about_the_usa (1)
about_the_usa (1)
about_the_usa (1)
Elaine Kirn
About
the U.S.A.
About
the U.S.A.
Elaine Kirn
Published by the Office of English Language Programs, Bureau of Educational and Cultural Affairs,
the United States Department of State, Washington, DC 20547
Author
Elaine Kirn
ENGLISH THROUGH CITIZENSHIP: Student Book Intermediate Level A. Elaine Kirn. 1989. McHenry, Illinois: Delta Systems Co., Inc.
ENGLISH THROUGH CITIZENSHIP: Student Book Intermediate Level B. Elaine Kirn. 1989. McHenry, Illinois: Delta Systems Co., Inc.
Selected by Tom Miller and adapted by Frank Smolinski and Damon Anderson with permission from Delta Systems Company, Inc.
iv
Acknowledgments
Thanks to the amnesty coordinators and instructors of
the Los Angeles Community College District and
surrounding schools for supporting this project and
offering helpful suggestions, as well as to Victoria
Richart of Los Angeles Mission College and the Los
Angeles and Orange County curriculum committee for
the creation of complete course outlines and guidelines.
Special appreciation goes to Jon Hendershot of Los
Angeles Southwest College and Jack Fujimoto of the
LACCD for initiation of the project.
v
Contents
To the Student ix
To the Instructor x
Also to the Instructor xi
Unit 1: Symbols and Holidays 1
Module 1A: American Symbols 1
Module 1B: Thanksgiving and Independence Day 5
Module 1C: More National Holidays 9
Unit 2: Americans 13
Module 2A: Famous Presidents 13
Module 2B: The History of Immigration 17
Module 2C: Historical Figures 21
Module 2D: Some Immigration Stories 25
Unit 3: Geography 28
Module 3A: The Geography of the United States 28
Module 3B: Famous Places 32
Module 3C: States and Cities: The West 36
Module 3D: States and Cities: The East 40
Unit 4: The History of the United States 44
Module 4A: Overview of U.S. History 44
Module 4B: Exploration and Colonization 48
Module 4C: Revolution 52
Module 4D: Growth and Westward Movement 56
Module 4E: The Time of the Civil War 60
Module 4F: Industrialization 64
Module 4G: The U.S. Becomes a World Power 68
Module 4H: Modern Times 72
Module 4I: Local History 75
Unit 5: The U.S. Constitution 79
Module 5A: Overview of the U.S. Constitution 79
Module 5B: Basic Rights and Freedoms 83
Unit 6: The Federal Government 86
Module 6A: Overview of the U.S. Government 86
Module 6B: The Legislative Branch 90
Module 6C: The Executive Branch 93
Module 6D: The Judicial Branch 97
Unit 7: State Government 101
Module 7A: Branches of Government and Officials 101
Module 7B: Functions, Powers, and Services 104
Unit 8: Local Government 107
Module 8A: County and City Services 107
Module 8B: County Government 111
Module 8C: City Government 115
Unit 9: Citizenship 118
Module 9A: The Duties of Citizens 118
Module 9B: Voting 121
Module 9C: Election Issues 124
vii
To the Student
Can you understand, speak, read, and write basic English?
Do you want to learn about the customs, government, and
history of the states and cities of the United States of
America in simplified English? Then this intermediate level
of About the U.S.A. is the right book for you.
We hope that you enjoy working with this book. As you grow
stronger in your use of English, you will be able to read and
understand more that is written in English about other
countries and share your own views and opinions in English.
ix
To the Instructor
About the U.S.A. is an intermediate level book for indi reading), About the U.S.A. is designed for use in
viduals who have some level of proficiency in under- intermediate EFL/ESL courses as well as in general
standing, speaking, reading, and writing the English civics instruction in high schools and colleges. The
language. The book is based on curriculum outlines history, government, and citizenship materials of the
developed by the Los Angeles Community College program are divided into nine numbered units, each
District (LACCD) and the Los Angeles County subdivided into several lettered modules. The mod
Community College Consortium for Amnesty (LACCCCA). ules can be presented in the order in the book or
The information in the program is derived largely from they may easily be used in any desired order.
three texts issued by the federal government: United States
History 1600-1987, U.S. Government Structure, and We hope that you enjoy working with this book. Please
Citizenship Education and Naturalization Information allow ample opportunity for students to use their new
(U.S. Department of Justice, Immigration and knowledge to ask questions and try to articulate their
Naturalization Service, 1987). own thoughts and ideas in English about their respec
tive countries and cities or about the U.S.
Based on proven ESL/EFL methodology in language
skills instruction (primarily listening, speaking, and
Also to the Instructor
xi
Symbols and Holidays
2. This was the “Great Union Flag.” It was the flag of the American
army during the Revolutionary War. The flag of England was in
the corner. The red and white stripes were symbols for the thir
teen American colonies.
3. Some people say that Betsy Ross made the first American flag. In
the corner, there were thirteen white stars in a field of blue. The
new flag also had seven red stripes and six white stripes.
4. During the War of 1812 the flag had fifteen stars and fifteen
stripes for the fifteen states. After a battle Francis Scott Key
wrote a song about the American flag. The “Star-Spangled Ban
ner” became the national anthem of the United States.
5. The United States grew and admitted more states to the Union.
Now the flag has thirteen stripes for the thirteen original colonies
and fifty stars for the fifty states.
1
2 Module 1A / American Symbols
The British flag was the flag of the thirteen American (1) colonies before the
American (2) revolution . During the Revolutionary War, the red and (3) white
stripes were symbols of these colonies on the Great (4) union flag. The first American
flag had thirteen (5) stripes in a field of (6) blue . In the War of 1812, the
flag had fifteen stars and (7) . Now the “StarSpangled Banner” is the national
D Number the flags 1–5 in time order. Tell about each flag.
3 2
5 1 4
original betsy ross great union in the WAR 1812
present
3.
The French gave the Statue of Liberty to the United States as a
symbol of friendship. Now it is a symbol of freedom for new immi
grants to this country.
1. c The Liberty Bell is the symbol of a. the United States on the Presidential
2. E The Statue of Liberty is the symbol of flag and some coins.
4.
D
The donkey and the elephant are c. the Declaration of Independence.
symbols of d. the two major political parties.
5. B Uncle Sam is the symbol of e. freedom for immigrants to the United
States.
4 Module 1A / American Symbols
G Write T for true and F for false. Correct the false sentences.
Thomas Jefferson
1. F George Washington wrote the Declaration of Independence.
T
2. The document declared the separation and freedom of the thirteen colonies from
England.
3. T The delegates of the thirteen original colonies signed the Declaration of Independ
ence, and the Liberty Bell rang out in Philadelphia on July 4, 1776.
4. F The people of England gave the Statue of Liberty to the United States as a symbol of
the President. France
F Eagle
5. The Democratic donkey is the official emblem of the United States.
T
6. The donkey, the elephant, and Uncle Sam originally appeared in political cartoons.
A Thanksgiving Day
C Write T for true and F for false. Correct the false sentences.
1. T The Puritans broke away from the Church of England and formed their own church.
2. F The Pilgrims were travelers in search of gold and adventure. religious freedom
3. T The Pilgrims came to America in the seventeenth century.
4. F On the ship the Pilgrims established the government principle of separation of church
and state. voting and majority rule
5. T Their first winter in Plymouth, Massachusetts was very difficult.
6. T Then the settlers had a good harvest because some friendly Indians taught them about
the land.
7. F Governor William Bradford declared a special day to celebrate the independence of
their colony from England. harvest
8. T Now Thanksgiving is an official national feast day for families and friends.
UNIT 1 / Symbols and Holidays 7
D Independence Day
During the Revolutionary War some of the American settlers wanted to declare the
independence of the colonies from British rule. At that time the Second Continental
Congress was acting as the central government of the thirteen colonies. The Congress asked
Thomas Jefferson to write the Declaration of Independence.
Congress adopted the Declaration of Independence, and the delegates of the thirteen
colonies, now new states, signed the document on July 4, 1776. The Liberty Bell in the State
House of Philadelphia rang out that day.
Now Americans celebrate the Fourth of July as the birthday of the United States.
Independence Day is an official national holiday. People have picnics, and there are often
parades, speeches, and fireworks. American flags are everywhere.
During (1)
the Revolutionary War some colonists wanted to declare the independence of
the colonies from (2) British rule . The Congress asked Thomas Jefferson to write
the declaration of independence
(3) . This document contains several important (4) principles of gover ment
signed the document on July 4, 1776, and (6) the liberaty bell rang out. Now the Fourth of
2. What group(s) of
people began the
the pilgrims and indians americans
holiday?
a threeday
3. What did these feast of deer, wild turkey, parades, speeches,
people do? and fish, nuts, wild and fireworks
fruits, cranberries, corn,
beans, pumpkins,
5. When do Americans
celebrate this holiday the fourth Thursday
now? of November
the Fourth of July
New Year’s Day January 1 1/1 January 1 the celebration of the calendar new year
1. Dr. Martin Luther King, Jr. was born on January 15, 1929.
He became a Baptist minister. In 1956, because blacks had to
sit in the back of buses, he led a 381-day boycott of (refusal to
use) the bus system in Montgomery, Alabama. He was the
leader of many protests in the 1950s and 60s. The police often
arrested King’s followers or used dogs and fire hoses to oppose
them. On August 28, 1963, King joined 200,000 black and
white protesters called Freedom Marchers at the Lincoln
Memorial in Washington, D.C. to support new laws for civil
rights. There, his “I have a dream...” speech moved the nation.
D Write T for true and F for false. Correct the false sentences.
T
1. Martin Luther King, Jr. was a leader in the struggle for civil rights and equality for
black people.
2. F In 1956 he led a famous boycott of the school system because blacks couldn’t become
teachers. sit at the back of the bus
arrest
3. F The police always supported the marches of his followers because King opposed
violence.
T
4. There was a famous march for freedom and civil rights in Washington, D.C. in 1963.
(big event)
to change in heart and mind
5. F King did not believe in integration because he wanted the separation of the races.
T
6. He won the Nobel Peace Prize in 1964 but was assassinated in 1968.
(murder)
UNIT 1 / Symbols and Holidays 11
1.
Memorial Day, first called Decoration Day, began after the
Civil War to honor the war dead of both the North and the
South. Today, patriotic Americans remember the dead soldiers
of all American wars, as well as their own family members who
died. People decorate graves with flags and flowers. They
watch military parades. Some watch the Indianapolis 500, one
of America’s greatest auto races.
4.
Veterans Day, once called Armistice Day, began after
World War I. At 11:00 a.m. on November 11, 1919, Americans
stopped for two minutes of silence to honor the courage of
those who died in that war. Today on this day of remembrance,
citizens honor veterans (former soldiers) still living, as well as
the dead of all American wars. Patriotic Americans watch
memorial parades and attend quiet ceremonies.
12 Module 1C / More National Holidays
1. C On this day in 1492, an explorer from Italy, with the support of the King and Queen of
Spain, discovered a new world.
