a correlation ofassets.pearsonschool.com/correlations/sc_magruders_2016_hs.pdfinteractive reading...

A Correlation of

©2016

to the

South Carolina

Social Studies Academic Standards United States Government

High School

A Correlation of Magruder’s American Government, ©2016

to the

South Carolina Academic Standards United States Government

High School

2 SE = Student Edition

Introduction

This document demonstrates how Pearson Magruder’s American Government, ©2016

meets the South Carolina Social Studies Academic Standards, United States Government for

High School. Citation references are to the Student Edition.

Hailed as a stellar educational resource since 1917, Pearson is excited to announce the NEW

Magruder’s American Government program! The new Program is made accessible for

today’s students through clear, appealing narrative and engaging activities, questions, and

primary sources. The program bridges time-tested best practices, curriculum standard

expectations, and technology to help prepare students to be college and career ready.

Available in print, digital, and blended options.

Pearson Magruder’s American Government program uses a research tested four-part

learning model to enhance teaching and understanding.

1. Connect: Students make learning personal as they connect to content through a

story and activate their prior knowledge, personal experience, and perspective.

2. Investigate: Students actively learn, investigate, and acquire key content

knowledge through a variety of components both in print and digital.

3. Synthesize: Students extend their understanding by applying what they just

learned in a quick recap and “pull-it-all-together” exercise before they move on to

the next lesson.

4. Demonstrate: Students demonstrate their understanding through a variety of

authentic, formative, and summative assessments.

Technology Reimagined with Pearson’s Realize™ Platform

eText Student Edition with valuable tools for individualized instruction, remediation,

or enrichment

NBCLearn™ MyStory Videos that engage students in every chapter

Interactive Reading and Note Taking Study Guide allows for differentiated instruction

and assessment

Assessments; built-in progress monitoring includes both formative and summative

assessments

Teacher Lesson Plans with point-of-use resources

Flipped Videos available to assign to students or serve as quick refreshers

Copyright ©2016 Pearson Education, Inc. or its affiliate(s). All rights reserved


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Table of Contents

USG-1 ..................................................................................................................... 4

USG-2 ................................................................................................................... 10

USG-3 ................................................................................................................... 15

USG-4 ................................................................................................................... 20


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South Carolina Academic Standards

United States Government

High School

Magruder’s American Government

©2016


USG-1 The student will demonstrate an

understanding of foundational political

theory, concepts, and application.

SE: Principles of Government, 4–11

Types of Government, 12–18

The Basics of Democracy, 27–32; Topic 1

Assessment (3. Identify Traditions That

Informed the American Founding), 33;

Origins of American Political Ideals, 42–44;

Comparative Political Systems, 678–679

Democracy and the Changing World, 680–

685; United States Constitution, 708–731;

Primary Sources: Declaration of

Independence, 732–733; Primary Sources:

Two Treatises of Government: John Locke,

736; The Spirit of Laws: Baron de

Montesquieu, 736–737; Common Sense:

Thomas Paine, 739; 21st Century Skills:

Evaluate Existing Arguments, 792–793;

Consider and Counter Opposing Arguments,

793–794

Enduring Understanding: To appreciate the governmental system of the United States,

citizens must understand the nature and purpose of government in general. An

understanding of basic political ideas allows nations to organize and structure the

institutions of government in the most effective, logical manner. To understand and

evaluate basic governmental function, organization, and effectiveness, the student will

utilize the knowledge and skills set forth in the following indicators:

USG-1.1 Analyze political theories related

to the existence, necessity, and purpose of

government, including natural rights,

balance of the public and private interests,

and physical and economic security.

SE: Principles of Government, 4–11; Types

of Government, 12–18; Origins of the

Modern Democratic State, 19–26;

Foundations of Democracy, 27–30; Topic 1

Assessment (3. Identify Traditions That

Informed the American Founding), 33;

Primary Sources: Two Treatises of

Government: John Locke, 736; The Spirit of

Laws: Baron de Montesquieu, 736–737;

Common Sense: Thomas Paine, 739; 21st

Century Skills: Evaluate Existing

Arguments, 792–793; Consider and

Counter Opposing Arguments, 793–794

USG-1.2 Analyze components of

government and the governing process,

including politics, power, authority,

sovereignty, legitimacy, public institutions,

efficacy, and civic life.

