Internet Activities: Voting Rights and History From the Source: Readings in Economics and Government: Reading 11: Seneca Falls Declaration

Chapter 4 Planning Guide Rights and Responsibilities Chapter Overview Instructional Resources Review, Assessment, Intervention CHAPTER 4 Students Take Action Activities Alternative Assessment Handbook * *

  pp. 106–130 Civic Participation Activities Guide Chapter and Unit Tests: Chapter 4: Tests

  Overview: Students will learn

  A and B *

Community Service and Participation Handbook:

about the Bill of Rights and how it

• * Chapter 4 Chapter and Unit Tests for Differentiated affects their personal freedoms, as
• * Instruction: Chapter 4: Test C

  well as the duties and responsi- Constitution Study Guide bilities United States citizens have Creative Teaching Strategies: Chapter 4 * Creative Teaching Strategies: Chapter 4 * toward their government.

   Student Edition on Audio CD Program Holt Online Researcher Interactive Skills Tutor Law 101: Chapter 4 * Quiz Game

• * Media Investigations: Chapter 4

  OSP Teacher’s One-Stop Planner From the Source: Readings in Economics and Government: Reading 20: Debate of the Proposed Spanish Audio Summaries Constitution

   Standardized Test Practice Handbook:

• * Active Citizenship Video Program Activity 4
• * Vocabulary Activities: Chapter 4

   Online Chapter Summaries in Spanish

  

Internet Activities: First Amendment Freedoms

Alternative Assessment Handbook * The Bill of Rights

ANNING GUIDE

• * Graphic Organizer Activities: Chapter 4

  Daily Quizzes: Section 1 * The Big Idea: The freedoms spelled Simulations and Case Studies: Lesson 3: Illustrating

  Online Quiz: Section 1 out in the Bill of Rights are essential

• * the Amendments to our democratic system.
• * Guided Reading Strategies: Section 1

  Teaching Transparencies:

Chapter 4 Main Idea Activities for Differentiated Constitution Study Guide

• * Instruction: Section 1

  

Challenge and Enrichment Activities: Chapter 4

TER 4 PL

• * Interactive Art: The First Amendment

  Section 2 Internet Activities: Voting Rights and History

• * Alternative Assessment Handbook CHAP

  Guaranteeing Other Rights From the Source: Readings in Economics and

• * Daily Quizzes: Section 2

  The Big Idea: Other amendments to Government: Reading 11: Seneca Falls Declaration Online Quiz: Section 2 the Constitution expanded the rights of Women’s Rights; Reading 24: Susan B. Anthony on

   Guided Reading Strategies: Section 2 * of Americans.

  Women’s Suffrage Main Idea Activities for Differentiated Instruction: Section 2 *

  Section 3

• * Alternative Assessment Handbook

  Citizens’ Duties and

• * Daily Quizzes: Section 3

  Responsibilities Online Quiz: Section 3 The Big Idea: Along with the rights

• * Guided Reading Strategies: Section 3

  and freedoms of U.S. citizenship come important duties and Main Idea Activities for Differentiated responsibilities.

• * Instruction: Section 3

  106a TEACHER’S EDITION

OLT OLT

   H H SE Student Edition Print Resource Audio CD TE Teacher’s Edition Transparency CD-ROM Active Citizenship Video Program (VHS/DVD) go.hrw.com Learning Styles Video

  Privacy Rights in Public Schools OSP Teacher’s One-Stop Planner * also on One-Stop Planner

  Differentiated Instruction Quiz Game CD-ROM Chapter and Unit Tests for Differentiated Instruction: *

  Chapter 4: Test C Quiz Game CD-ROM is an interactive

• * Differentiated Instruction: Teaching ESOL Students

  multimedia game that assesses student Student Edition on Audio CD Program understanding, makes learning fun,

   Spanish Audio Summaries and tracks student performance. Differentiated Instruction Modified Worksheets and Tests CD-ROM CHAP TER 4 PL

  With the Teacher’s One-Stop Planner, you can easily organize and print lesson plans, planning guides, and instructional materials for all learners.

