Académique Documents
Professionnel Documents
Culture Documents
CHAPTER 1
CHAPTER 1 Section 1
Reading Comprehension 3
1.
2.
3.
4.
5.
6.
oligarchy
citizen
democracy
constitution
state
two basic levels; certain decisions; only the
federal government; each of the states
Federalism is a system of government in
which power is divided between a central
government and several regional, or state,
governments.
Chapter Outline 2
I. Section 1: Government and the State
A. Definition of Government and the State
1. legislative, executive, judicial
2. state
B. Political Ideas and the Purpose of
Government
1. force
2. evolutionary
3. divine right
4. social contract
5. Preamble
II. Section 2: Forms of Government
A. Who Can Participate?
1. representative democracy
2. direct
3. autocracy, oligarchy
B. Distribution of Power
1. unitary
2. federal
C. Executive and Legislative Branches
1. presidential
2. parliamentary
III. Section 3: Basic Concepts of Democracy
A. Foundations of Democracy
1. majority
2. compromise
B. Citizenship
duties, responsibilities
C. The Free Enterprise System
1. capitalism
2. People
Reading Comprehension 2
1. Legislative power: Legislative power is the
power to make laws.
Executive power: Executive power is the
power to carry out the laws.
Judicial power: Judicial power is the
power to settle arguments and decide on
the meaning of the law.
2. Force Theory: Force theory is the idea that
a small group took over an area and forced
other people who came after them to
follow their rules.
Evolutionary Theory: Evolutionary theory
is the idea that the state began as a family,
with related families soon joining and
cooperating with the original family.
Divine Right Theory: Divine right theory
is the idea that God created the state and
gave people of royal birth a divine right to
rule.
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Core Worksheet 3
Sample Answers:
Statement: We the People of the United States
Possible Reason: The Framers intended to
establish a government that derives its power
from the people, rather than a monarchy (like
their British rulers).
Examples: The American people still rule by
electing representatives and voting out those
who disappoint. However, accountability
to the people has eroded somewhat today,
as average Americans must compete for
influence with moneyed interests. For
example, some members of Congress listen
more to powerful lobbyists than to the views
of their constituents.
Statement: In order to form a more perfect
Union
Possible Reason: The States needed a stronger
Union than the one created by the Articles of
Confederation to overcome the rivalries and
jealousies among the States.
Examples: The Federal Government has
sufficient power to act for the country as a
whole, providing strength that no State could
achieve on its own. The Union is not perfect,
however. The division of powers between
State and Federal governments is still debated.
For example, should States be allowed to
make their own gun laws?
Statement: Establish justice
Possible Reason: Resentment over British acts
that the colonists perceived as unjust helped to
ignite the American Revolution. After winning
the fight, Americans wanted to ensure justice
in their new government.
Examples: Equal justice for all remains
a national goal, although prejudices still
threaten justice for some groups. For
example, fear of terrorism sometimes leads to
harassment of Arab Americans.
Statement: Insure domestic tranquility
Possible Reason: The Framers recognized that
all citizens would benefit from peace at home
and that only a government could accomplish
this goal.
Core Worksheet 2
Answers will vary, depending on the phrases
that students choose or that the teacher
assigns to them.
Phrase: We the People of the United States
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Extend Worksheet:
Second Treatise of Government 3, 4
1. People had the freedom to choose their
own actions and control themselves and
their possessions without the consent of
others.
2. One free persons life, liberty, and estate
(property) will be threatened by another
free persons actions.
3. by people voluntarily coming together and
agreeing to live in a group according to the
will of the majority
4. People trade perfect freedom for increased
security. They do so by mutually agreeing
to abide by the will of the majority.
Extend Worksheet:
Assess Prior Knowledge 3, 4
Answers will vary, depending on what
students already know about these topics.
Quiz A
Key Terms
1. a
2. d
3. f
4. b
5. c
6. e
Main Ideas
7. c
8. a
9. d
10. b
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Key Terms
1. a
2. c
3. f
4. b
5. e
6. d
Main Ideas
7. b
8. c
9. b
10. d
Reading Comprehension 2
1. In a democracy the government gets its
power from the people. In a dictatorship,
the government is run by one person who
is not necessarily concerned with the will
of the people.
2. Direct democracy: Direct democracy is a
type of government in which all people
create laws or policies. It only works on a
small, local level.
Indirect democracy: Indirect democracy
is a type of government in which a small
group of people is chosen to represent the
interests of the larger group. This is also
called representative democracy.
3. Autocracy: An autocracy is a dictatorship
in which a single person holds all power.
Oligarchy: An oligarchy is a dictatorship
in which a small group of people holds all
power.
4. In a unitary government, a single,
central group holds power. In a federal
government, power is divided between
a central government and several local
governments.
5. The United States has a presidential
form of government. The legislative and
executive branches are separate and equal,
and each branch can check the power of
the other.
CHAPTER 1 Section 2
Reading Comprehension 3
Democracy: a form of government in which
the supreme authority rests with the people
Indirect: democracy in which the people
express their will through their elected
representatives
Examples: United States, Great Britain
Direct: democracy in which the people
themselves make public policy in mass
meetings
Examples: New England town meeting, the
Landsgemeinde in small Swiss cantons; direct
democracy does not exist at the national level.
Dictatorship: a form of government in which
the ruler or ruling group has absolute power
and authority
Autocracy: a dictatorship in which a single
person holds unlimited political power
Examples: Libya
Oligarchy: a dictatorship in which a small
group of usually self-appointed elite holds all
power to rule
Examples: Myanmar, China
Unitary Government: a centralized
government in which all government powers
belong to a single, central agency
Examples: Great Britain; most democratic
governments in the world are unitary.
Federal Government: a form of government
in which powers are divided between a central
government and several local governments
Examples: United States, Australia, Canada,
Mexico, Switzerland, Germany, India
Confederate Government: a form of
government made up of an alliance of
independent states
Core Worksheet 3
Features:
Democracy: supreme authority rests with the
people; government rules by consent of the
people; direct or indirect
Dictatorship: single person or small group holds
unlimited power; rulers not held responsible to
the people; government not accountable for its
policies; authoritarian; often totalitarian; holds
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6. d
Main Ideas
7. b
8. a
9. c
10. b
CHAPTER 1 Section 3
Reading Comprehension 3
1. Individual worth; possible meaning:
All people have value and deserve to be
treated with dignity.
