Planning Guide

Key to Ability Levels Key to Teaching Resources BL Below level AL Above level Print Material Transparency OL On level ELL English CD-ROM or DVD Language Learners

Levels Chapter Section Section Section Section Chapter BL OL AL ELL Resources Opener 1 2 3 4 Assess FOCUS BL OL AL ELL Section Focus Transparencies 14-1 14-2 14-3 14-4

TEACH BL OL ELL Reading Essentials and Study Guide p. 149 p. 152 p. 156 p. 159 (and Answer Key) BL OL ELL Guided Reading Activities p. 50 p. 51 p. 52 p. 53 BL OL ELL Vocabulary Activities p. 14 BL OL AL ELL Chapter Summaries BL OL American Biographies p. 65 BL OL AL ELL Cooperative Learning Activities OL AL ELL Government Simulations and Debate BL OL AL ELL Historical Documents and Speeches p. 14 BL OL AL ELL Interpreting Political Cartoons BL OL ELL Skill Reinforcement Activities p. 14 BL OL AL ELL Source Readings p. 14 BL OL Supreme Court Case Studies p. 27 pp. 115, 121 BL OL AL ELL Participating in Government Activities p. 27 BL OL ELL Spanish Declaration of Independence ✓✓✓✓✓✓ and U.S. Constitution BL OL AL ELL NGS World Atlas, Spanish ✓✓✓✓✓✓ BL OL AL ELL Unit Overlay Transparencies, ✓✓✓✓✓✓ Strategies, and Activities BL OL ELL Making It Relevant Transparencies ✓✓✓✓✓✓

BL OL AL ELL High School Writing Process Transparencies, Strategies, and ✓✓✓✓✓✓ Activities BL OL AL American Art & Architecture Transparencies, Strategies, ✓✓✓✓✓✓ and Activities ✓ Chapter- or unit-based activities applicable to all sections in this chapter

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386 A_D_C14_890908.indd 386A 3/17/09 5:09:41 PM Planning Guide

• Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily • Fully editable blackline masters assignments • Chapter Spotlight Videos Launch • Standards tracking system

Levels Chapter Section Section Section Section Chapter BL OL AL ELL Resources Opener 1 2 3 4 Assess TEACH (continued) BL OL American Music: Hits Through ✓✓✓✓✓ ✓ History BL OL ELL Reading Strategies for the Social ✓✓✓✓✓ ✓ Studies Classroom ELL English Language Learner ✓✓✓✓✓ ✓ Handbook BL OL ELL Writer’s Guidebook for Social ✓✓✓✓✓ ✓ Studies BL OL AL ELL Living Constitution, SE ✓✓✓✓✓ ✓ BL OL AL ELL Living Constitution, TAE ✓✓✓✓✓ ✓ BL OL NGS World Atlas, English ✓✓✓✓✓ ✓ BL OL ELL The Constitution and You ✓✓✓✓✓ ✓ (poster set) BL OL AL ELL Spanish Chapter Summaries BL OL AL ELL Spanish Vocabulary Activities BL OL ELL Spanish Reading Essentials and p. 149 p. 152 p. 156 p. 159 Study Guide (and Answer Key) BL OL AL ELL PresentationPlus! with ✓✓✓✓✓ ✓ MindJogger CheckPoint ASSESS BL OL AL ELL ExamView® Assessment Suite 14-1 14-2 14-3 14-4 Ch. 14 BL OL AL ELL Authentic Assessment with Rubrics p. 21 p. 21 BL OL AL ELL Section Quizzes and Chapter Tests p. 169 p. 170 p. 171 p. 172 pp. 173–180 BL OL AL ELL Spanish Section Quizzes and Tests p. 169 p. 170 p. 171 p. 172 pp. 173–180 CLOSE BL ELL Reteaching Activities BL OL AL ELL StudentWorks™ Plus with Audio ✓✓✓✓✓ ✓ Summaries BL OL ELL Graphic Organizer Transparencies ✓✓✓✓

BL OL ELL High School Government Reading p. 57 p. 57 p. 57 p. 57 and Study Skills Foldables®

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386 A_D_C14_890908.indd 386B 3/17/09 5:09:46 PM Integrating Technology

Teach With Technology

What is a Self-Check Quiz? • view their results immediately A Self-Check Quiz is a set of 10 or more multiple-choice • view the correct answers questions that assess student comprehension of the • e-mail their results to you or themselves chapter. • receive feedback on each question for where students How can a Self-Check Quiz help my can go to review topics they missed or had trouble students? answering A Self-Check Quiz is a quick and easy way for students to Visit glencoe.com and enter a ™ code to go check how much they have learned and identify areas to a Self-Check Quiz. needing improvement. It allows students to:

You can easily launch a wide range of digital products Visit glencoe.com and enter ™ code from your computer’s desktop with the McGraw-Hill USG9085c14T for Chapter 14 resources. Social Studies widget. Student Teacher Parent Media Library • Student Edition Section Audio ●● • Chapter Spotlight Videos ●●● United States Government Online Learning Center (Web Site) • Chapter Overviews ●●● • Multilingual Glossaries ●●● • Study-to-Go ●●● • Student Web Activities ●●● • Self-Check Quizzes ●●● • Online Student Edition ●●● • Vocabulary eFlashcards ●●● • Web Activity Lesson Plans ● • Vocabulary PuzzleMaker ●●● • Landmark Supreme Court Cases ●●● • Beyond the Textbook ●●●

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386 A_D_C14_890908.indd 386C 3/17/09 5:09:51 PM Additional Chapter Resources

Reading List Generator CD-ROM • Timed Readings Plus in Social Studies helps Use this database to search more than 30,000 titles to create students increase their reading rate and fluency while a customized reading list for your students. maintaining comprehension. The 400-word passages are similar to those found on state and national • Reading lists can be organized by students’ reading level, assessments. author, genre, theme, or area of interest. • Reading in the Content Area: Social Studies • The database provides Degrees of Reading Power™ (DRP) concentrates on six essential reading skills that help and Lexile™ readability scores for all selections. students better comprehend what they read. The • A brief summary of each selection is included. book includes 75 high-interest nonfiction passages written at increasing levels of difficulty. Leveled reading suggestions for this chapter: • Reading Social Studies includes strategic reading • Choice: A Tribute to Dr. Martin Luther King, Jr., instruction and vocabulary support in Social Studies by Alice Walker content for ELLs and native speakers of English. • Pathways to Freedom, by Edwin D. Hoffman www.jamestowneducation.com • Telephone Conversation, by Wole Soyinka Review suggested books before assigning them.

Economics Connection Personal Finance Literacy Financial Aid Tips • Begin searching for financial aid sources as early as the junior Education: A Jumpstart for Your Future year of high school. Remind students that, besides its other benefits, a college • Students must contribute about one-third of their savings education is an economic advantage. The average college toward tuition, so they should use savings to pay down as graduate earns 60 to 80 percent more over a lifetime than much credit card debt as possible before applying for a high school graduate. financial aid. The choice of a college is important and should be based on • To apply for state or federal government grants, scholarships, finances; career goals (some schools are better in certain fields); and loans, students should get the Free Application for location (out-of-state tuition is higher than in-state tuition); and Federal Student Aid (FAFSA) form, available online and in income potential of the career (high-paying careers justify more libraries. expensive schools). • For most aid, students need: proof of income—theirs and parents’ or guardians’; family assets and expenses; number Students can cut college costs by taking advanced placement of college students in the family; a high school transcript. classes in high school, scoring high on the College-Level Examination Program test, or attending an in-state school. Financial aid is available to most students, based on need, merit, or membership (theirs or a parent’s) in certain groups— Students are not expected to pay back the principal on military, churches, or others. Students should apply for all types college loans until after they leave school, but interest on of aid for which they’re eligible. some loans accumulates while they’re still in school.

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386 A_D_C14_890908.indd 386D 3/17/09 5:09:57 PM INTRODUCING CHAPTER 14

Chapter Audio Spotlight Video Essential Question

The United States has been shaped by waves of immigrants from all around the world. Our rights of citizenship come from the Constitution.

To generate student interest and provide a springboard for class discussion, access the Chapter 14 Video at glencoe.com or on the video DVD.

Dinah Zike’s Foldables are three-dimensional, interactive graphic organizers that help students practice basic writing skills, review key vocabulary terms, and identify main ideas. Have students complete this chapter’s Foldable activity or Essential Question activities in Dinah Zike’s Reading and Study Skills How has the United States been Foldables booklet. OL shaped by its immigrant history, and how do we determine the rights of citizenship?

Chapter Overview Visit glencoe.com and Visit glencoe.com and enter ™ code USG9822c14 for an ▲▲ ™ Dr. Martin Luther King, Jr., during the enter code overview, a quiz, and other chapter resources. March on Washington, August 28, 1963 USG9085c14T for Chapter 14 Resources including Chapter Overview, Student Web Activity, Self-Check Quiz, and 386 other materials for students and teachers. Launching the Chapter 386_391_U5C14S1_879982.indd 386 11/3/08 10:52:08 AM Identifying Points of View Ask students • a worker who claims to have been overlooked to keep a series of journal entries throughout for a promotion because of affirmative action this chapter, noting their thoughts as they • an American who is trying to prove intent to place themselves in the following roles: discriminate • an illegal alien or refugee who desires Students may share their entries if they want to citizenship or use the comments as an informal study guide. • an African American who was denied Essential Question: What is the meaning citizenship prior to ratification of the of citizenship? (Prompt students to consider Fourteenth Amendment both the rights and the duties of citizenship.) OL

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386_391_C14S1_890908.indd 386 3/17/09 5:10:54 PM SECTION 1 CHAPTER 4,14, SECTION SECTION 1 1 A Nation of Immigrants Focus Reader’s Guide Content Vocabulary Academic Vocabulary Reading Strategy Bellringer ★ amnesty (p. 390) ★ symbol (p. 387) As you read, use a chart like the one below to track changes Section Focus Transparencies ★ alien (p. 391) ★ formula (p. 389) in American immigration policy. ★ ★ 14-1 resident alien (p. 391) shift (p. 389) Major Immigration Legislation Basic Features of Law ★ nonresident alien (p. 391) 1886 Chinese Exclusion Act Restricted Chinese immigration, Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWERS 1. For 1964: Great Britain, Germany, and Italy; None are shown ★ barred citizenship UNIT 2. For 1964: None are shown; For 2006: India, China, Philippines, enemy alien (p. 391) 5 SECTION FOCUS Vietnam, and Korea 3. It made up 2.4% more in 2006, than it did TRANSPARENCY 14-1 in 1964 Immigration Act of 1924 ★ refugee (p. 391) Immigration, 1964 and 2006 1 What European countries 2 What Asian countries 3 How did immigration ★ are shown on the graph are shown on the graph from Mexico in 1964 undocumented for 1964? for 2006? for 1964? for 2006? differ from immigration from Mexico in 2006? alien (p. 391) Immigrants Admitted by Country of Birth Countries with 3 percent or more of the total 1964 2006 Total 292,248 Total 1,122,373

Korea 2.4% Mexico Canada Mexico 12% Great Britain 14.4% Cuba 18% 9% 3.2% Issues in the News China 6.2% Germany All Other 55.5% 8% Philippines All Other 41% 5.4% West Indies Vietnam 8% 2.9% India Italy 7.5% n November 2007, the Department of Homeland Security 4% Dominican Republic 2.5% I(DHS) was ahead of schedule in building a 12 to 15-foot-tall Source: Statistical Abstract of the United States steel fence to stop people from crossing the Mexican border illegally. Political pressure to “fast-track” the project led DHS to make an unusual land swap with the U.S. Fish and Wildlife Ser- vice. Environmentalists criticized the fence because it disrupted the habitat of jaguars and pygmy owls. “This is another example Reader’s Guide of the federal government riding roughshod over America’s Answers to Graphic: treasured lands and legal process in its rush to complete a highly ineffective and controversial border wall,” one critic said. ▲▲The border fence between the United Immigration Act of 1924: States and Mexico lowered number of immigrants admitted annually; established the national origins system. ew American symbols are as beloved as the Coast. Between 1815 and 1914, waves of Germans, Statue of Liberty, who holds aloft her torch to Irish, Italians, Russians, and other Europeans Immigration Reform Act of Fwelcome the “huddled masses yearning to arrived. Most of the immigrants settled in large 1965: abolished national origins breathe free.” Yet the fence project sets a different cities, especially in the Northeast and Midwest. system; gave preference to mood. Because many Americans are concerned At different periods, Americans have opposed about the number of undocumented immigrants, new waves of immigrants and worried about how family members and skilled they worry about immigration overall and how it they would affect their world. Sometimes religious workers and professionals. may change the society they know. prejudice was involved. Beginning in the 1840s, Immigration Reform and Con- when Catholics from Ireland began to arrive in large numbers, many urged Congress to restrict trol Act of 1986: amnesty for Immigration Policy immigration. Catholics were said to be loyal only undocumented immigrants who For much of our history, Americans have cher- to the pope, not to the American Republic. arrived before 1982, established ished the belief that we are a nation of immi- In the 1960s, Latinos and Asians began to make penalties for employers who grants—a melting pot of many ethnicities and up a big percentage of the immigrant population. races. It might be said that the first immigrants Latinos, who can be of any race, have become the knowingly hire illegal workers. were the nomadic people who crossed the land largest group of immigrants. This is partly because bridge between Asia and Alaska in prehistoric the term Latino covers immigrants from many times. Much later, the Spanish populated the countries—Mexico, Cuba, and all the countries of Southwest, while the British settled along the East Central and South America. Resource Manager CHAPTER 14: Citizenship and Equal Justice 387

R Reading C Critical D Differentiated W Writing S Skill 386_391_U5C14S1_879982.indd 387Strategies Thinking Instruction 11/25/08Support 10:12:52 AM Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Academic Vocabulary, • Making Connections, • Kinesthetic, p. 391 • Personal Writing, • Charting Information, p. 390 p. 388 p. 389 p. 389 Additional Resources • Persuasive Writing, Additional Resources Additional Resources • Foldables, p. 57 p. 390 Additional Resources • Guid. Read. Act., p. 50 • Read. Essen., • Hist. Docs. and • Quizzes/Tests, p. 170 pp. 149–151 Additional Resources Speeches, p. 14 • Authentic Assess., p. 21

386_391_C14S1_890908.indd 387 3/17/09 5:11:00 PM time that some American firms are exporting, or CHAPTER 14, SECTION 1 Immigration to the United States outsourcing, jobs to India and China. Technology and the Internet have also presented new chal- Immigration by Region, 2006 lenges for economic competition in the world. South America Teach 10.8% North America Europe Early Restrictions and Central America 12.9% The Constitution clearly gives Congress the power 32.7% to make immigration policy. Early in the nation’s his- Critical Thinking Africa Asia tory, Congress declared a preference for immigrants 33.3% Answer: about 399,600 9.2% from Europe. In 1790, it passed a law defining who Oceania could become a citizen if a person was not born here: (includes Citizenship was possible only for someone who was Australia) less than 1% * In 2006 about 1.2 million people “a free white person.” As that term was then under- were classified as legal immigrants. stood, this barred any African or Asian immigrant C Critical Thinking C Unauthorized Immigration, 2005 from becoming a citizen. After the Civil War, this law was revised to allow people born in Africa to Making Connections Ask: Top Ten States Immigrants become citizens, but Asian immigrants were still Why did these states attract so California 2,770,000 excluded from citizenship. many unauthorized immigrants? Texas 1,360,000 The first major law on immigration was passed (Answers might include: available Florida 850,000 in the late 1800s. Since then, several stages of immi- New York 560,000 jobs, established presence of many gration policy have occurred. In 1882 Congress Illinois 520,000 passed the first major law that barred entrance to immigrants, lax enforcement of Arizona 480,000 specific groups because the California Gold Rush immigration laws.) OL Georgia 470,000 and railroad building had attracted many immi- New Jersey 380,000 grants. Of the men who built the Central Pacific North Carolina 360,000 Railroad, the vast majority were Chinese. By the Nevada 240,000 1870s, Chinese workers made up almost half of the Source: U.S. Census Bureau, Statistical Abstract of the United States, 2008. workforce in San Francisco. In the 1800s anti-Catholic San Franciscans and other Californians began prejudice was strong. Many Critical Thinking to rally against the Chinese. According to one account at the time, white American miners: Protestants thought Catholi- About how many See StudentWorks™ Plus were Asian? cism was incompatible with or go to glencoe.com. “ . . . accused them of stealing their wealth. American values. In 1894 the They boldly asserted that California’s gold American Protective Associ- belonged to them. The cry of ‘California ation, an anti-Catholic organi- for the Americans’ was raised and taken Today immigration is again a major political up on all sides. ” zation, declared: “We unite to issue, but the concerns are somewhat different. —from The Story of California (1924) protect our country and its free The big difference is that now many undocumented institutions against the secret, immigrants are living here—perhaps 12 million in In 1882 Congress responded by passing the intolerant, and aggressive 2008. A second reason is terrorism. Remembering Chinese Exclusion Act. It said that no Chinese the attacks of September 11, 2001, Americans are laborer could enter the United States for 10 years. efforts that are persistently more nervous about the fact that so many people (Chinese professionals were still allowed to immi- being set forth by . . . [the Cath- can enter the country illegally. Finally, the issue has grate.) Renewed several times, the act was in force olic Church] to control the gov- become more prominent because significant num- until World War II. In that conflict, China was an ernment of the United States bers of immigrants are moving to states like Iowa, American ally and Congress repealed the law. Montana, and North Carolina. These states do not One of the heaviest periods of immigration in and destroy our blood-bought have a long experience with immigrants and tend American history came between 1880 and 1920 civil and religious liberty.” to be more fearful about how immigrants may when some 25 million immigrants arrived. Most change their communities. Competition for jobs came from the countries of Southern and Eastern has always driven fears of immigrants, but today Europe—parts of the world that were unfamiliar we face new challenges in a global economy. We to many Americans. They saw these new immi- Additional are importing more than we export at the same grants as very different from themselves. Support 388 UNIT 5: Liberty and Justice for All