• * Graphic Organizer Activities: Chapter 4

  ANNING GUIDE Guided Reading Strategies: Section 1 * Main Idea Activities for Differentiated Instruction: Section 1 *

   Challenge and Enrichment Activities: Chapter 4 Teacher Resources *

  KEYWORD: SZ7 TEACHER

  Student Resources

  KEYWORD: SZ7 CH4

   Guided Reading Strategies: Section 2 *

• Document-Based • Current Events

   Main Idea Activities for Differentiated Instruction: Questions

• Chapter-based Internet
• * Section 2
• Interactive Multimedia Activities Activities • and more!
• * Guided Reading Strategies: Section 3

  Holt Interactive Main Idea Activities for Differentiated Instruction: Online Student Edition Section 3

  Complete online support for * interactivity, assessment, and

reporting

• Interactive Art and Notebook • Standardized Test Prep • Homework Practice and Research Activities Online

  106b RIGHTS AND RESPONSIBILITIES Before You Teach Why It Matters To appreciate their unparalleled freedoms as residents of the United States, students must be able to articulate what those freedoms are, know their foundations, and understand how they have been extended, over time, to include us all. The study of civics stresses that these freedoms cannot be taken for granted—they were won only after great struggles, such as the Revolutionary and Civil Wars, and must be protected and preserved. This chapter details the important rights that citizens possess, as well as our responsibilities.

  Greg Massing Fundamental Freedoms

  The Bill of Rights—the fi rst 10 amendments to the Constitution— lists Americans’ most important rights. Those who ratifi ed the Constitution considered these rights so vital that amending the Constitution to include them was among the fi rst items of business for the newly formed government in 1789. Every American should be familiar with these rights, and Section 1 discusses them in detail.

  Of these fundamental freedoms, surely the most important are the freedoms of religion, speech, and press set forth in the First Amendment. They guarantee the freedoms of thought, belief, and expression that are synonymous with this coun- try. Other important rights, discussed here and in other chapters, include the rights to security in our homes guaranteed by the Third and Fourth Amendments, the right to due process and freedom from self-incrimination in the Fifth, and the rights of the accused in the Sixth and Eighth.

  Extending Rights Enlightened as the members of the fi rst Congress were in stating the rights of citizens, their con-

  CH cept of which citizens were entitled to these rights belongs to a bygone time. As Section 2 shows students, the history

  A of the United States can be told as the expansion of these rights, often at the cost of many lives. It took a civil war, of course, to extend these rights to black Americans, and the civil rights movement nearly a century later to secure them.

  Women’s suffrage too was won only after much opposition, and the right of 18-year-olds to vote was an outgrowth of the troubled Vietnam era.

OU TE

  Limited But Real Responsibility Compared to our many freedoms, our obligations as citizens are few. Section 3 not only lists these duties but also states in concrete terms what students might, and ought to, do to show their apprecia- tion for and to safeguard their many freedoms.

  ORE Y Recent Scholarship BEF In February 2005, the American Bar Association approved 19 principles for juries and jury trials to serve as a model for juried cases around the country. These principles were created for the American Jury Project, a year-long project designed to improve conditions for jurors, as well as to encourage jury participation among citizens. Some of the prin- ciples include allowing jurors to take notes during trials, submit written questions to witnesses, and discuss cases among themselves during civil trials, rather than wait until all arguments have been presented and the case has been handed over for deliberation. According to the article “American Bar Association Advocates Jury Trial Innovations” (Kansas City Daily Record , July 22, 2005), the new principles have the support of a large number of people involved with court proceedings. However, some of the principles do have opponents. For example, some people oppose the practice of jurors submitting questions, contending that the practice may prevent a juror from serving as an impartial judge of facts.

  Refresh Your Knowledge The fi rst 10 amendments to the Constitution are known as the Bill of Rights. These amendments defi ne the rights and freedoms of all American citizens. They include rights such as freedom of religion, speech, and the press. Later amend- ments to the Constitution expanded Americans’ civil rights. Citizens of the United States also have duties and responsi- bilities to fulfi ll. Duties include obeying the law, attending school, paying taxes, defending the country, and appearing in court. Responsibilities include voting, taking part in government, and helping others in the community. Create three separate columns on the board, labeling them Rules, Duties, and Responsibilities. Ask students what words or ideas come to mind when they think about these ideas in relation to the United States. As students brainstorm, record their ideas in each column on the board.