2. Equality; possible meaning: Every
individual is entitled to take advantage
of lifes opportunities and to the same
treatment before the law.
3. Majority rule and minority rights; possible
meaning: Decisions of the majority hold,
but the majority must be willing to listen
to the views of the minority.
4. Compromise; possible meaning:
Compromise is a process of give-and-take
among conflicting views to come to a
decision that is acceptable to most people.
5. Individual freedom; possible meaning: All
individuals may do as they like as long as
their actions do not violate the rights of
others.
Reading Comprehension 2
1. a. Every person has worth and dignity.
b. Every person is equal and should
be treated the same under the law.
Every person should have the same
opportunities.
c. The majority rule, but the opinions of the
minority should be respected.
d. Compromise is the best way to settle
differences.
e. Every person is free, but no one can take
away the freedom of others.
2. Any two of the following are acceptable:
citizens have a duty to pay taxes, go to
school, and obey laws.
3. Either of the following is acceptable:
citizens have a responsibility to vote and to
help in the community.
4. The free enterprise system is based
on a market system in which goods
and services are bought and sold in
a competitive marketplace. Workers
Quiz A
Key Terms
1. c
2. a
3. f
4. b
5. e
6. d
Main Ideas
7. b
8. a
9. c
10. b
Quiz B
Key Terms
1. c
2. a
3. f
4. b
5. e
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Bellringer Worksheet 3
1. Possible response: Information at Cyber
SpeedBut Beware; I suggest this title
because it captures the main idea of quick
access to information on the Internet, and
the warning at the end might intrigue
readers to read on.
2. Possible response: The Internet provides
average citizens easy access to a huge
volume of political information. However,
no one guarantees the accuracy of this
information. Much of it is false or biased.
Plans to conduct online voting have been
scrapped because the government could
find no way to protect against voting
fraud.
3. Possible response: Students might
underline this sentence: There is a vast
amount of unverified, often unverifiable,
and frequently false information and
biased analysis in cyberspace.
Core Worksheet 3
Answers will vary. Sample answers:
Part 1:
Individual worth:
Reflecting Ideal: The government runs jobtraining programs to help people living in
poverty gain employment skills.
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Skills Worksheet 3
1. In the excerpt, Kennedy urges Americans
to work together to defend freedom
against the common enemies of man,
namely, tyranny, poverty, disease, and war.
2. Students responses may vary. Possible
response: (a) Americans have a responsibility
to fight against the common enemies
of man; to support this idea, Kennedy
notes that Americans are being summoned
again to this task, emphasizing that
they have done it successfully in the past.
He also suggests that Americans have a
strong duty to serve their country (ask
not. . .). (b) Americans are up to the task of
defending freedom; to support this view,
Kennedy tells his audience that the current
generation would not be willing to trade
places with any other generation, but that
it relishes the challenge of service. He also
couches this sentiment in heroic terms
with heroic imagery.
3. Students responses will vary, but they
should cite specific parts of the speech.
4. Possible answers: repetition of the word
citizenKennedy repeats this word to
appeal to Americans sense of duty and
citizenship; turning phrases inside out
(e.g., a call to bear arms, though arms we
need; a call to battle, though embattled
we are)Kennedy uses this technique
to make a distinction between what he is
asking people to do (to work hardarms
working in service and battling against
oppression) and what he is not asking
people to do (he is not merely speaking
of military service, bearing arms and
fighting literal battles); the word finally in
the last paragraph signals to listeners that
his speech is nearing its conclusion.
Quiz A
Key Terms
1. a
2. c
3. e
4. f
5. b
6. d
Main Ideas
7. b
8. c
9. d
10. d
Quiz B
Key Terms
1. c
2. b
3. e
4. f
5. a
6. d
Main Ideas
7. b
8. c
9. d
10. d
Skill Activity 2
1. President Kennedy is urging Americans
to work together to defend freedom and
advance humankind.
2. Important words and phrases include:
summons us; a struggle against the
common enemies of man: tyranny, poverty,
disease, and war; defending freedom; what
CHAPTER 1
Test A
Key Terms
1. b
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Test B
Key Terms
1. b
2. f
3. i
4. d
5. j
6. a
7. e
8. h
9. g
10. c
Multiple Choice
11. c
12. d
13. b
14. c
15. c
16. a
17. c
18. b
19. c
20. b
Document-Based Question
21. (a) President Ford is addressing the
concept of compromise. (b) Compromise
is the process of considering all sides of
an issue. It is a matter of compromise to
find the position most acceptable to the
largest number. Therefore, in a society
with different people with different views,
decisions cannot be made except through
compromise. President Ford says that, in a
democracy, compromise is the best way to
settle differences. Democratic government
would be impossible without the process
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1. Magna Carta
2. English Bill of Rights
C. The Thirteen Colonies
1. Maryland, Pennsylvania, and
Delaware
2. Connecticut, Rhode Island
II. Section 2: The Coming of Independence
A. British Colonial Policies
1. taxing
2. Boston Tea Party
B. The First Continental Congress
Intolerable Acts
C. The Second Continental Congress
1. Articles of Confederation
2. Declaration of Independence
D. The First State Constitutions
1. conventions
2. legislature
III. Section 3: The Critical Period
A. Problems with the Articles of
Confederation
1. money
2. trade
B. Need for a Stronger Government
Constitutional Convention
IV. Section 4: Creating the Constitution
A. Plans of Government
1. bicameral
2. equally
B. Convention Compromises
1. Connecticut, or Great
2. Three-Fifths Compromise
V. Section 5: Ratifying the Constitution
A. Ratification
1. Federalists, ratified
2. opposed
3. Bill of Rights
B. The New Government
1. George Washington
2. New York City
CHAPTER 2
Prereading and Vocabulary 2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
CHAPTER 2 Section 1
Reading Comprehension 3
1. Magna Carta
Date: 1215
Democratic Reforms: trial by jury, due
process, private property
Significance: established principle that
power of monarchy is not absolute
Petition of Right
Date: 1628
Chapter Outline 2
I. Section 1: Our Political Beginnings
A. Basic Concepts
1. limited
2. representative
B. Landmark English Documents
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2.
3.
4.
5.
Core Worksheet 3
Part 1
Answers will vary. Students should support
their comments.
Part 2
1. Students should select a few specific ideas
from the documents and apply them to
their own life.
2. Students should note that the restriction
of individual freedoms under British rule
helped spark the American Revolution.
