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Prentice Hall Civics: Government and Economics In Action © 2005

Correlated to Massachusetts History and Social Science Curriculum Framework

Learning Standards, Economics and American Government (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 1

MASSACHUSETTS HISTORY & SOCIAL SCIENCE LEARNING STANDARDS

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

Grades 8 – 1 2 CONCEPTS AND SKILLS The concepts and skills for grades 8 through 12 are defined below. The concepts and skills may be taught at the grade level that each district deems appropriate. Concepts and Skills, Grades 8–12 Students should be able to: HISTORY AND GEOGRAPHY 1. Apply the skills of pre- kindergarten through

grade seven.

2. Identify multiple ways to express time relationships and dates (for example, 1066 AD is the same as 1066 CE, and both refer to a date in the eleventh or 11th century, which is the same as the 1000s). Identify countries that use a different calendar from the one used in the U. S. and explain the basis for the difference. (H)

3. Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H)

SE/TE: Links to History, 16, 117, 192-193, 244, 322, 390, 470, 570, 597, 681; Analyzing Diagrams, 662-663; Skills for Life-Sequencing, 234; Review and Assessment-Activities-Skills, 236

TE: Skills for Life, 100

4. Interpret and construct charts and graphs that show quantitative information. (H, C, G, E)

SE/TE: Analyze Graphs, 6, 15, 35, 36, 71, 231, 302, 380, 384, 393, 405, 411, 418-419, 444, 445, 448, 488, 625, 647; Analyze Charts, 216, 224, 333, 446-447, 487, 494, 501, 543, 549, 572, 580, 602; Analyze Maps and Graphs, 12-13; Skills for Life, 24, 76, 370, 396; Review and Assessment-Activities-Skills, 26, 78, 237, 317, 424, 425, 452, 453, 507, 695; Standardized Test Prep, 79, 135, 533, 613, 641

TE: Skills for Life, 6, 38

Prentice Hall Civics: Government and Economics In Action © 2005 Correlated to

Massachusetts History and Social Science Curriculum Framework Learning Standards, Economics and American Government, (Grades 9-12)




5. Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)

SE/TE: Skills for Life, 171, 234, 396; Reading Preview-Target Reading Skill, 84, 91, 95, 160, 163, 350, 358, 363, 376, 382, 388, 536, 542, 552, 562, 569, 575; Assessment-Target Reading Skill, 82, 91, 89, 94, 101, 162, 170, 179, 357, 361, 369, 381, 386, 395, 540, 551, 555, 573, 581, Identify Cause, 442, Identify Effect, 449, 503, Identify Cause and Effect, 489, 503, 540, 629; Review and Assessment- Comprehension and Critical Thinking-Identify Effects, 344, 507, 694, 668, Identify Cause, 372, 452, Identify Cause and Effect, 612, Activities, Civics and Economics, 533

TE: Target Reading Skill, T17, 85, 92, 96, 158, 162, 348, 374, 393, 534, 539, 543, 560, 567, 572, 577; Skills for Life, 258, 277; Reading and Assessment-Model the Target Reading Skill, 82b, 158b, 348b, 374b, 534b, 560b

6. Distinguish between long-term and short-term

cause and effect relationships. (H, G, C, E)

SE/TE: Skills for Life, 450; Assessment-Identify Cause and Effect, 89, 254, 334, Identify Effects, 685, 694, Review and Assessment- Comprehension and Critical Thinking-Identify Cause and Effect, 236, 398, 424, Identify Effects, 668, Activities-Skills 182, Civics and Economics, 559

7. Show connections, causal and otherwise, between

particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E)

SE/TE: 92-94; Skills for Life-Identifying Historical Trends, 396; Analyze Charts-Influence on American Government, 93; Assessment-Identify Cause and Effect, 39, 194; Review and Assessment-Chapter Summary-Section-2, 103

TE: Civics Background-The Enlightenment, 82f

8. Interpret the past within its’ own historical context rather than in terms of present-day norms and values. (H, E, C)

SE/TE: Assessment-Writing Activity, 101, 118, 123, 131, 162, Identify Cause and Effect, 89, Describe, Draw Inference 89; Citizen’s Journal, 83, 111; Review and Assessment-Comprehension and Critical Thinking-Identify Bias, 104, Activities-Civics and Economics, 105

TE: Background: Linking Past and Present, 63; Background: Fast Facts, 198

9. Distinguish intended from unintended

consequences. (H, E, C)

The foundation of this objective can be found on pages: SE/TE: 434, 496, 523, 657-659; Laws and the Real

World, 49; Assessment-Recall, 513, 665, Identify Bias, 665; Civics and Economics, 525






10. Distinguish historical fact from opinion. (H, E, C)

SE/TE: Reading and Writing Handbook, T34, Skills for Life, 342, 490, 541; Active Citizen, 568

TE: Skills for Life, 362, 568

11. Using historical maps, locate the boundaries of the major empires of world history at the height of their powers. (H, G)

SE/TE: Analyze Maps, 86-87, 728-729; Skills for Life-Comparing Maps Over Time, 314

CIVICS AND GOVERNMENT 12. Define and use correctly the following words and

terms: Magna Carta, parliament, habeas corpus, monarchy, and absolutism. ©

SE/TE: 47, 92, 93, 221; The Constitution of the United States, Article 1-Section 9, 141; Assessment-Key Terms, 49, Contrast, 94; Review and Assessment-Reviewing Key Terms, 52; Glossary, 734, 737

GENERAL ECONOMICS SKILLS 13. Define and use correctly mercantilism, feudalism,

economic growth, and entrepreneur. (E)

SE/TE: 382, 489, Assessment, 386, 489; Glossary, 735

14. Explain how people or communities examine and

weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen. (E)

SE/TE: 350-351, 355-356, 359; Assessment-Describe/Identify Alternatives, 357, Writing Activity, 357, Explain, 361, Describe, 361; Review and Assessment-Chapter Summary, 371, Comprehension and Critical Thinking-Explain, 372, Activities, 372

TE: Civics Background-Bad Decisions, 348f

15. Explain how financial markets, such as the stock market, channel funds from savers to investors. (E)

SE/TE: Personal Finance Handbook-Saving and Investing, 711-713

16. Define and use correctly gross domestic product, economic growth, recession, depression, unemployment, inflation, and deflation. (E)

SE/TE: 440, 443-444, 475, 489; Assessment-Key Terms, 449, 475, 489; Review and Assessment-Reviewing Key Terms, 452, 478, 506; Glossary, 734, 735, 736, 738

17. Explain how opportunity costs and tradeoffs can

be evaluated through an analysis of marginal costs and benefits. (E)

The foundation of this objective can be found on pages: SE/TE: 355, 356, 359; Assessment- Describe, 357,

361, Draw Conclusions, 361; Glossary, 737

18. Explain how competition among sellers lowers costs and prices, and encourages producers to produce more. (E)

SE/TE: 366, 378-381






19. Describe the role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price. (E)

SE/TE: 378-381; Skills for Life-Predicting Consequences, 666; Review and Assessment- Chapter Summary-Section-1, 397, Comprehension and Critical Thinking-Recall, 398, Draw Conclusions, 398

20. Describe how the earnings of workers are affected

by the market value of the product produced and worker skills. (E)

SE/TE: 394-395; Assessment- Describe, 395; Review and Assessment- Activities-Active Citizens, 399

21. Identify the causes of inflation and explain who

benefits from inflation and who suffers from inflation. (E)

SE/TE: 443-444, 489; Assessment-Explain/Solve Problems, 449, Explain/Predict, 489; Glossary 736

22. Define and distinguish between absolute and

comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. (E)

The foundation of this objective can be found on pages: SE/TE: 663, 676, 677; Assessment-Identify Contrasts,

677

23. Explain how changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries. (E)

24. Differentiate between fiscal and monetary policy. (E)

SE/TE: 441; Assessment-Key Terms, 442; Glossary, 735, 737

U. S. ECONOMICS SKILLS 25. Explain the basic economic functions of the

government in the economy of the United States. (E)