  Students Take Action: Improving Safety at School What They Did In this chapter, your class will read about a group of students in Brownsville, Texas, who improved the area at their school

  Students may identify the following situations: where buses loaded and unloaded students. The students

• Street intersections with missing stop signs, broken traffi c realized that this area had many safety problems in addition lights, or an absence of a crosswalk or crossing guard to being in violation of the Americans with Disabilities Act.
• Buildings without ramps or wide doorways With the help of local police, the mayor, the city public works
• Unsanitary conditions in public places such as parks director, and the city commission, they drastically improved the safety of the area with speed bumps, wide sidewalks, and

  Service-Learning Teaching Tip a location away from traffi c.

  Developing Surveys Tell students that one effective way

  BEF of identifying places in their community that are unsafe or

  What Your Class Can Do inaccessible to those with disabilities is by surveying family, As interested citizens, students should make sure that they friends, neighbors, and others. As a class, students should de- obey rules that will keep them safe. As active citizens, they

  ORE Y velop a survey of questions pertaining to a problem they have follow the democratic process one step further: They search identifi ed, encouraging those surveyed for their input. for ways to make their schools and communities safer and accessible for all persons. Students’ surveys should ask people to identify any potential problems they have noticed, and what changes they would As you discuss this chapter’s Student’s Take Action project

OU TE

  like to see to fi x these problems. Students can also ask for with your class, have students identify any areas in their com- suggestions for sources of more information, including people munity that might be unsafe or inaccessible to people with they might contact for help fi xing these problems. Remind disabilities and what steps might be taken to improve these students that when asking people to fi ll out their survey, they places. Ask students to consider the following questions to

  A should be polite and thank the people fi lling out the survey for help them think of ideas:

  CH their time and help.

• What are some areas you have noticed that are potentially dangerous or inaccessible? Why?
• What needs to be done to improve these places?
• Who can you contact for help?

  Name Class Date _{TIP Students Take Action}

  2 _{Contacting and Working with Government Officials government officials-both elected officials or those working for government agencies. Some of the best sources of information for your community-project research will be However, these people are often very busy and receive many requests for their time. You want to be able to present yourself in a way that guarantees their respect and attention.} Students Take Action Activities “Information Analysis,” _{CONTACT BY MAIL 2. Try to keep the letter to one page. It should be as neat and professional as possible, 1. It is often best to contact a government official first by mail, especially if you are This may be a request for an interview or merely information about the subject. problem you are examining and what you hope to gain by contacting the official. you go to school, and why you are contacting the official. It should then explain the ties booklet, suggests how to score students’ ability to analyze sources and contacting a state or federal official. Your letter should clearly state your name, where} page 2 of the Students Take Action Activi- _{CONTACT BY TELEPHONE with no errors of any kind. Be sure to type it and print it on clean paper. Ask an adult such as your teacher to proofread it before mailing.} information. The booklet’s tip sheets, forms, planning guides, and additional _{1. Even if you contact a source by mail, you should follow up with a telephone call to letter, clearly state who you are and why you are calling. the person’s office. In most cases, you will talk to a member of their staff. As in your} rubrics can also be used to organize, assist, and evaluate student performance _{Read about how one group of students worked with government officials on their project in Chapter 8 of your textbook. • Always be courteous and polite when talking with government officials and members • Always be respectful of your contact’s time. Thank him or her for taking the time to • When making public presentations about your topic, be sure to acknowledge any help 2. Ask the staff member how you can set up an interview with the official or speak to of their staff. you received from government officials. discuss the subject with you. him or her by telephone. This is also a good time to request any written information that the staff might have on the topic. REMEMBER} at each phase of the project. _{Holt Civics} Copyright © by Holt, Rinehart and Winston. All rights reserved. _{1 Students Take Action Activities}

  106d RIGHTS AND RESPONSIBILITIES

  Standards Focus RIGHTS AND

  Standards by Section Section 1:

  II.A, II.B, II.D, V.B Section 2:

  II.A, II.B, II.D, V.B Section 3:

  II.B, V.C RESPONSIBILITIES

  Preview Standards

  II.B Explain important factors that have helped shape American society, such as

  SECTION 1 religious freedom.