3. Students should recognize that the
concepts in these documents appear in the
Bill of Rights in the U.S. Constitution and
are reflected in all State constitutions.
Quiz A
Reading Comprehension 2
Key Terms
1. a
2. e
3. c
4. b
5. d
6. f
Main Ideas
7. b
8. b
9. c
10. a
1. Magna Carta
Date: 1215
Reforms: King must consult with nobles;
special taxes could not be raised without
consent of nobles; free men could not be
jailed without a trial with jury of peers;
common people would elect people to
Parliament
Petition of Right
Date: 1628
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Key Terms
1. f
2. e
3. c
4. b
5. d
6. a
Main Ideas
7. b
8. b
9. c
10. a
Reading Comprehension 2
1. Group: First Continental Congress
Dates: 1774
Purpose/Actions: The Congress sent a
Declaration of Rights to King George to
protest the Intolerable Acts and other
colonial policies.
Group: Second Continental Congress
Dates: 17751781
Purpose/Actions: The Second Continental
Congress ran the government, organized
an army, and supported the colonists
during the Revolutionary War. It also
wrote the Declaration of Independence
and the Articles of Confederation.
2. Section: First section
Summary: The first section says that all
people have the right to life, liberty, and
the pursuit of happiness. It says that if a
government does not grant people these
rights, the government should end.
Section: Middle section
Summary: This section lists the colonists
complaints against the king of England.
Section: Last section
Summary: This section declares that the
colonies are independent from British rule.
3. a. Popular sovereignty: The government
can only exist if the people consent to it.
The people give the power to government.
b. Limited government: Government
power is restricted.
c. Civil rights and liberties: People have
certain rights and freedoms that the
government must protect.
d. Separation of powers: The government
is divided among three branches. Each
branch has a way to control the power of
the others.
4. They influenced the Framers when they
drafted the Constitution of the United States.
CHAPTER 2 Section 2
Reading Comprehension 3
1. Cause: End of French-Indian War
Effect/Cause: costly British troops stay in
America
Effect/Cause: British financial crisis
Effect/Cause: British acts/taxes; Stamp Act
Effect/Cause: American outrage;
British refusal to back down
Effect/Cause: Stamp Act Congress;
Committees of Correspondence; mob
violence; Boston Massacre
Effect/Cause: British Intolerable Acts
Effect/Cause: American resistance; First
Continental Congress; Lexington and
Concord
Effect/Cause: Declaration of Rights;
stricter British measures
Effect/Cause: Second Continental
Congress
Effect/Cause: Declaration of
Independence; first U.S. Government
Effect: State constitutions;
REVOLUTIONARY WAR
2. Popular sovereignty: Government
can exist only with the consent of the
governed. The people are the only source
of government authority.
Limited government: Government has
only those powers granted by the people
through the Constitution. Powers of
government have many restrictions.
Civil rights and liberties: People have
rights that government must respect.
Seven States established these unalienable
rights in a bill of rights.
Core Worksheet A 3
Cartoon 1
1. the union of the British colonies
2. That it is necessary for all the colonies to
unite in order for them to survive.
232
Core Worksheet B 3
Skill Activity 2
233
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
self-evident
ends
endowed
destructive
pursuit
foundation
secure
principles
deriving
effect
consent
alter
Reading Comprehension 3
Preamble: explains why the Declaration of
Independence was written
Declaration of Natural Rights: lists the basic
rights to which all people are entitled; the
rights are unalienable and cannot be taken
away; government gets its power from
the people; when the government takes
power from the people and does not protect
their rights, the people have the right and
responsibility to throw off that government
and create a new one
List of Grievances: lists 27 complaints against
the King George III, who has attempted
to establish an absolute tyranny over the
colonies; grievances include the kings refusal
to agree to laws for the public good, the kings
dissolving of representative houses and his
refusal to allow the election of new legislators,
the lodging of British soldiers in colonists
homes, and the passage of harsh laws against
the colonists when they tried to petition the
king to correct his wrongs
The Resolution of Independence: declares that
the colonies are free and independent States,
by authority of the people of the States and of
God, and that the States can perform all acts
granted to independent States
Quiz A
Key Terms
1. d
2. c
3. e
4. a
5. f
6. b
Main Ideas
7. d
8. c
9. a
10. b
Quiz B
Key Terms
1. f
2. b
3. d
4. a
5. e
6. c
Main Ideas
7. d
8. c
9. a
10. a
Core Worksheet 3
Part 1
Answers will vary. Students should support
their evaluations.
Part 2
A1. Possible response: The stirring words and
list of grievances might have inspired
many to join the cause, while the radical
step of declaring independence might
have frightened many into remaining
loyal to the British.
CHAPTER 2
Declaration of Independence
Prereading and Vocabulary Worksheet 2
1. instituted
2. inalienable
3. abolish
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CHAPTER 2 Section 3
Reading Comprehension 3
1. hard to reach a consensus; small States can
block laws that might benefit most of the
country
2. no funds to carry out responsibilities or
powers assigned under the Articles
3. States impose taxes and bans on each
others trade; weakens economic
development
4. no avenue for resolving State disputes;
court systems vary from State to State
5. threatens unity; undermines the whole
enterprise financially, politically, and
socially
6. nearly impossible to reach consensus; few
laws would be enacted
7. cannot support a national military; cannot
fund nationwide programs; cannot
fund day-to-day operations of central
government
8. threatens unity; makes the confederation
vulnerable to foreign interference and
invasion; undermines creation of national
economy; increases suspicion and
bickering
9. threatens unity; increases suspicion and
bickering; increases likelihood of civil war
10. undermines trade; undermines
development of State economies;
undermines creation of national economy;
increases suspicion and bickering
11. undermines creation of national economy
and trade; boosts inflation; sound credit
vanishes; public and private debts go
unpaid; people lose their property, leading
to violence
Reading Comprehension 2
1. The Preamble states that the political
bands between the colonies and Great
Britain are being dissolved. The purpose
of the Declaration of Independence is to
declare the causes for the separation.
2. (a) All men have certain unalienable rights
such as life, liberty, and the pursuit of
happiness.
(b) It is the purpose of government to
secure the rights of the people.
3. (a) Governments get their just (rightful)
powers from the consent of the governed.
(b) When government no longer respects
the rights of the people, it is their right to
abolish the government and institute new
government.
4. (a) The king has cut off trade between the
colonies and all parts of the world.
