Regions Chapter 2, Lesson 2: We the People

Transcription

1 Regions Chapter 2, Lesson 2: We the People Everything you need to review and teach a social studies lesson. Print lesson pages, assessment, and practice ancillaries for Chapter 2, Lesson 2 all at once! Lesson Components: Student Edition, pages Test Talk Practice Book, Unit 1 Test Preparation and Practice Quick Study, Lesson Summary and Review Workbook, Lesson Review Assessment Book, Unit 1 Content Test and Skills Test Every Student Learns Lesson Support and Guide Social Studies Plus!: A Hands-On Approach Blackline Master

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12 Name Date Test Talk Living in the United States Directions: Read about time zones. Then follow the directions on pages 2 7. Read a Time-Zone Map Use with Unit 1. 1 Building railroads changed the way You can best understand time zones by 3 2 people used time. Before railroads crossed the country, each town and city set its own time. People would note when the sun was at its highest point in the sky. At that time, people would set their clocks to noon. However, the sun appears to travel across the sky from east to west. So noon would be at a different time in a neighboring area. Having slightly different times in different towns caused trouble for people making train schedules. The railroads came up with a new idea. They would establish time zones. In each time zone, clocks would all be set to the same time. The United States adopted this plan in the 1880s. It is the basic plan we use for setting our clocks today. looking at a time-zone map. A time-zone map shows the boundaries of the time zone across a continent or for the entire Earth. Earth is divided into 24 time zones. Each time zone is an hour behind its neighbor to the east and an hour ahead of its neighbor to the west. Time Zones in the United States Test Talk Practice Book Unit 1 1

13 Name Date Test Talk Strategy 1 Locate Key Words in the Question Directions: Before you can answer a question, you need to understand the question. Follow these steps to understand the question. Read the question. Ask yourself: Who or what is the question about? Words that tell who or what are key words. Circle key words. Look for and circle other key words. Often question words and other important words are key words. Turn the question into a statement using key words. Follow this model: I need to find out. Use with Unit 1. Learn Read the question. Circle the key words and complete the sentence. 1. When did the United States adopt the plan for time zones? A in 1824 B in the 1880s C in the 1980s D in 1776 Circle key words. I need to find out when the United States adopted the plan for time zones. Turn the question into a statement using key words. Try It Read each question. Circle the key words and complete each sentence. 2. What does a time-zone map show? A a railroad schedule B the boundaries of railroad lines C the boundaries of the time zones D the regions where the sun is the highest I need to find out 3. Into how many time zones is Earth divided? Use details from the text to support your answer. I need to find out 2 Unit 1 Test Talk Practice Book

14 Name Date Test Talk Strategy 2 Locate Key Words in the Text Directions: You can also understand a question by thinking about where you need to look for the answer. Follow these steps to understand the question. Read the question. Look for and circle key words in the question. Look for and circle key words in the text that match key words in the question. Decide where to look for the answer. Use with Unit 1. To find the answer, you may have to look in one place in the text. The answer is right there in the text. To find the answer, you may have to look in several places in the text. You have to think and search for information. To find the answer, you may have to combine what you know with what the author tells you. The answer comes from the author and you. Learn Read the question. Circle the key words and complete the sentence. 1. Based on paragraph 1, how did towns and cities set their time before time zones? Use details from the text to support your answer. Try It I found the answer in paragraph 1, sentences 2 4. Read each question. Circle the key words and complete each sentence. 2. Based on paragraph 3, what does a time-zone map show? A a railroad schedule B the boundaries of railroad lines C the boundaries of the time zones D the regions where the sun is the highest I found the answer in Look for and circle key words in the question. Look for and circle key words in the text that match key words in the question. The question asks how time was set before time zones. You will have to look in one place in the text for information. 3. Into how many time zones is Earth divided? Use details from the text to support your answer. I found the answer in Test Talk Practice Book Unit 1 3

