effect.

Ever since chemists began to manufacture substances that nature never invented, the problems of water purification have become complex and the danger to users of water has increased. As we have seen, the production of these synthetic chemicals in large volume began in the 1940s. It has now reached such proportions that an appalling deluge [a large amount] of chemical pollution is daily poured into the nation’s waterways. When inextricably [impossible to separate]


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mixed with domestic and other wastes discharged into the same water, these chemicals sometimes defy detection by the methods in ordinary use by purification plants. Most of them are so stable that they cannot be broken down by ordinary processes. Often they cannot be identified. In rivers, a really incredible variety of pollutants combine to produce deposits that the sanitary engineers can only despairingly refer to as “gunk.” Professor Rolf Eliassen of the Massachusetts Institute of Technology testified before a congressional committee to the impossibility of predicting the composite effect of these chemicals, or of identifying the organic matter resulting from the mixture. “We don’t begin to know what that is,” said Professor Eliassen. “What is the effect on people? We don’t know.”

To an ever-increasing degree, chemicals used for the control of insects, rodents, or unwanted vegetation contribute to these organic pollutants. Some are deliberately applied to bodies of water to destroy plants, insect larvae, or undesired fishes. Some come from forest spraying that may blanket two or three million acres of a single state with spray directed against a single insect pest—spray that falls directly into streams or that drips down through the leafy canopy to the forest floor, there to become part of the slow movement of seeping moisture beginning its long journey to the sea. Probably the bulk of such contaminants are the waterborne residues of millions of pounds of agricultural chemicals that have been applied to farmlands for insect or rodent control and have been leached out of the ground by rains to become part of the universal seaward movement of water.

Source: Rachel Carson. Silent Spring. Boston: Houghton Mifflin, 1994.

Originally published in 1962.

Directions: Find two examples of subordination, coordination, or apposition in the passage by Rachel Carson. Write them in the space below.

SPEAKING AND LISTENING SKILLS ACTIVITY 4 (continued)

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(continued)

Indicating the Relationship Between IdeasApplying the Skill

Directions: Listen to the NPR radio story about 2004 presidential candidates and the environment at www.npr.org/templates/story/story.php?storyId=1972071 (click the red “Listen” link beneath the title for the story). Your class will be in two groups, one supporting George W. Bush’s position on the environment and the other supporting John Kerry’s. Prepare a short statement to present in the class discussion on this issue. Include at least one example each of subordination, coordination, and apposition in your statement. Before writing your statement use the space below to outline your statement and collect your ideas.


Performance Assessment Checklist

Assess your statement using the checklist below.

___ I chose to support either Bush’s or Kerry’s position on the environment.

___ I prepared a statement supporting my position, using at least one example each of subordination, coordination, and apposition.

___ I spoke clearly and articulated my statement during the class discussion on this issue.

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Going Further with Federalism

A National Standard

Laws regulating education, business and trade, and welfare vary from state to state. The federal government and the states work together to create a shared power. For example, the United States government sets a minimum wage, but some states have their own minimum wage laws.

Introduction to Federalism

When the Founders of the United States government wrote the Constitution, they hoped that federalism would reassure both those who feared a powerful central government and those who believed that a confederation of states would not be powerful enough. Interpretation of the concept of federalism and its application to relations between the nation and states remains fluid. In the view of some, problems should be solved primarily at the state and local levels. In the view of others, the national government should take responsibility for solving problems that affect people across the nation.

ENRICHMENT ACTIVITY 4

Federalism

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Differences Among States

States choosing to require higher minimum wages typically do so in order to help compensate for higher-than-average costs of living. Some people advocate for what is known as a “living wage,” which is the base wage needed for an employee who works 40 hours per week to sustain housing, utilities, child care, food, transportation, medical care, clothing and personal care, and taxes. A few communities around the United States have living wage ordinances that apply only to certain jobs. Currently, living wage regulations have not been implemented at a state or federal level.

Many people believe that the federal minimum wage, like some state minimum wages, should be tied to the rate of inflation in order to keep purchasing power of the minimum wage consistent from year to year. Others argue that continual raising of the minimum wage leads to inflation and makes it difficult for businesses to afford workers.

For Investigation of Federalism

Research to determine your state’s position on minimum wage, as well as any current economic issues, developments, or policies. Create a list of 15–20 well-researched, thoughtful questions about those issues and policies that you will address to a state legislator in an interview. Contact the legislator through his or her office to arrange the interview. Consider that a telephone or e-mail interview may have to take the place of a face-to-face meeting. Report the results of your interview in written form, modeled after an interview article that might appear in a magazine or newspaper. Your written article should include an introduction that describes the legislator with whom you spoke and the main issues addressed in the interview.

(continued)ENRICHMENT ACTIVITY 4


Assess your research and interview using the checklist below.

___ I conducted effective online research on my state’s minimum wage laws, as well as its position on other current economic issues.

___ Using my research, I wrote 15 to 20 questions to use in an interview.

___ I set up and conducted a recorded interview with my state legislator.

___ Using my recording, I wrote an interview-style news article.

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Interpreting the Source

The colony of Virginia guaranteed its citizens’ rights 15 years before the United States added a Bill of Rights to its new Constitution. Members of the U.S. Constitutional Convention were urged by several Virginians, notably George Mason, to use the Virginia Constitution of June 1776 as a model when creating the first ten constitutional amendments.

Guided Reading

As you read, note how the Virginia Bill of Rights promotes individual liberties.

Bill of Rights; June 12, 1776

SECTION 1. That all men are by nature equally free and independent, and have certain inherent rights, of which, when they enter into a state of society, they cannot, by any compact, deprive or divest their posterity, namely, the enjoyment of life and liberty, with the means of acquiring and possessing property, and pursuing and obtaining happiness and safety.SECTION 2. That all power is vested in, and consequently derived from, the people; that magistrates are their trustees and servants, and at all times amenable to them.---------------SECTION 8. That in all capital or criminal prosecutions a man hath a right to demand the cause and nature of his accusation, to be confronted with the accusers and witnesses, to call for evidence in his favor, and to a speedy trial by an impartial jury of twelve men of his vicinage, without whose unanimous consent he cannot be found guilty; nor can he be compelled to give evidence against himself; that no man be deprived of his liberty, except by the law of the land or the judgment of his peers.SECTION 9. That excessive bail ought not to be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.

The Constitution of Virginia, 1776

PRIMARY SOURCE READING 4-A

divest: to take away

vested: unconditionally guaranteed

amenable: answerable

impartial: not biased

vicinage: a surrounding district

bulwarks: strong supports

despotic: having tyrannical power

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Bill of Rights; June 12, 1776 (continued)

SECTION 11. That in controversies respecting property, and in suits between man and man, the ancient trial by jury is preferable to any other, and ought to be held sacred.SECTION 12. That the freedom of the press is one of the great bulwarks of liberty, and can never be restrained but by despotic governments.SECTION 13. That a well-regulated militia, composed of the body of the people, trained to arms, is the proper, natural, and safe defence of a free State; that standing armies, in time of peace, should be avoided, as dangerous to liberty; and that in all cases the military should be under strict subordination to, and governed by, the civil power.

Source: The Avalon Project, “The Constitution of Virginia; June 29, 1776.” http://www.yale.edu/

lawweb/avalon/states/va05.htm.

Document-Based Questions

Directions: Answer the questions below in the spaces provided.

1. Naming According to the Constitution of Virginia, who holds all the power?

2. Summarizing What rights does the Constitution of Virginia give to those accused of capital or criminal offenses?

3. Specifying The Constitution of Virginia states that property suits between people should be settled in what way?

4. Critical Thinking: Contrasting In what ways are the rights guaranteed in the Constitution of Virginia different from those in the U.S. Constitution’s Bill of Rights?

PRIMARY SOURCE READING ACTIVITY 4A (continued)

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Restrict smoking places—Smoke Less

PROPOSED CONSTITUTIONAL AMENDMENT

(Proposed by Initiative Petition) To adopt Section 12 of Article XV of the

Constitution of the State of Ohio. This proposed amendment would prohibit smoking in enclosed areas except tobacco stores, private residences or nonpublic facilities, separate smoking areas in restaurants, most bars, bingo and bowling facilities, separated areas of hotels and nursing homes, and race tracks. The amendment would invalidate retroactively any ordinance or local law in effect, and would prohibit the future adoption of any ordinance or local law to the extent such ordinance or law prohibited smoking or tobacco products in any place exempted by the amendment.

Interpreting the Source

Citizens have the power to pass state and local laws and amend state constitutions by voting on ballot initiatives. In 2006, Ohio voters had to decide on both a constitutional amendment and a law designed to ban smoking in certain locations. Reading ballot initiatives takes some time. All provisions of a proposed amendment or law must be explained in great detail so that voters fully understand on what they are deciding. In the elections, Ohioans voted down the constitutional amendment but passed the law with more than 58 percent voting for it.

Guided Reading

As you read, note the level of detail used to describe each initiative.

