In Their Own Words THE FEDERAL GOVERNMENT€¦ · THE FEDERAL GOVERNMENT CHAPTER 5 The Legislative Branch CHAPTER 6 The Executive Branch CHAPTER 7 The Judicial Branch 131 The figure

THE FEDERAL GOVERNMENTCHAPTER 5

The LegislativeBranch

CHAPTER 6

The ExecutiveBranch

CHAPTER 7

The JudicialBranch

131

The figure of Uncle Sam is often used in posters to represent the U.S. federal government.

In Their Own WordsShare with students the following quota-tion by Abraham Lincoln (1809–1865). Remind students that as the sixteenth president of the United States, Lincoln championed the right of the people to choose their government and insisted on the preservation of the unity between the people and their government. After you have fi nished reading, ask students to discuss how the quotation speaks of the rights of the people to control their government and its institutions.

“This country, with its institutions, belongs to the people who inhabit it. Whenever they shall grow weary of the existing government, they can exercise their constitutional right of amending it, or their revolutionary right to dismem-ber or overthrow it.”

PlanningOSP Teacher’s One-Stop Planner

Online Resources

Differentiated Instruction

Interactive Skills Tutor Chapter and Unit Tests for Differentiated Instruction

Enrichment Online Chapter Summaries in Spanish

Holt Online Researcher Active Citizenship Video Program

Assessment Standardized Test Practice Handbook

Chapter and Unit Tests

Unit Resources

UNIT 2 131

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CHAPTER 5pp. 132–155

Overview: Students will learn about the roles, powers, and func-tions of the U.S. Congress.

Students Take Action Activities*

Civic Participation Activities Guide

Creative Teaching Strategies: Chapter 5*

Holt Online Researcher

Teaching Transparencies: Chapter 5

Media Investigations: Chapter 5*

Community Service and Participation Handbook: Chapter 5*

Active Citizenship Video Program

Constitution Study Guide

Alternative Assessment Handbook*

Chapter and Unit Tests: Chapter 5: Tests A and B*

Chapter and Unit Tests for Differentiated Instruction: Chapter 5: Test C*

Spanish Audio Summaries

Interactive Skills Tutor

Quiz Game

OSP Teacher’s One-Stop Planner

Standardized Test Practice Handbook:Activity 5*

Vocabulary Activities: Chapter 5*

Online Chapter Summaries in Spanish

Section 1 The Senate and the House of RepresentativesThe Big Idea: Congress is divided into two houses, and members of each house must have certain qualifications.

Challenge and Enrichment Activities: Chapter 5*

Internet Activity: Running for Congress


Daily Quizzes: Section 1*

Online Quiz: Section 1

Guided Reading Strategies: Section 1*

Main Idea Activities for Differentiated Instruction: Section 1*

Section 2 How Congress Is OrganizedThe Big Idea: Congress is organized and led in a way that fosters democracy.

Graphic Organizer Activities: Chapter 5*

Simulations and Case Studies: Lesson 4: Senate Subcommittee Hearing on Limiting Congressional Terms*






Section 3 The Powers of CongressThe Big Idea: Congress has many powers, but there are limits on those powers.

From the Source: Readings in Economics and Government: Reading 66: Profiles in Courage






Section 4 How a Bill Becomes a LawThe Big Idea: To become a law, a bill goes through a process that involves several stages.

From the Source: Readings in Economics and Government: Reading 29: Excerpt from a Filibuster

Law 101: Chapter 5*

Internet Activity: How a Bill Becomes a Law






Chapter 5 Planning Guide

132a TEACHER’S EDITION

The Legislative BranchReview, Assessment, InterventionInstructional ResourcesChapter Overview

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Student Resources

Teacher Resources

HOLT

Active Citizenship

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Chapter and Unit Tests for Differentiated Instruction: Chapter 5: Test C*

Differentiated Instruction: Teaching ESOL Students

Student Edition on Audio CD Program


Differentiated Instruction Modified Worksheets and Tests CD-ROM



Challenge and Enrichment Activities: Chapter 5*



Graphic Organizer Activities: Chapter 5*





KEYWORD: SZ7 TEACHER

KEYWORD: SZ7 CH5

THE LEGISLATIVE BRANCH 132b

Video Program (VHS/DVD)A Passion for Politics

• Document-Based Questions

• Interactive Multimedia Activities

• Current Events• Chapter-based Internet

Activities• and more!

Differentiated Instruction

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

Holt InteractiveOnline Student EditionComplete online support for interactivity, assessment, and reporting

• Interactive Art and Notebook

• Standardized Test Prep• Homework Practice

and Research Activities Online

SE Student Edition Print Resource Audio CD

TE Teacher’s Edition Transparency CD-ROM

go.hrw.com Learning Styles Video

OSP Teacher’s One-Stop Planner * also on One-Stop Planner

Quiz Game CD-ROMQuiz Game CD-ROM is an interactive multimedia game that assesses student understanding, makes learning fun, and tracks student performance.

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132c TEACHER’S EDITION

Why It MattersIn our form of representative democracy, Congress is responsible for translating the will of ”We the People” into public policy. The Framers considered the legislative branch so important that they dedicated the fi rst Article of the Constitution to its organization and powers. For students to be able to understand, follow, and ultimately take part in debates on issues of national im-portance, they must understand the framework the Framers put in place, and how Congress has come to operate within that framework.

The Structure of Congress Section 1 sets forth the basic framework of Congress: the way senators and representatives are allocated among the states, term lengths, qualifi cations for

membership, and internal rules for seating and disciplining members. The big picture that students should grasp here is the way that this structure guarantees that all laws passed by Congress will have the support of members representing at least half of the population and the support of senators from at least half of the states.

How It Really Works When it comes to the day-to-day operations of Congress, the Constitution is silent about what has become the true organizing principle—party politics. Party membership in effect determines leadership positions and organizes the negotiations that underlie lawmaking. Section 2 discusses the role party politics play in Congress and will help students to recognize the key players when national policies are discussed and covered in the media.

What Congress Can—and Can’t—Do Ever alert to the potential abuses of too strong a national government, the Framers were quite explicit about what Congress was permitted, and not permitted, to do. Most centrally, it has the powers to make laws in the specifi cally designated areas set forth in Article I, Section 8, and it is not allowed to take the types of actions listed in Article I, Section 9. Section 3 explains these boundaries of congressional power, as well as some special powers that each chamber possesses, both inside and outside the lawmaking process.

From Bill to Law The previous sections having established how the two chambers are comprised, who the players are, the powers of Congress, and the limitations of these powers, Section 4 gets to the heart of the matter: how a bill becomes law. Students cannot understand or contribute to the public debate without an appreciation of the various stages of the lawmaking process—from introduction, through committee, onto the fl oor, in conference, and on the president’s desk.

Recent ScholarshipIn 2005, in response to Democrats’ fi libusters of President Bush’s judicial nominees, Senate Republicans threatened to use what some called the “nuclear option”—using parliamentary procedure to end a fi libuster by a majority vote. As Warren Richey explains in his 2005 article “The Senate, Judges, and the Filibuster” in the Christian Science Monitor,this precedent would change Senate procedure and make fi libusters essentially useless as a tool for minority protest —and it would do so without requiring the two-thirds majority normally needed to approve changes to Senate procedure. However, seven Democratic senators and seven Republican senators reached a compromise to avoid the “nuclear op-tion.” The Republicans agreed not to force an end to the fi libuster. In return, the Democrats promised to stop fi libuster-ing some of the president’s nominees and to limit their future use of fi libusters.

Refresh Your KnowledgeEvery year on January 3, unless otherwise specifi ed, representatives, senators, clerks, and congressional staff take their places in the Capitol Building in Washington, D.C., for a new session of Congress. The Senate and House of Represen-tatives use their powers to fulfi ll their constitutional duty to make laws and decide important issues. Political party and committee leaders help shape the session’s agenda. Committees study bills, and both houses pass bills for the president to sign into law.

Have students look at the diagram on p. 151 of how a bill becomes a law. Ask students to identify details that provide clues about how Congress is organized and what powers it has. Make sure students understand that its organization and powers enable Congress to carry out its lawmaking and other functions.

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Before You Teach

Greg Massing

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Name Class Date

Contacting and Working with Government Officials

Students Take ActionTIP 2

Copyright © by Holt, Rinehart and Winston. All rights reserved.

Holt Civics 1 Students Take Action Activities

Some of the best sources of information for your community-project research will begovernment officials-both elected officials or those working for government agencies.However, these people are often very busy and receive many requests for their time. Youwant to be able to present yourself in a way that guarantees their respect and attention.

CONTACT BY MAIL

1. It is often best to contact a government official first by mail, especially if you arecontacting a state or federal official. Your letter should clearly state your name, whereyou go to school, and why you are contacting the official. It should then explain theproblem you are examining and what you hope to gain by contacting the official.This may be a request for an interview or merely information about the subject.

2. Try to keep the letter to one page. It should be as neat and professional as possible,with no errors of any kind. Be sure to type it and print it on clean paper. Ask an adultsuch as your teacher to proofread it before mailing.

CONTACT BY TELEPHONE

1. Even if you contact a source by mail, you should follow up with a telephone call tothe person’s office. In most cases, you will talk to a member of their staff. As in yourletter, clearly state who you are and why you are calling.

2. Ask the staff member how you can set up an interview with the official or speak tohim or her by telephone. This is also a good time to request any written informationthat the staff might have on the topic.

REMEMBER

• Always be courteous and polite when talking with government officials and membersof their staff.

• Always be respectful of your contact’s time. Thank him or her for taking the time todiscuss the subject with you.

• When making public presentations about your topic, be sure to acknowledge any helpyou received from government officials.

Read about how one group of students worked with government officials on their projectin Chapter 8 of your textbook.

What They DidIn this chapter, your class will read about a group of students in Tucson, Arizona, who wrote a bill that became Arizona state law. Students were concerned about the problem of bullying. They decided to research the problem and eventu-ally worked with state legislators to write and pass a bill that would address the problem in Arizona schools. Thanks to the students’ efforts, this antibullying bill became law in June 2005.

What Your Class Can DoAs interested citizens, students recognize an issue in their school or community that might be improved by changing the law. As active citizens, students then follow the democratic process one step further: They propose and support legislation.

As you discuss this chapter’s Students Take Action project with your class, work with students to brainstorm possible problems in your school or community that could be ad-dressed by new laws. These issues may be specifi c to your community. In order to begin to identify issues, consider the following questions with your class:

• Have any community problems been covered by the local media in recent months?

• Are there any problems in the school that your classmates or teachers often worry about?

• How do local and state laws address the problems you have identifi ed?

Students may raise the following issues, among others:

• Fights or violence in school

• Drug and alcohol abuse

• Safety concerns

Service-Learning Teaching Tip Proposing a Bill To help students successfully propose a bill that addresses the problem they hope to solve, have stu-dents study an existing piece of legislation. Students can work in small groups to read an existing law and note the different elements it includes. For example, how does it begin? What kind of language does it use?

As students work on writing their own bill, have them use the law they studied as a model. As they write, have them also consider the different groups and offi cials from whom they need to gather support and information.