2. V This holiday was first called Armistice Day.
3. M This holiday was first called Decoration Day.
4. M It began after the Civil War in remembrance of the dead on both sides.
5. L This holiday is in honor of the industrial spirit of the U.S. because it represents the
idea that all work has dignity.
6. V It began on November 11, 1919, in remembrance of the dead soldiers of World War I.
7. L A labor leader had the idea for this celebration over 100 years ago.
8. C On this patriotic holiday, school children learn the importance of education and hard
work for progress.
9. v M Today on this day of remembrance, Americans honor veterans and the dead of past
wars with parades and ceremonies.
10. M Today, people decorate graves, watch military parades, and may see the Indianapolis
500 on this holiday.
11. L It is the last three-day weekend of summer, before school begins, and people use it to
relax.
12. C This holiday is in honor of the achievement of a European explorer.
1. What is the history of the holiday? Why and when did it begin?
What similarities did you find in two or more holidays of different cultures? Tell the class.
13
14 Module 2A / Famous Presidents
1. J This farmer and lawyer from Virginia was also a scientist, an inventor, a philosopher,
and an architect, and he knew many languages.
2. w The colonists trusted this farmer from the colony of Virginia because he did not want
power for himself.
3. k This young Roman Catholic was President for only three years because he was assas
sinated in 1963.
w
4. He served as a military leader in the fight of the colonists for independence from
British rule.
5. L This honest man taught himself and became a lawyer and a Congressman from
Illinois.
6. L He was against slavery but wanted the states of the North and South to work to
gether as a nation.
7. j Many of his ideas (for example, about equality, “the consent of the governed,” free
press, and free speech) are basic principles of the government of the United States.
8. J He was an Ambassador, Secretary of State, and Vice President before he became the
third President of the United States.
9. K He was a man for the future, and one of his goals was to land a man on the moon
before 1970.
10. L As the sixteenth President, he used power that was not given by the Constitution
when he led the northern states in the Civil War.
11. w He did not think the United States should have strong ties to other nations.
12. J He bought the Louisiana Territory for the United States from France.
14. J His Emancipation Proclamation freed the slaves, but he was assassinated before he
could bring the South back into the Union.
K
15. He supported civil rights, fair housing, and programs to stop poverty, and he wanted
more money for education and medical care for elderly people.
16. K He tried to stop Communism with the Alliance for Progress and the Peace Corps and
was against nuclear weapons.
16 Module 2A / Famous Presidents
1. John F. Kennedy : “And so, my fellow Americans, ask not what your
country can do for you: Ask what you can do for your
country. My fellow citizens of the world: Ask not
what America will do for you, but what together we
can do for the freedom of man.”
Thomas Jefferson
2. : “We hold these truths to be self evident, that all
men are created equal, that they are endowed by
their Creator with certain unalienable rights, that
among these are life, liberty, and the pursuit of
happiness.”
George Washington
3. : “It is our true policy to steer clear of permanent
alliances, with any portion of the foreign world.”
1. Americans should work for America. Everyone should work for freedom.
2. all men created equal, we fight for our life, liberty, pursuit of happiness
1500’s 1600’s
1. There were about twenty-five million “native Americans” (Indians) living in North and
South America.
2. The English were the largest immigrant group to settle in North America. They were
farmers, fishermen, and traders.
3. By the time of the American Revolution, there were also many immigrants from
Scotland, Ireland, France, Holland, Germany, Sweden, and Poland. Most of these
1700’s
settlers were Protestants.
ng theo đạo tin lành
4. The Spanish settled mainly in the Southwest, especially California. They were
managers, priests, and soldiers.
1600’s to
5. American slave traders captured black Africans and forced them to work on plantations
1800’s
in the United States.
After the Gold Rush in California, 100,000 poor Chinese came to work in mining camps and
on the railroad.
The U.S. government abolished quotas for immigration from non-European nations. Today,
most immigrants are from Asian and Latin American countries.
6 During the Industrial Revolution, about 3.5 million Irish Catholics left poverty and discrimi
nation to work in America. They were coal miners and railroad and canal builders. At the
same time, many Germans became farmers, laborers, and businessmen in the United States.
During the “Great Migration,” twenty-five million Europeans of almost every nationality
immigrated to America. They included Russian and Polish Jews, Slavic people from Eastern
Europe, Italians, Greeks, Armenians, and Syrians. Canadians, Mexicans, and Central
Americans came, too.
The United States welcomed thousands of refugees after the end of World War II.
18 Module 2B / The History of Immigration
C Work in pairs. Look only at this page. Your partner will tell
you some important facts about immigration history. Num
ber them 1-5 in correct time order.
American slave traders captured black Africans and forced them to work on plantations in
the United States.
By the time of the American Revolution, there were also many immigrants from Scotland,
Ireland, France, Holland, Germany, Sweden, and Poland. Most of these settlers were
Protestants.
The English were the largest immigrant group to settle in North America. They were
farmers, fishermen, and traders.
The Spanish settled mainly in the Southwest, especially California. They were managers,
priests, and soldiers.
1 There were about twenty-five million “native Americans” (Indians) living in North and South
America.
6. During the Industrial Revolution, about 3.5 million Irish Catholics left poverty and dis
crimination to work in America. They were coal miners and railroad and canal builders.
1820 to
1880
At the same time, many Germans became farmers, laborers, and businessmen in the
United States. 1850 to
7. After the Gold Rush in California, 100,000 poor Chinese came to work in mining camps
1870
8. During the “Great Migration,” twentyfive million Europeans of almost every nationality
immigrated to America. They included Russian and Polish Jews, Slavic people from
1880 to
1930
Eastern Europe, Italians, Greeks, Armenians, and Syrians. Canadians, Mexicans, and
Central Americans came, too.
1950’s
1940’s
9. The United States welcomed thousands of refugees after the end of World War II.
10. The U.S. government abolished quotas for immigration from nonEuropean nations.
1970’s
1960’s
Today, most immigrants are from Asian and Latin American countries.
UNIT 2 / Americans 19
F Changes in Immigration
The history of the United States is the history of immigration. Before 1880, the United States
welcomed immigrants from all countries. Because Americans were moving west, factories in the
East needed new workers. Most of these immigrants came from northern and western Europe, so
they looked like born Americans, and their cultures were similar. The talents, spirit, and hard
work of millions of immigrants built American farms, industry, and cities.
But then Americans began to worry about the influence and power of large groups of immi
grants from cultures very different from their own. In the next century, the U.S. government
passed many immigration acts. Before World War II, these laws limited immigration, especially
from non-European nations. But after the war, new acts made it easier for refugees and immi
grants to come to the United States.
F welcom all
1. The United States passed many laws to limit immigration before 1880.
H Immigration Law
1952 The McCarran- opened the United States to Asian immigration. But the
Walter Act quota system still discriminated against non-Europeans.
In , .
(year) (the act or law)
UNIT 2 / Americans 21
a b c
d e f
g h i
j k l
lived from to .
(name) (year) (year)
1. i This Founding Father of the United States was an example of “an ideal American.” He
left school at age ten but wrote, printed, and published books and newspapers. He
studied science and invented useful things such as bifocal glasses, a stove, and the
lightning rod. For the colonies, he printed money and served as Deputy Postmaster
General. He helped write the Declaration of Independence and the U.S. Constitution.
He often served as a diplomat to other nations.
a
2. This immigrant loved nature. He painted pictures of all the known species (kinds) of
North American birds. Today, a society named after him studies birds and works for
their protection.
b
3. This women’s rights leader led the fight for women’s suffrage (the right to vote). She
also campaigned for prohibition (against the use of alcohol). She was against slavery
before the Civil War and worked for Black rights after the war. The government ar
rested, tried, and convicted her because she tried to vote illegally.
4. c This “angel of the battlefield” helped wounded soldiers in wars in America and Europe.
She began the American Red Cross. She got the United States to sign an international
agreement about the treatment of the sick, wounded, and dead in battle and prisoners
of war. Under her leadership, the Red Cross began to give aid to the victims of natural
disasters, such as floods.
e
5. This writer used the name Mark Twain. He learned to write through his work, travels,
and reading. He used the language of ordinary people to write stories such as Tom
Sawyer and Huckleberry Finn. He was also a newspaperman and spoke on many sub
jects, including the responsibility of the white man. He did not believe that whites
should try to have power over other peoples.
UNIT 2 / Americans 23
6. f This inventor started work at age twelve. As a young man, he created and manufac
tured useful machines for stock brokers and telegraph services. After 1876, his research
led to many useful inventions, such as the light bulb, movie projector, and phonograph.
8. j This Japanese immigrant studied bacteria and snake venom (poison) in the laboratory.
His work of twenty-five years at the Rockefeller Institute for Medical Research in New
York led to discoveries about polio and other diseases and a vaccine for yellow fever.
But when he was doing research in Africa, he got yellow fever and died of it.
k
9. This wife of a famous President used her position to help humanity. She supported
young people’s organizations, child welfare, the improvement of housing, and equal
rights for everyone. After her husband’s death, she became a delegate to the United
Nations. She was chairperson of the U.N. Commission on Human Rights and helped
write the Universal Declaration of Human Rights.
g
10. This creator of big band jazz wrote music, played piano, and led large orchestras. His
music combined special sounds with the talents of great musicians. Besides big band
music, he wrote for opera, ballets, Broadway shows, and films.
l
11. This son of German immigrants learned English only after he left the farm at age
twenty-one. He became a famous American T.V. host and big band leader. To his co-
workers, he represented family-like cooperation, hard work, honesty, and healthy living.
He encouraged children to work hard to develop their talents and increase their chances
for success.
d
12. This union organizer began and continues to lead the United Farm Workers of America
(UFW). In the 1960s, he led successful battles to help grape and lettuce pickers. Grow
ers tried to stop him in the 1970s with their support of another union, the Teamsters,
but the UFW won the right to organize and represent all field workers. In 1988 he led a
fast (refusal to eat) and a grape boycott (refusal to buy) to call attention to the harmful
effects of pesticides (insect poisons) on workers.
D Who are these facts about? On each line, write the name of
one of the people from page 21.
1. Henry Ford was an automobile manufacturer and the first to sell cars with
eight-cylinder engines.
Samuel Clemens
2. wrote newspaper stories and spoke on issues such as the respon
sibility of the white man toward other peoples. He was the author of Tom Sawyer, Huckle
berry Finn, and other famous stories.
3. Eleanor Roosevelt was the wife of a President. She worked for many causes. As a
U.N. delegate, she was a leader in the fight for human rights.
Susan B. Anthony
4. led the battle for women’s rights, especially the right to vote. She
fought against slavery and for Black rights. She was for prohibition.
5. Hideyo Noguchi made discoveries about polio and other diseases. His work led to
a vaccine for yellow fever.
Benjamin Franklin
6. was a Founding Father of the United States. He wrote, pub
lished, created useful inventions, worked on the Declaration of Independence and the U.S.
Constitution, and was a diplomat to other countries.
7. John James Audubon loved nature and painted pictures of birds. A society named after
him works to protect birds.
8. Lawrence Welk was a T.V. host and band leader. He represented American
values such as cooperation, hard work, honesty, and healthy living.
