Correlation to the Texas Essential Knowledge and Skills (TEKS) United States Government

Transcription

1 Correlation to the Texas Essential Knowledge and Skills (TEKS) United States Government US Government: Principles in Practice 2012 Texas

2 Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material Subject Chapter 113. Texas Essential Knowledge and Skills for Social Studies Subchapter Subchapter C. High School Course United States Government (One-Half Credit), Beginning with School Year Publisher Houghton Mifflin Harcourt Program Title Holt McDougal United States Government: Principles in Practice Print Bundle Program ISBN (a) General Requirements. Students shall be awarded one-half unit of credit for successful completion of this course. (b) Introduction. (1) In United States Government, the focus is on the principles and beliefs upon which the United States was founded and on the structure, functions, and powers of government at the national, state, and local levels. This course is the culmination of the civic and governmental content and concepts studied from Kindergarten through required secondary courses. Students learn major political ideas and forms of government in history. A significant focus of the course is on the U.S. Constitution, its underlying principles and ideas, and the form of government it created. Students analyze major concepts of republicanism, federalism, checks and balances, separation of powers, popular sovereignty, and individual rights and compare the U.S. system of government with other political systems. Students identify the role of government in the U.S. free enterprise system and examine the strategic importance of places to the United States. Students analyze the impact of individuals, political parties, interest groups, and the media on the American political system, evaluate the importance of voluntary individual participation in a constitutional republic, and analyze the rights guaranteed by the U.S. Constitution. Students examine the relationship between governmental policies and the culture of the United States. Students identify examples of government policies that encourage scientific research and use critical-thinking skills to create a product on a contemporary government issue. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich source material such as the complete text of the U.S. Constitution, selected Federalist Papers, landmark cases of the U.S. Supreme Court (such as those studied in Grade 8 and U.S. History Since 1877), biographies, autobiographies, memoirs, speeches, letters, and periodicals that feature analyses of political issues and events is encouraged. (3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. (4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system. (5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), (h). Page 1 of 95 Houghton Mifflin Harcourt: Student Material

3 (6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution. (7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, , or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." (8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents. (c) Knowledge and Skills. (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (A) explain major political ideas in history, including the laws of nature and nature's God, unalienable rights, divine right of kings, social contract theory, and the rights of resistance to illegitimate government (i) explain major political ideas in history, including the laws of nature and nature's God Instruction Chapter 1, Section 1, The Purposes of Government, Theories of Rule Review Chapter 1, Section 1, The Purposes of Government, Section 1 Assessment, Item 4 Page 2 of 95 Houghton Mifflin Harcourt: Student Material

4 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (A) explain major political ideas in history, including the laws of nature and nature's God, unalienable rights, divine right of kings, social contract theory, and the rights of resistance to illegitimate government (ii) explain major political ideas in history, including unalienable rights Instruction Chapter 1, Section 1, The Purposes of Government, Theories of Rule Review Chapter 1, Section 1, The Purposes of Government, Section 1 Assessment, Item 4 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (A) explain major political ideas in history, including the laws of nature and nature's God, unalienable rights, divine right of kings, social contract theory, and the rights of resistance to illegitimate government (iii) explain major political ideas in history, including divine right of kings Instruction Chapter 1, Section 1, The Purposes of Government, Theories of Rule Review Chapter 1, Chapter Review, Comprehension and Critical Thinking, Item 1 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (A) explain major political ideas in history, including the laws of nature and nature's God, unalienable rights, divine right of kings, social contract theory, and the rights of resistance to illegitimate government (iv) explain major political ideas in history, including social contract theory Instruction Chapter 1, Section 1, The Purposes of Government, Theories of Rule Review Instruction Chapter 1, Section 1, The Purposes of Government, Section 1 Assessment, Item 4 Chapter 1, Section 1, Profiles in Government: John Locke Page 3 of 95 Houghton Mifflin Harcourt: Student Material

