1as - · PDF fileChapter 14 The Presidency in Action ..... 388 1 The Growth of ... May Taxpayers Challenge Federal Spending Laws? ... 255 Hutchinson v. Proxmire, 1979

1as.1ar MaN '.IaAJH a1ppus .Iaddn s:nasnqausS'Uw 'uo~sog

Program Reviewers Margaret J. Jamison Bill Smiley Pasadena Independent Leigh High School

Comparative School District San Jose, California Government Consultant, Pasadena, Texas Barbara Maness Stafford Dr. Craig Arceneaux Mary Lynn Johnson Central High School California Polytechnic State Spring Independent Little Rock, Arkansas University School District Gerald A. Stupiansky San Luis 0 bispo, California Houston, Texas Lakewood High School

California Consultant Richard Kean Lakewood, 0 hio

Central High School Kristena M. Watson Jan E. Ebey Cheyenne, Wyoming Spring Woods High School San Bernardino City Schools

David Kenewell Houston, Texas San Bernardino, California

Utica Schools Student Reviewers Sterling Heights, Michigan

Brannen Bagley

Teacher Reviewers Vicki Kuker Tallwood High School Bishop Dwenger High School Virginia Beach, Virginia

Elizabeth Battle Fort Wayne, Indiana Rebekah Kaufman Aldine Independent School Bridget Loft Bishop Dwenger High School

District Wakefield High School Fort Wayne, Indiana

Houston, Texas , Arlington, Virginia Andrew Kreamer Sam Brewster Lawrence Moaton Leigh High School Shawnee Mission East High Memphis City Schools San Jose, California School Memphis, Tennessee Chuyen Phan Shawnee Mission, Kansas

Elizabeth Morrison Stephen F. Austin High Judith Cannizzaro Parkway South High School School

Houston, Texas Metro Nashville Public Schools Manchester, Missouri Nashville, Tennessee

K. Chaka K. Nantambu Adam Valadez Community High School Greg Clevenger Central High School West Chicago, Illinois Adams High School Detroit, Michigan

Rochester Hills, Michigan Yoshi N egoro Law and Goverment

Michael "Jerry" DaDurka . St. Lucie West Centennial Reviewer David Starr Jordan High High School Greg I. Massing School (LBUSD) Port St. Lucie, Florida Assistant District Attorney Long Beach, California Carol Schroder Salem, Massachusetts

Mary Ellen Daneels Decatur High School Program Advisors Community High School Federal Way, Washington

Michal Howden West Chicago, Illinois Ninfa Sepulveda Social Studies Consultant

Les Fortune Stephen F. Austin Zionsville, Indiana Tallwood High School High School

Joe Wieczorek · Virginia Beach, Virginia Houston, Texas Social Studies Consultant

Rita Geiger Kate Sintros Baltimore, Maryland Norman Public Schools Concord Public Schools

Norman, Oklahoma Concord; New Hampshire

iv

Foundations of American Government . . . . . . . . . . . . . liv

Chapter 1 Principles of Government . . . . . . . . . . . . . . . . . . . . . . 2 1 Government and the State ................................ 4 2 Forms of Government .................................. 12 3 Basic Concepts of Democracy ............................ 18

Close Up on United States v. American Library Association, 2003 ... 23 Chapter 1 Assessment .................................. 24

Chapter 2 Origins of American Government ............... 26 1 Our Political Beginnings ................................. 28 2 The Coming of Independence ............................. 34

The Declaration of Independence ........................ 40 3 The Critical Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 4 Creating the Constitution ................................ 48 5 Ratifying the Constitution ................................ 56

Close Up on United States v. Eichman, 1990 . . . . . . . . . . . . . . . . . . 59 Chapter 2 Assessment .............. .............. . ...... 60

The Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 1 The Six Basic Principles ................................. 64 2 Formal Amendment .................................... 72

The Enduring Constitution: Freedom of Speech and Press ...... 7 4 3 Constitutional Change by Other Means ...................... 79

Close Up on U.S. Term Limits, Inc. v. Thornton, 1995 ............ 83 Chapter 3 Assessment ........... . ...................... 84

Chapter 4 Federalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 1 Federalism: The Division of Power .. . ...................... 88 2 The National Government and the 50 States .................. 97 3 Interstate Relations ............. . ..................... 1 05

Close Up on Printz v. United States, 1997 . . . . . . . . . . . . . . . . . . . 1 09 Chapter 4 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 0

Political Behavior: Government By the People ..... 112

Chapter 5 Political Parties . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 1 Parties and What They Do . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 2 The Two-Party System ................................. 119 3 The Two-Party System in American History .................. 126 4 The Minor Parties .................................... 132 5 Party Organization .................................... 137

Close Up on Republican Party of Minnesota v. White, 2002 ...... 143 Chapter 5 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Chapter 6 Voters and Voter Behavior . . . . . . . . . . . . . . . . . . . 146 1 The Right to Vote ..................................... 148 2 Voter Qualifications ................................... 152 3 Suffrage and Civil Rights ............................... 159

The Enduring Constitution: Government by the People ........ 160 4 Voter Behavior ...................................... 164

Close Up on Oregon v. Mitchell, 1970 ...................... 173 Chapter 6 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 4

Chapter 7 The Electoral Process . . . . . . . . . . . . . . . . . . . . . . . 176 1 The Nominating Process ............................... 178 2 Elections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 3 Money and Elections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

Close Up on Nixon v. Shrink Missouri Government PAC, 2000 ..... 203 Chapter 7 Assessment ................................. 204

Chapter 8 Mass Media and Public Opinion .............. 206 1 The Formation of Public Opinion .......................... 208 2 Measuring Public Opinion .............................. 215 3 The Mass Media ..................................... 223

Close Up on Watchtower Bible & Tract Society of N.Y., Inc. v. Village of Stratton, 2001 ............................... 231 Chapter 8 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232

Chapter 9 Interest Groups ........................ 234 1 The Nature of Interest Groups ........................... 236 2 Types of Interest Groups ............................... 242 3 Interest Groups at Work ................................ 249

Close Up on F/ast v. Cohen, 1968 . . . . . . . . . . . . . . . . . . . . . . ... 255 Chapter 9 Assessment ................................. 256

V ........w.

islative Branch I I I I I I I I I I I I I • I I I I I I I I I I I 258

Congress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260 1 The National Legislature ............................... 262 2 The House of Representatives ........................... 267 3 The Senate ......................................... 275 4 The Members of Congress .............................. 279

Close Up on Hutchinson v. Proxmire, 1979 . . . . . . . . . . . . . . . . .. 285 Chapter 1 0 Assessment ................................ 286

Chapter 11 Powers of Congress .......... · ............... 288 1 The Scope of Congressional Powers ............. . ......... 290 2 The Expressed Powers of Money and Commerce ............. 294 3 Other Expressed Powers ............................... 301 4 The Implied Powers ................................... 305

The Enduring Constitution: Expansion of Congressional Power .. 306 5 The Non legislative Powers .............................. 310

Close Up on Heart ofAtlanta Motel~ Inc. v. United States, 1964 ... 315 Chapter 11 Assessment ................................ 316

Chapter 12 Congress in Action .......................... 318 1 Congress Organizes ................................... 320 2 Committees in Congress ............................... 329 3 How a Bill Becomes a Law: The House ..................... 334 4 The Bill in the Senate .......................... . ...... 342

Close Up on Watkins v. United States§ ·195'7 . . . . . . . . . . . . . . . . . 34 7 Chapter 12 Assessment ................................ 348

\,

vi

'-- \

NIT

The Executive Branch I I I I I I I I I I I I I I I I I I I I I I I I I I 350

Chapter 13 The Presidency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352 1 The President's Job Description .......................... 354 2 Presidential Succession and the Vice Presidency .............. 359

The Enduring Constitution: Changes in the Presidency ........ 360 3 Presidential Selection: The Framers' Plan ................... 365 4 Presidential Nominations ............................... 368 5 The Election ........................................ 377

Close Up on Nixon v. Fitzgerald, 1982 ...................... 385 Chapter 13 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 386

Chapter 14 The Presidency in Action .................... 388 1 The Growth of Presidential Power ......................... 390 2 The President's Executive Powers ........................ 393 3 Diplomatic and Military Powers .......................... 399 4 Legislative and Judicial Powers .......................... 405

Close Up on United States v. Nixon, 197 4 . . . . . . . . . . . . . . . . . . . 409 Chapter 14 Assessment ................................ 41 0

Chapter 15 Government at Work: The Bureaucracy ........ 412 1 The Federal Bureaucracy ............................... 414 2 The Executive Office of the President ...................... 419 3 The Executive Departments ............................ 424 4 Independent Agencies ................................. 430 5 The Civil Service ..................................... 437

Close Up on Rush Prudential HMO v. Moran, 2002 ............. 441 Chapter 15 Assessment ................................ 442

Chapter 16 Financing Government ...................... 444 1 Taxes ............................................. 446 2 Nontax Revenues and Borrowing ......................... 454 3 Spending and the Budget ............................... 458

Close Up on Agostini v. Felton, 1997 ....................... 463 Chapter 16 Assessment . . . . . . . . . . . . . . . . . ·. . . . . . . . . . . . ... 464

Chapter 17 Foreign Policy and National Defense .......... 466 1 Foreign Affairs and National Security ...................... 468 2 Other Foreign and Defense Agencies ...................... 477 3 American Foreign Policy Overview ........................ 481 4 Foreign Aid and Defense Alliances ........................ 491

Close Up on Rostkerv. Goldberg, 1981 ..................... 499 Chapter 17 Assessment ................................ 500

udicial Branch I I I I I I I I I I I I I I I I I I I I I I I I I I I 502 The Federal Court System .................... 504 1 The National Judiciary ................................. 506 2 The Inferior Courts ................................... 512 3 The Supreme Court ................................... 517 4 The Special Courts ................................... 524

Close Up on Korematsu v. United States, 1944 . . . . . . . . . . . . . . . 527 Chapter 18 Assessment ................................ 528

Chapter 19 Civil Liberties: First Amendment Freedoms . . . . 530 1 The Unalienable Rights ................................ 532 2 Freedom of Religion .................................. 537 3 Freedom of Speech and Press . . . . . . . . . . . . . . . . . . . . . . . . . . . 546 4 Freedom of Assembly and Petition ........................ 555

Close Up on Tinker v. Des Moines Independent School District, 1969 . . . . . . . . : . . . . . . . . . . . . . . . 559 Chapter 19 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 560

Chapter 20 Civil Liberties: Protecting Individual Rights .... 562 1 Due Process of Law .................................. 564 2 Freedom and Security of the Person ....................... 569 3 Rights of the Accused ................................. 576 4 Punishment ........................................ 585

Close Up on Illinois v. Wardlow, 2000 ...................... 589 Chapter 20 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 590

Chapter 21 Civil Rights: Equal Justice Under Law ......... 592 1 Diversity and Discrimination in American Society ............. 594 2 Equality Before the Law ................................ 601

The Enduring Constitution: The Supreme Court and Civil Rights .. 604 3 Federal Civil Rights Laws ............................... 608 4 American Citizenship .................................. 613

Close Up on Gruffer v. Bollinger; Gratz v. Bollinger, 2003 ................................ 619 Chapter 21 Assessment ................................ 620

NIT

Comparative Political and Economic Systems I I I I I 622 Chapter 22 Comparative Political Systems ............. 624

1 Historical Political Systems ............................. 626 2 Ideas and Revolutions ................................. 631

Close Up on American Insurance Association v. Garamendi, 2003 ................................. 639

3 Transitions to Democracy ............................... 640 The Enduring Constitution: America's Place in the World ...... 642

4 World Democracies Today .............................. 647 Chapter 22 Assessment ................................ 654

Chapter 23 Comparative Economic Systems .............. 656 1 Capitalism ......................................... 658 2 Socialism ................... . ...................... 666 3 Communism ........................................ 672

Close Up on Shelley v. Kraemer, 1948 ..................... 677 Chapter 23 Assessment ................................ 678

Participating in CaiHomia State and Local Government I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I 680 Chapter 24 Governing the State of California ............. 682

1 The California State Constitution ......................... 684 2 The California State Legislature .......................... 689

The Enduring Constitution: Defining Federalism ............. 690 3 The Governor and State Administration ..................... 694 4 In the Courtroom ..................................... 702 5 The Courts and Their Judges ............................ 707

Close Up on Baker v. Carr, 1962 .......................... 713 Chapter 24 Assessment ................. · ............... 714

Chapter 25 California Local Government and Finance ...... 716 1 California Counties, Special Districts, and Regional Bodies ....... 718 2 Cities and Metropolitan Areas in California and the Nation ....... 725 3 Providing Important Services ............................ 733 4 Financing State and Local Government ..................... 739

Close Up on Board of Estimate of City of New York v. Morris, 1989 ... 7 45. Chapter 25 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 46

Reference Section Table of Contents ........................................................ 7 49 Databank ................. 750 Supreme Court Glossary ...... 799 Acknowledgments ........... 841 Outline of the Constitution ..... 758 Glossary .................. 807 Stop the Presses . . . . . . . . . . . . 843 United States Constitution ..... 760 Spanish Glossary ............ 815 Historical Documents ......... 780 Index .................... 826 ix

...