9. Duke Ellington wrote jazz and music for opera, ballets, shows, and films. He was
the creator of big band jazz.
Clara Barton
10. started the American Red Cross. She worked to help the victims
of wars and natural disasters.
11. Thomas A. Edison created machines for stock brokers and telegraph services, the
light bulb, the movie projector, the phonograph, and other useful inventions.
Cesar Chavez
12. led the protests of field workers against grape and lettuce grow
ers and began the United Farm Workers of America. His union continues to organize
boycotts and protest the use of pesticides.
E Turn back to page 21. In groups, tell one fact about each of
the famous people in the pictures.
But life in the New World wasn’t perfect. Many people discriminated against the Irish. For
example, signs on stores and businesses said “No Irish need apply.” In 1849, the secret “Know-
Nothing Party” started to work against immigrant groups, especially Catholics. After 1887, the
American Protective Association opposed us in the same way. But we Irish kept trying to succeed.
We are proud of our great railroad and canal builders, as well as our writers and politicians.
Anyway, in 1952, the McCarran-Walter Act allowed Asians to immigrate to the United States.
I came here the next year. My name at birth was Ling Chiao, but I changed it to Charlie Ling
because few Americans can pronounce my real name. Now I work as a shipping agent in San
Pedro, California. The Immigration Act of 1965 abolished quotas for immigration from Asian
nations, so now it will be easier for some of my relatives to come to America.
26 Module 2D / Some Immigration Stories
At first my father worked in a butcher shop in Chicago, Illinois. He bought his own store a few
years later, and it soon became a small market. My mother opened a school for young girls. But
not everything was perfect in our new country. My sister Elena couldn’t enter Harvard Univer
sity, even though her grades were perfect in high school, because no Jewish students were al
lowed. Happily, some excellent universities and colleges changed their policies in later years.
Today both my sisters teach science, and I own a small publishing company in New York.
My mother married my father, Armando Rivera, in 1945. He is a lawyer. I’m glad my grand
parents immigrated to the United States because everyone in my family used the opportunities
here to give their children better lives. I am a flight engineer with the U.S. Space Program. I am
thankful for my fine education and proud to be a third-generation Mexican-American.
Some of my cousins came to this country illegally in the 1970s, but the Immigration Reform
and Control Act of 1986 allowed them to apply for legal status. Now they are temporary residents
of the United States. They are studying English and American history and government so they
can become permanent residents and later U.S. citizens. They are happy and thankful for the
opportunity to improve their lives.
UNIT 2 / Americans 27
B Write T for true and F for false. (You can look back at the
stories on the previous two pages for facts about
immigration.) Correct the false sentences.
2. In Ireland in the 1800s, the Protestants often discriminated against the Catholics.
3. Many Irish came to the United States in the 1840s because the clothing industry failed.
4. European immigrants in the 1800s paid thousands of dollars to travel to the New
World by plane.
6. There was no discrimination against the Irish in the United States because they are
white and Catholic.
7. The secret “Know-Nothing Party” and the American Protective Association worked to
increase immigration from European countries.
8. Americans don’t worry about influence, power, or jobs, so there have never been any
laws against Asian immigrants.
9. The Chinese Exclusion Act of 1882 and the National Origins Act of 1924 limited immi
gration to the United States.
10. Some immigrants change their real names when they come to America.
11. In 1965 an immigration law abolished quotas (limits on numbers of immigrants from
certain countries).
12. In the early 1900s, there was discrimination and violence against Jewish people in
Russia.
13. Famous American universities, such as Harvard, have refused to admit some groups of
people.
14. Many Mexican workers have picked vegetables and fruit in the fields and orchards of
California.
16. Many people who entered the United States illegally have become legal residents and
may become citizens.
Geography
The United States is the fourth largest country in the world in land area. Forty-eight of
the fifty states are in the middle of the North American continent between the Atlantic
Ocean on the east and the Pacific Ocean on the west. It is about 3000 miles (4800 kilometers)
from the east coast to the west coast and about 1500 miles (2400 kilometers) from the Cana
dian border on the north to the Mexican border on the south. The island state of Hawaii is in
the Pacific Ocean, and the state of Alaska is northwest of Canada.
The map on the next page shows the geography of the United States. The two main
mountain ranges run north and south—the Appalachian Mountains in the eastern part of
the United States and the Rocky Mountains in the west. Between them are the Great Plains.
There is another mountain chain west of the Rockies—the Sierra Nevada and the Cascade
ranges.
The longest river in the United States is the Mississippi. The Missouri and Ohio Rivers
flow into the Mississippi, and the Mississippi flows south into the Gulf of Mexico. The major
rivers in the western part of the United States are the Colorado and the Rio Grande. The
highest mountains of the Rockies form the Continental Divide. Rivers to the east of the
divide flow east, and rivers to the west of it flow into the Pacific Ocean.
The Great Lakes on the northern border of the country are Lake Superior, Lake Michi
gan, Lake Huron, Lake Erie, and Lake Ontario. The Great Salt Lake is in a desert area in
the western part of the United States. The Mojave, the Gila, and the Painted Deserts are in
the southwestern part of the country.
1. M the Appalachians 8.
r
the Ohio
o
2. the Atlantic 9. ô the Pacific
m m
3. the Sierra Nevada Range 10. the Rockies
l m
4. Superior 11. the Cascade Range
d
5. the Mojave and the Gila 12. r the Missouri
28
UNIT 3 / Geography 29
30 Module 3A / The Geography of the United States
C Write T for true and F for false. Correct the false sentences.
fo urth
1. F In land area, the United States is the largest country in the world.
2. T All the states except Hawaii and Alaska are together on the North American continent
between the Atlantic and Pacific Oceans.
closer
3. F It is farther from the Canadian border to the Mexican border than from the east coast
to the west coast.
cascade sierra nevadas
F
4. The two main mountain ranges in the United States are the Hurons and the Eries.
5. T Between the mountain chains are the Great Plains, and there is also a low plain along
the Atlantic Ocean.
mississipi
F
6. The longest river in the United States is the Gulf of Mexico.
T
7. The rivers west of the Rockies flow into the Pacific Ocean, and the rivers east of the
Rockies flow east.
Northwestern
8. F The five Great Lakes are in the southwestern part of the country.
F East
10. The Great Salt Lake is south of the Sierra Nevada and Cascade Mountains.
A Washington, D.C.
N
UNIT 3 / Geography 33
B Read the story and draw a line on the map on the previous
page. Show the sightseeing tour of the writer.
3.
Next we walked west on Constitution Avenue. In the National
Archives we saw two important original documents—the
Declaration of Independence and the U.S. Constitution.
C Write T for true and F for false. Correct the false sentences.
1. T The Senate and the House of Representatives make the laws of the United States.
the Senate and the House of Representatives
F
2. Congress meets in the White House in New York City.
all
3. F The Library of Congress has only government books.
F first
6. The Washington Monument was built in honor of the President of the United States
during the Civil War.
8. T In the Lincoln Memorial there are a statue, two murals, and two stone tablets with
Lincoln’s speeches.
president
9. F The White House on Capitol Street is the official home of the Senators and
Representatives.
G
2. The Gateway Arch is on the Mississippi River in St. Louis, Missouri. It is the symbol of
the gateway to the western part of the United States.
UNIT 3 / Geography 35
3. I At Niagara Falls, the waters of Lake Erie fall into Lake Ontario. This tourist attraction
is on the border between New York State and Canada.
F
4. An artist carved the faces of four Presidents in the Black Hills of South Dakota. At
Mount Rushmore, you can see huge rock sculptures of George Washington, Thomas
Jefferson, Theodore Roosevelt, and Abraham Lincoln.
E
5. At Yellowstone National Park in Wyoming, you can see some of the natural wonders of
North America. Water under the earth turns to steam. It comes to the surface in hot
springs or erupts in spectacular geysers.
C
6. The famous Grand Canyon of the Colorado River is in Arizona. You can explore the
spectacular canyon by mule, on foot, or by boat.
D
7. The Navajo people (native Americans) own the land of Monument Valley on the
Arizona-Utah border. The beautiful, natural red rock formations are spectacular
monuments of the West.
8. B The huge California redwood trees and the giant sequoias of the Sierra Nevada
Mountains are some other natural wonders.
1. Ask about the locations of these states. Listen to your partner’s answers and write the
names of the states on the map.
MAP 1 washington
montana
north dakota
idaho
california
nebraska
colarado
oklahoma
arizona
hawaii
2. Answer your partner’s questions about the locations of the states. You can use these
sentence patterns:
1. Ask about the locations of these states. Listen to your partner’s answers and write the
names of the states on the map.
MAP 2 wyoming
oregon
south dakota
nevada
kansas
alaska
utah texas
new mexico
2. Answer your partner’s questions about the locations of the states. You can use these
sentence patterns:
B
1. California 5. Idaho 9. Alaska
g
2. K Washington 6. Arizona 10. Texas
3. d Oregon 7. Montana 11. Nebraska
4. h Nevada 8. Utah 12. j Oklahoma
State Rank in Land Area Rank in Population State Rank in Land Area Rank in Population
(out of 50 states) (1979 figures) (out of 50 states) (1979 figures)
G Write T for true and F for false. Correct the false sentences.
1. In general, the states in the western part of the United States are smaller than the
states in the East.
2. There are fewer states in the West, but they cover more land area than the states in
the East.
3. In general, fewer people live in the eastern states than in the western states.
4. The biggest states in area and in population are in the eastern part of the United
States.
40 Module 3D / States and Cities: The East
1. Ask about the locations of these states. Listen to your partner’s answers and write the
names of the states on the map.
MAP 1
Georgia
North Carolina
Delaware
Pennsylvania
Connecticut
Vermont
Kentucky
Indiana
Minnesota
Missouri
Arkansas
Mississippi
2. Answer your partner’s questions about the locations of the states. You can use these
sentence patterns:
1. Ask about the locations of these states. Listen to your partner’s answers and write the
names of the states on the map.
MAP 2
Florida
Virginia
Maryland
New Jersey
New Hampshire
Massachusetts
Maine
Ohio
Michigan
Illinois
Iowa
Louisiana
2. Answer your partner’s questions about the locations of the states. You can use these
sentence patterns:
State Rank in Land Area Rank in Population State Rank in Land Area Rank in Population
(out of 50 states) (1979 figures) (out of 50 states) (1979 figures)
Alabama 29 21 Mississippi 32 29
Arkansas 27 33 Missouri 19 15
Connecticut 48 24 New Hampshire 44 42
Delaware 49 47 New Jersey 46 9
Florida 22 8 New York 30 2
Georgia 21 14 North Carolina 28 11
Illinois 24 5 Ohio 35 6
Indiana 38 12 Pennsylvania 33 4
Iowa 25 26 Rhode Island 50 39
Kentucky 37 23 South Carolina 40 25
Louisiana 31 20 Tennessee 34 17
Maine 39 38 Vermont 43 48
Maryland 42 18 Virginia 36 13
Massachusetts 45 10 West Virginia 41 34
Michigan 23 7 Wisconsin 26 16
Minnesota 12 19
You might want to play this game in teams. You can use maps of the United States for
ideas.