Reading Comprehension 2
1. a. Congress could make war. b. Congress
could agree to treaties with other
countries. c. Congress could take care of
financial needs.
2. There were 13 delegates, one from each
state.
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Core Worksheet 3
Part 1
1. Virginia, Massachusetts, Connecticut,
North Carolina, South Carolina, Georgia
2. Virginia
3. Answers will vary. Some students may
note that the issue of Western land
claims was so divisive that it would have
precluded the possibility of any unity if it
had not been solved. Surrendering land
claims to the Federal government may
have been the only way to solve the issue
fairly.
4. Spain, Britain
5. Foreign land claims might lead to foreign
interference, invasion, or threats. Without a
strong unifying National Government, the
States may not have been able to stand up
to these foreign threats.
Part 2
1. Prediction possible response: The States
would have paid their own debts but
ignored those of the National Government.
Reason possible response: The States
would have operated like sovereign
nations. They would have paid their own
debts to improve their standing with
foreign nations, but would not have seen
an advantage to paying national debts.
2. Prediction possible response: Delegates
from each State would have chosen
a location after a long, drawn-out
negotiation. Reason possible response:
With no central authority, the process
would have taken a long time as the States
bickered. Also, ratification by all 13 States
Core Worksheet 2
Part 1
1. Virginia, Massachusetts, Connecticut,
North Carolina, South Carolina, Georgia
2. Virginia
3. Answers will vary. Some students may
note that the issue of Western land
claims was so divisive that it would have
precluded the possibility of any unity if it
had not been solved. Surrendering land
claims to the Federal government may
have been the only way to solve the issue
fairly.
4. Spain, Britain
5. Foreign land claims might lead to foreign
interference, invasion, or threats. Without a
strong unifying National Government, the
States may not have been able to stand up
to these foreign threats.
Part 2
1. Prediction possible response: The States
would have paid their own debts but
ignored those of the National Government.
Reason possible response: The States
would have operated like sovereign
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2.
3.
4.
5.
Quiz B
Key Terms
1. f
2. d
3. c
4. e
5. a
6. b
Main Ideas
7. b
8. c
9. c
10. c
CHAPTER 2 Section 4
Reading Comprehension 3
1. New Jersey Plan
unicameral Congress with States equally
represented
Congress given limited powers to tax
and regulate trade
federal executive of more than one
person, chosen by Congress; could be
removed by request of majority of States
governors
federal judiciary composed of a single
supreme Tribunal chosen by executive
Virginia Plan
legislative, executive, and judicial
branches
bicameral legislature, with each house
based on population or money given to
central government
House members popularly elected;
senators chosen by House from people
nominated by State legislatures
Congress held power to veto State law
in conflict with national law, by force if
necessary
Congress would choose a National
Executive and National Judiciary to form
a Council of revision
Council could veto acts of Congress, but
Congress could override
Congress would have exclusive power to
admit new States
2.
a. Connecticut Compromise
Conflict: whether States should be
represented equally or by population in
Congress
Quiz A
Key Terms
1. c
2. e
3. d
4. f
5. a
6. b
Main Ideas
7. b
8. d
9. c
10. b
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Core Worksheet 3
1. (1) Virginia, (2) Massachusetts, (3)
Pennsylvania, (4) North Carolina, (5) New
York, (6) Maryland, (7) South Carolina,
(8) Connecticut, (9) New Jersey, (10) New
Hampshire, (11) Georgia, (12) Rhode
Island, (13) Delaware
2. (1) Virginia, (2) South Carolina, (3)
Maryland, (4) North Carolina, (5) Georgia,
(6) New York, (7) New Jersey, (8) Delaware,
(9) Pennsylvania, (10) Connecticut, (11)
Rhode Island, (12) New Hampshire, (13)
Massachusetts
3. Delaware, Georgia, Maryland, North
Carolina, South Carolina, Virginia
4. Connecticut, Massachusetts, New
Hampshire, New Jersey, New York,
Pennsylvania, Rhode Island
5. The most populous States, such as
Virginia, Massachusetts, Pennsylvania, and
North Carolina, would have supported the
Virginia Plan. With representation based
on State population or ability to finance the
National Government, large States would
have more votes in Congress and therefore
more power than small States.
6. Less populous States, such as Delaware,
Rhode Island, Georgia, New Hampshire,
and New Jersey, would have supported the
New Jersey Plan. With each State equally
represented in Congress, small States
would have equal votes and equal power
with large States.
7. Possible response: Yes. This compromise
resolved the issue of representation in
Congress, which was so fundamental that
progress would have stalled without it.
8. Possible response: Yes. The issue of how
slaves would be counted for representation
pitted southern States, which had the
largest slave populations, against northern
States, which had fewer slaves.
9. Massachusetts. It had a large population,
yet no slaves.
Reading Comprehension 2
1. Virginia Plan
Features: Strong central government
with legislative, executive, and judicial
branches; bicameral legislature; House
members elected by each state; senators
chosen by the House of Representatives;
Congress would choose a National
Executive and National Judiciary;
Congress would admit new states to the
Union
New Jersey Plan
Features: Congress with one house in
which large and small states would be
equally represented; Congress could tax
and regulate trade; federal executive of
more than one person
2. Connecticut Compromise
Conflict: whether states should be
represented equally or by population in
Congress
Resolution: Congress would have two
parts, with states represented equally in
one house and by population in the other.
Three-Fifths Compromise
Conflict: how slaves should be counted in
state populations
Resolution: Every five slaves would count
as three free men.
Compromise on interstate and foreign
trade
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Reading Comprehension 2
1. James Madison; Alexander Hamilton; John
Jay; George Washington
2. Patrick Henry; Thomas Jefferson
3. A strong central government was needed
to defend the nation and keep it united;
the separation of powers and checks
and balances would prevent any branch
from becoming too powerful; the new
government would have an independent
judicial branch and would operate under
the rule of law.
4. The Constitution would take away state
and individual rights; it created a national
government that was too strong. It did not
protect peoples basic rights.
5. The Federalists agreed to add amendments
to the Constitution that would protect
individual rights. These first ten
amendments are called the Bill of Rights.