Students Take Action:Writing a Law

THE LEGISLATIVE BRANCH 132d

Students Take Action Activities“Public Policy Development,” page 19 of the Students Take Action Activities booklet, provides a step-by-step guide to developing and imple-menting a public policy. The booklet’s rubrics, tip sheets, planning guides, and additional forms can also be used to organize, assist, and evaluate student performance at each phase of the project.

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Introduce the Chapter

THE LEGISLATIVE BRANCHThe Senate and the House of Representatives

How Congress Is Organized

The Powers of Congress

How a Bill Becomes a Law

SECTION 1

SECTION 2

SECTION 3

SECTION 4

I. What are the foundations of the American political system?

A. What is the American idea of constitutional government?

II. How does the government established by the Constitution embody the purposes, values, and principles of American democracy?

A. How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution?

B. How is the national government organized and what does it do?

E. How does the American political system provide for choice and opportunities for participation?©1994, 2003 Center for Civic Education. All Rights Reserved.

132 CHAPTER 5

Below Level

Basic-level activities designed for all students encountering new material

At Level

Intermediate-level activities designed for average students

Above Level

Challenging activities designed for honors and gifted-and-talented students

Standard English Mastery

Activities designed to improve standard English usage

Key to Differentiating Instruction

132 CHAPTER 5

Standards FocusStandards by SectionSection 1: I.A, II.A, II.B, II.ESection 2: II.A, II.BSection 3: II.A, II.BSection 4: II.A, II.B, II.E, I.A

Preview StandardsII.E Explain how the institutions of government refl ect fundamental values and principles, e.g., justice, equality, the com-mon good, popular sovereignty, checks and balances.

II.B Evaluate, take, and defend positions on the contemporary role of organized groups in American social and political life.

II.A Explain how various provisions of the Constitution and principles of the constitu-tional system are devices to insure an effec-tive government that will not exceed its limits.

I.A Explain alternative ideas about the sources of law, e.g., legislatures.

Opinions about Congress1. Ask students whether they have a generally

positive or generally negative view of the U.S. Congress.

2. Lead a discussion on students’ views about Congress. Ask students to give reasons for their point of view. Then ask students who or what has infl uenced their point of view. For example, how have newspapers, television

programs, the Internet, or their parents affected students’ opinions?

3. Explain that, in this chapter, students will learn about how Congress works, including its organization and powers. As you read the chapter, revisit students’ opinions. Ask whether the information they have learned has in any way changed their opinions about Congress. Verbal/Linguistic

At Level

Arkansas Curriculum FrameworkCivics for Core Curriculum Grades 9-12C.2.CCC.1; PPE.12.CCC.1; SG.8.CCC.1; SG.8.CCC.2

Chapter Correlations

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NO MORE BULLYING Many schools across the nation have a problem with bullying. Perhaps bullying is a problem in your school. Maybe you or your friends have experienced this problem personally. One of the purposes of government is to pass laws that protect people’s rights and ensure their safety. How would you get your elected representatives to make a law to address the problem of bullying?

PERSUASIVE SPEECH You are a member of the House of Representatives. You have introduced a bill to protect students from bullying, and now that bill is coming up for debate. You must convince your fellow representatives that this bill should become a law. Prepare and give a speech persuading Congress to pass a law that addresses the problem of bullying in schools.

THE LEGISLATIVE BRANCH 133

The legislative branch is the part of our government that represents the voice of the people. As an active citizen, it is up to you to make your representatives listen.

Active Citizenship video programWatch the video to to learn how youngcitizens can affect the legislative process.

HOLT

Active Citizenship� Video Program

See the Active CitizenshipVideo Teacher’s Guide for strategies for using the video A Passion for Politics.

Chapter Main Ideas Section 1 Congress is divided into two houses, and members of each house must have certain qualifi cations.

Section 2 Congress is organized and led in a way that fosters democracy.

Section 3 Congress has many powers, but there are limits on these powers.

Section 4 To become a law, a bill goes through a process that involves several stages.

Analyzing Photos This photo shows teenagers visiting the Capitol, where the U.S. Senate and House of Representatives meet.• In what ways does Congress play

an important role in American democracy? Congress is made up of members elected by American citizens. Therefore, American voters play a part in all the decisions Congress makes.

• In what ways does the Constitution affect the powers of the legislative branch? Possible answer: The Consti-tution gives Congress certain powers but also establishes checks and bal-ances to limit those powers.

The Media Literacy Civics Skill in this chapter asks students to think about how advertisements try to convince consumers to purchase certain products. Make sure stu-dents understand the purpose and techniques of any advertisements they encounter in their research. Suggest that students also apply this skill when analyzing other examples of persuasive writing and media.


Reading and Skills Resources

134 CHAPTER 5

In this chapter you will read about Congress,

the lawmaking body of the federal government.

You will learn how senators and representa-

tives are elected. You will learn about how work

gets done in Congress. You will read about the

authority that the Constitution has given to

Congress and what powers it forbids. You will

discover how bills get proposed to Congress.

Finally, you will read about the legislative

process in which a bill becomes law.

Helpful Hints for Analyzing Cause and Effect

1. Ask why an event happened to figure out the cause.

2. Keep asking why until you trace back to the first cause.

3. To determine an effect, ask what happened as a result of an event.

4. Keep asking yourself what happened next to under-stand the entire chain.

Asking Why? and What are the effects? can help you understand how one thing leads to another. When you

ask these questions as you read, you are analyzing causes and effects. Recognizing causes and effects can help you grasp the signifi cance of events and decisions.

Cause and Effect Chains A cause makes something happen, which is an effect. That effect can then cause another effect. This is known as a cause and effect chain. Understanding cause and effects chains can help you see the chain of events that bring about changes in government.

Analyzing Cause and Effect

For years the power of Congress to set its own salary was a controversial matter. In response to this debate, the Twenty-sev-enth Amendment to the Constitution was ratifi ed in 1992. This amendment states that no increase in congressional pay raise can take effect until after the next congres-sional election. This condition allows vot-ers to respond to the proposed increase by voting for or against those members who supported a pay increase.

Cause:Congress sets its own salary

Effect:Created controversy among voters

Effect:27th Amendment ratified

Effect:Voters can vote for or against members who support a pay increase

134 CHAPTER 5

Understanding the Skill Make sure students understand the ways to determine causes and effects. Help them see that identifying one cause or effect may lead to more questions about other causes and effects. Encourage students to continue asking Why? and What are the effects? about the answers to their original questions until they feel that they have found the main cause or effect.

Determine Causes Have students practice writing why ques-tions to determine causes. Tell them to work with a partner to write at least fi ve questions beginning with why about either a recent or a historical event. Encourage students to answer as many of their questions as possible to deter-mine causes for the event. Make sure they understand that an event may have multiple causes. Invite volunteers to share their events, questions, and causes with the class.

Reading Support Student Edition on Audio CD Program


Guided Reading Strategies

Reading Support

OSP Teacher’s One-Stop Planner

Vocabulary Support Vocabulary Activities

Standardized Test Practice Handbook

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

1. What cause is discussed in the fi rst paragraph? What are its effects?

2. Draw a cause and effect chain that shows the events described in the fi rst paragraph.

3. What main effect is discussed in the second paragraph?

4. What is the fi nal effect? Draw a cause and effect chain to illustrate this paragraph.

Every 10 years, after the census is taken, Congress determines how the seats in the House are to be apportionedapportioned, or distributed. If a state’s population decreases, the number of its representatives may be reduced. States whose populations grow may be entitled to more representatives . . .

Many of these congressional districts have very oddly shaped boundaries. A prac-tice called gerrymandering is often the rea-son. GerrymanderingGerrymandering is the practice of drawing district lines that favor a particular political party, politician, or group of people. For example, a state legislature made up of mostly one party might draw district lines that place a majority of their supporters in as many districts as possible.

From Chapter 5, pp. 136–137

The following passage is from the chapter you are about to read. As you read each paragraph, try to identify the cause and the effects of what is being discussed. Read it and then answer the questions below.

As you read Chapter 5, look for cause and effect chains.

You Try It!

KEY TERMSChapter 5

Section 1bicameral legislature (p. 136)apportioned (p. 136)gerrymandering (p. 137)immunity (p. 138)expulsion (p. 139)censure (p. 139)

Section 2sessions (p. 140)caucuses (p. 141)president pro tempore (p. 141)whip (p. 142)Speaker of the House (p.142)

Section 3implied powers (p. 144)elastic clause (p. 144)impeach (p. 144)treason (p. 145)

Section 4bill (p. 148)appropriation bill (p. 148)act (p. 148)filibuster (p. 150)cloture (p. 150)veto (p. 152)pocket veto (p. 152)

Academic VocabularySuccess in school is re-lated to knowing academic vocabulary—the words that are frequently used in school assignments and discussions. In this chapter you will learn the following academic word:

procedure (p. 150)

135

Using Key Terms Preteach the key terms for

this chapter by reviewing the terms with the class. Then instruct students to choose fi ve pairs of related terms from the list and write sentences explaining the relationship between the two terms. Have students rewrite their sentences with a blank in place of one of the terms. Then tell students to exchange their sentences and try to fi ll in the missing terms. Verbal/Linguistic

Focus on ReadingSee the Reading Skill and Focus on Reading activities, annotations, and questions in this chapter for more prac-tice with this reading skill.

Tell students that certain words and phrases can act as clues to help them determine cause and effect. The terms because, caused, due to, led to, and resulted are examples of such possible clues. Suggest that students also look for events that happened in sequence to determine if an earlier event caused a later one.

Answers1. cause: the census; effect: how the seats in the House of Representatives are apportioned 2. Chains will vary but should show that population increases and decreases are reflected in the census, which determines the number of representatives for each state.3. drawing congressional district lines that favor a particular party, politician, or group of people 4. congressionaldistricts have oddly shaped boundaries

When your town decides local issues, such as funding for a road or a new school tax, each voter has a say. This is direct democracy. On a national

level, direct democracy would not be practical. Imagine a vote on every national issue. Instead, we choose men and women to vote for us. They represent us. These rep-resentatives are the members of Congress.

Two Houses of CongressCongress is the lawmaking body of the federal government. The Constitution states that the Congress shall be composed of two houses—the Senate and the House of Representatives.

Why is Congress divided into two houses? The framers of the U.S. Constitution wanted to make sure that both small and large states would be fairly represented. So they created a bicameral legislaturebicameral legislature, a lawmaking body of two houses. Membership in the House of Representatives is based on state popula-tion. In the Senate, each state is represented equally. The system also allows each house to check the actions of the other.

TAKINGNOTES

As you read, take notes on the Senate

and the House of Represen-tatives. Use a chart like this one to record your notes.

The Main Idea

Congress is divided into two houses, the Senate and the House of Representatives, and its members have certain qualifications.

Focus Questions

1. What are the two housesof Congress?

2. What are the qualifications, salaries, and rules of conduct for members of Congress?

Key Terms

bicameral legislature, p. 136

apportioned, p. 136gerrymandering, p. 137immunity, p. 138expulsion, p. 139censure, p. 139

The Senate and theHouse of Representatives

136 CHAPTER 5

BEFORE YOU READ

The House of Representatives

According to the Constitution, the number of representatives each state can elect to the House is based on the state’s population. Each state is entitled to at least one represen-tative. Washington, D.C., Guam, American Samoa, and the Virgin Islands each have one nonvoting delegate in the House.

