1. Splash Screen

2. Section 1: A Nation of Immigrants Section 2: The Basis of Citizenship
Essential Question
Section 1: A Nation of Immigrants
Section 2: The Basis of Citizenship
Section 3: Equal Protection of the Law
Section 4: Civil Liberties Challenges
Chapter Summary
Chapter Menu

3. How has the United States been shaped by its immigrant history, and how do we determine the rights of citizenship?
Essential Question

4. Chapter Preview-End

5. Section 1-Content Vocabulary
amnesty
alien
resident alien
nonresident alien
enemy alien
refugee
undocumented alien
Section 1-Content Vocabulary

6. Section 1-Academic Vocabulary
symbol
formula
shift
Section 1-Academic Vocabulary

7. Section 1-Reading Strategy
As you read, use a chart like the one below to track changes in American immigration policy.
Section 1-Reading Strategy

8. Section 1-Polling Question
Which of these issues makes immigration reform exceptionally relevant today?
A. large numbers of undocumented immigrants living in the U.S.
B. the threat of terrorism A B
Section 1-Polling Question

9. Immigration Policy
The Constitution clearly gives Congress the power to make immigration policy.
In 1882 Congress passed the first major law that barred entrance to specific groups because the California Gold Rush and railroad building had attracted many immigrants.
Section 1

10. Immigration Policy (cont.)
Immigration is a major political issue for two reasons:
there are many undocumented immigrants living in the U.S.; and
terrorism.
Immigration to the United States
Section 1

11. Immigration Policy (cont.)
In 1882 Congress passed the Chinese Exclusion Act which said that no Chinese laborer could enter the United States for 10 years.
The Immigration Act of 1924 introduced a quota system by country. During the next 40 years, immigration dropped sharply.
Highlights of American Immigration Policy, 1880s-Present
Section 1

12. Immigration Policy (cont.)
In 1965 Congress passed the Immigration Reform Act, abolishing the quota system based on national origin.
The new law was driven by two principles:
reunifying families; and
giving priority to certain skills.
Highlights of American Immigration Policy, 1880s-Present
Section 1

13. Immigration Policy (cont.)
President Reagan’s Immigration Reform and Control Act of 1986 had a dual purpose:
punishing employers who knowingly hired undocumented immigrants; and
offering a way for long-term, undocumented immigrants to become legal.
Highlights of American Immigration Policy, 1880s-Present
Section 1

14. Immigration Policy (cont.)
The Immigration Act of 1990 said that no country could account for more than 7 percent of total immigrants.
Highlights of American Immigration Policy, 1880s-Present
Section 1

15. What act of Congress abolished the quota system based on national origin?
A. the Immigration Reform and Control Act of 1986
B. the Chinese Exclusion Act
C. the Immigration Reform Act of 1965
D. the Immigration Act of 1924 A B C D
Section 1 – DQ1

16. Current Political Debate
As illegal immigration continues across the southwestern border, the immigration debate continues.
Employers in agriculture and construction do not want the flow of low-cost labor stopped.
Others, often Americans with few skills, worry that a steady stream of undocumented workers will depress their wages.
Section 1

17. Current Political Debate (cont.)
Many Republicans argued that President George W. Bush’s proposed immigration bill offered amnesty—or forgiveness—rather than harsh penalties.
Section 1

18. A. naturalization. B. citizenship. C. imprisonment. A D. amnesty. B C
Many Republicans argued that President George W. Bush’s proposed immigration bill should have provided penalties, but instead offered
A. naturalization.
B. citizenship.
C. imprisonment.
D. amnesty. A B C D
Section 1 – DQ2

19. Aliens
An alien is the term for someone who lives in a country where he or she is not a citizen.
Under the law there are five categories of aliens:
A resident alien is a foreigner who has established permanent residency in the U.S.
Nonresident aliens are people who expect to stay for a short, specified time.
Section 1

20. Aliens (cont.)
Enemy aliens are citizens of nations that are at war with the U.S.
Refugees are people fleeing persecution or danger from their home country.
Undocumented aliens are people who are illegally in the U.S.
The Bill of Rights protects anyone living in the United States, even enemy aliens.
Section 1