Ohio Smoking Ban Amendment and Law

PRIMARY SOURCE READING 4-B

invalidate: to weaken, or destroy

ordinance: a law set forth by a governmental authority

retroactively: made effective as of a date prior to enactment

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Ohio Smoking Ban Amendment and Law

Prohibit smoking in places of employment and most public places—Smoke Free

PROPOSED LAW

(Proposed by Initiative Petition) To enact Chapter 3794. of the Ohio Revised Code to

restrict smoking in places of employment and most places open to the public.

The proposed law would: • Prohibit smoking in public places and places of employment; • Exempt from the smoking restrictions certain locations, including

private residences (except during the hours that the residence operates as a place of business involving non-residents of the private residence), designated smoking rooms in hotels, motels, and other lodging facilities; designated smoking areas for nursing home residents; retail tobacco stores, outdoor patios, private clubs, and family-owned and operated places of business;

• Authorize a uniform statewide minimum standard to protect workers and the public from secondhand tobacco smoke;

• Allow for the declaration of an establishment, facility, or outdoor area as nonsmoking

Source: Ohio Secretary of State

Document-Based Questions

Directions: Answer the questions below on a separate sheet of paper.

1. Reporting According to the amendment, smoking would be allowed in separate areas of which types of businesses?

2. Illustrating When would private residences not be exempted from the smoking ban in the proposed law?

3. Discussing Which ballot initiative seems more restrictive on smoking? Why?

4. Critical Thinking: Speculating If you vote on this matter, which, if either, ballot measure would you support? Explain your answer.

(continued)PRIMARY SOURCE READING ACTIVITY 4-B

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Chapter 12 ResourcesState Government

Content Vocabulary Activity 12State Government 20

Academic Vocabulary Activity 12State Government 21

Biography Activity 12Jennifer M. Granholm 23

Writing Skills Activity 12Using Correct Capitalization 25

Critical Thinking Skills Activity 12Formulating Questions 27

Chart, Graph, and Map Skills Activity 12Using a T-Chart 29

Differentiated Instruction Activity 12New Businesses in New Jersey 31

School-to-Home Connection 12State Government 33

Reteaching Activity 12State Government 35

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State Government

Directions: Reading from left to right, locate and circle the Content Vocabulary terms from your book.

CONTENT VOCABULARY ACTIVITY 12

C F E R V D E F E N D A N T P O W E

E H Y P A R O L E V O N C E N S U S

S A M A L A P P O R T I O N M E N T

J J U L I N E I T E M V E T O F A N

U F E L O N Y U K B I C A M E R A L

S C O M M I S D E M E A N O R E P H

T A P P O R T I O N D C O M M U T E

I J U S T I C E O F T H E P E A C E

C F E M A G I S T R A T E C O U R T

E P L A I N T I F F C A S Y S P O W

C R E S G R A N T S I N A I D F E N

O U C O N C U R R E N T P O W E R S

U D E C I V I L C A S E S C A M E R

R U N I C A M E R A L C E N S P O R

T J U S T F E D E R A L S Y S T E M

S L A W R E S E R V E D P O W E R S

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State GovernmentAcademic Words in This Chapter

A. Word Meaning Activity: Synonyms

Directions: Read the underlined words below, as well as the four words or phrases next to them. Circle the word or phrase that is most similar in meaning to the underlined word as it is used in the chapter.

1. consent: disagreement, approval, veto, happiness

2. expanded: increased, slowed, controlled, reduced

3. revise: keep the same, color, check, change

4. whereas: when, although, perhaps, nonetheless

5. issue: give out, hold back, spread across, cut down

6. guideline: ruler, recognized idea, frame of mind, outline of policy

7. portion: part, whole, in between, lack

8. intermediate: lower, middle, higher, behind

9. confirm: approve, deny, pass by, make new

ACADEMIC VOCABULARY ACTIVITY 12

consent whereas portion

expanded issue intermediate

revise guideline confirm

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State GovernmentB. Word Family Activity: Word Chart

Directions: Fill in the chart below with the correct word forms. Remember that a noun is a word that names a person, a place, a thing, or an idea. Examples include president, United States, army, and democracy. A verb is a word that describes an action, an experience, or a state of being. Examples include govern, attempt, and seem. Sometimes a noun and verb have the same form.


Noun Verb

consent 1.

expansion 2.

3. revise

issue 4.

5. portion

confirmation 6.

(continued)

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Jennifer M. Granholm might seem an unlikely choice for Michigan’s first female governor. A Canadian-born, one-time beauty queen, Granholm spent several years in Hollywood, hoping to become a film star. Her early ambitions, however, were not to be. Granholm quickly became frustrated with Hollywood, believing that women in the star-studded town were not treated well. She decided to go to college, guiding tours at Universal Studios to pay part of her tuition at the University of California at Berkley.

After receiving a law degree from Harvard, Granholm moved to Michigan and became a top federal prosecutor, achieving convictions in 98 percent of her cases. In 1998, Granholm reached her first major political milestone when she was elected Michigan’s first female attorney general. As attorney general, Granholm focused on protecting citizens and consumers. To prosecute Internet crimes, she established a High Tech Crime Unit. After the September 11, 2001, terrorist attacks, she worked with her state’s agencies to review their ability to prevent acts of terrorism.

In 2002, the people of Michigan elected Granholm as the state’s first female governor. Voters chose Granholm over two male candidates, each of whom had much more political experience than the 43-year-old mother of three.

Creating “Cool Cities”

Since her election, Granholm has achieved significant goals in Michigan. She has resolved more than $4 billion in state budget deficits while also greatly improving state programs. She has

worked to expand the economy by bringing new businesses and jobs to the state. For example, she signed into law a two-billion-dollar jobs fund to help develop technologies to advance the state’s automotive industry. She introduced a pilot program called “Cool Cities” to revitalize downtown areas and attract skilled workers. Begun in 2004, “Cool Cities” has “opened up a whole toolbox of state resources,” Granholm says. “The end result is creating places that people say are cool places to work and live.”

The governor has also improved health care in the state, extending health benefits to more than 300,000 people who previously were uninsured, 50,000 of whom are children. She has created a new prescription program that allows uninsured families to buy discount prescription medications.

Jennifer M. Granholm (1959– )

BIOGRAPHY ACTIVITY 12

Jennifer M. Granholm

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Jennifer M. Granholm

Before winning the election, Granholm discussed her opportunity to make history as Michigan’s first female governor. She stated that she wanted voters to choose her because she was the best candidate, not because she is a woman. She pointed out that it is “not a terrible byproduct for our daughters and sons that they see the face of leadership doesn’t always have to look the same. Sometimes it’s black, sometimes it’s brown, sometimes it wears lipstick.”

Directions: Answer the questions below in the space provided.

1. Explaining How did Jennifer M. Granholm make history in Michigan?

2. Identifying What was Granholm’s professional background before she was elected to office?

3. Listing What initiatives has Granholm taken to bring jobs to Michigan?

4. Telling How has Granholm recognized state workers who have performed outstanding work?

5. Critical Thinking: Deciding In what way has Granholm’s service in Michigan’s state government been notable?

BIOGRAPHY ACTIVITY 12 (continued)

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Using Correct Capitalization

Learning the Skill

In general, capital letters are used to show beginnings and importance. Errors in grammar, usage, and spelling are distracting for readers and send the message that the writer is not well-educated about his or her subject. Learn to use capital letters correctly, and enable readers to focus on what you’re saying.

Use the following chart to review the use of capital letters:

Note that you do not capitalize a title if you are not referring to a specific person. For example, you would not capitalize the word governor unless you were referring to a person, as in Governor Smith. The sentence “Johnson’s term as governor was stormy” illustrates this point.

Directions: If the phrases that follow are capitalized correctly, write Correct. If not, rewrite the phrase to reflect correct capitalization.

1. alaska, delaware, montana

2. United States congress

3. mexican flag

4. Water, Sewage, and Sanitation Services

5. Police and Fire Departments

6. according to a news report from cnn/money

WRITING SKILLS ACTIVITY 12

Capital Letter Guidelines Examples

sentence, quotation, or salutation • The state government collects money through property taxes.

• The governor begged voters, “Please vote for me!”• Dear Governor Smith:

someone’s name or title • Governor Mary Smith

name of a place • New York, New York

proper nouns or adjectives • Election Day• Jewish voters• the Food and Drug Administration

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Using Correct Capitalization 7. federal, state, and local government

8. Simplified Tax-Collection Plan

9. Entitlement Program

10. primary and secondary education

Applying the Skill

Directions: Review the following page from a telephone book, correcting all errors in capitalization. You will find 20 errors.