~ial Features -~= CLOSEUP F OUNO AT ION

Features Cw~~oo~eS~reme~url

Background information and key arguments on landmark Supreme Court Cases

United States v. American Library Association, 2003 May Congress Limit Access to the Internet? ...... . .. 23 United States v. Eichman, 1990 Is Flag-Burning "Free Speech"? .................. 59 U.S. Term Limits, Inc. v. Thornton, 1995 May States Impose Term Limits for Congress? ........ 83 Printz v. United States, 1997 Should States Be Required to Enforce Federal Laws? .. 1 09 Republican Party of Minnesota v. White, 2002 Can Judicial Candidates State Legal Views? ........ 143 Oregon v. Mitchell, 1970 Who Decides Who May Vote? ................... 173 Nixon v. Shrink Missouri Government PAC, 2000 Can States Limit Campaign Contributions? ......... 203 Watchtower Bible & Tract Society of N.Y., Inc. v. Village of Stratton, 2001 Can Religious Solicitation Be Regulated? ........... 231 Flast v. Cohen, 1968 May Taxpayers Challenge Federal Spending Laws? ... 255 Hutchinson v. Proxmire, 1979 May Congresspersons Be Sued for Their Statements? ... 285 Heart of Atlanta Motel, Inc. v. United States, 1964 Can Congress Prohibit Discrimination by Private Businesses? ............................... 315 Watkins v. United States, 1957 How Broad is Congress's Power to Investigate? ...... 34 7 Nixon v. Fitzgerald, 1982 May the President Be Sued? . . . . . . . . . . . . . . . . . ... 385 United States v. Nixon, 197 4 When Must the President Reveal Information to a Court? . 409 · Rush Prudential HMO v. Moran, 2002 Can States Regulate HMO Claims Reviews? ........ .441 Agostini v. Felton, 1997 Can Federal Funds be Used to Help Religious SchooiStuden~? ............................ 463 Rostker v. Goldberg, 1981 Should Women Be Drafted? .................... 499 Korematsu v. United States, .1944 Can Groups' Liberties Be Limited During Wartime? ... 527 Tinker v. Des Moines Independent School District, 1969 May Schools Ban Political Protests? .............. 559

X

Illinois v. Wardlow, 2000 Does a Suspect's Flight From Police Justify a Stop and Search? .......................... 589 Grutter v. Bollinger; Gratz v. Bollinger, 2003 May Public Universities Consider Race in Admissions? .. 619 American Insurance Association v. Garamendi, 2003 May a State's Law Modify American Foreign Policy? ... 644 Shelley v. Kraemer, 1948 May Courts Enforce Discriminatory Private Agreements? .. 677 Baker v. Carr, 1962 Must Voting Districts Be Equal in Population? ........ 713 Board of Estimate of City of New York v. Morris, 1989 Must Local Government Follow the "One Person, One Vote" Rule? ....... . .......... 7 45

Close Up on Primary Sources Excerpted documents that highlight key issues

Second Treatise on Government ................ . 11 John Locke

The Magna Carta . . . . . . . . . . . . . . . . . . . . . . . . . . .. 33 Signed by King John

Letters of Liberty ............................ 78 Thomas Jefferson, James Madison

More Power to the States . . . . . . . . . . . . . . . . . . . . . . 96 Linda Chavez

The Republican Campaign ..................... 136 Ed Gillespie

The Dangers of Voter Apathy . . . . . . . . . . . . . . . . . . . 158 Curtis Gans

Establishing Primary Elections ................. 187 Governor Robert La Follette

The Latino Media Story ....................... 214 Kim Campbell

Destination: The American Dream ............... 248 Hugh B. Price

Redistricting and Race ....................... 27 4 Richard A. Zitrin

Reining in Congress ......................... 309 Dan Carney

Organizing Congressional Committees ....... . ... 328 Pat Schroeder

Choosing the Vice President ................... 364 John A. Garraty

The Monroe Doctrine .............. 404 President James Monroe

The Making of the Modern Presidency .. 423 President Franklin D. Roosevelt

Budgets in Crisis ................. 457 Concord Coalition

Our Obligation as Patriots ........... 4 76 Colin Powell

Choosing Federal Judges ........... 516 Nadine Strossen

Religious Freedom in a Diverse Nation ........... 545 The Freedom Forum

The Right to an Attorney ...................... 584 Clarence Gideon

Breaking Down Barriers ...................... 607 Ernest Green

A New China ............................... 653 Wen Jiabao

The Third Way .............................. 671 Prime Minister Tony Blair

The New Breed of State Legislator .............. 701 Garry Boulard

Seeing the Regional Future .................... 724 William Fulton

Online Issues in government with links to www.phschool.com

Online Campaigning ................. . ......... 22 Taking the Public Pulse ....................... 138 The Senate Oral History Project ................. 277 The Library of Congress ............. . ......... 333 Sound Bites ...................... . ......... 37 4 Trade Agreements ........................... 493 Fighting Prejudice ........................... 567 Rearmament in Japan ............ . ........... 637 Tax Rebellions ........ . .............. . ...... 7 43

SKILLS FOR LIFE Step-by-step lessons to learn and practice important skills

Recognizing Propaganda ..................... xxxviii Making Comparisons ................ . ....... xxxix Expressing Problems Clearly ............. . ....... xl Identifying Political Roots and Attitudes ............. xli Predicting Consequences ................ . ...... xlii Recognizing Bias ... . ........... . ............ xliii Making Decisions .................... . ....... xliv Understanding Point of View ..................... xlv Determining Cause and Effect ................... xlvi Drawing Conclusions ......................... xlvii Reading Tables and Analyzing Statistics ........... xlviii Drawing Inferences ...... . .................... xlix Using Time Lines .......... . ................... I Interpreting Line Graphs ......................... li Creating a Multimedia Presentation ............. . .. Iii Analyzing Maps .............................. liii

Participating in Public Debates . ........ . ......... 55 Casting Your Vote ............................ 151 Taking a Poll ............................... 222 Using the Internet for Research .................. 241 Paying Your Taxes ........ . . . ................ 293 Evaluating Leadership ........................ 376 Gathering Information From Government Sources .... 436 Serving on a Jury ............... . ............ 575 Filing a Consumer Complaint ................... 706

Voices on Government Opinions, views, and comments on the American political system

Barbara Jordan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Benjamin Franklin ................... . ........ 35 John Marshall ............................... 81 Ronald Reagan .............................. 91 Mary Matalin ................ . .. . ........... 120 Ray Suarez .............................. · .. 171 Maria Cantwell ............................. . 198 Joseph Turow ................... . .......... 229 General Colin Powell ......................... 246 Alan Simpson ..................... . ..... . .. 281 Xavier Becerra ....... . . . : ....... . ........... 291 Carolyn Cheeks Kilpatrick ........... . .......... 339 Robert Reich . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 355 George W. Bush . . . . . . . . . . . . . . . . . . . . . . . . . .... 402 Donna Shalala .............................. 431 Alan Greenspan ..................... . ....... 455 Condoleezza Rice ........................... 470 David Souter ............................... 519 Katharine Graham ........................... 549 Ruth Bader Ginsburg ................ . ........ 572 Rosa Parks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 602 Vaclav Havel . . . . . . . . . . . 648 Sadako Ogata . . . . . . . . . . 662 Madeleine M. Kunin ...... 695 Theodore Roosevelt ...... 708 Juan Arambula ......... 735

Madeleine M. Kunin

xi

Frequently Asked ..-...... uestions

Frequently Asked Questions-and their answers­about pertinent topics in American Government.

Government .............. . ......... .. . .. .... 15 Voting .................................... 168 Mass Media ............................... 227 Congress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264 The President .............................. 357 Civil Rights ................................. 609 Economics ................................. 669 The Courts ................................. 71 0

Face the

Debates on crucial issues facing Americans today

The Future of the State ........................ 17 The 2nd Amendment .......................... 71 Public Lands ............................... 1 04 Open Debates .............................. 125 Electronic Voting ............................ 195 Health Care Reform .......................... 266 Divided Government ....................... · ... 341 Executive Powers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398 Taxes .................................... 453 Defending America ........................... 490 The Death Penalty ........................... 523 The Patriot Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 554 Equality in Sports ............................ 600 Foreign Policy .............................. 646 The Minimum Wage .......................... 665 Funding Education ........................... 738

xii

The Enduring (!Jonstitution Time lines that show how the Constitution is an enduring document

Freedom of Speech and Press . . . . . . . . . . . . . . . . . . . 7 4 Government by the People ..................... 160 Congressional Power ... . ..................... 306 Changes in the Presidency ..................... 360 The Supreme Court and Equal Rights ............. 604 America's Place in the World ................... 640 Defining Federalism .... . ..................... 690

Presidential Power . . . . . . . . . . . . . . . . . . . . . . . .... 407 "Sort-of-War Room" .......................... 411 "Department of Justifying Our Existence" .......... 429 "To the Victors Belong the Spoils" ................ 438 Bureaucracy ............................... 443 Federal Government Taxation ................... 446

Political Cartoons "Let's Form a Government" ...................... 8 "Democracy Stew" ........................... 20 "The Athenians are Back" ...................... 25 "Divided We Fall" ............................. 56

The Evolution of Tax Preparation ................. 453 Social Security .............................. 462 "Deficit: Would You Take Care of This for Me?" ...... 465

"Join or Die" ................................ 61 "The Constitution Isn't Engraved in Stone" .......... 67 Constitutional Amendments ..................... 85 "Levels of Consciousness" ..................... 111 World War II ................................ 474

Teddy Roosevelt's Big Stick .................... 483 "Secret Weapon" ............................ 501 Supreme Court Chaos ........................ 515 FDR Court Packing ........................... 529 Free Speech ................................ 548 Freedom of Association ........................ 558

Loyalty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 The Elephant and the Donkey ................... 127 "Which of You Is the Democrat?" ................ 141 "Did You Hear a Knock at the Door?" ............. 145 "That's What's the Matter" ..................... 153 A Nonvoter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

"Convicted by the Media" ...................... 561 Due Process ................................ 566

Literacy Tests ............................... 156 Voter Apathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

"The Grave of the Union" ...................... 576 Media Circus ............................... 579

"We Won't Make a Difference!!!" ................ 166 Marketing a Political Candidate .................. 175

"We the Jury" .............................. 581 Flight Risk ................................. 585 "Trial of the Century" ......................... 591 Mayflower ................................. 618 "Glass Ceiling" ............................. 621 Russia .................................... 649

Primaries .................................. 182 "They Really Did Have a Lot to Consider on the Ballot!" ... 185 "Contribution Cafe" .......................... 201 Campaign Funds ............................ 202 "We're Looking For a Good, Clean Fight" ........... 205 Political Spectrum ........................... 209 Opinion Polls ............................... 218 China ..................................... 655

"Justice Department" ............... ; ......... 661 "Russian Communism" ........................ 679

Patriotic Duty ............................... 221 "The Great American Debate" ................... 233

Drafting a Constitution ......................... 685 The Jury System ............................. 704 "Court of Endless Appeals" ..................... 709 Judicial Reprimand ........................... 715 Urban Sprawl ............................... 732 Property Taxes .............................. 7 42 "No Taxation, With or Without Representation" ....... 747

"Another Feeding ... Already?" ................... 240 PAC ...................................... 251 "Of the People, By the People, For the People" ....... 257 "The Way We Become Senators" ................ 278 "Congratulations on Your Raise, Sir" .............. 283 "Measuring Political Candidates" ................ 287 Pruning Government ......................... 292 "Simplification" ............................. 296 Ratification of the Constitution . . . . . . . . . . . . . . . . . . 305 "That Last One Didn't Fly at All" ................. 317 "Let's Run Through This Once More" ............. 322 Political Debate ............................. 338 Pork Barrel Politics ........................... 349 Vice President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362 The United States of America, Revised ............ 372 The Electoral College System ................... 383 "A Large State Somewhere Out West" ............. 387 "Stockman" ................................ 397

xiii

~

rau:!/1, Graphs, Charts, Diagrams, Lines, and Tables

Maps Population of the Thirteen Colonies, 1770 .......... xxxv Thirteen Colonies, 1775 ........................ 31 An Era of Revolutions .......................... 57 Population Growth ............................ 72 Territorial Expansion of the United States ........... 1 00 Forms of Primaries in State Elections, 2005 ......... 183 Representation in Congress .................... 263 Congressional Apportionment, 2003-2013 ......... 268 California Congressional Districts ................ 270 Federal Land in the Western United States .......... 304 Representation by State, 1 09th Congress .......... 326 Election of 1800 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367 National Convention Sites . . . . . . . . . . . . . . . . . . . . . . 369 Electoral Votes of Each State, 2004 ............... 380 Germany After World War II .................... .487 The NATO Alliance Today ...................... 492 U.S. Federal Court Districts and Circuits ........... 513 Latin America About 1790 ..................... 630 Great Britain ............................... 648 Mexico ................................... 651 Party Control of Governorships, 2006 ............. 697 California Counties ........................... 722

Graphs, Charts, Diagrams Cause/Effect: The Cold War .................... xxviii World Oil Prices, 1970-2004 ................... xxxiii Wage Rates, by Occupation, 1980-2001 .......... xxxiii The Four Characteristics of the State ............... 6 Presidential and Parliamentary Governments ......... 16 Foundations of American Rights .................. 29 Checks and Balances .......................... 68 Formal Amendment Process ..................... 73 Supremacy Clause ............................ 94 Cooperative Federalism ....................... 1 01 Four Types of Minor Parties .................... 133 The 1912 Presidential Election .................. 134 Local Party Organization ....................... 140 Political Party Identification, 1960-2004 ........... 142 Political Participation and Awareness in America ..... 155 Southern Black Voters, 1960-1970 ............... 162 Self -announced Candidates .................... 179 Nominating and Electing a Candidate ............. 180

xiv

Voter Turnout in Statewide Primaries .............. 184 Office-Group and Party-Column Ballots ............ 191 Electronic Voting Process ...................... 193 PAC Contributions to Congressional Candidates ...... 199 The Political Spectrum ........................ 209 Mass Media Use, 2007 ........................ 212 Effect of Poll Wording on Reliability ............... 219 Americans with Internet Access ................. 225 U.S. Radio Stations ........................... 226 Membership in Labor Unions ................... 244 Growth of PACs ............................. 251 How to Write to Your Lawmakers ................ 276 Profile of the 1 09th Congress ................... 280 Federal Spending of Tax Dollars, 1985-2005 ........ 295 The Development of a National Currency ........... 299 Rise in Bankruptcies, 1990-2004 ................ 300 Types of Intellectual Property ................... 303 The Implied Powers of Congress ................. 308 Leadership in the 1 09th Congress ................ 324 Party Strength .............................. 325 Types of Bills and Resolutions ................... 335 The Number of Bills That Become Laws ........... 344 How a Bill Becomes a Law ..................... 345 Presidential Succession ....................... 359 The Framers' Plan for the Electoral College ......... 366 Elections Leading to the 12th Amendment .......... 366 Presidents on the Presidency ................... 391 The Confirmation Process ...................... 395 The Government of the United States ............. 417 The West Wing of the White House ............... 420 Federal Workers Around the Country .............. 425 Profile of Civil Service Employees ................ 439 Progressive Income Tax ....................... 449 Government Borrowing, 1940-2005 .............. 456 Creating the Federal Budget .................... 461 Civilian Control of the Military .................. 472 The Changing Face of the United States Army ....... 473 UNICEF Expenditures by Priorities ................ 497 Types of Federal Courts ....................... 507 What Cases Come Under Federal Jurisdiction? ...... 508 Federal District and Appeals Courts Caseloads ....... 513 How Federal Cases Are Appealed . . . . . . . . . . . . . . .. 514 Marbury v. Madison .......................... 518 Appealing a Case to the Supreme Court ........... 520 The Lemon Test ............................. 541 Due Process ............................... 565