SE/TE: 430-434, 440-442, 443-444, 449, 469-475, 482-489, 497-503; Assessment, 434, 449, 475, 489, 503, Describe, 442, Identify Cause, 442; Review and Assessment-Chapter Summary, 451, Chapter Summary-Section-3, 477, Chapter Summary-Sections 1 and 3, 505, Reviewing Key Terms, 452, Comprehension and Critical Thinking-Explain, 452, 506, Synthesize Information, 452, Identify Alternatives, 452, Categorize, 478, Solve Problems, 506, Describe, 506, Identify Effects, 506

TE: Civics Background-Origins of the Fed, 454f






26. Examine the development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System. (E)

SE/TE: 441, 460-461, 469-475; Assessment, 475, Recall, 467,Writing Activity, 467; Review and Assessment- Chapter Summary-Section-3, 477, Comprehension and Critical Thinking-Explain, 478, Categorize, 478

TE: Civics Background-Origins of the Fed, 454f, The Great Depression; Background-About the Fed-470

27. Identify and describe laws and regulations

adopted in the United States to promote economic competition. (E, H)

SE/TE: 436-437, 683 TE: Civics Background-Trustbusting, 374f, A

Vegetable, Not a Fruit, 510f, Anti-Trust Cases, 560f

28. Analyze how federal tax and spending policies

affect the national budget and the national debt. (E)

SE/TE: 446-449, 497-501; Skills for Life Summarizing, 530; Assessment-Describe, 503, Recall/Support a Point of View, 503; Review and Assessment-Chapter Summary Section-3, 451, 505, Comprehension and Critical Thinking, Synthesize Information, 452; Glossary, 737

Grade 12 ECONOMICS This course examines the allocation of scarce resources and the economic reasoning used government agencies and by people as consumers, producers, savers, investors, workers, and voters. Key elements include the study of scarcity, supply and demand, market structures, the role of government, national income determination, money and the role of financial institutions, economic stabilization, and trade. Scarcity and Economic Reasoning Students will understand that productive resources are limited, therefore, people cannot have all the goods and services they want. As a result, they must choose some things and give up others. E.1.1 Define each of the productive resources

(natural, human, capital) and explain why they are necessary for the production of goods and services.

SE/TE: 351-354; Assessment-Recall/Determine Relevance, 357, Describe/Determine Relevance, 357; Analyze Diagrams-The Factors of Production, 367; Review and Assessment- Comprehension and Critical Thinking, 372

E.1.2 Explain how consumers and producers confront the condition of scarcity, by making choices that involve opportunity costs and tradeoffs.

SE/TE: 356-357; Assessment-Key Terms, 357, Explain/Draw Conclusion, 357; Review and Assessment-Chapter Summary, 371, Reviewing Key Terms, 372; Glossary 738






E.1.3 Identify and explain the broad goals of economic policy such as freedom, efficiency, equity, security, growth, price stability, and full employment.

SE/TE: 43-44, 366-367, 369, Analyze Diagrams-American Economic Freedom, 42-43; Review and Assessment- Chapter Summary-Section-3, 51; Glossary, 735

E.1.4 Describe how people respond predictably to

positive and negative incentives.

SE/TE: 356-357, 367, 379-381; Civics and Economics, 377; Assessment- Draw Conclusions, 357, Recognizing Multiple Causes, 381; Review and Assessment- Comprehension and Critical Thinking-Draw Conclusions, 398, Make Predictions, 398

E.1.5 Predict how interest rates act as an incentive

for savers and borrowers.

SE/TE: 474; Assessment- Evaluate Information, 475 TE: Civics Background-Financial Opportunities,

400f; Differentiated Instruction- For Gifted and Talented, 414; Skills for Life-Predicting Consequences, 666

E.1.6 Recognize that voluntary exchange occurs

when all participating parties expect to gain.

SE/TE: 44, 683

E.1.7 Compare and contrast how the various economic systems (traditional, market, command, mixed) try to answer the questions: What to produce? How to produce it? And for whom to produce?

SE/TE: 363-369; Assessment-Comprehension and Critical Thinking, 369; Review and Assessment- Chapter Summary-Section 3, 371, Comprehension and Critical Thinking, 372, Activities-Civics and Economics, 373; Skills for Life-Comparing and Contrasting, 610; Glossary, 733, 736, 737, 739

E.1.8 Describe how clearly defined and enforced

property rights are essential to a market economy.

SE/TE: 366, 367, 369, 430-431, 514; Glossary, 735

E.1.9 Use a production possibilities curve to explain the concepts of choice, scarcity, opportunity cost, tradeoffs, unemployment, productivity, and growth.

The foundation of this objective can be found on pages: SE/TE: 355, 356-357, 359, 360, Glossary, 738

E.1.10 Formulate a savings or financial investment plan for a future goal (e. g., college or retirement).

SE/TE: 406-407, 412-413, 414; Analyze Charts-Common Savings Plans, 413; Personal Finance Handbook-Saving and Investing, 708, 710-713; Chapter Summary-Section-2, 423, Activities-Math Practice, 559

TE: Differentiated Instruction-For Gifted and Talented, 414






Supply and Demand Students will understand the role that supply and demand, prices, and profits play in determining production and distribution in a market economy. E.2.1 Define supply and demand.

SE/TE: 378-381; Assessment-Key Terms, 381; Chapter Summary -Section-1, 397

E.2.2 Describe the role of buyers and sellers in

determining the equilibrium price.

SE/TE: Review and Assessment- Chapter Summary-Section-3, 51

E.2.3 Describe how prices send signals to buyers

and sellers.

SE/TE: Assessment-Recognize Multiple Causes, 381; Review and Assessment-Comprehension and Critical Thinking-Draw Conclusions, 398

E.2.4 Recognize that consumers ultimately

determine what is produced in a market economy (consumer sovereignty).

SE/TE: 350-351, Assessment-Comprehension and Critical Thinking-Recall, 357; Glossary, 734

E.2.5 Explain the function of profit in a market economy as an incentive for entrepreneurs to accept the risks of business failure.

SE/TE: 43, 367, 382; Glossary, 738

E.2.6 Demonstrate how supply and demand determine equilibrium price and quantity in the product, resource, and financial markets.

SE/TE: 378-381

E.2.7 Identify factors that cause changes in market supply and demand.

SE/TE: 380-381; Review and Assessment-Comprehension and Critical Thinking-Draw Conclusions, 398

E.2.8 Demonstrate how changes in supply and

demand influence equilibrium price and quantity in the product, resource, and financial markets.

SE/TE: 378-381

E.2.9 Demonstrate how government wage and price controls, such as rent controls and minimum wage laws, create shortages and surpluses.

The foundation of this objective can be found on pages: SE/TE: 433, 482, 483, 489

E.2.10 Use concepts of price elasticity of demand and supply to explain and predict changes in quantity as price changes.

SE/TE: Analyze Graphs-Supply and Demand for Strawberries, 380; Skills for Life-Predicting Consequences, 666

E.2.11 Explain how financial markets, such as the

stock market, channel funds from savers to investors.

SE/TE: Personal Finance Handbook-Saving and Investing, 711-713






Market Structures Students will understand the organization and role of business firms and analyze the various types of market structures in the United States economy. E.3.1 Compare and contrast the following forms of

business organization: sole proprietorship, partnership, and corporation.

SE/TE: 384-386; Analyze Graphs-The Importance of Corporations, 384; Skills for Life-Comparing and Contrasting, 610; Assessment-Describe, 386, Compare, 386; Review and Assessment-Contrast, 398; Glossary, 734, 737, 739

E.3.2 Identify the three basic ways that firms

finance operations (retained earnings, stock issues, and borrowing), and explain the advantages and disadvantages of each.

SE/TE: 383, 384, 385, 465; Personal Finance Handbook, 711, 712

E.3.3 Recognize the role of economic institutions, such as labor unions and nonprofit organizations in market economies.

SE/TE: 388-395, 467; Review and Assessment- Chapter Summary, 397

TE: Civics Background-Labor Unions, 28g

E.3.4 Identify the basic characteristics of monopoly, oligopoly, and pure competition.

SE/TE: 366, 378, 436, 437 TE: Civics Background-Trustbusting, 374f

E.3.5 Explain how competition among many sellers lowers costs and prices and encourages producers to produce more.