Automotive vehicles, Department of ............800-555-4234Disability Services commission .....................800-555-7234Educational Services Department .................800-555-1235Elected Officers Governor johnson, steven ..........................................800-555-1238representatives, State lucas, christopher ......................................800-555-1239 glenn, elizabeth .........................................800-555-1230senators, State garcia, rita ..................................................800-555-0234 josephs, lee .................................................800-555-2234Employment Services Agency .......................800-555-1236environmental Services commission .............800-555-1237Fish and Game, bureau of ..............................800-555-9234Military national guard ...................................800-555-1234Natural Resources, Bureau of ........................800-555-5234Police Department, State .................................800-555-3234Public utilities Bureau .....................................800-555-6234Transportation Services Department ............800-555-8234

WRITING SKILLS ACTIVITY 12 (continued)

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Formulating Questions

Learning the Skill

Formulating questions allows you to investigate information in further detail. Formulating questions as you read or review information can help you think more critically about the material.

Use the following guidelines to help you formulate questions:

Consider background issues that might not be directly outlined in the text, such as who wrote it, when, and for what purpose.

Determine the main idea of the text and consider its organization. Are these important issues clear or confusing?

Consider the significance of the text. Is it a unique or important historical document? Could it be significant to a certain group of people or to a specific organization?

Think about your own experience. Does the text or information relate to what you may have learned from other sources? Is it alike or different from what you already know?


Directions: Study the table. Then formulate two questions about the table.

•

•

•

•

CRITICAL THINKING SKILLS ACTIVITY 12

Concurrent Powers Reserved Powers

Enact and enforce laws Create local governments

Create courts Create public school systems

Levy and collect taxes Create law enforcement institutions

Borrow money Build roads and bridges

Spend money for the welfare of residents Regulate intrastate commerce

Determine qualifications for voting in the state

Hold elections

Regulate marriage and divorce

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Formulating Questions

1. Question:

2. Question:

Applying the Skill

Directions: Use the table to answer the following questions. Circle the letter of the correct answer.

1. Which of the following questions can you answer by looking at the table?

A. Who created the table? B. When was the table created? C. Is the table up-to-date? D. How is the table organized?

2. Based on information in the table, what is one purpose for which your state might need to borrow money?

A. to pay for new roads B. to pay for an army C. to pay for a post office D. to pay for interstate trade

3. How does the table relate to information in your textbook? A. It explains information given in the textbook. B. It contradicts information given in the textbook. C. It repeats information that appears in the textbook. D. It provides information that does not appear in the textbook.

CRITICAL THINKING SKILLS ACTIVITY 12 (continued)

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Using a T-Chart

Learning the Skill

When reading social studies, you will often find it important to examine the relationships between ideas. As you do this, you may discover that organizing these relationships in your notes will help you better understand and recall them later. One way to organize such information is by using a T-chart. These charts use a “T” shape to divide your notes into two separate categories, with a single topic listed at the top of the chart. Because of the way T-charts divide information, they can show relationships such as similarities and differences, problems and solutions, or main ideas and details. The following techniques will help you use a T-chart:

Identify the main topic you want to address in your chart. Write this topic at the top of your chart.

Consider the relationships found within the information you will present and decide the best way to organize the T-chart. You can show a compare-and-contrast relationship, problems and solutions, or list main ideas and details. Create two related subheadings beneath the main topic.

Organize the information in your chart. Place the information in columns in a logical manner that will make sense when you refer to your chart later. Include key facts and details related to the topic you have chosen.

Use the chart to make comparisons and to draw conclusions about the information you have included. Look for connections between pieces of information.


Directions: Read the information in the T-chart below, and answer the following questions on a separate sheet of paper.

•

•

•

•

CHART, GRAPH, AND MAP SKILLS ACTIVITY 12

Federal and State Powers

Federal State

• Federal law has supremacy over conflicting state law

• Make treaties and declare war• Keep an army and navy in peacetime• Issue money• Impose taxes on imports

• Hold reserved powers: all those not given to federal government or denied to the states

• Maintain militia to be called on during local emergencies

• Make marriage and divorce laws• Regulate education• Organize elections• Protect public health, safety, and welfare

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Using a T-Chart

1. Identifying What is the topic of this chart?

2. Describing What are reserved powers?

3. Specifying Which level of government has the power to issue money?

4. Explaining What happens if a state law and federal law conflict?

Applying the Skill

Directions: Read the information in the T-chart below, and answer the following questions on a separate sheet of paper.

1. Defining Add the following pieces of information to the correct section of the T-chart.

May call state’s National Guard in times of emergency

Proposes legislation to Congress

2. Identifying What information is included on the left side of the T-chart?

3. Analyzing Visuals Who has the power to issue executive orders?

4. Drawing Conclusions Based on the information in the chart, how do you think the powers of state governors and the president of the United States are alike and different?

•

•

(continued)

Executive Powers

State Governor U.S. President

• • Carries out laws of the state• Issues executive orders to state

bureaucracy• Appoints some state officials• Prepares budget for state government• Serves as state’s chief legislator• Grants pardons or commutes sentences

• May federalize the National Guard• Carries out laws of the nation• Issues executive orders to carry out laws• Appoints the heads of government

agencies, as well as federal judges• Acts as commander in chief of armed

forces• Directs U.S foreign policy•• Grants pardons and amnesty; issues

reprieves• Prepares budget for national government

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New Businesses in New JerseyThe federal and state governments are solving problems

in creative ways. By offering incentives to clean up and reuse abandoned, environmentally contaminated properties, called brownfields, governments are saving undeveloped lands and bringing much needed jobs and revenue.

Source: North Jersey Transportation Planning Authority http://www.njtpa.org/planning/brownfields/article.htm

Directions: Answer the questions on a separate sheet of paper.

1. Identifying What will the facility provide Newark citizens?

2. Making Connections Where do you think funding for brownfield redevelopment comes from?

3. Concluding How did the redevelopment of the brownfield property in Newark benefit the city and the state?

DIFFERENTIATED INSTRUCTION ACTIVITY 12

Coca-Cola announced plans to complete the last phase of the clean up and build a major new bottling and distribution facility at the site [left vacant by a chemical manufacturing plant]. The facility is expected to employ 1,000 workers when it is completed over the next five years.

In part, Coca-Cola’s decision was a reflection of the booming economy in northern New Jersey and the site’s prime location adjacent to . . . major highways. But it also was the result of new

commitments by officials, from the White House down to Newark City Hall, to mobilize government resources to facilitate [ease] the reuse of abandoned industrial properties, known as “brownfields.”

Such properties have long been consistent losers in attracting business development because of fears about contamination or just the taint [negative association] of their urban locations. Most new or expanding businesses have chosen instead to locate in wide open

“greenfield” sites in suburban or rural areas.

By providing financial incentives [tax breaks], technical assistance, and legal assurances [contracts], government programs are giving Coca-Cola and a growing number of other companies the confidence to undertake what might otherwise be perceived as risky investments in urban areas. But with hundreds of brownfield sites scattered about northern New Jersey, there is still a daunting [intimidating] amount of work to be done.

New Hope for Long-Neglected Brownfields

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TEACHING STRATEGIES FOR DIFFERENT LEARNING STYLES

English Language LearnerReview the terms tax and services with

students. With their input, brainstorm a list of services provided by the state government. Review the list and ask, “How much money do you think it would take to pay for all of these services?” Next, help students summarize how and why the government wants to help redevelop brownfield properties.

Gifted and TalentedAsk students to conduct research into how their

state pays for services such as highway patrol, education, and heating subsidies (i.e., state income tax, sales tax, property tax, state lottery, etc.). Then have students research alternative ways, including proposed legislation, of providing tax revenue in order to provide state-funded services. Have students write a proposition for the plan they think would be the most effective.

IntrapersonalAsk students to research other brownfield

success stories. Have them select one and write a report summarizing key information about the city and the implication of the redevelopment.

InterpersonalHave small groups of students discuss

brownfields in their state. Students should talk about services needed in the state (schools, hospitals, etc.) and then develop a plan for redeveloping a brownfield, first by suggesting cleanup methods and then by considering possible business opportunities at a site. Students should share their finalized plan with the class and explain how it will benefit both the state and the citizens.

MathematicalHave students research the taxes citizens pay

in their state. Have them make a pie chart showing how the state government uses the tax revenue. Which services receive the most funding?

Verbal/LinguisticAsk students to research the benefits of

redeveloping brownfields. Have them write a letter to the editor convincing people that brownfield redevelopment is good for the environment.

KinestheticHave students think of an environmental issue

that is important to them and relevant to their community. Have students research to determine whether their local government has taken any action relating to the issue. Have students create initiatives of their own to try to tackle this issue. Student projects can either build upon an existing local initiatives, or can be new initiatives. Students should present their initiative to the class using posters, pamphlets, or other materials.

LogicalAsk students to make predictions about the

long-term effects that the development of brownfields might have on a city such as Newark. Students should consider the potential financial and environmental effects.

The following activities are ways the basic lesson can be modified to accommodate students’ different learning styles.

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Student’s answer:

Partner’s answer:

Partner’s answer:

Student’s answer:

*With your student, find answers to these questions on pages 348–371 of the student textbook.

Student: Why are powers granted in

the Tenth Amendment of the

Constitution called “reserved

powers”?

State Government—What Do You Know?

Directions: Ask each other the following questions to see how much you know about the organization and distribution of power in state government.*

Student: Who heads the executive

branch of a state government?