5 Review Chapter 1, Section 1, The Purposes of Government, Theories of Rule, Reading Check Question (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (A) explain major political ideas in history, including the laws of nature and nature's God, unalienable rights, divine right of kings, social contract theory, and the rights of resistance to illegitimate government (v) explain major political ideas in history, including the rights of resistance to illegimate government Instruction Chapter 1, Section 1, The Purposes of Government, Theories of Rule Review Chapter 1, Section 1, The Purposes of Government, Theories of Rule, Graphic: Sources of Power, Italicized question (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (B) identify major intellectual, philosophical, political, and religious traditions that informed the American founding, including Judeo-Christian (especially biblical law), English common law and constitutionalism, Enlightenment, and republicanism, as they address issues of liberty, rights, and responsibilities of individuals (i) identify major intellectual, philosophical, political, and religious traditions that informed the American founding, including Judeo- Christian (especially biblical law), as they address issues of liberty, rights, and responsibilities of individuals Instruction Chapter 2, Section 1, The Roots of American Democracy, Intellectual Influences Review Chapter 2, Section 1, Reading Check, Summarizing Page 4 of 95 Houghton Mifflin Harcourt: Student Material

6 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (B) identify major intellectual, philosophical, political, and religious traditions that informed the American founding, including Judeo-Christian (especially biblical law), English common law and constitutionalism, Enlightenment, and republicanism, as they address issues of liberty, rights, and responsibilities of individuals (ii) identify major intellectual, philosophical, political, and religious traditions that informed the American founding, including English common law and constitutionalism, as they address issues of liberty, rights, and responsibilities of individuals Instruction Chapter 2, Section 1, The Roots of American Democracy, Intellectual Influences Review Chapter 2, Section 1, Reading Check, Summarizing (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (B) identify major intellectual, philosophical, political, and religious traditions that informed the American founding, including Judeo-Christian (especially biblical law), English common law and constitutionalism, Enlightenment, and republicanism, as they address issues of liberty, rights, and responsibilities of individuals (iii) identify major intellectual, philosophical, political, and religious traditions that informed the American founding, including Enlightenment, as they address issues of liberty, rights, and responsibilities of individuals Instruction Chapter 2, Section 1, The Roots of American Democracy, Intellectual Influences Review Chapter 2, Section 1, Reading Check, Summarizing Page 5 of 95 Houghton Mifflin Harcourt: Student Material

7 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (B) identify major intellectual, philosophical, political, and religious traditions that informed the American founding, including Judeo-Christian (especially biblical law), English common law and constitutionalism, Enlightenment, and republicanism, as they address issues of liberty, rights, and responsibilities of individuals (iv) identify major intellectual, philosophical, political, and religious traditions that informed the American founding, including republicanism, as they address issues of liberty, rights, and responsibilities of individuals Instruction Chapter 2, Section 1, The Roots of American Democracy, Intellectual Influences Review Chapter 2, Section 1, The Roots of American Democracy, Section 1 Assessment, Item 3 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (C) identify the individuals whose principles of laws and government institutions informed the American founding documents, including those of Moses, William Blackstone, John Locke, and Charles de Montesquieu (i) identify the individuals whose principles of laws and government institutions informed the American founding documents, including Moses Instruction Chapter 1, Section 3, Principles of American Democracy Review Chapter 1, Section 3, Section 3 Assessment, Item 1 Page 6 of 95 Houghton Mifflin Harcourt: Student Material

8 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (C) identify the individuals whose principles of laws and government institutions informed the American founding documents, including those of Moses, William Blackstone, John Locke, and Charles de Montesquieu (ii) identify the individuals whose principles of laws and government institutions informed the American founding documents, including William Blackstone Instruction Chapter 2, Section 1, The Roots of American Democracy, Intellectual Influences Review Chapter 2, Section 1, Reading Check, Summarizing (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (C) identify the individuals whose principles of laws and government institutions informed the American founding documents, including those of Moses, William Blackstone, John Locke, and Charles de Montesquieu (iii) identify the individuals whose principles of laws and government institutions informed the American founding documents, including John Locke Instruction Chapter 1, Section 1, The Purposes of Government, Theories of Rule Review Instruction Review Chapter 1, Section 1, The Purposes of Government, Section 1 Assessment, Item 4 Chapter 1, Section 1, The Purposes of Government, Theories of Rule, Reading Check Question Chapter 1, Section 1, The Purposes of Government, Theories of Rule, Profiles in Government: John Locke, Italicized question Page 7 of 95 Houghton Mifflin Harcourt: Student Material