SE/TE: 366, 367, 369, 378-381; Assessment- Recognizing Multiple Causes, 381; Review and Assessment-Recall, 398, Draw Conclusions, 398

E.3.6 Demonstrate how firms with market power

can determine price and output through marginal analysis.

The foundation of this objective can be found on pages: SE/TE: 380-381

E.3.7 Explain ways that firms engage in price and nonprice competition.

The foundation of this objective can be found on pages: SE/TE: 42, 378-381; Assessment-Recognizing

Multiple Causes, 381

E.3.8 Illustrate how investment in research and development, equipment and technology, and training of workers increases productivity.

The foundation of this objective can be found on pages: SE/TE: 360, 386

E.3.9 Describe how the earnings of workers are determined by the market value of the product produced and workers’ productivity.

SE/TE: 388, 394

E.3.10 Identify skills individuals need to be successful in the workplace.

SE/TE: 420-421; Assessment-Summarize, 421, Recall, 421, Synthesize Information, 421, Writing Activity, 421






The Role of Government The student will understand the roles of government in a market economy are the provision of public goods and services, redistribution of income, protection of property rights, and resolution of market failures. E.4.1 Explain how government responds to

perceived social needs by providing public goods and services.

SE/TE: 7, 32, 33, 45-46, 124, 125, 218-219, 251-254, 294, 295, 308, 320, 321, 440, 450, 501; Assessment-Recall, 49, 254, Writing Activity, 297; Review and Assessment-Comprehension and Critical Thinking-Make Generalizations, 316; Activities-Civics and Economics, 53, 317

TE: Civics Background- Government Reorganization, 238f, The WPA, 428f, GI Bill of Rights, 480f, National School Lunch Program, 510f; Background-Relief, Recovery, Reform, 450, Fast Facts, 445

E.4.2 Describe major revenue and expenditure

categories and their respective proportions of local, state, and federal budgets.

SE/TE: 302, 333, 433, 445-448, 486, 491-496, 497-499, 500-501, 502-503; Assessment, 496, 503, Recall, 303, 449, Identify Cause and Effect, 489, Writing Activity, 489; Review and Assessment-Recall, 506, Identify Bias, 506, Activities-Active Citizen, 507, Math Practice, 507, Analyzing Visuals, 507

TE: Civics Background-Income Tax, 428f, The Tax System, 480f

E.4.3 Identify laws and regulations adopted in the

United States to promote competition among firms.

SE/TE: 431, 433, 437, Skills for Life, 234 TE: Civics Background-Trustbusting, 374f, Anti-

Trust Cases, 560f

E.4.4 Describe the characteristics of natural monopolies and the purposes of government regulation of these monopolies, such as utilities.

SE/TE: 436; Skills for Life, 234 TE: Civics Background-Trustbusting, 374f, Anti-

Trust Cases, 560f

E.4.5 Define progressive, proportional, and regressive taxation.

SE/TE: 493-494; Assessment-Describe, 498; Review and Assessment- Chapter Summary-Section-2, 505

TE: Civics Background-Income Tax, 428f

E.4.6 Describe how the costs of government policies may exceed their benefits because social or political goals other than economic efficiency are being pursued.

SE/TE: 7, 501; Review and Assessment- Civics and Economics, 507






E.4.7 Predict how changes in federal spending and taxation would affect budget deficits and surpluses and the national debt.

SE/TE: 445, 448-449, 498-499, 500-501; Analyze Graphs-National Debt, 1993-2003, 50; Assessment- Predict, 449, Recall, 503; Review and Assessment-Chapter Summary-Section-3, 505, Comprehension and Critical Thinking-Synthesize Information, 452, Identify Alternatives, 452, Identify Effects, 506-Activities-Skills, 452; Skills for Life-Predicting Consequences, 666; Glossary, 733, 734, 739

E.4.8 Define and explain fiscal and monetary

policy.

SE/TE: 441, 459; Assessment-Key Terms, 442; Glossary, 735, 737

E.4.9 Analyze how the government uses taxing and

spending decisions (fiscal policy) to promote price stability, full employment, and economic growth.

SE/TE: 433, 440-442, 482-486, 497-498, 502-503; Skills for Life- Summarizing, 530, Assessment-Explain, 489, Predict, 489, Describe, 503; Review and Assessment-Comprehension and Critical Thinking-Explain, 506, Solve Problems, 506; Glossary, 735

E.4.10 Analyze how the Federal Reserve uses

monetary tools to promote price stability, full employment, and economic growth.

SE/TE: 444, 482, 483, 474; Skills for Life- Summarizing, 530; Assessment- Evaluate Information, 475; Review and Assessment-Draw Conclusions, 478

National Economic Performance

Students will understand the means by which economic performance is measured. E.5.1 Define aggregate supply and demand, Gross

Domestic Product (GDP), economic growth, unemployment, and inflation.

SE/TE: 443, 489; Glossary, 736, 735

E.5.2 Explain how Gross Domestic Product (GDP), economic growth, unemployment, and inflation are calculated.

SE/TE: 444, 499

E.5.3 Analyze the impact of events in United States history, such as wars and technological developments, on business cycles.

SE/TE: 360, 385-386, 439, 440, 499; Skills for Life- Summarizing, 530; Glossary, 733

TE: Background: Linking Past and Present 417; Civics Background-The Great Depression, 454f, The GI Bill of Rights, 480f

E.5.4 Identify the different causes of inflation, and

explain who gains and loses because of inflation.

SE/TE: 443-444; Assessment-Explain, 449, Solve Problems, 449






E.5.5 Recognize that a country’s overall level of income, employment, and prices are determined by the individual spending and production decisions of households, firms, and government.

SE/TE: 359-361, 498; Review and Assessment-Comprehension and Critical Thinking-Explain, 506

E.5.6 Illustrate and explain how the relationship between aggregate supply and aggregate demand is an important determinant of the levels of unemployment and inflation in an economy

The foundation of this objective can be found on pages: SE/TE: 443-444, 498

Financial Institutions Students will understand the role of money and financial institutions in a market economy.

455-459 376-377 474 475

E.6.1 Explain the basic functions of money (e. g., medium of exchange, store of value, unit of account).

SE/TE: 42, 456-457; Review and Assessment- Describe, 478

E.6.2 Identify the composition of the money supply of the United States.

SE/TE: 462-463; Analyze Charts-The Parts of the Money Supply, 204, 463

E.6.3 Explain the role of banks and other financial institutions in the economy of the United States.

SE/TE: 463-467; Review and Assessment-Comprehension and Critical Thinking-Synthesize Information, 478

E.6.4 Describe the organization and functions of the Federal Reserve System.

SE/TE: 441, 469-475; Assessment, 475; Review and Assessment-Chapter Summary-Section-3, 477, Categorize, 478

TE: Background-About the Fed-470

E.6.5 Compare and contrast credit, savings, and investment services available to the consumer from financial institutions.

SE/TE: 411, 412-414, 464, 467; Analyze Charts-Common Savings Plans, 413; Skills for Life-Comparing and Contrasting, 610; Personal Finance Handbook-Savings and Investing-Types of Accounts, 710; Personal Finance Handbook-Credit and Debt, 715-716; Review and Assessment-Active Citizen, 479; Glossary, 736






E.6.6 Research and monitor financial investments such as stocks, bonds, and mutual funds.

The foundation of this objective can be found on pages: SE/TE: Skills for Life-Synthesizing Information, 370;

Personal Finance Handbook-Savings and Investing , 711-713

TE: Differentiated Instruction-For Gifted and Talented 385

E.6.7 Formulate a credit plan for purchasing a major

item such as a car or home, comparing different interest rates.

The foundation of this objective can be found on pages: SE/TE: 464, 467, Personal Finance Handbook-Credit

and Debt, 715-717

Trade Students will understand why individuals, businesses, and governments trade goods and services and how trade affects the economies of the world. E.7.1 Explain the benefits of trade among

individuals, regions, and countries.

SE/TE: 350, 647; Review and Assessment- Activities-Civics and Economics, 695

E.7.2 Define and distinguish between absolute and

comparative advantage and explain how most trade occurs because of a comparative advantage in the production of a particular good or service.