SE: Government–We the People, 4–6; The

State, 6–7; What Government Does, 9–11;

Topic 1 Assessment (1. Explain the Major

Responsibilities of the Federal Government;

23. Evaluate Purposes and Analyze

Information), 33, 37


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(Continued)

USG-1.2 Analyze components of

government and the governing process,

including politics, power, authority,

sovereignty, legitimacy, public institutions,

efficacy, and civic life.

(Continued)

Federalism—Powers Divided, 101–110; The

National Government and the States, 111–

122; The President’s Domestic Powers,

215–227; The President’s Foreign Affairs

Powers, 228–233; The Voting Process,

454–461; Political Parties and What They

Do, 506–521; State and Local Government,

616–617; Local Governments–Structure

and Function, 649–663; Comparative

Political Systems, 678–679

USG-1.3 Evaluate the role and relationship

of the citizen to government in democratic,

republican, authoritarian, and

totalitarian systems.

SE: Types of Government, 12–18; The

Basics of Democracy, 27–32;

Responsibilities, Duties, and Obligations; of

Citizenship, 30–31; The History of Voting;

Rights, 428–435; Comparative Political

Systems, 678–679; Democracy and the

Changing World, 680–685; The United

Kingdom, 686–692; The Russian

Federation, 693–699; China, 700–704;

Topic 14 Assessment (3. Compare the U.S.

Constitutional Republic to Contemporary

Forms of Government; 4. Compare the U.S.

Constitutional Republic to Historical Forms

of Government; 6. Compare the U.S.



Constitutional Republic to Historical and

Contemporary Forms of Government; 8.

Compare the U.S. Constitutional Republic to

Historical and Contemporary Forms of

Government; 10. Compare the U.S.


Forms of Government; 11. Compare the

U.S. Constitutional Republic to Historical




U.S. Constitutional Republic to


Analyze Advantages and Disadvantages;

15. Analyze Advantages and

Disadvantages), 705–707


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(Continued)

USG-1.3 Evaluate the role and relationship

of the citizen to government in democratic,

republican, authoritarian, and

totalitarian systems.

(Continued)

21st Century Skills: Compare and Contrast,

773; 21st Century Skills: Being an

Informed Citizen, 798, Political

Participation, 799; Voting, 799–800

USG-1.4 Analyze the institutional and

organizational structure of government that

allows it to carry out its purpose and

function effectively, including the branches

of government and legitimate bureaucratic

institutions.

SE: Legislative and Executive Branches,

17–18; The Constitution, 78–79; An

Overview of the Constitution, 80–91;



122; The Legislative Branch, 128–129;

National Legislature Overview, 130–138;

The Two Houses, 139–149; The Expressed

Powers, 150–161; The Implied and

Nonlegislative Powers, 162–172; Congress

at Work—Organization and Committees,

173–184; Congress at Work—Making Law,

185–197; Congress at Work–Organization

and Committees, 173–184; Congress at

Work–Making Law, 185–197; The

President’s Domestic Powers, 215–227; The

President’s Foreign Affairs Powers, 228–

233; Foreign Policy Overview, 265–276;

Diplomacy, 277–287; National Security,

288–294; The Judicial Branch, 300–301;

The National Judiciary, 302–309; The

Supreme Court, 310–316; The Inferior

Courts and the Special Courts, 317–323


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USG-1.5 Evaluate limited government

and unlimited government with regard to

governance, including rule of law, the role

of constitutions, civil rights, political

freedom, economic freedom, and the ability

of citizens to impact or influence the

governing process.


Basics of Democracy, 27–32; Limited

Government, 86; Topic 7 Assessment (2.

Understand the Role of Limited

Government), 324; (17. Understand the

Role of Limited Government), 391; Limited

Government, 331–333; Comparative

Political Systems, 678–679; Democracy and

the Changing World, 680–685; The United

























Disadvantages), 705–707


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USG-1.6 Evaluate the organization of

government in confederal, federal, and

unitary systems, including the distribution

of power and the advantages and

disadvantages of each system.

