Name
Date
Reading Social Studies
Use with Pages 334–335.
Draw Conclusions
Directions: Read the information below. Then fill in the circle next to the correct answer.
The French Revolution took place at
about the same time as the American
Revolution. Both countries were trying to
achieve a democratic form of
government. One major difference,
however, was that the French already had
a government in place.
During the course of the French
Revolution, the existing French
government would be completely
destroyed. The majority of French
citizens were dissatisfied with it and
would not rest until it was changed.
At that time, the French government was
led by a king, and citizens belonged to
different social classes. Benefits and
privileges were given to some according to
their social class. For instance, some classes
did not have to pay taxes and were allowed
to collect dues from the poorer classes.
Another factor leading to the French
Revolution was a lack of money. France
had just helped the United States battle
Britain in the American Revolution, and
now it needed money. France already taxed
some of its people, but now the situation
called for additional taxes. Representatives
of the king decided to begin taxing all
landowners. This unpopular action
caused the people to rebel against
their government and resist what they
considered to be unfair treatment.
Violent protests took place throughout
the country. Poorer citizens fought for
their own rights and to keep the wealthy
from receiving special privileges.
Before the end of the French
Revolution, the existing social divisions
were outlawed. However, France’s
problems were far from over.
1. Which statement supports the conclusion that the American Revolution helped spark the
French Revolution?
a
The French government was ruled by a king.
b French citizens belonged to different social classes.
c France had just helped the Americans battle Britain in the American Revolution.
d There was a great deal of civil unrest in France.
2. Which statement supports the conclusion that the majority of French people wanted a new
form of government?
Poorer citizens fought for their rights and to keep the wealthy from receiving special
privileges.
b Money was one cause of the French Revolution.
c Privileges were determined by social class.
d France already taxed some of its people.
Notes for Home: Your child learned how to draw conclusions about a historical event.
Home Activity: With your child, brainstorm a list of facts about the American Revolution and another list of
facts about the French Revolution. Together, draw conclusions about how the Americans may have
influenced the French citizenry to rebel against their government.
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Reading Social Studies
Workbook
© Scott Foresman 5
a
Name
Date
Vocabulary Preview
Use with Chapter 10.
Vocabulary Preview
Directions: Match each vocabulary term to its definition. Write the number of the
term in the space provided. Not all terms will be used. You may use your glossary.
1. Articles of Confederation
a. to approve something
2. ratify
3. legislative branch
b. system to guard against any one branch of the
government becoming too powerful
4. executive branch
c. movement by farmers to protest high taxes
5. judicial branch
d. a representative
6. inflation
7. Shays’ Rebellion
e. plan that proposed that each state, regardless of
size, would have the same number of
representatives in Congress
8. Northwest Ordinance
f. an addition or change to the Constitution
9. delegate
g. happens when prices rise very quickly
10. Constitutional Convention
11. Virginia Plan
12. New Jersey Plan
13. compromise
i. three out of every five slaves would be counted
for population and taxation
14. Great Compromise
j. group of people who were not happy with the
Constitution
15. Three-Fifths Compromise
k. assembly that replaced the Articles of Confederation
16. Preamble
l. the part of the government that passes laws
17. reserved powers
18. separation of powers
19. checks and balances
20. veto
21. Federalists
22. federal
23. Antifederalists
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h. each side gives up something to reach an
agreement
m. formerly nationalist group that wanted a strong
national government
n. plan that proposed that Congress should be given
much greater power over the states
o. the part of the government that carries out laws
p. each branch of the government has different and
separate powers
24. The Federalist
q. plan for national government where states would
keep their freedom and independence
25. amendment
r. to refuse to sign into law
26. Bill of Rights
s. an order that commanded that the Northwest
Territory be divided into smaller territories
t. refers to the national government
Notes for Home: Your child learned about the formation of a new government for the United States.
Home Activity: Write each vocabulary word or its definition on a blank index card. Then read each card to
your child, having him or her provide the missing word or definition.
Workbook
Vocabulary Preview
79
Name
Date
Lesson 1: A Weak Government
Lesson Review
Use with Pages 338–343.
Directions: Complete the following fact-and-conclusion chart. In each box at left,
write one fact to support the conclusion. You may use your textbook.
Facts
Conclusion
The Articles of
Confederation created a
weak form of government.
© Scott Foresman 5
Directions: The United States needed money to repay the individuals and the
countries who had loaned money for the American Revolution. The United States
also needed to pay the soldiers who had fought in the war. Do you think Daniel
Shays and others like him who fought in the war should have been taxed to pay the
country’s war debts? Explain.
Notes for Home: Your child learned about problems in the government of the United States under the
Articles of Confederation.
Home Activity: With your child, review this lesson and list facts and any conclusions that can be drawn.