Today there are 435 members in the House. Why 435 members? In 1789, when the fi rst Congress met, the Constitution allowed for 65 representatives in the House. Each state elected one representative for every 30,000 people in the state. However, as new states joined the Union and the population increased, membership in the House kept growing. Eventually, Congress had to limit the size of the House to 435 members.

Every 10 years, after the census is taken, Congress determines how the seats in the House are to be apportionedapportioned, or distributed. If a state’s population decreases, the number of its representatives may be reduced. States whose populations grow may be entitled to more representatives.

U.S. Congress

Two Houses Congress Members

136 CHAPTER 5

Why It MattersAsk students to imagine that they have one of the most important jobs in gov-ernment. Tell them that they work long hours to help people, and that they are paid well for their efforts. Ask students how they feel about this job. Now tell them that every two years they have to battle to keep their job for only another two years. How do they feel now? Explain to students that members of the House of Representatives face exactly this situation.

Key TermsPreteach the following terms: bicameral legislature lawmaking body of two houses (p. 136)apportioned distributed (p. 136)gerrymandering drawing district lines that favor a particular political party, politi-cian, or group of people (p. 137)immunity legal protection (p. 138)expulsion when a person must give up his or her seat in Congress (p. 139)censure formal disapproval of the actions of a member of Congress (p. 139)

Taking NotesU.S. Congress

Two Houses Congress Members

• House of Representatives:435 members, states represented based on population, two- year terms

• Senate: two members per state (100 total), six-year terms

• Must be a certain age, U.S. citizen, and legal resident of state represented

• Receive yearly salary of $162,100 and other benefi ts

• Must follow rules of conduct

Teach the Main Idea

The Senate and the House of Representatives1. Teach Ask students the Reading Focus

questions to teach this section.

2. Apply Tell students to create a graphic organizer with two boxes. One box should be labeled “House of Representatives,” and the other should be labeled “Senate.” As students read the section have them fi ll in this graphic organizer with information about the House of Representatives and the Senate.

3. Review To review the section’s main ideas, lead a discussion on the similarities and differences between the two houses of Congress.

4. Practice/Homework Have students write a short essay on which house of Congress they would rather belong to. Essays should explain students’ reasons as well as stating a preference. Remind students to describe how members of their chosen house help their constituents.

At Level

Arkansas Curriculum FrameworkCivics for Core Curriculum Grades 9-12PPE.12.CCC.1; SG.8.CCC.1

Section Correlations


Differentiating Instruction


Voters elect their representative accord-ing to the congressional district in which they live. Each state’s legislature is respon-sible for dividing the state into as many congressional districts as it has members in the House of Representatives. District boundaries must be drawn so that each dis-trict is almost equal in population.

Many of these congressional districts have very oddly shaped boundaries. A prac-tice called gerrymandering is often the rea-son. GerrymanderingGerrymandering is the practice of drawing district lines that favor a particular political party, politician, or group of people. For example, a state legislature made up of mostly one party might draw district lines that place a majority of their supporters in as many districts as possible.

Elections for members of the House of Representatives are held in November of each even-numbered year. All representa-

tives are elected for two-year terms. If a rep-resentative dies or resigns before the end of a term, the governor of the representative’s home state is required to call a special elec-tion to fi ll the vacancy.

The Senate

The Senate is much smaller than the House of Representatives. No matter what its popula-tion, each state is represented by two senators. As a result, today’s Senate has 100 members—two senators from each of the 50 states.

Senators are elected to Congress for six-year terms. Elections are held in November of each even-numbered year. However, only one-third of the Senate’s membership comes up for election every two years. Organizing elections in this way ensures that at least two-thirds of the senators have prior experience. If a senator dies or resigns before the end of a term, someone must take his or her place.

Congressional Representation

ANALYSISSKILL ANALYZING VISUALS

The District of Columbia does not have a voting representative in Congress.

What five states have the most representatives in the House of Representatives?

Every 10 years, after a national census, Congress apportions representatives to the House based on population. California, with 53 representatives, has the most, while Montana and six other states have only1 representative.

California

Number of Representatives: 53Area of State: 163,707 square milesPopulation (2000): 33,930,798

Montana

Number of Representatives: 1Area of State: 145,556 square milesPopulation (2000): 906,316

Reading Focus

What are the two houses of Congress?

Two Houses of CongressExplain How are seats in the House of Representatives apportioned? bystate population according to the most recent census

Identify Cause and Effect Whydid Congress limit the size of the House of Representatives? New states had joined the Union, and the country’s population had increased, so the numbers of members of the House kept growing.

Make Judgments Do you think gerrymandering is ever fair? Possible answer: no, because it favors certain groups, and other groups might have a smaller chance of being represented in gerrymandered districts

Info to KnowThe Capitol Building The U.S. Capitol building is about 750 feet long, 350 feet wide, and 288 feet high. This vast space is divided between ceremonial uses, congressional offi ces, and meeting chambers. The chambers of the House of Representatives are in the south wing on the second fl oor, while the Senate meets in the north wing. When Con-gress is in session, visitors and the press can watch the proceedings of either house from galleries on the third fl oor.

AnswersAnalyzing Visuals California,Texas, New York, Florida, Illinois and Pennsylvania (tied)

Learners Having Diffi cultyContrast the House of Representatives and the Senate

1. Create a graphic organizer like the one below on the board. Omit the blue answers. Have students copy it onto their own papers.

Numberof

Members

AreaMembersRepresent

Length of Members’

Term

House of Representatives 435 district 2 years

Senate 100 state 6 years

2. Have students refer to the text to help fi ll out the graphic organizer with the correct information. Then, with input from students, fi ll in the graphic organizer on the board.

3. Lead a discussion about how the differences noted in the graphic organizer lead to other differences between the House of Representatives and the Senate. Verbal/Linguistic, Visual/Spatial Alternative Assessment Handbook: Rubric 13: Graphic Organizers

137

Online Resourcesgo.hrw.com

KEYWORD: SZ7 CH5ACTIVITY: Running for Congress

Below Level



138 CHAPTER 5

Most states allow the governor to appoint a person to fi ll the vacancy until the next regular election or until a special state elec-tion is held.

Do you think that members of Congress should be allowed to serve for an unlimited number of terms? Many people believe that the number of terms should be limited. How-ever, the Supreme Court disagrees. In 1995 the Court ruled that such term limits for federal offi ces are unconstitutional. The Constitution reserves to the people the right to choose their federal lawmakers, and term limits would infringe upon this right, the Court ruled.

READING CHECK Analyzing Information Whydoes the Constitution specify different ways to determine the number of members for the House and for the Senate?

Members of CongressMembers of Congress have certain require-ments they must meet. They also receive a set salary and benefi ts and must agree to uphold a code of conduct in order to be eli-gible to hold offi ce.

Qualifications of Members

To be a representative in the House of Repre-sentatives, the Constitution requires that you:

1 . be at least 25 years old;

2. have been a citizen of the United States for at least seven years; and

3. be a legal resident of the state you rep-resent. (Most representatives live in the district from which they are elected. However, the Constitution does not require this.)

The qualifi cations for members of the Senate differ slightly from those of the House. To be a U.S. senator you must:

1. be at least 30 years old;

2. have been a citizen of the United States for at least nine years; and

3. be a legal resident of the state yourepresent.

Salary and Benefits

As of January 2006, each member of Con-gress receives a yearly salary of $165,200. Members of Congress have offi ces in the Capitol Building and receive an allowance to pay staff members. Members of Congress receive free trips to their home state, an allowance for local district offi ces, and a sta-tionery allowance. In addition, they have the franking privilege —the right to mail offi cial letters or packages free of charge.

Members of Congress also have immunityimmunity,or legal protection. Immunity means that when Congress is in session its members can-not be arrested in or on their way to or from a meeting in Congress. This protection ensures that Congress members are not unnecessarily kept from performing their duties.

POLITICAL CARTOONS

Term LimitsTerm limits would restrict the number of terms a represen-tative could serve in a particular office. While many states have term limits, there are none for members of Congress.

What point do you think this cartoon is trying to make about term limits? Do you agree? Why or why not?

Career politicians fear that term limits might force them from office.

ANALYZING POLITICAL CARTOONSANALYSISSKILL

AnswersAnalyzing Political Cartoons

Possible answer: Although politicians are scared of them, term limits are not very frightening. Students should explain the reasons for their opinions.Reading Check to make sure that both large and small states are fairly represented and to allow each house to check the actions of each other

English-Language LearnersAdvertise for Senators and Representatives

1. Divide the class in half. Assign one half to write a help-wanted ad for the position of representative and the other half to write an ad for a senator.

2. Have students write their help-wanted ads. The ads should include job requirements and qualifi cations for the positions. Encourage students to be creative in their attempts to attract people to run for Congress.

3. Ask volunteers to present their ads to the class. Have students identify similarities and differences between ads for representatives and for senators. As students are identifying similarities and differences between their ads, have them point out adjectives and phrases that should attract readers. Verbal/Linguistic Alternative Assessment Handbook: Rubric 2: Advertisements

Info to KnowGerrymandering State legislatures re-sponsible for drawing the boundaries of congressional districts have often been accused of gerrymandering. The term is a cross between Gerry and salamander.In 1812 political opponents criticized (perhaps unfairly) Governor Elbridge Gerry of Massachusetts for the creative drawing of congressional district bound-aries in a way that benefi ted his party. The bizarre shape of one congressional district reminded some observers of a salamander, and was called a “gerry-mander” by some people.

138

Reading Focus

What are the qualifi cations, salaries, and rules of conduct for members of Congress?

Members of CongressIdentify What benefi ts do members of Congress get? offi ces in the Capitol Building, an allowance to pay staff members, free trips to their home states, an allowance for local district offi ces, a stationery allowance, the franking privilege, and legal immunity

Make Inferences Why do the House and Senate need codes of conduct for their members? Possible answers: to make clear which actions are acceptable and unacceptable, to set up consequences for members who behave unacceptably

Challenge and Enrichment Activities: Chapter 5

Community Service and Participation Handbook: Chapter 5: Rate Your Legislator

Standard English MasteryAt Level


Reviewing Ideas and Terms1. a. Defi ne Write a brief defi nition for each of the

following terms: bicameral legislature, appor-tioned, and gerrymandering.

b. Analyze Information If a senator dies or resigns before the end of a term of offi ce, the seat must be occupied. Why do you think this law exists?

c. Make Predictions What might have hap-pened if the House of Representatives had never been formed and only the Senate represented the people?

2. a. Defi ne Write a brief defi nition for each of the following terms: immunity, expulsion, and censure.

b. Defend a Point of View Do you think mem-bers of Congress should be required to make a full disclosure of their fi nancial holdings? Why or why not?

Critical Thinking3. Comparing and Contrasting Use your notes

and a graphic organizer like this one to identify the similarities and differences between the House of Representatives and the Senate.

Focus on Writing4. Supporting a Point of View Where do you

stand on congressional term limits? Write a posi-tion statement agreeing or disagreeing with the Supreme Court’s decision on the issue of congressional term limits.

KEYWORD: SZ7 HP5

go.hrw.comOnline Quiz

SECTION 1 ASSESSMENT

Rules of Conduct

Both houses of Congress have the right to decide who shall be seated as members. Sometimes members of the Senate or the House question the qualifi cations of a newly elected member of Congress. For example, in 1996, Republican Representative Robert Dornan challenged the election of Democrat Loretta Sanchez. In such a case, the member may not be seated until an investigation of the charges is made. The House considered Dornan’s challenge and eventually ruled that Sanchez was the winner.