Activity: Collaborative Learning 386_391_U5C14S1_879982.indd 388 11/19/08 1:26:25 PM Producing a Documentary Organize subjects, conducting and taping the inter- students into small groups to research and views, preparing background research about produce a videotaped documentary about the various countries and cultures represented, immigrant groups. Have group representatives creating visuals to clarify the information, plan together what immigrant groups they choosing appropriate music, narrating the want to study, what information they want to documentary, and so on. Another meeting of gather, and what kind of presentation they group representatives, for sharing ideas, can want to prepare. Within each group, students help each group polish its video. When the should delegate tasks such as preparing documentaries are completed, have students interview questions, contacting interview present them. BL 388

386_391_C14S1_890908.indd 388 3/17/09 5:11:06 PM National Origins Quota System Hemisphere (Canada, Mexico, and Central and CHAPTER 14, SECTION 1 In 1924 Congress took a more drastic step. The South America). Immigration Act of 1924 introduced a quota The family preference system gave top priority system by country: Each country’s immigrants to unmarried children of U.S. citizens. After that, were limited to 2 percent of foreign-born residents preference was given to (1) husbands, wives, and S Skill Practice from that country listed in the U.S. Census of 1890. unmarried children of permanent residents; This formula favored groups that had been in the (2) doctors, lawyers, scientists and other profes- Charting Information To help United States for a long time. For example, Great sionals; (3) married children of U.S. citizens; students understand the long- Britain would have a high quota because there (4) siblings of U.S. citizens; (5) workers whose term impact of the Immigration occupations are needed; and (6) refugees. Some were many British-born residents in the United Reform Act of 1965, provide them States in 1890. By contrast, the Italian quota would analysts say that the emphasis on reuniting fami- be low because Italians only began migrating to lies meant the annual limits were being filled by with statistics on the immigrant the United States in large numbers in the late immigrants bringing in their relatives, so others population in 1960 and the 1800s. During the next 40 years, immigration did not have much chance to immigrate. immigrant population in later dropped sharply. Immigration Reform and years. Then, have students create Immigration Reform Act of 1965 Control Act of 1986 graphs or charts showing country The next major policy shift was inspired largely President Ronald Reagan’s Immigration and of origin, number of immigrants, by the civil rights movement and its ideal of equal- Reform Control Act (IRCA) had a dual purpose. and so forth. The information ity and social justice. In 1965 Congress passed the First, Reagan wanted to slow illegal immigration can be found in the Statistical Immigration Reform Act, abolishing the quota by punishing employers who knowingly hired system based on national origin. When he signed undocumented immigrants. Second, he wanted to Abstracts prepared by the the reform bill, President Lyndon B. Johnson S offer a way for long-term, undocumented immi- U.S. Census Bureau. referred to the old system as “un-American.” grants to become legal. If they could show they (www.census.gov). AL The new law was driven by two principles: had entered the United States before January 1982 reunifying families and giving priority to certain and lived here continuously, they could apply for skills. The law also set up annual limits: 170,000 amnesty. Eligible workers could be granted tem- W Writing Support immigrants from the Eastern Hemisphere (Europe, porary and then permanent residency. After five Asia, and Africa) and 120,000 from the Western years, they could apply for citizenship. Personal Writing About 12 million immigrants passed through A Major Policy Shift Ellis Island between 1892 and 1954. Explain to students that Lifting Quotas “ [The national origins system] violated the basic principle some new arrivals were denied On October 3, 1965, of American democracy—the principle that values and admittance for medical or other President Lyndon B. rewards each man on the basis of his merit as a man. Johnson gave a major It has been un-American in the highest sense. . . . Today, reasons, which could have divided speech on a milestone with my signature, this system is abolished. ” families. Have students write about immigration law at how they would feel if they had to Liberty Island (seen in the distance, with Ellis cope with such a dilemma. OL BL Island in the foreground). What was the major W difference between this law and previous Caption Answer: This law gave immigration policy? priority to relatives and skilled, educated people, rather than focusing on the country of origin.

Differentiated Instruction CHAPTER 14: Citizenship and Equal Justice 389

Name Date Class

Authentic Assessment Activity 14 Use with Chapter 14 A Nation of Immigrants

BACKGROUND AUDIENCE Immigration is a perennial topic of debate in The audience for your bar graph and report are the United States. Questions about who should the pro- and anti-immigration groups who want the A Nation of Immigrants be admit ted into the country, when, and in what information to support their positions. Since your numbers, continually vex private citizens and data is objective, it will also be used by the media and 386_391_U5C14S1_879982.inddgovernment officials alike. 389 Many groups of private anyone else interested in immigration issues. 11/3/08 10:53:05 AM citizens exist solely to ask and provide answers to questions about immigration. A number of PURPOSE these groups work to convince the public and The purpose of your bar graph and report is to government officials to reduce, or even eliminate, provide an objective analysis of recent trends in immigration to the United States. Other groups immigration to the United States. exist to do precisely the opposite. Both pro- and anti-immigration groups have garnered expert PROCEDURE testimony, statistics, and powerful arguments to 1. Consult the Authentic Assessment Task Objective: Prepare illustrated reports on immigration. Differentiated Instruction Strategies support their positions. Interestingly, both pro- and anti-immigration Lists for a Graph and a Cooperative Group groups often turn to a third group which is nonpar- Management Plan. 2. tisan and which neither promotes nor discourages Agree with other students on the roles that each immigration. Rather, these groups exist to educate of you will perform as members of the task the public about immigration issues, to provide an force. Assign research, analysis, writing, and objective source of data about immigration, and to production tasks. 3. keep the fierce debate about immigration continually Consult appropriate, objective sources for Focus/Teach: Research current trends in immigration and BL Color maps showing the native well-informed. information about immigration to the United States. One source you should consult is the Statistical Abstract of the United States. TASK 4. Compile the information you locate into a bar You are a member of one such nonpartisan graph, with the bars reflecting immigration group called the Immigration Information Institute, from the top ten countries in descending order, determine the countries from which the largest countries of the top immigrant groups. a group respected by people on both sides of the from left to right. Annotate your graph to issue as an objective source of accurate data. You provide as much detail as possible. are part of a task force formed to analyze the ten 5. Use the graph as the basis of a brief analysis countries generating the highest levels of immigra- of immigration to the United States. Seek to tion to the United States in the previous year. The identify trends from geographic areas, or areas task force will research the information, and create of similar political activity, and the reasons for immigrant groups come. a bar graph. Each bar on the graph will reflect the the immigration. Refer to specific aspects of the Have students compare the immigrant immigration level from a specific country for the AL graph in the report. year identified. The task force will then analyze the 6. Revise your graph and report as necessary. data in the graph to see geographical or political 7. Publish your graph and report in an appropriate, similarities among those ten countries. The analysis, professional manner. along with the bar graph of the top ten countries of origin, will be published in a report. ASSESSMENT Assess: Review reports and assess visual supplements. population in your community with the 1. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Use the Assessment Task Lists to evaluate your project. 2. Discuss what you might do differently for a similar project in the future. immigrant population nationwide. 21 Close: Display graphs and maps in the classroom. ELL Discuss programs that are available Authentic Assessment to help new immigrants assimilate into with Rubrics, p. 21 American society.

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386_391_C14S1_890908.indd 389 3/17/09 5:11:15 PM CHAPTER 14, SECTION 1 Highlights of American Immigration Policy, 1880s–Present Stage 1: Early 1880s: Chinese laborers cannot immigrate; foreign-born Chinese cannot become citizens; Restrictions “paupers, ex-convicts, [and] mental defectives” are barred. Critical Thinking Stage 2: National 1921: Congress sets up quotas favoring immigrants from northwestern Europe; the Answer: immigrants from Origins Quota System Immigration Act of 1924 expands the quota system: immigration from any country is limited to 2 percent of its total numbers in the 1890 census. Southern and Eastern Europe Stage 3: System of 1965: The Immigration Reform Act throws out the national origins system; now preference Skills and Family is given first to reunifying families and second to people whose skills help the Preferences United States. R Reading Strategy Stage 4: Reforms of 1986: The Immigration Reform and Control Act penalizes employers for knowingly hiring the 1980s and 1990s undocumented immigrants, but it gives amnesty to some undocumented immigrants, Academic Vocabulary The allowing them a path to eventually apply for citizenship. term amnesty dates to about 1996: A new law expands the U.S. Border Patrol and stiffens penalties for false papers. 1580. It refers to a collective pardon given to a large group Critical Thinking What waves of immigration were behind the pressures that led Congress to pass the quota system? of people. It partly shares its etymology with the word amnesia, which refers to a loss of memory. Employers who violated the law paid penalties of low-cost labor stopped. Others, often Americans ranging from $250 to $2,000 for each undocu- with few skills, worry that a steady stream of undoc- Both terms stem from a Greek mented worker they hired. If they continued to umented workers will depress their wages. word meaning “forgetfulness.” OL break the law, they could be imprisoned. Employ- Late in his presidency, in June 2007, President ers had the duty to find out if workers were George W. Bush committed himself to backing a bill qualified to work in the United States. None of to address all immigration issues. Bush’s bill pro- W Writing Support these provisions slowed the stream of illegal immi- posed to fill short-term labor needs through a guest gration. Critics pointed out that the penalties were worker program and strengthened border control. Persuasive Writing Have not severe enough and enforcement was lax. Yet Bush argued that his bill was also realistic students write an editorial sup- because it did not propose to track down and deport porting or criticizing proposals to Later Immigration Acts millions of undocumented workers who were grant amnesty to unauthorized By 1990, more than 80 percent of American immi- already here. grants came from Asia and Latin America. Congress The bill also would have fined undocumented immigrants. OL wanted to prevent any one country from making up immigrants and required them to fulfill certain most of the immigrants to the United States. In order obligations before they could apply for citizen- to accomplish this, it passed the Immigration Act of ship—what the administration called “a path to 1990, which said that no country could account for citizenship.” Many, especially Republicans, charged more than 7 percent of total immigrants. The law R that the penalties were not harsh enough and the also considered a person’s education and skills. In bill really amounted to amnesty, or forgiveness. In addition, the 1990 law set up special categories for late June 2007, the Senate voted the bill down, war refugees or close relatives of American citizens. ending any chance of solving the immigration In 1996 concerns about the continuing problem issue during Bush’s presidency. of illegal immigration led Congress to pass yet During the 2008 presidential primaries, immi- another immigration law. It increased the border gration was a “hot-button” issue—political analysts patrol staff and stiffened penalties for creating called it a no-win issue. If an immigration proposal false citizenship papers or smuggling undocu- pleased one group, it seemed certain to ignite mented workers. bitter opposition in another. Questions on immi- gration peppered the televised presidential debates. For example, Republican candidate Mitt Romney Current Political Debate criticized fellow candidate Mike Huckabee for As illegal immigration continues across the south- approving in-state tuition for the children of W western border, the debate continues. Employers in undocumented immigrants. Democratic candidate Hands-On agriculture and construction do not want the flow Hillary Clinton was criticized for initially backing a Chapter Project 390 UNIT 5: Liberty and Justice for All Step 1 Discrimination “Them” turn their desks facing away from ination they just experienced or observed. the front of the class and put away their Explain that they will use these reactions in Step 1: Understanding the Issues 386_391_U5C14S1_879982.inddTo 390 11/3/08 10:53:12 AM pens. Give “Them” pencils that are not the introductory statement of the essay provide insight into the effects of discrim- sharp, and do not allow “Them” to sharpen they will write later. To help students ination, the class will experience minor the pencils or use their pens. Write some visualize the five parts of an essay, you examples of discrimination in the class- facts about segregation on the board might compare it to a cheeseburger. Tell room. In Step 1, they will participate in an closest to the “Us” group and erase it them that their introductory statement is exercise that demonstrates discrimination quickly. Give a short quiz on the facts. like the top of the bun. OL in educational opportunity. In Step 4, they Ask students for their reactions to the will write an essay expressing their (Chapter Project continued in Section 2.) discrimination they just witnessed or thoughts and feelings about the experience. experienced—but do not call on “Them.” Directions Divide the class into two Taking Notes Have all students jot down groups: “Us” and “Them.” Have members of their immediate reactions to the discrim- 390

386_391_C14S1_890908.indd 390 3/17/09 5:11:20 PM proposal to allow undocumented immigrants to Under the law, there are five categories of aliens. get a driver’s license to increase highway safety. A resident alien is a foreigner who has established CHAPTER 14, SECTION 1 Some anti-immigration groups raised fears by permanent residency in the United States. (Resi- using words like anchor baby or chain migration. dent aliens can stay in the United States as long as These phrases refer to the fact that since the 1960s, a they want without becoming American citizens.) Differentiated new citizen can send for children, spouses, parents, Nonresident aliens are people who expect to stay D Instruction and siblings, who can later apply for citizenship. Many for a short, specified time—a foreign journalist immigrants are family-sponsored, but any chain covering an election, for example. A third Kinesthetic Ask students to process takes a long time. The first immigrant might category, enemy aliens, represents citizens of find photographs of Americans take five years to become a citizen, and it usually takes nations that are at war with the United States. A 15 to 20 years for an adult relative to gain entry. fourth type is refugees, or people who are fleeing from as many countries of origin The Republican Party tends to take a more restric- persecution or danger from their home country. as possible. Have them cut out tive stance on undocumented immigrants, but many Finally there are undocumented aliens, people the photographs and glue them Democrats responded to polls showing that they, here illegally. Most of these people crossed the onto a poster for a collage entitled too, were upset over illegal immigration. Yet politi- border illegally, but some are foreigners whose cians must consider that the number of Latino permits have expired. “America’s Diverse Population.” voters is increasing and that many Latinos have It is important to know that the Bill of Rights Tell students to include the been citizens for generations. Some Latino voters protects anyone living in the United States, names of the countries of origin feel that racism is the real reason for the opposition even enemy aliens. The Supreme Court has often and facts about immigrants in to illegal immigration. They also claim that new struck down state government laws that tried to Latino immigrants are doing work that other Amer- limit aliens’ rights. Like citizens, aliens may the collage. BL icans will not do for the low wages offered. own homes, attend public schools, and use public As one Democratic analyst warned: “Getting on facilities. the wrong side of a demographic trend, like the Aliens also have many of the same respon- Assess growing Latino electorate, can make a political sibilities as citizens. They must pay taxes and party a minority party for a long time.” they must obey the law. They cannot vote, of Assign the Section 1 Assessment course, and usually are exempt from military or as homework or as an in-class jury duty. activity, or have students take Aliens In wartime, aliens might be prohibited from An alien is the term for someone who lives in a traveling freely. Even in peacetime, they must Section Quiz 14-1 from Section country where he or she is not a citizen. Immi- D notify the U.S. Bureau of Citizenship and Immi- Quizzes and Chapter Tests. grants are aliens before they become citizens. gration Services if they change their residence. Close SECTION 1 Review Analyzing Lead a discussion Vocabulary 5. Organizing Use a graphic organizer like the one below to that evaluates immigration policy 1. Explain the significance of: amnesty, alien, resident analyze the main features of the Immigration Reform and as it affects communities and alien, nonresident alien, enemy alien, refugee, Control Act of 1986. states. OL undocumented alien.