Partner: Except for Nebraska, how

are state legislatures

structured?

Partner: What is the function of a

state appellate court?

SCHOOL-TO-HOME CONNECTION 12

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State Government—Understanding the Big IdeasDirections: Use your textbook to answer the questions below in the space provided.

Section 1 Big Idea Under our federal system, power is shared between the national government and the state governments.

List two ways in which the Constitution protects the rights of states.

Section 2 Big Idea The Constitution gives the legislative branch—Congress—the power to make laws.

On what data must state legislatures draw congressional voting districts?

Section 3 Big Idea The Constitution gives the executive branch the power to execute, or implement, the law.

List two ways in which governors can make an impact on whether bills become laws in their states.

Section 4 Big Idea The judicial branch is charged with interpreting the law.

What kinds of cases are handled by magistrate and municipal courts?

SCHOOL-TO-HOME CONNECTION 12 (continued)

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State Government

The United States Constitution created a system in which power is shared between federal and state governments. The two types of government are organized in a similar manner, but state governments are closer to the citizens. They are better able to address issues on a local level.

Directions: Creating a Diagram Write the letter of each phrase below in the appropriate circle.

A. Bicameral, except for Nebraska

B. Interprets law

C. Prepares budget

D. Includes municipal courts

E. Has various committees to study and revise bills

F. Can approve or veto laws

G. Largest is in New Hampshire

H. Sends proposed laws to governor

I. May commute death sentences or grant pardons

J. Members usually serve from 6- to 12-year terms

RETEACHING ACTIVITY 12

Legislative Branch

Executive Branch Judicial Branch

State Government

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Chapter 12 Section Resources

Guided Reading Activity 12-1 37




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Directions: Answer the questions below in the space provided. Use the information in your textbook to answer the questions.

1. Defining What is federalism?

2. Describing What are four actions that the Constitution forbids states to take?

3. Stating What are three powers reserved to the states?

4. Explaining What do people who support states’ rights believe?

5. Defining What are grants-in-aid?

6. Describing What are four traits that all state constitutions share?

Set goals as you read. For example, you may want to understand the information below the first main heading before you continue reading a chapter. Take a short break after you meet each goal.

GUIDED READING ACTIVITY 12-1

The Federal System

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1. Labeling What type of legislature do most states have?

2. Describing How has service in state legislatures changed over time?

3. Specifying Who are the two leaders in most state legislatures?

4. Explaining How did malapportionment occur in some states?

5. Listing What are three reasons that states today have trouble paying for services?

6. Explaining Why do state legislators want to avoid raising taxes or cutting essential services?

Before you begin reading, write three to five questions about the state legislative branch that you want to try to answer. As you read, record any information that answers your questions.

The State Legislative Branch


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1. Identifying What is the title for a state’s chief executive?

2. Specifying In most states, what are the qualifications for the office of governor?

3. Listing What are four duties of a governor?

4. Defining What is a line-item veto?

5. Describing What are two judicial powers that governors have?

6. Listing Which top state officials do most states have in common?

Remember that each paragraph usually contains one main idea. Other

sentences in the paragraph usually provide details that support the

main idea.

The State Executive Branch


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1. Describing How are most state court systems organized?

2. Defining What is a justice of the peace?

3. Describing What are the duties of a judge who is overseeing a jury trial?

4. Explaining How are cases decided in an appellate court?

5. Describing What is the role of the state supreme court?

6. Listing What are the four ways in which state judges may be selected?

Use the headings and subheadings to write a summary of the section before reading. As you read the section, check your summary; if necessary, revise it to make it more accurate.

The State Judicial Branch


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Chapter 13 ResourcesLocal Government

Content Vocabulary Activity 13Local Government 43

Academic Vocabulary Activity 13Local Government 45

Biography Activity 13Terry Bellamy 47

Writing Skills Activity 13Determining the Meanings of Unknown Words 49

Critical Thinking Skills Activity 13Drawing Conclusions 53

Chart, Graph, and Map Skills Activity 13Creating a Venn Diagram 55

Differentiated Instruction Activity 13Charter of the City of Seattle 57

School-to-Home Connection 13Local Government 59

Reteaching Activity 13Local Government 61

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Local Government

Directions: Select one of the Content Vocabulary terms from your book and write it in the blank to complete each sentence below.

Section 1

1. A includes a central city and the suburbs that surround it.

2. A larger city in which the mayor has significant executive powers usually

uses a .

3. A city that writes its own charter, chooses its own type of government, and

manages its own affairs is one that has .

4. A state will a locality when it officially organizes its government

and provides services for its residents.

5. When a council member runs in a citywide election rather than representing only

one district, he or she is elected in a(n) .

6. Some cities follow a , in which the mayor has limited authority.

7. A community that is near or around a city is called a .

8. A is a unit of government that deals with a specific function,

such as education, water supply, or transportation.

9. A city council is in charge of passing a city law, or , and

approving the city’s budget.

10. A is a document that grants power to a local government.

Section 2

11. The largest territorial and political subdivision within a state is often

a .

12. The particular town in which a county’s courthouse is located is called

the .


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Local Government

Section 3

13. The smallest unit of local government is a .

14. A unit of local government that is smaller than a county and is common in the

Midwest is called a .

15. An example of direct democracy is when local residents in New England towns go

to an annual , in which they make important decisions about

local taxes and budgets.

16. A settled area that is a smaller political unit than a county or a city is called

a .

CONTENT VOCABULARY ACTIVITY 13 (continued)

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Local GovernmentAcademic Words in This Chapter

A. Word Meaning Activity: Identifying Synonyms and Antonyms

Directions: Determine whether the following pairs of words or phrases are synonyms or antonyms. (Synonyms have similar meanings, and antonyms have opposite meanings.) Place an S in the blank if the words or phrases are synonyms or an A if they are antonyms.

1. dominate—control

2. furthermore—besides

3. reluctant—willing

4. levy—not require

5. estimate—judge the value

6. complex—easy to solve

7. similar—different

8. decline—accept


dominate complex furthermore

levy similar reluctant

estimate decline

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B. Word Usage Activity: Words with Multiple Meanings

Directions: Some words have several different meanings. Match each definition of the word decline to the sentence that appropriately conveys its meaning below.

A. (n.) a downward slope

B. (n.) the period during which something is deteriorating or approaching its end

C. (n.) a change to a lower state or level

D. (v.) to slope downward

E. (v.) to draw toward a close

F. (v.) to tend toward an inferior state or weaker condition

G. (v.) to become less in amount

H. (v.) to refuse to undertake, undergo, engage in, or comply with

_____ 1. The complete decline of the Roman Empire took many centuries.

_____ 2. The day declined into night.

_____ 3. The kings and queens of Europe have undergone a decline from true political leaders to ceremonial leaders.

_____ 4. Her mother’s health declined rapidly at first, but the new medication made her mother feel much better.

_____ 5. The hill on which we go sledding in the winter has a steep decline.

_____ 6. After you pass the turn on your left, the road declines sharply.

_____ 7. The client declined to accept his lawyer’s advice.

_____ 8. As prices declined, more people began buying the products.

ACADEMIC VOCABULARY ACTIVITY 13 (continued)

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The city of Asheville lies nestled in the Blue Ridge Mountains in the west-central part of North Carolina. Incorporated as a city in 1797, Asheville is not known for its diversity: only about 17 percent of its population is African American. Although 45 mayors have served Asheville since its incorporation, until 2005 each of these leaders was white. However, the 2005 mayoral election was a landmark in many ways. Not only did the people of Asheville elect the city’s first African American mayor, but the 57 percent of voters who chose candidate Terry Bellamy also voted for their city’s youngest mayor ever (Bellamy was 33 when elected). In addition, Bellamy is only the second woman mayor in Asheville’s history.

Approximately 47 African Americans are mayors of cities with populations greater than 50,000 people, but only three of those mayors lead cities in which the African American population is less than 20 percent of the total. What makes Bellamy so special?

A Humanitarian Role Model

Bellamy’s upbringing provided a clear model for community activism and volunteerism. Her mother worked as a community volunteer for 20 years, helping homeless children and working in prisons. When Bellamy graduated from high school, she watched many of her African American peers move away from Asheville, unable to find well-paying jobs in a city whose cost of living was rising. Thus, Bellamy developed an early interest in education and in improving the lives of Asheville’s children.

Shortly after her graduation from the University of North Carolina at Charlotte, Bellamy returned to Asheville and went to work for the Hillcrest Enrichment Program, an agency designed to give African American youth in Asheville the opportunity to receive tutoring and to participate in sports and musical activities. Bellamy would later serve as a manager for Mountain Housing Opportunities, an organization committed to building and improving housing for individuals with limited resources. She began serving on Asheville’s city council in 1999 and was elected vice mayor in 2001. Yet it was probably her relentless push to improve the conditions of schools in her community that distinguished Bellamy and led to her successful run for mayor.

