Name Date Reading Social Studies Draw Conclusions Use with Pages 334 335. 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? a 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. 78 Reading Social Studies Workbook
Name Date Vocabulary Preview 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 2. ratify 3. legislative branch 4. executive branch 5. judicial branch 6. inflation 7. Shays Rebellion 8. Northwest Ordinance 9. delegate 10. Constitutional Convention 11. Virginia Plan 12. New Jersey Plan 13. compromise 14. Great Compromise 15. Three-Fifths Compromise 16. Preamble 17. reserved powers 18. separation of powers 19. checks and balances 20. veto 21. Federalists 22. federal 23. Antifederalists 24. The Federalist 25. amendment 26. Bill of Rights a. to approve something Use with Chapter 10. b. system to guard against any one branch of the government becoming too powerful c. movement by farmers to protest high taxes d. a representative e. plan that proposed that each state, regardless of size, would have the same number of representatives in Congress f. an addition or change to the Constitution g. happens when prices rise very quickly h. each side gives up something to reach an agreement i. three out of every five slaves would be counted for population and taxation j. group of people who were not happy with the Constitution k. assembly that replaced the Articles of Confederation l. the part of the government that passes laws 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 q. plan for national government where states would keep their freedom and independence r. to refuse to sign into law 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 Review Lesson 1: A Weak Government 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 Use with Pages 338 343. Conclusion The Articles of Confederation created a weak form of government. 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. 80 Lesson Review Workbook
Name Date Lesson Review Lesson 2: Debate in Philadelphia 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 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 Review Lesson 3: Ratifying the Constitution 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. Use with Pages 352 355. 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. 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. 82 Lesson Review Workbook
Name Date Research and Writing Skills 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. Use with Pages 356 357. 3. What is the subject of the report outlined in the graphic organizer above? Explain your reasoning. Youth Personal Life Politics 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 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 Vocabulary Review Directions: Circle the vocabulary term that best completes each sentence. Not all terms will be used. Use with Chapter 10. Articles of Confederation Constitutional Convention checks and balances ratify Virginia Plan veto legislative branch New Jersey Plan Federalists executive branch compromise federal judicial branch Great Compromise Antifederalists inflation Three-Fifths Compromise The Federalist Shays Rebellion Preamble amendment Northwest Ordinance reserved powers Bill of Rights delegate separation of powers 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. 9. The (Three-Fifths Compromise, Bill of Rights) is a group of ten amendments to the Constitution. 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? 84 Vocabulary Review Workbook