Main Ideas Immigration Reform and Control Act of 1986 2. Listing What are the five categories of aliens according to U.S. law? 3. Analyzing What trend inspired the immigration policies Writing About Government in the 1980s and 1990s? 6. Descriptive Writing When did people of various ethnic and racial backgrounds move into your town or city? Critical Thinking Research this question at your local library. Write a report 4. Making Inferences How does the Immigration Reform describing each group in a paragraph or two. Add a time Act of 1965 reflect the overall values of the 1960s? line to the report to track your community’s ethnic history. Section 1 Review

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Answers 386_391_U5C14S1_879982.indd 391 11/5/08 7:12:40 AM 1. All definitions can be found in the section and 5. stem the tide of illegal immigrants, provide a the Glossary. way for undocumented immigrants to become 2. resident alien, nonresident alien, enemy alien, residents, punish employers of undocumented refugee, undocumented alien immigrants 3. In the 1980s and 1990s, laws were passed to 6. You may arrange to display students’ time lines crack down on illegal immigration. in the classroom and hold a class discussion 4. In the 1960s, the emphasis was turning away about the topic. from where one was from and turning toward favoring relatives and educated and skilled people.

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386_391_C14S1_890908.indd 391 3/17/09 5:11:31 PM SECTION 2 CHAPTER 14, SECTION 2 Focus The Basis of Citizenship Reader’s Guide Bellringer Content Vocabulary Academic Vocabulary Reading Strategy Section Focus Transparencies ★ naturalization (p. 392) ★ core (p. 392) As you read, create a graphic organizer like the one below to 14-2 ★ jus soli (p. 393) ★ process (p. 392) describe the conditions of American citizenship. ★ jus sanguinis (p. 394) ★ automatic (p. 393) Sources in Responsibilities Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWERS 1. by the “law of the soil” 2. Answers will vary but ★ 14th Amendment UNIT may include the idea that this knowledge will enable collective 5 SECTION FOCUS them to become responsible citizens. 3. Answers will TRANSPARENCY 14-2 vary but should demonstrate logic and reason. naturalization (p. 395) United States Citizenship 1 2 3 By what principle do you Why do you think Do you think the ability ★ expatriation (p. 395) think a child born in the candidates for to read, write, and speak United States to foreign citizenship must show English should be a parents vacationing in knowledge citizenship requirement? the U.S. could claim of U.S. history and ★ denaturalization (p. 395) U.S. citizenship? government?

Citizenship by Birth Citizenship by Naturalization • by the “law of the soil” • must meet residency requirement • by birth to an American • must have entered the country legally parent • must be of good moral character • must declare support of the principles Issues in the News of U.S. government • must be able to read, write, and speak English • must show basic knowledge of U.S. history and government hen he first came to the United States, the prize- Wwinning novelist Ha Jin did not expect to stay. He wanted to study American literature and then return to his native China to teach. While he was enrolled at a Massachu- setts university, news of the Tiananmen Square student protests and the ensuing violence broke. “I was glued to the Reader’s Guide TV for three days . . . I was in shock.” Ha Jin extended his visa and eventually became a citizen. Today, he would like to visit Answers to Graphic: China but cannot imagine living there again. “The social fab- Sources: born on American ric is very different from America. To live in China is hard. soil, naturalized, born to a You have to learn to lie and give bribes. It would be very hard for me to learn to do these things again.” ▲▲ Novelist Ha Jin U.S. citizen Responsibilities: knowledge of laws, participation in political process itizens are members of a political society—a nation. American citizens, whether they are Who Determines Cborn here or naturalized like Ha Jin, have Citizenship? certain rights. The Declaration of Independence describes the core rights of a citizen when it states Over the years, the basis of American citizen- that “all men are created equal, that they are ship has changed significantly. Today citizenship endowed by their Creator with certain unalienable has both a national and a state dimension. This Rights,” the rights of life, liberty, and the pursuit of was not always true. The articles of the Constitu- happiness. The government exists to secure these tion mention citizenship only as a qualification for fundamental rights and equality under the law. holding national office. Citizens also have duties and responsibilities. The Founders assumed that the states would These include obeying the law, paying taxes, and decide who was or was not a citizen and that state being loyal to the nation and its principles. As par- citizens would then automatically be citizens of the ticipants in government, citizens have the duty to nation. Originally, this rule had two exceptions: be informed, to vote, and to respect the rights and African Americans and immigrants who became property of others, as well as their opinions and U.S. citizens through naturalization—the legal ways of life. Citizens should be willing to exercise process by which someone who was not born in Resource both their responsibilities as well as their rights. the United States is granted citizenship. Manager 392 UNIT 5: Liberty and Justice for All

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking392_397_U5C14S2_879982.indd 392 Instruction Support Practice 11/3/08 10:53:57 AM Teacher Edition Teacher Edition Teacher Edition Teacher Edition Additional Resources • Organizing, p. 395 • Evaluating, p. 396 • Auditory/Musical, • Personal Writing, • Inter. Poli. Cartoons, p. 393 p. 393 pp. 27–28 Additional Resources Additional Resources • Intrapersonal, p. 396 • Persuasive Writing, • Guid. Read. Act., p. 51 • Read. Essen., p. 394 • Quizzes/Tests, p. 171 pp. 152–155 Additional Resources • Foldables, p. 57 Additional Resources • Part. in Gov. Act., pp. 27–28

392_397_C14S2_890908.indd 392 3/17/09 5:11:50 PM Dred Scott v. Sandford (1857) Citizenship at Stake CHAPTER 14, SECTION 2 Landmark Case Just before the Civil War, a Supreme Court case highlighted the issue of whether enslaved African Americans were citi- zens. Dred Scott was an enslaved African Ameri- Teach can in Missouri, a slaveholding state. But Scott had also lived with his slaveholder in the free state of Illinois and in the Wisconsin territory, where slav- Caption Answer: The reporter ery was forbidden. Scott sued for his freedom, was likely a Northerner, because claiming that his residence in a free state and a free territory made him a free citizen. A state court he portrayed Scott in a positive ruled in Scott’s favor, but the Missouri Supreme W light. Also, the magazine was Court reversed the decision. published in New York. At that point, Scott’s lawyers took the case to the U.S. Supreme Court. The Court ruled that Scott could not sue in a federal court because African Americans, whether enslaved or free, were not U.S. Differentiated citizens when the Constitution was adopted. Only D descendants of people who were state citizens at Instruction that time, or immigrants who became citizens through naturalization, were U.S. citizens. Inflaming Auditory/Musical Have the debate over slavery, the Court also said that Con- students write a script for a gress could not forbid slavery in U.S. territories. “You Are There” radio program on reactions to the Dred Scott The Fourteenth Amendment decision. Suggest that the scripts The Dred Scott decision, regarded today as one include background information of the worst decisions the Court ever made, caused great outrage at the time. It also helped intensify Civil Rights Dred Scott, the man whose and interviews with Dred Scott, the emotions that led to the Civil War. The African case roused bitter debate between the North John F.A. Sanford, other eye- American abolitionist Frederick Douglass hoped and South, was the subject of this 1857 witnesses at the court, and that the case would begin a chain of events that magazine article (along with his wife and would produce a “complete overthrow of the whole daughters). The article described Scott as various experts on the Supreme slave system.” having a “shrewd, intelligent, good-natured Court. Encourage students to When the Civil War was over, the Fourteenth face.” Do you think the reporter was a “broadcast” their scripts for the Northerner or a Southerner? Why? Amendment was one of three amendments to the rest of the class on the Web, DVDs, Constitution that were passed. The Fourteenth or other presentation tools. OL Amendment overruled the Dred Scott decision D and clearly established what constitutes citizen- were citizens and that state citizenship was an ship at both the national and state levels: automatic result of national citizenship. W Writing Support “ All persons born or naturalized in the Personal Writing Have stu- United States, and subject to the jurisdiction Gaining Citizenship dents write a personal response thereof, are citizens of the United States and The Fourteenth Amendment set forth two of of the state wherein they reside. No State the three bases for U.S. citizenship—birth on paper to the Court’s Dred Scott shall make or enforce any law which shall American soil and naturalization. The third basis ruling. Ask them to include their abridge [deprive] the privileges or immunities for citizenship is being born to a U.S. citizen. thoughts about the case’s effect of citizens of the United States.” on the nation and on the slave- —Fourteenth Amendment, 1868 Citizenship by Birth Like most other nations in the world, the United holding controversy. OL The Fourteenth Amendment was a major States follows the principle of jus soli (YOOS SOH • W milestone in American history. It established that lee), a Latin phrase for “law of the soil.” Jus soli, the people of all races, excluding Native Americans, most common basis for citizenship, focuses on Additional Support CHAPTER 14: Citizenship and Equal Justice 393

Activity: Collaborative Learning 392_397_U5C14S2_879982.indd 393 11/5/08 7:13:44 AM Making a Flowchart Have groups of • Can I read, write, and speak English? students create an illustrated flowchart that • Have I lived in the United States for five presents the various roads to acquiring U.S. consecutive years? citizenship as responses to a series of “yes/no” Have students choose their role in the questions. Offer these questions to get stu- project—checking facts, drawing the chart, dents thinking about how they might set up preparing the illustrations, writing captions, the flowchart: and so on. Post the finished flowcharts for • Was I born in the United States? class review. BL • Are both of my parents U.S. citizens?

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392_397_C14S2_890908.indd 393 3/17/09 5:11:55 PM CHAPTER 14, SECTION 2 Gaining Citizenship

African Americans Fight Many African Caption Answer: the Americans joined the Fourteenth Amendment Union Army during the Civil War. Their bravery and commitment aided those who argued that African Americans should be citizens. After the Civil A citizen born in the United War, a constitutional amendment established States can become a citizen of that everyone born in another country—that is, hold the United States is an dual citizenship—by birth, by American citizen. Which amendment made all marriage, or by naturalization. African Americans citizens? For example, a baby born to French parents in the United States would have French citizenship by jus sanguinis and U.S. citizenship by jus soli. In some countries, a woman gains citizenship by marrying where a person is born. Almost anyone born in the process, a person will have almost all of the rights a citizen. If a country does not United States or in American territories is an Amer- and privileges of a citizen who was born here. The ican citizen. An exception would be a baby born in main exception is that he or she cannot serve as pres- require naturalized citizens to this country to foreign diplomats. The child is not a ident or vice president of the United States. renounce their previous citizen because his or her parents are not subject to Congress has defined a number of steps that citizenship, they may claim U.S. laws. However, a baby born to foreigners who immigrants must take before they can even apply dual citizenship. happen to be in this country is a citizen. to become citizens. The U.S. Citizenship and Another basis for automatic citizenship focuses Immigration Services, a bureau of the Department not on place of birth, but rather on parentage. This of Homeland Security, is the federal agency that principle is called jus sanguinis (YOOS SAHN • administers most of the naturalization process. gwuh • nuhs), which means the “law of blood.” The Five broad requirements for naturalization must W Writing Support rules governing jus sanguinis are complex. If a child be met. Certain people, such as draft evaders or is born abroad and both parents are U.S. citizens, military deserters, are usually denied citizenship. Persuasive Writing Children the child is a citizen so long as one parent lived in born to foreigners on American and was a legal American resident at some point. Winning and Losing Citizenship soil are U.S. citizens. Have students If only one parent is an American citizen, how- To apply for citizenship, a person must be at ever, another rule applies. The parent who is a least 18 years old, have lived in the United States write one paragraph agreeing or citizen must have lived in the United States or an as a legal resident alien for 5 years, been physically disagreeing with this principle. OL American possession for at least 5 years, 2 of which present for half of that period, and lived in the had to occur after the age of 14. state where the petition is filed for at least 3 months. (Only 3 years of residency is necessary for Citizenship by Naturalization someone who is married to a citizen.) All immigrants who want to become American During the naturalization process, the witnesses citizens must go through naturalization. The federal must appear to testify to the applicant’s moral government grants citizenship and takes it away. (A character. Applicants may be asked to show their state government can deny a convicted criminal some grasp of English or to answer basic questions privileges of citizenship like voting, but it cannot deny about American government, such as “What is the Differentiated citizenship itself.) At the end of the naturalization highest court in the land?” If applicants make it Instruction 394 UNIT 5: Liberty and Justice for All

Activity: Multiple Learning Styles 392_397_U5C14S2_879982.indd 394 11/3/08 10:54:30 AM Auditory/Musical Have students read aloud true faith and allegiance to the same; that I will the oath of allegiance that new citizens take: bear arms on behalf of the United States when “I hereby declare, on oath, that I absolutely and required by the law; that I will perform work of entirely renounce and abjure all allegiance and national importance under civilian direction fidelity to any foreign prince, potentate, state when required by the law; and that I take this or sovereignty, of whom or which I have here- obligation freely without any mental reser- tofore been a subject or citizen; that I will vation or purpose of evasion; so help me God.” support and defend the Constitution and laws Have students comment on any words that of the United States of America against all caught their attention. BL enemies, foreign and domestic; that I will bear 394

392_397_C14S2_890908.indd 394 3/17/09 5:11:59 PM through the first hearing, they attend a final hear- his or her traditional culture. Finally, in 1924 Con- ing, usually in a federal district court. The judge gress made all Native Americans U.S. citizens. CHAPTER 14, SECTION 2 administers an oath of allegiance to the United Losing one’s citizenship is something that States and its laws and then issues a naturalization can occur in three ways. The first is through certificate declaring the person a citizen. expatriation, meaning that a person gives up his R Reading Strategy Most people go through this type of naturaliza- or her citizenship by the act of leaving the United tion—individual naturalization. There is also a pro- States and becoming a citizen of another country. Organizing Draw three columns cess called collective naturalization, however. As The second way to lose citizenship is by being on the board. Ask: What are R the term implies, collective naturalization is a pro- convicted of certain serious federal crimes, such as the three ways in which a cess under which an entire group of people become treason, or participating in a rebellion. citizens by a treaty or by an act of Congress. Finally, a naturalized citizen can lose his or her person can lose his or her citizen- In the entire history of the nation, Congress has citizenship in an administrative process of denat- ship? (expatriation, conviction of used collective naturalization five times to grant citi- uralization. This occurs when it is proved that certain serious federal crimes, or zenship to people living in a territory that was annexed fraud, deception, or error occurred during the denaturalization) Have students or gained by treaty. One example of a collective natu- original naturalization. ralization process occurred when President Thomas provide details that explain Jefferson signed a treaty with France to acquire the each process. BL nearly 1 million square miles that made up the Citizen Responsibilities Louisiana Purchase. All of the people who were living The ability to exercise one’s rights depends on in this territory were collectively naturalized. being aware of those rights. A constitutional Other exceptions to individual naturalization democracy, therefore, needs citizens who are can be seen in the history of Native Americans in knowledgeable about the laws that govern society this country. Most of them were not allowed to be and their legal rights. Respect for the law is crucial Making a Difference citizens even when their land was annexed. In in modern society, but this respect depends on 1868, for example, Congress stated that the citi- knowledge of the law. Irena Sliskovic By 1995, the year zenship guarantees of the Fourteenth Amendment In addition to schools, a number of organiza- that Sliskovic came to the United did not apply to them. Congress later offered citi- tions help citizens learn more about their rights, States, some 2,000 Bosnian stu- zenship to a Native American who would give up laws, and government: legal aid societies, consumer dents had left their war-torn homeland to pursue an education elsewhere. Most of the students found schools in other parts of Europe, with Austria hosting the largest number of refugee students from Bosnia. Making a Difference Activity: Have students imagine n 1995 Irena Sliskovic came to the United States to escape the Bosnian War. hosting a foreign student who is IShe lost many of her friends when the Bosnian city of Sarajevo was under siege. Then when she was 10 months from finishing high school, she heard a refugee. Ask for ideas about that an American program allowed Bosnian students to stay with American helping the foreign-born student families and complete their education. Sliskovic remembers thinking: get used to life in the United “I’m going far away to peace and freedom.” States and deal with his or her She had to sneak out of the city at night—and almost didn’t make it. “ I’m going far sadness over the situation that Five minutes from the border she was stopped and ordered to go back, but away to peace was left behind. OL she escaped and crossed the border into Croatia. In the United States, she lived with a family in Kentucky. After finishing high school, she enrolled and freedom.” in a Kentucky college. She later served as an interpreter for others who were —Irena Sliskovic fleeing the conditions of her home region. Additional Support CHAPTER 14: Citizenship and Equal Justice 395