In summer 2003, after lobbying local and state officials to increase funding for the improvement of community facilities,

Terry Bellamy (1973– )


Terry Bellamy

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Terry Bellamywhich included a playground littered with broken glass, Bellamy proposed a “budget revolt.” She gathered the votes that were necessary to overhaul Asheville’s budget completely, obtaining money to improve benefits for city workers, hire more city police officers, and decrease recycling fees.

Today, Bellamy’s priorities as Asheville’s mayor include increasing the amount of affordable housing in the city, as well as creating better-paying jobs. In addition, she wants to reduce school dropout rates and the use of drugs. “It is my goal to leave Asheville in a better position than I have found it,” Bellamy says.


1. Recalling How did Terry Bellamy’s election make history in Asheville, North Carolina?

2. Defining In what way was Terry Bellamy’s election significant on a national level?

3. Explaining Why did Terry Bellamy become interested in serving her community?

4. Summarizing What are Bellamy’s priorities in her job as mayor?

5. Critical Thinking: Making Connections How do Terry Bellamy’s priorities as Asheville mayor reflect her work and community service experience?

BIOGRAPHY ACTIVITY 13 (continued)

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Determining the Meanings of Unknown Words

Learning the Skill

As you read, you may encounter unfamiliar words. Of course, you can look up words in a dictionary to learn their meanings. Sometimes, though, you won’t have a dictionary at hand. There are ways to determine on your own the definition of an unfamiliar word. When you see a word you don’t recognize, use the following techniques:

Use context clues to determine meaning. Notice how the word is being used in the sentence. Is it a noun or a verb? Look for synonyms or antonyms within the sentence or in surrounding sentences.

Look for recognizable root words, prefixes, and suffixes in the unfamiliar word that will help you decipher its meaning.

Think of a different word or phrase you might use in place of the unfamiliar one. Does the new word or phrase make sense in the sentence?

If the word’s meaning is still unclear, write the word on a slip of paper until you can look it up in a dictionary.


Directions: Read the excerpt from the city charter of Alexandria, Virginia, then answer the following questions in the space provided.

CHAPTER 3 Council

Section 3.01 Composition of the council.

The council shall consist of the mayor and six members at large, elected as provided in chapter 10 of this charter, and they shall serve for terms of three years or until their successors shall have been elected and take office; provided, however, that the terms of the members of the council incumbent at the effective date of this charter shall continue through the thirtieth day of June 1952, or until their successors shall have been elected and shall take office. (Acts 1956, ch. 262, § 1)

Section 3.02 Compensation of the council.

Members of the council shall receive in full compensation for their services the sum of $400 per month; provided, however, that the mayor shall receive in full compensation for his services the sum of $450 per month; provided, further, that the rate of compensation for the members of the council and the mayor may be changed by ordinance,

•

•

•

•


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except that no such rate of compensation shall be increased to become effective during the term of office of the members of council and the mayor in which the vote to increase the compensation is cast. (Acts 1962, ch. 61, § 1; Acts 1968, ch. 510, § 1; Acts 1971, Ex. Sess., ch. 166, § 1)

Section 3.03 Qualifications of council members.

If a councilman shall cease to reside within the territorial limits of the City of Alexandria or shall be convicted of crime involving moral turpitude, his office shall immediately become vacant. Neither the mayor nor any other member of the council shall during the term for which he was elected and for one year thereafter be appointed to any office of profit under the government of the city.

Section 3.04 Powers.

All powers of the city as granted in Chapter 2 of this charter and the determination of all matters of policy shall be vested in the council. Without limitation of the foregoing, the council shall have power to:

(a) Appoint and remove the city manager.(b) Adopt the budget of the city.(c) Authorize the issuance of bonds by a bond ordinance.(d) Inquire into the conduct of any office, department or agency of

the city and make investigation as to municipal affairs.(e) Establish administrative departments, office or agencies. There are

hereby created the departments of finance, public works, police, fire, public health, social services, and recreation and parks, the heads of which shall be appointed by the city manager. The council by ordinance may create, change, and abolish offices, departments or agencies. The council may not change or abolish any offices or agencies created by this charter and may not eliminate the function of any department created by this charter. The council by ordinance may assign duties or functions to the offices, departments and agencies created by this charter. When a vacancyoccurs in any office to which the incumbent is elected by the council, the council is empowered to fill the vacancy and when such vacancy occurs, otherwise than by the regular expiration of the term of the incumbent, the election shall only be for the unexpired term.

(f ) Appoint the members of the school board, the planning commission and the board of zoning appeals.

(g) Establish advisory boards and commissions and appoint their members.

(h) Provide for an independent audit.(i) Provide for the number, titles, qualifications, powers, duties, and

compensation of all officers and employees of the city.


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Determining the Meanings of Unknown Words1. Which boldface word in the charter do you think means in office

or sitting? How do you know?

2. Find the phrase members at large in the charter. Define it and tell how you determined its meaning.

Applying the Skill

Directions: Write the boldface word from the charter that you think best fits each definition below.

1. heirs or descendants

2. payment

3. stop

4. decree, order, or rule

5. regional

Directions: Write definitions for the boldface words from the charter. First, find each word in the charter and read the line in which it appears. Look for context clues to suggest its meaning.

6. moral turpitude

7. vested

8. issuance

9. municipal

10. vacancy


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Determining the Meanings of Unknown WordsDirections: After reviewing the boldfaced words in the charter, answer the following questions in the space provided.

11. Which boldface word probably means “managerial”? How do you know?

12. Find the word abolish in the charter. Define it and explain how you determined

its meaning.

13. Which boldface word probably means “end”? How do you know?

14. Which boldface word probably means “official group”? How did you

determine this?

15. Find the word audit in the charter. Define it and explain how you determined

its meaning.


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Drawing Conclusions

Learning the Skill

Drawing conclusions requires you to interpret facts and details provided in a text. When you draw conclusions, you use what you already know to help you better understand what you read.

Use the following guidelines to help you draw conclusions:

Identify key facts and ideas in the text.

Think about what you already know that relates to these facts and ideas.

Use logic and common sense to interpret the facts and ideas in the text.


Directions: Read the excerpt from a study of an ordinance proposed in 1997. Then answer the following questions in the space provided.

Summary and Recommendations

The proposed Living Wage Ordinance (hereinafter “the Ordinance”) would require about twelve hundred firms that lease from, or provide services for the City of Los Angeles to pay their workers (if engaged in the City-funded or City-based work) a “living wage” ($7.50 an hour, or enough to raise a family of three above the poverty line), provide health benefits, and provide compensated time off for illness, holidays, and vacations. The goals of the Ordinance, as described by its Council sponsors, are threefold: (a) to set, by example, a standard of what the City considers to be fair and appropriate terms of employment; (b) to improve the quality of City services provided by private businesses; and (c) to reduce poverty and improve the living conditions of the affected workers.

The City Council commissioned this study of the Ordinance. Broadly speaking, the study had four purposes: (a) to estimate the direct scope, cost and coverage of the Ordinance as proposed; (b) to evaluate the likely success of the Ordinance in achieving its goals; (c) to assess the indirect economic effects of the Ordinance; and (d) to make recommendations, including alternate ways of approaching the Ordinance’s goals while minimizing costs and adverse side-effects. The study has provided some fairly clear answers to each of these questions, and identifies important ambiguities that remain. Our key findings are summarized below.

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Scope, Cost, and Coverage of the Ordinance: City Service Contracts

The Ordinance, in its current version (City Attorney’s November 27th edition, reflecting changes through November 13th), covers three groups of employers: firms contracting with the City to provide services; some firms that conduct business on City property (e.g., LAX concessionaires); and firms that receive substantial economic development incentives from the City. . . .

1. What does the proposed ordinance seek to regulate?

2. Based on the excerpt, your own knowledge, logic, and common sense, what problem could have led to the proposal of the ordinance?

Applying the Skill

Directions: Use the excerpt to answer the following questions. Circle the letter of the correct answer.

1. Given the information in the excerpt, your own knowledge, logic, and common sense, how would the ordinance most likely affect the City of Los Angeles?

A. The city would pay less for services. B. The city would pay more for services. C. The city would hire fewer workers. D. The city would hire more workers.

2. Given the information in the excerpt, your own knowledge, logic, and common sense, which of the following would be most likely to receive a pay raise if the ordinance passed?

A. teachers in public schools B. workers in fast food restaurants C. employees of a trash collection company D. city council members

3. Given the information in the excerpt, your own knowledge, logic, and common sense, which of the following would be most likely to oppose the ordinance?

A. companies that do business with the city B. companies that provide health insurance for workers C. police officers and firefighters D. people who work for the City of Los Angeles


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Creating a Venn Diagram

Learning the Skill

A Venn diagram compares two items by showing their similarities and differences. These diagrams prove especially useful when organizing or reviewing important information from a text. To create a Venn diagram, use the following steps:

Identify the two items you want to compare.

Draw two large circles that overlap slightly in the center.

Write a title for your diagram, and a heading for each of the circles.

In each circle, write the important facts and details that relate to the heading for that part of the diagram.