  The Bill of Rights

  II.D Describe historical and contemporary

  SECTION 2 efforts to reduce discrepancies between ideals and reality in American public life,

  Guaranteeing e.g., abolitionists, and suffrage, union, and

  Other Rights civil rights movements.

  SECTION 3

  V.C Evaluate the importance for the indi- vidual and society of obeying the law, being

  Citizens’ Duties informed and attentive to public issues,

and Responsibilities

monitoring the adherence of political leaders and governmental agencies to constitutional principles and taking appropriate action if that adherence is lacking, assuming leader- ship when appropriate, paying taxes, reg- istering to vote and voting knowledgeably on candidates and issues, serving as a juror, serving in the armed forces, and performing public service.

  

II. What are the foundations of the American

political system?

   A. What is the American idea of constitutional Chapter Correlations government?

   B. What are the distinctive characteristics of Arkansas Curriculum Framework

  American society? Civics for Core Curriculum Grades 9-12

  

D. What values and principles are basic to

C.1.CCC.1; C.1.CCC.3; C.1.CCC.5; C.2.CCC.1; American constitutional democracy? C.2.CCC.2; PPE.12.CCC.1; USC.7.CCC.1;

  V. What are the roles of the citizen in American democracy?

  USC.7.CCC.2; USC.7.CCC.3

   B. What are the rights of citizens?

  

C. What are the responsibilities of citizens?

©1994, 2003 Center for Civic Education. All Rights Reserved.

  106

  CHAPTER 4 Key to Differentiating Instruction At Level Introduce the Chapter Below Level Basic-level activities designed for all Rights and Freedoms students encountering new material 1.

  Remind students that the states ratifi ed the mentioned most often, and write them on the Constitution only when assured that a list of chalkboard for later reference.

  At Level the rights of the people would be added.

  3. Conduct a class vote to determine whether Intermediate-level activities designed 2.

  Divide the class into three or four groups. Ask a three-fourths majority of students would for average students each group to create a list of 10 rights that its support all of the rights listed on the

  Above Level members believe are important. (Students’ board. Tell students that in this chapter

  Challenging activities designed for suggestions might include the right to free they will learn more about civic rights and honors and gifted-and-talented students speech or religious worship, and the right responsibilities and the privileges of freedom. to vote.) Compare lists to fi nd the 10 rights Verbal/Linguistic

  Standard English Mastery Activities designed to improve standard English usage 106 CHAPTER

  4

  Video Program See the Active Citizenship Video Teacher’s Guide for strategies for using the video Privacy Rights in Public Schools.

  Section 2 Other amendments to the Constitution expanded the rights of

  Volunteering is an important responsi- bility of citizenship.

  Analyzing Photos This photograph shows students who volunteered to help their community.

  

These are precious rights, and one of

your responsibilities as a citizen is to

make sure that future generations

have the same freedoms.

  Section 3 Along with the rights and freedoms of U.S. citizenship come im- portant duties and responsibilities.

  

SCHOOL BUS SAFETY Riding a bus to school

is not always fun. The experience is worse if you

have to wait on a muddy sidewalk or walk on

sidewalks that get slippery when they are wet.

If these unpleasant and dangerous conditions

were in your neighborhood, what steps might

you take to correct the problems?

  Active Citizenship video program

  Watch the video to analyze privacy issues in school.

   H OLT Active Citizenship 䉴

  Americans.

  Chapter Main Ideas Section 1 The freedoms spelled out in the Bill of Rights are essential to our democratic system.

• What are some ways you can help your community? Possible answers:

  

AN INTERVIEW You are a reporter for a city

newspaper in 1789. Many people support the

ratifi cation of the Constitution, but they want

to be sure it includes a Bill of Rights. One of

those people is James Madison, and you have

been assigned to interview him. As you read

this chapter, you will write interview questions

for your meeting with Madison.

• What do you think are other respon- sibilities and duties of citizenship?

  107 The fi rst 10 amendments to the Constitution—the Bill of Rights— guarantee that you have certain rights.

  ฀ ฀

  volunteer at a homeless shelter or soup kitchen, help build houses for low-income families

  Possible answers: voting, obeying the law, and attending school The Media Investigation feature on p. 113 explains how the First Amendment gives tabloids the freedom to print any stories they choose as long they do not inten- tionally spread libel. Encourage students to evaluate the reliability and validity of all published material.