21. What is the term for a foreigner who expects to stay in the U. S
What is the term for a foreigner who expects to stay in the U.S. for a short, specified amount of time?
A. resident alien
B. nonresident alien
C. refugee
D. undocumented alien A B C D
Section 1 – DQ3

22. Section 1-End

23. Section 2-Content Vocabulary
naturalization
jus soli
jus sanguinis
collective naturalization
expatriation
denaturalization
Section 2-Content Vocabulary

24. Section 2-Academic Vocabulary
core
process
automatic
Section 2-Academic Vocabulary

25. Section 2-Reading Strategy
As you read, create a graphic organizer like the one below to describe the conditions of American citizenship.
Section 2-Reading Strategy

26. Section 2-Polling Question
Which is the most effective way in which a U.S. citizen can participate in political life?
A. voting
B. campaigning
C. educating oneself regarding politics
D. writing letters to newspapers expressing one’s political opinion A B C D
Section 2-Polling Question

27. Who Determines Citizenship?
The Founders assumed that the states would decide who was or was not a citizen and that state citizens would automatically be citizens of the nation. This rule had two exceptions:
African Americans; and
immigrants who became U.S. citizens through naturalization—the legal process by which someone who was not born in the United States is granted citizenship.
Section 2

28. Who Determines Citizenship? (cont.)
In 1857 the Supreme Court ruled that African Americans, whether enslaved or free, were not U.S. citizens.
In 1868, the Fourteenth Amendment established that:
people of all races, excluding Native Americans, were citizens; and
state citizenship was an automatic result of national citizenship.
Section 2

29. The legal process by which someone who was not born in the United States is granted citizenship is called
A. naturalization.
B. expatriation.
C. denaturalization.
D. immigration. A B C D
Section 2 – DQ1

30. Gaining Citizenship
Like most other nations in the world, the United States follows the principle of jus soli—the law of the soil—which focuses on where a person is born.
Jus sanguinis—the law of the blood—focuses on parentage as a basis for citizenship.
All immigrants who want to be American citizens must go through naturalization.
Section 2

31. Gaining Citizenship (cont.)
To apply for citizenship, a person must:
be at least 18 years old;
have lived in the United States as a legal resident alien for 5 years and been physically present for half of that period;
have lived in the state where the petition is filed for at least 3 months; and
must provide witnesses to testify to the applicant’s moral character.
Section 2

32. Gaining Citizenship (cont.)
Collective naturalization is a process under which an entire group of people becomes citizens by a treaty or by an act of Congress.
Citizenship can be lost in three ways:
expatriation—meaning a person gives up his or her citizenship by the act of leaving the United States and becoming the citizen of another country;
Section 2

33. Gaining Citizenship (cont.)
by being convicted of certain serious federal crimes, such as treason; and
in an administrative process of denaturalization, which occurs when it is proved that fraud, deception, or error occurred during naturalization.
Section 2

34. Jus sanguinis—the law of the blood—refers to citizenship based on
A. where one is born.
B. parentage.
C. ethnicity.
D. residency. A B C D
Section 2 – DQ2

35. Citizen Responsibilities
Respect for the law is crucial in modern society, but this respect depends on knowledge of the law.
Voting is the most common way that a citizen participates in political life and expresses one’s support for democracy.
Many citizens fail to vote because they don’t think a single vote can make a difference despite numerous examples of close elections throughout history.
Section 2

36. Citizen Responsibilities (cont.)
Citizens can affect the political system by campaigning for a candidate or working at the polls on Election day.
Sharing opinions through writing letters to newspapers and magazines has always been an important way to participate in politics.
Section 2

37. The most common way that a citizen participates in political life and expresses support for democracy is
A. protesting.
B. running for office.
C. voting.
D. watching television. A B C D
Section 2 – DQ3

38. Section 2-End

39. Section 3-Content Vocabulary
suspect classification
fundamental right
discrimination
Jim Crow laws
“separate but equal” doctrine
civil rights movement
Section 3-Content Vocabulary

40. Section 3-Academic Vocabulary
illegal
motivate
impact
Section 3-Academic Vocabulary

41. Section 3-Reading Strategy
As you read, create a time line of major 1960s and 1970s civil rights laws, beginning with the Equal Pay Act in 1963.
Section 3-Reading Strategy

