Regions
Chapter 2, Lesson 2: We the People
Everything you need to review and teach a social studies lesson. Print lesson pages, assessment, and practice
ancillaries for Chapter 2, Lesson 2—all at once!
Lesson Components:
∞ Student Edition, pages 46–55
∞ Test Talk Practice Book, Unit 1 Test Preparation and Practice
∞ Quick Study, Lesson Summary and Review
∞ Workbook, Lesson Review
∞ Assessment Book, Unit 1 Content Test and Skills Test
∞ Every Student Learns Lesson Support and Guide
∞ Social Studies Plus!: A Hands-On Approach Blackline Master
Name
Date
Test Talk
Use with Unit 1.
Living in the United States
Directions: Read about time zones. Then follow the directions on pages 2–7.
Read a Time-Zone Map
1
Building railroads changed the way
people used time. Before railroads crossed
the country, each town and city set its own
time. People would note when the sun was
at its highest point in the sky. At that time,
people would set their clocks to noon.
However, the sun appears to travel across
the sky from east to west. So noon would
be at a different time in a neighboring area.
2
Having slightly different times in
different towns caused trouble for people
making train schedules. The railroads came
up with a new idea. They would establish
time zones. In each time zone, clocks
would all be set to the same time. The
United States adopted this plan in the
1880s. It is the basic plan we use for
setting our clocks today.
You can best understand time zones by
looking at a time-zone map. A time-zone
map shows the boundaries of the time zone
across a continent or for the entire Earth.
Earth is divided into 24 time zones. Each
time zone is an hour behind its neighbor to
the east and an hour ahead of its neighbor
to the west.
3
© Scott Foresman 4
Time Zones in the United States
Test Talk Practice Book
Unit 1
1
Name
Date
Test Talk
Use with Unit 1.
Strategy 1
Locate Key Words in the Question
Directions: Before you can answer a question, you need to understand the question.
Follow these steps to understand the question.
• Read the question.
• Ask yourself: “Who or what is the question about?” Words that
tell “who” or “what” are key words. Circle key words.
• Look for and circle other key words. Often question words and
other important words are key words.
• Turn the question into a statement using key words.
Follow this model: “I need to find out ____.”
Learn
Read the question. Circle the key words and complete the sentence.
1. When did the United States adopt the plan for
time zones ?
A in 1824
B in the 1880s
C in the 1980s
D in 1776
Circle key words.
I need to find out when the United States adopted
the plan for time zones.
Turn the question into a
statement using key words.
Try It
Read each question. Circle the key words and complete each sentence.
2. What does a time-zone map show?
A a railroad schedule
B the boundaries of railroad lines
C the boundaries of the time zones
D the regions where the sun is the highest
© Scott Foresman 4
I need to find out
3. Into how many time zones is Earth divided? Use details from the text
to support your answer.
I need to find out
2
Unit 1
Test Talk Practice Book
Name
Date
Test Talk
Use with Unit 1.
Strategy 2
Locate Key Words in the Text
Directions: You can also understand a question by thinking about where you need
to look for the answer. Follow these steps to understand the question.
• Read the question.
• Look for and circle key words in the question.
• Look for and circle key words in the text that match key words in the question.
• Decide where to look for the answer.
➤
To find the answer, you may have to look in one place in the text. The answer
is right there in the text.
➤
To find the answer, you may have to look in several places in the text. You
have to think and search for information.
➤
To find the answer, you may have to combine what you know with what the
author tells you. The answer comes from the author and you.
Learn
Read the question. Circle the key words and complete
the sentence.
1. Based on paragraph 1, how did towns and cities set
their time before time zones ? Use details from the
text to support your answer.
I found the answer in paragraph 1, sentences 2–4.
Try It
• Look for and circle key
words in the question.
• Look for and circle key
words in the text that
match key words in
the question.
• The question asks how time
was set before time zones.
• You will have to look in
one place in the text
for information.
Read each question. Circle the key words and complete each sentence.
2. Based on paragraph 3, what does a time-zone map show?
A a railroad schedule
B the boundaries of railroad lines
C the boundaries of the time zones
D the regions where the sun is the highest
© Scott Foresman 4
I found the answer in
3. Into how many time zones is Earth divided? Use details from the text
to support your answer.
I found the answer in
Test Talk Practice Book
Unit 1
3
Name
Date
Test Talk
Use with Unit 1.
Strategy 3
Choose the Right Answer
Directions: Use this strategy for a multiple-choice question in which you need to
choose the best answer. Follow these steps to answer a multiple-choice question.