Constitutional Protections for Persons The Major Disaster Process ...................... 98 Accused of Crime ......................... 578 Political Party Resources ...................... 124

Executions in the United States, 1976-2004 ........ 587 Significant Minor Party Presidential Candidacies, Ethnic Composition of the United States ........... 595 1880-2004 .............................. 135 Median Weekly Earnings of Men and Women ........ 598 Voter Turnout, 1968-2004 ..................... 165 Rules of Naturalization .. . ..................... 614 Voting by Groups in Presidential Elections, 1968-2004 167 Acquiring Citizenship ......................... 615 Total Campaign Spending, 1960-2004 ............ 197 Legal Immigration to the United States, 1820-2000 ... 616 Major Differences Between the House and Senate .... 272 The Factors of Production ...................... 659 Congressional Powers in Article 1, Section 8 ........ 302 Unemployment in Selected Countries, 1995-2005 .... 670 The Impeachment Process ..................... 312 How to Propose Changes to a State Constitution ..... 687 Permanent Committees of Congress .............. 330 Typical County Government Structure ............. 719 House Committee Chairs, 2006 .................. 331 Mayor-Council Form of Government .............. 727 Senate Committee Chairs, 2006 ................. 332 Commission Form of Government ................ 728 Vice Presidents Who Succeeded to the Presidency .... 362 Council-Manager Form of Government ............ 729 Qualities of a Leader ......................... 376 Selected California State Spending ............... 734 Popular Vote vs. Electoral Vote .................. 381

Presidential Vetoes, 1933-2005 ................. 406 The Fifteen Executive Departments . . . . . . . . . . . . . . . 426

Selected California State Revenue ................ 7 41 \

The Independent Regulatory Commissions ......... 432 The Federal Government's Income ............... 448 Time Lines

Nixon's Presidency .......................... xxxii Federal Spending .................. . ......... 460 Four Eras of Political Parties .................... 128 The National Judiciary ........................ 51 0 Gains and Losses in Off-Year Elections ............ 269 The Process of Incorporation .......... . ......... 536 The Presidential Election Process ................ 378 Typical Elected County Officials and Their Duties ..... 720

Tables Virginia and New Jersey Plans ................... xxi Finding your Political Roots ..................... xxiii U.S. Population, by Race and

Hispanic Origin: 2000 to 2030 ............. . ... xxx Southern Black Voters, 1960-1970 Common Features of State Constitutions ............ 39 4 ~----------------------------~

Weaknesses of the Articles of Confederation . . . . . . . . . 45 Selected Framers of the Constitution ............... 49 Slavery in the United States, 1790 ................ 52

"0

i en 3 rn c:

-~§ 2 1 n ~ E

..0 c: Ratification of the Constitution ................... 57 § =- 1

z Articles of the Constitution ...................... 65 0 Amendments to the Constitution .................. 76 1960 1964 1966 1968 1970

Year Division of Powers ............................ 93 SOURCE: Historical Statistics of Black America

XV

The Six Basic Principles of the Constitution

1'he Constitution of the United States is built on six basic principles of government. The Framers of the Constitution drew on their knowledge

and experience to craft a document that serves as "the supreme law of the land.~~ The descriptions at the beginning of each unit will help you see how these six principles-and the Constitution itself-have-proved an enduring yet flexible guide for governing the nation for over 200 years .

. ~I!.P.~ !.'!: t .~~ '!.~':.~! 9.. '!~Y. ................... . The Preamble to the Constitution begins with this bold phrase: "We the people ... " These words announce that in the United States, the people establish government and give it its power. The people are sovereign. Since the government receives its power from the people, it can govern only with their consent.

Limited Government Because the people are the source of government power, the government has only as much authority as the people give it. Much of the Constitution, in fact, consists of specific limitations on government power. Limited government means that neither the government itself nor any government official is "above the law" and can overstep these constitutional bounds.

.~'!.P.~ ':'.~.~!.'!!! .. ~r ~I!. '!!'!.r..~ ........... . Government power is not only limited; it is also divided. The Constitution assigns specific powers to each of the three branches: the legislative (Congress), the executive (President), and the judi­cial (federal courts). This separation of powers is intended to prevent misuse of power by any of the three branches of government.

;.,., t

~\ -~ . ~' ·~.'~7 ~"'" _,

·. .,, - ~

\

. -j ;•

. . .. M .•. i"' /·-.·. . .· .. ·.· •.•. t_._.··· -~ i- .•... :: 1 .~ .• i•';~

• ' .· "hi

·~ .. r·

~

Judicial Review

Checks and Balances The system of checks and balances extends the restrictions established by the separation of powers. Each branch of government has the authority to restrain the actions of either of the other two branches. This system makes gov­ernment less efficient but also prevents tyranny by one branch of government.

Who decides whether an act of government oversteps the limits placed on it by the Constitution? Historically, the federal courts have done so. The principle of judicial review was established early in this nation's history. It means that federal courts have the power to review governmental actions and to nullify (cancel) any that are unconstitutional, any that violate some provision of the Constitution.

Federalism A federal system divides power between a central government and several regional (local) governments. This sharing of power is intended to ensure that the central government is powerful enough to be effective, yet not so powerful as to threaten the existence of the regional governments or the rights of the people. It also allows individual States to deal with local problems as they choose-so long as their actions are constitutional.

Use This Book for Success The American system of government's fundamental principles and its basic structure have remained constant over time. Many of its other characteristics, however, have changed. A number of the features in this book are designed to help you understand how our government works and to encourage you to be an active, participating citizen.

II-SS1Z.1.5 o.:.tM .. IYillmt~~tndhrldiJI)Werl. theroltalorgnz.dnlnsta(f«JnnstPtpM,.,.,~dlecklan:l

balanc:ei(Ftldnlltf'tpMMmbt/rSI},fleimportlnotoiMindeplnOent )Jdlclary(FednflfPiperMirw.78),ewnntedPIJ'I'I'h,nAioll8w, letlefalism,llldcM!Mc::onerulolll'oemiby. II-U12.l.1 &plllnhowcMIIOdetyllfO'IIdeiCIIJI)Ortl.rlltklr lndiYidul!llfl)aseoc:iltetor...::III,CIJtural,relgiola,economlc,ll'ld --lf.ISS12..L1 /lt~Ytitmlhtcrlgin,~nlnllealpoWcal l*ties,nolingfloMot:allionalperiodSW!wlir;tllhlltwa~ontyone

majofl*fYCII'WII'ImartiWIIWomajorl*fia lf.,U12.&.4 o.:.t. .. ~thltdtizlnl.el)l*lefpeteln 1hepolblproc.lt-o..wallnO.~Iollbrlno.-·llgll

_____ ........ _ -~ H-SS1Z.7.5 &plllnhowj)ld:poicyillannld.inc:ludlnglhtl8tti'lg :.:::~~~~~~~·~~10:1

tt-.S$12.1.2 Dllatlethlrolesolbroadc:ast,pmt,nlelectronic mda,lnckldinglhllnllmlt,ameansoltcnVIIll'llcllllnAmeOcwl -

SECTIOH 1

Parties and What They Do (pp. 116-11$ * Theprlmarypurposeofthet'NOmatofAmet1canpolttlcal

lslocootr~governnentll'<lll.llhwinnlngeleetionlol)<lllicoff<e

* Poltticalpartlesnomlnatecandidates, rallythelrsupporters, pcvticipatelngovemment,actasa •bondingagent•torthelr ownofficeholders,nactasawatchdogOYet"theOiherparty.

SECTION2

The 11No-Party System (pp. 111>-12~ * Thetwo-partysystem~aproductolourhisi<Jtyaodtradllioo ,

theelectofal system,orldtheAmericanldeologlcalconseosus. * Multiparty systems prO't'lde more choice for the electDnlte but a

lessstablegovemment. none-Pi01\'syslemS<ffllhen,jilg Pi01\'1311XV110Patelnelections.

* Whilelhetwomajorparties•ebroad~llased.ead!Pi01\'does tendtoattractcertainsegment:softheelectorate.

SECTIOH3

The 11No-Party System in American History (pp. 126-1311 * Thelirsi:Amer1canparties01iginatedinthebame0Yefratifying

the Constitution * Thefehavebeenthreeerasofsingle·partydomlnationlnU.S

hisloryfrom l B00-1968. * Meraofdivldedgoyemment-withneithefma)orp:wtyconsis-

1efll!ynpower-begann1968nlcontinuesrolhlsday.

SECTION 4

The Minor Parties.,., 13>-135/ * MinorpartieslnlheLOi\lldSiatesildu<leldeologicajparties,

slngle·lssueparties,oconomicpr«estpanies,nl-parties. * E'ftflthot..lgt\theyCIOnotwinnatiOnaleleetions,mlnorparties

ptayanlmportantroleascriticsandlonovators. * Stroogthlrd·partycandidaclescanlnfluenceeleetions.

SECTlON S

The Internet is a network of computers that links governments, organizations, and indi­viduals around the world. The World Wide

Webisonepartofthelntemet.Sincethelnterner has no central organ ization, finding the information you need can be difficult. To focus your search you can use search engines, the databases that track thou­sands of Web pages by subject.

Congress uses the Internet to communicate with the public. Congressional Web sires provide genera l information about legisla to rs, committees, and hearings. These sites afso provide in formation on proposed legislation. Use the steps below to locate and track the progress of a bill in Congress. 1.Pianthescopeofyoursearch. Choose a research topic that is not too vague. Searching for a broad subject can yield thousands of results that wou ld be

3. Navigate the sites. Once you find a site that meers your needs, explore its home page to determine how to find the information you need. Does the informa­tion in the site fully answer your question? Does the site have its own search tool to explore information contained in the sire? Does it provide links to other Web sites that might better aid your research? To whom does the sire belong, and is it a reliable source? (The Socia l Studies area at the following Web site has many usefu l research links: www.phschool.com )

For example, if your search led you to the Web sire of the Federa l Emergency Management Agency (FEMA), you might search within the site for b11dget AND earthquakes to find out how much funding FEMA has requested to cover damage from a particular earthquake. Then you might go to a congressiona l sire to find out the sratus of the budget request for FEMA.

!~::~~b!es:;~ct~~~~~~~~ih:~ s:~i~;~~::=~~rch ll;l:$1Dil!llffEEJ:Ji!l!!3z:l31!!¥~:r.l······ terms that might return answers to your question. Cooduct Internet research on an Important pOOiic issue that is For example, rather than searching for broad terms currentty being debated In Congress. And out what le!;;slatlon Is such as Congress or legislation, identify a public being proposed on this topic. Check the status at the legislation issue that Congress is work ing on, such as funding Has it been proposed in both houses of COn!J"e$S? At what stage for disaster relief. Then do a search on that topic. 1s the bill In each OOuse? 2. Refineyoursearch. Your firsrser of resultsusua ll y indudesWeb sites that do not contain the infor­mation you need. Many search engines offer an advanced search option that allows you to narrow you r search. You might decide to make your search terms more spe­cific; for instance, disaster relief AND earthquakes. Or you might exclude unwanted information, as in disaster relief NOT hu"icanes.

• Attermathofthe0cklbef1989 ~einDakland, Cllibria

California Standards Preview Every chapter begins with a correlation to California standards in government and a Chapter in Brief outline that can be used to preview the chapter content or to review for an exam.

Sound Bites Sound bites are brief, often snappy remar1<s made by Cllldldates and used bylV news people to help encapsulate the day~ IMlflts onthecampalgntrail.M such, theyaredeclledby crttics for redoclng complex polltlcal lssues to slmpllstlcslogans.

Thelengthofsoundblteshasshrunkovertheyears. Acconllngto onestudy, candidatesln 1968 gotan av8fllgeof42 seconds tomake theifpoint on theevening news. By1992, theywere gettlng just 8.5 seconds. Yarfous remedies have been suggested, such as gtvtng cand~ datestwo to five mlnutes of fnleair timeeachnight tosaythe;-piece. Theseldeas, OO.Vever,have usuallybeendeemed lmpractlcal.

-· . \.f l1

.t,_ _ ~- .. ~"" ::7. '"·-~"'!"'