15 Name Date Test Talk Strategy 3 Choose the Right Answer Directions: Use this strategy for a multiple-choice question in which you need to choose the best answer. Follow these steps to answer a multiple-choice question. Read the question. Read each answer choice. Rule out any choice you know is wrong. Go back to the text to rule out other choices. Mark your answer choice. Check your answer by comparing it with the text. Use with Unit 1. Learn Cross out any choice you know is wrong. Next, go back to the text to rule out any other choices. Then mark your answer choice. 1. When did the United States adopt the plan for time zones? A in 1824 B in the 1880s C in the 1980s D in 1776 You will have to look in one place in the text. Rule out the incorrect choices. Choose answer B because the text supports this choice. Try It Cross out any choice you know is wrong. Next, go back to the text to rule out any other choices. Then mark your answer choice. 2. What does a time-zone map show? A a railroad schedule B the boundaries of railroad lines C the boundaries of the time zones D the regions where the sun is the highest 3. Into how many time zones is Earth divided? A 24 B 60 C one for every place where the sun shines D 12 4 Unit 1 Test Talk Practice Book

16 Name Date Test Talk Strategy 4 Use Information from the Text Directions: A question may tell you to support your answer with details from the text. If it does, then you must include information from the text. Follow these steps to answer such questions. Read the question. Look for and circle key words in the question. Make notes about details from the text that answer the question. Reread the question and your notes. If details are missing, go back to the text. Use with Unit 1. Learn Use information from the text to answer the question. 1. How did towns and cities set their time before time zones? Use details from the text to support your answer. Try It My Notes: railroads, changed way, people, used time, towns and cities, note sun highest, set clocks, noon My Answer: Before time zones, town and cities set their own time. People would note when the sun was the highest. Then they would set their clocks to noon. Look for and circle key words in the question. The question asks you to tell the ways towns and cities set their time before time zones. Read the text and make notes about how towns and cities used to set their time. Reread the question and cross out any notes that do not apply to the question. Answer the question in your own words. Use information from the text to answer the question. 2. What does a time-zone map show? Use details from the text to support your answer. My Notes: My Answer: Test Talk Practice Book Unit 1 5

17 Name Date Test Talk Strategy 5 Use Information from Graphics Directions: A question may ask you about a map or tell you to support your answer with details from a map. If it does, then you must include information from the map. Follow these steps to answer questions about the map. Read the question. Look for and circle key words in the question. Use what you know to analyze the map. Use details from the map to answer the question. Use with Unit 1. Learn Look at the map on page 1. Use information from the map to answer the question. 1. Based on the map, how many time zones does the United States have? Use details to support your answer. Look for and circle key words in the question. To find the answer, I will look at the time zones in the United States, including Alaska and Hawaii. My Answer: The United States has six time zones. Look at page 1. Analyze the map. Use details to answer the question. Try It Look at the map on page 1. Use information from the map to answer the question. 2. Based on the map, in what time zone is Washington, D.C.? Use details to support your answer. To find the answer, I will My Answer: 6 Unit 1 Test Talk Practice Book

18 Name Date Test Talk Strategy 6 Write Your Answer to Score High Directions: A question may tell you to write an answer. Follow these steps to write a correct, complete, and focused answer. Read the question. Make notes about details that answer the question. Reread the question and your notes. If details are missing, go back to the text. Begin your answer with words from the question. Include details from your notes. Check your answer. Ask yourself: Is my answer correct? Are some details incorrect? Is my answer complete? Do I need to add more details? Is my answer focused? Do all my details help answer the question? Use with Unit 1. Learn Examine this sample done by an imaginary student named Claudia. Analyze Claudia s work. Cross out incorrect or unfocused information. What should she do to score higher? 1. Why were time zones established? Use details from the text to support your answer. Claudia s Notes: different times, trouble, people in towns make time zones, U.S. adopted plan, 1880s Claudia s Answer: Different times in different towns caused trouble making train schedules. So the people in towns established time zones. The United States adopted the plan in the 1880s. To score higher, Claudia needs to replace people in towns with railroads, and cross out information about when time zones were adopted. Claudia circled key words in the question. Claudia s notes are incorrect. Claudia s notes include unfocused information. Try It Examine this sample done by an imaginary student named Josh. Analyze Josh s work. Cross out incorrect or unfocused information. What should he do to score higher? 2. How is Earth divided into time zones? Use details from the text to support your answer. Josh s Notes: map shows boundaries of time zones; Earth, 24 time zones, hour behind to west, hour ahead to north Josh s Answer: To understand time zones, look at a time-zone map. Earth is divided into 24 time zones. Each time zone is an hour ahead the zone to the west and an hour behind of the zone to the north. To score higher, Josh needs to Test Talk Practice Book Unit 1 7