The History of the
United States
Module 4A: Overview of U.S. History
UNIT
4
A Ten Periods of U.S. History
1.
Christopher Columbus discovered North America. 1492
European explorers and settlers came to the new 1500’s
land for gold, adventure, and freedom. The colo
nists lived under British laws. 1600’s
44
UNIT 4 / The History of the United States 45
9.
Because of its distrust of and competition with the
Soviet Union and other Communist nations, the
United States entered a time of Cold War. Ameri 1950’s
cans fought in the Korean War. The Civil Rights
Movement began, and black and white Americans
fought against segregation (separation of the
races).
10.
The Space Age began. Americans fought in the 1960’s
Vietnam War. The United States put the first men
on the moon in the Apollo Program. The Women’s 1970’s
Liberation Movement became strong. Computers
began to change the nation faster than ever before. 1980’s
46 Module 4A / Overview of U.S. History
1853 1776 1955 1863 1919 1929 1492 1941 1787 1969
1776
1787
1853
5. President Lincoln freed the slaves in 1863 .
2
2. General Washington led the colonists in the Revolutionary War.
1 European workers came to America during the Industrial Revolution.
3 George Washington became the first President of the United States.
1
3. The northern states won the Civil War.
3 Americans fought in the Vietnam War.
2
Americans fought in the Korean War.
D Write T for true and F for false. Correct the false sentences.
1. T After Columbus discovered North America, European settlers lived in the colonies
under British rule.
american england
2. F England won the Revolutionary War against the American colonies.
F constitution
3. The Declaration of Independence became the highest law of the land.
4. T George Washington was the first President of the United States.
F europian
5. Millions of native American Indians came to the United States as workers during the
Industrial Revolution.
6. F Americans from the northern and southern states fought against one another during
the First World War. civil war
Emancipation
7. F President Abraham Lincoln freed the slaves with the Mayflower Compact. ProclamationF
8. T Women didn’t have the right to vote in the United States until after the First World
War. stock market crash
9. F The Great Depression began with the Second World War.
10. T The Depression ended after Franklin Roosevelt became President and established the
New Deal government.
11. T The United States fought against Japan in the Second World War and dropped the first
atomic bombs.
12. F During the time of the “Cold War,” the United States and the Communist Soviet Union
were good friends. against
13. T In the Civil Rights Movement Americans fought against segregation of black and white
people. fought in
F
14. America stayed out of the Korean and the Vietnam Wars.
15. T In the Space Age the Women’s Liberation Movement became strong.
A Exploration
1.
In 1492 Christopher Columbus was trying to find a way from
Europe to the Far East. But he didn’t get to China. Instead, he
found some islands in the Atlantic Ocean near North America.
He thought he was near the Indies, so he called the people
Indians. The Indians were native Americans. By accident, this
sailor from Spain discovered a new world.
C Colonization
D Write T for true and F for false. Correct the false sentences.
spanish
F
1. The British established the first permanent settlement in North America at St.
Augustine, Florida.
F British
2. The first Spanish settlement was at Jamestown, Virginia, in 1607.
england
3. F Thirteen European settlements on the east coast became colonies of Spain and France.
4. T Some of the settlers were friendly to the native Americans and taught them about the
land.
5. T The colonists killed many Indians and pushed them to the west.
50 Module 4B / Exploration and Colonization
1. Virginia to find gold and to The colonists wanted to be rich. They didn’t
trade with Europe want to do the difficult work to live, and many
people died. Then the settlers discovered tobacco
and used it for trade.
3. Maryland to make money The King of England gave the land to Lord
from land sales Baltimore. Lord Baltimore sold the land to
settlers. He also gave religious freedom to
Catholics.
4. Rhode Island for religious Some Puritans left Massachusetts to start a new
freedom colony with religious freedom for everyone. They
established the principle of separation of church
and state (religion and government).
5. Connecticut for religious Thomas Hooker and people from his church left
freedom and Massachusetts for this new colony because the
economic reasons farmland was better.
6. New Hampshire for religious, Settlers came here from Massachusetts. They
political, and lived by fishing and trading.
economic reasons
7. North and South for economic reasons The King of England gave away
Carolina the land, and the landowners rented it to settlers
from Virginia and Europe.
8. New York for political reasons Dutch settlers were living in New Netherlands,
but the British took the land from them and
named it New York.
UNIT 4 / The History of the United States 51
10. Pennsylvania for religious William Penn established this colony. The Quak
freedom ers settled here and gave religious freedom to
everyone.
11. Delaware for political reasons William Penn gave settlers from Pennsylvania
this land because they wanted a separate gov-
ernment.
12. Georgia for political and People came here from England because they
economic reasons were in debt (owed money). The government
gave them land to farm.
for .
to .
because .
G Write the letters from the map on the lines. Then tell one
fact about each colony.
2. In 1763 the war ended, and England won control over most of
the colonies of North America. But by this time the colonists
felt they were “Americans.” They often traded with other
countries. They felt strong, and they did not need the Mother
Country for protection in wars anymore. They were used to
freedom and self-government.
3.
But the English needed the colonies for economic reasons.
They were buying goods from the colonies at low prices and
selling back manufactured products at high prices. They were
also charging high taxes on American trade with other coun
tries. Then England put new taxes on the colonists, such as the
Stamp Act (taxes on printed materials).
4. Other strict laws made life difficult for the colonists. For
example, they could send their products only on British ships,
and they had to sell some goods only to England at very low
prices. British officials could enter homes to search for illegal
goods. The colonists were not free to settle west of the Appala
chian Mountains, and they had to allow British soldiers to live
in their homes.
UNIT 4 / The History of the United States 53
c They were used to freedom and selfgovernment and didn’t need the Mother Country
for protection anymore.
2. b They were buying goods at low prices and selling back manufactured products at high
prices.
3. c Their lives were difficult because of strict laws about trade, settlement, and soldiers.
4. c They were angry about “taxation without representation,” so they dumped tea from a
ship into Boston harbor.
b
5. To punish and have more control, they passed even stricter laws.
6. c To show unity, they met at the First Continental Congress and demanded their
rights.
54 Module 4C / Revolution
1. d The American colonies had a large a. they couldn’t get rights from the British.
amount of self-government be b. they wanted to punish the colonies for the
cause Boston Tea Party.
e
2. England got control over North c. the colonists couldn’t send representatives
America because to England to vote on taxes.
3. c The “Boston Tea Party” occurred d. the Mother Country was busy with wars at
because that time.
4. b The English passed even stricter e. the English won the French and Indian War.
laws because
a
5. The colonies stopped buying
British goods and prepared for war
because
1778, 1779, 1780 the middle and southern The colonial army could shoot well, and
colonies George Washington gave the soldiers
courage. France entered the war on the
side of the colonists.
October 19, 1781 Yorktown, Virginia The colonial army won some important
battles and took control.
EXAMPLES: 1. The Revolutionary War began because the British refused to give the American
colonists their rights.
2. On April 19,1775, the British shot at some Minute Men at Lexington,
Massachusetts.
1. because .
2. On , on .
In (date) in (place)
After 1783 the eastern border of the United States was (1) the Atlantic Ocean , and
the western border was (2) pacific ocean . The (3) spanish controlled
(4) north and the land west of the Mississippi River. The (5) british controlled
After the American Revolution in 1783, the territory of the United States stretched from
(1) the Atlantic Ocean in the East to (2) the pacific ocean in the West. In 1803 President
the loisiana purchase
Jefferson bought the territory west of the Mississippi River from France in (3) .
In the year (4) 1819 the U.S. obtained the land of the state of (5) florida from Spain.
The U.S. annexed (added) the territory of (6) texas in 1845. President Polk divided the
large (7) oregon territory with Great Britain in 1846, and England received the northern half in
Canada. After a war in 1848, (8) mexico ceded (had to give up) the territory from the Louisiana
1853
Purchase to the Pacific Ocean. The U.S. paid $10 million in the year (9) for some Mexican
the gadsden purchase
land in the Southwest, called (10) .
UNIT 4 / The History of the United States 57
Thousands of Americans moved to [1. eastern / western ] territories to start new lives.
Groups of over sixty people traveled in [2. cars / covered wagons ]. Six [3. horses / oxen ] pulled
each wagon across the land and rivers and over hills at about [4. two / sixty ] miles per hour, so a
2000-mile trip from Missouri to California took about five [5. hours / months ]. No wagon traveled
[6. alone / with others ]. Wagon trains were important for protection against the [7. British /
Indians ].
At night, the wagons formed a [8. circle / long line ], like a wall around a small town. The
men protected the train with [9. guns / bombs ]. The travelers had [10. meetings / slaves ] and
made rules for themselves. Everyone worked together, especially in times of danger.
58 Module 4D / Growth and Westward Movement
Before 1836 the Texas area belonged to Spain and then to Mexico. Under the leadership of
Stephen Austin, American settlers moved to Texas. The Mexican government wanted these set
tlers to become Mexican citizens and Roman Catholics and to free their slaves, but the settlers had
other ideas. They demanded local self-government and the same rights as Americans in the United
States, such as trial by jury.
The settlers declared their independence from Mexico and formed the Republic of Texas. The
Mexican army of General Santa Anna defeated the rebels at the Alamo on March 6,1836. But
with the spirit of the battle cry “Remember the Alamo,” Sam Houston and the Texans won a
battle at San Jacinto on April 21. They signed a peace treaty with Mexican leaders and elected
Houston President of the “Lone Star Republic.”
The Republic of Texas did not become part of the United States for nine years because most
northerners opposed the annexation of another slave state.
F Write T for true and F for false. Correct the false sentences.
spain and then mexico
1. F Before 1836 the area of Texas belonged to England.
settlers
2. F Stephen Austin was the leader of the Mexican Roman Catholics.
3. T The settlers in Texas believed in slavery, demanded local self-government, and
wanted the rights of Americans.
T
4. They wanted to separate from Mexico and form their own republic.
F
5. Santa Anna was the American military leader, and Sam Houston was a Mexican
general. mexico texan
T
6. The Texans had the spirit to defeat the Mexican army because they remembered the
battle at the Alamo.
T
7. The “Lone Star Republic” was the Republic of Texas.
houston
8. f Jefferson Davis became the President of Texas.
not
9. F Texas became part of the U.S. right away because it was a free state.
a slavery state
UNIT 4 / The History of the United States 59
In 1823 President Monroe warned European nations not to interfere with the politics of the
Western Hemisphere (North and South America). The Monroe Doctrine was an example of the
principle of nationalism. By the 1840’s most Americans believed that the United States should
expand to the Pacific Ocean because it was their “manifest destiny” (fate). The settlers organized
some of the land into “territories,” and these later became states. The following states were admit
ted officially into the Union before the time of the Civil War.
3. Because of the principle of “taxation without representation,” many Americans thought that
the U.S. should expand to the Mississippi River. union
4. Some of the land became “countries,” and these were later admitted into the House of
Representatives as states.
In the 1800s the northern and the southern states disagreed on basic issues. Their differences
led to the Civil War.