JohnKenyandGeorgeWBuslldebatein2004

Soundsbttes canmakeorbreakacandldate."flleyoobetteron todaythanyoowerefouryears ago?" RonaldReagan askeddunngthe 1980presidentialdebat~crystalllzlngwidespreadvoterdissatlsfactlon with Jimmy carter. Similarly, In 1988, George H. W. Bush galvanized a Republican majority when he said, "Read my lips: No new taxes! "

(. 1 Use WebCOdemqd-4138toflndoutmore

lcGo"~~~ :"'~tw~~:.~.:~:S questlon'-::.- ,-:clllla:"t::c:Js::c:the;,c;.tlanger'-' Dfrelylngon-bltesforlnfrlnnatloo?

Learn More Online Government Online appears throughout your book. Use this feature to learn about issues of interest that you can explore online at PHSchool.com

* You Can Make a Difference Even if you are not yet eligible to vote, you can still find a place in party politics. Local party organizations welcome volunteer help during a campaign. You may find yourself answering phones, tacking up posters, or stuffing envelopes-all part of grassroots politics. To begin, look up the local headquarters of the two major parties and any minor parties that are currently active in your area. Choose a candidate whose positions on issues are similar to your own. Then offer your help.

WHY IT MATTERS

Each State has two seats in the Senate, the smaller and more presti­gious house of Congress. Senators are generally older and more experi­enced than representatives, and their longer terms offer some protection against political pressures.

Connect Government to Your Life You Can Make a Difference activities at the end of every chapter suggest ways for you to take an active role in your community. The Why It Matters statement in every section preview helps you under­stand why government is important in your life.

Learn to Be an Active Citizen The Skills for Life features teach important citizenship, critical thinking, technology, and chart and graph skills.

;.....

Learn About Important Supreme Court Cases Close Up on the Supreme Court features in every chapter outline landmark cases in the California government standards and encourage you to evaluate the arguments of both sides.

Face the

Issues Defending America

Background formor~thwfiJO~arsnow,tlurullh o{tlumlt/On'lurmtd(orcab.Jwb«rrfi/Jtd m tlfelyby volunletrJ.ToJay, h~manyiiWfT)'tbattlu contmu · mgdt'mii,Jso(u.Vlrlm lruq und A.{glnmutanthuateflfO Jtrt!lcb thtcaptJclllt'IO( thearmedforcN-inpart•c"lar, tlu A.P'11f)'-tothebrt,dm•s point. Tb1s has ~d ~<PM people to urgt u rdMnt to th11 dril(l . Ne1thn tlu l'raultnt nor the Dt{mll D~artmenthassupporltdthatproposa/.

+ ·1¥·"1@¥¥ @ti Thiscwrtr)'halreliedonwlllttatymitlrybces lhrOugl'lmuehrJ/itSijstor'y·andlorpdreaiOII, ll)'lnoleclmilitafyiOCiOIOgistDavldSegal "NnericanlhMbeen'lriling ... towcll.meerwtlen lheyh!ltlhatnallonllaec:url!ywasttnalefal.We

=·mucllleacomfcl1able'lrith~

Thtchtthalll'lldtilllllian'MIIII\IIfbll1imel

=~=~~= IN!Mdillhelmlldlortet.,...drll'leel.

~,_......,

~.w~~w. -on the Supreme·C-ourt · ·

Can Groups' liberties Be JL.limited During Wartime?

AAalpls-HIIC,H13,HI4

difficult questions concerning personal frt:edoms arise during notional emergen­cies. When tht survival of tht notion is thrtottntd, strong government action may bt necessary to confront the thrtat. Such action might harm individuals or groups. May government impost limits on civil rights In cast of tmtrgtnclts?

Korematsu v. United states (1944) japan's arrack on Pearl Harbor, Hawaii, on December 7,1941, prompted widespread fear that Japan might try to invade the West Coast, and that persons of Japanese ancestry living there might aid the invasion. At that rime, abour 120,000 persons of japanese descent li ved in the West Coast States; some 70,000 of these were Nisei (native-born American citizens).

On February 19, 1942, President Franklin Roosevelt issued Executive Order No. 9066 autho­rizing the military to designate military areas and to exclude .. any or all persons .. from them. This order was intended to help protect the country from espi· onage or sabotage. Congress then passed a law requiring that a ll persons excluded from those mili­tary areas be sent to .. war re location camps .. out· sidethesensitivemilitaryareas.

On March 2, 1942, the genera l in charge of the West Coast Defense Command issued the first of a series of orders that identified the entire Pacific Coast as Military Area No. I. Soon, all persons of Japanese descent were ordered out of that area.

Fred Korematsu, a native-born American citizen, refused to leave his home in San Leandro, across the bay from San Francisco. He was arrested, charged with failure to report for relocation, and convicted in federal district court. After losing in the court of appeals, he appealed ro the Supreme Court.

Arguments for Korematsu 1. Executive Order 9066 denied Korematsu his

liberty without due process of law, in violation of the 5th Amendment.

2. The military does nor have the authority tO

regulate civilian conduct, and the President cannot delegate that power to the mi litary when martial law has not been decla red.

3. The order of exclusion created a classification based on race, in violation of the Constitution.

Arguments for the United States 1. Although the relocation would not be proper in

peacetime, the danger of espionage and saborage justified this denial of liberty to American citi· zcns under wartime circumstances.

2. Because war had been declan.-d, the President had the authority as commander in chief ro issue such orders to the military.

3. The United States had been anacked by Japan, so it was logica l that people of Japanese ancestry were suspect. The decision to relocate people from sensitive military areas was based on security concerns and not on racia l prejudice.

TheAmerbnpeoplehlwai'Waysbeenmflled ~~mbyaerki. Dnftriotl~ Ulnglht!l¥11Wtla'ldhelted~totelec· Mlro'lcelrOieckrtlgWOI1dW.LTheeDA!Inte ola'IIII-YolunteermlitalylodiJII,Innosmllll*l,

Welfell~lglin.a.c..ewen, ltilllltr.*t beetvneoflhnducrifictbJIIoflhlpeopll. Tllosewllowereilllllbmln'Notldwarl,....-.­edecroet-MCCionoflhtAmerianpeapii.Todlywe honOrlhem• "lhtgJtlteiCIII"QQbb"kl'a.lr llniceandpnlocllfn. Thl~ofWirlnnot Nedllllllfllf • • llcJWiolilf. They .. , inltMd. bomemoltlybflhlmemberloflhtltiwmilitary andlhiNationiiGuardnl~. JDmttwomilionpeop6t-endbJWlli'llmilill.

Debate Current Issues 1 •redontotneOJIPCIIIIiontotnecnt~inthl

Ylelnamn.Galupi)Obonlhtmatterlllftput opJIQiiliontothereinllatementrJ/Ihecnftllmcn ...,.,,.._

Theltelarlieff«mancerJ/Iheal-...,.,_mii-

:!!!::W:~==~.::.~ lllecurrenisystem.Yollinteeflaremoliwtedand <ll<lieatedbeeausetheychoosetosmeinuniklrm, llllltheydeseMihflnatlon'sfullsupport.

bplorlngthehsues

SenatorChucll~(fl. Nebraski)MYS•~ "maybecomlnecesury"lnlhllutln~dec­

Of11edcomba1'11teflfi, Congresnlfla.n.RIIngel (D ., New'l'or1qgoesmurllturthlr. Helf9Uftlha1• drattlhouldbeilplace~mow~tllatheuys WOUklstimulall!llflulnepetriotilmMdspreadlhe bofllensofmllitlrysemo.lllrty, atr'l*lheentn

"'"""""·

·---... ..... _.*11'1..... ..

Face the Issues features challenge you to confront contemporary issues from new perspectives. Background information on each topic provides a starting point for debate and discussion .

-~....-·

Keep Up-to-Date Learning about government means learning about change. The Enduring Constitution time lines show how the interpretation of the Constitution has developed over the years. In addition, you'll find key graphs, charts, and tables marked with the Internet Update logo. Updated versions of these illustrations along with the most recent election and other political data appear on the Magruder's American Government Web site at PHSchool.com

The Enduring (!Jonstitution

The Framers of the Constitution sought to balance the rights of the States and the powers of the n.ew National Government. Conflicts over Stales ' rights and national power have arisen lhroughout I his nation's history, as the Supreme Court cases in this time lin.e testify.

eGo Use Web Code mqp-n48 to register your vote onthlslssueandtosee howotherstudentsvoted.

Chapter 24 Section 2

Analysis SldHs CS1,CS2.HI1

eGo ~~~~!!.~com Go Online at PHSchool.com

For: An activity on public policy issues

Web Code: mqd-2091

Use the Web Code in each Go Online Box to access informa­tion or activities at PHSchool.com.

How to Use the Web Code: 1. Go to PHSchool.com 2. Enter the Web Code 3. Click Go!

Here is a complete list of the Grade 12 History­Social Science Standards for Government so that you know what you will learn this year.

CONTENT STANDARDS 12.1 Students explain the fundamental principles and moral values of American democracy as

expressed in the U.S. Constitution and other essential documents of American democracy.

What It Means to You The United States is a democracy, and in a democracy, the people govern. Democracies needs guidelines and principles in order to succeed. The U.S. Constitution sets the rules of American democracy and the principles that define our government. You will read the U.S. Constitution, the Declaration of Independence, and other important documents in order to understand why the United States was founded and how the ideals of the Founders guide our government today.

California Standard

12.1.1 Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolo Machiavelli, and William Blackstone on the development of American government.

12.1.2 Discuss the character of American democ­racy and its promise and perils as articulated by Alexis de Tocqueville.

Alexis de Tocqueville

XX

What You Will Learn

You will learn how the origins of our democratic government can be traced to philosophers and writers who lived in Europe many centuries ago. You will learn how the ancient Greeks developed the idea of democracy and the ancient Romans created a system of law. You will read the words of John Locke, who taught that governments draw their power from the people.

Alexis de Tocqueville was a native of France who visited the United States in the 1830s and wrote about his experiences in Democracy in America. De Tocqueville admired the United States for the opportunity it provided its citizens to succeed and form strong, democratic communities. He praised American democracy, in contrast to European countries, and predicted that the United States would become a powerful country in the future.

California Standard

12.1.3 Explain how the U.S. Constitution reflects a balance between the classical republi­can concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democ­racy are joined in the Declaration of Independence as "self-evident truths."

12.1.4 Explain how the Founding Fathers' realis­tic view of human nature led directly to the estab­lishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers.

12.1.5 Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and bal­ances (Federalist Paper Number 51), the impor­tance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military.

12.1.6 Understand that the Bill of Rights limits the powers of the federal government and state governments.

What You Will Learn

The Declaration of Independence describes what good governments must do and what rights indi­viduals have under a government. Governments are expected to provide for the public good, which means acting on behalf of everyone in society, together. They must also respect the rights of indi­viduals. Sometimes these two principles conflict.

The Founding Fathers recognized that in any government, some people will try to take too much power for themselves. Democracies must be . protected from the threat of any single person gaining too much power and destroying the sys­tem. To protect democracy, the Founding Fathers planned a system of limited government defined by a constitution. Under this system, no single person or administration can grow stronger than the democratic system itself

You will read Federalist Papers Number 10, 51, and 78 to gain insight into the thoughts of the Founding Fathers as they wrote the U.S. Constitution. You will identify ideas in the Federalist Papers that were included in the U.S. Constitution and define the Federal Government's powers.

You will learn that the Bill of Rights recognizes many rights held by individuals. These rights pre­vent federal and State governments from passing laws that infringe too much on individual rights to self-expression, religion, and liberty. The also protect people accused of crimes from unfair treatment.

XXI

12.2 Students evaluate and take and defend positions on the scope and limits of rights and obli­gations as democratic citizens, the relationships among them, and how they are secured.

XXII

What It Means to You The U.S. Constitution describes many of the rights Americans enjoy and how the Federal Government should protect those rights. However, even today, Americans disagree on the extent of those rights and what individuals should do to contribute to democracy. You will read the Constitution and other documents, including the Federalist Papers, to understand the ideas behind our constitutional rights. You will evaluate the degree to which Americans enjoy those rights today and learn to argue and defend your own point of view.

California Standard

12.2.1 Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g. , freedom of religion, speech, press, assembly, petition, privacy).

12.2.2 Explain how economic rights are secured and their importance to the individual and to soci­ety (e.g. , the right to acquire, use, transfer, and dispose of property; right to choose one's work; right to join or not join labor unions; copyright and patent).

12 .. 2.3 Discuss the individual's legal obligations to obey the law, serve as a juror, and pay taxes.

What You Will Learn

The Bill of Rights guarantees the basic rights that all Americans enjoy. The 1st Amendment protects the right of individuals to say what they wish, to worship as they please, to meet peacefully, and to ask the government to address their concerns. The next seven amendments list additional rights guaranteed to the people, including the right to bear arms and the right to a fair trial. The 9th and lOth Amendments state that any rights not listed in the Bill of Rights are still held by the States or the people.

Not all rights are political. Americans enjoy economic rights that are recognized by the gov­ernment and which are essential to our free enter­prise system. For example, your property belongs to you and can not be taken away without a very compelling reason. The Constitution recognizes some economic rights, such as the right to earn money from books, pictures, and photographs you create.

Citizenship carries responsibilities as well as ben­efits. Individuals must contribute a share of their time and money in order for governments to carry out their obligations to people. By serving on a jury, you enable a person charged with a crime to enjoy his or her constitutional right to a full and fair trial. By paying taxes, you give the federal, State, and local governments the powers they need to protect Americans from harm and carry out their constitutional responsibilities.

California Standard

12.2.4 Understand the obligations of CIVIC­

mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service.

12.2.5 Describe the reciprocity between rights and obligations; that is, why enjoyment of one's rights entails respect for the rights of others.

12.2.6 Explain how one becomes a citizen of the United States, including the process of natural­ization (e.g., literacy, language, and other require­ments).

What You Will learn

In addition to serving on a jury and paying taxes, citizens have other obligations that are not required by law but are nonetheless essential to keep American democracy strong and safe. You will learn why it is important to educate yourself about current events and to make your voice heard by voting. You will understand how con­tributing your time to public service or the defense of the United States strengthens our soci­ety and our institutions.