The Supreme Court may review the actions of Congress in this regard. Congress seldom has refused to seat one of its members.

The House and Senate have passed codes of conduct for their members. These codes establish limits to the amount of outside income a member of Congress may earn and requires members to make a full disclosure of their fi nancial holdings.

What would happen if a member of Congress violated the code of conduct? The Constitution allows both houses of Congress

to discipline its members. A person who is accused of a serious offense might be expelled from offi ce. ExpulsionExpulsion of a member means that the person must give up his or her seat in Congress. Expulsion from the Senate or House requires a vote of two-thirds of the senators or representatives.

Expulsion is rare. Only fi ve House members have been expelled, the last one in 2002. In the Senate, 15 members have been expelled. The last senator expelled was Jesse D. Bright in 1862. He was expelled for supporting the Confederacy.

Less serious offenses may bring a vote of censurecensure, or formal disapproval of a member’s actions. A censured member must stand alone at the front of the House or Senate and listen as the charges against him or her are read.

Since 1789, the Senate has censured only 9 of its members, the last one in 1990. The House has censured 22 of its members.

READING CHECK Summarizing What are the qualifications for senators? For representatives?

House Both Senate

CloseHave students summarize the similari-ties between the House of Representa-tives and the Senate.

Review Online Quiz: Section 1 Quiz Game

AssessSE Section 1 Assessment

Daily Quizzes: Section 1

Reteach Main Idea Activities for Differentiated Instruction: Section 1

AnswersReading Check senators: at least 30 years old, U.S. citizen for at least nine years, legal resident of state you represent; representatives: at least 25 years old, U.S. citizen for at least seven years, legal resident of the state you represent

Section 1 Assessment Answers

1. a. bicameral legislature, p. 136; apportioned, p. 136; gerrymandering, p. 137 b. Possibleanswer: so each state will always have an equal and fair number of representatives c. Students’ answers will vary but should show understanding of the differences between the houses of Congress.

2. a. immunity, p. 138; expulsion, p. 139; censure, p. 139 b. Answers will vary but should show that this requirement is meant to give people information about elected officials, such as

their connections to businesses and other organizations.

3. Similarities: both part of Congress, members are elected, members have to be legal resi-dent in the state they represent, members receive same salary; differences: states represented by population in House, but represented equally in Senate; different age requirements and citizenship requirements

4. Students’ position statements should consider the benefits and problems of Congressional term limits.

139

The Main Idea

Congress is organizedin a way that allows its members to consider and pass legislation without each member having to do everything.

Reading Focus

1. What are the terms and sessions of Congress?

2. How is Congress organized?

Key Terms

sessions, p. 140caucuses, p. 141president pro tempore,

p. 141whip, p. 142Speaker of the House, p. 142

TAKINGNOTES

As you read, take notes on how

Congress is organized. Use a graphic organizer like this one to record your notes about terms and sessions and the organization of Congress.

How Congress Is Organized

140 CHAPTER 5

BEFORE YOU READ

What if you had to remember to breathe, digest, and circulate blood? Your body is organized so that everything works together to

keep you going. Similarly, if every member of Con-gress had to deal with every legislative detail, gov-ernment would grind to a halt. To avoid this, Con-gress divides the workload.

Terms and SessionsUnder the Twentieth Amendment, a term of Congress begins at noon on January 3 of every odd-numbered year. The fi rst term of Congress was in 1789. The Congress whose term lasts from 2009 to 2011 is the 111th Congress. The Constitution requires Con-gress to meet at least once each year. So each term of Congress is divided into two sessionssessions, one for each year of the term. Each session begins on January 3 (unless Congress chooses another date). When Congress fi nishes its legislative work, both houses adjourn and the session is ended. In unusual circumstances, the president may call one or both houses back into a special session after they have adjourned. Although each house usually meets by itself to conduct business, the two houses occasionally meet together in what is called a joint session.

Vice President Joe Biden shakes hands with House Speaker Nancy Pelosi before President Obama addresses a joint session of Congress.

As vice president, Joe Biden is the president of the U.S. Senate. He cannot vote, however, unless it is to break a tie.

U.S. Congress

cp11se_c05_final(r).indd 140 5/5/09 7:14:17 PM

Why It MattersAsk students to suggest strategies that a large group might use to handle a heavy workload. (Possible answers include dividing up the work and selecting leaders to monitor the workload.) Write students’ responses on the board and discuss them briefl y. Then explain to students that the organization of Con-gress helps it handle its heavy work-load. As you read the chapter, point out parallels between students’ ideas and the ways Congress is organized.

Key TermsPreteach the following terms: sessions meetings of Congress (p. 140)caucuses private meetings of a political party (p. 141)president pro tempore president “for the time being” who presides over the Sen-ate when the vice president is absent (p. 141)whip offi cer who persuades party mem-bers to vote for party-sponsored legislation (p. 142)Speaker of the House the person who presides over the House of Representatives (p. 142)

Taking Notes

U.S. Congress

• Two-year terms• Yearly sessions

• Party caucuses, whips, majority and minority leaders

• Senate: president pro tempore

• House: Speaker of the House

Teach the Main Idea

How Congress Is Organized1. Teach Ask students the Reading Focus


2. Apply Ask students to write a one-sentence summary of both major heads in the chapter.

3. Review Have students exchange sentences with a partner and make sure his or her summaries are correct. Tell students that they

should suggest any additions or changes to their partner’s sentences in a respectful way.

4. Practice/Homework Have students write a short skit illustrating ways Congress is organized. Characters in the skit may be House or Senate leaders, or they may be other members taking part in congressional sessions.

140 CHAPTER 5

At Level

Collaborative Learning


For example, when the president delivers the State of the Union address each year, all the members of the House and the Senate meet in the House chamber to hear the speech.

READING CHECK Contrasting What is the dif-ference between a regular session and a special session of Congress?

Organization of Congress The Constitution has only three rules about how Congress should be organized. First, it directs the House of Representatives to select a presiding offi cer. Second, it names the vice president of the United States as president of the Senate. Third, it calls for the selection of a senator to preside in the vice president’s absence.

Shortly after the fi rst day of each term, the Republican and Democratic members

in each house gather separately in private meetings. These private meetings are called party caucusescaucuses. At these caucuses, the Republican members of each house choose their own leaders, and the Democratic members do the same. The political party that has the most members in each house is known as the majority party. The political party that has fewer members is called the minority party.

Organization of the Senate

The vice president of the United States does not usually preside over the daily meet-ings of the Senate. Instead, the majority party elects one of its members to be the presidentpresident pro temporepro tempore. Pro tempore is a Latin phrase meaning for the time being.

Each party has its fl oor leaders, known as the majority leader and the minority leader.

Organizational Structure of Congress

President of the Senate President Pro Tempore

Chairman of theDemocratic Conference

Chairman of theRepublican Conference

Majority LeaderMajority Whip

Minority LeaderMinority Whip

Party Leadership

16 Standing Committees Special, Select, and Other Committees

Committees

68 SubcommitteesSubcommittees

(United States Vice President)

Floor Leaders

Chairman of theDemocratic Caucus

Chairman of theRepublican Conference

Majority LeaderMajority Whip

Minority LeaderMinority Whip

Party Leadership

20 Standing CommitteesCommittees

97 SubcommitteesSubcommittees

Floor Leaders

Speaker of the House

4 Joint Committees


In what ways is the organizational structure of the Senate similar to that of the House of Representatives? In what ways are they different?

The president pro tempore and Speaker of the House are elected by the full membership of their respective houses.

Each party elects its floor leader and his or her assistant (called the party whip).

Joint committees have members from both the House and Senate. They generally handle housekeep-ing matters and usually do not have the authority to consider legislation.

U.S. Senate U.S. House of Representatives

Reading Focus

When are the terms and sessions of Congress?

Terms and Sessions Recall When do regular sessions of Congress begin? in the fi rst week of January

Draw Conclusions Why do you think the Constitution requires Con-gress to meet at least once every year? Possible answer: to make sure Congress has time to deal with important issues.

AnswersAnalyzing Visuals Both include floor leaders, committees, and subcommittees. They have different numbers and kinds of committees. The Senate is led by the U.S. vice president and the president pro tempore, while the House of Representatives is led by the Speaker of the House. Reading Check A regular session occurs for both houses every year beginning in January. A special session must be called by the president, is usually in response to a serious problem, and may involve one or both houses.

Hold a Senate Subcommittee Hearing1. Start the “Senate Subcommittee Hearing on

Limiting Congressional Terms” activity in the Simulations and Case Studies booklet by assigning students roles as subcommittee members, the chairperson, or witnesses.

2. Give “senators” time to write a bill and “witnesses” time to prepare their testimony. Remind students that witnesses’ testimony should refl ect their assigned roles.

3. Hold the subcommittee meeting. Then have the members of the subcommittee decide whether to recommend the legislation to the full committee. Interpersonal, Verbal/Linguistic Simulations and Case Studies: Lesson 4: Senate Subcommittee Hearing on Limiting Congressional Terms

141

How is Congress organized?

Organization of Congress Explain What is the purpose of party caucuses? for each party to choose its own House and Senate leaders

Contrast Who has more power: the Speaker of the House or party whip? Explain your answer. the Speaker of the House because he or she controls who speaks and infl uences business in the House

Graphic Organizer Activity: Chapter 5

Reading Focus

Above Level


142 CHAPTER 5

taken up by the full committee. Each commit-tee and subcommittee has a chairperson, who is a member of the majority party, and a rank-ing minority member. The ranking minority member is the highest ranking (and usually longest serving) member of the minority party on a committee or subcommittee.

Organization of the House

of Representatives

The person who presides over the House when it is in session is the Speaker of the HouseSpeaker of the House.The Speaker, who is always a member of the majority party, is the most powerful offi cer in the House. For example, no representative may speak until called on, or recognized, by the Speaker. The Speaker also infl uences the order of business in the House.

The committee structure in the House is generally similar to the committee structure in the Senate, with about two dozen commit-tees, their subcommittees, committee chair-persons, and ranking minority members. The names of the House committees are often dif-ferent from the names of the Senate commit-tees, but the basic organization is the same.

READING CHECK Summarizing How is each house of Congress organized?

Born in Havana, Cuba, Ileana Ros-Lehtinen immigrated to the United States at the age of seven. U.S. Representative Lehtinen became the first Latina elected to the Florida House of Representatives

in 1982. In 1989 Ros-Lehtinen also became the first Latina elected to the U.S. Congress, as well as the first Cuban American elected to Congress. As an advocate for human rights and democracy, Representative Ros-Lehtinen helped pass the Cuban Democracy Act, which seeks to improve the lives of Cuban citizens. She is also committed to the effort to preserve and protect the Florida Everglades.

Draw Conclusions Why do you think Ros-Lehtinen supported the Cuban Democracy Act?

IleanaIleanaRos-Lehtinen Ros-Lehtinen

(1952- )

FOCUS ONFOCUS ON

Reviewing Ideas and Terms1. a. Defi ne Write a brief defi nition for the term sessions. b. Draw Inferences and Conclusions

What do you think are some issues that might cause the president to call a joint session of Congress?