...lived from industry and the manufacture ...depended on agriculture for its economy.
of goods such as clothing and furniture. North The main crop was cotton, and southern plant
ern factories did not use slaves. The abolition ers felt they needed slave workers to make
ists (opponents of slavery) worked to free the money. They opposed the abolition of slavery.
slaves.
...produced expensive products and got the ...preferred cheap European goods to the
U.S. government to put a protectionist tax on expensive products of northern factories and
products from other countries. opposed the protective tax on them.
...was adding free states to the Union and ...was adding slave states to the Union but
had a larger population than the South. The had a smaller population than the North. The
northern states had more representatives in southern states were losing power in the House
Congress than the southern ones. of Representatives.
...believed in the unity of the United States ...opposed federal laws and seceded (sepa
and opposed the separation of the southern rated) from the Union by creating the Confed
states from the Union. erate States of America.
...supported the election of Abraham Lin ...opposed the election of Lincoln and chose
coln as President of the United States. Jefferson Davis President of the Confederacy.
1. 2.
3. 4.
C Finish each sentence about the map on the next page with
the names of different states.
EXAMPLE: During the time of the Civil War, the state of Illinois was free, but Tennessee was a
slave state.
1. During the time of the Civil War, the state of was free, but was a
slave state.
2. The state of seceded from the Union to become part of the Confederacy (the
Confederate States of America).
Free States
July 1861 Bull Run (near Washington D.C.) Spectators from Washington came to
watch the battle as entertainment. To
their surprise, the Confederate army
defeated Union forces.
On , in .
In (date) at (place)
64 Module 4F / Industrialization
A Work in pairs. Look only at this page and ask your partner
these questions about the time of Reconstruction. Your
partner will tell you the answers from the information on
the next page. Write them on the lines.
5. How did the North punish the South? Congress established military government in the southern states.
6. What couldn’t former southern leaders do? could not hold political office.
5. Who invented the phonograph and the light bulb? Thomas A. Edison
6. Why did many people leave the farms? Farmers produced more food with machines
in big cities
7. What were the markets for factory-made products?
It passed high tariffs (taxes) to keep out foreign products and supported the
free exchange of goods among the states
66 Module 4F / Industrialization
Since the Industrial Revolution, labor unions have fought for safe and healthy working condi
tions, fair wages, an eight-hour workday, job security, health benefits, pension plans, workers’
rights, and civil rights.
1869 the Knights Uriah S. Stephens This union represented all workers,
of Labor but it wasn’t very successful.
1881 the American Samuel Gompers This union represented only skilled
Federation of workers. It got them higher wages,
Labor (AFL) shorter hours, and better working
conditions.
1955 AFL-CIO (merger) The AFL joined the CIO and was
powerful until President Reagan’s
government weakened the unions.
Farmers formed the Populist Party in 1892. They felt that big business had too much power
and that the system was unfair to farmers and industrial workers. They also believed in govern
ment control of the railroads and the telephone system. They wanted a graduated income tax (a
higher percentage of tax on higher incomes), secret ballots (voting), and direct election of U.S.
Senators by the people, not by state legislatures. Populists became mayors of towns, state
representatives, and even Senators. They lost power after the election of 1896, but their ideas
influenced the major political parties.
In the first part of the twentieth century, progressive thinkers formed a movement for social
reform. Progressives believed in a “square deal” for ordinary Americans, so they tried to help
workers, small businesses, and farmers. They wanted the federal government to control big busi
ness, take responsibility for the quality of food and drugs, and protect the environment. Some
leaders of the Progressive Movement held political office and made reforms. Their ideas also led to
several amendments to the Constitution: the Sixteenth Amendment established the federal income
tax, and the Seventeenth Amendment allowed voters to elect U.S. Senators directly.
- big business had too much power -believed in a “square deal” for
3. What did the - the system was unfair to farmers ordinary Americans, so they
members believe? and industrial workers. tried to help workers, small
-believed in government control of businesses, and farmers
the railroads and the telephone
system
A Work in pairs. Look only at this page and ask your partner
these questions about World War I. Your partner will tell
you the answers from the next page. Take notes on the
information.
6. What was the basis of the peace treaty to end the war?
C
B Work in pairs. Look only at this page. To answer your
partner’s questions about World War I, find the information
and tell it to your partner. He or she will take notes.
• It was Woodrow Wilson’s plan for a world organization to prevent future wars. To avoid in
volvement in world affairs, the U.S. Senate rejected the Treaty of Versailles and the plan
for the League of Nations.
• It was a “total war” because it involved the economies and the people of many countries.
The U.S. Congress passed the Selective Service Acts to draft young men into the armed
forces.
• The basis of the Treaty of Versailles was President Wilson’s plan for peace, his Fourteen
Points. Among other things, Wilson wanted freedom of the seas and trade and self-determi
nation (the right of people to decide on their own form of government).
• Austria-Hungary declared war on the small country of Serbia because an assassin shot the
heir to their throne.
• Americans were angry because Germany was using submarines to attack both warships
and trade ships. They wanted to fight this “war to end all wars.”
• The Central Powers were Austria-Hungary and Germany, and the Allied Powers were
Russia, France, England, and Italy.
1. d Many people lost confidence in the a. businesses, factories, and banks closed.
U.S. economy because...
c b. Roosevelt wanted to relieve economic
2. The Great Depression began be suffering.
cause...
c. investors sold their stocks, and the stock
3. a Millions of workers lost their jobs market crashed.
because...
e d. American goods were expensive, but wages
4. The Depression ended ten years
were low.
later because...
5.
f
The government made payments to e. President Roosevelt started the New Deal of
the unemployed, farmers, and home- relief, recovery, and reform.
owners because... f. it wanted the U.S. to recover from the
b Depression and prevent future ones.
6. The New Deal government created
jobs because...
70 Module 4G / The U.S. Becomes a World Power
E Work in pairs. Look only at this page and ask your partner
these questions about World War II. Your partner will tell you
the answers from the next page. Take notes on the
information.
• President Truman made the decision to drop the atomic bomb on Hiroshima and Nagasaki.
Japan surrendered on August 10, 1945.
• Germany invaded countries and enslaved, tortured, and killed many groups of people. The
Soviet Union pushed back the attack of the German army. Italy surrendered in 1943. On
“D-Day” in 1944, the U.S. General Dwight D. Eisenhower led the Allied armies to victory in
Europe. In May 1945, Germany surrendered unconditionally.
• Congress wanted to avoid involvement in world affairs and stay neutral. In the 1930s it
passed Neutrality Acts to keep the seas free.
• The army of Adolf Hitler invaded Poland. The other Axis countries (Italy and Japan) sup
ported Germany, and the Allies (France, England and later the Soviet Union) opposed
Germany.
• Over 22 million people died. The U.S. and the U.S.S.R. became the two leading powers in
the world.
• Japan attacked Pearl Harbor in Hawaii, so the U.S. declared war on Japan, and Germany and
Italy declared war on the U.S.
H Write T for true and F for false. Correct the false sentences.
1. The purpose of the United Nations is to solve world problems and prevent war.
2. The U.S. Congress rejected the plan for the United Nations because it wanted to avoid
involvement and stay neutral.
3. After World War II, the U.S. and the countries of Western Europe began to compete for
world political power.
4. The Truman Doctrine is an example of the U.S. attempt to influence other countries
through economic and military aid.
6. In general, the U.S. and its allies had a different political and economic system from
that of the U.S.S.R. and its allies.
7. During the Cold War, the nations of Western Europe allied with the U.S.S.R. in
the NATO, and the U.S. allied with Eastern Europe in the Warsaw Pact.
72 Module 4H / Modern Times
1. After World War II, America went to war twice against capitalist countries and their
supporters.
2. In the Korean War, North Koreans pushed Chinese troops back to the thirty-eighth parallel
with help from the United States.
3. The Age of Technology began around the time of the discovery of the moon.
4. In 1957, President Eisenhower sent U.S. troops to Vietnam to oppose the followers of Martin
Luther King, Jr. in the civil rights movement.
5. The New Frontier and Great Society programs were plans for U.S. and Soviet shuttle space
stations.
UNIT 4 / The History of the United States 75
7. The city of Chicago was once known for organized crime. At the
beginning of the twentieth century, gambling was big business
there. After 1919, when Prohibition made the sale of alcohol
illegal, Chicago gangsters profited greatly from bootlegging
(dealing in liquor illegally). By the early 1920s corrupt
politicians such as “Big Bill” Thompson were running the
city, usually with the approval of the mayor. The famous
Al Capone, “king of the Chicago underworld,” didn’t go to
prison until 1931.
78 Module 4I / Local History
C Write T for true and F for false. Correct the false sentences.
1. For a time during the Revolutionary War, Cambridge, Massachusetts, was a center of
rebel activity and colonial military headquarters.
2. At different times General George Washington and poet Henry Wadsworth Longfellow
lived in the same mansion.
3. Spanish explorers started the settlement of St. Louis, Missouri, because they wanted to
find gold there.
4. When the Zebulon M. Pike landed in St. Louis in 1817, the age of the airplane began.
5. When the U.S. government opened Kansas to white settlers in 1854, an era of peace
began.
6. The state became known as “bleeding Kansas” because supporters of slavery and
abolitionists opposed one another in elections and violent attacks.
7. In spite of union protests, only white workers could build the railroads in California in
the 1860s.
8. In the 1860s the U.S. government was treating the Navajo Indians of Arizona well
because they were excellent farmers in the poor land.
9. In the famous Oklahoma “Land Rush,” the U.S. government took land from white
settlers to give it back to the Indians.
10. Oklahoma has the nickname “the Sooner State” because of the many settlers who
claimed land before the government allowed them to.
11. Gambling, bootlegging, and corruption in local government are examples of the
organized crime that Chicago has been known for.
12. Al Capone was a famous proslavery fighter who killed civilians in Lawrence, Kansas,
during the Civil War.
D Turn back to page 75. Tell about local history from the
pictures.
1. The Preamble tells its purposes: to protect the nation and to assure justice, peace, and
liberty for all.
2. The Document contains seven articles.
3. Twenty-six Amendments guarantee individual rights and freedoms and establish other
basic principles of government.
1. After the Revolutionary War, the Articles of Confederation (1781) were the basis of
the new American government.
the US constitution
2. The result of the Constitutional Convention of 1787 was .
3. One of the main principles of the Constitution is the seperation of powers of the
three branches of government.
articles
6. The three parts of the Constitution are the preamble , the seven of
amendments
the Document, and the twenty-six .
79
80 Module 5A / Overview of the Constitution
C The Document
Article One created the Legislative Branch of government. It established these principles,
among others:
Article Two established the Executive Branch of government, the Presidency. Here are a few
of its principles:
1. The Supreme Court is the highest court of the land. It is a court of last appeal, and its
decisions are final.
2. It is the responsibility of the Supreme Court to defend and interpret the principles of the
Constitution.
3. Residents of the U.S. have the right to trial by jury.
Article Four defined the relationship among the states and the relationship of the states to the
Federal government. It included these principles:
1. Congress may propose (suggest) an amendment if two-thirds of both houses vote for it.
2. The states may initiate an amendment. If two-thirds of all state legislatures agree to pro
pose it, Congress will call a national convention.