• Read the question.
• Read each answer choice.
• Rule out any choice you know is wrong. Go back to the
text to rule out other choices.
• Mark your answer choice.
• Check your answer by comparing it with the text.
Learn
Cross out any choice you know is wrong. Next, go back to the text to rule out
any other choices. Then mark your answer choice.
1. When did the United States adopt the plan for
time zones?
A in 1824
B in the 1880s
C in the 1980s
D in 1776
You will have to look in one
place in the text.
Rule out the incorrect
choices. Choose answer B
because the text supports
this choice.
Try It
Cross out any choice you know is wrong. Next, go back to the text to rule out
any other choices. Then mark your answer choice.
2. What does a time-zone map show?
A a railroad schedule
B the boundaries of railroad lines
C the boundaries of the time zones
D the regions where the sun is the highest
4
Unit 1
© Scott Foresman 4
3. Into how many time zones is Earth divided?
A 24
B 60
C one for every place where the sun shines
D 12
Test Talk Practice Book
Name
Date
Test Talk
Use with Unit 1.
Strategy 4
Use Information from the Text
Directions: A question may tell you to support your answer with details from the text.
If it does, then you must include information from the text. Follow these steps
to answer such questions.
• Read the question.
• Look for and circle key words in the question.
• Make notes about details from the text that answer the question.
• Reread the question and your notes.
• If details are missing, go back to the text.
Learn
Use information from the text to answer the question.
1. How did towns and cities set their time before
time zones ? Use details from the text to support
your answer.
My Notes: railroads, changed way, people, used time,
towns and cities, note sun highest, set clocks, noon
My Answer: Before time zones, town and cities set
their own time. People would note when the sun was
the highest. Then they would set their clocks to noon.
• Look for and circle key
words in the question.
• The question asks you to
tell the ways towns and
cities set their time before
time zones.
• Read the text and make
notes about how towns
and cities used to set
their time.
Reread the question and
cross out any notes that do
not apply to the question.
Answer the question in your
own words.
Try It
Use information from the text to answer the question.
2. What does a time-zone map show? Use details from the text to support
your answer.
© Scott Foresman 4
My Notes:
My Answer:
Test Talk Practice Book
Unit 1
5
Name
Date
Test Talk
Use with Unit 1.
Strategy 5
Use Information from Graphics
Directions: A question may ask you about a map or tell you to support your answer
with details from a map. If it does, then you must include information from the map.
Follow these steps to answer questions about the map.
• Read the question.
• Look for and circle key words in the question.
• Use what you know to analyze the map.
• Use details from the map to answer the question.
Learn
Look at the map on page 1. Use information from the map to answer the question.
1. Based on the map, how many time zones does the
United States have? Use details to support your answer.
Look for and circle key words
in the question.
To find the answer, I will look at the time zones in the
United States, including Alaska and Hawaii.
My Answer: The United States has six time zones.
Look at page 1. Analyze the
map. Use details to answer
the question.
Try It
Look at the map on page 1. Use information from the map to answer the question.
2. Based on the map, in what time zone is Washington, D.C.? Use details
to support your answer.
To find the answer, I will
© Scott Foresman 4
My Answer:
6
Unit 1
Test Talk Practice Book
Name
Date
Test Talk
Use with Unit 1.
Strategy 6
Write Your Answer to Score High
Directions: A question may tell you to write an answer. Follow these steps to write
a correct, complete, and focused answer.
• Read the question.
• Make notes about details that answer the question.
• Reread the question and your notes. If details are missing, go back to the text.
• Begin your answer with words from the question. Include details from your notes.
• Check your answer. Ask yourself:
➤
Is my answer correct? Are some details incorrect?
➤
Is my answer complete? Do I need to add more details?
➤
Is my answer focused? Do all my details help answer the question?
Learn
Examine this sample done by an imaginary student named Claudia. Analyze Claudia’s work.
Cross out incorrect or unfocused information. What should she do to score higher?
1. Why were time zones established ? Use details from
the text to support your answer.
Claudia’s Notes: different times, trouble, people in towns
make time zones, U.S. adopted plan, 1880s
Claudia circled key words in
the question.
Claudia’s notes are incorrect.
Claudia’s notes include
Claudia’s Answer: Different times in different towns
unfocused information.
caused trouble making train schedules. So the people
in towns established time zones. The United States adopted the plan in the 1880s.