19 Name Lesson 2: We the People Vocabulary Date Lesson 2 Summary Use with pages government the rules, or laws, of a country and the people who run the nation republic a type of government in which leaders are elected represent to make decisions for others democracy a form of government in which every citizen has a right to take part citizen an official member of a country Constitution the document that sets forth the plan for U.S. government federal a system of government in which the national and state governments share power legislative branch the part of the government that makes laws Capitol the building where the U.S. Congress meets executive branch the part of the government in charge of carrying out laws White House the building where the President of the United States lives and works judicial branch the part of the government that makes sure laws follow the Constitution Supreme Court the highest court of the United States amendment a change to the Constitution Bill of Rights the first ten amendments to the Constitution A Government for the People The government often does important jobs for us. The United States is a republic. Its leaders are elected. The leaders represent, or make decisions for, the people who elect them. The United States is also a democracy. All citizens have the right to take part in government. Government by the People The Constitution of the United States of America describes the parts of government and how the government works. There are three levels of government in the United States. Local governments offer services to communities. State governments pass many laws. The people of each state set up their state government. The government of our entire country is the national government. We have a federal system of government. This means that the state and national governments share power. The Three Branches of Government The national government of the United States has three branches. The legislative branch makes laws. Congress is the legislative branch. Congress has the Senate and the House of Representatives. Congress meets in a building called the Capitol. The executive branch carries out the nation s laws. The President leads this branch. The President lives and works in the White House. The judicial branch decides whether the laws follow the Constitution. The Supreme Court is the highest court in the judicial branch. The Flexibility of the Government The government can be changed by laws and amendments. Amendments are changes to the Constitution. Amendments are passed by Congress. Amendments must also be approved by most states. The Bill of Rights, the first ten amendments, gives citizens certain freedoms. 10 Unit 1, Chapter 2, Lesson 2 Summary Quick Study

20 Name Date Lesson 2 Review Lesson 2: Review Use with pages Summarize On a separate sheet of paper, make a chart like the one below. Use it to summarize the government s two other branches. Makes laws Includes House and Senate legislative branch 2. What is the United States Constitution, and why is it important? 3. Describe each of the three levels of government. 4. How can the Constitution be changed? 5. Critical Thinking: Draw Conclusions The United States Constitution was written in Since then, there have been fewer than 30 amendments to the Constitution. What does this say about the Constitution as a plan for government? Quick Study Unit 1, Chapter 2, Lesson 2 Review 11

21 Name Date Lesson Review Lesson 2: We the People Directions: Complete the following fact sheet about government in the United States. You may use your textbook. U.S. Government Fact Sheet Name of country: Type of government: How government is run: Citizens: Leaders: Use with Pages Written plan of government: How laws can be changed: Number of levels of government: Level One Top Official: Responsibilities: Level Two: Top Official: Responsibilities: Level Three: Top Official: Responsibilities: Three branches of national government: Notes for Home: Your child learned about levels of government in the United States and the role elected officials play at each level. Home Activity: With your child, research and identify the names of the local, state, and national officials elected to represent you. Write them on a sheet of paper. 10 Lesson Review Workbook