Activity: Interdisciplinary Connection 392_397_U5C14S2_879982.indd 395 11/3/08 10:54:36 AM Science/Technology Many scientific and • Leo Esaki (Japan) technological advances have come from • Enrico Fermi (Italy) Americans who were born in other lands. Have • Conrad Hubert (Russia) students research the contributions of any of • Chao Hao Li (China) the following immigrants and present their • Karl Landsteiner (Austria) findings in a format of their own choosing: • Jan Earnest Matzeliger (Suriname) • Alexis Carrel (France) • Severo Ochoa (Spain) • George Cotzias (Greece) • Wernher von Braun (Germany) OL • Albert Einstein (Germany)

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392_397_C14S2_890908.indd 395 3/17/09 5:12:03 PM CHAPTER 14, SECTION 2 Responsible Citizens Naturalization Critical Thinking Naturalization is the process by which someone becomes a citizen of another country sometime Answer: Answers should note after birth. To become a U.S. citizen, usually that the government wants one must: citizens to take an active, posi- Enter the United States legally tive role in how the United Be of good moral character States is governed. Declare support for American government principles Prove English literacy (exceptions for some D Differentiated older, long-term immigrants) Instruction Know the basics of U.S. history and government Intrapersonal Ask students to ask themselves how well informed Critical Thinking A member of this family completed the steps to become a naturalized they are. Do they know what the citizen. Why do you think the government requires a person to declare support for principles public issues are and have opin- of American government to become naturalized? ions about them? If there is an upcoming election, do they know protection groups, and tenants’ rights organiza- Voters’ Impact who the candidates and issues are? tions. Moreover, many states now require that gov- Why doesn’t everyone vote? Some people say Have students rate themselves on ernment regulations be written in everyday they do not vote because they are not interested in their knowledge of public issues language so people can understand them. politics. Others fail to vote because they do not and candidates and cite at least think a single vote can affect who wins. Yet, many Citizen Participation examples exist of close elections in American his- one way to stay informed. OL The American ideal has always been to stress tory at all levels of government. each citizen’s duty to participate in political life. By In recent years, the most notable example of the C Critical Thinking doing this, citizens are governing themselves. Each impact of just a few voters was the 2000 presiden- individual learns to put aside personal concerns and tial election when the final outcome turned on vot- Evaluating Have students dis- preferences and to consider the political goals and C ers in Florida. That state’s 25 electoral votes would needs of others. The hope is that in the process, determine the president of the United States. cuss the reasons given for people policies will be shaped that are in the general public George W. Bush was declared the winner by only not voting and the reasons voting interest. Thus, participation teaches people about 537 votes out of almost 6 million cast in the state. is important. Call on volunteers to the key elements of a democratic society—majority Very close votes also figured in the 2006 by- state one of these reasons, from rule, individual rights, and the rule of law. elections. A number of races in the House of Rep- D Voting is the most common way that a citizen resentatives were decided by small margins, and the “I” point of view: Examples: “I participates in political life. By casting their ballots, some were decided only in a recount as in Ohio. do not vote because I do not meet citizens choose leaders and direct the course of gov- There, Republican Deborah Pryce won by about state voting requirements” or “I vote ernment. Voting affirms a basic principle of Ameri- 1,000 votes—less than half of 1 percent of all the can political life that was inscribed in the Declaration votes cast. because voting gives me a chance of Independence—“the consent of the governed.” to choose my government Voting is also a way to express one’s support for leaders.” OL democracy. When a person casts a vote, he or she is joining other citizens in a common effort at self- Student Web Activity Visit glencoe.com and enter government. Voting allows Americans to share ™ code USG9822c14. Click on Student Web responsibility for how their society is governed. By Activity and complete the activity about the basis of contrast, anyone who does not vote could be imply- citizenship. Hands-On ing that he or she does not support democracy. Chapter Project 396 UNIT 5: Liberty and Justice for All Step 2 Discrimination any legislation that addressed the issue or, cheese, “supporting paragraph 2”; burger, in the case of contemporary discrimination, “supporting paragraph 3”; bottom bun, Step 2: Researching Students will 392_397_U5C14S2_879982.indd 396 11/3/08 10:54:57 AM legislation that they believe is still needed. “summary.” OL research a contemporary or historical example of discrimination in the United Summarizing Explain that this paragraph (Chapter Project continued in Section 3.) States. will be the first of three supporting Directions Ask students to select a group paragraphs for their essays that support that has been subjected to discrimination. the theme of the essay—the “condiments Students will do some research and write on the cheeseburger.” At this point, you a paragraph that (a) identifies the group, might want to have them draw a (b) explains the type of discrimination, cheeseburger and label the parts, top to (c) discusses how the discrimination might bottom: Top bun, “introductory statement”; have affected the group, and (d) mentions condiments, “supporting paragraph 1”;

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392_397_C14S2_890908.indd 396 3/17/09 5:12:08 PM Making One’s Voice Heard CHAPTER 14, SECTION 2

Participating in Campaigns During the Caption Answer: in order to Democratic primaries, Barack Obama (center) enlisted the gain their support in passing support of the Culinary Workers legislation they favor Union in Las Vegas for his candidacy. Why would an interest group pressure candidates for their cause?

Objectives and answers to the Student Web Activity can be found in the Web Activity Lesson Plan at glencoe.com. Enter ™ code USG9085c14T. Besides voting, citizens can affect the political who must care for a disabled child might lobby for system by campaigning for a candidate, distributing a program that would provide respite care—short- leaflets on an issue, or working at the polls on term care that gives hard-pressed parents some Election Day. much-needed time of their own. The rights and privileges of citizenship also Sharing your opinions through writing letters to include activities outside the elections. A veteran newspapers and magazines has always been an Assess might lobby to improve health care for disabled important way to participate in politics. (The Fed- Assign the Section 2 Assessment soldiers. Students might sign a petition to submit eralist Papers was a written form of activism.) as homework or as an in-class to the local school board on school safety issues. A Today e-mails, blogging, personal Web sites, and group of mothers might contact officials in their other Internet activities offer citizens chances to activity, or have students take state in order to discuss the need for a program for express his or her political opinions and to influ- Section Quiz 14-2 from Section senior citizens in their community. Single parents ence the opinions of their fellow citizens. Quizzes and Chapter Tests. SECTION 2 Review Close Vocabulary below to list the ways an American can lose his or her Inferring Have students review 1. Explain the significance of: naturalization, jus soli, jus sanguinis, citizenship. this section by discussing ways in collective naturalization, expatriation, denaturalization. which feelings about citizenship Ways to Lose Citizenship might be different among people Main Ideas who are born citizens and those 2. Identifying What was the Dred Scott decision? who are naturalized citizens. OL 3. Listing What are the five requirements for becoming a Writing About Government naturalized citizen? 6. Expository Writing The Fourteenth Amendment extends the “privileges and immunities” of each state Critical Thinking to all American citizens. Write a summary of the privileges 4. Synthesizing Why does the United States require that you believe your state should provide to out-of-state citizenship applicants to speak English and have knowledge persons and those that should apply only to state of the American government? residents. You can accompany your summary with a 5. Listing Use a graphic organizer similar to the one chart if it is helpful. Section 2 Review

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Answers 392_397_U5C14S2_879982.indd 397 11/3/08 10:56:01 AM 1. All definitions can be found in the section and 4. Possible answer: Since the United States is based the Glossary. on self-government, it is vital that new citizens 2. The Dred Scott decision stated that persons of understand and support the principles of African descent were not U.S. citizens. government and speak the dominant language 3. Applicants must have entered the United States in order to participate. legally; be of good moral character; declare their 5. expatriation, punishment for treason, support of the principles of American denaturalization government; prove that they can read, write, 6. Students’ summaries will vary. Encourage and speak English; and show some basic students to explain their suggestions and to knowledge of American history and work together to come up with a master chart. government.

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392_397_C14S2_890908.indd 397 3/17/09 5:12:28 PM SECTION 3 CHAPTER 14, SECTION 3 Focus Equal Protection of the Law Reader’s Guide Bellringer Content Vocabulary Academic Vocabulary Reading Strategy ★ suspect ★ illegal (p. 399) As you read, create a time line of major 1960s and Section Focus Transparencies classification (p. 399) ★ motivate (p. 399) 1970s civil rights laws, beginning with the Equal Pay ★ 14-3 fundamental right (p. 399) ★ impact (p. 399) Act in 1963. ★ discrimination (p. 399) 1964 1967 1972 1974 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWERS 1. admission to schools attended by white children ★ UNIT 2. The Court ruled that separate educational facilities are Jim Crow laws (p. 400) 5 SECTION FOCUS inherently unequal. 3. Answers will vary but should TRANSPARENCY 14-3 demonstrate an understanding of the development of the fight for civil rights in the 1950s. ★ “separate but equal” 1963 1965 1968 Brown v. Board of Education 1 2 3 What are the plaintiffs Why did the Supreme Why do you think this doctrine (p. 400) seeking in this case? Court declare “separate but case is considered a equal” public education significant case in the unconstitutional? fight for civil rights? ★ civil rights

“. . . minors of the Negro race. . . . seek the aid of the courts in obtaining admission to the public movement (p. 401) schools . . . on a non-segregated basis. They have been denied admission to schools attended by white children . . . We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational Issues in the News facilities are inherently unequal. Therefore, we hold that the plaintiffs have been deprived of the equal protection. . . . igh-tech companies are noted for their youthful workforce guaranteed by the Fourteenth Amendment. . . .” Hand trendy work environment—with jeans and T-shirts, every day is casual-dress day. In late 2007, Brian Reid was able to continue his legal battle against Google™ for age discrimina- tion when a court in San Jose, California, accepted his appeal. In Reader’s Guide his original lawsuit, Reid, 54, said he had never received a nega- tive review, but was told when he was let go that he was not a Answers to Graphic: “cultural fit.” Reid also alleged that only a very small percentage 1963: Equal Pay Act of Google employees were over 40 years old. ▲▲ 1964: Civil Rights Act Google offices in California 1965: Voting Rights Act 1967: Age Discrimination Act any forms of discrimination, including age If a citizen challenges a law, the issue is not 1968: Civil Rights Act, Title VIII discrimination, are illegal. The Declaration whether a classification is being made, but whether of Independence affirmed an ideal of it is reasonable. The Supreme Court has developed 1972: Higher Education Act, M American democracy when it stated “all men are three basic guidelines for considering whether a law Title IX created equal.” This statement does not mean that or an action violates the equal protection clause. 1974: Housing and Community everyone is born with the same characteristics or will The rational basis test asks if the classification is Development Act remain equal. What it means is that all people are reasonably related to an acceptable government entitled to equal rights and treatment before the law. goal. A law stating that people with red hair can not drive would fail this test because no relation- ship exists between red hair and safe driving. In What Is Equal Protection? Wisconsin v. Mitchell (1993), however, the The Fourteenth Amendment says that no state Supreme Court upheld a state law that imposed can “deny to any person within its jurisdiction the longer prison sentences on people who commit equal protection of the laws.” Equal protection is hate crimes, crimes motivated by prejudice. also addressed by the Fifth Amendment. Unless special circumstances exist, the Court said R The general meaning of the equal protection clause that the people challenging a law must prove that is that state and local governments cannot draw it is unreasonable. unreasonable distinctions among different groups.

The key word is unreasonable. All governments must See the following footnoted materials in the Reference Handbook: Resource draw some distinctions among people in legislation. 1. Wisconsin v. Mitchell case summary, page R37. Manager 398 UNIT 5: Liberty and Justice for All

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking398_403_U5C14S3_879982.indd 398 Instruction Support Practice 11/3/08 10:56:15 AM Teacher Edition Teacher Edition Teacher Edition Additional Resources Teacher Edition • Organizing, p. 399 • Drawing Conclusions, • Auditory/Musical, • Supreme Ct. Case • Using Geography p. 399 p. 401 Studies, pp. 27–28 Skills, p. 402 Additional Resources • Guid. Read. Act., p. 52 Additional Resources Additional Resources Additional Resources • Quizzes/Tests, p. 172 • Read. Essen., • Foldables, p. 57 • Source Readings, p. 14 • Reteaching Act., p. 14 pp. 156–158 • Am. Biographies, p. 65

398_403_C14S3_890908.indd 398 3/17/09 5:12:53 PM The second test the Court uses takes place when special circumstances are involved. Special Close Consult CHAPTER 14, SECTION 3 circumstances exist when the Court decides that a state law involves a “suspect classification.” A suspect classification is a classification made on the basis of race or national origin. Such classifica- Teach tions are “subject to strict judicial scrutiny,” accord- ing to the Supreme Court. A law requiring only African Americans to ride in the back of buses is a Caption Answer: He used suspect classification. If a case involves a suspect classification, the emotional appeals and invoked Court reverses the normal presumption that the language of civil rights the law is constitutional. It is no longer enough for activists. the state to show that the law is reasonable: It must also show the Court that there is “some compel- ling public interest” to justify its classifications. The third test the Court uses is fundamental rights—rights that go to the heart of the Ameri- R Reading Strategy can system or are indispensable to a just system. Have groups of The Court closely scrutinizes any state law dealing Organizing with fundamental rights. For example, it has ruled students create a problem/ that fundamental rights are the right to travel solution chart. In the left column, freely between the states, the right to vote, and all they should list problems that First Amendment rights—freedom of religion, Civil Rights Champions A civil rights revealed the presence of discrim- freedom of speech and assembly, the right to peti- bill was first introduced by President John F. tion, and for a free press. Laws that violate these Kennedy. How did President Lyndon Johnson ination in the United States. In fundamental rights are unconstitutional. (right), seen here consulting with Martin the right column, they should Luther King, Jr., use Kennedy’s death to note how the Supreme Court advance the bill? Proving Intent attempted to resolve each to Discriminate problem. BL Columbia police department’s requirement that all Laws that classify people unreasonably are said recruits pass a verbal ability test. They said that the C Critical Thinking to discriminate. Discrimination exists when indi- requirement was unconstitutional because more viduals are treated unfairly solely because of their African Americans than whites failed the test. Drawing Conclusions Review race, gender, ethnic group, age, physical disability, The Court said that this impact on African the concept of “intent to discrim- or religion. Such discrimination is illegal, but it Americans did not automatically make the test can be difficult to prove. unconstitutional. The crucial issue was that the inate,” in the case of Washington v. What happens if a law does not classify people test was not designed to discriminate. As the Court Davis. Then have students suggest directly, but it still classifies them? For example, said in a later case, “The Fourteenth Amendment situations in which they would suppose a law requires that applicants for police guarantees equal laws, not equal results.” suspect some “intent to discrim- jobs take a test. Suppose members of one group Since the Washington case, the Court has applied usually score better than members of another C the “intent to discriminate” principle to other areas. inate.” For each suggested situ- group. Can discrimination be proven simply by For example, in an Illinois town, a zoning law ation, have students define the showing that the law has a different impact on peo- permitted only single-family homes. This had the bias and propose a change that ple of different races, genders, or national origins? effect of barring low-cost housing projects. The they think would bring it into Court ruled the ordinance constitutional, even Showing Intent to Discriminate compliance with the Fourteenth  though it effectively kept minorities from moving In Washington v. Davis (1976), the Supreme into the city. The Court reasoned that there was no Amendment. OL Court ruled that to prove discrimination in a state intent to discriminate against minorities. law, one must prove that the state was motivated

by an intent to discriminate. The case arose when See the following footnoted materials in the Reference Handbook: two African Americans challenged the District of 1. Washington v. Davis case summary, page R36. Additional Support CHAPTER 14: Citizenship and Equal Justice 399