9 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (C) identify the individuals whose principles of laws and government institutions informed the American founding documents, including those of Moses, William Blackstone, John Locke, and Charles de Montesquieu (iv) identify the individuals whose principles of laws and government institutions informed the American founding documents, including Charles de Montesquieu Instruction Chapter 2, Section 1, The Roots of American Democracy, Intellectual Influences Review Chapter 2, Section 1, The Roots of American Democracy, Section 1 Assessment, Item 2 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (D) identify the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government (i) identify the contributions of the political philosophies of the Founding Fathers, including John Adams, on the development of the U.S. government Instruction Chapter 1, Section 3, Democracy in the United States, Principles of American Democracy Review Chapter 1, Section 3 Assessment, Item 2 Page 8 of 95 Houghton Mifflin Harcourt: Student Material

10 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (D) identify the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government (ii) identify the contributions of the political philosophies of the Founding Fathers, including Alexander Hamilton, on the development of the U.S. government Instruction Chapter 2, Section 5, Ratification and the Bill of Rights, The Federalist Papers Review Chapter 2, Section 5, Ratification and the Bill of Rights, Section 5 Assessment, Item 2 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (D) identify the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government (iii) identify the contributions of the political philosophies of the Founding Fathers, including Thomas Jefferson, on the development of the U.S. government Instruction Chapter 2, Section 2, American Independence, The Declaration of Independence Review Chapter 2, Section 2, American Independence, Section 2 Assessment, Item 3 Page 9 of 95 Houghton Mifflin Harcourt: Student Material

11 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (D) identify the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government (iv) identify the contributions of the political philosophies of the Founding Fathers, including James Madison, on the development of the U.S. government Instruction Chapter 2, Section 4, The constitutional Convention, Drafting a New Constitution Review Profiles in Government, James Madison, Drawing Conclusions (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (D) identify the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government (v) identify the contributions of the political philosophies of the Founding Fathers, including John Jay, on the development of the U.S. government Instruction Chapter 2, Section 5, Ratification and the Bill of Rights, The Federalist Papers Review Chapter 2, Section 5, Ratification and the Bill of Rights, Section 5 Assessment, Item 2 Page 10 of 95 Houghton Mifflin Harcourt: Student Material

12 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (D) identify the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government (vi) identify the contributions of the political philosophies of the Founding Fathers, including George Mason, on the development of the U.S. government Instruction Chapter 2, Section 2, American Independence, The Declaration of Independence Review Chapter 2, Section 2 Assessment, Item 3 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (D) identify the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government (vii) identify the contributions of the political philosophies of the Founding Fathers, including Roger Sherman, on the development of the U.S. government Instruction Chapter 2, Section 2, American Independence, The Declaration of Independence Review Instruction Review Differentiating Instruction, Struggling Readers, Constitutional Compromises Chapter 2, Section 4, The Constitutional Convention, Conflict and Compromise Chapter 2, Section 4, The Constitutional Convention, Conflict and Compromise, Reading Check Question Page 11 of 95 Houghton Mifflin Harcourt: Student Material

13 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (D) identify the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government (viii) identify the contributions of the political philosophies of the Founding Fathers, including James Wilson, on the development of the U.S. government Instruction Chapter 2, Section 4, Conflict and Compromise, Compromises over Slavery Review Chapter 2, Section 4 Assessment, Item 3 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (E) examine debates and compromises that impacted the creation of the founding documents (i) examine debates that impacted the creation of the founding documents Instruction Chapter 2, Section 4, The Constitutional Convention, Conflict and Compromise Review Instruction Review Chapter 2, Section 4, The Constitutional Convention, Section 4 Assessment, Items 2, 3 Chapter 2, Section 5, Ratification and the Bill of Rights, Antifederalists versus Federalists Chapter 2, Section 5, Ratification and the Bill of Rights, Section 5 Assessment, Item 1 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (E) examine debates and compromises that impacted the creation of the founding documents (ii) examine compromises that impacted the creation of the founding documents Instruction Chapter 2, Section 4, The Constitutional Convention, Conflict and Compromise Page 12 of 95 Houghton Mifflin Harcourt: Student Material