3. To add the amendment to the Constitution, three-fourths of the state legislatures or special
state conventions must ratify (officially approve) it.
Article Six declared the Constitution the Supreme Law of the Land.
1. No state constitution or law or judge may contradict (state the opposite of) the Constitution.
2. All public officials must promise to support the Constitution in an official oath.
Article Seven declared that nine states must ratify the Constitution for it to become law.
UNIT 5 / The U.S. Constitution 81
the supreme
2. ( 3 ) What is the highest court of the land?
congress
3. ( 1 ) What branch of government makes the laws of the nation?
- each state elect two Senators.
- The population of each state determines the number of Representatives
4. ( 1 ) How many Senators and Representatives does each state have in Congress?
the president
6. ( 2 ) Who is the chief executive of the nation and Commander in Chief of the armed forces?
If two thirds of all state legislatures agree to propose it,
Congress will call a national convention.
7. ( 5 ) What are two ways to propose a Constitutional Amendment? if two thirds of both houses
vote for it
12. ( 4 ) How are new states admitted to the Union? Congress may admit new states and make
laws for U.S. territories.
9
15. ( 7) How many states had to ratify the Constitution before it became law?
82 Module 5A / Overview of the Constitution
E The Amendments
The U.S. Constitution is “a living document” because Americans can change it with amend
ments. The existing amendments protect individual rights or have solved other national problems.
2. It says that .
UNIT 5 / The U.S. Constitution 83
1. If a reporter writes an article about a government official stealing money, can the newspaper
publish it legally?
a.Yes, because the Bill of Rights of the U.S. Constitution guarantees freedom of speech and
the press.
b. No, because the truth can damage the government.
6. How can you find out the rights and freedoms of Americans?
a. You can read the Constitution and law books, ask U.S. government officials, and talk to
lawyers familiar with U.S. laws.
b. You can get the information from entertainment films and popular music.
7. How are the rights of born citizens different from the rights of naturalized citizens?
a. They are the same, except that naturalized citizens can’t become President of the U.S.
b. Only born citizens can work in government jobs, join political parties, or run for office.
a
3. grand jury c. members of a jury who hear evidence and come to
a verdict
h
4. a trial d. an accusation of a crime
c
7. jurors g. money paid to guarantee that someone freed from
jail will return to the trial
j
8. a unanimous verdict h. the hearing of a case in court
e
9. witnesses i. give evidence
g
10. bail j. decision agreed on by everyone
UNIT 5 / The U.S. Constitution 85
1. A1, A2, A3 Amendment 1 guarantees the right of freedom of speech, press, religion, peaceable
assembly, and requesting change from the government.
a4
2. Amendment 2 guarantees the right to own weapons.
a5
3. Amendment 3 says that the government may not force people to take soldiers into
their homes in peacetime.
b1
4. Amendment 4 says that the government may not search or take individual prop
erty without a warrant.
5. b3,b2 Amendment 5 says that to bring a person to trial, a grand jury must charge him
or her with a crime. Also, the government may not bring a person to trial more
than once for the same crime and may not take away property without a legal
process. No one must testify against himself or herself in court.
b5,b7,b9
6. Amendments 6 and 7 give individuals the right to an open trial by jury and a
lawyer. They have the right to hear the charges, to question witnesses, and to get
witnesses to testify for them.
b10
7. Amendment 8 protects people against unreasonable bail or fines and cruel or
unusual punishment.
The United States is a democratic republic (a representative democracy). The national govern
ment is a government of all the people and their representatives (elected officials). It is called the
federal government because the nation is a federation, or association, of states.
The U.S. Constitution gave the federal government only limited powers, the powers stated in
the Constitution. All other powers belong to the individual states.
The Founding Fathers established three branches of government: the legislative, the execu
tive, and the judicial. Each branch has different functions and powers under the principle of
separation of powers. There is also a system of checks and balances so that each branch has some
control over the other two branches. This way, no one group can have too much power.
the Federal
The Constitution the Executive Branch
Government
3. a the Federal Government c. the legislative, the executive, and the judicial
g
4. a federation d. only those powers stated in the Constitution
The legislative branch is called Congress. It consists of the Senate and the House of Represen
tatives. It is the responsibility of Congress to propose and pass laws. In the system of checks and
balances, Congress can refuse to approve Presidential appointments and can override a Presiden
tial veto.
The executive branch consists of the President, the Vice President, the Cabinet and the thir
teen Departments, and the independent agencies. It’s the responsibility of the executive to enforce
laws. The President has the power to veto (reject) any bill (law) of Congress. He appoints all
Supreme Court Justices.
The judicial branch consists of the Supreme (highest) Court, eleven Circuit Courts of Appeals,
and ninety-four District Courts. This branch explains and interprets laws and makes decisions in
lawsuits. It has power over the other two branches because it can declare their laws and actions
unconstitutional (against the principles of the Constitution).
11 circuit courts
the House of vice president
cabinet and
Representatives 13 departments
94 district courts
idependent agencies
2. What are its responsibilities? propose and enforce laws explain and
pass laws interprets laws
check and balance make decisions in
lawsuits
3. What powers does it have under refuse to president to veto (reject) any bill against the principles
the system of checks and balances? appointments (law) of Congress. of the Constitution
override a He appoints all has power over the
Presidential veto Supreme Court 2 other branches
Justices
88 Module 6A / Overview of the U.S. Government
E Political Parties
The U.S. Constitution does not talk about political parties, but they began during George
Washington’s term of office. On one side were the Federalists. They wanted a strong federal
government. On the other side, the Democratic-Republicans wanted to limit the power of the
national government. Their leader was Thomas Jefferson, and their group later became the Demo
cratic Party.
Some of the early political parties, such as the Federalists and the Whigs, no longer exist.
Since 1854, the two major parties have been the Democrats and the Republicans. Smaller parties
have lasted for only a short time. “Third parties” have won in local elections, but their candidates
have never won a Presidential election.
Many people say that there is not much difference between the Republican and Democratic
Parties. “Liberal” politicians usually favor reform (change) and progress. “Conservative” politi
cians usually oppose change. But both liberal and conservative members belong to the two major
political parties, and their ideas often change with the times and the issues.
F Write T for true and F for false. Correct the false sentences.
2. During the time of George Washington, the Federalists supported a strong federal
government, but the Democratic-Republicans wanted to limit government power.
3. Thomas Jefferson was the leader of the Whigs, a third party in opposition to change.
4. Since 1854, the two major political parties have been the Whigs and the Libertarians.
5. Voters have elected some third-party candidates to local office but never to the
Presidency.
7. Liberal politicians usually support reform, and conservative candidates oppose it.
8. Political parties, candidates, and their ideas have changed with the times and the
issues.
UNIT 6 / The Federal Government 89
1. The Democratic Party is the oldest party in the United States. In 1829,
Andrew Jackson became the first Democratic President. Since that time, the
issues of the nation and the ideas of the party have changed. Both the major
parties have liberal and conservative members, but in general people consider
the Democrats today more liberal than the Republicans. Democrats often want
the government to establish social programs for people in need, such as the
poor, the unemployed, and the elderly. They usually say they believe in equal rights for
women and minorities and they oppose nuclear weapons and too much military spending.
The symbol of the Democratic Party (from political cartoons) is the donkey.
2. The Republican Party, sometimes called the G.O.P. (the Grand Old Party),
began in 1854 over the issue of slavery. Republicans oppose slavery. The
first Republican candidate to become President was Abraham Lincoln. After
the Civil War, Republicans got interested in farm, land, and business issues.
In general, Republicans vote more conservatively than Democrats. They
want government to support big business but not to control the lives of citizens.
They often oppose government spending for social programs but support military spending. The
party symbol is the elephant.
6. Its members usually prefer to spend tax money for military purposes rather than for
social programs.
7. Its members do not want the government to control the lives of individuals.
1
One-third of all Senators and all Representatives run for office every two years.
UNIT 6 / The Federal Government 91
5. If the Senate or House the bill, it goes to the other house of Congress and
its committee.
8. If the President (rejects) the bill, Congress can the veto, and it
becomes law anyway.
Answers to Exercise A: 1. a 2. b 3. b 4. b 5. a 6. b 7. b
92 Module 6B / The Legislative Branch
1. A Senator or Representative
writes a bill. 1
5. The second house debates the The second house defeats the bill.
bill. 4
The second house passes the bill.
7. Congress overrides the veto The bill does not become law.
(passes the bill).
1
A bill concerning taxes or the budget must begin in the House of Representatives.
2
If a committee tables a bill, Senators or Representatives can force it out of committee with a majority vote.
3
This step often “kills” the bill.
4
If the second house of Congress amends the bill, the first house must agree to the changes.
5
If the President does nothing and Congress adjourns within ten days, the bill does not become law.
UNIT 6 / The Federal Government 93
A Work in pairs. Look only at this page and ask your partner
these questions about the President of the United States.
Your partner will tell you the answers from the next page.
Take notes on the information.
B Work in pairs. Look only at this page and tell your partner
the steps in electing a President.
1. Political parties choose their candidates in state caucuses (conventions) or state primaries
(elections).
2. Political parties hold national conventions to choose their candidates for President and Vice
President. Convention delegates vote for the choices of the voters in their states.
3. All candidates campaign until election day, the first Tuesday after the first Monday in
November. Then the voters make their choices.
4. Electors (members of the Electoral College) cast their votes for President and Vice President.
The candidates with the majority (more than half) of the electoral votes win.
5. If no candidate wins the majority of the electoral votes, the House of Representatives
chooses the new President.
6. The new President takes office during the inauguration (formal ceremony) on January 20
after the election.
94 Module 6C / The Executive Branch
• The President travels a lot, but he or she lives and works at the White House in Washington,
D.C.
• The President’s term of office is four years, and no President may serve for more than two
terms in a row.
• To qualify to serve, the President must be a born U.S. citizen and at least thirty-five years old.
He or she must have lived in the United States for at least fourteen years.
• The qualifications for Vice President are the same as the qualifications for President.
• If the President dies, these officials take over the position in this order: the Vice President, the
Speaker of the House of Representatives, the President pro tempore of the Senate, the Secre
tary of State, the other twelve members of the Cabinet.
D Work in pairs. Your partner will tell you the steps in elect
ing a President. Number them 1-6 on the lines in
correct order.
Electors (members of the Electoral College) cast their votes for President and Vice
President. The candidates with the majority of the electoral votes win.
Political parties hold national conventions to choose their candidates for President and
Vice President. Convention delegates vote for the choices of the voters in their states.
The new President takes office during the inauguration (formal ceremony) on January 20
after the election.
If no candidate wins the majority of the electoral votes, the House of Representatives
chooses the new President.
All candidates campaign until election day, the first Tuesday after the first Monday in
November. Then the voters make their choices.
Political parties choose their candidates in state caucuses (conventions) or state primaries
(elections).
U.S. citizens do not vote on federal laws because the U.S. system of government is a represen
tative democracy, but they do choose the President and Vice President of the United States.
However, the system of electing these officials is an indirect one.