RIGHTS AND RESPONSIBILITIES

RIGHTS AND RESPONSIBILITIES 107

  Lincoln’s background:

  At the time Lincoln gave this speech, he was a candidate for the U.S. Senate seat from Illinois. He was reacting to the Supreme Court’s Dred Scott decision that said that African Americans could not be citizens and that the federal government could not ban slavery in U.S. territories. Lincoln was personally opposed to slavery. “‘A house divided against itself cannot stand.’ I believe this government cannot endure, perma- nently, half slave and half free. I do not expect the Union to be dissolved; I do not expect the house to fall; but I do expect it will cease to be divided. It will become all one thing, or all the other. Either the oppo- nents of slavery will arrest the further spread of it . . . or its advocates will push it forward till it shall become alike lawful in all the states, old as well as new, North as well as South.”

  Constitution from From the Source: Readings in Economics and Govern- ment to students. Divide the class into two groups, and explain that one group will study the speech given by Patrick Henry, and the other will study the speech given by James Madison. Ask each group to work together to identify the point of view of their respective speaker, using the steps they learned in the skill lesson. When students have fi nished, have one representative from each group present the group’s fi ndings to the class.

  for all Americans. You will learn how the Bill of Rights ensures that new rights can be added to the Constitution. You will read about later amendments that expanded the civil rights of all Americans and that along with these rights and freedoms come important duties and responsibilities for citizens. Finally, you will learn about the importance of voting, stay- ing informed, and protecting the rights of all Americans.

  Helpful Hints for Identifying Points of View

  1. Look for information about the person’s background.

  2. Ask yourself what factors in the person’s background might have influenced his or her opinion about the topic.

  3. Examine the opinion closely for clues to the person’s point of view.

  To be an informed citizen, you must read and think about other people’s opinions and beliefs. To evaluate different opinions, you need to understand people’s points of view on a topic.

  Point of View

  A point of view is a person’s outlook or attitude. Each person’s point of view is shaped by his or her background. Because people’s backgrounds are different, their points of view are, too. You can usually determine a person’s point of view by the attitude he or she takes toward a topic. Below is an excerpt from Abraham Lincoln’s “House Divided” speech of 1858. As you read it, look for clues about Lincoln’s point of view on slavery.

  Identifying Points of View Lincoln’s Point of View: It isn’t possible to compro-

  Identify Points of View Make and distribute copies of Reading 20: Debate on the Proposed

  Review with students how to identify points of view by using the activity on these pages. Make sure to draw stu- dents’ attention to the Helpful Hints for Identifying Points of View sidebar.

• 108

  Clues in the opinion

• Says the nation cannot survive being split between slave and free states
• Says that slavery will eventually be legal every- where or banned everywhere in the United States

CHAPTER 4 In this chapter you will read about the Bill of Rights and how it guarantees important rights

  108 CHAPTER

  4 Understanding the Skill Ask students to defi ne point of view (a person’s outlook or attitude). Tell students that when they are trying to determine a person’s point of view, they should keep in mind the person’s back- ground. They can also look for clues in a person’s attitude toward a topic.

  mise on the issue of slavery. Everyone has to choose a side. This means trying to help the practice of slavery expand throughout the nation or else working to get rid of it entirely. Otherwise, disagreements over slavery will split the nation in two.

  Reading and Skills Resources

  From the Source: Readings in Economics and Government: Reading 20: Debate on the Proposed Constitution

  Reading Support Student Edition on Audio CD Program Spanish Audio Summaries

  Guided Reading Strategies Reading Support OSP Teacher’s One-Stop Planner

  Vocabulary Support Vocabulary Activities Standardized Test Practice Handbook

KEY TERMS

  Chapter 4 Section 1 You Try It! Using Key Terms Bill of Rights, p. 110

  separation of church The following passage is a quote from President John F. Kennedy.