SE: Unitary Government, 15–16;

Federalism: Powers Divided, 101–110; The

Nation’s Obligations Under the Constitution,

111–113; How the Law Crosses State

Lines, 118–120; Extradition, 120–121;

Topic 3 Assessment (9. Understand the

Limits on the National Government; 10.

Compare the Functions and Processes),

124; The 14th Amendment, Fundamental

Rights, and Federalism, 333–336; The

United Kingdom, 686–692; Topic 14

Assessment (10. Compare the U.S.


Forms of Government; 15. Analyze

Advantages and Disadvantages), 705–707

Social Studies Literacy Skills for the 21st Century:

▪ Evaluate the validity of multiple points of

view or biases by using evidence and sound

reasoning.

SE: Critical Thinking Questions: Compare

Points of View, 18, 84, 227, 293, 429, 443,

514, 575, 689; Determine Point of View,

488, 517; Evaluate Arguments, 91, 214,

343, 388, 388, 461, 474, 548, 576;

Support a Point of View with Evidence, 149,

224, 276, 600, 601; Primary Sources are

embedded within the text (examples): 32,

69, 109, 143, 217, 348, 360, 411, 413,

476, 477, 526, 625, 647; Topic

Assessment: Primary Sources exist in blue

for many activities: Topic Assessment, 33–

38, 74–77, 123–126, 198–201, 234–236,

295–298, 324–326, 389–391, 422–424,

500–503, 559–562, 611–614, 675–676,

705–707; 21st Century Skills: Analyze

Primary and Secondary Sources, 789–790;

Compare Viewpoints, 790–791; Identify

Bias, 791–792; Evaluate Existing

Arguments, 792–793; Consider and

Counter Opposing Arguments, 793–794


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▪ Analyze, interpret, and synthesize social

studies resources to make inferences and

draw conclusions.*

*Social studies resources include the

following texts, calendars, timelines, maps,

mental maps, charts, tables, graphs, flow

charts, diagrams, photographs,

illustrations, paintings, cartoons,

architectural drawings, documents, letters,

censuses, artifacts, models, geographic

models, aerial photographs, satellite-

produced images, and geographic

information systems.

SE: Analyze Charts (examples), 6, 8, 13,

21, 24, 31, 43, 49, 167, 169, 171, 178,

181, 182, 183, 513, 514, 516, 637, 640,

641, 650, 651, 657, 658, 659, 669, 681,

683, 688, 691, 696, 698, 702; Analyze

Diagrams, 88, 90; Analyze Maps

(examples), 7, 14, 17, 22, 25, 45, 82, 114,

140, 179, 232, 590, 608, 626, 630, 646,

653, 671, 672, 687, 694, 703

Analyze Graphs, 146, 281, 290, 369, 403,

445, 471, 482, 530, 533, 553, 569, 600,

609, 665, 666, 668, 670; Analyze Images,

463, 598; Analyze Political Cartoons

(examples), 29, 85, 86, 87, 89, 107, 112,

115, 141, 145, 165, 184, 186, 216, 217,

223, 227, 468, 477, 497, 511, 537, 552,

555, 556, 619, 629, 633, 643, 682;

Analyze Timeline, 644; Critical Thinking:

Compare Points of View, 18, 84, 227, 293,

429, 443, 514, 575, 689; Determine Point

of View, 488, 517; Evaluate Arguments, 91,

214, 343, 388, 388, 461, 474, 548, 576;

Evaluate Sources, 401; Support a Point of

View with Evidence, 436, 617; Topic

Assessment, 33–38, 74–77, 123–126, 198–

201, 234–236, 295–298, 324–326, 389–

391, 422–424, 500–503, 559–562, 611–

614, 675–676, 705–707

▪ Model informed participatory citizenship.

SE: Responsibilities, Duties, and

Obligations of Citizenship, 30–31; Topic 1

Assessment (17: Understand Citizenship),

35; (18: Evaluate the Obligations of

Citizenship), 35; (24: Understand


Citizenship), 38; Topic 6 Assessment (3:

Understand Responsibilities of Citizenship),

295; Topic 8 Assessment (15: Evaluate

Obligations of Citizenship), 390; American

Citizenship, 394–401; Topic 9 Assessment

(11: Analyze Historical Examples), 423;

Topic 10 Assessment (18: Analyze Citizen

Movements), 503; Topic 12 Assessment

(13: Understand the Responsibilities of

Citizenship), 613


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▪ Explain how groups work to challenge

traditional institutions and effect change to

promote the needs and interests of society.