The foundation of this objective can be found on pages: SE/TE: 352-354, 355-357 TE: Civics Background-The Global Economy,

374f

E.7.3 Define trade barriers, such as quotas and tariffs.

SE/TE: 448, 649-650, 663, 680; Glossary 739

E.7.4 Explain why countries sometimes erect barriers to trade.

SE/TE: 650, 680, 683, Glossary 739

E.7.5 Explain the difference between balance of trade and balance of payments.

The foundation of this objective can be found on pages: SE/TE: 663; Civics and Economics, 654 TE: Background: Fast Facts-Trade and Capital

Inflows, 654

E.7.6 Compare and contrast labor productivity trends in the United States and other developed countries.

SE/TE: 368, 369, 682; Skills for Life-Comparing and Contrasting, 610; Assessment-Writing Activity, 369

E.7.7 Explain how changes in exchange rates impact the purchasing power of people in the United States and other countries.

The foundation of this objective can be found on pages: TE: 472

E.7.8 Evaluate the arguments for and against free trade.

The foundation of this objective can be found on pages: SE/TE: 654






Grade 12 AMERICAN GOVERNMENT This course provides a framework for understanding the purposes, principles, and practices of American government as established by the United States Constitution. Students are expected to understand their rights and responsibilities as citizens and how to exercise these rights and responsibilities in local, state, and national government. The Nature of Citizenship, Politics, and Government Students will identify, define, compare, and contrast ideas regarding the nature of government, politics, and civic life, and explain how these ideas have influenced contemporary political and legal systems. They will also explain the importance of government, politics, and civic engagement in a democratic republic, and demonstrate how citizens participate in civic and political life in their own communities. USG. 1.1 Distinguish among civic, political, and

private life.

SE/TE: 34-37, 48, 58, 60-67, 74-75, 213-216, 224-227, 240, 241, 242-247, 255-257, 268, 631; Citizen Profiles-Mickey Leland, 14, Michele Foreman, 39, John Dickinson, 100, James Madison, 114, Carol Mosley Braun, 219, Louis Brandeis, 272, Shirley Franklin, 340, Michael Dell, 359, Andrea Jung, 385, Upton Sinclair, 438, Alan Greenspan, 474, Alice M. Rivlin, 498, Thurgood Marshall, 554, Mark Hanna, 600, Madeleine Albright, 664; Analyze Diagrams-Citizenship and You, 62-63; Assessment-Analyze Information, 39, Explain, 67, Recall, 67, Define, 217, Describe, 228, Contrast, 228, Writing, 233; Review and Assessment-Comprehension and Critical Thinking,-Recall, 78, 236. Synthesize Information, 78, Activities-Writing, 182

TE: Civics Background-Senator Edward Kennedy, 211g, Background-Linking Past and Present, 272

USG. 1.2 Define the terms citizenship, politics, and government, and give examples of how political solutions to public policy problems are generated through interactions of citizens and civil associations with their government.

SE/TE: 56-57, 186-194, 196-203, 229-233, 616-621 The Constitution of the United States-

Fourteenth Amendment-Section-1 Citizenship, 151; Assessment, 203, Recall, 58, Describe, 67, 194, 233, Identify Cause and Effect, 194, Evaluate Information, 194, Draw Inferences, 233; Review and Assessment-Chapter Summary, 205, Comprehension and Critical Thinking,-Recall, 78, Draw Conclusions, 206, Synthesize Information, 206, Check Consistency, 640; Glossary, 733

TE: Chapter Overview, 54; Civics Background-The Election of Senators, 210g






USG. 1.3 Describe the purposes and functions of government.

SE/TE: 45-46, 124-125; The Constitution of the United States-Preamble, 136; Assessment-Recall, 49; Review and Assessment-Recall, 52, Activities-Civics and Economics, 53

USG. 1.4 Define and provide examples of different

forms of government, including direct democracy, representative democracy, republic, monarchy, oligarchy, and autocracy.

SE/TE: 47-48, 91, 92;Glossary, 734, 737, 738 TE: Civics Background-Democracy, 28h

USG. 1.5 Explain how the rule of law, embodied in a constitution, limits government to protect the rights of individuals.

SE/TE: 48, 161, 163-170, 186, 189-190, 192, 197-199; The Constitution of the United States-Amendments 1-9, 148-150, Fifteenth Amendment, 152, Nineteenth Amendment, 153, Twenty-fourth Amendment, 155-156, Twenty-sixth Amendment, 157; Analyze Diagrams and Charts-The Bill of Rights, 164-165; Focus On-The Supreme Court, 544; Law and the Real World 169; Assessment-Explain, 170, Recall, 170, 203, Describe, 194, Writing Activity, 551; Review and Assessment-Chapter Summary, 205, Comprehension and Critical Thinking-Describe, 182, Synthesize Information, 182, Activities-Analyzing Visuals, 183, Draw Conclusions, 206

TE: Chapter Overview, 158, 184

USG. 1.6 Explain how a constitutional democracy provides majority rule with equal protection for the rights of individuals, including those in the minority, through limited government and the rule of law.

SE/TE: 19-22, 43-44, 59, 163-170, 197, 266-270, 276; The Constitution of the United States-Fifteenth Amendment, 152, Nineteenth Amendment, 153, Twenty-fourth Amendment, 155-156, Twenty-sixth Amendment, 157; Analyze Diagrams-American Economic Freedom, 42-43; Focus On-The Supreme Court, 544; Assessment- Recall, 44, Explain, 170, 270, 285, Recall, 170, Writing Activity, 551; Review and Assessment-Chapter Summary-Section-2, 181, Comprehension and Critical Thinking-Recall, 52, Describe, 182, 262, Synthesize Information, 182, Activities-Analyzing Visuals, 183, Draw Conclusions, 206; Glossary, 735

TE: Chapter Overview, 184






USG. 1.7 Distinguish limited from unlimited government, and provide examples of each type of government.

SE/TE: 112, 129-131, 218-221, 228, 240-247, 255-259, 276, 284-285, 295-297, 305-307, 311, 313, 651-652, 653; Analyze Diagrams-Checks and Balances, 130; The Constitution of the United States-Article 1-Legislative Branch, 136-141, Article II-Executive Branch, 142-144, Article III-Judicial Branch, 144-147

Assessment-Draw Conclusions, 118, Describe, 131, Synthesize Information, 131, 313, Explain, 118, 221, 259, 297, Compare, 221, 309, Writing Activity, 221, Contrast, 259, Evaluate Information, 259, Recall, 228, 297, Demonstrate Reasoned Judgment, 297, Determine Relevance, 655; Review and Assessment-Chapter Summary-Section-3, 133, Section-1 and 3, 261, Section-3, 287, Comprehension and Critical Thinking-Describe, 236, 262, Evaluate Information, 236, Draw Inferences, 262, Make Generalizations, 262, Recall, 316, Explain, 668, Compare and Contrast, 668; Glossary, 734

TE: Unit Overview, 208, 290; Civics Background-Federalism and States’ Rights, 292g; Chapter Overview, 210, 238, 264, 292, 644; Background: Linking Past to Present-Baron de Montesquieu, 93

USG. 1.8 Explain how civil society contributes to the

maintenance of limited government in a representative democracy or democratic republic such as the United States.

SE/TE: 48, 58, 65-67, 70, 74-75, 179, 191, 192, 198, 202, 285, 295, 616-621; Active Citizen-Civics in the Real World, 615; Primary Sources, 191; Skills for Life-Analyzing Photographs, 195; Law and the Real World-617; Assessment-Predict, 285, Solve Problems, 621, Writing Activity, 621; Review and Assessment-Recall, 78, Categorize, 78, Synthesize Information, 78, Activities-Writing, 78, 206, Analyzing Visuals, 207, Active Citizen, 236, 263, 669, Civics and Economics, 237

TE: Chapter Overview, 614; Civics Background-The Right to Vote, 54f, The Election of Senators, 210g, The Paradox of Direct Democracy, 614f; Background: Biography-Elizabeth Cady Stanton, 195; Citizens in the Community, 81






USG. 1.9 Examine fundamental documents in the American political tradition to identify key ideas regarding limited government and individual rights.