Compare the information you have written in each part of the diagram. If any of the information is common to both parts of the diagram, remove it from each side and rewrite it in the overlapping section of the two circles.


Directions: Study this Venn diagram comparing the powers and responsibilities of state and local governments. Then answer the following questions in the space provided.

•

•

•

•

•


Provide services such as law enforcement and street and road repair

Manage schools and education

•

•

Local Government

Can declare home rule Provides services such as fire protection, water and sewage treatment, garbage removal, and parks and recreation areas and activities

Can organize council of governments in metropolitan areas

••

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Holds all powers not given to federal government

Can create, take control of, or do away with local governments

Can change the powers granted to local government

Makes marriage and divorce laws; regulates elections

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•

•

•

State GovernmentBoth

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Creating a Venn Diagram1. Identifying Which type of government has the power to make

marriage and divorce laws?

2. Specifying The power to declare home rule belongs to which type of government?

3. Identifying Who has the power to regulate education?

4. Differentiating What is one power of local government that is not shared with state government?

Applying the Skill

Directions: Use the blank Venn diagram below and information from your textbook to compare the strong-mayor and weak-mayor forms of city government. Remember to provide a title for your diagram and to label both sides.

CHART, GRAPH, AND MAP SKILLS ACTIVITY 13 (continued)

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Charter of the City of SeattleSeattle, Washington’s government is outlined in its City

Charter. Seattle’s fourth charter was written by an elected group of citizens and approved by voters in March 1946. Amendments have been added. The latest vote on amendments was held in November 2002. The following are excerpts.

ARTICLE XIV. City Planning CommissionSection 1.

There shall be a City Planning Commission composed of such number of members, with such qualifications and serving such terms of office as shall be provided by ordinance. Appointment shall be by the Mayor, subject to the confirmation by a majority of the City Council.

ARTICLE XIV. City Planning CommissionSection 3.

It shall be the duty of such Commission to make recommendation to the Legislative and other City departments on the City’s broad planning goals and policies and on such plans for the development of the City as its present and future needs may require. The Commission shall also advise and make recommendations to the Legislative and other City departments in connection with matters relating to the City’s physical development and redevelopment as may be directed by ordinance.

Article XIX. Officers; Terms and VacanciesSection 1. ELECTIVE OFFICERS

The elective officers of The City of Seattle shall be: A Mayor, a City Attorney, and the members of the City Council.

ARTICLE XIX. Officers; Terms and VacanciesSection 3. TERMS OF ELECTIVE OFFICERS

The terms of the Mayor, the City Attorney, and of Councilmembers shall be four years.

Directions: Use the city charter and the information found in your textbook to answer the following questions on a separate sheet of paper.

1. Identifying What form of government does Seattle have?

2. Deducing Why do you think the city created a City Planning Commission?


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English Language LearnerThe Read and Say Something strategy helps

students with reading comprehension—especially for difficult reading material. Have students read the first section, then turn to a partner and say something about the reading. Tell students they should say anything they want related to the selection, such as their reactions to ideas, descriptions, or anything they find confusing. Solicit information from the entire class about what each pair discussed.

Gifted and TalentedAsk students to conduct research to find their

own city charter, or the charter of a nearby city. Have students read and summarize the charter. Then have them review a local newspaper and locate articles that relate in some way to the city charter. Encourage students to summarize each article and describe why it is important to the community.

Special NeedsWork with students to read the charter

paragraph by paragraph. Ask students what kinds of recommendations they think a City Planning Commission might make. Have students work in small groups to write a brief summary of the duties of Seattle’s City Planning Commission. The summary should include examples of recommendations a City Planning Commission might make.

InterpersonalTell students to imagine that the city is having

a city council meeting on a controversial proposed city ordinance (such as banning the use of MP3 players or cell phones in restaurants and other public places). Have students assume different roles, such as supporters and opponents of the proposed ordinance, the mayor, and city council members. Students should investigate the ways city council hearings are run and conduct a mock city council hearing in which they hear from

concerned citizens with opposing viewpoints, and then discuss and vote on the proposed ordinance.

Verbal/LinguisticHave students consider a problem in the

community that they feel is important. Ask them to conduct research to learn the names and addresses of city council members. Students should draft and edit a letter or letters to the appropriate public official(s). Encourage students to mail their letters and to let the class know whether they receive a response.

KinestheticHave students visit their own local

government buildings to learn more about how it works. Students may want to talk to local government employees to learn about what they do, create maps outlining where the different local government offices are located, and gather brochures and other information that describe the local government.

Logical/MathematicalHave students research their own local

government and make a time line outlining its development.

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Student’s answer:

Partner’s answer:

Partner’s answer:

Student’s answer:


Local Government—What Do You Know?

Directions: Ask each other the following questions to see how much you know about city, county, and town systems of government.*

Student: What term refers to an

incorporated place that

provides services to its

residents?

Partner: What kind of city

government gives

most power to a

city council?

Student: What is the largest

geographical and

political subdivision

of a state?

Partner: What relationship does

a village have to other

local governments, such

as a township?


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Local Government—Understanding the Big IdeasDirections: Use your textbook to answer the questions below in the space provided.

Section 1 Big Idea People form governments to establish order, provide security, and accomplish common goals.

In what ways does home rule affect the operation of a city?

Section 2 Big Idea People form governments to establish order, provide security, and accomplish common goals.

Why is a county assessor an important part of county government?

Section 3 Big Idea Political and economic institutions evolve to help individuals and groups accomplish their goals.

Name one advantage and one disadvantage of having town meetings.


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Local Government

During the last century, the United States became mostly an urban nation. However, local governments do not have legal independence. They are created by state governments that establish local powers and duties.

Directions: Answering Questions Use the chart below to answer questions about local government. You will not use all of the terms. Some terms will be used more than once.

1. What type of government is not mentioned in the Constitution?

2. What document grants power to a local community?

3. What is a city’s legislature called?

4. What group hires and removes the city manager?

5. What is a state’s largest political subdivision?

6. Who is a county’s chief law enforcement officer?

7. Into what are most counties subdivided?

8. As towns grew, what replaced direct democracy?

9. What is sometimes run by a chief burgess?

10. What is the main drawback of an area becoming a village?


district attorney county city charter

towns or townships sheriff county coroner

higher taxes local city council

representative democracy village

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DIRECTIONS: Answer the questions below in the space provided. Use the information in your textbook to answer the questions.

1. Defining What is an incorporated place?

2. Identifying Who grants a city charter to a community?

3. Specifying In a mayor-council system, what group makes up the legislative branch of the city government?

4. Describing What is a city manager?

5. Defining What is an at-large election?

6. Explaining What are the flaws of the commission form of government?

7. Specifying What is the most common example of a special district?

As you read a section, list the key terms in the order in which they appear in the text. When you finish reading, summarize the section using each of the key terms you listed.


City Governments

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1. Defining What is a county?

2. Explaining Why do Midwestern and Southern states have so many small counties?

3. Listing What are three services that counties provide today?

4. Listing What are three forms of county government?

5. Summarizing What are the duties of a sheriff?

6. Describing What is the role of a county assessor?

As you read, connect the text to your own life and experience. For example, when reading this section of your textbook, recall the name of your county, learn the names of your county commissioners, research the services that your county provides, and find out about any special county events, such as fairs, ethnic celebrations, and so on.

County Governments


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1. Defining What is a town meeting?

2. Identifying Who runs most governments in New England towns?

3. Listing Some New England towns have replaced town meetings with what two forms of government?

4. Describing How were townships in the Midwest formed?

5. Specifying What types of leadership may a village have?

6. Explaining What are the advantages of village government?

If reading a certain part of the text becomes challenging, slow down and reread it. If you still do not understand the material, flag it and ask your teacher for help.

Towns, Townships, and Villages


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Chapter 14 ResourcesDealing With Community Issues

Content Vocabulary Activity 14Dealing With Community Issues 67

Academic Vocabulary Activity 14Dealing With Community Issues 69

Biography Activity 14Booker T. Washington 71

Writing Skills Activity 14Narrowing a Research Topic 73

Critical Thinking Skills Activity 14Analyzing Visual Information 75

Chart, Graph, and Map Skills Activity 14Creating a Circle Graph 77

Differentiated Instruction Activity 14The Charter School Debate 79

School-to-Home Connection 14Dealing With Community Issues 81

Reteaching Activity 14Dealing With Community Issues 83

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Dealing With Community IssuesDirections: True or False Print T or F on the line next to each definition.

Section 1

_____ 1. A system of roads, bridges, waters, and sewers makes up a town’s infrastructure.

_____ 2. A public policy is an agreement among government leaders about how to deal with problems or issues that affect the community.

_____ 3. A priority is the goal that a community considers least important.

_____ 4. A master plan usually spells out a set of goals and explains how a community government will carry them out to meet changing needs over time.

_____ 5. A policy that is meant to serve as a guide over the next several decades is a long-term plan.

_____ 6. In general, an organization never follows a policy or guideline when making decisions or carrying out actions.

_____ 7. A resource includes the money that must be borrowed from the federal government in order to carry out a community’s goals.