14 Review Instruction Review Chapter 2, Section 4, The Constitutional Convention, Section 4 Assessment, Item 3 Chapter 2, Section 5, Ratification and the Bill of Rights, Antifederalists versus Federalists Chapter 2, Section 5, Ratification and the Bill of Rights, Section 5 Assessment, Item 1 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (F) identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan (i) identify significant individuals in the field of government and politics, including George Washington Instruction Chapter 6, Section 2, The Powers of the Presidency, Profiles in Government Review Profiles in Government, George Washington, Draw Conclusions (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (F) identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan (ii) identify significant individuals in the field of government and politics, including Thomas Jefferson Instruction Chapter 5, Section 2, The Powers of Congress, Implied Powers of Congress Review Instruction Review Chapter 6, Section 2 Assessment, Item 3b Chapter 6, Section 2, The Powers of the Presidency, Changes in Presidential Power Chapter 6, Section 2 Assessment, Focus on Writing Page 13 of 95 Houghton Mifflin Harcourt: Student Material

15 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (F) identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan (iii) identify significant individuals in the field of government and politics, including John Marshall Instruction Chapter 4, Section 2, American Federalism: Conflict and Change, Landmark Supreme Court Cases Review Instruction Review Chapter 4, Section 2, American Federalism: Conflict and Change, Landmark Supreme Court Cases, Critical Thinking Chapter 5, Section 2, The Powers of Congress, Landmark Supreme Court Cases Chapter 5, Section 2, The Powers of Congress, Landmark Supreme Court Cases, Critical Thinking (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (F) identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan (iv) identify significant individuals in the field of government and politics, including Andrew Jackson Instruction Chapter 6, Section 2, The Powers of the Presidency, Changes in Presidential Power Review Chapter 7, Section 1, The Federal Bureaucracy, The Civil Service Page 14 of 95 Houghton Mifflin Harcourt: Student Material

16 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (F) identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan (v) identify significant individuals in the field of government and politics, including Abraham Lincoln Instruction Chapter 6, Section 2, The Powers of the Presidency, Changes in Presidential Power Review Chapter 6, Section 2, Growth of Presidential Power Timeline (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (F) identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan (vi) identify significant individuals in the field of government and politics, including Theodore Roosevelt Instruction Chapter 6, Section 2, The Powers of the Presidency, Changes in Presidential Power Review Chapter 6, Section 3, The President's Administration, Executive Office of the President Page 15 of 95 Houghton Mifflin Harcourt: Student Material

17 (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (F) identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan (vii) identify significant individuals in the field of government and politics, including Franklin D. Roosevelt Instruction Chapter 4, Section 2, American Federalism: Conflict and Change, Expanding National Power Review Instruction Review Chapter 4, Section 2, American Federalism: Conflict and Change, Expanding National Power, Reading Check Question Chapter 6, Section 2, The Powers of the Presidency, Changes in Presidential Power Chapter 6, Section 2, Growth of Presidential Power Timeline (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The (F) identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan (viii) identify significant individuals in the field of government and politics, including Ronald Reagan Instruction Chapter 4, Section 2, American Federalism: Conflict and Change, New Federalism Review Chapter 4, Section 2, New Federalism, Reading Check, Identifying Supporting Details Page 16 of 95 Houghton Mifflin Harcourt: Student Material

18 (2) History. The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present. The (A) give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy (i) give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy Instruction Chapter 9, Section 1, Public Opinion, Media and Public Opinion Review Instruction Review Chapter 9, Section 1, Public Opinion, Section 2 Assessment, Item 3 Chapter 9, Section 2, Interest Groups, Entire Section Chapter 9, Section 2, Interest Groups, Section 2 Assessment, Items 1-4 (2) History. The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present. The (B) analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present (i) analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present Instruction Chapter 9, Section 1, Public Opinion, Media and Public Opinion Review Instruction Review Chapter 9, Section 1, Public Opinion, Section 2 Assessment, Item 3 Chapter 9, Section 2, Interest Groups, Interest Groups and What They Do, Reading Check Question Chapter 9, Section 2, Interest Groups, Section 2 Assessment, Item 5 (3) Geography. The student understands how geography can influence U.S. political divisions and policies. The (A) understand how population shifts affect voting patterns (i) understand how population shifts affect voting patterns Instruction (Drop-down menu) (3) Geography. The student understands how geography can influence U.S. political divisions and policies. The (B) examine political boundaries to make inferences regarding the distribution of political power (i) examine political boundaries to make inferences regarding the distribution of political power Instruction (Drop-down menu) Page 17 of 95 Houghton Mifflin Harcourt: Student Material