Activity: Collaborative Learning 398_403_U5C14S3_879982.indd 399 11/5/08 7:14:55 AM Contrasting Points of View Help students monitor the progress of the various tasks, and focus on the “separate but equal” doctrine by so on. Urge students to analyze Supreme Court organizing the class into four groups—two to decisions in their arguments. After a represen- develop arguments showing why people tative from each group has reported on the thought the doctrine was fair and two to group’s work to the entire class, conduct a develop arguments explaining why it was class discussion to summarize and contrast unfair. Some group members can do research, the two points of view that students have others can prepare key statements, others can presented. OL speak for the group before the class, one can

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398_403_C14S3_890908.indd 399 3/17/09 5:12:58 PM CHAPTER 14, SECTION 3 The Struggle for Equality Under the Law

Silent Protest In early 1960, college Caption Answer: It was a students from North nonviolent way to protest an Carolina A&T began unjust law and draw attention their “sit-in” campaign at a Greensboro lunch to their cause. counter reserved for whites—six months later, service was integrated. Why might they have CURRICULUM chosen this tactic? CONNECTION Law In Plessy v. Ferguson, the Supreme Court declared: “The object of the [Fourteenth] amend- ment was undoubtedly to enforce the absolute equality of the two races before the law, but . . . it The Equal Rights Struggle Nevertheless, for the next 50 years the “separate could not have been intended to but equal” doctrine was used to justify segrega- The Fourteenth Amendment, guaranteeing equal tion. In the 1930s and the 1940s, the Supreme abolish distinctions based upon protection, was ratified in 1868, shortly after the Court began to chip away at the doctrine in a series color, or to enforce social, as Civil War. Yet for almost a century the courts made of decisions that have had far-reaching implica- distinguished from political, no decisions prohibiting discrimination against and tions. The most important decision came in 1954 equality, or a commingling of segregation of African Americans. (Racial discrimi- in a case involving an African American student in nation is treating people differently simply because Topeka, Kansas. the two races upon terms unsatis- of their race; segregation is separating people from factory to either. . . . We cannot the larger group in society.) By the late 1800s, Brown v. Board of Education say that a law which authorizes or about half the states had adopted Jim Crow laws— Landmark Case In the 1950s, the schools of even requires the separation of state and local laws in mostly Southern states that required racial segregation in places like schools, Topeka were racially segregated. Linda Carol the two races in public convey- public transportation, and hotels. Brown, an eight-year-old African American, was ances is unreasonable.” denied admission to an all-white school near her Plessy v. Ferguson home and had to attend a distant all-black school. Justice John Marshall Harlan, a Landmark Case With the help of the National Association for the In 1896 the Supreme Court Advancement of Colored People (NAACP), Lin- Kentucky native and former slave- upheld the constitutionality of Jim Crow laws in  da’s family sued the Topeka Board of Education. holder, was the sole dissenter on Plessy v. Ferguson. The Court said that the The NAACP successfully argued that segregated the Court. He predicted that the Fourteenth Amendment allowed separate facilities schools could never be equal and were, therefore, Plessy ruling would prove “quite for different races as long as those facilities were unconstitutional. equal. Justice Harlan disagreed in his dissent: as pernicious” as the Dred Scott In 1954 the Court ruled on this case and similar cases filed in Virginia, Delaware, and South Caro- I deny that any legislative body or judicial (1857) decision had been. “ lina. In Brown v. Board of Education of Topeka tribunal may have regard to the race of (the short name for this decision), the Court citizens when the civil rights of those citizens unanimously overruled the “separate but equal” are involved. . . . Our Constitution is color- doctrine. This decision marked the beginning of a blind, and neither knows nor tolerates classes long struggle to desegregate public schools. among citizens. In respect of civil rights, all citizens are equal before the law. ” See the following footnoted materials in the Reference Handbook: Differentiated —Justice John Marshall Harlan, 1896 1. Plessy v. Ferguson case summary, page R32. Instruction 400 UNIT 5: Liberty and Justice for All

Activity: Interdisciplinary Connection 398_403_U5C14S3_879982.indd 400 11/3/08 10:56:37 AM Rhetoric Encourage students to take a closer • “I Have a Dream” (1963) look at the speeches and writings of Martin • “I’ve Been to the Mountaintop” (1968) Luther King, Jr. Students can find collections of Have students report on one or more his work at the local library or on the Internet, selections and share their conclusions about including the following: why King had such an impact on the civil rights • “The Montgomery Story” (1956) movement. OL • “Letter From a Birmingham Jail” (1963)

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398_403_C14S3_890908.indd 400 3/17/09 5:13:01 PM The Brown decision set a precedent that has The most important civil rights leader was guided other rulings. For example, although the Dr. Martin Luther King, Jr. King, a Baptist minis- CHAPTER 14, SECTION 3 Court ruled against school segregation, housing ter, led nonviolent protest marches and demon- D patterns produced segregated schools. Thus in strations against segregation. He understood the many areas, school districts reflected neighbor- importance of the courts in trying to win equal Critical Thinking hoods and were largely either African American rights and sought to stir the nation’s conscience. or white. The Court’s remedy to this situation Answer: Voting Rights Act came in Swann v. Charlotte-Mecklenburg Board of New Civil Rights Laws of 1965 Education (1971). Again unanimously, the Court Influenced by the civil rights movement, Con- declared that children should be bused to schools gress began to act. In 1964 and 1965, it passed key Chart Skill Practice outside their neighborhoods to combat these civil rights legislation, barring discrimination and Which civil rights law was housing patterns and ensure integrated schools. ensuring the right to vote. The 1965 law was intro- declared unconstitutional? duced just after the nation saw TV coverage of The Civil Rights Movement police violence aimed at peaceful demonstrators in (the Civil Rights Act of 1875) After the Brown decision, many African Ameri- Selma, Alabama. President Lyndon Johnson made cans and whites worked together in the civil rights a dramatic plea on television to Congress, asking it movement to end segregation. Throughout the to work long hours to pass the bill quickly: Differentiated United States, but mostly in the South, African Amer- D icans organized nonviolent protests against laws sup- “ . . . I don’t make that request lightly, for, Instruction porting racial segregation. Some held sit-ins at from the window where I sit, with the restaurant lunch counters that served only whites, problems of our country, I recognize that Auditory/Musical Play a that is, they sat in seats reserved for whites and refused from outside this chamber is the outraged recording of Martin Luther King, to move. When arrested for breaking the law; they conscience of a nation, the grave concern Jr.’s, “I Have a Dream” speech for of many nations . . . were almost always found guilty. They could then ” students. Ask: What words and appeal, challenging the constitutionality of the laws. —President Lyndon Johnson phrases are used repeatedly? Selected Major Civil Rights Legislation Why? (one hundred years later; we See StudentWorks™ Plus cannot be satisfied; I have a dream; Year Act Major Provisions or go to glencoe.com. let freedom ring; free at last) In 1875 Civil Rights Act Bans discrimination in places of public accommodation what other ways does King (declared unconstitutional in 1883) appeal to listeners’ emotions? 1957 Civil Rights Act Makes it a federal crime to prevent a person from voting in a federal election 1963 Equal Pay Act Bans wage discrimination based on race, gender, color, religion, or national origin (Possible answer: by mentioning the 1964 Civil Rights Act Bans discrimination in places of public accommodation, federally funded Declaration of Independence) Ask programs, and private employment; authorizes Justice Department to bring them how listening to the speech school integration suits makes them feel. OL AL 1965 Voting Rights Act Allows federal registrars to register voters and ensure that those who are registered can exercise their right to vote without qualifications 1967 Age Discrimination Act Bans discrimination in employment based on age Landmark Case 1968 Civil Rights Act, Title VIII Bans racial discrimination in sale or rental of housing 1972 Higher Education Act, Forbids discrimination based on gender by universities and colleges receiving See Brown v. Board of Education Title IX federal aid in the Supreme Court Case 1974 Housing and Community Bans housing discrimination based on gender Development Act Summaries in the Reference 1990 Americans With Bans discrimination in employment, transportation, public accommodations, Handbook and Case Study 37 in Disabilities Act and telecommunications against persons with physical or mental disabilities the Supreme Court Case Studies booklet. Critical Thinking Ratified in 1868, the Fourteenth Amendment was passed to protect the rights of formerly enslaved persons. It was not until 1964, however, that racial segregation in public places was made illegal. Which civil rights act eliminated voting qualifications such as the literacy test? Hands-On Chapter Project CHAPTER 14: Citizenship and Equal Justice 401 Step 3 Discrimination Summarizing Explain that these two paragraphs will be supporting paragraphs 398_403_U5C14S3_879982.inddStep 4013: Adding Examples Students will 11/19/08 1:28:02 PM 2 and 3 in their essays—the “cheese and research two more examples of discrimination. burger.” Discuss any questions or problems Directions Have students select two groups students are having in doing their research. OL other than the one they researched in Step 2 (Chapter Project continued in Section 4.) and write a paragraph about each, including the same type of information they researched in Step 2.

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398_403_C14S3_890908.indd 401 3/17/09 5:13:06 PM CHAPTER 14, SECTION 3 Latinos and Civil Rights

Following a Model African American leaders Caption Answer: nonviolent inspired other groups to work protests, civil disobedience, for their civil rights, including lawsuits, and lobbying women, Latinos, and Native Americans. Among the first politicians well-known Latino groups S was the United Farm Workers. The UFW are seen here at a 1979 rally in California. What kinds of strategies do you S Skill Practice think other minority groups would tend to copy from Using Geography Skills Have African Americans? students refer to a map or globe to locate the countries from which the Latino population originated. BL At regular intervals of this historic speech, Historians recognize that King’s leadership President Johnson repeated the anthem of the was critical in persuading all Americans that civil rights movement—“We Shall Overcome.” In reforms were needed. Historians also comment Assess August 1965, the bill passed by a healthy majority. on how the 1960s civil rights legislation led Assign the Section 3 Assessment Some years later, John Lewis, a civil rights leader to many other groups organizing to ensure equal- who watched the speech with Martin Luther King, ity of opportunity. Among women, prominent as homework or as an in-class Jr., commented on how King reacted to the presi- leaders were Bella Abzug and Gloria Steinem. activity, or have students take dent’s speech, especially when he heard the Among Latinos, César Chávez and Dolores Section Quiz 14-3 from Section president use King’s own language of “we shall Huerta were active. Among Native Americans, Quizzes and Chapter Tests. overcome.” Lewis reported that King had cried Dennis Banks and Russell Means led the from joy because at last he was confident that American Indian Movement to urge an end to Close the movement had turned the corner. discriminatory practices. Analyzing Discuss whether SECTION 3 Review legislation can end discrimination. Vocabulary 5. Analyzing Use the graphic organizer below to analyze Ask: What do you think would 1. Explain the significance of: suspect classification, why the Supreme Court overturned the “separate but equal” have to happen for discrimi- fundamental right, discrimination, Jim Crow laws, doctrine and what effects followed that decision. nation to come to a complete “separate but equal” doctrine, civil rights movement. Cause Effect/Cause Effect end? Take a class vote and discuss Brown v. Main Ideas Board of the results. OL Education 2. Listing What are three guidelines or tests the Supreme Court uses to evaluate cases involving equal protection under the law? Writing About Government 3. Explaining What was the impact of Washington v. Davis? 6. Expository Writing Find information about the following: Civil Rights Act of 1964, Voting Rights Act of Critical Thinking 1965, Equal Employment Opportunities Act of 1972, 4. Evaluating Was Chief Justice Earl Warren’s opinion in Brown Education Amendment of 1972, Voting Rights Act of 1975, v. Board of Education of Topeka consistent with Justice Harlan’s and Americans with Disabilities Act of 1990. Prepare an Section 3 Review dissenting opinion in Plessy v. Ferguson? Explain your answer. informational brochure that describes these acts.

402 UNIT 5: Liberty and Justice for All

Answers 398_403_U5C14S3_879982.indd 402 11/3/08 10:57:35 AM 1. All definitions can be found in the section and 5. Cause: Separate facilities are inherently unequal. the Glossary. Effect: School districts redrew boundaries, 2. rational basis test, suspect classifications, reassigned pupils, and bused students to fundamental rights desegregate; courts heard cases to desegregate 3. If laws were not designed to discriminate, they parks, prisons, and libraries. are constitutional even if they produce unequal 6. Discuss with students how each piece of results. legislation has attempted to end discrimination. 4. Yes, both Warren and Harlan wrote that equal Students’ brochures should show research and protection of the laws meant that racial creativity. segregation was unconstitutional.

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398_403_C14S3_890908.indd 402 3/17/09 5:13:22 PM Supreme Court Cases to Debate

Can a Judge Determine What Is Class Debate a Hate Crime? Organize the class into two teams—one team to argue that Apprendi v. New Jersey, 2000 judges have the right to deter- mine the defendant’s motive and he Fourteenth Amendment requires that The Constitutional Question base sentencing on his or her an accused person receive due process T During the 1990s, many people became determination and the other team when tried for breaking a state law. The Sixth alarmed about violent crimes whose victims were Amendment guarantees those accused of a chosen because they were members of certain to argue that under due process, crime the right to a trial by jury. How do these groups. State legislatures responded by passing only a jury can determine if a amendments affect sentencing for “hate crimes” hate crime laws. These laws carry extended crime was motivated by prejudice for which a state law may require harsher sentences when a court determines that a con- and sentence the defendant punishments? victed person committed the crime because of prejudice. accordingly. Have each team list Facts of the Case Hate crime laws were passed with good the points in its favor. Ask team On December 22, 1994, Charles Apprendi fired intentions. Establishing that prejudice is a crimi- secretaries to record what each several gunshots into an African American family’s nal’s main motive can be difficult to prove in group believes are its five home in Vineland, New Jersey. He confessed to the most cases. The judge in the Apprendi case shooting and said he did not want the family in the based his decision on the “preponderance of evi- strongest points. dence”—which seems to be a reasonable way to neighborhood “because they are black in color.” Have each team elect three of Later, Apprendi took back his statement. He pleaded determine whether or not a crime is a hate crime. guilty to possession of a firearm for unlawful pur- And judges, not juries, often choose a sentence its members to serve as a “jury.” poses. At the evidence hearing, the judge ruled that from a range of punishments prescribed for a Ask team reporters to state the the shooting was motivated by racial prejudice. certain crime. strongest points of each team’s Apprendi was sentenced to 12 years, which exceeded The crime for which Apprendi pleaded guilty, the usual 10-year maximum. Apprendi appealed, however, was not designated a hate crime in the argument. After allowing the claiming that the extended sentence violated his indictment. Apprendi’s case raised the issue of “jury” to ask questions, have it rights under the Sixth and Fourteenth Amendments whether a defendant has the right to have a jury— deliberate and announce a because the judge, not a jury, decided his crime was rather than a judge—determine whether a crime decision. motivated by racial hatred. In 2000 the U. S. Supreme was, beyond a reasonable doubt, motivated by Court reviewed the case. prejudice. The Court’s Decision Debating the Issue Provide students with the follow- ing information about the Court’s Questions to Consider You Be the Judge

▲▲ decision. 1. Which amendments guarantee trial Does the deterrent posed by Charles Apprendi by jury and due process of law? hate crime laws justify the use of the On June 26 in a 5-to-4 ruling, the 2. How would a Supreme Court “preponderance of evidence” standard Court struck down New Jersey’s decision in Charles Apprendi’s rather than the “proof beyond a procedure. According to the reasonable doubt” standard? Is a favor affect other cases in which justices, it allowed a judge to defendant denied his or her rights extended sentences have been impose a greater punishment handed down by judges rather if a judge, not a jury, decides on an than juries? extended sentence? than the jury had authorized. Justice John Paul Stevens wrote in the majority opinion: “The New 403 Jersey procedure is an unaccept- able departure from the jury Debating the Issue Answers tradition that is an indispensable 398_403_U5C14S3_879982.indd 403 11/3/08 10:57:42 AM part of our criminal justice Questions to Consider You Be the Judge system.” 1. the Sixth Amendment and the Encourage students to draw upon the With four justices dissenting, Fourteenth Amendment points raised in the classroom debate as the decision caused controversy. 2. Answers will vary, but students should they consider these questions. As students Justice Sandra Day O’Connor recognize that similar cases will be seen respond, have them explain which point or argued that the Court had upheld in a new light and that many convicted points they believed were most persuasive. the laws in other cases in which criminals might try to overturn their judges had imposed “enhanced” convictions or at least shorten their sentences. sentences.