SE: Diversity and Discrimination, 402–408;

Equality Before the Law, 409–415; Federal

Civil Rights Laws, 416–421; The Struggle to

Extend Voting Rights, 428–429; The 15th

Amendment, 429–430; Civil Rights Acts of

1957, 1960, and 1964, 431–432; Voting

Rights Act of 1965— Then and Now, 432–

434; Discrimination in America, 403–406;

Discrimination Against Women, 406–408;

Other Types of Discrimination, 412–413;

Government Policies on Affirmative Action,

417–420; Topic 9 Assessment (1. Evaluate

a U.S. Government Policy), (4. Evaluate a

Court Decision), 422, (5. Evaluate a U.S.

Government Policy), (6. Explain Changes in

American Culture), (7. Explain Changes in

American Culture), (11. Analyze Historical

Examples), 423, (16. Explain Changes in

American Culture), 424


understanding of foundational American

political principles and the historical events

and philosophical ideas that shaped the

development and application of these

principles.

SE: Government—We the People, 4–6; The

State, 6–7; How States Arose, 7–9; What

Government Does, 9–11; American

Government—Building on the Past, 19–22;

Nations and Kings, 22–23; Power,

Authority, and Legitimacy, 23–24; Power

Comes from the People, 25–26; Origins of

American Constitutional Government, 42–

43; Influential Documents and Ideas, 43–

44; Declaration of Independence, 732–733;

Mayflower Compact, 734–735; English Bill

of Rights, 735–736; Virginia Declaration of

Rights, 740–741; Virginia Statute for

Religious Freedom: Thomas Jefferson, 741–

742; The Federalist No. 10: James Madison,

751–754; The Federalist No. 39: James

Madison, 754–757; The Federalist No. 51:

James Madison, 758–760; The Federalist

No. 78: Alexander Hamilton, 760–764;

Constitution Quick Study Guide, 708–731


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Enduring Understanding: As it exists today, the United States Constitution is a product

of numerous influences that were critical not only to its inception but also to its evolution

over time. The principles set forth in the Constitution serve as the framework upon which

United States government was established and on which it operates today. To understand

the advancement of the principles, the student will utilize the knowledge and skills set

forth in the following indicators:

USG-2.1 Summarize core principles of

United States government, including

limited government, federalism, checks

and balances, separation of powers,

rule of law, popular sovereignty,

republicanism, individual rights, freedom,

equality, and self-government.

SE: Checks and balances, 18, 25, 55, 62,

68, 75, 79–80, 126, 131, 138, 205, 215,

224–225, 227–229, 231, 235, 264, 324–

325, 415, 486, 619–620, 627, 637–638,

658, 675, 698, 704, 707; Separation of

Powers Between Branches of Government,

17; Rule of law, 24, 34, 43, 76, 80, 124,

313, 360, 424, 568, 639, 691, 693; Basic

Principles, 85–87; More Basic Principles,

87–91; Federalism: Powers Divided, 101–

110; The Nation’s Obligations Under the

Constitution, 111–113; How the Law

Crosses State Lines, 118–120; Topic 3

Assessment (21. Explain Certain Provisions

of the U.S. Constitution), 126; The Doctrine

in Practice, 164–166; Analyze Charts:

Congressional Influence, 169; Topic 4

Assessment (15. Evaluate Constitutional

Provisions for Limiting Government; 16.

Explain How Provisions Provide for Checks

and Balances), 200; The President's Many

Roles, 204–206; The Power to Recommend

Legislation, 224–225; Checks and

Balances: Treaties and the Senate, 229;

Topic 5 Assessment (6. Explain Provisions

of the U.S. Constitution), 235; The Third

Branch of Government, 310–311; Analyze

Information: The Three Branches of


Analyze Functions and Explain Provisions;

5. Explain Provisions and Create a

Presentation), 324–325; The Legislature,

624–625; Powers of the Legislature, 627;

Primary Sources: The Federalist No. 51:

James Madison, 758–760


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USG-2.2 Analyze developmental influences

on the core political principles of American

government, including Greek democracy,

Roman republicanism, the Judeo–

Christian heritage, and the European

philosophers John Locke, Charles de

Montesquieu, and William Blackstone.