19 (3) Geography. The student understands how geography can influence U.S. political divisions and policies. The (C) explain how political divisions are crafted and how they are affected by Supreme Court decisions such as Baker v. Carr (i) explain how political divisions are crafted Instruction (Drop-down menu) (3) Geography. The student understands how geography can influence U.S. political divisions and policies. The (C) explain how political divisions are crafted and how they are affected by Supreme Court decisions such as Baker v. Carr (ii) explain how they are affected by Supreme Court decisions Instruction (Drop-down menu) (4) Geography. The student understands why certain places or regions are important to the United States. The (A) identify the significance to the United States of the location and key natural resources of selected global places or regions (i) identify the significance to the United States of the location of selected global places or regions Instruction (Drop-down menu) (4) Geography. The student understands why certain places or regions are important to the United States. The (A) identify the significance to the United States of the location and key natural resources of selected global places or regions (ii) identify the significance to the United States of key natural resources of selected global places or regions Instruction (Drop-down menu) Page 18 of 95 Houghton Mifflin Harcourt: Student Material

20 (4) Geography. The student understands why certain places or regions are important to the United States. The (B) analyze how U.S. foreign policy affects selected places and regions (i) analyze how U.S. foreign policy affects selected places Instruction Interactive Chapter 14, Section 1, Foreign Policy Choices in a Complex World, Real-World Example Review Instruction Review Interactive Chapter 14, Section 1, Foreign Policy Choices in a Complex World, Section 1 Assessment, Item 2 Interactive Chapter 14, Section 4, Foreign Policy Challenges, Past Foreign Policy Challenges Interactive Chapter 14, Section 4, Foreign Policy Challenges, Section 4 Assessment, Item 3 (4) Geography. The student understands why certain places or regions are important to the United States. The (B) analyze how U.S. foreign policy affects selected places and regions (ii) analyze how U.S. foreign policy affects selected regions Instruction Interactive Chapter 14, Section 1, Foreign Policy Choices in a Complex World, Real-World Example Review Instruction Review Interactive Chapter 14, Section 1, Foreign Policy Choices in a Complex World, Section 1 Assessment, Item 2 Interactive Chapter 14, Section 4, Foreign Policy Challenges, Past Foreign Policy Challenges Interactive Chapter 14, Section 4, Foreign Policy Challenges, Section 4 Assessment, Item 3 (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (A) explain how government fiscal, monetary, and regulatory policies influence the economy at the local, state, and national levels (i) explain how government fiscal policies influence the economy at the local level Instruction Chapter 7, Section 3, Financing Government, Fiscal and Monetary Policy Review Chapter 7, Section 3, Fiscal Policy and the Economy Graphic Page 19 of 95 Houghton Mifflin Harcourt: Student Material

21 (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (A) explain how government fiscal, monetary, and regulatory policies influence the economy at the local, state, and national levels (ii) explain how government fiscal policies influence the economy at the state level Instruction Chapter 7, Section 3, Financing Government, Fiscal and Monetary Policy Review Chapter 7, Section 3, Fiscal Policy and the Economy Graphic (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (A) explain how government fiscal, monetary, and regulatory policies influence the economy at the local, state, and national levels (iii) explain how government fiscal policies influence the economy at the national level Instruction Chapter 7, Section 3, Financing Government, Fiscal and Monetary Policy Review Chapter 7, Section 3, Fiscal Policy and the Economy Graphic (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (A) explain how government fiscal, monetary, and regulatory policies influence the economy at the local, state, and national levels (iv) explain how government monetary policies influence the economy at the local level Instruction Chapter 7, Section 3, Financing Government, Fiscal and Monetary Policy Review Chapter 7, Section 3 Assessment, Item 4 (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (A) explain how government fiscal, monetary, and regulatory policies influence the economy at the local, state, and national levels (v) explain how government monetary policies influence the economy at the state level Instruction Chapter 7, Section 3, Financing Government, Fiscal and Monetary Policy Page 20 of 95 Houghton Mifflin Harcourt: Student Material

22 Review Chapter 7, Section 3 Assessment, Item 4 (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (A) explain how government fiscal, monetary, and regulatory policies influence the economy at the local, state, and national levels (vi) explain how government monetary policies influence the economy at the national level Instruction Chapter 7, Section 3, Financing Government, Fiscal and Monetary Policy Review Chapter 7, Section 3 Assessment, Item 4 (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (A) explain how government fiscal, monetary, and regulatory policies influence the economy at the local, state, and national levels (vii) explain how government regulatory policies influence the economy at the local level Instruction Chapter 7, Section 2, Executive Departments and Independent Agencies, Independent Agencies Review Chapter 7, Section 2 Assessment, Item 3 (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (A) explain how government fiscal, monetary, and regulatory policies influence the economy at the local, state, and national levels (viii) explain how government regulatory policies influence the economy at the state level Instruction Chapter 7, Section 2, Executive Departments and Independent Agencies, Independent Agencies Review Chapter 7, Section 2 Assessment, Item 3 Page 21 of 95 Houghton Mifflin Harcourt: Student Material