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398_403_C14S3_890908.indd 403 3/17/09 5:13:26 PM SECTION 4 CHAPTER 14, SECTION 4 Focus Civil Liberties Challenges Reader’s Guide Bellringer Content Vocabulary Academic Vocabulary Reading Strategy ★ ★ Section Focus Transparencies affirmative action (p. 404) diverse (p. 405) As you read, create a graphic organizer similar to the one ★ security classification ★ integrate (p. 405) below to list current issues involving civil liberties. 14-4 system (p. 408) ★ arbitrary (p. 407) Challenges for Civil Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWERS 1. African American women 2. African American women UNIT 3. Hispanic men; Hispanic women 5 SECTION FOCUS Liberties TRANSPARENCY 14-4

Steps Toward Equality

1 What category of workers 2 What group of women 3 Which group had the showed the greatest showed the greatest lowest median income in percentage increase? increase in this period? 1990? in 2005? Percentage Increases in Median Income*

Men Women Percent Percent 1990 2005 Increase 1990 2005 Increase

All 6.4% $14,584 27.4% workers $29,390 $31,275 $18,576 White $31,802 $35,345 11.1% $15,324 $19,451 26.9% Issues in the News

African $22,653 21.5% $12,061 $17,631 46.2% American $18,637 Asian N/A $34,215 N/A N/A $21,641 N/A usic sharing on the Internet often violates copyright Hispanic $19,509 $22,089 13.2% $10,909 $15,036 37.8% *Year-round full-time workers’ income in constant 2004 dollars. laws, but many students do it anyway. In its fight to stop Source: Statistical Abstract of the United States M the practice, the recording industry has sued many students. In December 2007, the industry filed a court action against the University of Oregon for failing to help identify the stu- dents. The university argued that industry tactics were violat- Reader’s Guide ing privacy by unearthing information that was not related to copyrighted material. Lawyers for the record company angrily Answers to Graphic: responded that when students are breaking the law, the uni- versity has no right to talk about privacy and due process. ▲▲ Some downloading is illegal, but some affirmative action college students do not see it that way. discrimination against women freedom of information right to privacy n American family living on the Western government contracts. Often the policies involve the frontier might have worried about roving targeted recruitment of women and minorities. The A outlaws or whether the sheriff was doing his hope is that these groups will then be represented in job, but they did not worry if someone was watching jobs and in higher education in roughly the same how they used the Internet. As society changes, so proportion that they are in the population. Most do the issues affecting our civil liberties. From the affirmative action is required by the federal govern- 1960s through the 1990s, concerns about civil rights ment or the courts, but many businesses use it volun- often involved racial or gender discrimination. tarily. Today some people argue that affirmative Those issues remain, but other civil liberties action has served its purpose and should end. Others concerns have arisen since the September 11, 2001, say it is still needed so everyone will have an equal terrorist attacks: Where is the dividing line between opportunity to use their talents and to get ahead. protecting individual liberties and the government’s Many cases were fought in court over specific affirm- need to protect national security? ative action policies. As more conservatives have been appointed to the Supreme Court, more affirma- tive action policies have been ruled as violating the Affirmative Action protection of individual rights. Affirmative action is a set of policies developed in the 1960s to remedy past discrimination. The Affirmative Action in Education policies are carried out by federal, state, and local Affirmative action has had a major impact on Resource governments, as well as by private employers with college admissions. In a 1978 case, a white male Manager 404 UNIT 5: Liberty and Justice for All

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking404_413_U5C14S4_879982.indd 404 Instruction Support Practice 11/5/08 7:16:12 AM Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Drawing Conclusions, • Making Inferences, • English Learners, • Persuasive Writing, • Making a Fact/Opinion p. 408 p. 407 p. 409 p. 406 Chart, p. 409 Additional Resources Additional Resources Additional Resources Additional Resources Additional Resources • Guid. Read. Act., p. 52 • Read. Essen., • Foldables, p. 57 • Supreme Ct. Case • Skill Reinforce. Act., • Quizzes/Tests, pp. 159–162 Studies, pp. 115–116, p. 14 pp. 173–182 121–122 • Vocab. Act., p. 14

404_413_C14S4_890908.indd 404 3/17/09 5:14:16 PM student named Allan Bakke sued because he was twice rejected for medical school. He claimed that CHAPTER 14, SECTION 4 the University of California had practiced reverse discrimination because a certain number of slots were guaranteed to minorities. In Regents of the University of California v. Bakke, the Court ruled Teach that colleges and universities could not use a quota system, although they could consider race in admissions. After the Bakke decision, many Caption Answer: Favoring colleges were considering race to achieve a diverse minorities denies nonminority student body. students equal protection of In the mid-1990s, opponents of affirmative action began a fight to eliminate any use of race by the law, which is in violation of public institutions—in college admissions or in the Fourteenth Amendment. state-agency hiring. Ward Connerly, an African American member of the University of California’s Board of Regents, led the fight. Later Connerly and others succeeded in getting Proposition 209 CURRICULUM on the ballot, and voters passed the measure. It amended California’s constitution; the state was CONNECTION Affirmative Action Suits Barbara Grutter barred from favoring applicants on the basis of Law In the Bakke case, the race, gender, ethnicity, or national origin. (left) and Jennifer Gratz brought suit in separate cases in 2003 against the University of Michigan. Michigan has also seen major battles over Supreme Court ruled that “the  Undergraduate admissions policies that awarded purpose of helping certain affirmative action. In Grutter v. Bollinger (2003), points based on race were struck down. Why the Court upheld a University of Michigan might the Supreme Court object to a system groups whom the [University admissions policy that gave preference to minori- that gave extra points to minorities? of California] perceived as victims ties who applied to its law school. The Court said universities could treat race as a “plus factor” of ‘societal discrimination’ does in admitting students. It added that universities not justify a classification that serve a special role because they make it possible imposes disadvantages upon for people of all backgrounds to compete at all transfer students on the basis of race, or they persons like [Bakke], who bear levels of society. In another Michigan case, how- used race as a tiebreaker when choosing among ever, the Court ruled against an admission policy students for certain schools. The justices were no responsibility for whatever to increase diversity. In Gratz v. Bollinger (2003), bitterly divided over this decision. Speaking for harm the beneficiaries of the the Court said that it was unconstitutional to use a the majority, Chief Justice John Roberts argued special admissions program are system that automatically gave extra points to that the 1954 Brown decision meant that schools thought to have suffered. To hold minority applicants for admission. In Novem- should be color-blind: ber 2006, Michigan voters supported Proposal 2, a otherwise would be to convert ballot initiative similar to California’s that makes “ The way to stop discrimination on the a remedy heretofore reserved preferential treatment in admissions and hiring basis of race is to stop discriminating on for violations of legal rights into illegal. So far the Court has rejected attempts to the basis of race.” a privilege that all institutions appeal this new law. —Chief Justice John Roberts In recent years, a more conservative Supreme throughout the Nation could Court has also questioned integration plans of The dissenting justices contended that his argu- grant at their pleasure to what- elementary and high schools that were adopted ment was a “cruel irony.” The real goal of Brown v. ever groups are perceived as after 1954. In accordance with the Brown decision, Board of Education, they said, was to integrate victims of societal discrimination.” many schools redrew district lines, bused students, schools, even if taking account of race is necessary and created magnet schools. Yet in 2007, the to accomplish this. Supreme Court struck down the policies of two school districts. (The case was Parents Involved in Community Schools v. Seattle School District See the following footnoted materials in the Reference Handbook: 1. Regents of the University of California v. Bakke case summary, page R33. No. 1.) To achieve more integrated schools, the 2. Grutter v. Bollinger case summary, page R28. schools involved in the case sometimes limited 3. Gratz v. Bollinger case summary, page R28. Additional Support CHAPTER 14: Citizenship and Equal Justice 405

Activity: Collaborative Learning 404_413_U5C14S4_879982.indd 405 11/3/08 10:58:43 AM Exploring the Impact of Government report responses to the class. (A basic answer Action Explain to students that access to should include references to the Freedom of information about what the government is Information Act and the Sunshine Act.) Then doing is an essential part of a democracy. have each group select another student to Organize students into small groups. Ask: work with students from other groups to list How can Americans become more aware of the provisions of the two acts to present to actions taken by government that affect their the class. OL lives? Have each group select a student to

405

404_413_C14S4_890908.indd 405 3/17/09 5:14:21 PM CHAPTER 14, SECTION 4 Early Struggles

Women in Congress Critical Thinking 1917–1919 1 Answer: The greatest increase 1937–1939 9 occurred between 1989 and 1947–1949 8 1997. Students may note a 1957–1959 15 greater acceptance of women in power, thanks to earlier civil 1977–1979 21 rights victories. 1987–1989 24 1997–1999 66 2007–2009 92 W Writing Support Persuasive Writing Ask stu- Critical Thinking When the first woman ran in the Boston Marathon in 1967, the act outraged dents to consider whether they a male trainer. Based on the chart, in which years did women see the greatest increase in the think affirmative action policies number of female Congress members? Why do you think these increases occurred? are a fair way to address past discrimination. Then, have stu- Affirmative Action in Other Areas dents write letters to the editor Outside of the educational sphere, the use of Discrimination explaining their opinions. OL affirmative action has also been mixed. In a 1987 Against Women trucking industry case, the Supreme Court upheld Women did not win the right to vote until 1920 a plan by a state transportation agency to take when the Nineteenth Amendment was adopted. account of gender in promotions if the candidates In the 1960s and 1970s, women challenged dis- for a position were equally qualified. Then in 1995, crimination in employment and in other areas. In United States v. Paradise in Adarand Constructors, Inc. v. Peña, the Court Before the 1970s, the Supreme Court usually overturned earlier decisions by saying that federal (1987), the Supreme Court said that laws discriminating against women did agencies could not automatically favor minority- ruled on a plan to encourage not violate the Fourteenth Amendment. Often the based companies for federal contracts. promotion of African American reasoning was that these laws protected the state troopers in Alabama, “weaker sex” from night work, heavy lifting, or W An Ongoing Debate “bad elements” in society. In the 1950s, for exam- As the previous discussion shows, the affirmative based upon a quota of “one ple, the Court upheld an Ohio law forbidding any action debate continues to this day. Supporters argue black for one white.” The Court woman other than the wife or daughter of a tavern that minorities and women have been so disadvan- owner from working in a bar. declared that the quota was taged in the past that they may be viewed as inferior A historic change came in 1971, when the Court justified, given the fact that it candidates compared to white men. Supporters also held that a state law was unconstitutional because argue that affirmative action should continue because was “narrowly tailored” and it discriminated against women. In Reed v. Reed, it is an important social goal to increase the number temporary and given the “long the Court said that a law that automatically pre- of minorities and women in desirable jobs. ferred a father over a mother as executor of a son’s and shameful record of delays Opponents say that any discrimination is wrong, estate violated the Fourteenth Amendment: and resistance” shown toward even if it is practiced to correct past injustices. African American employment They want merit to be the only basis for hiring. To “ To give a mandatory preference to on the state police force. favor a minority over a white candidate, they say, members of either sex over members is reverse discrimination. of the other . . . is to make the very kind of arbitrary legislative choice forbidden by the Equal Protection Clause. See the following footnoted materials in the Reference Handbook: ” Differentiated 1. Adarand Constructors, Inc. v. Peña case summary, page R23. —Chief Justice Warren Burger Instruction 406 UNIT 5: Liberty and Justice for All

Activity: Multiple Learning Styles 404_413_U5C14S4_879982.indd 406 11/3/08 10:58:49 AM Interpersonal Have each student choose a security, and the like. Before they write their person from the section and write two or three entries, encourage students to think about diary entries that the person might have made. how their chosen character might have felt in a In addition to the people mentioned by name situation that challenged civil liberties and how in the section, such as Allan Bakke, allow stu- they themselves would have felt in the same dents to choose the role of one of the many situation. Also assure students that they need unnamed people involved in these issues—for not write fluently and that they can include example, the director of admissions to a law sketches and other diagrams to express their school, a woman applying to a state-supported, thoughts. ELL all-male military college, a specialist in Internet 406

404_413_C14S4_890908.indd 406 3/17/09 5:14:24 PM Reasonableness Standard • States cannot set different ages for when men CHAPTER 14, SECTION 4 The Reed decision created a new standard of and women can buy alcohol. reasonableness for sex discrimination cases. In this • States cannot exclude women from juries. case, the Supreme Court said that any law that clas- • Girls cannot be kept off Little League baseball sifies people on the basis of gender “must be reason- teams. C Critical Thinking able, not arbitrary, and must rest on some ground of • Community service groups cannot exclude Making Inferences Ask: What difference.” If a real ground of difference exists, then women from membership. might be the “public policy the court must make two other determinations: • Employers must pay women the same retire- • that recognizing the difference serves “impor- ment benefits as men. goals” that justify single-sex tant governmental objectives” and schools? (Answers will vary.) OL • that the law or practice is substantially related Sometimes the courts have decided that gender distinctions are allowable because they are sub- to those objectives. ) ) ) stantially related to public policy goals; for exam- ) ) )

In a 1977 case, the Court wrote that treating ple, the following are legal: ) ) articipating

women differently from men cannot be based C

• All-male or all-female schools )

) in Government

) merely on “old notions” about women and “the • Having only male staff in all-male prisons ) role-typing society has long imposed on women.” • Barring fathers from the delivery room during In addition to handling com- Caesarean sections Substantial Interest Standard plaints, the U.S. Commission Since the Reed decision, federal courts have Laws on Gender Discrimination on Civil Rights evaluates federal decided that some distinctions are not substantially Since the 1960s, Congress has passed several laws and policies that relate to related to important government goals, but here are important laws to protect women from discrim- discrimination, serves as a some examples of distinctions that are prohibited: ination. The Civil Rights Act of 1964 banned • States cannot set different ages at which men job discrimination based on gender. In 1972 the clearinghouse for information and women become legal adults. Equal Employment Opportunity Act strengthened on the issue, and keeps the issue ) ) ) before Americans in the form of ) ) ) public service announcements. )

) articipating Students can find out more about

)

) in Government the commission by visiting its

) )

) ) Filing a Civil Rights Complaint Web site at www.usccr.gov. If you believe you have been treated unfairly because of Generally, a complaint must be filed with the appropriate gender, race, color, national origin, religion, or disability, you agency within 180 days of the discrimination it alleges. Activity: Review the key can make a formal complaint that your civil rights have been Discrimination in employment, education, housing, credit, elements of a formal civil rights violated. and public services are handled by various state or federal complaint (the date and place, The complaint must be in writing, be signed and dated, government agencies. The Complaints Referral Office of the plus how to contact witnesses to and include your name, address, and phone number. It must U.S. Commission on Civil Rights in Washington, D.C., gives the discrimination). You might include the name and address of the person or establishment advice on where to file a complaint. ) ) ) want to have students work with that is the subject of the complaint. The complaint must ) ) ) partners on this activity; be pre-

describe the act and the type of discrimination )

) articipating

) (gender, race, and so on). It must include ) in Government Activity pared to offer advice about the the date and place the act occurred and the ) best place to direct specific 1. Investigate the state or federal agencies that handle names, addresses, and phone numbers of complaints. To extend this activity, various civil rights complaints. Use the telephone any witnesses. No other documents have volunteers share their com- are necessary. directory to make a list of the agencies that are concerned with the following areas: employment, plaints, and have the class discuss ▲▲ Filing a complaint housing, credit, education, public facilities. how they think the government 2. Create an imaginary civil rights complaint following should respond. OL the guidelines above. Include the name and address of the agency where you would file your complaint. Hands-On Chapter Project CHAPTER 14: Citizenship and Equal Justice 407 Step 4 Discrimination • a supporting paragraph for each of the three examples of discrimination that they 404_413_U5C14S4_879982.inddStep 4074: Putting It Together Students will 11/5/08 7:16:29 AM researched; and use the information they gathered in Steps 1 • a summary paragraph—the “bottom bun on through 3 to write their essays. the cheeseburger”—explaining why they Directions Ask students to use the notes they believe discrimination is unacceptable in a took in Steps 1 through 3 to write a one-page democracy. essay that includes: Summarizing Ask volunteers to share • an introductory statement summarizing how portions of their essays and display them in the classroom experience in Step 1 affected the room so that the class can read them. OL them and led them to consider the effects of discrimination on various groups;

407

404_413_C14S4_890908.indd 407 3/17/09 5:14:44 PM CHAPTER 14, SECTION 4 Reasonable Distinctions Citizens’ Right to Know The right of citizens and the press to know what the government is doing is essential. Only informed Caption Answer: The Court citizens can make a democracy. Government offi- cials, however, are often reluctant to share informa- would claim that this gender tion. Since 1917, the government has used a security classification is constitutional classification system that permits it to keep infor- because it serves important mation that is important to national security or governmental objectives. In the foreign policy secret. Each year, the government determines that millions of documents are classi- past, the draft has been used to fied, and as such, unavailable to the public. enlist enough men for combat In 1966 Congress increased the public’s access during war. Women are excluded to government by passing the Freedom of Informa- from frontline combat positions, tion Act (FOIA). FOIA requires federal agencies to give citizens access to unclassified records on so there is no reason to draft request. If people are denied access to information, them. they can sue the government to get it. Most FOIA requests come from veterans and senior citizens who want to know about their service records or benefits, but journalists often use the act to inves- ) ) ) ) ) tigate stories. In 2005, for example, reporters for )

) Women in the Armed Forces the Dayton Daily News sued to get information on

) articipating

) Although many women are enlisted in the the safety of Peace Corps volunteers abroad.