_____ 8. An advisory group that may include government leaders, local residents, and businesspeople is a planning commission.

_____ 9. A short-term plan is a policy that is meant to be carried out over the course of many years.


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Dealing With Community IssuesSection 2

_____ 10. A program in which police become a visible presence by walking or riding their bicycles around a neighborhood is called community policing.

_____ 11. A welfare program usually neglects people in need.

_____ 12. Charter schools receive state funding and must meet the same regulations as other public schools.

_____ 13. A tuition voucher is a kind of government money order given to parents who want to send their children to private school.

Section 3

_____ 14. To make something from new materials is to recycle.

_____ 15. Another name for garbage is solid waste.

_____ 16. The preservation and protection of our natural resources is called conservation.

_____ 17. When garbage is burned, it releases toxic substances that can cause air pollution.

_____ 18. Environmentalism is the practice of protecting our environment.

_____ 19. NIMBY stands for “never in May because of yellow jackets.”

_____ 20. A landfill is an area where garbage is buried between layers of earth to build up low-lying land.

CONTENT VOCABULARY ACTIVITY 14 (continued)

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Dealing With Community IssuesAcademic Words in This Chapter

A. Word Meaning Activity: Synonyms

Directions: Study the words and their definitions below. Then, match the words or phrases in Column A to their synonyms in Column B. Synonyms are words or phrases that have similar meanings. The words peaceful and nonviolent are synonyms.

Column A Column B

_____ 1. convince A. put forth

_____ 2. professional B. United States government

_____ 3. specific C. person in a certain line of work

_____ 4. role D. relationship between things

_____ 5. impose E. part played

_____ 6. ratio F. a person in command

_____ 7. authority G. state of mind

_____ 8. attitude H. persuade

_____ 9. federal I. particular


convince role authority

professional impose attitude

specific ratio federal

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Dealing With Community IssuesB. Word Family Activity: Word Chart

Directions: Determine whether the words below are in noun, verb, or adjective form. Put a check mark (√) in the appropriate column. Some words have more than one form.

ACADEMIC VOCABULARY ACTIVITY 14 (continued)

Words Noun Verb Adjective

1. convince

2. convincing

3. authority

4. authorize

5. impose

6. imposing

7. imposer

8. professional

9. specific

10. federal

11. attitude

12. role

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As a child, Booker T. Washington exhibited an intelligence and curiosity limited only by his circumstances. Born into slavery in Franklin County, Virginia, but raised in freedom after emancipation, Washington spent his childhood working in salt furnaces and coal mines, but he yearned for more in life. He wanted a formal education, noting that attending school “would be about the same as getting into paradise.” In this case, paradise was the Hampton Institute, which Washington—with his parents’ blessing—began attending at age 16. He walked 200 miles to the Hampton Institute, where he paid expenses by working as a janitor there.

Ending Inequality

Washington believed that education would help end racial inequality in the United States. Because of this belief, he became a teacher, first in his hometown, later at the Hampton Institute, and in 1881 at the Tuskegee Normal and Industrial Institute in Alabama, which he helped organize. The Tuskegee Institute, as it came to be known, helped provide former slaves with industrial training that Washington believed would bring African Americans economic independence and social equality.

Washington had few resources at Tuskegee—its buildings were dilapidated and there was very little money. Under Washington’s leadership, however, students worked to build better facilities. They also performed tasks such as raising their own food. In doing so, early Tuskegee students learned technical skills that would allow them to obtain better jobs and earn higher wages.

Washington’s emphasis on technical skills over academic education stemmed from his personal pragmatism about the goals that could be achieved in the post-Civil War South. In an 1895 speech that came to be called “The Atlanta Compromise,” he asserted African Americans’ need for economic advancement. However, he also assured his white audience that it was not in the best interest of African Americans to work for civil rights simultaneously. “The opportunity to earn a dollar in a factory just now is worth infinitely more than the opportunity to spend a dollar in an opera house,” he claimed.

A forceful speaker whose influence extended beyond geographic and color lines, Washington served as a confidential adviser to presidents. Several presidents consulted with Washington about African American individuals who were being considered to appointment in government jobs.

Booker T. Washington (1856–1915)


Booker T. Washington

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Booker T. WashingtonMany people in both the North and the South supported Washington. The Tuskegee Institute flourished in part because of donations from wealthy white benefactors such as Andrew Carnegie and John D. Rockefeller.

However, some African Americans did not agree with Washington’s ideas. W.E.B. DuBois, for example, opposed what he perceived as Washington’s acceptance of an inferior position for African Americans. Washington worked to finance court challenges to segregation, but he did so quietly, behind the scenes.

Booker T. Washington received honorary degrees from both Harvard University and Dartmouth College. He died in 1915.


1. Applying How did Booker T. Washington support himself as a child?

2. Recalling In what way did Booker T. Washington find better work for himself?

3. Identifying What kind of education did students receive at Tuskegee Institute?

4. Enumerating What did Booker T. Washington assert in the “Atlanta Compromise”?

5. Critical Thinking: Categorizing What were the strengths and weaknesses of Booker T. Washington’s approach to education?

(continued)

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Narrowing a Research Topic

Learning the Skill

Suppose someone asks you, “What do you know about the education system in America?” You might be too overwhelmed by the topic to answer. If the question is more specific, you might have a better idea how to answer.

The same principle applies to writing research reports. Some topics are broader than others. “Challenges to Schools and Teachers” is a narrow topic. You could research and write a report on this topic because it covers a more limited set of information. When you choose a topic for a research report, make sure the topic is narrow enough in scope to cover fully. Use a topic web to divide a broad subject into several subtopics. First, enter your topic in the center of the web, such as the one shown here. Then, ask yourself questions, such as the following:

What areas of research does my topic require?

What events does it cover?

What places does it include?

What kinds of people—or specific people—are involved?

Use your answers to help you fill in the next group of circles. Then, circle the most interesting subject. Try to narrow this subject further by repeating these steps.


Directions: Review the web then answer the following questions in the space provided.

•

•

•

•


vouchers

privatization charter schools

Challenges to Schools

and Teachers

financeslow test scores

high dropout

ratescrime and violence

low academic

performancemass testing

time taken away from real learning

accountability

test passage for advancement or

graduation

federal law requires

testing

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Narrowing a Research Topic

1. Naming With what general topic does the writer begin the web?

2. Listing Name the next five categories the writer lists. Are these topics limited enough to cover in a research report? Explain.

3. Specifying Which of these categories does the writer decide to narrow even further? Name the subtopics.

4. Critical Thinking: Deciding What topic does the writer finally choose to research? How can you tell?

Applying the Skill

Directions: On a separate sheet of paper, choose one of the other subtopics from the model web (finances, low test scores, high dropout rates, or crime and violence) to use as the starting point for your own web. Narrow the topic even further by adding more circles to your web. Stop when you reach a topic that is narrow enough in scope to cover in a report. Then, write four questions you would hope to answer in your research.



Assess your topic web and research questions using the checklist below.

___ I narrowed my beginning topic by adding at least two subtopics to my web diagram.

___ I chose one of the subtopics and narrowed it further to an appropriate research topic.

___ My research topic is narrow enough to cover in a brief research report.

___ I listed four questions that I would like to answer in my research.

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Analyzing Visual InformationLearning the Skill

Analyzing visual information requires the reader to examine tables, diagrams, graphs, maps, or other graphic elements in order to understand the information these visuals present. Graphics that appear within reading material often supplement information given in the text. They sometimes provide additional information that is not given in the text.

Use the following guidelines to help you analyze visual information:

If the graphic has a title, read it to determine the topic. Also look for the source of the graph and for a date that shows when it was created or the time period it reflects.

Read labels and keys to help you understand the kind of information the graphic presents (for example, numerical data, percentages, or spatial information) and how the information is organized (by date, by amount, by location, and so on).

Read the individual data points or details shown. Look for patterns and relationships among them.


Directions: Study the graph. Then answer the following questions in the space provided.

•

•

•


2004200320022001 2005Target

2000 2005Actual

0

80

60

40

20Ra

te o

f C

rim

e

Fiscal Year

Recent Crime Rates in Austin, TX

Violent Crime

Property Crime

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Analyzing Visual Information

1. Write a sentence or two explaining what the graph shows.

2. What pattern can you identify in the data shown?

Applying the Skill

Directions: Use the graph to answer the following questions. Circle the letter of the correct answer.

1. What does the number 4.0 above the first black bar indicate? A. a four percent increase in violent crime B. a four percent decrease in violent crime C. four thousand violent crimes for the year D. four violent crimes for every 1,000 residents

2. In which year was the property crime rate highest? A. 2001 B. 2002 C. 2003 D. 2004

3. Which of the following correctly describes how 2005 target data compares to 2005 actual data?

A. The actual crime rate was higher than the target rate. B. The actual crime rate was lower than the target rate. C. The city met the target rate for violent crime but not for

property crime. D. The city met the target rate for property crime but not for

violent crime.