Key Terms
1. d
2. c
3. e
4. b
5. f
6. a
Main Ideas
7. a
8. b
9. c
10. a
Quiz B
Key Terms
1. e
2. a
3. d
4. c
5. f
6. b
Main Ideas
7. a
8. b
9. c
10. a
Bellringer Worksheet 3
1. Delaware; Rhode Island
2. North Carolina, Connecticut, South
Carolina
3. Rhode Island, New York, Virginia
4. New York
5. Both were large States with influential
leaders. The commercial State of New York
separated New England from the rest of
the nation. For the new government to
succeed, it needed the support of both of
these key States.
CHAPTER 2 Section 5
Reading Comprehension 3
1. Federalists: James Madison, Alexander
Hamilton, John Jay, John Marshall,
Edmund Randolph, George Washington;
Anti-Federalists: Patrick Henry, Richard
Henry Lee, John Hancock, Samuel Adams,
Amos Singletary, Robert Yates, James
Monroe, George Mason, Thomas Jefferson
(who George Washington later convinced
to support ratification), George Clinton,
John Lansing
2. Federalists: Articles of Confederation too
weak; need for strong central government
to solve nations problems; liberties
protected in State constitutions; separation
of powers would prevent any branch from
becoming too powerful; Anti-Federalists:
Ratification process flawed; presidency
could become a monarchy; Congress could
become too powerful; lack of a bill of
rights
Core Worksheet 3
Alexander Hamilton
1. Hamilton opposes a bill of rights.
2. Possible response: Bills of Rights . . .
dangerous.
3. Possible response: Individual liberties do
not need the protection of a bill of rights,
because the power to restrict these rights
is not given in the Constitution. A bill
of rights might even provide a basis for
government to claim more power than the
Constitution grants.
4. Possible response: I believe the argument
is weak, because he insists that protection
of rights is implied by the absence of
government power to restrict them
in the Constitution. People who fear
infringement of their rights would likely
want more explicit protection.
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Thomas Jefferson
1. Jefferson supports a bill of rights
2. Possible response: Let me add . . . on
inference.
3. Possible response: All people should
have their basic liberties protected from
government by a written bill of rights.
These protections are too important to be
simply implied in the Constitution.
4. Possible response: I believe this argument
is strong. If left unwritten, these implied
protections would be open to varying
interpretations.
Charles Cotesworth Pinckney
1. Pinckney opposes a bill of rights
2. Possible response: Now, we . . . born
slaves.
3. Possible response: A bill of rights that
suggests that all men are born free would
go against our States commitment to
slavery.
4. Possible response: This is a strong
argument for the slave States. A bill of
rights could become ammunition for an
antislavery movement.
Mercy Otis Warren
1. Warren supports a bill of rights
2. Possible response: Thus, it is . . . liberties.
3. Possible response: Seven of the thirteen
States either rejected the Constitution
or ratified it with the understanding
that amendments would be added later.
Thus, the majority of states believed their
liberties were not safe as the Constitution
was originally written.
4. Possible response: I believe this is a strong
argument. Democracy is based in part on
respecting the will of the majority.
Roger Sherman
1. Sherman opposes a bill of rights
2. Possible response: If you are to trust . . . of
writing.
3. Possible response: To protect your rights,
you should elect representatives who will
support those rights. Having rights written
into a bill of rights wont protect you if you
elect representatives who will abuse them.
4. Possible response: I think this argument
is weak. He contends that if government
abuses individual liberties, it is the fault of
the voters who elected the representatives.
This blames the victims for the abuse.
Also, it is often difficult to know during
Quiz A
Key Terms
1. a
2. b
3. f
4. d
5. c
6. e
Main Ideas
7. b
8. a
9. c
10. b
Quiz B
Key Terms
1. a
2. e
3. b
4. d
5. c
6. f
Main Ideas
7. c
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CHAPTER 2
Test A
Key Terms
1. b
2. a
3. f
4. d
5. i
6. j
7. h
8. g
9. e
10. c
Multiple Choice
11. a
12. b
13. b
14. c
15. c
16. b
17. a
18. c
19. d
20. c
Document-Based Question
21. The colonists deeply resented being taxed
without being represented in the British
government. They punished tax collectors
by tarring and feathering them so that the
British government would clearly get the
message that it would not be able to collect
unjust taxes in the colonies. The colonists
regarded the tax collectors, representatives
of the oppressive British government,
as stubborn and evil. They felt they had
no choice but to resort to rebellion and
violence.
Critical Thinking
22. These landmark English documents
established the ideas of ordered
government, limited government, and
representative government. The Magna
Carta included protections for citizens
against absolute power. The Petition of
Right further limited the kings power.
The English Bill of Rights established
checks and balances between Parliament
Test B
Key Terms
1. c
2. b
3. g
4. f
5. j
6. d
7. a
8. h
9. i
10. e
Multiple Choice
11. a
12. b
13. a
14. c
15. d
16. b
17. a
18. d
19. d
20. c
Document-Based Question
21. The cartoon shows that the colonists
deeply resented being taxed without being
represented in the British government.
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Chapter Outline 2
I. Section 1: Basic Principles
A. The Outline of the Constitution
1. principles
2. 10, 27
3. VI
B. Popular Sovereignty
the people
C. Limited government
1. above
2. rule of law
D. Separation of Powers
1. branches
2. Congress
E. Checks and Balances
1. approve
2. override
F. Judicial Review
constitutional
G. Federalism
federal government (or national
government), state
II. Section 2: Formal Amendment
A. The Formal Amendment Process
Congress, state legislatures
B. The 27 Amendments
1. 10
2. 22nd
3. 1789, 1992
III. Section 3: Change by Other Means
A. Legislative, Executive, and Judicial
Influence
1. Laws
2. executive
3. interprets
B. Party Practices
1. party
2. presidency, vice presidency
C. Custom
1. Cabinet
2. no-third-term
CHAPTER 3
Prereading and Vocabulary 2
1. popularthe people; sovereigntypower;
popular sovereigntypower from the
people
2. electoralrelating to elections; collegea
group of people with a common purpose;
electoral collegea group of people who
elect
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Federalism:
Meaning: Power is divided among the
central government and several regional
governments.
In what way did federalism represent
a compromise made by the Framers? It
was a compromise between the loosely
tied confederation of nearly independent
States, created by the weak Articles of
Confederation, and a too powerful central
government.
Reading Comprehension 3
1. A Articles IIII
B Article V
C Article IV
D Preamble
E Article VI
2. Popular Sovereignty:
Meaning: The people are the only source
for governmental power; government
can govern only with the consent of the
governed.