) in Government

) ) armed forces, the Supreme Court ruled in 1981 Another way citizens exercise their right to that Congress could exclude women from know is by attending government meetings. Before Women in the Military Ask registering for the draft. Why would the Court 1976, many government meetings or hearings students to gather information allow Congress to adopt this policy? were closed. The Sunshine Act of 1976 helped about military service from the correct this. About 50 federal agencies, boards, and commissions must now give notice of meet- school guidance office or from earlier laws on discrimination in hiring and firing ings and open them to the public. If a closed armed forces recruiting stations. practices, promotion, pay, and other employment session is permissible, a record must be kept and Have them report and comment actions. During the same year, Congress passed a made available to the public. upon opportunities that are comprehensive education law that included provi- sions referred to as Title IX. available to women in the military. Patsy Mink, the first Asian American woman Citizens’ Right to Privacy elected to Congress, was a primary sponsor of Title The Constitution does not mention a right to pri- R Reading Strategy IX. Mink, who began representing Hawaii in 1965, vacy. In 1965, however, in Griswold v. Connecticut, faced discrimination as a girl and as an Asian Amer- the Court interpreted that taken together the First, Drawing Conclusions In the ican in high school and in later years. One of Title Third, Fourth, and Fifth Amendments recognize an Griswold decision, the Supreme IX’s most obvious visible effects was in school athlet- area of privacy. The Ninth Amendment protects ics: Any school that received federal money had to this right because it says, in effect, that just because Court noted that the First, Third, give boys and girls an equal chance to participate. the Constitution names certain specific rights does Fourth, and Fifth Amendments Finally, in 1972, Congress made its boldest effort R not mean that people do not have other rights. recognize a right to privacy. to ban gender discrimination by proposing to In the Griswold case, the Court said that Con- Review each of these amend- amend the Constitution. The Equal Rights Amend- necticut could not outlaw access to contraception ment (ERA) stated: “Equality of rights under the because it would violate the privacy of married ments and ask students to brain- law shall not be denied or abridged by the United couples. Since the Griswold decision, the Court has storm about how they recognize States or by any state on account of sex.” A total of upheld a right to privacy in a number of cases a right to privacy. AL 35 states supported the ERA, but 38 states were involving personal matters—child rearing, abortion, necessary for passage. Since the defeat, women and intimate relationships within the home. This have relied on the Fourteenth Amendment’s equal- privacy right is not unlimited. The Court can limit Differentiated protection clause to address discrimination. it if the state needs to protect the larger society. Instruction 408 UNIT 5: Liberty and Justice for All

Activity: Interdisciplinary Connection 404_413_U5C14S4_879982.indd 408 11/3/08 11:00:03 AM Daily Life Have students work together to • visiting a doctor plan and present a TV news special—“Civil • applying to a specialized college program Liberties Every Day.” Students can report on the • speaking with a guidance counselor impact of civil legislation on such daily • serving on a jury activities as the following: Have each group conclude with a commentary • being considered for a job or a promotion explaining why Americans need to be aware of • playing on a school sports team their civil liberties. OL • applying for a loan

408

404_413_C14S4_890908.indd 408 3/17/09 5:14:47 PM National Security CHAPTER 14, SECTION 4

Emergency Measures The “Tribute of Light” in New York City memorializes Caption Answer: Many Patriot the victims of the September Act provisions have been 11, 2001, terrorist attacks, a criticized for allowing the national crisis that led to passage of the USA Patriot U.S. government to expand the Act. At right, Michael standards for probable cause. Chertoff (center) of the Department of Homeland Security observes security checks at Dulles International Differentiated Airport. Have any Patriot Act D provisions been criticized? Instruction English Learners Point out the phrase data warehouses. Tell students that data means “infor- Roe v. Wade Internet Issues mation” and that a warehouse is Internet use is creating new challenges to the Landmark Case In 1973 the landmark Roe v. a place where business owners right to privacy. One concern is government sur- Wade decision established a woman’s right to get store merchandise. Point out that veillance. The Federal Bureau of Investigation an abortion during the first six months of her (FBI), for example, uses wiretapping technology to warehouse is made up of ware and pregnancy, but individual states could prohibit intercept Internet e-mails or to target suspect house. Note that other phrases abortion in the last three months. words or phrases in messages. Before 1973, many states outlawed abortion such as Web site and database are Online privacy is also threatened by Web sites and completely unless the life of the mother was at stake. also metaphors for locations on hackers that gather information on people who are In Roe, the Court noted that it was necessary to bal- surfing the Web. By “spying” on your online activity, the Internet. ELL ance a woman’s right to privacy of her body with marketers can create a profile of individuals that the rights of the unborn child. It also noted that includes their age, income, recent purchases, music there was no clear agreement among medical and S Skill Practice preferences, and political party. More and more, D philosophical experts on exactly when life begins. personal information is being collected in “data Since the 1970s, abortion has remained very Making a Fact/Opinion Chart warehouses” where it is for sale to businesses, cur- controversial. Many Americans see it as morally Help students make a chart that rent or potential employers—or nearly anyone else wrong and want the government to make it a who is willing to pay for it. identifies the statements under criminal act. Others may also see it as a moral Identity theft is another phenomenon that has wrong but believe that women and families have “Government Surveillance” as facts increased with the Internet and that threatens the right to decide the issue for themselves. or opinions. (Charts should include individuals. The sheer volume of personal infor- A more conservative Supreme Court began mation in online databases has made many people points such as: Facts: The NSA can restricting access to abortion in the 1990s. In a 1992 fear for their privacy. Government agencies and monitor e-mail messages. President case, for example, the Court ruled that Pennsylvania businesses devote many resources to finding ways could require a woman who wants an abortion to Bush secretly ordered the NSA to to increase security. first get counseling—even counseling that is aimed eavesdrop on U.S. citizens. Opinions: at persuading her against having an abortion. The Iraq War Resolution authorized Antiabortion and pro-life activists continue to Government Surveillance War and the threat of terrorism create tension the president to act outside FISA. keep the issue in the public eye. In 2003 Congress in a democracy between citizens’ privacy rights S passed a federal law banning a particular method The threat of terrorism justifies and national security needs. Currently two laws of late-term abortion, and in 2007, the Court monitoring private citizens.) OL upheld the law. Some legal experts wondered

whether this decision was a sign that Roe v. Wade See the following footnoted materials in the Reference Handbook: might be overturned or at least restricted further. 1. Roe v. Wade case summary, page R33. Differentiated Instruction CHAPTER 14: Citizenship and Equal Justice 409

Leveled Activities 404_413_U5C14S4_879982.indd 409 11/3/08 11:00:08 AM ELL Vocabulary Activities, BL American Biographies, OL Supreme Court Case AL Government Simulations p. 14 01_84_AMB_891378.inddp. Page 6262 11/12/08 5:10:59 PM u-s086 /Volumes/121/GO00233/CRM_Ancillaries_FL/G2%0/Application_Files/C10_112261/Bat... Studies, p. 115 and Debates, p. 32

Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ NAME ______DATE ______CLASS ______Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ AMERICAN BIOGRAPHY 62 Vocabulary Activity 14 DR. MARTIN LUTHER KING, JR. 1929–1968 Supreme Court Case Study 58 Government Simulations and Debates “I have a dream that my four little children will one day live in a nation where they will Activity Sheet 5B Preparing for the Simulation Citizenship and Equal Justice not be judged by the color of their skin but by A Woman’s Right to Abortion the content of their character. ” Simulation 5: Mock Police Stops DIRECTIONS Select the term that matches each definition below. Write the correct term to break down the barriers of long-standing Roe v. Wade, 1973 At a Glance DIRECTIONS You will participate in simulations of police stops. To help you prepare, in the space provided. segregation. King insisted that these confrontations Martin Luther King, Jr., was one of the most ★★★★★★★★★★★★★★★★ Background of the Case ★★★★★★★★★★★★★★★★ complete the steps below. should be nonviolent. effective leaders of the civil rights movement. King’s strategy distressed white moderates who One of the most widely debated issues in recent times has been over whether a woman may jus soli double jeopardy affirmative action non-resident alien Under his leadership, African Americans in the claimed that the civil rights movement should legally have an abortion. Many religious groups have vigorously opposed abortion, while Use a folder to organize the various papers you will need illegal alien jus sanguinis self-incrimination security classification system South were able to end the Jim Crow system Step 1. Prepare a Simulation Folder proceed more slowly through legal channels. His women’s rights organizations and civil libertarians, as well as many unaffiliated individuals, for your simulations. Your folder should include any of racial segregation. King received the Nobel private law expatriation rational basis test separate but equal doctrine insistence on nonviolence angered some African have supported that right. activity sheets (such as this one) your teacher hands out, research materials, and notes you Peace Prize in 1964. Tragically, four years later American militants who wanted more forceful ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ he was assassinated in Memphis. A unmarried pregnant woman, Jane Roe (a pseudonym), brought suit against District take. Update your folder as you proceed. 1. confrontation. King still managed to convince A person from a foreign country who expects to stay in the United States for a short time Attorney Wade of Dallas County, Texas. She challenged a Texas statute that made it a crime to ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ African Americans and whites to march in seek or perform an abortion except when, in a doctor’s judgment, abortion would be necessary From 1956 to 1968, Dr. Martin Luther King, demonstrations and not to fight back even when ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ to save the mother’s life. Because Roe’s life had not been threatened by her pregnancy, she had 2. ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Jr., guided the civil rights movement. He was clubbed or knocked down by jets of water from A person who comes to the United States without a passport, visa, or entry permit not been able to obtain an abortion in Texas. a believer in nonviolence, and his death at the high-power hoses. 3. Legislation that applies to a particular person ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Step 2. Create a Variety of Scenarios Your task in this step is to develop at least three police- hands of an assassin in April 1968 was a tragic Eventually, the Jim Crow system of segregation stop scenarios for your group to simulate. Decide who 4. ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ loss for the cause of social justice. crumbled under the massive demonstrations. In A Latin phrase that means “law of the soil” onstitutional Issue ★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★ is in the car, the reason the car was stopped by the police, and the basic facts of the situation Martin Luther King, Jr., born in Atlanta, was a C 1963 Dr. King delivered his “I Have a Dream” 5. A Latin phrase that means “law of blood” ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ that will determine the interaction of officers and citizens. For example, a pair of officers might son of a prominent Baptist minister. He followed in speech to more than 250,000 people in front Roe argued that her decision to obtain an abortion should be protected by the right stop a car full of teenagers. What reason did the police have for stopping the car? Perhaps one ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ 6. The giving up of one’s original citizenship to live in a foreign country his father’s footsteps, becoming pastor of the Dexter of the Lincoln Memorial. He was named Time of privacy, a right that stemmed from the Bill of Rights generally, and from the liberty of the passengers is disrespectful to the officers. How will the police respond? Be creative and Avenue Baptist Church in Montgomery, Alabama, in magazine’s “Man of the Year,” and in 1964 he interests guaranteed by the Fourteenth Amendment’s due process clause. The state argued 7. The act of giving testimony against oneself in court ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ specific. Strive to develop scenarios that are interesting, varied, and, most important, involve 1954. The following year he received his doctorate became the youngest person ever to receive the that the protection of life granted by the Fourteenth Amendment could not be applied to a ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ 8. Being tried for the same crime twice ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ in theology from Boston University. Nobel Peace Prize. fetus because a fetus was not a person in the eyes of the law. fundamental questions of civil rights. In 1955, when Rosa Parks was arrested for King tried to organize African Americans in 9. ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ The process used by the Court to uphold a state law when the state can show a good reason to justify refusing to give up her bus seat to a white man, Chicago in 1966, but the effort produced few classification of criminal suspects ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ King took charge of the boycott aimed at applying positive results. He also lost white moderate ★★★★★★★★★★★★★★ ★★★★★★★★★★★★★★ oyih yTeMGa-ilCmais Inc. © by The McGraw-HillCopyright Companies, The Supreme Court’s Decision Inc. © by The McGraw-HillCopyright Companies, economic pressure to the bus company. The support when he criticized the Vietnam War on Step 3. Develop Scripts You should develop a script for each police stop scenario. However, 10. ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ C Used to justify segregation in the U.S. in the early twentieth century bus company gave in, and the triumph received moral grounds and as a drain on resources that opyr The Court decided in Roe’s favor. Justice Harry A. Blackmun wrote for the Court. your scripts should not specify the exact words that each character will i added support when the Supreme Court declared g speak. Rather, they should provide general guidelines about the scenario, the events that take 11. The government policies that directly or indirectly award jobs, government contracts, promotions, could have gone to antipoverty programs. Despite ht The Court, with one dissent, approached its decision by acknowledging the delicacy and

© place as it develops, and descriptions of the characters and their attitudes and actions.

Montgomery’s bus segregation laws unconstitutional. these setbacks, King was in constant demand as a admission to schools and training programs, and other benefits to minorities and women in order to b depth of the issue before it. Nevertheless, it was the Court’s task “to resolve the issue by y

In 1957 Dr. King was elected president of the speaker and protest leader. In March 1968, he went Th ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ make up for past discrimination caused by society as a whole ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ e constitutional measurement free of emotion and of predilection.” Southern Christian Leadership Conference, a group to Memphis, Tennessee, to help city workers better M c G ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ 12. It provides that information on government activities related to national security and foreign policy of African American ministers who led the fight their working conditions. Addressing a rally on raw- Justice Blackmun reaffirmed that there was a right to privacy that could be inferred from for civil rights. He soon worked out a strategy that April 3, he hinted that his life was in danger. The Hill the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. He said that “the right has some

may be kept secret ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ C called for mass confrontations with authorities next night he was struck and killed by a rifle bullet. ompan extension to activities relating to marriage . . ., procreation . . ., (and) contraception....” Determine which students will play each role in the simulation. Accordingly, “the right of privacy ...is broad enough to encompass a woman’s decision Step 4. Assign Roles

v i es, whether or not to terminate her pregnancy.”Although specific and direct medical injury might ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ I Reviewing the Biography Answer the following questions on a separate sheet of nc. follow a denial of choice, other injuries as well could result from an unwanted pregnancy. 409 DIRECTIONS Use each of the following terms correctly in a complete sentence. Write the paper. These include “a distressful life and future, psychological harm,” and also the “distress . . .

