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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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
3 SE = Student Edition
Table of Contents
USG-1 ..................................................................................................................... 4
USG-2 ................................................................................................................... 10
USG-3 ................................................................................................................... 15
USG-4 ................................................................................................................... 20
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
4 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
United States Government
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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
5 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
(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 Contemporary
Forms of Government; 7. 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.
Constitutional Republic to Contemporary
Forms of Government; 11. Compare the
U.S. Constitutional Republic to Historical
Forms of Government; 12. Compare the
U.S. Constitutional Republic to Historical
Forms of Government; 13. Compare the
U.S. Constitutional Republic to
Contemporary Forms of Government; 14.
Analyze Advantages and Disadvantages;
15. Analyze Advantages and
Disadvantages), 705–707
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
6 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
(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;
Federalism—Powers Divided, 101–110; The
National Government and the States, 111–
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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
7 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
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.
SE: Types of Government, 12–18; The
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
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 Contemporary
Forms of Government; 7. 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.
Constitutional Republic to Contemporary
Forms of Government; 11. Compare the
U.S. Constitutional Republic to Historical
Forms of Government; 12. Compare the
U.S. Constitutional Republic to Historical
Forms of Government; 13. Compare the
U.S. Constitutional Republic to
Contemporary Forms of Government; 14.
Analyze Advantages and Disadvantages;
15. Analyze Advantages and
Disadvantages), 705–707
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
8 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
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.
Constitutional Republic to Contemporary
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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
9 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
▪ 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), 37; (27: 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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
10 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
▪ 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
USG-2 The student will demonstrate an
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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
11 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
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
Government, 311; Topic 7 Assessment (3.
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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
12 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
13 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
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
Social Studies Literacy Skills for the 21st Century:
▪ 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), 37; (27: 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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
14 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
▪ 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
▪ 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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
15 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
▪ 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
Obligations of Citizenship, 30–31; Topic 1
Assessment (17: Understand Citizenship),
35; (18: Evaluate the Obligations of
Citizenship), 35; (24: Understand
Citizenship), 37; (27: 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
USG-3 The student will demonstrate an
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;
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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
16 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
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
Government, 311; Topic 7 Assessment (3.
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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
17 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
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;
Federalism—Powers Divided, 101–110; The
National Government and the States, 111–
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
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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
18 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
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
Social Studies Literacy Skills for the 21st Century:
▪ Explain how political, social, and economic
institutions are similar or different across
time and/or throughout the world.
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 Contemporary
Forms of Government; 7. 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.
Constitutional Republic to Contemporary
Forms of Government; 11. Compare the
U.S. Constitutional Republic to Historical
Forms of Government; 12. Compare the
U.S. Constitutional Republic to Historical
Forms of Government; 13. Compare the
U.S. Constitutional Republic to
Contemporary Forms of Government; 14.
Analyze Advantages and Disadvantages;
15. Analyze Advantages and
Disadvantages), 705–707; 21st Century
Skills: Compare and Contrast, 773;
21st Century Skills: Being an Informed
Citizen, 798, Political Participation, 799;
Voting, 799–80
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
19 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
▪ 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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
20 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
▪ 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
Obligations of Citizenship, 30–31; Topic 1
Assessment (17: Understand Citizenship),
35; (18: Evaluate the Obligations of
Citizenship), 35; (24: Understand
Citizenship), 37; (27: 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
USG-4 The student will demonstrate an
understanding of civil rights and civil
liberties, the role of American citizens in
the American political system, and
distinctive expressions of American political
culture.
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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
21 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
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.
SE: Responsibilities, Duties, and
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.
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
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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
22 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
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.
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
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.
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), 37; (27: 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
A Correlation of Magruder’s American Government, ©2016
to the
South Carolina Academic Standards United States Government
High School
23 SE = Student Edition
South Carolina Academic Standards
United States Government
High School
Magruder’s American Government
©2016
▪ 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
▪ 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
Obligations of Citizenship, 30–31; Topic 1
Assessment (17: Understand Citizenship),
35; (18: Evaluate the Obligations of
Citizenship), 35; (24: Understand
Citizenship), 37; (27: 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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