You will learn about the importance of respecting the rights of others in order to preserve our free society. Individual rights are protected only when individuals respect one another and treat each other as equals under the law.

The United States is a nation of immigrants. Each year, thousands of immigrants complete a difficult process to become citizens of the United States. You will study the steps of this process to learn what immigrants must do in order to earn U.S. citizen­ship.

XXIII

12.3 Students evaluate, take, and defend positions on what the fundamental values and princi­ples of civil society are (i.e., the autonomous sphere of voluntary personal, social, and eco­nomic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society.

What It Means to You Civil society describes the organizations, clubs, and religious groups people form outside of gov­ernment. These organizations are as important to day-to-day life as the work of the government, and for many people, they are closer and more relevant. Civil society reflects the history, ideals, and morals of many Americans and carries these principles forward. You will read about some institu­tions that make up civil society in the United States and how they affect your life.

California Standard

12.3.1 Explain how civil society provides oppor­tunities for individuals to associate for social, cul­tural, religious, economic, and political purposes.

12.3.2 Explain how civil society makes it possible for people, individually or in association with oth­ers, to bring their influence to bear on government in ways other than voting and elections.

12.3.3 Discuss the historical role of religion and religious diversity.

12.3.4 Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes.

XXIV

What You Will learn

Think of some of the clubs at your school: yearbook, athletic teams, language clubs, pre-professional groups like FHA-HERO, FFA, and FBLA. Outside of schools, Americans participate in a broad range of groups, including cultural heritage groups, sports clubs, and political associations. Like school clubs, these associations provide an outlet for peo­ple's interests and an opportunity to help.

When people bring their voices together and speak as one, they are more likely to be heard. Private groups and government officials can often work together to find solutions that meet every­one's needs.

From the arrival of Catholic priests in New Spain, the United States has been home to vibrant and diverse religious traditions. You will learn about the role religion has played in the history of the United States and the development of our govern­ment institutions.

You will learn how democratic govemments flour­ish by stepping back and letting individuals devel­op a civil society. In contrast, dictatorships try to push into all areas of people's lives. They fear insti­tutions that they do not control, so they discourage people from forming their own groups and making decisions that might oppose the govemment.

12.4 Students analyze the unique roles and responsibilities of the three branches of govern­ment as established by the U.S. Constitution.

What It Means to You You will read the U.S. Constitution as a blueprint for the Federal Government. The Constitution describes, in detail, the powers and structure of the three branches of the Federal Government: the legislative branch, which writes laws; the executive branch, which enforces laws; and the judicial branch, which interprets laws. These branches have grown and changed since the Constitution was adopted. Some of these changes have been written into t.he Constitution.

California Standard

12.4.1 Discuss Article I of the Constitution as it relates to the legislative branch, including eligi­bility for office and lengths of terms of represen­tatives and senators; election to office; the roles of the House and Senate in impeachment proceed­ings; the role of the vice president; the enumer­ated legislative powers; and the process by which a bill becomes a law.

12.4.2 Explain the process through which the Constitution can be amended.

12.4.3 Identify their current representatives in the legislative branch of the national government.

What You Will Learn

Congress is sometimes known as the "first branch" of government. Composed of the House of Representatives and the Senate, Congress writes laws and controls spending for the Federal Government. Article I of the U.S. Constitution describes the qualifications for serving in Congress and how members of Congress are elected. The Constitution also includes broad outlines for how Congress should work.

You will learn the four methods for amending, or making changes to, the U.S. Constitution. Twenty­six of the 27 amendments to the Constitution were added using one of these methods. The most com­mon way to amend the Constitution is for both houses of Congress to approve an amendment by a 2/3 majority and then send it to the States. When 3/4 of the States have ratified, or approved, the amendment, it is added to the Constitution.

You are represented in Congress by two senators, who are elected statewide, and one representa­tive, who is elected to serve a small district with­in California. In 2006, Senator Barbara Boxer and Senator Dianne Feinstein, both Democrats, repre­sented California in the United States Senate. California has 53 representatives in the House of Representatives, and each one is elected by a dis­trict with about 650,000 residents.

XXV

California Standard

12.4.4 Discuss Article II of the Constitution as it relates to the executive branch, including eligibil­ity for office and length of term, election to and removal from of office, the oath office, and the enumerated executive powers.

12.4.5 Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court.

12.4.6 Explain the processes of selection and con­firmation of Supreme Court justices.

XXVI

What You Will Learn

You will learn how the U.S. Constitution defines the term and powers of the President of the United States. For example, the Constitution gives the President the power to command the armed forces, to make treaties, to nominate fed­eral judges, and to pardon criminals. The Constitution limits the number of years a President may hold office.

You will learn how Article III of the U.S. Constitution sets the powers and responsibilities of the U.S. Supreme Court and other federal courts. The Constitution describes the types of cases that can be tried in federal courts. You will also learn how the Constitution grants federal judges the right to hold their offices for lifetime "during good behavior"

You will understand that the President has the sole power to name people to serve as Supreme Court justices. The Senate may reject or accept the nomination. If a majority of senators vote to confirm, or accept, the nomination, the justice is appointed for a lifetime term. You will learn about recent appointments to the Supreme Court, including Chief Justice John Roberts, and how a President chooses judges.

12.5 Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments.

What It Means to You The Supreme Court holds a unique power to interpret the Constitution. The Supreme Court judges whether laws follow the rules set out in the Constitution, and the Court may strike down those laws that violate the Constitution or its many amendments. You will study key Supreme Court cases in depth, including Marbury v. Madison, Brown v. Board of Education of Topeka, and United States v. Nixon.

California Standard

2.5.1 Understand the changing interpretations of the Bill of Rights over time, including interpre­tations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal­protection-of-the-law clauses of the Fourteenth Amendment.

12.5.2 Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts).

2.5.3 Evaluate the effects of the Court's inter­pretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases.

What You Will Learn

Since the U.S. Constitution was written, the rights protected in the Bill of Rights have changed along with the country. For example, the 1st Amendment lists rights including freedom of the press, but how has that freedom changed with the invention of radio, television, and the Internet? Interpretations of the 5th Amendment and 14th Amendment have helped decide how far individual rights can be pro­tected against the acts of the Federal Government and the States, respectively.

You will learn that Americans disagree on how judges should approach laws. Those who favor judi­cial restraint believe that judges should act conser­vatively and only consider the Constitution as it was originally written when weighing the constitu­tionality of a law. Others argue that judges should demonstrate judicial activism and consider the changing needs and beliefs of American society when making decisions.

You will read arguments on both sides of key Supreme Court cases that helped decide the bal­ance of power in the Federal Government. Marbury v. Madison established the Supreme Court's right to review and overturn laws. In McCulloch v. Maryland, the Supreme Court ruled that Congress could do far more with its power than what was described, literally, in the Constitution. In U.S. v. Nixon, the Supreme Court asserted its authority over the President and ensured that no member of government was above the law.

XXVII

California Standard

12.5.4 Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI).

What You Will Learn

The United States has struggled to overcome the legacy of centuries of slavery and discrimination. Enacted in laws and practiced by private busi­nesses, discrimination closed off opportunities to minorities and held back America's potential. Historically, Supreme Court rulings contributed to discrimination. More recent rulings have removed many barriers of discrimination. In the courts, Americans continue to debate the best way to overcome discrimination.

12.6 Students evaluate issues regarding campaigns for national, state, and local elective offices.

What It Means to You In the United States, most public officials are chosen in competitive elections. People who want to serve in government have to offer reasons why voters should choose them. Campaigns begin months, and sometimes years, before an election. You will learn about the issues driving today's campaigns for office so you will be able to make educated choices when you vote.

California Standard

12.6.1 Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties.

XXVIII

What You Will Learn

Many people are familiar with the idea of "red vs. blue." In 2000 and 2004, elections maps showed a country split almost evenly between the Democratic and Republican parties. These maps showed a division that changes from election to election and masks divisions within States, coun­ties, towns, and even households. In some elec­tions, America has voted for one party only; other presidential election maps need four colors to rep­resent all parties.

California Standard

12.6.2 Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections.

12.6.3 Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding.

12.6.4 Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office).

12.6.5 Discuss the features of direct democracy in numerous states (e.g., the process of referen­dums, recall elections).

What You Will Learn

You will learn how presidential candidates from the two major parties must win two sets of elec­tions: the primary elections within the parties, and the general election in November. You will read how elections are held in key States to shrink the number of candidates from each party down to one.

Modern candidates use sophisticated tools to under­stand their voters and win their support. They poll voters to understand what issues matter to them and what messages can bring them to the polls to vote. Campaign advertising on television and the radio plays an important role in defining a candidate and a race in the eyes of the voters. Television adver­tising is expensive, and the Federal Government closely tracks the money candidates raise to pay for commercials.

You will learn how you can participate in the elec­tion process. There are many ways to help elect candidates you support, both through the political process and by expressing yourself in public. With enough experience, you may learn enough to run for office someday.

In direct democracy, voters decide issues through elections instead of through their elected repre­sentatives. In California, citizens can vote on laws through the process of referendums. Voters may even have the opportunity to recall, or remove, an elected official from office. California voters did just that in 2003 when they voted to recall Governor Gray Davis and replace him with Arnold Schwarzenegger.

XXIX

/

California Standard

12.6.6 Analyze trends in voter turnout; the causes and effects of reapportionment and redis­tricting, with special attention to spatial district­ing and the rights of minorities; and the function of the Electoral College.

What You Will Learn

Although the United States is a democracy, it is not a pure democracy. When voters are distributed unevenly among States or districts, the share of candidates elected from each party can look very different from the share of votes each party received. States must draw their districts to ensure that legislatures and Congress reflect America's ethnic and racial diversity. The elec­toral college, which elects the President, gives vot­ers in smaller States a relatively larger say in the election than voters in populous states like California.

12.7 Students analyze and compare the powers and procedures of the national, state, tribal, and local governments.

XXX

What It Means to You You will learn about the different levels of government that exist in the United States, in California, in your county and town, and within Native American nations. You will compare issues and ways of governing at different levels and contrast their strengths and weaknesses. You will learn how the different levels of government work with one another.

California Standard

12.7.1 Explain how conflicts between levels of government and branches of government are resolved. I

What You Will Learn

Not surprisingly, when different levels of govern­ment hold sway over a common piece of land or population, they can disagree about how to share authority. States often fight with the Federal Government over the proper use of land within their borders; towns argue with State govern­ments about funding for roads and schools. You will learn how our democracy resolves disagreements.

L

California Standard

12 .. 7 .. 2 Identify the major responsibilities and sources of revenue for state and local govern­ments.

12.7 .3 Discuss reserved powers and concurrent powers of state governments.

12.7.4 Discuss the Ninth and Tenth Amend­ments and interpretations of the extent of the federal government's power.

12.7 .5 Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders.

What You Will Learn

State and local governments need money to pay for schools, health care, crime prevention, and transportation. You will learn that State and local governments raise money chiefly through income taxes, property taxes, sales taxes, and other fees. Compared to other States, California raises rela­tively more money through income and sales taxes, and less through property taxes, for its State and local needs.

You will learn that concurrent powers are powers that both States and the Federal Government enjoy. Taxation is a concurrent power, as both the Federal Government and States can collect taxes. Reserved powers are powers that the Constitution, in the lOth Amendment, does not assign to the Federal Government and do not deny to the States. Reserved powers include much of what State and local gov­ernments do.

You will learn that citizens and States are not lim­ited to the rights set out in the ~rst eight amend­ments of the Bill of Rights. The final two amend­ments of the Bill of Rights state that all other rights not mentioned are still held by the people and by the States. These amendments limit the power of the Federal Government by placing all undetermined rights in the hands of the people and their chosen State governments.

Public policy is defined as everything that a gov­ernment decides to do. You will learn how govern­ments decide public policy and put those policies into effect.

XXXI

California Standard

12.7.6 Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media.

12.7.7 Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them.

12.7.8 Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, GulfWar, and Bosnia.

XXXII

What You Will Learn

You will learn how the Federal Government and California State and local governments pass laws that affect you. You will read about how voters and private groups try to influence legislatures to change the laws or write new ones.

The courts interpret the laws and judge people who are accused of committing crimes. Like legis­latures, courts exist at all levels of government. You will learn how responsibilities are divided up among the many levels of courts and how they interact with each other.

As the chief executive of the United States, the President must make important decisions about how the United States deals with other countries. You will learn how past Presidents have made decisions in historic cases of domestic and foreign policy, including the decision to go to war.

12.8 Students evaluate and take and defend positions on the influence of the media on American political life.

What It Means to You "The media" include the newspapers, television shows, radio broadcasts, and Web sites. The media communicate information, news, and entertainment in thousands of ways to millions of people. Politics is no exception; the media have an important role in how modern politicians do their jobs. You will analyze the role of the media in politics today and criticize or defend what they do.

California Standard What You Will learn

12.8.1 Discuss the meaning and importance of a free and responsible press.

12.8.2 Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics.

12.8.3 Explain how public officials use the media to communicate with the citizenry and to shape public opinion.

Freedom of the press is so important that the Founding Fathers protected it in the 1st Amendment. Today, "the press" has grown to include radio, television, and Internet news outlets. A free press can spread new ideas, give potential leaders a voice, and prevent governments from mis­leading the people.

You will learn that the rise in the number of voters has made it impossible for candidates to interact with them face-to-face. As a result, the media have become more important than ever in defining the key issues of a campaign and communicating can­didates' messages to the public.

You will learn how public officials recognize the importance of the media and use the media to talk to voters. By choosing which issues to discuss and how to discuss them, officials can shape public debates. Many public officials have staff members whose sole job is to work with the media to get their message out.

XXXIII

. "' '; ·~· .. ~ .. ~; ~ .:r, t

,, . . ,' _';<{f~~!