SE/TE: The Declaration of Independence, 106-109; The Constitution of the United States, 136-157; Magna Carta, 697; Mayflower Compact, 697; Skills for Life-Analyzing Primary Sources, 132

TE: Skills for Life-Analyzing Primary Sources, 191

Examples:

• Magna Carta (1215)

SE/TE: Magna Carta, 697; Skills for Life-Analyzing Primary Sources, 132


• Mayflower Compact (1620)

SE/TE: Mayflower Compact, 697; Skills for Life-Analyzing Primary Sources, 132


• Massachusetts Body of Liberties (1641)

• English Bill of Rights (1689)

The foundation of this objective can be found on pages: SE/TE: 93; Analyze Charts-Influences on American

Government, 93

• Locke’s Treatises of Civil Government (1690)

The foundation of this objective can be found on pages: SE/TE: 94, 97; Analyze Charts-Influences on

American Government, 93

• Pennsylvania Charter of Privileges (1701)

• Virginia Declaration of Rights (1776)

• Declaration of Independence (1776)

SE/TE: The Declaration of Independence, 106-109; Skills for Life-Analyzing Primary Sources, 132


• United States Constitution (1787)

SE/TE: The Constitution of the United States, 136-157; Skills for Life-Analyzing Primary Sources, 132







• Bill of Rights (1791)

SE/TE: The Constitution of the United States-Amendments, 148-150; Skills for Life-Analyzing Primary Sources, 132


• Massachusetts Constitution of 1780 13

USG. 1.10 Explain the part of Article IV, Section 4, of the United States Constitution, which says, “The United States shall guarantee to every State in the Union a Republican form of Government ”

SE/TE: 146

Foundations of Government in the United States Students will identify and define ideas at the core of government and politics in the United States, interpret founding-era documents and events associated with the core ideas, and explain how commitment to these foundational ideas constitutes a common American history and civic identity. They will also analyze issues about the meaning and application of these core ideas to government, politics, and civic life, and demonstrate how citizens use these foundational ideas in civic and political life. USG. 2.1 Trace the colonial, revolutionary, and

founding-era experiences and events that led to the writing, ratification, and implementation of the United States Constitution (1787) and Bill of Rights (1791).

SE/TE: 84-89, 91-94, 95-101, 112-118, 120-123 Assessment- 89, 94, 101, 118, 123; Citizen’s Journal, 111; Active Citizen: Civics in the Real World, 111; ; Skills for Life-Analyzing Primary Sources, 132; Historical Documents-Magna Carta, 697, Mayflower Compact, 697, The Federalist, No. 10, 698 Review and Assessment, 103-105, Chapter Summary-Sections 1and 2, 133, Reviewing Key Terms, 134, Comprehension and Critical Thinking, 134, Activities-Skills, 134, Writing, 134

TE: Unit Overview, 80; Chapter Overview, 82, 110 Civics Background, Adams and Jefferson, 82f, The Road to Philadelphia, 110f, Madison’s Notes, 110f, Publius, 110f; Skills for Life-Analyzing Primary Sources, 191

USG. 2.2 Analyze and interpret central ideas on government, individual rights, and the common good in founding documents of the United States.

SE/TE: The Declaration of Independence, 106-109; The Constitution of the United States, 136-157; Skills for Life-Analyzing Primary Sources, 132, Summarizing, 530







Examples:

• The Virginia Declaration of Rights (1776)

• The Declaration of Independence (1776)

SE/TE: The Declaration of Independence, 106-109; Skills for Life-Analyzing Primary Sources, 132


• The Massachusetts Constitution (1780)

• The Virginia Statute for Religious Freedom (1786)

• The Northwest Ordinance (1787)

• The United States Constitution (1787)

SE/TE: 136-147; Skills for Life-Analyzing Primary Sources, 132


• Selected Federalist Papers such as

numbers 1, 9, 10, 39, 51, and 78 (1787–1788)

SE/TE: 698; Skills for Life-Analyzing Primary Sources, 132


• The Bill of Rights (1791)



• President Washington’s Farewell Address (1796)

• President Jefferson’s First Inaugural Address (1801)

USG. 2.3 Identify and explain elements of the social contract and natural rights theories in United States founding-era documents.

SE/TE: 94; Assessment- Writing Activity, 94; Glossary, 737

USG. 2.4 Define and provide examples of foundational ideas of American government, including popular sovereignty, constitutionalism, republicanism, federalism, and individual rights, which are embedded in founding-era documents.

SE/TE: 44, 58, 91-94, 124-125, 129-131, 162, 163-170, 172-179, 295-297; Analyze Charts-Influences on American Government, 93; Analyze Diagrams and Charts-The Bill of Rights, 164-165; Assessment, 94, 170, Recall, 49, 131, 179, 297, Describe, 131, 179, Synthesize Information, 131, Explain, 179, Predict, 179, Determine Relevance, 179






(Continued) USG. 2.4 Define and provide examples of foundational

ideas of American government, including popular sovereignty, constitutionalism, republicanism, federalism, and individual rights, which are embedded in founding-era documents.

(Continued) Draw Conclusions, 179, Demonstrate Reasoned

Judgment, 297; Review and Assessment-Chapter Summary-Section-1, 315, Chapter Summary-Section-2, 103, 133, 181, Chapter Summary Section-3, 181, Comprehension and Critical Thinking-Describe, 104, 134, 182, Analyze Information, 105, Determine Relevance, 105, 182, Analyze Primary Sources, 105, 134, Draw Conclusions, 134, 182, Synthesize Information, 182, Explain, 182, Activities-Writing, 182, 316, Active Citizen, 183, Analyzing Visuals, 183; Glossary, 735

TE: Civics Background-Democracy, 28h, The Federalist Papers, 158f, Chapter Overview, 158

USG. 2.5 Explain how a shared American civic

identity is embodied in founding-era documents and in core documents of subsequent periods of United States history

.

SE/TE: 18-23; 136-147, 148-157, 698, 699, 701, 704, 705, 718-723; The Declaration of Independence, 106-109; Skills for Life-Analyzing Primary Sources, 132; Assessment, 23; Review and Assessment- Chapter Summary-Section-3, 25, Recall, 26, Activities-Analyzing Visuals, 27


Examples:

• The Seneca Falls Declaration of Sentiments and Resolutions (1848)



• Abraham Lincoln’s Gettysburg Address

(1863) SE/TE: 701; Skills for Life-Analyzing Primary

Sources, 132 TE: Skills for Life-Analyzing Primary Sources,

191

• Second Inaugural Address (1865)

• Theodore Roosevelt’s “The New Nationalism” speech (1910)






• Woodrow Wilson’s “Peace Without Victory” speech (1917)

• Franklin Roosevelt’s “Four Freedoms” speech (1941)

• John F. Kennedy’s inaugural address (1961)

SE/TE: 704 ; Skills for Life-Analyzing Primary Sources, 132


• Martin Luther King, Jr. ’s “I Have A Dream” speech and “Letter from Birmingham City Jail” (1963), and



• Selected opinions in landmark decisions of the United States Supreme Court such as Justice Robert Jackson’s opinion for the Court in West Virginia Board of Education v. Barnette (1943) and



• Justice Oliver Wendell Holmes’ dissenting opinion in the case of Abrams v. United States (1919)

USG. 2.6 Define and provide examples of fundamental principles and values of American political and civic life, including liberty, the common good, justice, equality, tolerance, law and order, rights of individuals, diversity, civic unity, patriotism, constitutionalism, popular sovereignty, and representative democracy.

SE/TE: 8, 13-17, 18-23, 49, 58, 59-67, 74-75, 197, 199-203, 430-431, 512-516; The Constitution, 148-152, 153, 155-156, 157; Laws and the Real World, 21; Focus On-The Supreme Court, 544; Assessment, 17, 23, 67, 516, Describe, 75, 203, Explain, 203, Compare, 203, Writing Activity, 551;Review and Assessment-Chapter Summary, 25, Reviewing Key Terms, 26, Comprehension and Critical Thinking, 26; Review and Assessment- Chapter Summary-Sections 1 and 2, 77, Comprehension and Critical Thinking-Recall, 78, Categorize, 78, Synthesize Information, 78, Activities-Active Citizen, 79; Review and Assessment-Chapter Summary-Section-2, 205, Activities-Writing, 206; Review and Assessment- Chapter Summary-Section-1, 451, 531; Glossary, 733, 734, 735, 736, 737

TE: Civics Background-A Nation United, 1f, Democracy, 28h, The Right to Vote, 54f






USG. 2.7 Identify and explain historical and contemporary efforts to narrow discrepancies between foundational ideas and values of American democracy and realities of American political and civic life.