2. a. Defi ne Write a brief defi nition for each of the following terms: caucuses, president pro tempore,whip, and Speaker of the House.

b. Elaborate Why does the majority party havean advantage over the minority party under thecommittee system?

Critical Thinking3. Analyzing Use your notes and a graphic organizer

like the one here to explain the structure of the U.S. Senate and House of Representatives.

Focus on Writing4. Evaluate What do you think might happen if both

houses of Congress are controlled by the same politi-cal party?

KEYWORD: SZ7 HP5



Each party’s fl oor leader is assisted by a party whipwhip. The whip’s job is to count votes, encour-age party loyalty, and ensure that the party’s members are present for important votes.

The Senate has about twenty committees that consider legislation and hold hearings. Each committee has one or more subcommit-tees that may consider legislation before it is

HouseSenate

CloseReview the ways in which Congress is organized.





AnswersFocus On Possible answer: to improve the lives of people born in Cuba, like herselfReading Check Students should describe the organization of each house, including the responsibilities of the Speaker of the House, floor leaders, party whips, vice president, president pro tempore, majority leader, and minority leader.


1. a. sessions, p. 140 b. Possible answers: a national emergency or an important speech

2. a. caucuses, p. 141; president pro tempore, p. 141; whip, p. 142; Speaker of the House, p. 142 b. The majority party has the most committee members and chooses each committee’s chair, who controls its work.

3. Students should use the chart on page 141 to help them create their graphic organizers.

4. Students’ answers will vary but should dem-onstrate an understanding that control of both congressional houses increases a politi-cal party’s power.

142


Who decides how to spend the money in your house? In many families, it is a team discussion. Some bills must be paid now, while

some can be paid later. It’s that way in government. Congress collects money through taxes, decides how to spend it, and pays the bills. And these are only some of its powers.

Congressional PowersSome of the powers of Congress have been expressly granted, or delegated, by the Con-stitution. Other powers are implied by the language of the Constitution. The Constitu-tion also gives Congress impeachment power and specifi c special powers.

Delegated Powers

Article I, Section 8, of the Constitution lists the powers delegated to Congress. These powers can be grouped into fi ve general categories.

Financing Government The Constitu-tion grants Congress the power to fi nance the federal government. In order to pay for government programs and defense, Con-gress has the authority to raise and collect taxes, to borrow money, and to print and coin money.


The Main Idea

The Constitution both defines and limits the powers of Congress.

Reading Focus

1. What types of powers are granted to Congress?

2. What are some of the limits on the powers of Congress?

Key Terms

implied powers, p. 144elastic clause, p. 144impeach, p. 144treason, p. 145

TAKINGNOTES

As you read, take notes on the

powers and limits of Congress. Use a chart like this one to organize your notes.


BEFORE YOU READ

As one of its delegated powers, Congress can authorize the printing and coining of money.

Powers Limits

Why It MattersHave students read the excerpt from Profi les in Courage, Primary Source Reading 66 in From the Source: Read-ings in Economics and Government and answer the questions. Then ask students to take a few moments to think of pow-ers that they think senators should have. List students’ responses on the board. Ask students to explain how a sena-tor should balance these powers with obligations to constituents and other interests. Tell students that the powers given Congress are limited partly to ad-dress this issue.

Key TermsPreteach the following terms: implied powers authority that Congress has claimed under the elastic clause (p. 144)elastic clause part of the Constitution giving Congress the power to do any action relating to its delegated powers that it con-siders “necessary and proper” (p. 144)impeach to accuse an offi ce holder of misconduct (p. 144)treason act that betrays or endangers one’s country (p. 145)

Taking NotesPowers Limits

• Delegated powers• Implied powers• Impeachment• Special powers of

each house

• Powers reserved for state governments

• Passing types of laws forbidden by the Constitution

1. Teach Ask students the Reading Focus questions to teach this section.

2. Apply Tell students to create an outline of the section as they read.

3. Review Have volunteers share details from their outlines with the class about the

powers of Congress and the limits on those powers.

4. Practice/Homework Have students use information from their outline to create a comic strip illustrating one of the powers of the House, the Senate, or the entire Congress.


Teach the Main Idea At Level


Arkansas Curriculum FrameworkCivics for Core Curriculum Grades 9-12C.2.CCC.1; PPE.12.CCC.1; SG.8.CCC.1




144 CHAPTER 5

Regulating and Encouraging American

Trade and Industry Congress helps businesses by regulating trade with foreign countries and among the states and by passing laws that protect the rights of inventors.

Defending the Country Congress has the power to declare war and to main-tain armed forces.

Creating Lower Courts Congress has the power to pass certain laws. To ensure that these laws are upheld, Congress has set up a system of national courts.

Providing for Growth Congress can pass laws to regulate immigration and natural-ization. Congress is also given the power to govern the country’s territories and to provide for the admission of new states.

Implied Powers

The Constitution states that Congress has the power “to make all laws which shall be nec-essary and proper for carrying into execution

[carrying out] the foregoing powers.” This means Congress has been given the power to do any action relating to its delegated powers that it considers “necessary and proper.” The powers that Congress has exercised under this clause are called implied powersimplied powers.

For example, Congress established national military academies to train offi cers for the armed forces. The Constitution does not specifi cally give Congress this power. However, Congress argued that establishing the academies is “necessary and proper” to ensure the defense of the United States.

The necessary and proper clause allows Congress to stretch delegated powers to cov-er many other areas. Because of its fl exibility, the necessary and proper clause is also called the elastic clauseelastic clause.

Impeachment Power

Congress has the power to impeach fed-eral offi cials charged with serious crimes and bring them to trial. To impeachimpeach is to accuse an offi ceholder of misconduct.

Powers of CongressArticle I, Section 8 of the U.S. Constitution lists all the powers of Congress. The last power listed is “to make all laws which shall be necessary and proper” to execute all the other powers. Known as the elastic clause, this phrase gives the government the ability to expand to meet needs that the Founding Fathers could not have foreseen, such as the creation of a national system of highways.

Powers Granted in Article I, Section 8:

• Collect taxes• Borrow money• Coin money• Punish counterfeiters• Regulate trade• Grant copyrights and patents• Make immigration law• Form the federal court system• Punish piracy• Declare war• Fund and regulate armed forces• Form and arm militias• Establish a postal service• Create Washington, D.C.


Do you think that the creation of a national system of highways was a “necessary and proper” act of Congress?

What types of powers are granted to Congress?

Congressional PowersIdentify In what fi ve areas does the Constitution delegate to Congress the power to make laws? fi nancing gov-ernment, regulating and encouraging American trade and industry, defend-ing the country, creating lower courts, and providing for growth

Make Inferences Why is impeach-ment so rare? It is a very serious step and is reserved for only the most serious situations, such as when an offi cial has committed a crime.

Elaborate Why do you think the framers of the Constitution decided to include the elastic clause? Possible answer: They wanted to make sure Congress would have enough power to govern effectively.

AnswersAnalyzing Visuals Possible answer: Yes; people need to be able to travel easily through the country.

Act Out the Powers of Congress1. Organize the class into fi ve groups. Assign

each group one of the fi ve delegated powers of Congress.

2. Have each group prepare a dramatic scene that illustrates its assigned power. The power itself must not be mentioned. You may choose to have students look through recent

newspapers to gather information on current events that can be worked into the scenes.

3. Have the groups perform their skits in front of the class. Then ask the rest of the class to guess which power is being illustrated.

Kinesthetic, Verbal/Linguistic

Numbered Heads When orga-nizing students into groups, assign each group member a number. Then assign tasks or ask ques-tions based on that number. For example, make the person in each group assigned the number one responsible for taking notes. Make sure that everyone has an assigned task. Giving students roles within the group should help students divide work evenly and clarify the ways each is expected to contrib-ute to the project.

144

Reading Focus

At Level



Congress may remove these offi cials from offi ce if they are found guilty of serious crimes such as treason. TreasonTreason is an act that betrays or endangers one’s country.

The charges against an accused offi cial must be drawn up in the House of Represen-tatives. If a majority of representatives vote in favor of the list of charges, the offi cial is impeached, or formally accused. The individ-ual will then be put on trial. The procedure of drawing up and passing the list of charges in the House is called impeachment.

The trial on the impeachment charges is held in the Senate. During the impeachment trial, the Senate becomes a court. The vice president usually acts as the judge. However, if the president is impeached, the chief jus-tice of the Supreme Court presides over the trial instead. Two-thirds of the Senate must fi nd the offi cial guilty before he or she can be dismissed from offi ce.

Two presidents, Andrew Johnson and Bill Clinton, have been impeached. In 1868 President Johnson was found not guilty

by only one vote. President Clinton was impeached in December 1998 on charges that he lied under oath and obstructed jus-tice. The Senate found Clinton not guilty of both charges. In 1974 the threat of impeach-ment led President Richard M. Nixon to resign from offi ce.

Special Powers

The Constitution gives each house of Con-gress certain special powers. For example, the House of Representatives must start all bills for raising revenue. The House also has the sole power to impeach public offi cials, and the House chooses the president if no presi-dential candidate receives enough electoral votes to be elected.

The Senate has four special powers.

1. All impeachment trials must be held in the Senate.

2. If no vice presidential candidate receives enough electoral votes to be elected, the Senate chooses the vice president.

Presidential Impeachment TrialsThe 1868 impeachment trial of President Andrew Johnson was very public and very political. Johnson’s impeachment stemmed from his violation of the Tenure of Office Act—and his unfriendly relationship with Congress. Despite these factors, the Senate adjourned the trial after acquittal votes on the first three of the 11 charges against Johnson.

President Bill Clinton’s 1999 impeachment trial also caused a national sensation. As with Johnson, Clinton’s relationship with some members of Congress complicated the obstruction of justice and perjury charges against him. Yet public approval ratings of the president remained high during the trial. Soon members of both parties realized that a two-thirds vote to convict was impossible.Clinton was acquitted on February 12.


Making Inferences How might Congress’s power to impeach sometimes clash withparty politics?

Linkingto Today

MISCONCEPTIONALERT

What Is Impeachment? Many people believe incorrectly that impeachment refers to the conviction and removal from offi ce of high offi cials at the end of a trial. In fact, impeachment refers only to bringing those offi cials to trial. Impeached offi cials may subsequently either be found guilty or acquitted. If acquitted, an offi cial remains in his or her position. If found guilty, he or she is removed from and disqualifi ed from holding offi ce. Even a guilty verdict in an impeachment does not lead directly to other criminal penalties.

AnswersAnalyzing Visuals Congress might want to impeach a person from a different party for political reasons.

Debate the Power of Congress

1. Divide students into two groups. Assign one group to support and one to oppose the following statement: The U.S. Congress has too much power.

2. Have each student collect three articles from newspapers or news magazines to support the assigned argument.

3. Give students time to meet with their groups to develop more arguments and examples to support their assigned position.

4. Have the two groups debate whether or not Congress has too much power. Remind them to use examples from their articles to support their arguments. Verbal/Linguistic, Interpersonal

Advanced Learners/GATE

145

Above Level

Research Required

146 CHAPTER 5

3. All treaties, or written agreements, with foreign nations must be approved in the Senate by a two-thirds vote.

4. Certain high offi cials, such as Supreme Court justices, appointed by the presi-dent must be approved in the Senate by a majority vote.