12.9 Students analyze the origins, characteristics, and development of different political sys­tems across time, with emphasis on the quest for political democracy, its advances, and its obstacles.

What It Means to You The United States has been fortunate to have enjoyed two centuries of democratic government. Just as the government of the United States has become more democratic over time, other coun­tries have moved toward democracy. You will learn how countries evolve into democracies. You will read about the challenges they face and study the experiences of specific countries who have worked to become more democratic.

California Standard

12.9.1 Explain how the different philosophies and structures of feudalism, mercantilism, social­ism, fascism, communism, monarchies, parlia­mentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices.

12.9.2 Compare the various ways in which power is distributed, shared, and limited in sys­tems of shared powers and in parliamentary sys­tems, including the influence and role of parlia­mentary leaders (e.g., William Gladstone, Margaret Thatcher).

12.9.3 Discuss the advantages and disadvan­tages of federal, confederal, and unitary systems of government.

12.9.4 Describe for at least two countries the consequences of conditions that gave rise to tyran­nies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia).

·XXXIV

What You Will Learn

You will trace the roots of the modern democratic state to the feudal system of the Middle Ages and the kingdoms of Spain, France, and England. You will learn how popular sovereignty-the idea that governments rule in the name of the people­changed how governments worked and how they treated their subjects.

You will study the parliamentary system of gov­ernment in Britain and Japan iJ). contrast to our own presidential syste;m. You will learn how the parliamentary system combines executive and legislative power in a s_ingle branch of govern­ment, led by a Prime Minister.

You will learn how nations divide power according to geography. Unitary states have very strong cen­tral governments and weak local governments. Confederal states bring together strong, nearly independent states in a weak association. Federal governments, including the government of the United States, balance between the two extremes.

You will read how governments can turn into tyrannies, taking away the rights of people to choose their own leaders. You will study the experiences of Japan, Haiti, and Nigeria to learn how democracies can break down and give way to dictatorships.

California Standard

12.9.5 Identify the forms of illegitimate power that twentieth-century Mrican, Asian, and Latin American dictators used to gain and hold office and the conditions and interests that supported them.

12.9.6 Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nine­teenth and twentieth centuries.

12.9.7 Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such govern­ments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel).

12.9.8 Identify the successes of relatively new democracies in Africa, Asia, and Latin America and the ideas, leaders, and general societal condi­tions that have launched and sustained, or failed to sustain, them.

What You Will learn

You will learn how tyrants keep control over their people and identify groups that have supported tyrannies in certain countries.

You will . study revolutions in Mexico, Central America, and South America to learn why people rebelled and how they changed their governments. You will learn about the important role the military played in revolutions.

You will read how communist governments ruled half of Europe for nearly 50 years under the lead­ership of the Soviet Union. You will learn how courageous individuals such as Lech Walesa and Vaclav Havel helped overthrow their countries' communist governments.

You will read about countries in Africa, Asia, and the Americas that have held free elections. You will learn the important steps countries must complete to build a democratic society that can last through crises and challenges.

12.10 Students formulate questions about and defend their analyses of tensions within our con­stitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority -in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government.

What It Means to -You To study government is to ask questions about the rights you have, as a citizen and an American, and the proper. role of the government. The U.S. Constitution provides some answers to these ques­tions by defining the most important rights you hold and the shape of the Federal Government. As you get older, you will have a chance to make changes to government, whether it is at a local, State, or federal level. You will need to study debates Americans have had in the past about key princi­ples of government-and prepare yourself for the choices of the future.

' XXXV

(~, .. : .J~-· . ,t;

HISTORICAL AND SOCIAL SCIENCES ANALYSIS SKILLS Chronological and Spatial Thinking

California Standard

CS1 Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.

CS2 Students analyze how change happens at dif­ferent rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.

CS3 Students use a variety of maps and docu­ments to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that devel­op between population groups, and the diffusion of ideas, technological innovations, and goods.

CS4 Students relate current events to the physi­cal and human characteristics of places and regions.

What You Will learn

You will look at events from the past and compare them to similar events today. You'll also look for long-term consequences of events from the past on the government today.

You will look at examples of political, social, and economic changes that have taken place through­out history. You'll examine the complex impact of these changes on people's lives.

You will examine movements of people from one region of the country to another as well as the impact such movement has on the government of the United States.

You will examine events taking place in the world today by looking at the physical and human con­text in which they occur.

Historical Research, Evidence, and Point of View

California Standard

HR1 Students distinguish valid arguments from fallacious arguments in historical interpretations.

HR2 Students identify bias and prejudice in his­torical interpretations.

HR3 Students evaluate major debates among his­torians concerning alternative interpretations of the past, including an analysis of authors' use of evidence and the distinctions between sound gen­eralizations and misleading oversimplifications.

XXXVI

What You Will Learn

You will learn to read history closely and judge the arguments that historians use.

You will look for signs of a historian's point of view when reading historical writing.

You will compare arguments by different histori­ans and learn how to choose which explanation best fits the evidence you have read. You will learn to look for words and phrases that can mislead readers.

California Standard

HR4 Students construct and test hypotheses; col­lect, evaluate, and employ information from mul­tiple primary and secondary sources; and apply it in oral and written presentations.

What You Will Learn

You will learn to gather information and bring facts and evidence together to explain what hap­pened in the past. You will learn how to share your findings with others by writing or speaking.

Historical Interpretation

California Standard

H1 Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.

H2 Students recognize the complexity of histori­cal causes and effects, including the limitations on determining cause and effect.

H3 Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.

H4 Students understand the meaning, implica­tion, and impact of historical events and recognize that events could have taken other directions.

HS Students analyze human modifications of landscapes and examine the resulting environ­mental policy issues.

H6 Students conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy.

What You Will Learn

You will learn to make connections between spe­cific historical events and larger issues. These connections will help you see how themes and trends reoccur throughout history.

You will learn that historical events have complex causes and effects that can be difficult to deter­mine.

You will learn to understand events as the people who lived through them understood them, rather than only from the viewpoint of today's expecta­tions.

You will learn how to interpret the significance and influence of historical events and understand the implications of these events. You will be able to see how events could have happened differently.

You will learn how to evaluate changes that humans have made to the environment and to study the issues that these changes have created.

You will consider the costs and rewards of differ­ent choices. You will learn how to compare costs and rewards to help make decisions for an indi­vidual or a country.

XXXVII

Recognizing Propaganda Analysis Skill HR1

The term propaganda is highly charged. People tend to think of it as deceptive infor­mation, but in fact the term has a broader

meaning. Propaganda is information-either true or

false-intended to persuade people to think or act in a certain way. True or not, propaganda is usually a one-sided explanation or opinion. Some typical propaganda techniques are shown at right.

Propaganda can be a powerful tool for promot­ing or destroying attitudes, beliefs, and values. In the 1930s, Adolf Hitler rose to power in part through his skillful use of propaganda to whip up hatred toward various minority groups. To counter Nazi propaganda, in 1942 the United States created a radio network called the Voice of America (VOA) to broadcast propaganda about American ideals, values, and democracy.

For much of the twentieth century, the United States engaged in a propaganda war with its chief rival for power, the Soviet Union. One of the chief targets of American propaganda was Soviet leader Josef Stalin, who boldly predicted that communism would ultimately spread throughout the world. Stalin is depicted in the pamphlet at right. Use these steps to evaluate the content on the cover:

1. Determine whether the item constitutes propag­anda. Which of the propaganda techniques listed here are used in the pamphlet? Explain.

2. Analyze the purpose of the propaganda. This pam­phlet was published in the United States in 1938. (a) Who is it intended to influence? (b) What beliefs or behavior are people being urged to follow?

3. Draw conclusions. How and why might this propaganda have been effective in influencing Americans' beliefs about communism?

Test for Success Complete one of the following activities: (a) Find a political cartoon in this book that uses propaganda techniques. List the techniques and explain how they are used. (b) Create a fictitious political poster that uses at least two propaganda techniques.

, .• • • xxxviii

Propaganda Techniques

Most Americans encounter propaganda during politi­cal campaigns, when candidates try to sway voters. Celebrity Testimonials Using endorsements from famous people-from actors to sports figures-to try to per­suade you: Mr. Action Hero says, "Vote for X. He's my choice."

Multiple Identities Claiming to be just like you, no mat­ter who you are: "I'm one of you. I share your beliefs and concerns. "

The Bandwagon Argument Urging you to follow the crowd, the majority: "A is voting for me. So are B, C, and D. Why not you, too?"

Name Calling Attacking and labeling the opposition instead of discussing issues: ''My opponent is un­American. "

Scare Tactics Using words or pictures to persuade people to act out of fear of consequences, real or per­ceived: "A vote for my opponent will destroy our chil­dren's future."

Making Comparisons Analysis Skill HR4

You've probably been making comparisons eve~ since you first ta~te~ food. Making com­pansons means examining two or more

ideas, objects, events, or people to find out how they are either similar or different. In the study of government, you will often use this skill to evaluate differing proposals on public issues. To make valid comparisons, use these steps: 1. Identify the basis of comparison. Comparing two or more items works only when the items have some attribute in common. Consider the Virginia Plan and the New Jersey Plan, discussed on page 51. Both plans put forth models for creating a new government. What else did they have in common? 2. Identify the attributes of each item to be compared. An easy way to compare complex items is to create a list or chart of their key attributes. The charts at right summarize the main features of the Virginia and New Jersey Plans. 3. Find ways in which the items are similar. Once you put the attributes in a chart, it becomes easy to identify similarities. Study the charts. Then list the similarities of the Virginia Plan and the New Jersey Plan. 4. Find ways in which the items are different. The two Constitution plans differ not only in what they offer, but also in what they do not offer. List the differences. 5. Summarize and evaluate your comparison. Decide whether the two items you are comparing are mostly similar or mostly different, and analyze why. Write a sentence or two summarizing the main differences between the Virginia Plan and the New Jersey Plan.

Test for Success Controversy over the size and powers of the Federal Government is as lively today as ever. Find two sources of opinion on this issue and write a brief comparison of them.

Virginia Plan

• Branches of government: legislative, executive, judicial • Structure of legislative branch: bicameral, with a lower

house, the House of Representatives, and an upper house, the Senate

• How representation is apportioned: by population or by amount of money contributed to the National Government

• Congress retains powers given to it under the Articles of Confederation: Yes.

• National powers vs. State powers: strong • Structure of executive branch: single executive who

executes national laws • How executive is chosen: by Congress • Structure of judicial branch: one or more supreme

courts with lower courts • How judiciary is chosen: by Congress

New Jersey Plan

• Branches of government: legislative, executive, judicial • Structure of legislative branch: unicameral Congress

of the Confederation • How representation is apportioned: equal number of

votes for every State • Congress retains powers given to it under the Articles

of Confederation: Yes. • National powers vs. State powers: weak • Structure of executive branch: plural executive (more

than one person) • How executive is chosen: by Congress • Structure of judicial branch: single supreme court • How judiciary is chosen: by the executive

xxxix t..LLII

Expressing Problems Clearly

To express a problem clearly means to describe the nature of an issue that is diffi­cult, puzzling, or open to debate. Expressing

a problem clearly is the first step in solving it. 1. Gather information. When you are confronted with a problem, gather information on the topic. For example, in McCulloch v. Maryland (1819), Chief Justice John Marshall addressed questions about the relationship between the Federal Government and the States. Reread the passage about McCulloch v. Maryland on page 9 5. Then read the excerpt below. 2. Identify the basic concepts involved. Specific prob­lems often relate to a general principle. For exam­ple, the Supreme Court often chooses to rule on a specific case that illustrates a broad principle that

"In the case now to be determined, the defendant, a sovereign State [Maryland], denies the obligation of a law enacted by [Congress], and the plaintiff [the National Bank] contests the validity of an act which has been passed by the legislature of that State ....

In discussing this question, the counsel for the State of Maryland have deemed it of some importance ... to consider [the U.S. Constitution] not as emanating from the people, but as the act of sovereign and independent States. The powers of the [national] government, it has been said, are delegated by the States ... and must be exercised in subordination to the States, who alone possess supreme dominion ....

It being the opinion of the Court, that the act incor­porating the bank is constitutional ... we proceed

xl

can be applied to similar cases. To identify the problem in McCulloch v. Maryland, state what each side wants to achieve. 3. Identify supporting details or arguments. In the McCulloch excerpt, find the arguments that support the plaintiffs' view and the defendants' view. 4. Express the problem clearly. Now that you have identified the main area of dispute and stripped away details, you're ready to express the problem clearly. In your own words, state the nature of the problem that the Supreme Court addressed in 181~.

Test for Success Find a newspaper editorial in print or on the Internet. Analyze the editorial using the steps listed above to express the problem or \

~

controversy in a clear and concise way.

to inquire . . . [w]hether the State of Maryland may, without violating the consti­tution, tax that branch [the branch in Maryland]?

That the power of taxation is ... retained by the States; that it is not [reduced] by the

grant of a similar power to the government of the Union ... are truths which have never been denied. But ... States are expressly forbidden to lay any duties on imports or exports .... If [this limitation on States' power to tax] must be conceded, the same [principle] would seem to restrain . . . a State from such other exercise of this power. . . . On this ground the counsel for the bank place its claim to be exempted from the power of a State to tax its operations."

-Chief Justice John Marshall, McCulloch v. Maryland, 1819

Identifying Political Roots and Attitudes

r. Analysis Skill CS3

A a voter, how will you evaluate political par­ies and candidates and make voting deci­ions? Will you vote the way your friends are

voting? The better way of making voting decisions is to analyze the political traditions that have shaped the candidates' views, and then make a decision based on your own values.

Identifying political traditions will help you understand the shorthand that politicians often use. For instance, if a candidate says she's a "pro-labor Democrat" or a "religious conservative," these labels imply a whole set of beliefs with deep roots in American politics and culture. With no historical frame of reference, you would have difficulty inter­preting what these labels really mean and what policies a candidate or party supports.