SE/TE: 186-194, 196-203; Assessment, 194, 203; Review and Assessment- Chapter Summary, 205, Reviewing Key Terms, 206, Comprehension and Critical Thinking, 206, Activities-Skills, 207, Writing, 206

TE: Civics Background-Federalism and States’ Rights, 291g

USG. 2.8 Evaluate, take, and defend positions on

issues concerning foundational ideas or values in tension or conflict.

SE/TE: Writing for Social Studies, XX-XXII; Solving Problems, 490; How to Express Your Views, 678

Examples:

• Analyze issues involving liberty in conflict with equality, liberty in conflict with authority, individual rights in conflict with the common good, or majority rule in conflict with minority rights.

SE/TE: Focus On-The Supreme Court, 544; Skills for Life-How to Write to a Public Official, 468 Summarizing, 530; Debating the Issues, 40, 102, 119, 180, 204, 222, 286, 335, 387, 556, 604, 656; Assessment-Writing Activity, 17, 23, 49, 89, 123, 131, 162, 170, 179, 104, 270, 334, 415, 453, 516, 551, 555, 665; Review and Assessment-Activities-Active Citizen, 135, 183, 289, 533, 559, Writing, 26, 104, 134, 206, 344, 452, 506, 558

USG. 2.9 Compare and contrast ideas on government

of the Federalists and the Anti-Federalists during their debates on ratification of the U. S. Constitution (1787–1788).

SE/TE: 112, 114-115, 116-117, 120-122; Skills for Life-Comparing and Contrasting, 610; Assessment-123, Describe, 118, Draw Inferences, Explain, 118, Draw Conclusions, 118; Review and Assessment- Chapter Summary-Sections 1 and 2, 133, Explain, 134, Synthesize Information, 134, Demonstrate reasoned Judgment, 134, Recall, 134, Draw Conclusions, 134, Evaluate Information, 134; Glossary, 732, 735

USG. 2.10 Analyze and explain ideas about liberty, equality, and justice in American society using documents such as in Reverend Luther King’s “I Have A Dream” speech and Letter from Birmingham City Jail (1963), and compare King’s ideas to those in such founding-era documents as the Virginia Declaration of Rights (1776), the Declaration of Independence (1776), Massachusetts Declaration of Rights (1780), and the Federalist Papers (1788)

SE/TE: 698, 705; Skills for Life-Analyzing Primary Sources, 132, Synthesizing Information, 370, Summarizing, 530, Comparing and Contrasting, 610; Writing for Social Studies, XX-XXII







Purposes, Principles, and Institutions of Government in the United States of America Students will explain how purposes, principles, and institutions of government for the American people are established in the United States Constitution and reflected in the Massachusetts Constitution. They will also describe the structures and functions of American constitutional government at national, state, and local levels, and practice skills of citizenship in relationship to their constitutional government. USG. 3.1 Compare and contrast governments that are

unitary, confederate, and federal.

SE/TE: 99-100, 295-297; Analyze Charts-From the Articles of Confederation to the Constitution, 116; Skills for Life-Comparing and Contrasting, 610; Assessment-Recall, 101, Analyze Information, 101, Explain, 297, Recognize Points of View, 297; Review and Assessment- Chapter Summary-Section-1, 315, Recall, 316; Glossary, 739


USG. 3.2 Identify and describe provisions of the United States Constitution and the Massachusetts Constitution that define and distribute powers and authority of the federal or state government.

SE/TE: 127, 128, 129, 295, 313; Analyze Diagrams-Sharing the Power, 127; Assessment-297; Review and Assessment- Recall, 316; The United States Constitution-Article 1-Section 9-Clause 5, 141, Section 10. Powers Denied to the States, 141-142, Article IV-Relations Among the States, 145-146, Amendments-Tenth Amendment, 150, Fourteenth Amendment-Section 2-Apportionment of Representatives, 151-152, Seventeenth Amendment-Popular Election of Senators, 153

USG. 3.3 Explain the constitutional principles of federalism, separation of powers among three branches of government, the system of checks and balances, republican government or representative democracy, and popular sovereignty. Provide examples of these principles in the governments of the United States and the state of Massachusetts.

SE/TE: 48, 91, 94, 112, 116, 125-131, 163-170, 218-221, 228, 240-247, 255-259, 271, 273, 276, 284-285, 295-297, 305-307, 311, 313, 617, 651-652, 653; Analyze Diagrams-Checks and Balances, 130; The Constitution of the United States-Article 1-Legislative Branch, 136-141, Article II-Executive Branch, 142-144, Article III-Judicial Branch, 144-147; Amendments-148-157; Assessment-170, 221, Draw Conclusions, 118, 274, Describe, 118, 131, 274, Draw Inferences, 118, Synthesize Information, 131, 313, 259, 297, Compare, 221, 309, Contrast, 259, Evaluate Information, 259, Explain 285, Recall, 118, 228, 297, Demonstrate Reasoned Judgment, 297, Determine Relevance, 655






USG. 3.3 Explain the constitutional principles of federalism, separation of powers among three branches of government, the system of checks and balances, republican government or representative democracy, and popular sovereignty. Provide examples of these principles in the governments of the United States and the state of Massachusetts.

Review and Assessment-Chapter Summary-Section-3, 133, 235, 287, Section-2, 181, Section-1 and 3, 261, Comprehension and Critical Thinking-Describe, 182, 236, 262, Synthesize Information 182, Evaluate Information, 236, Draw Inferences, 262, Make Generalizations, 262, Recall, 316, Explain, 289, 668, Compare and Contrast, 668; Glossary, 734

TE: Unit Overview, 208, 290; Civics Background-Democracy, 28h, Federalism and States’ Rights, 292gChapter Overview, 210, 238, 264, 292, 644Background: Linking Past to Present-Baron de Montesquieu, 93; Background: Our Enduring Constitution-Overturning Vetoes, 245

USG. 3.4 Explain the functions of the courts of law in

the governments of the United States and the state of Massachusetts with emphasis on the principles of judicial review and an independent judiciary.

SE/TE: 266-270, 271-274, 276-277, 279-282, 284-285, 310-311; Assessment, 270, Comprehension and Critical Thinking-Recall, 274, 313, Explain, 274, Compare, 274, Describe, 274, 285, Determine Relevance, 285; Review and Assessment- Chapter Summary, 287, Chapter Summary-Section-3, 315, Comprehension and Critical Thinking-Recall, 288, Make Generalizations, 288; Glossary, 736

TR: Chapter Overview, 264

USG. 3.5 Distinguish among the enumerated and implied powers in the United States Constitution and the Massachusetts Constitution.

SE/TE: 218-221, 244-245, 255, 279-280, 284-285The Constitution of the United States-Article 1-Legislative Branch-Section-1, 136, Section-8, 140-142, Article II-Executive Branch, Section-2, 143, Article III-Judicial Branch, Section-2, 144 Assessment, 221, Describe, 247

USG. 3.6 Explain the functions of departments or

agencies of the executive branch in the governments of the United States and the state of Massachusetts.

SE/TE: 251, 253-254, 308, 650; Civics and Economics, 251; Analyze Charts-Executive Departments, 252; Assessment, 254, Recall, 309; Review and Assessment- Comprehension and Critical Thinking-Recall, 262, Contrast, 262, Activities-Civics and Economics, 263, 317






USG. 3.7 Trace the evolution of political parties in the American governmental system, and analyze their functions in elections and government at national and state levels of the federal system.

SE/TE: 590-594, 595-603, 605-609Analyze Diagrams-Political Parties in the United States, 598-599; Skills for Life- Summarizing, 530,Assessment, 594, 603, 609; Review and Assessment- Chapter Summary, 611, Reviewing Key Terms, 612, Comprehension and Critical Thinking, 612, Activities, 612-613

TE: Unit Overview, 586, Chapter Overview, 588 USG. 3.8 Explain the legal, fiscal, and operational

relationships between state and local governments in Massachusetts.