  Ask students to work with a

  and state, p. 112 Read it and then answer the questions below.

  partner to review the key terms for this

  self-incrimination, p. 115 due process of law, p. 115 chapter. Then have students work in eminent domain, p. 115

  pairs to make fl ash cards of the words,

  “The right to vote in a free American election is the bail, p. 116

  with the word on one side of the card

  most powerful and precious right in the world —and

  Section 2 and its defi nition on the other. After they it must not be denied on the grounds of race or color.

  civil rights, p. 118 have fi nished making their fl ash cards, It is a potent [powerful] key to achieving other rights suffrage, p. 119

  have students take turns quizzing each

  of citizenship. For American history—both recent poll tax, p. 122

  other on the words and their defi nitions.

  and past—clearly reveals that the power of the bal-

  Section 3

  lot has enabled those who achieve it to win other

  Verbal/Linguistic, Visual/Spatial

  achievements as well, gain a full voice in the affairs draft, p. 125 rationed, p. 125 Focus on Reading of their state and nation, and to see their interests jury duty, p. 125 represented in the governmental bodies which affect

  See the Reading Skill and Focus on

  their future. In a free society, those with the power

  Reading activities, annotations, and Academic Vocabulary

  to govern are necessarily responsive to those with Success in school is related questions in this chapter for more prac- the right to vote.” to knowing academic tice with this reading skill. —President John F. Kennedy, vocabulary—the words that

  Special Message on Civil Rights, February 28, 1963 are frequently used in school assignments and discussions.

  In this chapter, you will learn the following academic word:

  After you have read the passage, answer the following questions.

  principles (p. 119) 1. Which of the following statements best describes President Kennedy’s point of view? a.

  The only way that people can infl uence their government is by writing to elected offi cials.

  b.

  You are not a citizen if you do not vote.

  c.

  Voting affects everyone’s future.

  d.

  Government offi cials are more likely to respond to citizens if they know that citizens can vote them out of offi ce.

2. Based on what you know about the Constitution, what amend-

  ment is President Kennedy probably referring to when he says that people of any race or color should not be denied the right to vote?

  As you read Chapter 4, think about the points of view that influenced the Bill of Rights.

  109

RIGHTS AND RESPONSIBILITIES

  Remind students that it is important to learn about a person’s background in order to determine how it may have infl uenced his or her point of view. In some cases, it may be helpful to learn more about the person by conducting research in the library or on the Internet.

  Answers 1. c 2. the Fifteenth Amendment

  Why It Matters The Bill of Rights

  Explain to students that the Bill of Rights is an important addition to the TAKING

  BEFORE YOU READ

  As you read, take

  NOTES

  notes on the free-

  Constitution that outlines the basic Reading Focus The Main Idea Key Terms

  doms guaranteed by the Bill of

  rights of citizens. Ask students to think

  Rights. Use a diagram like this

1.

The freedoms spelled out in Why was the Bill of Rights p. 110

  Bill of Rights,

  of ways in which they exercise these one to record your notes.

  added to the Constitution? the Bill of Rights—the free- separation of church

  basic rights in their daily lives. (Exam-

  2. How does the First Amend-

  doms of religion, speech, and state, p. 112 the press, and petition, and ment protect personal

  ples: the right to practice any religion, p. 115

  self-incrimination, the right to a speedy and freedoms? due process of law, p. 115

  the right to openly express their ideas Bill of Rights

  fair trial—are essential to

  3. What other rights does the p. 115

  eminent domain,

  and opinions, etc.) Write students’ ideas

  our democratic system. Bill of Rights guarantee? bail, p. 116

  on the board. Tell students that in some countries, citizens are denied many or even all of these basic rights. Ask them to think about how their lives might be different if they were denied these

  rights is what the people are entitled to . . . and We all know about the Bill of what no just government should refuse . . .”

  rights.

  Rights—the fi rst 10 amendments

  from Thomas Jefferson’s letter to James Madison,

  to the Constitution. However, did

  December 20, 1787 Key Terms

  you know that the Bill of Rights was not in the original Constitution? It was added Treasury Secretary Alexander Hamilton

  Preteach the following terms:

  disagreed. He argued that the new nation did because people believed that rights like the freedoms

  Bill of Rights fi rst 10 amendments to the

  not need laws to stop the government from of religion, speech, and of the press—which you still

  U.S. Constitution (p. 110)

  enjoy today— were too important to be left out of doing things that the Constitution gave it no

  separation of church and state clear

  the Constitution. power to do. Federalists like Hamilton argued

  division between religion and government

  that the states already had their own bills of

  (p. 112)

  rights. However, some states, including New

  Adding the Bill of Rights self-incrimination having to testify York, did not have these protections.