Whether you're examining your own political roots or someone else's, try these steps: 1. Learn about political traditions. You read in this section that American politics has long been domi­nated by two political parties, Republican and Democrat. A basic knowledge of the origins and his­tory of these parties is necessary in order to under­stand most political dialogue in this country. (a) What specific policies or goals do many Republicans favor? (b) What do many Democrats favor? 2. Identify major cultural influences. Our beliefs can be influenced by several factors: education, occupa­tion, location, ethnic and religious ties, and the types of activities we pursue.

While being careful not to stereotype people, we can often predict the political views of many people based on such cultural factors. For example, in areas where Christian groups are politically active, you might find strong support for prayer in public schools. What political views might you expect to be held by people who (a) like to hunt; (b) have a college degree; (c) are Native American; (d) work in a factory? 3. Analyze the effects of personal experience. People and events in our lives can have a powerful effect,

0

• 0

• 0

What is the first political event you can recall? How did you and others around you react to it?

If you have politically active family members or friends, to what political party do they belong?

If you discuss politics with family or friends, how have they influenced your thinking, if at all?

Where do you get information about politics­newspapers, television, the Internet? Are you in­fluenced most by what you read or see or hear?

How would you describe your political atti­tudes? Do you lean toward a particular political party? Are your views mostly liberal, mostly conservative, or a mixture of both? Explain.

positive or negative, on our political views. During the 2004 presidential campaign, both George W. Bush and John Kerry said their political careers were inspired by family members. Arizona Senator John McCain, a former prisoner of war in Vietnam who sought the Republican nomination in 2000, favored a strong military. Some candidates base their political ideals on their religious beliefs. Have your political views been influenced by your personal experiences? Explain.

Test for Success (a) Use the questionnaire above and the steps outlined above to describe how political traditions influenced your political attitudes. (b) Interview a friend or family member. Write a paragraph summarizing his or her political roots and attitudes.

xli , .•.•. .,

Predicting Consequences Analysis Skill Hl4

The Motor Voter Law requires States to allow people to register to vote when they apply for a driver's license. Several other of its provi­

sions also make voter registration a more conve­nient process (see page 15 5).

The law became effective in 1995, and many pre­dicted that it would reverse the downward trend in voter turnout. They were wrong. Voter registrations did reach record levels for the presidential elections of 1996 and 2000. But voter turnout in both elections fell well short of what it had been in 1992 until the 2004 election.

Consider another example. Many who fail to vote say that they are too busy-at work, at school, and so on-to take the time to go to the polls. Some sug­gest that this problem can be met by allowing both registration and voting via the Internet. To predict the consequences of Internet voting, follow these steps: 1. Identify the problem, cause, or decision. Begin by writing a question that summarizes and clarifies what you're trying to predict. What question might summarize issues involved in voting on the Internet?

50% 1 70% 1 40,0001 30% 1 $100

75% 1 65% 1 25,0001 35% 1 5000

98% 1 20% 1 400 1 80% 1 150

20% 79% 15,000,0001 21% 50

2. Brainstorm and chart possible outcomes. Jot down all the possible consequences, good and bad, that you think could occur. At first, don't rule out any possibilities. Create a web diagram like the one above to display all the possibilities. 3. Apply prior knowledge or new information. To rule out some of the possible consequences, you probably need to apply existing or new knowledge about vot­

ing behavior. Policymakers often look for a historical precedent-a similar situation in the past. They also rely on their own intu­ition and experience. There is no precedent for Internet voting. But which prediction might you favor if you read about (a) a new study showing that most computer users are women, or (b) a new poll showing over-whelming voter disinterest in the election?

4. Make a prediction. State your prediction about the results of Internet voting in a way that makes your reasoning clear.

Test for Success

Efforts are underway in several States to allow voting on the Internet. Here is one mock-up of what an online ballot might look like.

Use the steps above and the following facts to make a pre­diction about voting patterns: (1) Voter participation tends to be highest among older Americans. (2) The "baby boom" population is entering into its 50s and beyond.

xlii

Recognizing Bias

W en you're doing research-for instance, rying to become informed on a ballot ssue-you need to know whether the

information you find is biased or unbiased. Why? Information that is biased reflects a particular point of view. It might exclude, intentionally or not, other legitimate views, or present them in an unfa­vorable way.

Recognizing bias is especially important now that so much information is available on anonymous Web sites across the Internet. The following steps will help you to identify biased information when you encounter it:

1. Identify the source. Who provided the informa­tion? Some interest groups choose names that do not truly disclose who they represent. They may use names that are designed to appeal to your beliefs or values. Be on the lookout for names that sound vague, often patriotic. Read the fictitious press release at right. (a) Identify the source of the "facts." (b) Who might this group represent?

2. Identify the purpose. Determine whether the information is intended to inform or to persuade. An item designed to persuade might leave out informa­tion that does not support the author's viewpoint. What is the purpose of this press release?

3. Read carefully for evidence of bias. Use the check­list (at upper right) to evaluate the item.

4. Decide if the item is biased. Remember, a biased account is not necessarily deceptive or bad. It might in fact reflect a worthy yet one-sided account. If you are looking for a balanced account of an issue, you should find one that avoids the pitfalls explained here. Is the press release shown here biased? If so, note the language that indicates the bias.

Test for Success

Find a report or a quotation in the news that reflects bias. What items in the Bias Test (upper right) does it violate?

Analysis Skills HR1, HR2

A BIAS TEST • Does it present a single viewpoint, or more

than one view?

• Is the conclusion supported by verifiable, relevant facts?

• Does the item contain opinion disguised as fact?

• Is it based on valid assumptions?

• Does it include stereotypes or generalizations?

• Does it exclude important information?

)

Study Says

Pa·stries . Are ·Health Food NEW YORK: The SocietY for Better living today released a new study showing conclusively that certain types of pastries actually help reduce heart attacks. The study tracked the incidence of heart attacks in consumers of Creampuff Healthy Pastries and found that most consumers felt "completely healthy. "

"We're pleased with the results," a Creampuft spokesman said today. "We think our customers are smart enough to assess the state of their own health. In the interest of free · enterpris~ and free choice, we demand that

: the government stop forcing pastry manufac­turers to list the amount of calories and fat in their products."

xliii , •.•. 81

Making Decisions Analysis Skills HR4, Hl4

I n 1962, U.S. intelligence reports revealed that the Soviet Union was build­ing missile bases in Cuba. An infuriated

President John F. Kennedy had to decide how to respond to this new nuclear threat in America's backyard.

President Kennedy summoned his top national security and military advisors to discuss the crisis. What followed is an exam­ple of the decision-making process: 1. Identify the issue to be decided. The first step in good decision making is to figure out whether a decision is needed and to clarify what ultimately needs to be decid­ed. Reports of the Soviet activity in Cuba immediately raised two questions:

(a) Should the United States respond? (b) If so, how can the Soviet Union be

made to withdraw its arsenal without trig­gering a catastrophic nuclear war?

The two superpowers already had scores of long-range nuclear weapons aimed at each other's cities. Yet Kennedy felt that the Cuba buildup required a swift response. Why do you think he felt that strong action was needed? 2. Gather information. In a memo, National Security Advisor McGeorge Bundy outlined President Kennedy's orders on how to proceed. Read the excerpts from the memo, above right. What part instructs the staff to collect more information on the situation? 3. Identify options. A decision requires choosing among two or more options. What part of the memo concerns identifying options? 4. Predict consequences. What part of the memo concerns predicting consequences of various courses of action?

THE WHITE HOUSE

WASHINGTON

TOP SECRET AND SENSITIVE August 23, 1962

NATIONAL SECURITY ACTION MEMORANDUM NO. 181 To: Secretary of State I Secretary of Defense I Attorney General I Acting Director, CIA I General Taylor

The President has directed that the following actions and studies be undertaken in the light of the new . . activity in Cuba.

5. An analysis should be prepared of the probable military, political, and psychological impact of the establishment in Cuba of either surface-to- air missiles or surface-to-surface missiles which could reach the U.S.

6. A study should be made of the advantages and disadvantages of making a statement that the U.S. would not tolerate the establishment of military forces . . which might launch a nuclear attack from Cuba against the U.S.

7. A study should be made of the various military alternatives which might be adopted in executing a decision to eliminate any installations in Cuba.

. What would be the pros and cons, for example of pinpoint attack, general counter-force attack, and outright invasion.

8. A study should be made of the advantages and disadvantages of action to liberate Cuba by blockade or invasion or other action .

-Memo from National Security Advisor McGeorge Bundy

superpowers came to the brink of nuclear war. In the end, the Soviets backed down, called back their ships, and dismantled the Cuban bases. Why do you think the President chose the option of blockading Cuba?

Test for Success 5. Make a decision. On October 22, President Kennedy announced his decision to launch a naval blockade of Cuba to prevent more missiles from reaching the island. Tense days followed, as the

Make a decision-making chart on the Cuban Missile Crisis. Identity two or more courses of action that President Kennedy could have taken, and describe the possible consequences (pro and con) of each course of action.

,........ xliv

Understanding Point of View

An old saying advises you to "walk a mile in your neighbor's shoes." That is, when you're evaluating or contradicting someone's opin­

ion, think about how the issue looks from that per­son's perspective, or point of view. It might make you more tolerant of the other opinion, or it might help you strengthen your own argument.

Many factors can shape someone's perspective. Here are some guidelines for understanding point of view: 1. Identify the source. Find out whatever you can about the person whose views you are evaluating. Who are the sources of the excerpts below? 2. Identify the view being presented. In the excerpts below, the senators discuss different ways of dealing with the hostility between the North and the South over s~avery. To preserve the Union, Senator John C. Calhoun favored nullification, giving Southern States

' ' ... [W]hen the Constitution was ratified and the Government put in action, there was nearly a perfect equilibrium between the [North and South], which afforded ample means to each to protect itself against the aggression 9f the other; but, as it now stands, [the North] has the exclu­sive power of controlling the Government, which leaves [the South] without any adequate means of protecting itself against its encroachment and oppression .... How can the Union be saved? ... [B]y adopting such measures as will satisfy the

[Southern States] that they can remain in the

~ .• ~.: !'~ ,yt \: I

~

Union consistently with their honor and

their safety. ' ' -South Carolina Senator John C.

Calhoun, "Proposal to Preserve the Union," Senate speech, 1850

the right to refuse to carry out federal laws that they opposed. Senator Jefferson Davis spoke nearly a decade later, advocating secession, withdrawal from the Union. (a) Summarize the main idea of each quotation. (b) Identify the intended audience for each speech. (c) Identify the purpose of each. 3. List attributes that might influence the source's point of view. Consider factors such as the person's origins, age, sex, ethnic group, education, socio­economic group, personal experiences, lifestyle, values, and priorities.

Test for Success Find background information on Calhoun and Davis. Compare and contrast the two points of view on the topic of nullification vs. secession.

'' It was because of his deep­seated attachment to the Union ... that Mr. Calhoun advocated the doctrine of nullification, which he proclaimed to be peaceful, to be within

• • I

the limits of State power, not to disturb the Union. ... Secession belongs to a different class of reme­dies. It is to be justified upon the basis that the states are sovereign. There was a time when none denied it. I hope the time may come again when a better comprehension of the theory of our Government, and the inalienable rights of the peo­ple of the States, will prevent any one from deny­ing that each State is a sovereign, and thus may reclaim the [agreements] which it has made to any [other government] whomsoever. ' '

-Mississippi Senator Jefferson Davis, Farewell speech to the Senate, 1861

xlv , . ...

Determining Cause and Effect

Rem em bering individual facts, dates, and events might help you on a game show or test. But finding out why events happen helps you understand spe-

cific events in history and politics. To answer the ques­tion Why?, try these steps: 1.1dentify possible causes and effects. A cause is an event or action that brings about an effect. For that reason, the cause must occur before the effect. Yet an event that precedes another does not necessarily cause it. Words such as because, due to, and on account of signal causes. Words such as so, therefore, and as a result signal effects. Which of these sen­tences describe a cause-effect relationship? (a) Soviet aggres­sion in the postwar era led to the cold war. (b) Within a short time, the United States was transformed into the world~s mightiest military power. (c) Nixon~s visit to China paved the way to further contacts and, finally, to formal diplomatic ties between the United States and China. (d) The growth of U.S.-Soviet tensions was due in part to the opposing post war goals of the two superpowers. 2. Diagram the cause-effect relationship. Diagrams can help you analyze relationships among events. Diagrams can also help you identify multiple causes. Several causes can combine to create one effect, just as one cause can bring about several effects. What does Diagram A show? 3. Diagram a chain of events. A single event can be both a cause and an effect. Causes and effects can form a chain of events that continue over a period of time. How is Diagram B a chain of events? 4. Draw conclusions based on your analysis. What general statements can you make based on this analysis of cause and effect? Look for connected ideas and trends.

Test for Success Read the paragraphs about the Korean War on pages 486-487. Using the steps above, diagram the causes and effects of the war. Make sure that the events are truly causes, not just a series of events.

xlvi

Analysis Skills Hl1, Hl2

Diagram A

Ce~u:.et.::••e~t: The Cold War

CAUSES Soviets impose communism

in Eastern Europe Soviets try to seize Iranian oil fields

Diagram B

Cause/Effect: The Cold War

CAUSES Soviets impose communism

in Eastern Europe Soviets try to seize Iranian oil fields Soviets demand seaport in Turkey

Drawing Conclusions

A aravan of police cars converges on a Chicago neighborhood known for illegal drug traffick­ng. A man sees the police and flees the

scene. Suspicious, the police chase him down and "frisk" him for weapons. They find a handgun. They arrest him.

Was this a legal search and seizure? The 4th Amendment to the Constitution protects U.S. citizens from "unreasonable searches and seizures." Did the police officers have sufficient reason to suspect that the fleeing man had committed a crime, even though they did not see him do anything wrong? In Wardlow v. Illinois, 2000, the Supreme Court ruled that the police acted legally when they drew this conclusion.