When voters choose candidates on election day, they are actually voting for presidential “elec
tors.” The numbers of electors in each state is equal to the number of senators and representatives
from that state in Congress. Because states with large populations have more representatives
than states with fewer people, they have more power in an election. The Electoral College is based
on a “winner-take-all” system. The winner of the majority of votes in each state gets all of that
state’s electoral votes. For example, the candidate with over fifty percent of the popular (total)
vote in California gets all of that state’s electoral votes, even if he or she won with only a small
majority.
Because of the Electoral College system, occasionally the candidate with the majority of the
popular vote loses the presidential election. This is unusual, however.
In December the electors meet in their state capitals to cast their votes and send them to the
U.S. Senate. On January 6 the members of Congress meet to count the votes.
G Write T for true and F for false. Correct the false sentences.
1. U.S. citizens vote on federal laws, but they can’t vote for Presidential or Vice
Presidential candidates.
2. Voters choose the President and the Vice President of the United States directly
through the popular vote.
3. Large states have more electoral votes than small states because their number of
electors depends on the number of senators and representatives from the state in
Congress.
4. Candidates receive the same percentage of electoral votes from each state as their
percentage of popular vote.
5. Even if a candidate receives forty-nine percent of the votes in a state, he or she “loses”
the state (gets no electoral votes) in a “winner-take-all” system.
6. The candidate with the majority of the popular vote can still lose the national election.
7. The electors of the Electoral College meet to cast their votes, and the members of
Congress meet to count them.
96 Module 6C / The Executive Branch
It is the responsibility of the executive branch of the federal government to enforce the U.S.
Constitution and federal laws. The President is the Chief Executive and head of the government.
The Vice President, the fourteen Cabinet members (usually called Secretaries) and their
Departments, and the federal agencies are also part of the executive branch.
The President chooses the members of his Cabinet (the heads of the departments), and the
Senate approves his choices. The fourteen departments are the Departments of:
Many federal agencies provide special services and may be temporary. Some well-known
agencies are the Civil Rights Commission, the Environmental Protection Agency, the Federal
Trade Commission (FTC), the National Aeronautics and Space Administration, the United States
Postal Service, and the Veterans Administration (VA).
I Write T for true and F for false. Correct the false sentences.
1. The executive branch makes laws but does not enforce them.
2. The Vice President, the Chief Executive of government, chooses the members of the
Cabinet with the approval of the voters.
3. There are fourteen government departments, and their heads are usually called
Secretaries.
4. The State Department, the Department of the Treasury, and the Department of
Commerce are federal agencies.
It is the responsibility of to .
UNIT 6 / The Federal Government 97
Supreme Court
4. In the system of checks and balances, how does the judicial branch have power over the
other two branches of government?
a. The Supreme Court appoints all judges.
b. The Supreme Court can decide on the constitutionality of laws and Presidential actions.
7. Who chooses the Chief Justice (head judge) of the Supreme Court?
a. the President and the Cabinet
b. The nine justices of the Supreme Court elect him or her.
1
As an example, in 1987 the Senate rejected President Reagan’s candidate, Robert H. Bork, because the
Democrats (the majority party) thought he was too conservative.
98 Module 6D / The Judicial Branch
10. Must the Supreme Court hear all appeals from lower courts?
a. Yes, because hearing appeals is its only responsibility.
b. No. It takes only the more important cases (especially cases concerning individual
rights and the constitutionality of laws or actions).
12. What other kinds of courts and how many of them are there in the federal system?
a. eleven Circuit Courts of Appeal and ninety-four District Courts
b. two Executive Courts and three Legislative Courts
15. What are the District Courts and what happens in them?
a. They are state courts. All cases concerning state laws begin there.
b. They are the lowest level of federal courts. Federal cases begin there.
2. :
California taxes all goods from Nevada.
3. :
Oregon refuses to let a family move there from Washington because they have no home
and little money.
4. :
Arizona sends a woman to jail because she went to the doctor to abort a two-month old
fetus.
5. :
Without permission, Nebraska takes land from an Indian reservation to build a state
prison.
6. :
A young man refuses to enter the U.S. Army because his sister does not have to serve in
the armed forces.
7. :
The police send a man to prison for drunk driving but do not give him an attorney because
he can’t afford one.
8. :
A public university refuses to admit a student because she is not white.
9. :
You are the best-qualified candidate for police chief but the city won’t give you the job
because you are a woman.
10. :
The INS sends a political refugee back to his country because he cannot prove that his
government would take his life.
11. :
The police arrest a man and tell him to confess his crime on videotape in a room with no
one else present.
12. :
Congress makes the Speaker of the House the head of the armed forces even though the
Constitution gives that position to the President.
1. S The federal government is in the form of a democratic republic, which means that the
people elect representatives.
2. It is a representative democracy because the people have the power through their elected
representatives.
3. The government follows the principles of a constitution with its bill of rights.
4. The government has three branches with different responsibilities and powers.
5. The legislative branch has two houses that make laws.
6. The upper house is the Senate, and the lower house is the House of Representatives.
7. The leaders of the executive branch are the U.S. President and Vice President.
8. The President appoints the members of the Cabinet. These advisors (“Secretaries”) are
the heads of federal departments.
9. The judicial branch of the federal government judges cases of federal law.
10. The highest court is the U.S. Supreme Court. There are also circuit courts of appeals and
district courts.
U.S. Constitution
Federal Government
legislative
101
102 Module 7A / Branches of Government and Officials
1. S State government is in the form of a democratic republic, which means that the people
elect representatives.
2. In addition to power through their elected state representatives, the people have direct
power through the initiative, referendum, and recall processes.
3. The government follows the principles of a constitution with its bill of rights.
4. The government has three branches with different responsibilities and powers.
5. The legislative branch has two houses that make laws.*
6. The upper house is a senate, and the lower house is a state assembly or a house of
representatives.
7. The leaders of the executive branch are the governor and the lieutenant governor.
8. The executive branch includes advisors to the governor. Some advisors are elected and
some are appointed.
9. The judicial branch of state government judges cases of state law.
10. The highest court is the state supreme court. There may also be appellate (appeals),
county, superior, district, circuit, municipal, and special courts.
State Constitution
State Government
Executive
The federal government usually provides funding and the states distribute the
money and provide programs for:
“The powers not delegated to the United States by the Constitution nor prohibited by it to
the states are reserved to the states respectively, or to the people.” The Tenth Amendment
to the Constitution of the United States.
UNIT 7 / State Government 105
B Work in pairs. Look only at this page and ask your partners
questions with the pattern “Which government …s …?”
Write the answer or answers on the line.
EXAMPLE: Student 1: Which government declares war and makes treaties?
Student 2: The federal government.
4. What programs does the federal government provide funding for and state governments
maintain?
106 Module 7B / Functions, Powers, and Services
State governments are similar in structure to each other and to the federal government.
Under the principle of separation of powers, the government of each state has three branches—the
legislative, the executive, and the judicial. In the system of checks and balances, each branch has
some control over the other two branches.
The governor may veto bills from the legislature (the senate and the house or assembly). In
some states, the governor uses a “line-item veto.” This way, he or she does not have to reject an
entire law in order to veto parts of it. The governor also appoints judges in the judicial branch.
With enough votes in both houses, the legislature can override the governor’s veto.
Like the federal courts, state courts also explain and interpret laws. They can declare state
laws unconstitutional (contradictory to the state constitution).
State government includes a system of direct democracy. Through the initiative process,
citizens may put proposed laws on the ballot for the people to vote on. They may decide on proposed
constitutional amendments or important state issues in a referendum. Through a recall, they can
sometimes remove an elected government official from office.
The federal government also has power over state governments. For example, a state
constitution or court may not contradict the U.S. Constitution, and the U.S. Supreme Court may
overrule the decision of a state supreme court. Also, the U.S. President may withhold money from a
state if the state refuses to obey federal laws.
E Write T for true and F for false. Correct the false sentences.
1. All state governments are similar to one another, but they are different in structure from
the federal government.
2. The principles of separation of powers and checks and balances apply to state as well as
the federal government.
3. In a “line-item veto,” the governor can reject parts of initiatives, referendums, or recalls.
4. Like in the federal government, state legislatures can override vetos, and state courts
can declare laws unconstitutional.
5. Citizens may propose laws, vote on constitutional amendments, and recall elected
officials in the federal system of direct democracy but not in a state system.
6. The U.S. Supreme Court and the U.S. President have some direct power over state
governments.
Local Government
The names of the departments of county or city government may vary. However, in both large
cities and small towns, these departments provide similar services to the public.
107
108 Module 8A / County and City Services
The Department of Public Utilities usually provides water, gas, and electricity, and in some places,
it runs transportation lines. It also operates water purification plants. Employees of the
department read the utility meters on each building to determine monthly billing.
1. The services of local government departments differ from one city to another, but the names
are always the same.
2. The Department of Public Safety may include social services and health inspection.
4. Most cities hire private contractors for minor maintenance of streets and sewers and for
garbage collection.
5. The Department of Public Health has no power because it can’t impose penalties for
violations of sanitation laws.
6. The disabled, the elderly, and the blind provide funding for the programs of the Department
of Social Services.
UNIT 8 / Local Government 109
EXAMPLE: Student 1: What does the traffic division of the police department do?
Student 2: It investigates accidents.
Many cities offer guided tours of their seat of government, usually the city or town hall. You to
can also visit the local departments on your own to find out what they do. Here are some examples
of questions you might ask.
The Finance Department The Commerce Department
1. How much does it cost to 1. How does the city attract
run the city? new businesses?
2. How does the city spend its 2. What does the city offer
money? visitors and tourists?
3. Where does the money come 3. What public information
from? services does the city offer?
4. How does the city borrow 4. How does the city “compete”
money? with other cities?
1. List the names of the city departments. Circle the departments with the same names as the
departments mentioned in this module.
2. Choose one or more of the departments discussed in Exercise B. List at least four questions
about it, similar to the questions in E. Visit the department and ask an employee the
questions. If you think of more questions, ask them. Take notes on the answers. Summarize
the information in a short report.
3. Choose one or more of the departments in E. Visit the department and ask an employee the
questions. When he or she gives an interesting answer, ask more questions about that topic.
Take notes and summarize the information in a short report.
County government is different in structure from state and federal government. The elected
governing body has many different names throughout the country, but “board of supervisors” and
“board of county commissioners” are two common ones.
A county board receives its authority from the county charter (official document to establish
an organization). It not only passes ordinances (county laws), but it enforces them, too, along with
state laws. The board may share executive powers with other elected officials such as the sheriff.
County revenue comes from the federal and state governments, county property taxes, and other
sources such as sales and income taxes and licensing.
A small county board has between five and eleven elected members, usually part-time officials.
They meet in the county seat, a city or town in the county.
1. The elected governing body of the state is the state legislature, but the elected governing
body of the county has many different names, such as “board of supervisors” .
2. The state government receives its authority from the state constitution, but the county board
.
3. The state legislature passes state laws, but the county board
.
4. The governor is the chief executive of the state, but the county board
.
7. State legislators usually meet in the state capital, but county board members
.