  Between 1787 and 1790 the 13 original states

  against oneself (p. 115)

  Many people feared that some states ratifi ed the new Constitution. Many people,

  due process of law principle stating that

  might oppose the Constitution without a however, believed that the document did bill of rights. As a result, James Madison, one

  a person cannot be punished for a crime

  not go far enough in protecting individual of the framers of the Constitution, proposed

  until the law has been fairly applied to his or

  rights. They wanted their rights spelled out a list of amendments that focused on indi-

  her case (p. 115)

  in a bill, or list. The need for a Bill of Rights vidual rights. In 1791 the states ratifi ed 10 of

  eminent domain power of the govern-

  was expressed by Thomas Jefferson, among these amendments. The Bill of Rights Bill of Rights —the

  ment to take private property for public use others.

  fi rst 10 amendments to the U.S. Constitu-

  (p. 115)

  “I will now add what I do not like. First the tion—became a model used around the

  bail money or property that the accused omission of a bill of rights providing clearly . . .

  world to protect human freedoms.

  gives the court to hold to ensure that he or

  for freedom of religion, freedom of the press,

READING CHECK

   Analyzing Information Why she appears for trial (p. 116) protection against standing armies . . . A bill of

  did some people oppose a bill of rights?

  Taking Notes freedom of freedom of speech the press

  110

CHAPTER 4 Bill of Rights At Level Teach the Main Idea The Bill of Rights

  freedom of freedom of religion assembly

  1. Teach

  3. Review Ask students the Reading Focus To review the section’s main ideas, freedom of questions to teach this section. have students help you complete a master petition copy of the chart on the board.

  2. Apply Have students create a two-column

  4. Practice/Homework chart with ten rows. Label the fi rst column Tell students they Amendment and the second column What It can use their charts to help them study for Says . As students read the section, have them the chapter test.

  Answers fi ll in the chart with information from the text. Reading Check They thought that the nation did not need laws to stop the government from doing things that the Constitution did not allow them to do anyway.

  110

KEYWORD: SZ7 CH4

  Collaborative Learning

  111 The

  Arkansas Curriculum Framework Civics for Core Curriculum Grades 9-12 C.1.CCC.5; PPE.12.CCC.1; USC.7.CCC.1; USC.7.CCC.2 Section Correlations

  At Level ✴ Interactive Art: Have students visit go.hrw.com (Keyword: SZ7 CH4) to use an interactive version of “The First Amendment.”

  111 Online Resources go.hrw.com KEYWORD: SZ7 CH4 ACTIVITY: First Amend- ment Freedoms

  

Verbal/Linguistic, Visual/Spatial

Alternative Assessment Handbook: Rubric 28: Posters

  Ask each group to create a poster that

illustrates the freedoms that the First

Amendment guarantees. Suggest to students that they include photos and headlines from local and national newspapers in their posters.

  Record students’ comments on the board.

  Create a First Amendment Poster Materials: Poster board, markers, newspapers 1. Lead a class discussion about how the First Amendment protects personal freedoms.

  Simulations and Case Studies: Lesson 3: Illustrating the Amendments Answers Analyzing Visuals Students’ answers will vary but should include an explanation for their choice.

  What do you think might have happened if the Bill of Rights had not been added to the Constitu- tion? Possible answer: The states might not have ratifi ed the Constitu- tion, or a new Constitution might have been created.

  Explain What kinds of rights did Thomas Jefferson think should be included in the Bill of Rights? freedom of religion, freedom of the press, pro- tection against armies Predict

  Why did the states want a bill of citizens’ rights added to the Constitution? They believed that the Constitution did not go far enough in preventing the federal government from taking away individuals’ rights.

  Adding the Bill of Rights Recall

  Reading Focus Why was the Bill of Rights added to the Constitution?

  V ISUALS Which of the freedoms granted in the First Amendment do you think is most important? Why?

  Freedom to Petition the Government The First Amendment allows citizens the freedom to petition, or make requests of the

government.