The foundation of this objective can be found on pages: SE/TE: 320, 333, 336-341; Assessment, 341 TE: Chapter Overview, 318

USG. 3.9 Explain the formal process of how a bill becomes a law and define the terms initiative and referendum.

SE/TE: 125, 213, 214-215, 225-226, 228, 229-233, 300; Analyze Diagrams-How a Bill Becomes a Law, 227; Assessment-233, Identify Contrasts, 228, Explain, 228, Determine Relevance, 228, Recall, 228, Identify Alternatives, 228, Writing Activity, 228; Review and Assessment- Chapter Summary-Section-4, 235, Recall, 236, Draw Inferences, 236, Identify Effects, 236; Glossary, 736, 738

TE: Chapter Overview, 210, Background: Linking Past and Present, 300

USG. 3.10 Explain the difference between a town and a

city form of government in Massachusetts, including the difference between a representative and an open town meeting.

The foundation of this objective can be found on pages: SE/TE: 320-323; Assessment-Describe, 326, Link

Past to Present, 326 TE: Civics Background-The Paradox of Direct

Democracy, 614f

USG. 3.11 Compare core documents associated with the protection of individual rights, including the Bill of Rights, the Fourteenth Amendment to the United States Constitution, and Article I of the Massachusetts Constitution.

SE/TE: The Constitution of the United States-Amendments, 148-157, Fourteenth Amendment, 151-152; Skills for Life-Comparing and Contrasting, 610

USG. 3.12 Use a variety of sources, including newspapers and internet web sites, to identify current state and local legislative issues and examine the influence on the legislative process of political parties, interest groups, grass roots organizations, lobbyists, public opinion, the news media, and individual voters.

The foundation of this objective can be found on pages: SE/TE: 622-629, Assessment-Writing Activity, 228,

Identify Cause and Effect, 629; Review and Assessment- Activities-Active Citizen, 236






USG. 3.13 Analyze and evaluate decisions by the United States Supreme Court about the constitutional principles of separation of powers and checks and balances in such landmark cases as Marbury v. Madison (1803), Baker v. Carr (1962), United States v. Nixon (1974), City of Boerne, Texas v. Flores (1997), and Clinton v. City of New York (1998).

SE/TE: Landmark Supreme Court Cases-Marbury v. Madison (1803), United States v. Nixon (1974); Skills for Life-Analyzing Primary Sources, 191, Synthesizing Information, 370, Summarizing, 530

USG. 3.14 Analyze and evaluate decisions by the United States Supreme Court about the constitutional principle of federalism in cases such as McCulloch v. Maryland (1819), Texas v. White (1869), Alden v. Maine (1999).

SE/TE: Landmark Supreme Court Cases- McCulloch v. Maryland (1819), 721; Skills for Life-Analyzing Primary Sources, 191, Synthesizing Information, 370, Summarizing, 530

The Relationship of the United States to Other Nations in World Affairs Students will analyze the interactions between the United States and other nations and evaluate the role of the United States in world affairs. USG. 4.1 Describe how the world is divided politically,

and give examples of the ways nation states interact, including trade, tourism, diplomacy, treaties and agreements, and military action.

SE/TE: 647, 648, 649, 672-673, 676-677, 680, 683-685, Active Citizen: Civics in the Real World, 671; Assessment-Explain, 650, Recall, 650, Define, 677, Describe, 685, Predict, 685, Demonstrate Reasoned Judgment, 650, 685; Review and Assessment- Activities-Writing, 695

TE: Chapter Overview, 670; Civics Background-Bosnia, 670f

USG. 4.2 Analyze reasons for conflict among nation

states, such as competition for resources and territory, differences in system of government, and religious or ethnic conflicts.

SE/TE: 647, 679, 681-682; Assessment- Make Comparisons, 685, Recall, 685; Skills for Life- Summarizing, 530

TE: Differentiated Instruction-For Gifted and Talented, 47; Civics Background-Al Qaeda, 644f, Bosnia, 670f

USG. 4.3 Identify and explain powers that the United

States Constitution gives to the President and Congress in the area of foreign affairs

SE/TE: 219, 244-245, 251, 255-256, 651-652, 653, The United States Constitution-Article 1-Section 8-Powers of Congress, 140, Article II-Section 2. Powers of the President, 143; Skills for Life-Analyzing Primary Sources, 132; Assessment-Describe, 247, Recall, 221, 259, Contrast, 259

TE: Chapter Overview, 644; Skills for Life-Analyzing Primary Sources, 191






USG. 4.4 Describe the tools used to carry out United States foreign policy.

SE/TE: 251, 648-650; Assessment-Recall, 650, Demonstrate Reasoned Judgment, 650, Writing Activity, 650

Examples:

• Diplomacy, economic aid, military aid, humanitarian aid, treaties, sanctions, and military intervention.

SE/TE: 648-650; Assessment-Recall, 650, Demonstrate Reasoned Judgment, 650, Writing Activity, 650

USG. 4.5 Examine the different forces that influence

U. S. foreign policy, including business and labor organizations, interest groups, public opinion, and ethnic and religious organizations.

SE/TE: 648, 654-655, 683, 686-691; Civics and Economics, 684; Assessment, 691, Recall, 650, Describe, 655, Demonstrate Reasoned Judgment, 650; Review and Assessment- Chapter Summary-Section-3, 693, Explain, 695, Activities-Active Citizen, 695, Analyzing Visuals, 695

TE: Civics Background-Birth of the United Nations, 670f

USG. 4.6 Differentiate among various governmental

and nongovernmental international organizations, and describe their purposes and functions.

SE/TE: 244, 251, 652; Assessment-Recall, 254, Describe, 655, Categorize, 655; Review and Assessment-Comprehension and Critical Thinking-Predict, 262

Examples:

• Major governmental international organizations include the North American Treaty Organization (NATO)

SE/TE: 691 TE: Background-International Banks 472

• The World Court, and the Organization of American States (OAS)

SE/TE: 648, 683, 689; Assessment-Writing Activity, 650

• The International Red Cross

SE/TE: 690; Assessment-Describe, 691, Draw Inferences, 691

• The Catholic Relief Services are

examples of nongovernmental organizations.

SE/TE: 688, 690; Assessment-Describe, 691, Draw Inferences, 691; Review and Assessment-Activities-Analyzing Visuals, 695

USG. 4.7 Explain and evaluate participation by the

United States government in international organizations.

SE/TE: 648, 681, 683, 687, 690; Active Citizen-Civics in the Real World, 671; Review and Assessment- Activities-Active Citizen, 695; Assessment-Recall, 650, Demonstrate Reasoned Judgment, 650, Writing Activity, 650, 665

TE: Civics Background-Birth of the United Nations, 670f, Build Background, 671






Example:

• The United Nations

SE/TE: 686-687; Assessment-Recall, 691 TE: Civics Background-Birth of the United

Nations, 670f

USG. 4.8 Use a variety of sources, including newspapers, magazines, and the internet to identify significant world political, demographic, and environmental developments. Analyze ways that these developments may affect United States foreign policy in specific regions of the world.

SE/TE: 654, 655; Skills for Life-Identifying Point of View, 50, Analyzing Photographs, 195, Evaluating the Validity of Internet Sources, 275, Distinguishing Facts and Opinions, 342, Synthesizing Information, 370 Evaluate Long Term Effects, 450, Solving Problems, 476, Recognizing Propaganda, 490, Summarizing, 530, Finding Main Ideas and Supporting Details, 582, Predicting Consequences, 666; Debating the Issues, 656; How to Analyze a News Article, 568; Assessment-Writing Activity, 655, 665

TE: Skills for Life-Skills Mini Lesson-Identifying Bias, 568

USG. 4.9 Evaluate, take, and defend a position about

whether or not the United States should promote the spread of democracy throughout the world, or in certain parts of the world, or not at all.