Copyright © by The McGraw-Hill Companies,Copyright The McGraw-Hill © by Inc. ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ sentences on a separate sheet of paper. 1. Remembering the Details What event first brought Dr. King national attention? associated with the unwanted child, and ...the problem of bringing a child into a family 2. Understanding Information How did King’s methods for civil rights differ from already unable, psychologically and otherwise, to care for it.”Yet the Court concluded that the Students playing the roles of police should develop amnesty fundamental right naturalization alien those of white moderates and African American militants? privacy right was not absolute; accordingly, the right could not support an absolute right to Step 5. Research and Rehearse Your Role lists of proper actions during police stops. The lists denaturalization collective naturalization exclusionary rule counsel Thinking Critically choose abortion and “must be [balanced] against important state interests in regulation.” should include specific “dos” and “do nots” for officers to follow. For example, if an officer is to enemy alien suspect classification discrimination transcript 3. Writing a Persuasive Argument Write a letter to either white moderates or African American activists in the 1960s, explaining why Dr. King’s nonviolent The Court then turned to the question of whether a fetus is a person within the meaning of make an arrest for something other than a traffic ticket, a “do” would be to read the suspect his or Jim Crow law civil rights movement resident alien methods are more likely to be effective. the Fourteenth Amendment. The Court decided that a fetus was not a person under the her Miranda rights. Students playing motorists and passengers should develop similar lists that identify their rights in each situation. You should adhere to these lists during the simulation. (tid)

404_413_C14S4_890908.indd 409 3/17/09 5:14:50 PM 2001, terrorist attacks, President George W. Bush CHAPTER 14, SECTION 4 Cleared of Suspicion secretly ordered the National Security Agency (NSA) to monitor the phone calls of millions of citizens without a FISA warrant. President Bush Caption Answer: the Fourth asserted that Congress had, in effect, given him the power to act outside FISA when it passed the Amendment Iraq War Resolution. Critics said he overstepped his authority. Under pressure, the attorney general told Senate leaders in early 2007 that the president would carry out future surveillance under FISA Landmark Case guidelines. The Patriot Act and its revisions broadened the See Roe v. Wade in the Supreme definition of who could be seen as a terrorist and Court Case Summaries in the expanded the government’s power to detain, inves- Reference Handbook and Case tigate, and prosecute suspected terrorists. Federal agencies can monitor Internet messages and tap Study 58 in the Supreme Court phones, usually with a warrant from the FISA Case Studies booklet. court, and they can use broader standards for “probable cause.” In the case of attorney Brandon Attorney Brandon Mayfield A federal Mayfield, however, a federal court found that the Assess court found that the FBI used flawed evidence FBI went too far. The FBI used flawed fingerprint to justify its surveillance of Mayfield and his evidence to connect Mayfield to a terrorist bomb- Assign the Section 4 Assessment family. What amendment requires a warrant ing in Spain and then began intense surveillance to search an individual’s home? as homework or as an in-class on him. When he brought suit, the FBI’s mishan- dling of evidence was discovered. A federal court activity, or have students take ruled that the surveillance was conducted without Section Quiz 14-4 from Section lay down the guidelines for government surveil- sufficient probable cause. The FBI formally apolo- Quizzes and Chapter Tests. lance in national security cases: the 1978 Foreign gized and paid Mayfield $2 million. Intelligence Surveillance Act (FISA), and the 2001 Most citizens supported the Patriot Act when it Patriot Act. FISA originally required federal agents was passed. Since then, many legal experts have to get a warrant from a special FISA court before warned that some of its provisions could threaten Close tapping domestic phone and computer lines. civil liberties. The law’s supporters counter that the Summarizing Have students In 2005 the law became controversial when it latest versions contain many safeguards and that use the information under the was learned that shortly after the September 11, the law has been an asset in protecting the nation. main headings of this section to write newspaper headlines that SECTION 4 Review summarize the section’s major ideas. Have students share their Vocabulary 5. Listing Use a graphic organizer like the one below to list arguments for and against affirmative action headlines with the class. OL 1. Explain the significance of: affirmative action, security classification system. programs. Main Ideas For Against 2. Describing How does the Supreme Court apply the reasonableness standard in judging discrimination against women? 3. Identifying What is the key provision of the Freedom of Information Act? Writing About Government 6. Expository Writing Write a magazine article about Critical Thinking affirmative action and describe the ways it was intended 4. Analyzing Based on Supreme Court decisions, give examples to deal with discrimination. Then explain both sides of the Section 4 Review of permitted actions that allow for gender differences. ongoing debate.

410 UNIT 5: Liberty and Justice for All

Answers 404_413_U5C14S4_879982.indd 410 11/3/08 11:00:22 AM 1. All definitions can be found in the section and 5. Answers might include: For—programs help the Glossary. remedy the effects of past discrimination that 2. The Court looks closely at laws that classify on put minorities at a disadvantage; increasing the basis of gender. Such a law “must be minority representation in desirable jobs is an reasonable, not arbitrary, and must rest on some important social goal. Against—programs may ground of difference” serving “important result in reverse discrimination against qualified governmental objectives.” individuals. 3. The act requires federal agencies to provide 6. Students’ articles should fully explain both sides citizens with access to public records on request. of the affirmative action debate. 4. All-boy and all-girl public schools are allowed; women can be prohibited from working in all-male prisons.

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404_413_C14S4_890908.indd 410 3/17/09 5:14:57 PM I S S U E S to I S S U E S Debate to Should Undocumented Debate Workers Be Licensed to Drive? Teach

Today it is estimated that anywhere from 12 to 20 million people in the United States Setting up the Debate are here illegally. There have been many proposals for how to address this problem in the long-term, but a controversial proposal by a New York governor triggered debates Accessing Prior Knowledge among the 2008 presidential candidates. He recommended that undocumented Have students brainstorm alter- workers be able to apply for New York driver’s licenses. Although his proposal was nate methods of transportation. withdrawn, debate continues about how to achieve greater safety and security. Ask: Are any of these modes of transportation a realistic YES William Bratton, former New York Police NO Dan Stein, President of the Federation alternative for undocumented Commissioner for American Immigration Reform immigrants living in the United Primary Source Immigration Reform States? Discuss the pros and “ As former Commissioner of the New York City “ If [the governor’s] plan is implemented, cons of each. (Students should Police Department and now Chief of the Los future terrorists in need of a valid U.S. discuss the pros and cons of taking Angeles Police Department, I support efforts identity document will be able to get one the subway or bus, riding a bicycle, that have the potential to solve crimes and simply by proving that they can parallel walking, and so on.) improve traffic safety. That’s why I backed leg- park. . . . [His] rationalization is essentially islation in California that would give undocu- the same one President Bush used in seek- Evaluating Have students mented immigrants the ability to get a driver’s ing amnesty for illegal aliens. Rather than license once they have provided proof of their enforce laws against illegal immigrants, research the arguments for and identification. It is my belief that by doing President Bush argued that we must give- against giving undocumented that you would reduce the number of hit and in to them and grant them legal status, . . . immigrants driver’s licenses. runs and increase the number of insured [The governor] is seeking to reward illegal Students should give specific motorists on the road. We would also now alien scofflaws [contemptous law-breaker] have undocumented immigrants’ identifying with the privilege of driving and a U.S. arguments to support both information on record such as photographs identity document. The American public points of view. and addresses which could prove helpful in rejected the idea of amnesty for illegal the fight against crime and terrorism.” aliens, and New Yorkers firmly reject the Concluding the Debate —in a press release, October 2007 notion of licenses for people who have no right to be in the country.” Discuss these questions with —in a testimony before the New York State Senate, students: October 15, 2007 • What are your state’s penalties Debating the Issue for being caught driving with- out a license or insurance? 1. Identifying What is the main reason Chief Bratton ▼▼ Protesters What if you are an undocu- supports the proposal? mented immigrant? 2. Explaining Why does Stein fear granting driver’s licenses • How can traffic safety goals to illegal aliens? be met while still providing 3. Evaluating Both Bratton and Stein justify their positions methods of transportation for by pointing to security needs. Which person is more undocumented workers? persuasive on this point and why?

Debating the Issue Answers 404_413_U5C14S4_879982.indd 411 11/3/08 11:00:28 AM 1. It would help solve crimes and improve 3. Students should state a position and traffic safety. clearly defend it. 2. It would reward people who broke the law, undermine the law, and hurt security.

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Reviewing Vocabulary 5. laws that discriminated against African Americans Match the following content vocabulary word(s) with the 6. policy giving preference to minorities 7. how government documents are kept secret descriptions that follow. This easy-to-use software Affirmative action, resident alien, undocumented alien, includes extensive question Jim Crow laws, security classification system, naturalization, Reviewing Main Ideas banks and allows you to create nonresident alien Section 1 (pages 387–391) fully customized tests that can 1. the process of gaining citizenship 8. Differentiating What is the difference between an be administered in print or 2. person from a foreign country who expects to stay in the immigrant and an alien? online. United States for a short, specified period of time 3. person from a foreign country who establishes permanent Section 2 (pages 392–397) residence in the United States 9. Analyzing How did the Constitution address the issue of 4. person who comes to the United States without legal permits citizenship? Reviewing Vocabulary Section 3 (pages 398–402) 1. double jeopardy Chapter Summary 10. Evaluating How did the Court remedy the problem of 2. naturalization housing patterns creating segregated school districts? 3. nonresident alien Citizenship 11. Listing Which civil rights act allows federal registrars to 4. resident alien ★ A person who is born on American soil, born to a parent register voters? 5. undocumented alien who is a U.S. citizen, or naturalized is a U.S. citizen. Section 4 (pages 404–410) ★ 6. counsel A person can lose citizenship through expatriation, by being 12. Stating Which Supreme Court ruling set the precedent 7. exclusionary rule convicted of certain crimes, or through denaturalization. for the right to privacy? ★ Responsibilities of citizens include knowing about rights and 8. Jim Crow laws laws, participating in political life, and voting. 13. Summarizing What are the provisions of the Freedom of 9. affirmative action Information Act? 10. security classification system Challenges for Civil Liberties ★ Affirmative action debate over whether minorities should Critical Thinking Reviewing Main Ideas be compensated for past injustices continues. ★ Efforts to stop discrimination against women and minorities 14. Essential Question What are the three basic 11. An immigrant enters a new in employment, housing, and credit policies continue. sources of U.S. citizenship? ★ country intending to live Citizens’ right to know sometimes clashes with 15. Drawing Conclusions Why did the Court rule that there permanently and government’s need for security. wiretapping without a warrant was an illegal search and ★ Citizens’ right to privacy sometimes clashes with state’s thus a violation of the Fourth Amendment? become a citizen, whereas need to protect society. an alien is a temporary resi- 16. Predicting Use a graphic organizer like the one below dent and may not intend to Equal Protection of the Law to show what might happen if no formal procedures were ★ The Supreme Court uses three tests—rational basis, in place for becoming an American citizen. become a citizen of the suspect classifications, and fundamental rights—to Cause Effect country. determine violations of equal protection. No naturalization 12. The Constitution spoke of ★ Brown v. Board of Education of Topeka (1954) overruled citizenship only as a quali- the “separate but equal” doctrine. ★ Civil rights movements throughout the 1960s and 1970s fication for holding office in sought to end segregation and discrimination. the federal government. 13. Swann v. Charlotte- Mecklenburg Board of 412 UNIT 5: Liberty and Justice for All Education (1971) declared that children should be 16. It required federal agencies to provide Critical Thinking bused to schools outside citizens with access to public records on 404_413_U5C14S4_879982.indd 412 17. jus soli, jus sanguinis, naturalization 11/5/08 7:16:39 AM their neighborhoods to request with exemptions for national 18. The Court ruled that the Fourth combat these housing defense materials, confidential personnel Amendment protects people, not simply patterns and ensure and financial data, and law-enforcement areas, from search and seizure. integrated schools. files. 19. Effect: The country would be flooded with 14. the Voting Rights Act of 1965 immigrants and refugees who could not 15. In Griswold v. Connecticut, participate in government. the Supreme Court ruled that personal privacy is one of the rights guaranteed by the Constitution.

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404_413_C14S4_890908.indd 412 3/17/09 5:16:01 PM Self-Check Quiz Assessment Visit glencoe.com and enter ™ code USG9822c14. and Activities Click on Self-Check Quizzes for additional test practice. Document-Based Questions Analyzing Primary Sources Interpreting Political Cartoons Read the excerpt below and answer the questions Analyze the cartoon and answer the questions that follow. Have students use the that follow. Base your answers on the cartoon and your knowledge of Chapter 14 Self-Check Quiz. Jane Addams was a prominent social reformer and advocate Chapter 14. Visit glencoe.com and for woman suffrage. In a 1906 newspaper editorial, Addams enter ™ code discussed her arguments for giving women the vote. USG9085c14T to prepare for the Chapter Test. “ Logically,Logically, [the][the] electorate should be made up ooff those who . . . in the past have at leastleast aattemptedttempted to care forfor children, to clean houses, ttoo prepare foods,foods, to isolateisolate the familyfamily fromfrom oraloral 25. In the cartoon, the term dandangers,gers, those who have traditionally taken care illegal immigrants applies to ooff that side ofof lifelife which inevitablyinevitably becomes the both groups on the left. The subsubjectject of municipal consideration and controlcontrol aass soon as the popupopulationlation is congested. . . . These cartoonist implies that “illegal problems must be solved, ifif they are solved at immigrants” are those who aall,ll, not fromfrom the military point ofof view, not even came to the Americas and ffromrom the industriaindustriall point ooff view, but ffromrom a took Native Americans’ lands. tthirdhird . . . the human welfarewelfare point ofof view.view. ” ) ) ) 20. Who are the people grouped on the left of the cartoon? ) ) 17. What is the basis of Jane Addams’s argument for giving ) 21. What is the meaning of the comment made by the person )

women the vote? ) articipating

on the right? )

) in Government

) 1 8. Can you see any problems with granting women the right ) to vote based on these reasons? Why do you suppose, using 22. How is the term illegal immigrants being defined by the the reasons listed above, that it took so long for women to cartoonist? 26. Call on volunteers to present get the right to vote? their findings in an oral report.

Applying Technology Skills ★ ★ ★ ★ ★ ★

19. Using the Internet The Sixth Amendment guarantees ★ ★ Participating

the right to counsel only in criminal cases, but there are ★

★ in Government

★

★ civil cases that can have serious consequences for a ★ Chapter Bonus person. For example, a case involving a person’s immigrant 23. Find out about or visit one of the citizenship classes Test Question status or job discrimination. For people who qualify as offered to immigrants in your community. Find out low-income, legal aid societies provide assistance in such what material is covered in courses designed to Ask: Which Supreme Court cases. Explore the Web sites of legal aid societies in your prepare immigrants for becoming U.S. citizens. justice earned the title “Mr. own state and one other state. Then report briefly on the What obstacles do immigrants have to overcome to Civil Rights” before his Court mission of legal aid societies, the clientele they serve, and be successful in these classes? Who sponsors and pays appointment? (Thurgood types of cases handled—or other pertinent information for these classes? Share your findings with the class in Marshall, who, as an NAACP that reflects their activities. a brief oral presentation. lawyer, argued the Brown case before the Supreme Court.) CHAPTER 14: Citizenship and Equal Justice 413

Analyzing Primary Sources Applying Technology Skills

404_413_U5C14S4_879982.indd 20. Addams 413 argued that women should 22. Students’ reports should logically11/3/08 and 11:18:44 AM be given the vote because they are concisely discuss their findings. inherently more moral than men and would, therefore, be better able to vote Interpreting Political Cartoons for issues that would improve society’s 23. They are depicted as Latino Americans. problems. 24. Native Americans, whose presence in the 21. Students might answer that women, when Americas dates back thousands of years, given the vote under those conditions, are the only non-immigrants. The man in could be held to higher and, therefore, the middle is a descendant of immigrants. unequal standards than men, which could theoretically be discriminatory.

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