SE: Government as Human Invention, 5–6;

The Social Contract Theory, 8–9; What

Government Does, 9–11; Origins of the

Modern Democratic State, 19–26; Origins

of American Political Ideals, 42–47; Primary

Sources: Two Treatises of Government:

John Locke, 736; The Spirit of Laws: Baron

de Montesquieu, 736–737; Common Sense:

Thomas Paine, 739; 21st Century Skills:

Evaluate Existing Arguments, 792–793;

Consider and Counter Opposing Arguments,

793–794

USG-2.3 Analyze the British heritage that

fostered development of the core political

principles of American government,

including the Magna Carta, the Petition of

Right (1628), the Glorious Revolution, the

English Bill of Rights, and the Mayflower

Compact.

SE: Influential Ideas and Documents, 42–

44; A Legacy of Constitutionalism, 686;

Primary Sources: The Magna Carta, 736;

The Mayflower Compact, 736–737; The

English Bill of Rights, 737

USG-2.4 Evaluate significant American

founding documents in relation to core

political principles, including the Declaration

of Independence, the Articles of

Confederation, state constitutions, the

United States Constitution, The Federalist

papers, and the Bill of Rights.

SE: The Declaration of Independence, 53–

54; The Articles of Confederation, 57-59;

Creating and Ratifying the Constitution, 62-

73; Basic Principles of the Constitution, 80-

91; The 27 Amendments, 95-96; The

Unalienable Rights, 330-336; Rights of

Assembly and Petition, 354-355; Freedom

of Association, 357-358; Understanding

Due Process, 359-361; Individual Rights

and the Public Good, 361–362; Right to

Keep and Bear Arms, 366–367; The Right

of Privacy, 373-375; Primary Sources:

United States Constitution, 710-731;

Declaration of Independence, 732-733; The

Anti-Federalist Papers, 747-750; The

Federalist No. 10, 751-754; The Federalist

No. 39, 754-757; The Federalist No. 51,

758-760; The Federalist No. 78, 760-764


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USG-2.5 Evaluate significant American

historical documents in relation to the

application of core principles (e.g., the

Virginia and Kentucky Resolutions, the

Ordinance of Nullification, the Seneca

Falls Declaration, the Emancipation

Proclamation, Martin Luther King Jr.'s;

Letter from a Birmingham Jail, the eleventh

through the twenty-seventh amendments

to the Constitution, and critical Supreme

Court cases.

SE: The 27 Amendments, 95-96; Gibbons

v. Ogden, 1924, 152- 153; Marbury v.

Madison, 311; overturning an Act of

Congress, 311; How the Marbury Decision

Affects the Supreme Court Today, 311-312;

Topic 7 Assessment (4. Identify

Contributions and Individuals), 324;

Miranda v. Arizona, 383-384; Additional

Limits on the Power to Tax, McCulloch v.

Maryland, 587; Primary Sources:

Emancipation Proclamation, 766-767


▪ Model informed participatory citizenship.
















Citizenship), 613


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▪ Explain how groups work to challenge

traditional institutions and effect change to

promote the needs and interests of society.






1957, 1960, and 1964, 431–432; Voting














▪ Analyze and evaluate evidence,

arguments, claims, and beliefs

SE: Critical Thinking: Compare Points of

View, 18, 84, 227, 293, 429, 443, 514,

575, 689; Determine Point of View, 488,

517; Evaluate Arguments, 91, 214, 343,

388, 388, 461, 474, 548, 576; Evaluate

Sources, 401; Support a Point of View with

Evidence, 436, 617; Topic Assessment, 33–

38, 74–77, 123–126, 198–201, 234–236,

295–298, 324–326, 389–391, 422–424,

500–503, 559–562, 611–614, 675–676,

705–707; 21st Century Skills: Compare

Viewpoints, 790–791; Identify Bias, 791–

792; Evaluate Existing Arguments, 792–

793; Consider and Counter Opposing

Arguments, 793–794; also see: Analyze

Political Cartoons, 29, 85, 86, 87, 89, 107,

112, 115, 141, 145, 165, 184, 186, 216,

217, 223, 227, 241, 259, 268, 335, 340,

368, 371, 373, 407, 440, 461, 468, 477,

479, 492, 497, 511, 537, 552, 555, 556,

619, 629, 633, 643, 682


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▪ Examine the relationship of the present to

the past and use knowledge of the past to

make informed decisions in the present and

to extrapolate into the future.