42. Section 3-Polling Question
Which equal-rights-related court case had the most significant effect on U.S. policy?
A. Washington v. Davis
B. Plessy v. Ferguson
C. Brown v. Board of Education of Topeka A B C
Section 3-Polling Question

43. What Is Equal Protection?
The Fourteenth Amendment says that no state can “deny to any person within its jurisdiction the equal protection of the laws.”
The Supreme Court has three basic guidelines for considering whether a law or an action violates the equal protection clause:
The rational basis test asks if the classification is reasonably related to an acceptable government goal.
Section 3

44. What Is Equal Protection? (cont.)
The second test is used if a law involves a “suspect classification”— a classification made on the basis of race or national origin.
The third test uses fundamental rights— rights that go to the heart of the American system or are indispensable to a just system.
Section 3

45. Rights that go to the heart of the American system or are indispensable to a just system are known as
A. equal rights.
B. civil rights.
C. fundamental rights.
D. implied rights. A B C D
Section 3 – DQ1

46. Proving Intent to Discriminate
Discrimination exists when individuals are treated unfairly solely because of their race, gender, ethnic group, age, physical disability, or religion.
In Washington v. Davis the Supreme Court ruled that to prove discrimination in a state law, one must prove that the state was motivated by intent to discriminate.
Section 3

47. When individuals are treated unfairly solely because of their race, gender, ethnic group, age, physical disability, or religion, they are victims of
A. naturalization.
B. classification.
C. discrimination.
D. expatriation. A B C D
Section 3 – DQ2

48. The Equal Rights Struggle
By the late 1800s, about half the states had adopted Jim Crow laws—state and local laws in mostly Southern states that required racial segregation in places like schools, public transportation, and hotels.
In Plessy v. Ferguson the Court said that the Fourteenth Amendment allowed separate facilities for different races as long as those facilities were equal.
Section 3

49. The Equal Rights Struggle (cont.)
For the next 50 years the “separate but equal” doctrine was used to justify segregation.
In Brown v. Board of Education of Topeka, the Court unanimously overruled the “separate but equal” doctrine.
Section 3

50. The Equal Rights Struggle (cont.)
After the Brown decision, many African Americans and whites worked together in the civil rights movement to end segregation.
In 1964 and 1965, Congress passed key civil rights legislation, barring discrimination and ensuring the right to vote.
Selected Major Civil Rights Legislation
Section 3

51. The “separate but equal” clause was used to justify
A. immigration.
B. segregation.
C. separation of powers.
D. Jim Crow laws. A B C D
Section 3 – DQ3

52. Section 3-End

53. Section 4-Content Vocabulary
affirmative action
security classification system
Section 4-Content Vocabulary

54. Section 4-Academic Vocabulary
diverse
integrate
arbitrary
Section 4-Academic Vocabulary

55. Section 4-Reading Strategy
As you read, create a graphic organizer similar to the one below to list current issues involving civil liberties.
Section 4-Reading Strategy

56. Section 4-Polling Question
Is affirmative action still a relevant, fair, and useful premise for policy?
A. yes
B. no A B
Section 4-Polling Question

57. Affirmative Action
Affirmative action is a set of policies developed in the 1960s to remedy past discrimination.
Often the policies involve the targeted recruitment of women and minorities.
In Regents of the University of California v. Bakke, the Court ruled that colleges and universities could not use a quota system, although they could consider race in admissions.
Section 4

58. Affirmative Action (cont.)
In 1995 the Court overturned earlier decisions by saying that federal agencies could not automatically favor minority-based companies for federal contracts.
In 2007, the Court struck down the policies of two school districts which sometimes limited transfer students on the basis of race.
Section 4

59. A. anti-discrimination B. affirmative action C. corrective action
What is the term given to the set of policies developed in the 1960s to remedy past discrimination?
A. anti-discrimination
B. affirmative action
C. corrective action
D. discriminatory reversal A B C D
Section 4 – DQ1

60. Discrimination Against Women
Women did not win the right to vote until 1920 when the Nineteenth Amendment was adopted.
In 1971 the Supreme Court held that a state law was unconstitutional because it discriminated against women.
In Reed v. Reed the Supreme Court said that any law that classifies people on the basis of gender “must be reasonable, not arbitrary, and must rest on some ground of difference.”
Section 4