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Creating a Circle Graph

Learning the Skill

A circle graph, sometimes called a pie chart, organizes data so that a whole amount is represented visually by a circular shape. By studying the various sections of the whole, you can compare the parts and draw conclusions about the relationships between them. Use the following steps to interpret a circle graph:

Read the title of the graph to identify the information the graph presents.

Study the different sections of the graph. The division of these sections shows how the parts make up the whole.

The labels for each section of the graph will provide valuable information about what each section represents.

Examine the sizes of the various sections of the graph. Compare the sizes of the sections to one another, and consider how each section fits into the whole amount.


Directions: Read the information on the circle graph below, and answer the following questions on a separate sheet of paper.

•

•

•

•


Waste Generated in the United States, 2003

Food Scraps11.7%

Paper35.2%

Rubber, Leather,and Textiles

7.4%

Glass5.3%

Wood5.8 %

Metals8.0%

Other3.4%

Yard Trimmings12.1%

Plastics11.3%

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Creating a Circle Graph1. Identifying What whole amount is represented by the circle in

this graph?

2. Calculating What percentage of the whole do metals represent?

3. Calculating Which represents a smaller part of the whole: plastics or yard trimmings?

4. Comparing and Contrasting How would you compare the percentages represented by paper and glass on this graph?

Applying the Skill

Directions: Use the information provided about waste management in the United States in 2003 to create a circle graph displaying this information.

(continued)

Management Amount (millions of tons) Percentage

Recycling 55.4 23.5

Composting 16.9 7.1

Combustion 33.1 14.0

Land Disposal 130.8 55.4

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The Charter School Debate

Over the last 15 years, charter schools have been met with mixed opinions as well as mixed results. Below, two editorials present opposite sides of the debate on charter schools.

Directions: Answer the following questions on a separate sheet of paper.

1. Synthesizing The author of the first editorial uses studies showing charter school test results to support his case. How does the second author refute the point?

2. Making Decisions Based upon the evidence that each editorial presents, with which viewpoint would you be more likely to agree? Explain your answer.


. . . Charter schools work well. Consider a few facts about places where charters have gotten a fair shot.

New York’s 79 operating charter schools serve 22,000 students—and their records are better, often a great deal better, than public schools’ as a whole. In 8th grade, two-thirds of New York charters outperformed the other schools in their district in English and in math. In the 4th grade, three-quarters did better than other schools in the district in math; 51 percent excelled in English. Where public-school students statewide posted a 9 percent gain in proficiency from 2004 to 2005, charter kids gained 17 percent.

. . . When charter schools get funding comparable to that of other public schools, and when they can draw their students from the general student population, charter performance leaves traditional schools in the dust.

From “Albany’s School Test”by Dick MorrisNew York Post Online Edition

June 19, 2006

A federal study showing that fourth graders in charter schools score worse in reading and math than their public school counterparts should cause some soul-searching in Congress. Too many lawmakers seem to believe that the only thing wrong with American education is the public school system, and that converting lagging schools to charter schools would cause them to magically improve.

On average, charter schools that were affiliated with public school districts performed just as well as traditional public schools. . . . But the real stunner was the performance of free-standing charter schools, which have no affiliation with public school systems and are often school districts unto themselves. It was this grouping that showed the worst performance.

From “ Exploding the Charter School Myth”

The New York Times

August 27, 2006

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English Language LearnerTell students that these are excerpts from

newspaper editorials. Explain that an editorial presents the opinion of one person or the stance of the newspaper’s editorial board on an issue. Reread the excerpts with students. For each excerpt, have students identify facts and opinions within the editorial. Then have students summarize the arguments presented in each using their own words.

Gifted and TalentedAsk students to consider what they know

about problems with public education based on information presented in their textbooks as well as any outside reading they might have done. Have students choose one problem for which they would like to determine a solution. Students should consider the reasons for the problem as well as its possible implications. Have students each research and write a short essay that explains the issue and discusses potential solutions. Students should consult secondary source materials to support their proposed solutions.

Special NeedsWork with students to help them understand

the difference between public schools and charter schools. You may wish to ask students to reread the information in their textbooks on pages 402–403 that describes charter schools. Have students work in small groups to list the similarities and differences between public and charter schools. Students should share their completed lists with the class.

MathematicalHave students research statistics on student

performance in public and charter schools in your state or in a neighboring state. Ask them to chart their results and provide a short written analysis comparing information in their findings.

Verbal/LinguisticAsk students to look at the issue of charter

schools in their local area. Students should determine whether their school system has charter schools. If so, students may wish to review the performance of public and charter schools in their area over time. If not, students might consider whether charter schools might be a positive or negative addition to their school system. Have students choose a stance on the issue based upon their research. Have them draft a letter to the editor of their local newspaper presenting this opinion.

LogicalHave students use the Internet to research

different types of schools, and then make a chart outlining the basic facts comparing public schools, private schools, and charter schools. Chart should include facts about funding, laws, student performance, demographics, and tuition.

InterpersonalHave students interview a principal or an

educator at a charter school, either in their own district or a nearby district. Students should ask the interview subject to describe the school and to discuss why he or she believes that charter schools may benefit public education. Students should share the results of their interview with the class.

IntrapersonalStudents should create a journal entry that

discusses their feelings and beliefs about education. Students may want to consider what parts of their education have been most beneficial to them and what parts have been the least beneficial. Their journal entry might also discuss what they believe “good” education should entail and what they would like the remainder of their education to be like.


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Student’s answer:

Partner’s answer:

Partner’s answer:

Student’s answer:

Student: What are the first two things a

local government would do to

address a public policy issue?

Dealing With Community Issues—What Do You Know?Directions: Ask each other the following questions to see how much you know about how public policy is influenced by both governments and individual citizens.*


Partner: In most states, who is

responsible for public

education?

Student: List one way in which the

federal government is involved

in the management of

education.

Partner: What congressional act

helped make environmental

issues an important public

policy topic?


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Dealing With Community Issues—Understanding the Big IdeasDirections: Use your textbook to answer the questions below in the space provided.

Section 1 Big Idea A democratic society requires the active participation of its citizens.

What is public policy? Who generates ideas for public policy?

Section 2 Big Idea A democratic society requires the active participation of its citizens.

What two reasons are given for not supporting a voucher system to pay for education?

Section 3 Big Idea Scarcity requires individuals and groups to make choices about using goods and services to satisfy their wants.

How is the disposal of hazardous waste challenged by geographical constraints?


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Dealing With Community IssuesCommunity issues concerning education, crime, welfare, and

the environment are important to all U.S. citizens. Government leaders on all levels determine public policy on these issues. This involves setting short- and long-term goals for a community and evaluating these priorities with the resources available.

Directions: Completing a Diagram Use the diagram below to organize descriptions of landfill alternatives. Write the letter of each description in the appropriate box. Some may fit into more than one category.

A. In this process, waste is burned.

B. Natural resources are preserved.

C. New materials are made from old products.

D. An example of this is stores offering rebates for returned shopping bags.

E. This process may cause pollution.

F. Many cities’ waste disposal programs manage this.

G. Not all waste can be disposed of in this manner because some items cannot be changed into a useful product.

H. Local governments may be unwilling or unable to pay for curbside pickup of appropriate materials.

I. To help this effort, businesses sometimes eliminate unnecessary packaging of their products.

J. Pollution-control devices to make this process safe are very expensive.

K. This method depends on people separating the appropriate materials from their regular garbage.


Landfill Alternatives

Incineration Recycling Conservation

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Always take notes in class and as you read. Keep your notes together and organized so that you can easily review them when preparing for quizzes or tests.


1. Defining Issues concerning health care and the environment are dealt with by which type of policy?

2. Listing What are the five sources of public policy?

3. Describing What does a planning commission do?

4. Identifying What is the term for a community’s network of roads, bridges, water, and sewer systems?

5. Listing What three factors must a community consider when setting priorities?

6. Explaining What is a master plan, and how does it become public policy?

How a Community Handles Issues


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1. Specifying What is one new federal rule established by the No Child Left Behind Act?

2. Listing What problems do today’s schools face?

3. Explaining Why do some people oppose tuition vouchers?

4. Defining What is community policing?

5. Describing What federal rules are attached to the Temporary Assistance for Needy Families (TANF) program?

6. Specifying Some critics claim that TANF was successful only because of what situation?

Do some sections seem long to you? Divide the reading assignment into smaller parts. For example, read only half the section now and return later to finish the other half of the section.

Education and Social Issues


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1. Defining What is environmentalism?

2. Describing How do states work with the Environmental Protection Agency (EPA) to address environmental problems?

3. Listing What two methods are used to reduce solid waste?

4. Describing How have federal regulations helped stop air and water pollution?

5. Explaining What actions did the federal government take to reduce pollution from cars and trucks?

6. Stating What is the only way to get rid of hazardous waste today?

As you read, use a concept web to record main ideas and supporting details. For example, in this section you might record recycling methods and ways to eliminate sources of pollution.


Environmental Issues

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