23 (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (A) explain how government fiscal, monetary, and regulatory policies influence the economy at the local, state, and national levels (ix) explain how government regulatory policies influence the economy at the national level Instruction Chapter 7, Section 2, Executive Departments and Independent Agencies, Independent Agencies Review Chapter 7, Section 2 Assessment, Item 3 (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (B) identify the sources of revenue and expenditures of the U. S. government and analyze their impact on the U.S. economy (i) identify the sources of revenue of the U. S. government Instruction Chapter 7, Section 3, Financing Government, Paying for Government Review Chapter 7, Section 3, Financing Government, Paying for Government, Reading Check Question (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (B) identify the sources of revenue and expenditures of the U. S. government and analyze their impact on the U.S. economy (ii) analyze [the revenue's] impact on the U.S. economy Instruction Chapter 7, Section 3, Financing Government, Paying for Government Review Chapter 7, Section 3, Financing Government, The Federal Deficit and Debt Graphs (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (B) identify the sources of revenue and expenditures of the U. S. government and analyze their impact on the U.S. economy (iii) identify expenditures of the U. S. government Instruction Chapter 7, Section 3, Financing Government, Government Spending Page 22 of 95 Houghton Mifflin Harcourt: Student Material

24 Review Chapter 7, Section 3, Financing Government, Section 3 Assessment, Item 2 (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (B) identify the sources of revenue and expenditures of the U. S. government and analyze their impact on the U.S. economy (iv) analyze [the expenditure's] impact on the U.S. economy Instruction Chapter 7, Section 3, Financing Government, Fiscal and Monetary Policy, Feature: Fiscal Policy and the Economy Review Chapter 7, Section 3, Financing Government, Fiscal and Monetary Policy, Feature: Fiscal Policy and the Economy, Skills Focus: Interpreting Charts (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (C) compare the role of government in the U.S. free enterprise system and other economic systems (i) compare the role of government in the U.S. free enterprise system and other economic systems Instruction Chapter 1, Section 3, Democracy in the United States, Free Enterprise Review Chapter 1, Section 3, Democracy in the United States, Section 3 Assessment, Item 3 (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (D) understand how government taxation and regulation can serve as restrictions to private enterprise (i) understand how government taxation can serve as [a] restriction to private enterprise Instruction (Drop-down menu) Page 23 of 95 Houghton Mifflin Harcourt: Student Material

25 (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The (D) understand how government taxation and regulation can serve as restrictions to private enterprise (ii) understand how government regulation can serve as [a] restriction to private enterprise Instruction Chapter 4, Section 1, Dividing Government Power, Expanding National Power Review Chapter 4, Section 1, Dividing Government Power, Section 1 Assessment, Item 3 (6) Economics. The student understands the relationship between U.S. government policies and the economy. The (A) examine how the U.S. government uses economic resources in foreign policy (i) examine how the U.S. government uses economic resources in foreign policy Instruction Interactive Chapter 14, Section 1, Foreign Policy Choices in a Complex World, The Five Goals of Foreign Policy Review Instruction Review Interactive Chapter 14, Section 1, Foreign Policy Choices in a Complex World, Section 1 Assessment, Item 2 Interactive Chapter 14, Section 1, Foreign Policy Choices in a Complex World, The Tools of Foreign Policy, Economic Tools Interactive Chapter 14, Section 1, Foreign Policy Choices in a Complex World, Economic Tools, Reading Check Question (6) Economics. The student understands the relationship between U.S. government policies and the economy. The (B) understand the roles of the executive and legislative branches in setting international trade and fiscal policies (i) understand the role of the executive branche in setting international trade policy Instruction Chapter 6, Section 2, The Powers of the Presidency, Diplomatic and Military Powers Review Chapter 6, Section 2 Assessment, Item 7 Page 24 of 95 Houghton Mifflin Harcourt: Student Material