SE: Enduring Understandings, 3, 41, 79,

129, 203, 239, 301, 329, 393, 427, 505,

565, 617, 679; Topic Assessment, 33–38,

74–77, 123–126, 198–201, 234–236, 295–

298, 324–326, 389–391, 422–424, 500–

503, 559–562, 611–614, 675–676, 705–

707; also see: Responsibilities, Duties, and















Citizenship), 613


understanding of the basic organization and

function of United States government on

national, state, and local levels and the role

of federalism in addressing the distribution

of power.

SE: Federalism—Powers Divided, 101–110;

The National Government and the States,

111–122; The Legislative Branch, 128–129;










President’s Domestic Powers, 215–227; The

President’s Foreign Affairs Powers, 228–

233; Foreign Policy Overview, 265–276;

Diplomacy, 277–287; National Security,

288–294; The Judicial Branch, 300–301;

The National Judiciary, 302–309; The

Supreme Court, 310–316; The Inferior



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Enduring Understanding: The organization and structure of government at national,

state, and local levels in the United States is based upon principles established in the U.S.

Constitution. The most fundamental aspects of organized government within the United

States are the distribution of power, oversight, and responsibilities that function to limit

the ability of any one institution of that government to concentrate power. To understand

the structure and organization of United States government as the embodiment of

constitutional principles, the student will utilize the knowledge and skills set forth in the

following indicators:

USG-3.1 Evaluate the Constitution as the

written framework of the United States

government, including expression of the

core principles of limited government,

federalism, checks and balances,

separation of powers, rule of law,

popular sovereignty, republicanism,

individual rights, freedom, equality, and

self-government.

SE: Checks and balances, 18, 25, 55, 62,

68, 75, 79–80, 126, 131, 138, 205, 215,

224–225, 227–229, 231, 235, 264, 324–

325, 415, 486, 619–620, 627, 637–638,

658, 675, 698, 704, 707; Separation of

Powers Between Branches of Government,

17; Rule of law, 24, 34, 43, 76, 80, 124,

313, 360, 424, 568, 639, 691, 693; Basic

Principles, 85–87; More Basic Principles,

87–91; Federalism: Powers Divided, 101–

110; The Nation’s Obligations Under the

Constitution, 111–113; How the Law

Crosses State Lines, 118–120; Topic 3

Assessment (21. Explain Certain Provisions

of the U.S. Constitution), 126; The Doctrine

in Practice, 164–166; Analyze Charts:

Congressional Influence, 169; Topic 4

Assessment (15. Evaluate Constitutional

Provisions for Limiting Government; 16.

Explain How Provisions Provide for Checks

and Balances), 200; The President's Many

Roles, 204–206; The Power to Recommend

Legislation, 224–225; Checks and

Balances: Treaties and the Senate, 229;

Topic 5 Assessment (6. Explain Provisions

of the U.S. Constitution), 235; The Third

Branch of Government, 310–311; Analyze

Information: The Three Branches of


Analyze Functions and Explain Provisions;

5. Explain Provisions and Create a

Presentation), 324–325; The Legislature,

624–625; Powers of the Legislature, 627;

Primary Sources: The Federalist No. 51:

James Madison, 758–760


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USG-3.2 Evaluate the formal and informal

structure, role, responsibilities, and

authority of the legislative, executive, and

judicial branches of the national

government as the embodiments of

constitutional principles.