Drawing a conclusion means arriving at an idea or opinion that is suggested, indirectly, from given information. How did the officers reach their conclusion? Instinctively, within seconds, they used a process like this: 1. Assess information. Analyze a fact or set of facts to see if they suggest other ideas. Sometimes a given piece of information may imply a cause-effect rela­tionship. In the Chicago case, what did police actu­ally observe when they arrived on scene? 2. Apply prior knowledge. To come to a conclusion, you usually combine new information with facts you already know. What relevant information did the police already know when they arrived on scene? 3. Reach a conclusion. Often a conclusion can be stated in this form: X, therefore Y. Use this format to state the conclusion that the police drew from the scene. 4. Test your conclusion. It's possible to draw the wrong conclusion from a set of facts. Always test the validity of your conclusion by considering whether any other conclusion is possible from the information given. Is there another possible expla­nation for what the Chicago police saw? If so, is it a likely explanation? Explain.

What did the Supreme Court think of the police officers' conclusions? In a ruling in early 2000, the

Court said that "An individual's presence in a 'high crime area,' standing alone, is not enough to support a reasonable, particularized suspicion of criminal activity," but the man's "nervous, evasive behav­ior" and "unprovoked flight" were "sufficiently suspicious to warrant further investigation." The officers' conclusions, the Court found, were suffi­ciently valid to justify their actions.

1. Assess Information Man sees approaching

police, flees scene.

2. Apply Prior Knowledge Bad neighborhood,

man nervous, evasive.

3. Draw Conclusion Man might be a criminal. Police stop suspect, and

then search him.

4. Test Conclusion Any other possible reasons

for man's behavior?

Test for Success Use the steps above and the facts in the following paragraph to draw a conclusion about Plessy v. Ferguson. State your conclusion as X, therefore Y.

In Plessy v. Ferguson (1896) the Supreme Court ruled that racially segregated facilities were constitutional as long as the facilities were "separate but equal. " In 1954 the Court overturned Plessy in Brown v. Board of Education.

xlvii ~

Reading Tables and Analyzing Statistics

People have been collecting and analyzing sta­tistics for a long time. For instance, the cen­sus-the practice of counting people-dates

back at least to ancient Egypt. In our electronic age, collecting and storing data are becoming easier all the time. Therefore, reading and analyzing statistics are now much-needed skills. Use the steps below to help you interpret data tables: 1. Determine the source of the information and decide if the source is reliable. Faulty data produce faulty conclusions, so make sure your sources are accurate, complete, and trustworthy. A disreputable source might be sloppy in its· data-gathering proce­dures, or it might edit out data that doesn't suit its purposes. Published government data are usually considered reliable. Be skeptical about information with an unfamiliar source or no source at all. (a) What is the source of the information in the table below? (b) Is the source reliable? 2. Study the table to determine its purpose. Information is collected for a variety of purposes: to compare and contrast, to show proportions, or to

identify trends over time. What is the purpose of the table below? 3. Identify relationships among the data. Figure out per­centage increases and decrea-ses over time. (a) What ethnic group is expected to have the biggest percent­age increase in population from 2000 to 2030? (b) Is the population of any ethnic group projected to decrease during that time? 4. Draw conclusions. The ethnic groups appear in order from the largest population (white) to the smallest (other) in 2000. (a) Is this ranking expected to change by 2030? (b) From this fact, state a one­or two-sentence conclusion.

Test for Success The number of Hispanic Americans is expected to surpass the number of African Americafls-within several years, making Hispanics the largest minority in the country. Given this fact, and using information from the table, what can you conclude about the size of households of these two groups?

Ethnic Group 2000 2010t 2020t 2030t

White 228,548,000 244,995,000 260,629,000

Black 35,818,000 40,454,000 45,365,000

Hispanic Origin* 35,622,000 47,756,000 59,756,000

Asian American 10,684,000 14,241 ,000 17,988,000

Other** 7,075,000 9,246,000 11,822,000

Total 282,125,000 308,936,000 335,805,000

*Persons of Hispanic Origin may be of a[ly race. **Includes American Indian and Alaskan Native, Native Hawaiian and Other Pacific Islander, and Two or More Races. tProjected

SOURCE: U.S. Census Bureau

xlviii "'--El>~ _. t g~ : g}-.1 0 -.1 -.1 -

L~~ ~ b g= ~.?-g ~ g $--• -='- ~ 0 ,...===---: .ft tn~

275,731,000

50,422,000

73,055,000

22,580,000

14,831,000

363,584,000

C) P\ease turn the page and print peop\e \ivin9 or staying here on

r, j

I

I , I

l I

Drawing Inferences

Drawing inferences means reading between the lines; that is, forming con­clusions that are not stated directly but

are suggested by other facts. For instance, the Queen of England appoints several officials of the Church of England. Knowing that in the United States, Congress and the President have no such powers, you can infer that British tradi­tion does not separate the functions of church and state the way the United States Constitution requires.

Use the following steps to practice drawing inferences from what you read: 1. Find the main idea in a sentence or passage. To find information that is suggested but un­stated in a passage, you have to understand the stated content of the passage. Read the subsection entitled "The Monarchy," on page 62 7. You can state the main idea of the pas­sage by answering these questions: (a) In earlier times, what was the role of the monarchy in Britain? (b) What is the role of the monarchy today? 2. Apply other facts or prior knowledge. You also read that opponents of the monarchy periodically try to have it abolished. You probably know that the monarchy has lasted for more than 1,000 years. This combination of facts should suggest to you certain inferences. What other facts do you know about the popularity of the monarchy that might help you draw inferences? 3. Decide whether the information suggests an unstated fact or conclusion. When you integrate, or combine, this series of facts, it's possible to infer that the majority of Britons still support the monarchy. What can you infer about the role of the monarchy in national unity and stability? Explain.

Test for Success

If you were to read in the news that Britain's government had fallen, what might you be able to infer? Use the knowledge you gain by reading about British elections on page 629.

~ At left, Britain's Queen Elizabeth II waves to crowds from her carriage during the celebration of her 6oth birth­day, in 1986. Below, the nation celebrates the Queen's Silver Anniversary, the 25th year of her reign, in 1977.

xlix

Using Time Lines

Even if you have a fantastic memory, it's diffi­cult to keep a lot of dates in your head in the right order. A time line lets you visualize a

sequence of events so that you can see relationships among dates and events. Often a time line reveals causes and effects as well as events that recur in time.

The time line below presents key events in the presidency of Richard Nixon. Use the steps below to analyze the time line: 1. Identify the time period covered by the time line. The upper time line shown here spans the years of Richard Nixon's presidency, from his first election in 1968 to his resignation in 1974. (a) How many years does the upper time line cover? A secondary time line appears to pop out from the upper line. This lower time line magnifies in detail the events on a certain segment of the upper time line. (b) How many years does the lower time line cover?

Analysis Skills CS1, CS2

2. Determine how the time line is divided. Most time lines are divided into equal periods, or increments, of time: years, decades, or centuries. (a) What incre­ments of time are used in the upper line? (b) What increments are used in the lower line? 3. Study the time line to see how events are related. (a) State what content is shown in the upper time line. (b) State the content of the lower time line. 4. Use the time line to help you draw conclusions about the period you are studying. What do you think happened to Nixon's popularity between his landslide reelection and his resignation? Explain.

Test for Success Construct a time line of your life or the life of someone you know. Make a secondary time line of a particular year or grade in school that shows some details from that period.

Time Line of Nixon's Presidency

November 1968 Nixon wins presidential election.

July 1969 U.S. astronauts land on the moon.

June 17,1972 Five men arrested for breaking into Democratic Party Headquarters in the Watergate building. The burglars had close ties to the White House and to CREEP (Committee to Re-Elect the President).

November 1972 February 1972 Nixon becomes first President to visit China.

Nixon reelected in a landslide.

April 30, 1973

January 1973 U.S. withdraws from Vietnam.

August1973 Judge orders Nixon to hand over secret and incriminating Oval Office tape recordings.

White House counsel John Dean fired after agreeing to testify against Nixon. Other close aides resign.

August1974 Nixon resigns.

March 1,1974 Seven Nixon aides indicted for attempting to cover up the break-in; Nixon named as co-conspirator.

August 9, 197 4 Nixon resigns; Gerald Ford becomes President.

July 27, 1974 House prepares articles of impeachment against Nixon.

r I

r ~

I

~

f

I

l I I

Interpreting Line Graphs

Throughout the 1990s, the world's oil con­sumers enjoyed low petroleum prices. In fact, in the late 1990s, prices when adjusted for

inflation plunged to their lowest levels in decades. Major oil producers in the Middle East and else­where suffered severely from the loss of revenues. In 1999, the producers were finally able to agree on large cuts in oil production. Read about supply and demand on page 661 and use the steps below to interpret the information in Graph A. 1. Identify the type of information presented on the graph. The graph title and the labels on the x axis and y axis tell the meanings of the points and lines on the graph. Look at Graph A and answer these questions: (a) What do the numbers on the x axis (horizontal) and the y axis (vertical) represent? (b) What relationship does the line graph describe? 2. Read the data on the graph. Before studying over­all patterns, look at specific elements of the graph.

GRAPH A World Oil Prices,

1970-2004

For example: (a) What is the maximum cost per barrel of oil that can be shown on this graph? (b) How many years does the graph cover? (c) Why were these dates chosen? 3. Study the data on the graph to draw conclusions. You already know that U.S. oil supplies dropped sharply in the late 1990s. In Chapter 21, you can learn what happens to prices when supplies of a product are reduced. Use this knowledge to draw a conclusion from Graph A. State your conclusion in a sentence or two.

Test for Success In our free-enterprise economy, wages are usually determined not by the government but by what the free market will pay for labor. Wages also follow the laws of supply and demand for labor. Use this knowledge to draw conclusions from Graph B.

GRAPH B Wage Rates, by

Occupation, 1980-2001 40 .-----------------------------------------~ $750 Workers in

35 r-----------~~r-------------------------~

30 r-----------~--~~----------------------~

.. ~ 25 1 ctl ..c

~ ctl 'E 15 1 0

10 r---~~------------------------------~----~

5 ~--~--------------------------------------~

1970 1975 1980

*Figures are not adjusted for inflation.

SOURCE: U.S. Department of Energy

1985 Year

1990 1995 2000

en C> ~

-~ ~ ffio Q)"' >-CX) -en ~en Q) T""

Q) ..... 3: 1ij Q)'ti C>C: ctl 0 .... (,J

~:§.

$700

$600

$500

$400

$300

$200

$100

I I I I "I construction

I 1 1 1 , LD Workers in manufacturing sector

1 1 -"T lr 1 1 All workers Workers in

1 , 1 , 1 ·~ 1 1 service sector

Workers in retail trade

o I I I I I I 1980 1985 1990 1995 2000

Year SOURCE: U.S. Bureau of Labor Statistics

li ~l

Creating a Multimedia Presentation

Maps help to orient your audience

Use written text for lengthy, complex topics

Add realism with audio/video passages

A chalkboards and typewriters make way for omputer and TV monitors, there are many ew ways to tell a story. A "report" can

include written text, maps, charts, photographs, video clips, audio segments, and Web pages. Use these steps to create an exciting presentation: 1. Define your topic. This step determines the success of your project. Multimedia presentations lend themselves to topics that have a variety of aspects or subtopics. Choose carefully. A topic that's too broad-say, "Civil Liberties"-is difficult to cover thoroughly. How might you narrow that topic? 2. Make a "blueprint"-a plan-for your project. Create a blueprint by brainstorming ideas for covering your topic in various media. First, find out what media are available to you. Then make a detailed plan for how you want to tell your "story." Use the form at right as a model. Assign roles to others involved in the project, if needed. Set a deadline for each main task. Why do you think a blueprint is especially helpful for a multimedia presentation? 3. Develop your presentation. Carry out your project plan by doing research, writing scripts, and gathering materials. You may want to collect more material than you'll use. This gives you flexibility in editing and assembling your work. Aim for an accurate, lively, and logical flow of ideas with coordinated visual and audio content.

Create a Web site with quizzes and links

Test for Success

Photographs add visual interest

4. Present your work. The best presentations are interactive in some way. Try to involve your audi­ence in the presentation.

Choose a possible topic for a multimedia presentation, and create a project blueprint.

Iii

r

I ~

r

~

f

Analyzing Maps

M aps bring information to life in a way that words alone cannot. Maps are particular­ly useful to people who grasp concepts

better when they are illustrated. To analyze a map and draw information from it, try these steps: 1.1dentify the purpose of the map. The map shown here is a cartogram. It is a special-purpose map used to present statistics geographically. Here, the origi­nal 13 States are shown not in proportion to their land area, but according to the relative sizes of their populations in 1770. The cartogram intentionally distorts the sizes and shapes of territories in order to compare them visually. Compare this map with the one on page 31. (a) Which States had a large popu­lation for their small physical size? (b) Which States had a rather small population for their large size? 2. Apply prior knowledge to draw conclusions from the map. You may read on page 263 about the debate, ongoing since the nation's founding, over whether to have equal representation in the Senate for every State, regardless of its size or population.

~ Above, engraving of a map of the United States; at right, cartogram of the colonies

Analysis Skill CS3

Knowing this, study the cartogram again. (a) At the nation's founding, which States stood to gain from having equal representation? (b) Which would gain from having representation tied to population? (c) How did the Constitution reconcile this problem?

Test for Success In the library or on the Internet, find a present-day population map of the United States. (a) List three States that would be awarded a large number of senators if they were apportioned according to population size, as in the House of Representatives. (b) List at least three States that would fare poorly with representation by popula­tion in the Senate.

Cartogram: Population of the Thirteen Colonies, 1770

PENNSYLVANIA 240,057

I iii