22 Name Date Chapter 2 Test Chapter 2 Test Part 1: Content Test Directions: Fill in the circle next to the correct answer. Lesson Objective (1:1) 1. According to some scientists, how did the first Americans arrive in North America? a They sailed from Europe with Christopher Columbus. b They slowly migrated from South America. c They walked from Siberia to Alaska across the Bering Strait. d They sailed from Africa in search of riches. Lesson Objective (1:2) 2. Which of the following is NOT a reason why explorers and settlers came to North America? a spread Christianity b develop varied cultures c find gold and riches d claim land for their rulers Lesson Objective (1:2) 3. What was the purpose of Christopher Columbus s first voyage to North America? a find a short route by sea to Asia b spread Christianity c trade goods with Native Americans d claim land for the United States Lesson Objective (1:3) 4. Which is NOT a way that new territory was added to the United States? a The U.S. took lands from Mexico and Canada after the Mexican War. b Florida was purchased from Spain. c The U.S. purchased the Louisiana Territory from the French. d Britain gave up the Oregon Territory. Lesson Objective (1:3) 5. How did the United States expand its territory from the Atlantic to the Pacific Oceans? a conquering Mexican forces that controlled all the land b making maps of the lands explorers discovered c signing treaties, buying lands, and fighting wars d trading lands with other countries Lesson Objective (2:1) 6. What is the Constitution? a nation s highest court b building where the President lives c United States Capitol d written plan for the nation s government Lesson Objective (2:2) 7. At which level of government do voters elect a mayor? a local b state c national d federal Lesson Objective (2:3) 8. Which branch of government makes the nation s laws? a executive b legislative c judicial d state Assessment Book Unit 1, Chapter 2 Test 5

23 Name Date Chapter 2 Test Lesson Objective (2:3) 9. Which of the following is the head of the executive branch of government? a Congress b the President c Supreme Court d House of Representatives Lesson Objective (2:4) 10. How can the United States Constitution be changed? a in local elections b by Supreme Court justices c by an amendment passed by the President d by an amendment approved by the states Lesson Objective (3:1) 11. What is one way a person can become a citizen of the United States? a being born in the United States b getting a passport and traveling c paying taxes and voting d promising to live in this country Lesson Objective (3:2) 12. Which is NOT a service that is paid for by taxes? a maintaining roads b making new parks c building schools d buying school supplies Lesson Objective (3:3) 13. Which of the following is NOT a responsibility of all U.S. citizens? a paying taxes b obeying laws c working for the federal government d serving on a jury Lesson Objective (3:3) 14. Which of the following is NOT a responsibility of U.S. children? a learn how the U.S. government works b vote c learn about the history of the United States d be educated Lesson Objective (3:4) 15. Why is it important for Americans to vote? a It helps them stay informed about current events. b It is the only way that citizens can participate in government. c It makes sure that the government represents the will of the people. d It is a requirement to live in this country. 6 Unit 1, Chapter 2 Test Assessment Book

24 Name Date Chapter 2 Test Part 2: Skills Test Directions: Use complete sentences to answer questions 1 5. Use a separate sheet of paper if you need more space. 1. Who were the first Americans? Summarize 2. What effects of immigration can be seen in the United States? Cause and Effect 3. In what ways do United States citizens make sure the government represents the will of the people? Make Inferences Assessment Book Unit 1, Chapter 2 Test 7

25 Name Date Chapter 2 Test 4. In what way is the United States government flexible? Draw Conclusions 5. What might happen if all Americans ignored their responsibilities as citizens? Hypothesize 8 Unit 1, Chapter 2 Test Assessment Book

26 Chapter 2, Lesson 2 We the People Use with pages Activate Prior Knowledge If possible show pictures of the President, the Senate, the White House, and a local government office or official. Tap students prior knowledge and experiences by discussing the idea of government. Ask: Do you ever want to be the President of the United States? Why? Who is the President of the United States now? What does this person do? What do you know about the United States government? Build Background democracy In this lesson students learn how the republic of the United States is a representative democracy. To build background for this concept, have them think about what democracy is by asking the questions below. List student responses in a word web. Ask: What do you think the word democracy means? If a country is democratic, are people allowed to vote? How can you tell our nation is democratic? fair say what you think elections freedoms democracy people allowed to vote leaders Congress 18 Unit 1, Chapter 2, Lesson 2 Every Student Learns