61. Discrimination Against Women (cont.)
Sometimes the courts have decided that gender distinctions are allowable because they are substantially related to public policy goals.
Early Struggles: Women in Congress
Section 4

62. Which constitutional amendment gave women the right to vote?
A. First Amendment
B. Eleventh Amendment
C. Nineteenth Amendment
D. Twenty-first Amendment A B C D
Section 4 – DQ2

63. Citizens’ Right to Know
Informed citizens are essential to democracy.
Since 1917, the government has used a security classification system that permits it to keep information that is important to national security or foreign policy secret.
In 1966 Congress increased the public’s access to government by passing the Freedom of Information Act (FOIA).
Section 4

64. In 1966 Congress increased the public’s access to government with
A. the Foreign Intelligence Surveillance Act.
B. the Freedom of Information Act.
C. the Ninth Amendment.
D. the security classification system. A B C D
Section 4 – DQ3

65. Citizens’ Right to Privacy
In 1965 the Supreme Court interpreted that taken together the First, Third, Fourth, and Fifth Amendments recognize an area of privacy.
The Ninth Amendment protects this right because it says that just because the Constitution names certain specific rights does not mean that people do not have other rights.
Section 4

66. Citizens’ Right to Privacy (cont.)
In the Griswold v. Connecticut, the Court said that Connecticut could not outlaw access to contraception because it would violate the privacy of married couples.
In 1973 the Roe v. Wade decision established a woman’s right to get an abortion during the first six months of pregnancy, but individual states could prohibit abortion in the last three months.
Section 4

67. Citizens’ Right to Privacy (cont.)
The Foreign Intelligence Surveillance Act (FISA) required federal agents to get a warrant from a special FISA court before tapping domestic phone and computer lines.
The Patriot Act and its revisions broadened the definition of who could be seen as a terrorist and expanded the government’s power to detain, investigate, and prosecute suspected terrorists.
Section 4

68. In 1965 the Supreme Court interpreted that taken together the First, Third, Fourth, and Fifth Amendments recognize
A. search and seizure.
B. citizenship.
C. privacy.
D. ownership. A B C D
Section 4 – DQ4

69. Section 4-End

70. Citizenship
A person who is born on American soil, born to a parent who is a U.S. citizen, or naturalized is a U.S. citizen.
A person can lose citizenship through expatriation, by being convicted of certain crimes, or through denaturalization.
Responsibilities of citizens include knowing about rights and laws, participating in political life, and voting.
Chapter Summary start

71. Challenges for Civil Liberties
Affirmative action debate over whether minorities should be compensated for past injustices continues.
Efforts to stop discrimination against women and minorities in employment, housing, and credit policies continue.
Citizens’ right to know sometimes clashes with government’s need for security.
Citizens’ right to privacy sometimes clashes with state’s need to protect society.
Chapter Summary

72. Equal Protection of the Law
The Supreme Court uses three tests—rational basis, suspect classifications, and fundamental rights—to determine violations of equal protection.
Brown v. Board of Education of Topeka (1954) overruled the “separate but equal” doctrine.
Civil rights movements throughout the 1960s and 1970s sought to end segregation and discrimination.
Chapter Summary

73. Chapter Summary – end of

74. Figure 1

75. Figure 2

76. Figure 3

77. Figure 4

78. MIR Trans

79. ANSWERS
1. For 1964: Great Britain, Germany, and Italy; None are shown  
2. For 1964: None are shown; For 2006: India, China, Philippines, Vietnam, and Korea   
3. It made up 2.4% more in 2006, than it did in 1964
DFS Trans 1

80. DFS Trans 2 ANSWERS 1. by the “law of the soil”
2. Answers will vary but may include the idea that this knowledge will enable them to become responsible citizens.  
3. Answers will vary but should demonstrate logic and reason.
DFS Trans 2

81. DFS Trans 3 ANSWERS 1. admission to schools attended by white children
2. The Court ruled that separate educational facilities are inherently unequal.  
3. Answers will vary but should demonstrate an understanding of the development of the fight for civil rights in the 1950s.
DFS Trans 3

82. DFS Trans 4 ANSWERS 1. African American women
3. Hispanic men; Hispanic women
DFS Trans 4

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