To score higher, Claudia needs to replace “people in towns” with “railroads,” and cross
out information about when time zones were adopted.
Try It
Examine this sample done by an imaginary student named Josh. Analyze Josh’s work.
Cross out incorrect or unfocused information. What should he do to score higher?
© Scott Foresman 4
2. How is Earth divided into time zones? Use details from the text to support your answer.
Josh’s Notes: map shows boundaries of time zones; Earth, 24 time zones, hour behind to
west, hour ahead to north
Josh’s Answer: To understand time zones, look at a time-zone map. Earth is divided into
24 time zones. Each time zone is an hour ahead the zone to the west and an hour behind
of the zone to the north.
To score higher, Josh needs to
Test Talk Practice Book
Unit 1
7
Name
Date
Lesson 2 Summary
Use with pages 46–52.
Lesson 2: We the People
Vocabulary
government the rules, or laws, of a country and the people who run the nation
republic a type of government in which leaders are elected
represent to make decisions for others
democracy a form of government in which every citizen has a right to take part
citizen an official member of a country
Constitution the document that sets forth the plan for U.S. government
federal a system of government in which the national and state governments share power
legislative branch the part of the government that makes laws
Capitol the building where the U.S. Congress meets
executive branch the part of the government in charge of carrying out laws
White House the building where the President of the United States lives and works
judicial branch the part of the government that makes sure laws follow the Constitution
Supreme Court the highest court of the United States
amendment a change to the Constitution
Bill of Rights the first ten amendments to the Constitution
The government often does important jobs for
us. The United States is a republic. Its leaders
are elected. The leaders represent, or make
decisions for, the people who elect them. The
United States is also a democracy. All citizens
have the right to take part in government.
Government by the People
The Constitution of the United States of
America describes the parts of government
and how the government works. There are
three levels of government in the United
States. Local governments offer services to
communities. State governments pass many
laws. The people of each state set up their
state government. The government of our
entire country is the national government. We
have a federal system of government. This
means that the state and national governments
share power.
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Unit 1, Chapter 2, Lesson 2 Summary
The Three Branches
of Government
The national government of the United States
has three branches. The legislative branch
makes laws. Congress is the legislative branch.
Congress has the Senate and the House of
Representatives. Congress meets in a building
called the Capitol. The executive branch
carries out the nation’s laws. The President
leads this branch. The President lives and
works in the White House. The judicial
branch decides whether the laws follow the
Constitution. The Supreme Court is the
highest court in the judicial branch.
The Flexibility of the Government
The government can be changed by laws and
amendments. Amendments are changes to the
Constitution. Amendments are passed by
Congress. Amendments must also be approved
by most states. The Bill of Rights, the first ten
amendments, gives citizens certain freedoms.
Quick Study
© Scott Foresman 4
A Government for the People
Name
Date
Lesson 2 Review
Use with pages 46–52.
Lesson 2: Review
1.
Summarize On a separate sheet of paper, make a chart like the one below. Use it to
summarize the government’s two other branches.
Makes laws
Includes House and Senate
legislative branch
2. What is the United States Constitution, and why is it important?
3. Describe each of the three levels of government.
© Scott Foresman 4
4. How can the Constitution be changed?
5. Critical Thinking: Draw Conclusions The United States Constitution was written in 1787.
Since then, there have been fewer than 30 amendments to the Constitution. What does this
say about the Constitution as a plan for government?
Quick Study
Unit 1, Chapter 2, Lesson 2 Review
11
Name
Date
Lesson Review
Use with Pages 46–52.
Lesson 2: We the People
Directions: Complete the following fact sheet about government in the United
States. You may use your textbook.
U.S. Government Fact Sheet
Name of country:
Type of government:
How government is run:
Citizens:
Leaders:
Written plan of government:
How laws can be changed:
Number of levels of government:
Level One
Top Official:
Responsibilities:
Level Two:
Top Official:
Responsibilities:
Level Three:
Top Official:
© Scott Foresman 4
Responsibilities:
Three branches of national government:
Notes for Home: Your child learned about levels of government in the United States and the role elected
officials play at each level.
Home Activity: With your child, research and identify the names of the local, state, and national officials
elected to represent you. Write them on a sheet of paper.
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Lesson Review
Workbook
Name
Date
Chapter 2 Test
Chapter 2 Test
Part 1: Content Test
Directions: Fill in the circle next to the correct answer.