112 Module 8B / County Government
In some counties, the voters elect officials, and in other counties, the board appoints them.
The high officials in many counties have the same level of power as the elected board members.
Here are some common titles for officials and their responsibilities.
Official Responsibilities
* In large cities, there may be more than one recording office. In Los Angeles, for example,
residents go to the Registrar-Recorder for family documents and voter registration.
ELECTORATE
E
l l l l m m
MUNICIPAL
DISTRICT BOARD OF SUPERIOR
ASSESSOR SHERIFF AND JUSTICE
ATTORNEY SUPERVISORS COURT
COURTS
H BOARD H n H o EXECUTIVE o o o
BUSINESS CIVIL EMPLOYEE
ADVISORY OFFICER, BOARD OF
LICENSE SERVICE RELATIONS MARSHAL CLERKS GRAND JURY
COMMISSIONS & SUPERVISORS
COMMISSION COMMISSION COMMISSION
COMMITTEES LOCAL AGENCY
FORMATION
COMMISSION
o EMPLOYER H H MUSIC AND H H ASSESSMENT
RETIREMENT HUMAN REGIONAL CHIEF
ASSOCIATION PERFORMING APPEALS BOARDS
RELATIONS PLANNING ADMINISTRATIVE
BOARD OF RETIREMENT ARTS
COMMISSION COMMISSION OFFICER
BOARD OF INVESTMENTS COMMISSION
n n n H H n H H n H
AFFIRMATIVE AGRICULTURAL ARBORETA BUILDING CHIEF MEDICAL FACILITIES MGMT:
ACTION COMMISSIONER ANIMAL CARE AUDITOR- BEACHES AND COMMUNICATIONS
ADOPTIONS COMPLIANCE AND WEIGHTS
AND BOTANIC SERVICES EXAMINER- BUILDING SERVICES
AND CONTROL CONTROLLER HARBORS
OFFICER & MEASURES GARDENS CORONER MECHANICAL
H H H H H PARKS AND n n n n n
MILITARY AND MUSEUM OF RECREATION
MENTAL MUSEUM OF PUBLIC PUBLIC SOCIAL PURCHASING
VETERANS NATURAL PERSONNEL PROBATION
HEALTH ART LANDSCAPE DEFENDER SERVICES AND STORES
AFFAIRS HISTORY MAINTENANCE
Public
Works
9%
UNIT 8 / Local Government 115
The government of a state grants city charters, and the charter establishes the form of local
government. There are three main forms.
Law-Making Chief Functions
How Chosen? How Chosen?
Body Executive and Powers
may have actual
elected by the elected by the
city council the mayor power or be only a
people people
council member1
is the ceremonial
one chosen by
commission elected head of government
commissioner commission
only2
3. He or she
(functions and powers)
In many countries, the national or central government runs the cities through its officials.
But in the United States, local government means self-government. The state government creates
cities and determines their responsibilities and powers, and no city council or commission may
contradict its charter or state law. But the city may have a large amount of freedom, and every
resident of the city has the opportunity to participate directly in local government.
1. In the United States, the national government runs the cities through its officials.
2. The city council or commission can contradict its charter and state law in local matters
because cities create themselves.
3. City residents cannot participate directly in local government because cities have no self-
government.
In some places, the city council appoints the board of education and controls school funding.
But in most cities, the board is more independent of local government. It often has its own budget
and may collect taxes. Sometimes its members are elected, and board meetings are open to the
public.
Board members must make decisions on the many problems that face the school system. The
public expresses its opinions in various ways. The views in this letter are typical:
We parents demand changes in the city school system. There are too
many students in each classroom and too few teachers and other school
personnel to control them. Our schools are becoming dangerous. Why
don’t school principals expel students who disturb classes so that
our children can learn? Our sons and daughters score low on national
tests, but they seldom have homework to do. If the situation does not
improve soon, this parents’ organization will sponsor a petition to
recall the school board members and elect new ones.
1. How much money is available for new teachers and other school personnel?
2. Are there classrooms available for more (smaller) classes? If not, how much money is
available for new rooms or schools?
3. How might the community raise more money for education?
4. In the United States, every child has the right to a free public education. Can school
principals expel students?
5. Are national test scores important? If so, how can teachers improve the scores of their
students?
6. Should students have homework? If so, how much?
7. What are the responsibilities of parents in the education of their children?
Citizenship
4. If you disagree with a policy or law, write your representative or senator to try to change
it.
5. Serve in the U.S. Army, Navy, Marines, or Air Force if there is a draft.
7. Serve on a jury if the court calls you and you are not excused.
10. Refuse to report all your income so that your tax bill will be lower.
12. Learn about the candidates (people running for office) and issues (topics of discussion)
before every election.
15. Stay away from your children’s school and refuse to help them with their homework.
118
UNIT 9 / Citizenship 119
have to
As a citizen, you mustn’t .
ought to
shouldn’t
1. If you don’t agree with a law, it is your responsibility to try to change it.
2. There should be no military draft, and only volunteers should serve in the armed
forces.
3. Everyone should serve on a jury even if it is difficult to leave work and take the time
for jury duty.
5. You should not try to lower your tax obligation because tax money is necessary to
improve your community and the country.
6. If citizens don’t vote, the system of the U.S. can’t be truly democratic.
7. You can make an important difference in your community if you attend public
meetings.
8. Discrimination is against the law because members of all races, religions, and
nationalities are equal.
9. You should join the PTA (Parent-Teachers Association) at your children’s school.
10. You can volunteer to help at a hospital, church, school, or community organization
even if your English is not very good.
11. It is important for all citizens and residents of the U.S. to know English well.
12. You can learn English better if you get involved in community activities.
Answers to Exercise A
1. 2.
5. How often and when do state and local elections take place?
a. The dates vary from state to state, but they are often at the same time as national
elections.
b. every two years on February 28 or 29
7. How many “electors” does each state get in the electoral college?
a. The number of electors depends on the size (area) of the state and the date of
admission to the Union.
b. The number of electors for each party is equal to the number of that state’s
representatives and senators.
8. After citizens vote in a national election, how does the electoral college process work?
a. The Presidential and Vice Presidential candidates of the party with the highest
number of votes in each state win all the electoral votes of that state.
b. The candidates of each party win electoral votes in proportion to the popular vote
(the percentage of votes they have received in the whole country).
• All U.S. citizens (both sexes and all races) over the age of eighteen can vote, except criminals
and the mentally ill.
• The right to vote is the most important right of U.S. citizens, as well as the most important
responsibility. All votes have equal value. If citizens don’t vote, the system of democracy can’t
be truly representative.
• It depends on state law. For example, California requires ninety days’ residence in a county
and thirty days’ residence in a precinct (voting district) before you can vote there.
• No, you don’t. No state may give you a literacy (reading and writing) test or charge you a poll
(voting) tax before you vote.
• You can get a voter registration form at many public locations, such as post offices and librar
ies. You can also call the county clerk or Registrar of Voters to get a form. Fill it out and send
it in.
• You can inform yourself about the candidates from T.V., radio, newspapers, and advertising
mail. You can also get brochures, pamphlets, and newsletters from the headquarters of politi
cal parties.
• If you can’t get to the polling place, you can get an absentee ballot from the Registrar of
Voters.
• The back of your sample ballot (voting booklet) will tell you your polling (voting) place.
• No, you don’t. You can register as a party member if you want to, but you can also write “no
party” on the voter registration form.
• To vote, go to your polling place, give the volunteers there your name and address, and get a
ballot. All voting is secret. Read the instructions carefully to vote.
UNIT 9 / Citizenship 123
6. What party did Ron Paul and Andre V. Marrou belong to?
Answers to Exercise A:
1. b 2. a 3. b 4. b 5. a 6. a 7. b 8. a 9. b
124 Module 9C / Election Issues
If enough citizens strongly oppose an elected government official, they can start a movement
for a recall (removal from office). First, they have to gather the required number of signatures on
a petition. Then they “campaign” to present their views to the people. Finally, the voters decide on
the recall issue at an election.
In a similar way, by collecting enough signatures on a petition, citizens can put an initiative
(proposed law) on the ballot. The state legislature can also present a ballot measure directly to the
voters in the form of a referendum. Occasionally a referendum, such as a protest against an unfair
law, comes directly from the people. An initiative or referendum appears on the ballot in the form
of a “proposition” or “state measure” and can cover only one issue. It needs a majority of votes to
pass.
C Write T for true and F for false. Correct the false sentences.
1. If a politician wins an election, there is no way for the voters to remove him or her
from office.
2. To put a recall or an initiative measure on the ballot, the voters must get the support
of all major political parties.
4. A proposition on the ballot needs the approval of all registered voters to pass.
UNIT 9 / Citizenship 125
The goal of Proposition 99 (state of California, 1988) was to raise the cigarette tax from $ .10
to $ .35 per pack and to add taxes to other tobacco products. Revenue from this tax would go to the
following: 45% for medical care to the poor, 20% to help people to stop smoking, 5% to study
diseases caused by smoking, 5% to protect wildlife and parkland, and 20% for any of the above
programs.
Opponents of Proposition 99 believed that doctors and hospitals would receive most of the tax
money, not poor people. They said that the measure would unfairly tax one group of citizens,
smokers. They also warned that the tax would cause people to smuggle cigarettes (bring them
illegally) from other states.
Supporters said that the 25-cent tax was not high and that smokers should pay the high costs
of disease and fire damage caused by cigarettes. They did not believe that an additional cigarette
tax would lead to smuggling because the taxes in nearby states were already higher than those in
California.
E List arguments for and against Proposition 99. (You can add
opinions of your own.) Then mark your “vote” on the ballot.
For Against
2. 2.
3. 3.
F An Example of a Referendum
In 1988, the California legislature presented Proposition 84, a bond referendum, to the people.
(A bond is a way for the government to keep borrowed money for a long time. Private buyers
purchase the bonds, and the government pays back the money with interest from tax revenues.)
Proposition 84 asked for $300 million in bonds to help solve the problem of the homeless
(people without places to live). Here is the measure that appeared on the ballot:
Supporters of the measure said that it would get homeless people off the streets. It would help
many people rent apartments and buy homes. The money would also create jobs and improve the
economy.
Opponents of Proposition 84 said that the government should not try to solve the homeless
problem with tax money. Instead, it should make it easier to build new housing with more lenient
building laws. It should also change city zoning laws to open more space for low-income housing.
purchase homes.
UNIT 9 / Citizenship 127
H List arguments for and against Proposition 84. (You can add
opinions of your own.) Then mark your “vote” on the ballot
in F.
For Against
1. 1.
2. 2.
3. 3.
I Election Issues
Candidates for election should present their opinions on the issues so that citizens can base
their voting decisions on those views. Here are some issues from a recent election:
• Should tax money go to the development of fuel sources of energy other than coal and oil?
• Should the government cut down on defense spending to have more money for education,
health care, and protection of the environment?
Have a “political debate” on the issue for the class. One “speaker” from the “yes” group will tell
the class an argument, a student from the “no” group will tell an opposing argument, and so on.
Then the class will discuss and vote on the issue.
Repeat the activity with another issue and another group of “debaters.”