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Lesson Review
Workbook
Name
Date
Lesson 2: Debate in Philadelphia
Lesson Review
Use with Pages 344–350.
Directions: Describe each of the following three terms in your own words. Relate each term to
at least one of the other terms. Finally, answer question 4. You may use your textbook.
1. Constitutional Convention
2. Virginia Plan
3. Great Compromise
© Scott Foresman 5
4. Why was a government with three branches considered to be a compromise?
Notes for Home: Your child learned about the creation of the United States Constitution.
Home Activity: With your child, talk about an event in your child’s life when he or she had to compromise.
Workbook
Lesson Review
81
Name
Date
Lesson 3: Ratifying the Constitution
Lesson Review
Use with Pages 352–355.
Directions: A flowchart is a diagram that shows, step by step, a process of how
something works or happens. Complete the flowchart using the items in the box.
Antifederalists
A Bill of Rights is promised.
Federalists
The Federalist essays explained the weaknesses
of Antifederalist arguments.
All 13 states ratify the Constitution, making it the
supreme law of the land.
This group feared that the central government
would pass laws that were not suitable for all
parts of the country.
© Scott Foresman 5
The Constitution is sent to
the states for ratification.
Notes for Home: Your child learned the sequence of events leading to the ratification of the Constitution.
Home Activity: With your child, discuss how history might have been different if one of the events in this
flowchart had not occurred.
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Lesson Review
Workbook
Name
Research and
Writing Skills
Date
Use with Pages 356–357.
Gather and Report Information
Suppose you were going to write a report on the first Vice-President of the United
States. Think of the information you would need to write your report.
Directions: Read the information about gathering and reporting information.
Answer the questions that follow.
1. An encyclopedia has the following entries. Which one will you need?
a
Adams, John (1735–1826) Second President of the United States
b Adams, John Couch (1819–1892) English astronomer
c Adams, John Quincy (1767–1848) Sixth President of the United States
d Adams, Samuel (1722–1803) Signer of the Declaration of Independence
2. Explain the reasoning behind your answer to question 1.
Youth
Personal Life
Politics
3. What is the subject of the report outlined in the graphic organizer above? Explain your
reasoning.
4. An encyclopedia article on John Adams has the following subheadings. Which might be
most useful for your report?
a
Political Opponents
b U.S.S. John Adams
c Boyhood and Education
d The John Adams Institute
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5. An Internet search reveals the following sources. Which one do you think is a primary source?
a
Adams, John, The Adams Papers, 13 vols., ed. by Lyman H. Butterfield et al. (1961–77)
b Ferling, John, John Adams: A Life (1992)
c Kurtz, Stephen G., The Presidency of John Adams (1957)
d Shaw, Peter, The Character of John Adams (1976)
Notes for Home: Your child learned how to gather and report information.
Home Activity: With your child, discuss where he or she might research information for a report. Together,
analyze what types of information might be found in the library, in an encyclopedia, or on the Internet.
Workbook
Research and Writing Skills
83
Name
Date
Vocabulary Review
Use with Chapter 10.
Vocabulary Review
Directions: Circle the vocabulary term that best completes each sentence. Not all
terms will be used.
Articles of Confederation
ratify
legislative branch
executive branch
judicial branch
inflation
Shays’ Rebellion
Northwest Ordinance
delegate
Constitutional Convention
Virginia Plan
New Jersey Plan
compromise
Great Compromise
Three-Fifths Compromise
Preamble
reserved powers
separation of powers
checks and balances
veto
Federalists
federal
Antifederalists
The Federalist
amendment
Bill of Rights
1. The (legislative branch, judicial branch) of government is responsible for the court system.
2. To approve a bill is to (veto, ratify) it.
3. The (compromise, delegate) from my state comes from my town.
4. The system of (checks and balances, separation of powers) guards against any one branch
of the government becoming too powerful.
5. (Compromise, Inflation) happens when prices rise very quickly.
6. An addition or change is known as a(n) (amendment, veto).
7. The (Northwest Ordinance, Articles of Confederation) turned out to be a plan of
government that was too weak in many people’s opinions.
8. In a (compromise, constitution), each side gives up something to reach an agreement.
10. The word (federal, inflation) refers to the national government.
11. (Reserved powers, Checks and balances) are powers left strictly to state governments.
12. The (Federalists, Antifederalists) were a group that wanted a strong national government.
Notes for Home: Your child learned how the United States struggled to find a suitable form of government.
Home Activity: With your child, study the vocabulary definitions by playing a question-and-answer game.
First, read your child a definition. Then have him or her give the answer in question form, such as “What
are the Articles of Confederation?”
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Vocabulary Review
Workbook
© Scott Foresman 5
9. The (Three-Fifths Compromise, Bill of Rights) is a group of ten amendments to the
Constitution.