Lesson Objective (1:1)
1. According to some scientists, how did the
first Americans arrive in North America?
a They sailed from Europe with
Christopher Columbus.
b They slowly migrated from South
America.
c They walked from Siberia to Alaska
across the Bering Strait.
d They sailed from Africa in search of
riches.
Lesson Objective (1:2)
2. Which of the following is NOT a reason
why explorers and settlers came to North
America?
a spread Christianity
b develop varied cultures
c find gold and riches
d claim land for their rulers
Lesson Objective (1:2)
3. What was the purpose of Christopher
Columbus’s first voyage to North
America?
a find a short route by sea to Asia
b spread Christianity
c trade goods with Native Americans
d claim land for the United States
© Scott Foresman 4
Lesson Objective (1:3)
4. Which is NOT a way that new territory
was added to the United States?
a The U.S. took lands from Mexico and
Canada after the Mexican War.
b Florida was purchased from Spain.
c The U.S. purchased the Louisiana
Territory from the French.
d Britain gave up the Oregon Territory.
Assessment Book
Lesson Objective (1:3)
5. How did the United States expand its
territory from the Atlantic to the Pacific
Oceans?
a conquering Mexican forces that
controlled all the land
b making maps of the lands explorers
discovered
c signing treaties, buying lands, and
fighting wars
d trading lands with other countries
Lesson Objective (2:1)
6. What is the Constitution?
a nation’s highest court
b building where the President lives
c United States Capitol
d written plan for the nation’s
government
Lesson Objective (2:2)
7. At which level of government do voters
elect a mayor?
a local
b state
c national
d federal
Lesson Objective (2:3)
8. Which branch of government makes the
nation’s laws?
a executive
b legislative
c judicial
d state
Unit 1, Chapter 2 Test
5
Name
Date
Lesson Objective (2:3)
9. Which of the following is the head of the
executive branch of government?
a Congress
b the President
c Supreme Court
d House of Representatives
Lesson Objective (2:4)
10. How can the United States Constitution
be changed?
a in local elections
b by Supreme Court justices
c by an amendment passed by the
President
d by an amendment approved by the
states
Lesson Objective (3:1)
11. What is one way a person can become a
citizen of the United States?
a being born in the United States
b getting a passport and traveling
c paying taxes and voting
d promising to live in this country
Lesson Objective (3:2)
Lesson Objective (3:3)
13. Which of the following is NOT a
responsibility of all U.S. citizens?
a paying taxes
b obeying laws
c working for the federal government
d serving on a jury
Lesson Objective (3:3)
14. Which of the following is NOT a
responsibility of U.S. children?
a learn how the U.S. government works
b vote
c learn about the history of the United
States
d be educated
Lesson Objective (3:4)
15. Why is it important for Americans to
vote?
a It helps them stay informed about
current events.
b It is the only way that citizens can
participate in government.
c It makes sure that the government
represents the will of the people.
d It is a requirement to live in this
country.
© Scott Foresman 4
12. Which is NOT a service that is paid for
by taxes?
a maintaining roads
b making new parks
c building schools
d buying school supplies
Chapter 2 Test
6
Unit 1, Chapter 2 Test
Assessment Book
Name
Date
Chapter 2 Test
Part 2: Skills Test
Directions: Use complete sentences to answer questions 1–5. Use a separate sheet
of paper if you need more space.
1. Who were the first Americans? Summarize
2. What effects of immigration can be seen in the United States? Cause and Effect
© Scott Foresman 4
3. In what ways do United States citizens make sure the government represents the will of the
people? Make Inferences
Assessment Book
Unit 1, Chapter 2 Test
7
Name
Date
Chapter 2 Test
4. In what way is the United States government flexible? Draw Conclusions
© Scott Foresman 4
5. What might happen if all Americans ignored their responsibilities as citizens? Hypothesize
8
Unit 1, Chapter 2 Test
Assessment Book
Chapter 2, Lesson 2
Use with pages 46–52.
We the People
Activate Prior Knowledge
If possible show pictures of the President, the Senate, the White House, and a
local government office or official. Tap students’ prior knowledge and
experiences by discussing the idea of government.
Ask:
• Do you ever want to be the President of the United States? Why?
• Who is the President of the United States now? What does this person do?
• What do you know about the United States government?
Build Background
democracy
In this lesson students learn how the republic of the United States is a
representative democracy. To build background for this concept, have them
think about what democracy is by asking the questions below. List student
responses in a word web.
Ask:
• What do you think the word democracy means?
• If a country is democratic, are people allowed to vote?