The House is often the more active legislative body, while the Senate is said to be the more deliberative and cautious body.

READING CHECK Supporting a Point of View Which powers of Congress do you think are the most important? Explain your answer.

Limits on PowersThe Constitution places limits on the powers granted to Congress. For example, the Tenth Amendment reserves some powers for the state governments. These reserved powers include the states’ authority to regulate and conduct elections, create and administer schools, and

establish marriage laws. The Constitution also specifi cally forbids Congress from:

• Passing ex post facto laws—laws that apply to actions that occurred before the laws were passed

• Passing bills of attainder—laws that sen-tence people to prison without trial

• Suspending the writ of habeas corpus—removing the right to a court order, called a writ, requiring that a person be brought to court to determine if there is enough evidence to hold the person for trial

• Taxing exports• Passing laws that violate the Bill of Rights • Favoring trade of a state• Granting titles of nobility• Withdrawing money without a law

For further explanation of these restrictions, see the U.S. Constitution, pages 53–81.

READING CHECK Analyzing Information Whydo you think the Constitution limits the powers of Congress?


following terms: implied powers, elastic clause,impeach, and treason.

b. Compare and Contrast How are the special powers granted to the Senate different than the special powers granted to the Houseof Representatives?

c. Elaborate Why do you think the Senatemust approve of certain high offi cials appointedby the president?

2. a. Recall What types of powers are reserved to the states under the Tenth Amendment?

b. Analyze Information Why do you thinkCongress is prohibited from taxing exports?

c. Elaborate Why do you think Congress isspecifi cally forbidden from some actions?

Critical Thinking3. Categorizing Using your notes and a chart like

the one here, categorize the powers granted to the U.S. Congress.

Focus on Writing4. Evaluating Imagine that you are a Congress

member who supports building a new military academy. Write a speech that explains why Congress has the power to set up this academy. Be sure to address the fact that the Constitution does not specify that Congress can do this.

KEYWORD: SZ7 HP5



Special Powers Limits on Powers


1. a. implied powers, p. 144; elastic clause, p. 144; impeach, p. 144; treason, p. 145 b. Unlikethe House, the Senate approves treaties and nominations of high officials, holds impeach-ment trials, and chooses the vice president if no candidate receives a majority of electoral votes. c. to check and balance the presi-dent’s power and to make sure all nominees are well-qualified

2. a. the authority to regulate and conduct elec-tions, create and administer schools, and

establish marriage laws b. Possible answer: It would harm trade. c. because those actions would violate states’ or citizens’ rights

3. Students should use the graphic organizer to explain the special powers of Congress and how congressional powers are limited.

4. Speeches will vary but should refer to Article I, Section 8 of the Constitution and the need for a new military academy.

146

CloseLead a discussion on the powers, roles, and limits of the Congress.





Reading FocusReading Focus

What are some of the limits on the powers of Congress?

Limits on PowersIdentify Which amendment to the Constitution reserves some powers for the state governments? the Tenth Amendment

Elaborate What might be an ex-ample of a law Congress could not pass? Answers will vary but should show students’ understanding of the limits on the powers of Congress.

AnswersReading Check (left) Students’ answers will vary but should show understanding of the powers of Congress. (right) Possible answer: to protect states’ powers and citizens’ rights

Civics Skills Activity: Analyzing Advertisements


CRITICALTHINKING

LearnAdvertisements are all around us—billboards on buses, bumper stickers on cars, and commercials on television or the radio. All of these advertisements have a common goal: to convince you to buy or support something. Manufacturers use advertise-ments to persuade you to buy their goods. Candi-dates running for office use ads to ask for your vote. To make a decision about whether to purchase a product or support a candidate, it is important to analyze advertisements carefully.

Practice1 Determine the message. The purpose of an

advertisement is to sell a product, service, or idea, whether a car, a movie, a slogan, or something else. When you view an advertisement, always identify what is being sold.

2 Examine the information. Advertisers often use facts and opinions to persuade us to support their product or idea. The facts might be statistics or evidence from research. Opinions might be

quotes from people familiar with the product or idea. Determine what information can be proven.

3 Identify techniques. Advertisements use different methods to persuade us. Some advertise-ments appeal to our emotions or try to convince us that everyone supports the product or idea.

4 Draw conclusions. Carefully study the adver-tisement and the facts presented. Then, ask your-self whether you support the point of view of the advertisement.

ApplyAnalyze the political advertisement below carefully. Use the example of an advertisement to answer the questions below.

1. What is the “product” in this advertisement?What techniques does the advertisement use to sway your opinion?

2. What facts does this advertisement present? What opinions does it present?

3. Did this advertisement win your support? Why or why not?

PARTICIPATION

MEDIA LITERACY

Analyzing Advertisements

Illustrated example of a political advertisement

Analyzing AdvertisementsAnalyze a Radio or

Television Advertisement Play for students an advertisement for a popular product recorded from television or the radio. Have them just listen to it the fi rst time. Before you play it again, tell students to take notes on the advertisement’s message, information, and techniques. Then lead a discus-sion about the advertisement. Make sure students can identify the product being advertised, the facts and opinions presented, and the persuasive techniques used. If necessary, play the adver-tisement again. Then ask students to explain why they did or did not fi nd the advertisement convincing.

147


KEYWORD: SZ7 CH5ACTIVITY: Analyzing Advertisements

AnswersApply 1. Maria Sandoval, a candidate for the U.S. Congress; points to her past and possible future achievements 2. Facts: Maria Sandoval raised the minimum wage, increased health care benefits, and increased school funding when she was governor. Opinion: Maria Sandoval is the right choice for working Americans. 3. Students’ answers will vary but should show understanding that the advertisement does not present balanced information.

Compare and Contrast Advertisements 1. Have students fi nd and cut out an

advertisement from a newspaper or magazine.

2. Tell them to follow the steps listed on the page to analyze their advertisement.

3. Instruct students to form pairs and compare what they have learned about their advertisements. Tell them to list at least two ways their advertisements are similar and

two ways they are different. If students are having trouble, suggest that they examine the advertisements’ message, information, techniques, and effectiveness.

4. Invite volunteers to share the similarities and differences they found. As a class, try to come up with generalizations about advertisements based on these fi ndings.

At Level

If you asked your classmates what single change would improve your school, you might get 20 different ideas. If you asked every student

in your school, you would get even more ideas. Some ideas would be better than others. Which idea would you try to put into effect? This is the job of Congress—its members have many ideas for legislation but must decide which ideas deserve to become laws.

How a Bill BeginsA billbill is a proposed law. Getting a bill passed is a long and diffi cult process. This careful process helps ensure that the country’s laws will be sound ones.

Congress Considers Legislation

Each year the Senate and the House of Repre-sentatives consider thousands of bills. A bill can be introduced in either house. The only exception to this rule is an appropriationappropriation billbill, or bill approving the spending of money, which must begin in the House of Represen-tatives. Both the House and Senate must pass the bill. Once passed, the bill can be signed by the president and become a law. A law is also known as an actact.


The Main Idea

To become a law, a bill goes through a multistage process involving both houses of Congress.

Reading Focus

1. How does a bill begin?2. How do the House and the

Senate consider a bill?3. In what ways can the

president act on the bill?

Key Terms

bill, p. 148appropriation bill, p. 148act, p. 148filibuster, p. 150cloture, p. 150veto, p. 152pocket veto, p. 152

TAKINGNOTES

As you read, take notes on how a

bill begins, how the House and Senate consider a bill, and what actions the president can take with a bill. Use a diagram like the one here to record your notes.

148 CHAPTER 5

BEFORE YOU READ

Sources of Legislation

Where do the ideas for these bills begin, or originate? Ideas come from several sources, including U.S. citizens, organized groups, congressional committees, members of Con-gress, and the president.

When a large number of constituents, or citizens of a Congress member’s district, requests a law, the Congress member usual-ly listens. If the member of Congress agrees, he or she then introduces a bill that refl ects the constituents’ ideas.

Sometimes members of Congress intro-duce bills because certain groups ask them to do so. For example, businesspeople may want to limit competition from industries in other countries. Labor groups may call for laws establishing improved working condi-tions or higher hourly wages.

Bills can originate from members of Con-gress themselves. Congress members often become experts in certain fi elds. A repre-sentative who has experience with farming issues, for example, may introduce a bill to fund an agriculture program.

Perhaps the most infl uential person to introduce a bill is the president. Early in each session, the president appears before a joint

148 CHAPTER 5

Why It MattersAsk students to suggest a law they would like to see passed that has some bearing upon their lives. Remind them to make sure their law falls within the powers of Congress. Write students’ ideas on the board. Then ask them who they think can originate a bill. Help students understand that, in the United States, voting citizens are among the groups who can originate ideas for a bill—although only members of Con-gress can introduce a bill. Tell them that members of Congress and the president can also originate ideas for a bill.

Academic VocabularyReview with students the high-use academic term in this section. procedure a series of steps by which a task is completed (p. 150)

Key TermsPreteach the following terms: bill proposed law (p. 148)appropriation bill possible law approving the spending of money (p. 148)act a law (p. 148)fi libuster delaying votes in the Senate by making lengthy speeches (p. 150)cloture procedure for ending debate in the Senate and taking a vote (p. 150)veto when the president refuses to sign a bill (p. 152)pocket veto when the president does not sign a bill within 10 days when Congress is not in session, preventing it from becoming law (p. 152)

Vocabulary Activities: Chapter 5

Taking NotesCitizens,groups,committees or members of Congress, or the president propose a bill.

The bill is sent to committee and, if passed, is voted on by the House and the Senate.

The president may sign the bill into law, not sign it, or veto it.

Teach the Main Idea

How a Bill Becomes a Law1. Teach Ask students the Reading Focus


2. Apply As students read this section, have them write a list of steps a bill goes through as it becomes a law. Encourage students to be as specifi c as possible.

3. Review To review the section’s main ideas, ask volunteers to share steps in the process

of a bill becoming a law. With students’ help, create a master list on the board.

4. Practice/Homework Have students create a poster tracking a bill currently moving through Congress. They may refer to their posters while studying how a bill becomes a law.

At Level

Arkansas Curriculum FrameworkCivics for Core Curriculum Grades 9-12SG.8.CCC.1; SG.8.CCC.2



Critical Thinking: Sequencing


This law did not pass through the usual process of introduction, readings, committee review,

and floor debate. Instead, Senator Robert Byrd of West Virginia added it as a rider to a 2005 federal appropriations bill. A rider is an amend-ment to a funding bill and is used to pass legislation unrelated to the main bill. Opposing and defeating a rider can potentially jeopardize the passage of the original bill.

Most Americans agree that learning about the Constitution is impor-tant. Some people argued that in passing the rider, however, Congress used powers reserved to the states by requiring the teaching of a

session of Congress to deliver the State of the Union address. In this speech the president recommends laws that he or she believes are needed to improve the country’s well being. Members of Congress who agree with the president soon introduce many of these ideas as bills.

READING CHECK Summarizing What groups or individuals might come up with ideas for bills?

The House and the Senate Consider the BillAny member of either house can intro-duce a bill. When a bill is introduced, it is

assigned letters and a number, such as HR1215. The letters HR indicate that the bill was introduced in the House of Repre-sentatives. The number 1215 indicates the bill’s place among all the bills introduced in the House during the current session of Congress. After the bill is introduced, it is printed in the Congressional Record. The Congressional Record is a publication that covers the daily proceedings of Congress.