27 Chapter 2, Lesson 2 Access Content Use with pages Preview the Lesson Read aloud the Focus on the Main Idea sentence on page 46. Then ask the questions below. Suggested Questions: Who do you think We the People are? Do you recognize this phrase from anywhere? How do people participate in government? Why do people in the United States vote? Picture Walk Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 What do you think the section heading A Government for the People might mean? Why do you think so? How does this picture relate to the section heading? Read aloud the captions for the diagram. Local refers to the town or community you live in. State refers to one of the fifty states of our country. National refers to our country as a whole. All three of these levels are run by citizens. Which level of government would you deal with if you wanted to put up a new stop sign in your town? Read the captions in the diagram. The executive branch is run by the President, who lives in the White House. The legislative branch helps make laws, and this work is done mainly in the Capitol building. The judicial branch refers to the court system. That s why the Supreme Court Building is shown. What do you think the word branches in the section heading means? What do you know about judges? What do judges do? What do you think the Supreme Court does? This picture shows the members of Congress meeting. Congress makes new laws for the country. What kinds of situations do you think members of Congress discuss when they meet? My Lesson Guide Have students write the title of each level of government in their social studies notebooks. As they read, have students fill in the duties of each level of government under its title. Show them how these notes will help them complete My Lesson Guide. Every Student Learns Unit 1, Chapter 2, Lesson 2 19

28 Name My Lesson Guide Date Chapter 2, Lesson 2 Use with pages Directions: Complete the chart using the details below. usually run by a mayor or village president run by the President of the United States run by governors make laws that affect daily living decisions must be approved by Congress provide police and fire protection Level of Government Details national state local Talk About It Work with a partner. Discuss which branch of the United States government you would like to work in the executive branch, the legislative branch, or the judicial branch. Explain your choice. Notes for Home: Your child learned how the United States government works. Home Activity: Ask your child to tell you what an amendment is. 20 Unit 1, Chapter 2, Lesson 2 Every Student Learns

29 Extend Language In this Extend Language students learn about suffixes. Tell students that a suffix is a word part added to the end of a word to change the word s meaning. Chapter 2, Lesson 2 Use with pages The government is made up of the rules, or laws, that we follow and the people who run our country. page 47 government What part of speech is government? (noun) Break the word government down. (govern, -ment) What does govern mean? (to rule) What part of speech is govern? (verb) Explain that adding the suffix -ment often changes a verb into a noun. Write this sentence on the board: They will amend the Constitution. What part of speech is amend? (verb) What new word is formed when we add the suffix -ment to amend? (amendment) What part of speech is amendment? (noun) With a partner, think of some other nouns that end with the suffix -ment. (announcement, management) Government: the rules, or laws, that we follow and the people who run the country Root: Old French governer meaning govern Other nouns that end with the suffix -ment: enjoyment, entertainment, judgment Verb Suffix Noun govern -ment government amend -ment amendment announce -ment announcement manage -ment management Conversation Starter Read students the following sentences from page 48: The power of our government does not come from government leaders. It comes from citizens who elect those leaders. Ask students to tell you what they think these sentences mean. Then ask: How does voting give people power? What are some things people can do because they have the power to vote? Every Student Learns Unit 1, Chapter 2, Lesson 2 21

30 Name Date The Responsibility Game Students are to fill in the blanks to complete each sentence, then cut the cards apart. To play the Responsibility Game, students pick a card and name a responsibility of the person on that card. If a student can t think of a responsibility, the other players are responsible for helping! Be a responsible Be a responsible.. Be a responsible Be a responsible.. Be a responsible Be a responsible.. Social Studies Plus! Unit 1 Blackline Master 23