• How can you tell our nation is democratic?
say what
you think
elections
democracy
freedoms
people allowed
to vote
© Scott Foresman 4
fair
leaders
Congress
18
Unit 1, Chapter 2, Lesson 2
Every Student Learns
Chapter 2, Lesson 2
Use with pages 46–52.
Access Content
Preview the Lesson
Read aloud the Focus on the Main Idea sentence on page 46. Then ask the
questions below.
Suggested Questions:
• Who do you think “We the People” are? Do you recognize this phrase
from anywhere?
• How do people participate in government?
• Why do people in the United States vote?
Picture Walk
Page 47
■
What do you think the section heading “A Government for the
People” might mean? Why do you think so? How does this picture
relate to the section heading?
Page 48
■
Read aloud the captions for the diagram. Local refers to the town
or community you live in. State refers to one of the fifty states of
our country. National refers to our country as a whole. All three of
these levels are run by citizens.
Page 49
■
Which level of government would you deal with if you wanted to
put up a new stop sign in your town?
Page 50
■
Read the captions in the diagram. The executive branch is run by
the President, who lives in the White House. The legislative branch
helps make laws, and this work is done mainly in the Capitol
building. The judicial branch refers to the court system. That’s why
the Supreme Court Building is shown.
■
What do you think the word branches in the section
heading means?
■
What do you know about judges? What do judges do?
■
What do you think the Supreme Court does?
■
This picture shows the members of Congress meeting. Congress
makes new laws for the country. What kinds of situations do you
think members of Congress discuss when they meet?
Page 51
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Page 52
My Lesson Guide
Have students write the title of each level of government in their social studies
notebooks. As they read, have students fill in the duties of each level of
government under its title. Show them how these notes will help them complete
My Lesson Guide.
Every Student Learns
Unit 1, Chapter 2, Lesson 2
19
Name
Date
Chapter 2, Lesson 2
Use with pages 46–52.
My Lesson Guide
Directions: Complete the chart using the details below.
•
•
•
•
•
•
usually run by a mayor or village president
run by the President of the United States
run by governors
make laws that affect daily living
decisions must be approved by Congress
provide police and fire protection
Level of
Government
Details
national
state
local
Talk About It
© Scott Foresman 4
Work with a partner. Discuss which branch of the United States government
you would like to work in—the executive branch, the legislative branch, or the
judicial branch. Explain your choice.
Notes for Home: Your child learned how the United States government works.
Home Activity: Ask your child to tell you what an amendment is.
20
Unit 1, Chapter 2, Lesson 2
Every Student Learns
Chapter 2, Lesson 2
Use with pages 46–52.
Extend Language
In this Extend Language students learn about suffixes. Tell students that a
suffix is a word part added to the end of a word to change the word’s meaning.
“The government is made up of the
rules, or laws, that we follow and the
people who run our country.”
page 47
government What part of speech is government? (noun)
Break the word government down. (govern, -ment)
Government: the rules,
or laws, that we follow
and the people who run
the country
What does govern mean? (to rule) What part of speech is
govern? (verb)
© Scott Foresman 4
Explain that adding the suffix -ment often changes a verb into a noun.
Write this sentence on the board: They will amend the Constitution.
What part of speech is amend? (verb)
What new word is formed when we add the suffix -ment to amend?
(amendment) What part of speech is amendment? (noun)
With a partner, think of some other nouns that end with the suffix
-ment. (announcement, management)
Verb
Suffix
Noun
govern
-ment
government
amend
-ment
amendment
announce
-ment
announcement
manage
-ment
management
Root: Old French—
governer meaning govern
Other nouns that end
with the suffix -ment:
enjoyment, entertainment,
judgment
Conversation
Starter
Read students the following sentences from page 48: “The power of
our government does not come from government leaders. It comes
from citizens who elect those leaders.”
Ask students to tell you what they think these sentences mean. Then ask: How does
voting give people power? What are some things people can do because they have the
power to vote?
Every Student Learns
Unit 1, Chapter 2, Lesson 2
21
Name
Date
The Responsibility Game
Students are to fill in the blanks to complete each sentence, then cut the cards apart. To play the
Responsibility Game, students pick a card and name a responsibility of the person on that card.
If a student can’t think of a responsibility, the other players are responsible for helping!
Be a responsible
Be a responsible
.
Be a responsible
.
Be a responsible
.
Be a responsible
.
Be a responsible
© Scott Foresman 4
.
Social Studies Plus!
.
Unit 1
Blackline Master
23