SE/TE: 647, 664-665; Reading and Writing Handbook-Writing for Social Studies, XXI-XXIII; Skills for Life-Identifying Point of View, 50, Distinguishing Facts and Opinions, 342, Evaluate Long Term Effects, 450, Finding Main Ideas and Supporting Details, 582, Predicting Consequences, 666; Debating the Issues, 102, 656; Review and Assessment-Activities-Active Citizen, 669

TE: Profession Development-Help Students Organize Ideas, 454f

Roles of Citizens in the United States Students will explain the idea of citizenship in the United States, describe the roles of United States citizens, and identify and explain the rights and responsibilities of United States citizens. They will also examine civic dispositions conducive to the maintenance and improvement of civil society and government, and describe and demonstrate how citizens can participate responsibly and effectively in the civic and political life of the United States. USG. 5.1 Explain the meaning and responsibilities of

citizenship in the United States and Massachusetts.

SE/TE: 56-58, 60-67; Assessment-58, 67; Review and Assessment-Chapter Summary-Section-2, 77, Comprehension and Critical Thinking-Recall, 78, Categorize, 78, Synthesize Information, 78







USG. 5.2 Describe roles of citizens in Massachusetts and the United States, including voting in public elections, participating in voluntary associations to promote the common good, and participating in political activities to influence public policy decisions of government.

SE/TE: 59-67, 69-75, 594, 600; Analyze Diagrams-Citizenship and You, 62-63; Primary Sources, 66; Active Citizen-Students Make a Difference, 64, 389, 441, 502, 593, 633; Active Citizen-Citizenship Skills, 9, 248, 304, 638; Assessment- 67, 75; Review and Assessment-Chapter Summary-Sections 2-3, 77, Comprehension and Critical Thinking-Recall, 78, Categorize, 78, Synthesize Information, 78, Explain 78, Draw Conclusions, 78, Identify Main Ideas, 78, Activities-Writing, 78, Active Citizen, 79

TE: Unit Overview, 586; Citizens in the Community, 587

USG. 5.3 Describe how citizens can monitor and

influence local, state, and national government as individuals and members of interest groups.

SE/TE: 607-608, 617-621, 623-624, 626; Analyze Diagrams-Propaganda Techniques, 626; Active Citizen-Citizenship Skills, 119, 304, 468, 517, 568, 678; Skills for Life-Identifying Points of View, 50, Recognizing Propaganda, 490, Making Decisions, 638; Active Citizen-Students Make a Difference, 7, 64, 202, 301, 368, 553, 575, 593, 633, 661, 690; Assessment-Writing Activity, 303, 516, 594, 665, Explain, 594, Draw Inferences, 594, Recall, 629, Draw Conclusions, 629; Review and Assessment-Comprehension and Critical Thinking-Demonstrate Reasoned Judgment, 640, Activities-Active Citizen, 79, 236, 263, 317, 613, 641, 665, Civics and Economics, 79, Analyzing Visuals, 79, Writing, 206, 344, 640


USG. 5.4 Research the platforms of political parties and candidates for state or local government and explain how citizens in the United States participate in public elections as voters and supporters of candidates for public office.

SE/TE: 590-594, 596-603; Analyze Diagrams-Political Parties in the United States, 598-599; Reading and Writing Handbook-Writing for Social Studies, XXII-XXIII; Skills for Life-Synthesizing Information, 370; Assessment-594, Recall, 603, Draw Conclusions, 603, Writing Activity, 603; Review and Assessment- Comprehension and Critical Thinking-Analyze, 612, Identify Cause and Effect, 612, Link Past and Present, 612, Activities-Writing, 612

TE: Chapter Overview, 588; Profession Development-Help Students Organize Ideas, 454f






USG. 5.5 Identify and explain the meaning and importance of civic dispositions or virtues that contribute to the preservation and improvement of civil society and government.

SE/TE: 18-23, 30-33, 34-39, 49; Assessment-23, 33, 39, Review and Assessment- Chapter Summary- Section-3, 25, Sections 1-2, 51, Comprehension and Critical Thinking-Recall, 26, Express Problems Clearly, 26, Describe, 52, Contrast, 52, Evaluate Information, 52, Explain, 52, Analyze, 52, Draw Inferences, 52, Activities-Analyzing Visuals, 53

TE: Unit Overview, XXVIV, Civics Background-A Nation United, 1f, Chapter Overview, 28; Active Citizens-Citizen’s Journal, 29

USG. 5.6 Identify specific ways for individuals to

serve their communities and participate responsibly in civil society and the political process at local, state, and national levels of government.

SE/TE: 58, 65, 73-75, 605; Civics and Economics, 74; Active Citizen-Citizenship Skills, 9, 304, 362, 408, 468, 517, 568, 678; Skills for Life-Solving Problems, 476, Making Decisions, 638; Assessment-Writing Activity, 49, 297, 303, 415, 516, 594, 609, 621, 665; Review and Assessment-Activities-Active Citizen, 79, 135, 236, 263, 317, 345, 425, 533, 559, 613, 641, 695, Writing, 344, 452, 506, Civics and Economics, 585

TE: Citizens in the Community, 1; Civics Background, The Right to Vote, 54f, A Tradition of Volunteerism, 54f

USG. 5.7 Analyze and evaluate decisions about rights

of individuals in landmark cases of the United States Supreme Court such as Whitney v. California (1927), Stromberg v. California (1931), Near v. Minnesota (1931), Brandenburg v. Ohio (1969), Texas v. Johnson (1989), and Reno v. American Civil Liberties Union (1997).

SE/TE: Focus On-The Supreme Court, 60, 200, 312, 404, 439, 544; Landmark Supreme Court Cases-Brown v. Board of Education of Topeka (1954), 718, In Re Gault (1966), 719, Gideon v. Wainright (1963), 719, Katz v United States (1967), 720, Korematsu v. United States (1944), 720, Mapp v. Ohio (1961), 720, Miranda v. Arizona (1966), 721, NAACP v Alabama (1958), 721, New Jersey v. T.L.O. (1985), 722, Plessy v. Ferguson, (1896), 722, Roe v. Wade, 722, Schenck v. United States, (1919), 722, Tinker v. Des Moines Public Schools (1969), 723, Weeks v. United States (1914), 723; Skills for Life-Identifying Cause and Effect, 171, Summarizing, 530; Assessment- Writing Activity, 551

USG. 5.8 Analyze the arguments that evaluate the

functions and values of voluntary participation by citizens in the civil associations that constitute civil society.

SE/TE: 73-75; Analyze Charts-A Nation of Volunteers, 73; Skills for Life- Summarizing, 530

TE: Civics Background-A Tradition of Volunteerism, 54f






Examples:

• Alexis de Tocqueville in Democracy in America, Volume I (1835) and Volume II (1839).

The foundation of this objective can be found on pages: TE: Civics Background-A Tradition of

Volunteerism, 54f

USG. 5.9 Together with other students, identify a significant public policy issue in the community, gather information about that issue, fairly evaluate the various points of view and competing interests, examine ways of participating in the decision making process about the issue, and draft a position paper on how the issue should be resolved.

SE/TE: Reading and Writing Handbook-Reading Informational Texts, XVIII-XIX, Writing for Social Studies, XXI-XXIII; Skills for Life-Transferring Information, 76, Analyzing Primary Sources, 132, Evaluating the Validity of Internet Sources, 275, Distinguishing Fact and Opinion, 342, Synthesizing Information, 370, Determining Relevance, 422, Solving Problems, 476, Recognizing Propaganda, 490, Identifying Bias, 541, Comparing and Contrasting, 610, Making Decisions, 638, Predicting Consequences, 666; Assessment-Writing Activity, 49, 303, 516, 594, 665; Review and Assessment-Activities-Active Citizen, 79, 236, 263, 317, 613, 641, Civics and Economics, 79, Writing, 206, 344, 640

TE: Profession Development-Help Students Organize Ideas, 454f

USG. 5.10 Practice civic skills and dispositions by

participating in activities such as simulated public hearings, mock trials, and debates.

SE/TE: Reading and Writing Handbook-Reading Informational Texts, XVIII-XIX, Writing for Social Studies, XXI-XXIII; Debating the Issues, 40, 102, 180, 204, 222, 286, 335, 387, 435, 504, 556, 604, 656; Skills for Life

TE: Professional Development-Use a Discussion Web, 238f, Help Students Organize Ideas, 454f

Reference: http://www.doe.mass.edu/frameworks/hss/final.pdf