SE: Legislative and Executive Branches,

17–18; The Constitution, 78–79; An

Overview of the Constitution, 80–91;



122; The Legislative Branch, 128–129;










President’s Domestic Powers, 215–227;

The President’s Foreign Affairs Powers,

228–233; Foreign Policy Overview, 265–

276; Diplomacy, 277–287; National

Security, 288–294; The Judicial Branch,

300–301; The National Judiciary, 302–309;

The Supreme Court, 310–316; The Inferior


USG-3.3 Analyze federalism and its

application in the United States, including

the concepts of enumerated, concurrent,

and reserved powers; the meaning of the

ninth and tenth amendments; the principle

of states' rights; the promotion of limited

government; the protection of individual

rights; and the potential for conflict among

the levels of government.

SE: Federalism, 89-91; The Founders

Choose Federalism, 101-102; What Is

Federalism, 102-103; Three Types of

Federal Powers, 103-105; Powers Denied to

the Federal Government, 105; Powers of

the Fifty States, 105-107; The Exclusive

and Concurrent Powers, 107-108; The

Constitution Reigns Supreme, 108-110;

The Necessary and Proper Clause, 162-

164; Constitution Sidebars (Section 8:

Powers of Congress/Clause 3; Section 8:

Powers of Congress/Clause 18;

Amendments 9-10), 714, 715, 725


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USG-3.4 Analyze the organization and

responsibilities of local and state

governments in the United States federal

system, including the role of state

constitutions, the limitations on state

governments, the typical organization of

state governments, the relationship

between state and local governments, and

the major responsibilities of state

governments.

SE: Powers of the Fifty States, 105-107;

The Exclusive and Concurrent Powers, 107-

108; State and Local Government, 616–

617; State Constitutions, 618–623; State

Legislatures, 624–630; The Governor and

State Administration, 631–638; The State

Courts, 639–648; Local Governments–

Structure and Function, 649–663; State

and Local Spending and Revenue, 664–674


▪ Explain how political, social, and economic

institutions are similar or different across

time and/or throughout the world.


Basics of Democracy, 27–32;

Responsibilities, Duties, and Obligations; of

Citizenship, 30–31; The History of Voting;

Rights, 428–435; Comparative Political

Systems, 678–679; Democracy and the

Changing World, 680–685; The United

























Disadvantages), 705–707; 21st Century

Skills: Compare and Contrast, 773;

21st Century Skills: Being an Informed

Citizen, 798, Political Participation, 799;

Voting, 799–80


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▪ Analyze and evaluate evidence,

arguments, claims, and beliefs.

SE: Critical Thinking: Evaluate Arguments,

91, 214, 343, 388, 388, 461, 474, 548,

576; Evaluate Sources, 401; Support a

Point of View with Evidence, 436, 617;

Topic Assessment, 33–38, 74–77, 123–

126, 198–201, 234–236, 295–298, 324–

326, 389–391, 422–424, 500–503, 559–

562, 611–614, 675–676, 705–707; 21st

Century Skills: Compare Viewpoints, 790–

791; Identify Bias, 791–792; Evaluate

Existing Arguments, 792–793; Consider

and Counter Opposing Arguments, 793–

794; also see: Analyze Political Cartoons,

29, 85, 86, 87, 89, 107, 112, 115, 141,

145, 165, 184, 186, 216, 217, 223, 227,

241, 259, 268, 335, 340, 368, 371, 373,

407, 440, 461, 468, 477, 479, 492, 497,

511, 537, 552, 555, 556, 619, 629, 633,

643, 682

▪ Evaluate the validity of multiple points of

view or biases by using evidence and sound

reasoning.

SE: Critical Thinking: Compare Points of

View, 18, 84, 227, 293, 429, 443, 514,

575, 689; Determine Point of View, 488,

517; Evaluate Arguments, 91, 214, 343,

388, 388, 461, 474, 548, 576; Evaluate

Sources, 401; Support a Point of View with

Evidence, 436, 617; Topic Assessment, 33–

38, 74–77, 123–126, 198–201, 234–236,

295–298, 324–326, 389–391, 422–424,

500–503, 559–562, 611–614, 675–676,

705–707; 21st Century Skills: Compare

Viewpoints, 790–791; Identify Bias, 791–

792; Evaluate Existing Arguments, 792–

793; Consider and Counter Opposing

Arguments, 793–794; also see: Analyze

Political Cartoons, 29, 85, 86, 87, 89, 107,

112, 115, 141, 145, 165, 184, 186, 216,

217, 223, 227, 241, 259, 268, 335, 340,

368, 371, 373, 407, 440, 461, 468, 477,

479, 492, 497, 511, 537, 552, 555, 556,

619, 629, 633, 643, 682


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129, 203, 239, 301, 329, 393, 427, 505,


74–77, 123–126, 198–201, 234–236, 295–

298, 324–326, 389–391, 422–424, 500–

503, 559–562, 611–614, 675–676, 705–
















Citizenship), 613


understanding of civil rights and civil

liberties, the role of American citizens in

the American political system, and

distinctive expressions of American political

culture.