The Bill Is Sent to Committee

The bill is then sent to a standing committee.A standing committee is a permanent con-gressional committee that meets regularly.

In 2004 Congress passed a law establishing September 17, the date the Constitution was signed in 1787, as Constitution and Citizenship Day. The law requires all schools that receive federal funds to hold an edu-cational program of their choice about the Constitution for all students on that date.

Constitution Day gives students the opportunity to discuss the U.S. Constitution.

Constitution andConstitution andCitizenship Day Citizenship Day

Should members of Congress be allowed to attach riders to funding bills? Explain.

EVALUATING THE LAWANALYSISSKILL KEYWORD: SZ7 CH5

go.hrw.comparticular topic. Supporters of the rider point out that any schools that do not want to have Constitution Day programs do not have to take federal education funds.

Reading Focus

How does a bill begin?

How a Bill BeginsDraw Conclusions Why do you think members of Congress often introduce bills based on the president’s ideas? Possible answers: Congress members might agree with the presi-dent on the issue or want the presi-dent’s support on other issues.

Elaborate How might you infl uence your senator or representative to intro-duce a bill? Possible answer: by writ-ing an e-mail or letter and organizing people to support the bill

AnswersEvaluating the Law Possibleanswer: yes, because they are not unconstitutionalReading Check U.S. citizens, organized groups, congressional committees, members of Congress, the president

Create a Public Service Announcement1. Organize the class into small groups. Ask

students to imagine that they are members of an advertising team that has been asked to create a public service announcement explaining to the public how ideas for bills originate.

2. Have each group create an advertising jingle to accompany its announcement. Remind

students that jingles should be informative and easy to remember.

3. Ask volunteers to share their group’s jingle with the class. Auditory/Musical, Verbal/Linguistic Alternative Assessment Handbook: Rubric 26: Poems and Songs

149

At Level

Reading Focus

How do the House and Senate consider a bill?

The House and the Senate Consider the Bill Describe What can happen to a bill being considered by a House com-mittee or subcommittee? It can be set aside or—after hearings—it can be accepted, rejected, or changed. If accepted, it may then be sent to the whole House.

Elaborate Why might the House of Representatives and the Senate pass different versions of a bill? Possible answer: The Congress members on the committees might disagree about the best way to approach the situation or have heard different evidence.

From the Source: Readings in Economics and Government: Reading 29: Excerpt from a Filibuster


Usually the subject of the bill determines which committee will study it. The commit-tee may then refer the bill to a subcommittee for review. Sometimes, a bill is set aside and is never returned to the fl oor for action. This action effectively kills the bill. If the bill is not set aside, the committee holds hearings on the bill. At the hearings the committee calls wit-nesses to testify for and against the bill. These witnesses give committee members the infor-mation they need to recommend that the bill be accepted, rejected, or changed. After the hearings, the committee may pass the bill without changes, make changes and pass the bill, or vote to kill the bill.

The House Acts on the Bill

In the House, if the committee recommends the bill, it is offi cially reported out of commit-tee. The bill is sent back to the House of Rep-resentatives and placed on the House calen-dar. The calendar is the schedule that lists the order in which bills have been reported out of committee. However, bills do not usually come to the fl oor in the same order in which they appear on the schedule. The Speaker of the House determines when or if a bill will reach the fl oor and where it will be debated.

Before the House begins debate on the bill, the House Rules Committee decides how much time will be given to debate the bill. The time to be spent in debate, or discussion, is divided evenly between supporters and opponents of the bill. House members may offer amendments to the bill, but the amend-ments must be relevant to the bill.

For the debate on some legislation, the House acts as a Committee of the Whole, which means that all the members act as one large committee. Amendments may be offered, but not always. Debate on each amendment is limited, and then a vote is taken on the amendment. When all discus-sion is fi nished and all amendments consid-ered, the bill as a whole is voted on.

A quorum, or majority of the members, must be present in order to do business. When

action has been completed on amendments, the House is ready to vote on the entire bill. In most cases, a majority is needed to pass a bill. If the bill is an important one, a roll-call vote is taken. Each member’s name is called, and a record is made of his or her vote. If the bill passes the House, it is then sent to the Senate for consideration.

The Senate Acts on the Bill

Whether a bill is introduced in the Senate or is a bill that has been passed by the House, it goes through the same steps as a bill in the House. The bill is read and is sent to a com-mittee. After committee hearings and any revisions, the bill is sent back to the Senate for a vote.

Unlike members of the House of Repre-sentatives, senators usually are not limited in their debate of a bill. In the Senate, speeches may last a long time. To prevent the Senate from taking a vote on a bill, some senators may threaten to talk for many hours, thereby “talking the bill to death.” This method of delay is called a filibusterfi libuster. Debate in the Sen-ate, including fi libusters, can be limited only if at least three-fi fths of the full Senate vote to limit it. The legislative procedure for end-ing debate in the Senate and taking a vote is called cloturecloture. After senators fi nish their debate on the bill, a vote is taken.

The Final Bill Is Sent to the President

When a bill passes the House and Senate in identical form, it is ready to be sent to the president. However, the two houses often pass different versions of the same bill. To reconcile any differences, the bill is sent to a conference committee. A conference com-mittee is made up of an equal number of senators and representatives who work to reach a compromise on the bill. The com-promise bill is sent back to both houses, which usually approve the work of the con-ference committee.

READING CHECK Summarizing Describe the process that a bill goes through in Congress.

150 CHAPTER 5

ACADEMIC VOCABULARYprocedure:a series of steps by which a taskis completed

Reading Skill After students have read the

text under the heading The House and the Senate Consider the Bill, ask them the following questions about cause and effect: • What is the desired effect of a fi libus-

ter? to delay the vote on a bill • What must happen in order for a

bill to make it the Senate? It must fi rst pass through committee and the House.

Info to KnowConstitution Day The U.S. Constitu-tion was signed on September 17, 1787. Since 1952, this day has been known as “Citizenship Day.” In 2005 Senator Robert Byrd’s amendment to a budget act changed the day’s name to “Con-stitution and Citizenship Day.” The amendment also required all schools that receive federal funding to teach about the Constitution on that day. In 2005, institutions ranging from public elementary and high schools to cos-metology schools to Yale University sponsored Constitution Day activities such as lectures and quizzes.

AnswersReading Check The bill is sent to a committee before being debated and voted on in the entire House or Senate.

Vote on Committee Bills1. Organize the class into groups of three or four

students. Assign each group a different House of Representatives committee. Ask students to imagine that they are members of that committee considering a bill.

2. Distribute copies of a recent bill for students to use as a model. Then have each group draft a bill on an idea appropriate to their committee. Have groups give their bills titles, numbers, and cosponsors.

3. Have each group present its bill to the class. Allow members of the class to suggest amendments and discuss the bill before holding a fi nal vote. Introduce and have students use basic parliamentary procedure for this discussion. For example, have students address their comments only to the Chair and raise points according to standard rules of order. Verbal/Linguistic, Interpersonal Alternative Assessment Handbook: Rubric 14: Group Activity

150

Above Level



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1

1 A constituent or another individualapproaches a Congress member withan idea for a bill.

2 After passing both houses, the two versions are merged into one bill for the president to sign or veto. With a two-thirds majority, Congress can override even a presidential veto.

Why do you think a conference committee is needed to merge the House and Senate bills?

ANALYZING VISUALSANALYSISSKILL

Every law begins by passing through the House and Senate as a bill. A bill may be introduced into the House and Senate at the same time, or it may pass one house and then move to the other.

3 If the president takes no action on a bill for 10 days, the bill automatically becomes a law. But, if Congress adjourns its session during that 10 days, the bill is automatically vetoed, a process known as a pocket veto.

✴ Interactive Art

go.hrw.comKEYWORD: SZ7 CH5

2

3

Linking to TodayThe Power of the Chair After a bill is introduced, it is sent to a standing committee. Once there, the fate of the bill may well rest in the hands of the committee chair. As Woodrow Wilson once remarked, “I know not how better to describe our form of government than by calling it a government by the Chairmen of the Standing Committees of Congress.” In 2005 there were 14 standing committees in the Senate and 20 standing committees in the House of Representatives. There were also four joint committees with members from both houses.

Info to Know“There Oughta Be a Law” Citizens’ideas can inspire bills at the local and state levels as well as the national level. To encourage citizens to share their ideas, California assembly-member Joe Simitian sponsored a contest called “There Oughta Be a Law.” Contest en-trants suggested bill ideas, and winners’ bills were introduced in the California Assembly. By 2004, six contest-winning bills had become California law.

Advanced Learners/GATEResearch a Bill

1. Organize students into small groups. Assign each group one of the actions a president can take on a bill: veto it, sign it, or not sign it.

2. Have students obtain information on a bill that the president has acted on in their assigned way.

3. Have each group create a poster that features information about the bill, including reasons

why the president acted on it the way he did. Ask students to use a combination of pictures and their own drawings to complete their projects.

4. Have groups present their posters to the class. Then display the posters in the classroom. Alternative Assessment Handbook: Rubric 28: Posters


KEYWORD: SZ7 CH5ACTIVITY: How a Bill Becomes a Law

Above Level

Research Required

✴ Interactive Art: Have students visit go.hrw.com (Keyword: SZ7 CH5) to use an interactive version of “How a Bill Becomes a Law.”

AnswersAnalyzing Visuals to make sure both houses approve the same law

151


AnswersReading Check Possible answer: so the president can check the power of Congress in case it passes a bill that would not benefit the nation

152 CHAPTER 5

The President Acts on the BillOnce both houses have agreed upon and passed a fi nal version of a bill, it is sent to the president for approval. The president then may take one of three possible actions on a bill from Congress.

1. The president may sign the bill and declare it to be a law.

2. The president may refuse to sign the bill. Instead, the bill is sent back to Congress with a message giving the president’s reasons for rejecting it. This action is called a vetoveto.

3. The president may choose to keep the bill for 10 days without signing or veto-ing it. If Congress is in session during this 10-day period, the bill becomes a law without the president’s signature. However, if Congress is not in session and the president does not sign the bill within 10 days, it does not become a law. Instead, the bill has been killed by a pocket vetopocket veto. Presidents do not use the pocket veto often.

Congress has the power to pass a bill over a presidential veto by a two-thirds vote of both houses. However, it is usually diffi -cult to obtain the necessary votes to override a presidential veto. If Congress thinks that there is strong public support for a bill, it may vote to override the president’s veto.

Often the president is the nation’s chief legislator, even though he or she is not a member of the legislative branch. A president generally has programs that he or she wants to pass, so the president can greatly infl uence the legislature’s agenda. The president may offer legislation, and then request, suggest, or even demand that Congress pass it.

The long and involved process of mak-ing laws may seem slow. Yet it does provide a means of making necessary laws while at the same time preventing hasty legislation. The process ensures that bills signed into law are important and useful.

READING CHECK Drawing Conclusions Why is it important for the president to have final approval over congressional legislation?


following terms: bill, appropriation bill, and act. b. Summarize What are four sources of ideas

for bills?2. a. Defi ne Write a brief defi nition for each of the

following terms: fi libuster and cloture. b. Draw Inferences and Conclusions

Why is it necessary for a bill to be considered bya committee?

c. Defend a Point of View Do you think the process of making laws is too long and involved? Explain your answer.