_ANALYSIS SKILL A NALYZING

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Interactive Art

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  Freedom of Assembly The First Amendment grants Americans the right to peaceably assemble, or hold meetings.

  Freedom of the Press The First Amendment prevents Congress from limiting the freedom of the press to publish information or ideas.

  Freedom of Speech The First Amendment protects Americans’ right to express their ideas and

points of view.

  Freedom of Religion The First Amendment prohibits the government from establishing an official religion or from limiting the freedom of religion.

  Added to the U.S. Constitution in 1791, the Bill of Rights clearly defines the rights and freedoms of Americans. Some of the most fundamental rights of U.S. citizens— freedom of religion, freedom of speech, freedom of the press, and others—are outlined in the First Amendment.

  Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

  First Amendment

RIGHTS AND RESPONSIBILITIES

2. Next, organize students into small groups.

  Differentiating Instruction FPO

  Reading Focus How does the First Amendment pro- tect personal freedoms?

  I NVESTIGATION What does the cartoonist suggest could happen if a president were given line-item ^ANALYSIS

veto power?

  SKILL Info to Know Skokie Rally In 1977 the National Socialist Party of America, a neo-Nazi group, wanted to hold a “white suprem- acy” rally in Skokie, Illinois. Skokie, a suburb of Chicago, was home to some 7,000 Jewish survivors of Nazi con- centration camps. Town offi cials tried to block the rally, and the state courts backed their decision. The U.S. Supreme Court disagreed. In a fi ve- to-four ruling, the Court said the ban violated the First Amendment, which guarantees freedom of speech. As former justice Oliver Wendell Holmes once wrote, the Constitution protects not only “free thought for those who agree with us but freedom for the thought that we hate.”

  Advanced Learners/GATE Explore Freedom of Speech 1.

  Using the Internet or in the library, have students research Supreme Court cases that deal with the issue of free speech.

  ask students to write a short essay that answers the following question: Do you think the government should have the power to limit freedom of speech under certain circumstances? Why or why not?

  Verbal/Linguistic Above Level Research Required

  First Amendment Protects Personal Freedoms Interpret

  First Amendment Protects Personal Freedoms

  Although we have the right to freedom of speech, in some instances it can be restricted. How? It cannot be used in a way that could cause physical harm to others, or if it can be closely linked to an unlawful action.

  Synthesize How does the Bill of Rights help to ensure that the United

  States remains a democracy? It gives citizens the right to express their opinions, including those about the government or its leaders, giving citizens an important voice in deciding how the country is run.

  Constitution Study Guide: Interpreting the Bill of Rights; Schenk v. United States

  Challenge and Enrichment Activities:

  answer: that a president might get carried away with the power

  M EDIA

  Presidents have often called for line- item veto power, which would allow them to eliminate specific parts of a bill without vetoing the whole package.

  documents in U.S. history. In this political cartoon, some of the rights and freedoms in the Bill of Rights have been crossed out.

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  Of the 10 amendments in the Bill of Rights, most people know the fi rst one best. That’s because the First Amendment directly touches our lives every day. It protects some of the most basic freedoms that we enjoy as Americans.

  

Freedom of Religion

  “Congress shall make no law respecting an establishment of religion,” the First Amend- ment begins. This means that Congress cannot establish an offi cial national religion, nor can it favor one religion over another. At the time the Constitution was written, countries had offi cial religions supported by the governments.

  Jefferson and Madison held this free- dom supreme. Therefore it is no surprise that the freedom of religion comes fi rst in the First Amendment. Americans have the right to practice any religion, or to practice no religion at all.

  Over time, the U.S. Supreme Court has interpreted this passage as requiring a

  separationofchurchandstate separation of church and state

  . In other words, there should be a clear division between gov- ernment and religion. Upholding this prin- ciple, Supreme Court decisions have banned school-sponsored prayers in public schools.

  Freedom of Speech

  “Congress shall make no law . . . abridging (limiting) the freedom of speech.” This passage protects the right to express our ideas and opin- ions openly, as well as to listen to the speech of others. It means that we may talk freely to friends and neighbors or deliver a public speech. Free speech seems perfectly natural to us, but in some countries, free speech is severely limited.