How does the government exercise
popular sovereignty? through popularly
elected leaders chosen by the people
to represent them in the exercise of the
peoples power
Limited Government:
Meaning: No government is all-powerful.
A government may do only those things
that the people have given it power to do.
What are two other terms used to express
the concept of limited government?
constitutionalism and rule of law
Separation of Powers
Meaning: Legislative, executive, and
judicial powers are distributed among
three distinct and independent branches of
government.
How does separation of powers contribute
to limited government? Separation of
powers prevents the concentration of
power in the hands of one person or
group.
Checks and Balances:
Meaning: Each branch is subject to
constitutional checks, or restraints, by the
other branches. Each branch has certain
powers with which it can check the actions
of the other two.
Why does the President tend to select
judges that most senators favor? because
the Senate holds the power to confirm or
reject judicial appointments
Judicial Review:
Meaning: A court has the power to
determine the constitutionality of a
governmental action.
When a court declares a law
unconstitutional, what does this mean?
The law is illegal. It becomes null and
void, and has no force or effect.
Reading Comprehension 2
1. a. Articles IIII
b. Article V
c. Article IV
d. Preamble
2. Popular Sovereignty
Meaning: People hold all political power.
People influence government by voting to
choose government representatives.
Limited Government
Meaning: The government is not allpowerful and must follow the law.
Limited government can be described as
the rule of law.
Separation of Powers
Meaning: The government is divided
into legislative, executive, and judicial
branches.
The judicial branch tells what the laws
mean.
Checks and Balances
Meaning: A system in which each branch
of government checks the others to prevent
one branch from becoming too powerful.
Any one of the following is acceptable:
The President cant make laws, but
must approve laws passed by Congress;
Congress can override the Presidents
veto; Congress must approve all money
spent by the country; the President names
federal judges and other important
officials, but the Senate must approve each
appointment; the Supreme Court cannot
make laws, but can decide if a law is
constitutional.
Judicial Review
Meaning: Courts have the power to decide
whether or not a government action is
constitutional.
Marbury v. Madison established this power.
Federalism
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Core Worksheet 3
Popular Sovereignty
Definition: The people are the only source for
any and all governmental power; government
can govern only with the consent of the
governed.
Preamble: The source of this Constitution is
We the People.
Article I, Section 2, Clause 1: Members of the
House of Representatives will be elected by
the people.
Limited Government
Definition: No government is all-powerful. A
government may do only those things that the
people have given it power to do.
Article I, Section 3, Clause 7: Impeached and
convicted public officials can also face criminal
charges.
Article I, Section 9, Clause: all: This Section
prohibits several actions by government,
including suspending writs of habeas corpus
and taxing in certain ways.
Article I, Section 10, Clause 1: This Clause
applies the prohibitions in Article I, Section 9,
to the States.
Article II, Section 1, Clause 8: The oath of
office binds the President to the limits of the
Constitution.
Separation of Powers
Definition: Legislative, executive, and judicial
powers are distributed among three distinct
and independent branches of government.
Article I, Section I: This Section assigns all
legislative powers to Congress.
Article I, Section 8, Clause: all: This Section
enumerates the powers granted to Congress.
Article II, Section 1, Clause 1: This Clause
assigns executive powers to the President.
Article II, Section 2, Clause: all: This Section
enumerates the powers granted to the
President.
Article III, Section 1: This Section assigns
judicial power to the courts.
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Key Terms
1. c
2. d
3. f
4. a
5. e
6. b
Main Ideas
7. b
8. a
9. a
10. d
Extend Worksheet 3, 4
CHAPTER 3 Section 2
Reading Comprehension 3
1. By Whom? Congress
How Proposed: by a 2/3 vote in each
house of Congress
How Ratified: 1. by 3/4 of State
legislatures 2. by conventions in 3/4 of the
States
By Whom? national convention
How Proposed: national convention called
by Congress at the request of 2/3 of State
legislatures
How Ratified: 1. by 3/4 of State
legislatures 2. by conventions in 3/4 of the
States
2. by national convention
3. No State, without its Consent, shall
be deprived of its equal Suffrage in the
Senate.
4. The President has no formal role in the
amendment process (does not sign or
veto amendments), but his or her political
influence can affect the success or failure of
an attempt to amend the Constitution.
5. yes; no
6. 1789: distribution of seats in the House of
Representatives
1810: voiding the citizenship of anyone
accepting any foreign title or other such
honor
1861: prohibiting any amendment relating
to slavery
1924: giving Congress the power to
regulate child labor
1972: proclaiming the equal rights of
women
Quiz A
Key Terms
1. e
2. f
3. c
4. a
5. b
6. d
Main Ideas
7. b
8. a
9. a
10. d
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Reading Comprehension 2
1. Group: Congress
How Proposed: a 2/3 vote in each house of
Congress
How Ratified:
1. by 3/4 of state legislatures
2. by conventions in 3/4 of the states
Group: National convention
How Proposed: National convention called
by Congress at the request of 2/3 of state
legislatures
How Ratified:
1. by 3/4 of state legislatures
2. by conventions in 3/4 of the states
2. An amendment has never been proposed
by a national convention.
3. A state can approve an amendment it
rejected earlier.
4. ERA was the Equal Rights for Women
Amendment of 1972. It did not become
an amendment because it expired in 1982
Bellringer Worksheet 3
1. 13th Amendment; 1865; 10 months, 6 days
2. 17th Amendment; 1913; 10 months, 26
days
3. presidential succession; 1967; 1 year, 7
months, 4 days
4. 23rd; 1961; 9 months, 13 days
5. 19th; 1920; 1 year, 2 months, 14 days
6. 27th
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Quiz A
Key Terms
1. b
2. a
3. d
4. f
5. c
6. e
Main Ideas
7. c
8. b
9. d
10. a
Skills Worksheet 3
1. The Addams excerpt is a first-hand
account of a woman who worked in the
suffrage movement. She gives arguments
in favor of the vote for women in an
attempt to persuade people to agree with
her. The historians account was written
almost 100 years after the events took
place by someone who did not have firsthand knowledge of them.
2. According to Henretta, women began
asking why they should not be allowed
to vote when they had shown themselves
capable of handling other responsibilities.
He also suggests that women would
advocate for more enlightened
legislation if they had the votean idea
supported by Addams when she writes
about using the ballot to educate and
protect from danger factory children and
bring the cultural forces to bear upon our
materialistic civilization.