3. a. Defi ne Write a brief defi nition for the terms vetoand pocket veto.

b. Summarize Explain the actions that thepresident can take on a bill.

Critical Thinking4. Sequencing Using your notes and a graphic

organizer like this one, identify the steps in the process of passing a bill into law.

Focus on Writing5. Sequencing Imagine that you are a senator who

has been invited to visit a school classroom. Write a presentation on how citizens can become involved in the process of recommending new laws.

KEYWORD: SZ7 HP5



In what ways can the president act on a bill?

The President Acts on the BillDescribe What happens to a bill the president does not sign when Congress is not in session? It does not become law.

Draw Conclusions Why might the president choose not to sign a bill when Congress is in session? Possible answer: The president might want to send a message that the bill does not have his full support, even though he will allow it to become law.

CloseHave students explain the process by which a bill becomes a law.

Review Online Quiz: Section 4 Quiz Game Vocabulary Activities: Chapter 5





1. a. bill, p. 148; appropriation bill, p. 148; act, p. 148 b. Possible answers: citizens, orga-nized groups, members of Congress, the president

2. a. filibuster, p. 150; cloture, p. 150 b. Possibleanswer: Committees make sure bills are needed and effective, as well as revise them.c. Students’ answers will vary but should show understanding of the process.

3. a. veto, p. 152; pocket veto, p. 152 b. Thepresident can sign it into law, veto it, or not sign it.

4. Students should use the graphic organizer to identify the steps in the process of passing a bill into law.

5. Presentations will vary but should explain how a bill becomes a law and how citizens can participate in the process.

152

Reading Focus


Interdisciplinary Connection: Focus on Language Arts

student can make a difference in society,” said Tucson, Arizona, student Mounir Koussa. Oth-er students in Ms. Cheri Bludau’s class also know that they have a voice in their community. In fact, they wrote a bill that is now Arizona state law.

Community Connection The Tucson students were concerned about bullying in schools. Some of the students had experienced bullying personally, and after the class researched the issue, all of the students learned how serious the effects of bully-ing can be. The class found out that students who are bullied are much more likely to miss school and develop other personal problems. What could these teens do about such a large challenge?

Taking Action With the help of State Representative David Bradley and the support of other legislators, the students wrote a bill as part of their participation in the Project Citizen program. It would let students report bul-lying without having to reveal their names, require teach-ers and other school staff to report bullying, require all reports of bullying to be investigated, and discipline those found guilty of bullying. Bradley submitted the bill to the Arizona House of Representatives almost exactly as the students wrote it. Tashina Sosa, one of the involved stu-dents, described what happened next as “a very long pro-cess. It’s like a never-ending thriller book.” For the Tucson students, the book had a happy ending. The bill passed in both houses of the Arizona legislature. Then on June 30, 2005, Governor Janet Napolitano signed the bill into law.

Writing a LawWriting a Law

1. How did the Tucson students and the state legislature work together to help the bill become a law?

2. What problem would you like a law passed to solve? Why?

SERVICE LEARNING


KEYWORD: SZ7 CH5

go.hrw.comProject Citizen

Bullying often takes place in the halls between classes.

Info to KnowBullying Bullying can take various forms and cause damage in many dif-ferent ways. In addition to physical violence, bullying can include making threats, name-calling, excluding others, and spreading rumors. Students who bully others have an increased risk of skipping school, dropping out of school, drinking alcohol, smoking, and getting into fi ghts. They may also be more likely to be convicted of a crime later in life. Victims of bullying may have trouble concentrating and getting schoolwork done, may be afraid to go to school, and may develop long-term problems such as depression and low self-esteem.

Students Take Action Activities

Answers 1. The students wrote the bill, which was introduced in and passed by the state legislature. 2. Answers will vary but should suggest problems in students’ school or community that a new law could address.

Interview Adults about Dealing with Bullying1. Organize students into groups of three or four.

Tell students that each group will interview an adult on the subject of bullying.

2. Have each group choose an adult to interview. Groups should choose subjects who have a lot of experience with young people. Possible choices include teachers, school counselors, the principal, and parents. Then have students write appropriate questions to ask their interview subject. Suggest that questions

focus on how this person recognizes and responds to bullying among the children or teens he or she supervises.

3. Have the groups conduct their interviews.

4. Ask a representative from each group to briefl y summarize the group’s fi ndings for the class. Then lead a class discussion on ways students themselves can help prevent and deal with bullying. Verbal/Linguistic

153

At Level

CHAPTER 5 REVIEWVisual SummaryUse the visual summary to help you review the main ideas of the chapter.

The legislative branch, made up of the Senate and the House of Representatives, has certain powers defined by the Constitution, including passing bills into law.

Reviewing Key TermsFor each term below, write a sentence explaining its sig-nifi cance to the legislative branch of the U.S. government.

1. bicameral legislature

2. apportioned

3. gerrymandering

4. immunity

5. expulsion

6. censure

7. sessions

8. caucuses

9. president pro tempore

10. whip

11. Speaker of the House

12. implied powers

13. elastic clause

14. impeach

15. treason

16. bill

17. appropriation bill

18. act

19. fi libuster

20. cloture

21. veto

22. pocket veto

Comprehension and Critical ThinkingSECTION 1 (Pages 136–139)

23. a. Summarize What is the difference between the way a state is represented in the House of Representatives and the way it is represented in the Senate?

b. Supporting a Point of View Which part of Congress, the House or the Senate, do you think is more important? Explain your answer.

SECTION 2 (Pages 140–142)

24. a. Recall What are the jobs of the fl oor leader and the whip in the legislative process?

b. Elaborate Why is most of the work ofCongress done through committees?

154 CHAPTER 5

154 CHAPTER 5

Reviewing Key Terms 1. The U.S. Congress is a bicameral

legislature.

2. Seats in the House of Representatives are apportioned based on states’ population.

3. Gerrymandering creates districts that favor a particular political party, politician, or group.

4. Members of Congress have legal immunity.

5. Expulsion from the House of Senate requires a vote of two-thirds of that house’s members.

6. A vote of censure shows formal dis-approval of the actions of a member of Congress.

7. Each term of Congress includes two sessions.

8. Party leaders in Congress are chosen in caucuses.

9. The president pro tempore presides over the Senate’s daily meetings.

10. A party whip counts votes and encourages party loyalty.

11. The Speaker of the House presides over the House of Representatives.

12. Implied powers of Congress are not specifi cally delegated in the Constitution.

13. The elastic clause allows Congress to act in cases not specifi ed by the Constitution.

14. Congress can impeach offi cials accused of misconduct.

15. Congress can impeach offi cials for treason.

16. Congress votes on a bill to make it a law.

17. Every appropriation bill must begin in the House of Representatives.

18. Congress can pass an act, or law.

19. A fi libuster can delay debate in the Senate.

20. A cloture vote in the Senate can end a fi libuster.

21. The president can veto a bill passed by Congress.

22. The president can use a pocket veto

only when Congress is not in session.

Comprehension and Critical Thinking23. a. House: according to its popula-

tion; Senate: two representativesb. Students’ answers will vary but should show understanding of the role of each house.

24. a. fl oor leader: lead a party; whip: count votes, encourage party loyalty, ensure the party’s members are pres-ent for important votesb. Possible answer: to divide the work and allow a closer focus on each issue

25. a. Delegated powers are specifi ed in the Constitution; the elastic clause gives Congress implied powers to take other necessary actions.b. House: start bills for raising revenue, impeach public offi cials, chooses president if no candi-date has enough electoral votes; Senate: conduct impeachment trials, approve treaties and certain presi-dential appointments, choose vice-president if no candidate has enough electoral votes; Answers will vary.


Intervention Resources


25. a. Describe What is the difference between Congress’s delegated and implied powers, and what does this have to do with the elastic clause?

b. Explain What special powers does each house of Congress have, and why do you think each house has separate powers?


26. a. Recall How do bills become laws, andwhat can the president do with a bill passedby Congress?

b. Compare and Contrast What are the advantages and disadvantages of havingCongress follow a lengthy and complexlawmaking process?

Civics SkillsAnalyzing an Advertisement Review the adver-tisement below. Then answer the question that follows.

27. What is the purpose of this ad?

a. To convince voters to support increased funding for schools

b. To encourage voters to elect Maria Sandoval to Congress

c. To convince voters to support Maria Sando-val for governor

d. To convince voters not to elect Maria Sandoval

28. What does the phrase “The right choice for working Americans” mean? Give reasons for your answer.


Reading SkillsAnalyzing Causes and Effects Use the Reading Skills taught in this chapter to answer the question about the reading selection below.

The framers of the Constitution wanted to make sure that both small and large states would be fairly represented. So they created a bicameral legislature, a lawmaking body of two houses. Membership in the House of Representatives is based on state population. In the Senate, each state is represented equally.

29. According to the passage above, what is a cause of the structure of the legislative branch of the U.S. government?

a. the House of Representatives

b. the Senate

c. small states and large states

d. the desire for fair representation

30. Writing a Persuasive Speech First, decide whether you will deliver your speech about your legislation that protects students from bullying at a committee hearing or on the floor of the House. Then write a three para-graph persuasive speech to your colleagues. Remember that you want the press and the public to know what you are proposing, too.

Using the Internet KEYWORD: SZ7 CH5

31. Understanding Congress In each session, Congress makes decisions that affect not only national and world affairs, but also your life, your school, and your community. Who is making these decisions? Enter the activity keyword to compare and contrast the roles, requirements, and powers of both houses of Congress. Then create an illustrated diagram to present your information.

Active Citizenship video programReview the video to answer the closing question:How can students in particular influence certain parts of the legislative process?

Reproducible Guided Reading Strategies

TechnologyStudent Edition on Audio CD Program


Interactive Skills Tutor

Quiz Game

Rely on 50/50 When students have no idea what an answer is for a multiple-choice ques-tion, tell them to do the following to make an educated guess:

• Read every choice carefully.

• Eliminate the least likely choice, then the next, and so on until one answer is left.

• Watch out for distracters—choices that are true but either too broad, too narrow, or not relevant.


Active Citizenship� Video Program

Use the video A Passion for Politics to extend the Students Take Action feature in this chapter.

HOLT

26. a. by being voted on by Congress and approved by the president; sign, veto, or not sign itb. Possible advantage: issues con-sidered carefully; possible disad-vantage: hard to deal with issues promptly

Civics Skills 27. b

28. Students’ answers will vary but should show understanding of the phrase and of the purpose of the ad.

Reading Skills29. d

Focus on Speaking30. Speeches will vary but should

address the issue of preventing bul-lying to a committee hearing or the House fl oor.

Using the Internet31. Go to the HRW Web site and enter

the keyword shown to access a rubric for this activity.

KEYWORD: SZ7 TEACHER

Active Citizenship video program

Students may mention that they can make their voices heard as part of a youth coalition, from which legislators often draw inspiration and gauge young people’s opinion. Students may also cite their fi rst-hand knowledge of the U.S. educa-tion system as an advantage.

Documents

In Their Own Words THE FEDERAL GOVERNMENT€¦ · THE FEDERAL GOVERNMENT CHAPTER 5 The Legislative Branch CHAPTER 6 The Executive Branch CHAPTER 7 The Judicial Branch 131 The figure