1957, 1960, and 1964, 431–432; Voting















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Enduring Understanding: An informed, participatory citizenry is essential to the

American political process. To understand what it means to be an American citizen, the

student will utilize the knowledge and skills set forth in the following indicators:

USG-4.1 Evaluate the role of the citizen in

the American political process, including

civic responsibilities and the interaction

between the citizen and government.


Obligations of Citizenship, 30–31;

Protecting Civil Liberties: The Unalienable

Rights, 33–336; American Citizenship, 394–

401; Diversity and Discrimination, 402–

408; Equality Before the Law, 409–415;

Federal Civil Rights Laws, 416–421; The

Voting Process, 454–461; Political Parties

and What They Do, 506–521

USG-4.2 Analyze the process of political

socialization and its relation to political

participation.






1957, 1960, and 1964, 431–432; Voting














USG-4.3 Evaluate the role and function of

common avenues utilized by citizens in

political participation, including political

parties, voting, polls, interest groups, and

community service.

SE: The History of Voting Rights, 428–435;

Your Right to Vote, 436–443; Voting

Trends, 444–453; The Voting Process, 454–

461; Public Opinion and Polling, 462–474;

Understanding Interest Groups, 484–499

USG-4.4 Analyze the process through

which citizens monitor and influence public

policy, including political parties, interest

groups, the media, lobbying, donations,

issue advocacy, and candidate support.

SE: Public Opinion and Polling, 462–474;

Influencing Public Opinion: The Mass Media,

475–483; Understanding Interest Groups,

484–499; Political Parties and What They

Do, 506–521; Money and Elections, 549–

558


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USG-4.5 Evaluate the importance of civil

rights and civil liberties for citizens in

American political culture and the

protective role of the national government

through the Bill of Rights, the judicial

system, and the Fourteenth Amendment.






1957, 1960, and 1964, 431–432; Voting














USG-4.6 Explain how fundamental values,

principles, and rights often conflict within

the American political system; why these

conflicts arise; and how these conflicts are

and can be addressed.

SE: Federal Civil Rights Laws, 416–421;

The Struggle to Extend Voting Rights, 428–

429; The 15th Amendment, 429–430; Civil

Rights Acts of 1957, 1960, and 1964, 431–

432; Voting Rights Act of 1965— Then and

Now, 432–434; Discrimination in America,

403–406; Discrimination Against Women,

406–408; Other Types of Discrimination,

412–413

Social Studies Literacy Skills for the 21st Century

▪ Understand responsible citizenship in

relation to the state, national, and

international communities.
















Citizenship), 613


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▪ Explain his or her relationship to others in

the global community.

SE: Foreign Policy Overview, 265–276; The

UN’s Work, 285–287; Immigration, 400–

411, 422; The U.S. in a Global Economy,

602–610

▪ Explain contemporary patterns of human

behavior, culture, and political and

economic systems.

SE: Shifts in Population: 451, 562, 676;

Test Conclusions, 149; Voting Patterns,

501; Suburbs and Metropolitan Areas, 661–

662; Topic 11 Assessment (11: Analyze the

Electoral College and Evaluate Government

Data), 561; (12: Analyze Electoral College

and Interpret Information), 561; The

American Free Enterprise System, 567–

570; The U.S. in a Global Economy, 602–

610; Comparative Political Systems, 678–

679; Democracy and the Changing World,

680–685






129, 203, 239, 301, 329, 393, 427, 505,


74–77, 123–126, 198–201, 234–236, 295–

298, 324–326, 389–391, 422–424, 500–

503, 559–562, 611–614, 675–676, 705–
















Citizenship), 613