3. Addams does not think women are given
enough credit for what they do. She says
that they are constantly being overlooked
and slighted in our political institutions
even though they preserve the home.
Quiz B
Key Terms
1. c
2. b
3. a
4. f
5. d
6. e
Main Ideas
7. c
8. a
9. d
10. a
CHAPTER 3 Section 3
Reading Comprehension 3
Skill Activity 2
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B. party practices
C. custom
D. legislation
E. executive action
Reading Comprehension 2
1. (a) basic legislation, (b) executive action,
(c) court decisions, (d) party practices, (e)
custom and usage
2. (a) court decision, (b) custom, (c) party
practices, (d) legislation, (e) executive
action
3. (a) Federal court system: The Constitution
set up the Supreme Court; however, it left
the creation of all other federal courts to
Congress. Congress passed the Judiciary
Act of 1789. Since then, all federal courts
except the Supreme Court have been set
up by acts of Congress.
(b) Executive department: The
Constitution created the presidency and
vice presidency. Beyond that, Congress set
up the executive department.
(c) Commerce powers: The Constitution
gives Congress the power to regulate
commerce. However, by passing laws,
Congress has clarified and expanded these
powers.
4. The Constitution says that only Congress
can declare war. However, many times in
history the President has sent troops into
combat without the approval of Congress.
5. Because the nations courts interpret and
apply the Constitution in many of the
cases they hear, they, too, have an influence
on the meaning of the Constitution. An
example is the power of judicial review
established by a decision of the Supreme
Court.
6. At first the electoral college elected the
President. However, because of the
influence of political parties, the electoral
college today simply reflects each states
popular vote.
7. A Vice President has taken over 8 times
in history after the death of a President.
This wasnt written into the Constitution
until the passage of the 25th Amendment
in 1967. Before 1967, the Constitution
stated that the powers and duties of the
presidencynot the office itselfshould
be given to the Vice President.
Core Worksheet 3
Part 1
1. custom and usage
2. executive action
3. basic legislation
4. court decisions
5. party practices
Part 2
1. Possible example: Congress passes a law
placing a tariff on imported steel.
2. Possible example: The President issues
an executive order, banning trade with a
nation suspected of aiding terrorists.
3. Possible example: The Supreme Court
overturned a conviction, stating that the
accused had been denied due process
because he had not been informed of his
rights.
4. Possible example: In the Senate, the parties
meet in separate caucuses to discuss the
partys position on an issue.
5. Possible example: By custom, the opposing
party broadcasts a response to the
Presidents State of the Union address.
Core Worksheet 2
Part 1
1. custom and usage
2. executive action
3. basic legislation
4. court decisions
5. party practices
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Part 2
1. Possible example: Congress passes a law
placing a tariff on imported steel.
2. Possible example: The President issues
an executive order, banning trade with a
nation suspected of aiding terrorists.
3. Possible example: The Supreme Court
overturns a conviction, stating that the
accused had been denied due process
because he had not been informed of his
rights.
4. Possible example: In the Senate, the parties
meet in separate caucuses to discuss the
partys position on an issue.
5. Possible example: By custom, the opposing
party broadcasts a response to the
Presidents State of the Union address.
Quiz A
Key Terms
1. d
2. b
3. e
4. f
5. c
6. a
Main Ideas
7. b
8. c
9. b
10. a
Quiz B
Key Terms
1. c
2. d
3. f
4. b
5. e
6. a
Main Ideas
7. b
8. c
9. b
10. a
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CHAPTER 3
Test A
Key Terms
1. f
2. e
3. j
4. c
5. h
6. a
7. i
8. b
9. g
10. d
Multiple Choice
11. c
12. c
13. a
14. b
15. a
16. d
17. c
18. b
19. b
20. b
Document-Based Question
21. As an African American and a woman,
Jordans rights would not have been
protected by the Constitution at the time it
was written, nor for many years thereafter.
She would not have had the right to vote,
hold office, or even be free like a white
male at the time of the Constitution. She
points out that by amendments such as
the 13th Amendment, which abolished
slavery; the 15th Amendment, which
grants the right to vote to people of all
races; and the 19th Amendment, which
grants women the right to vote, the
Constitution was eventually updated
and corrected to include people of all
races and both genders in the rights and
freedoms it protects. She also credits court
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Key Terms
1. d
2. g
3. e
4. c
5. j
6. a
7. f
8. i
9. h
10. b
Main Ideas
11. c
12. a
13. c
14. a
15. b
16. d
17. c
18. b
19. b
20. b
Document-Based Question
21. As an African American and a woman,
Jordans rights would not have been
protected by the Constitution at the time it
was written, nor for many years thereafter.
She would not have had the right to
vote, hold office, or even be free. She
points out that amendments eventually
updated and corrected the Constitution
so that it protects the rights and freedoms
of people of all races and both genders.
These amendments include the 13th
Amendment, which abolished slavery;
the 15th Amendment, which grants the
right to vote to people of all races; and the
19th Amendment, which grants women
the right to vote. Jordan also credits court
decisions and the popular interpretation
of the Constitution with bringing about
these positive changes. Because of the
peoples ability to amend and interpret
the Constitution, Jordans faith in the
document is strong.
Critical Thinking
22. The first ten amendments are called
the Bill of Rights. They mostly protect
individual rights and freedoms, such as
freedom of belief and expression, freedom
of the press and assembly, the right to
bear arms, and fair and equal treatment
CHAPTER 4
Prereading and Vocabulary 2
1.
2.
3.
4.
5.
6.
7.
(down) inherent
(across) expressed
(down) delegated
(across) exclusive
(down) concurrent
(down) implied
(across) reserved
Chapter Outline 2
I. Section 1: Federalism: Powers Divided
A. The System of Federalism
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Reading Comprehension 2
1. Federalism is the division of powers
between a national government and
several smaller, local governments. The
United States is a federal system because
power is divided between a national
government and fifty state governments.
2. Expressed powers examples: Any two of
the following are acceptable: the power
to collect taxes, declare war, coin money,
make treaties, appoint officials, and make
laws
Implied powers: These powers are
contained in what is known as the Elastic
Clause because it has been stretched so far
to cover so many different situations.
Inherent powers examples: Any two of
the following are acceptable: the power
to regulate immigration, acquire territory,
and protect citizens
CHAPTER 4 Section 1
Reading Comprehension 3
Expressed Powers
Definition: specific powers assigned to the
National Government by the Constitution
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Core Worksheet 3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Reserved
Concurrent
Implied
Inherent
Expressed
Reserved
Concurrent
Expressed
Implied
Expressed
Implied
Implied
Inherent
Expressed
Expressed
Reserved
Reserved
Skill Activity 2
1. The Framers needed to create a national
government that was strong enough to
deal with the nations problems but that
would also preserve the powers of the
states.
2. (a) James Madison said that the state
governments were too uncertain and the
people wanted changes made to address
this. (b) Patrick Henry argued that a strong
national government would jeopardize the
rights and privileges of individuals and
that the states would lose too much power.
3. (a) The Framers found their solution in
federalism. The federal system provides
for a division of power between the
national government and the states. The
state governments balance the power of
the federal government. (b) Each level
of government in the federal system can
do things that the other level cannot.
Certain powers are denied or not given
to the national government, and certain
powers are reserved to the states. These
limits make it difficult for the national
government to abuse its powers.
Skills Worksheet 3
1. How could they create a new central
government that would be strong
enough to administer the nations affairs
effectively but would also preserve the
powers of the States? Some people, like
Madison and Hamilton, supported a
strong central government, while others,
like Patrick Henry and Samuel Adams,
wanted to preserve the powers of State
governments. Framers from smaller States
were particularly concerned about the
amount of power their States would have
in the new government.
2. Answers will vary, but students should
outline three strategies, as well as the
advantages and disadvantages of each.
3. Answers will vary. Students should choose
one of the strategies identified in the
previous question and explain why they
think it would be the most effective in
resolving the problem.
4. The Framers found their solution in
federalism. The federal system, with its
division of powers, was an alternative to
both the system of nearly independent
States, loosely tied to one another in the
Quiz A
Key Terms
1. e
2. c
3. f
4. a
5. d
6. b
Main Ideas
7. c
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2.
Quiz B
Key Terms
1. e
2. c
3. f
4. a
5. d
6. b
Main Ideas
7. c
8. a
9. b
10. d
3.
4.
CHAPTER 4 Section 2
Reading Comprehension 3
A.
Step 1: Area asks Congress for admission.
Step 2: Congress passes an enabling act.
Step 3: A territorial convention prepares a
State constitution.
Step 4: The constitution is put to a popular
vote in the proposed State.
Step 5: The approved constitution is submitted
to Congress.
Step 6: Congress passes an act of admission,
creating a new State.
Step 7: President signs the act, admitting the
new State to the Union.
B.
Categorical grants: grants made for specific,
closely defined purposes
Block grants: grants made for particular but
broadly defined areas of public policy
Project grants: grants made for specific
projects to States, localities, and private
agencies that apply for them
Lulu payments: federal funds paid to areas in
which there are large federal landholdings in
lieu of property taxes that local governments
cannot collect from the National Government
5.
6.
Bellringer Worksheet 3
Steps 1, 2, 4
Steps 5, 6
Step 3
Although the States hold primary
responsibility for dealing with local issues,
occasions occur when they cannot fulfill
these obligations alone. At those times, the
Constitution provides for the intervention,
support, or cooperation of the National
Government.
5. Article IV, Section 4: the Invasion and
Internal Disorder provision
1.
2.
3.
4.
Core Worksheet 3
1. The law has identified failing schools and
demanded that they improve, and it has
changed the conversation about education
in America.
2. NCLB has increased the authority of
the Federal Government in establishing
Reading Comprehension 2
1. (a) a republican form of government
(b) protection from invasion and domestic
violence
(c) protection of each states legal existence
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3.
4.
5.
6.
7.
8.
9.
Quiz A
Key Terms
1. a
2. e
3. d
4. c
5. f
6. b
Main Ideas
7. b
8. a
9. d
10. b
Quiz B
Key Terms
1. a
2. e
3. d
4. c
5. f
6. b
Main Ideas
7. b
8. a
9. d
10. b
Extend Worksheet 3, 4
1. The need to nationalize and streamline
certain regulations and standards is
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Reading Comprehension 3
Interstate Compact
Definition: formal agreement entered into,
with the consent of Congress, between or
among States or between a State and a foreign
state
Location: Article 1, Section 10, Clause 3
Full Faith and Credit
Definition: requirement that each State accept
the validity of public acts, records, and judicial
proceedings of every other State
Location: Article 4, Section 1
Extradition
Definition: the legal process by which a
fugitive from justice in one State is returned to
that State
Location: Article 4, Section 2, Clause 2
Privileges and Immunities
Definition: stipulation that all citizens
are entitled to certain privileges and
immunities, regardless of their State of
residence; no State can draw unreasonable
distinctions between its own residents and
those persons who happen to live in other
States
Location: Article 4, Section 2, Clause 1 (and
reinforced in the 14th Amendment)
Core Worksheet 3
1.
2.
3.
4.
5.
6.
7.
Quiz A
Key Terms
1. f
2. e
3. b
4. d
5. a
6. c
Main Ideas
7. a
8. b
9. c
10. a
Quiz B
Key Terms
1. b
2. f
3. d
4. a
5. c
6. e
Main Ideas
7. a
8. b
9. c
10. a
Reading Comprehension 2
1. (a) Interstate compacts are agreements
states make with one another and with
foreign states. (b) Either of the following is
acceptable: the contract between New York
and New Jersey creating the Port of New
York Authority; the Compact on Juveniles.
2. (a) The Full Faith and Credit Clause
declares that the laws, records, and results
of court cases of one state are valid in
all others. (b) Any two of the following
are acceptable: marriage licenses, birth
certificates, titles to property.
3. (a) Extradition is the legal process by
which a fugitive from justice in one
state is returned to that state. (b) Any
of the following is acceptable: in cases
concerning race, in cases concerning
politics, or in cases involving disputes over
child custody.
4. (a) The Privileges and Immunities Clause
forbids any state from discriminating
unreasonably against people from other
CHAPTER 4
Test A
Key Terms
1. e
2. d
3. i
4. a
5. h
6. j
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Test B
Key Terms
1. e
2. d
3. i
4. a
5. h
6. j
7. g
8. b
9. f
10. c
Main Ideas
11. b
12. d
13. b
14. c
15. b
16. d
17. a
18. b
19. b
20. c
Document-Based Question
21. (a) The chart shows the federal agencies
that give the most federal grant money to
state and local governments. (b) The chart
shows that state and local governments
need a great deal of federal assistance
for health and human services. I can tell
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