Prentice Hall Magruder s American Government 2006 Grade 12 C O R R E L A T E D T O for Social Studies Grade 12
DISTRICT OF COLUMBIA LEARNING Magruder s 2006 Grade 12 Standards and Learning Activities Principles of U.S. Government P R I N C I P L E S O F U. S. G O V E R N M E N T 12.1. Broad Concept: Students explain the fundamental principles and moral values of the American Republic as expressed in the U.S. Constitution and other essential documents of American democracy. Students: 1. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. 2. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. 3. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as self-evident truths. 7-8, 9-10,11, 25, 28-30, 31, 32, 33,53, 60, 66-68, 84 66, 89, 279 Guide to the Essentials (English TECH Magruder s American Government Video Collection 238, 239, 242, 537 Magruder s American Government Video Collection 3, 4-5, 8-10, 18-20, 40-43, 62-63, 64-70 Guide to the Essentials (English 1
Magruder s 2006 DISTRICT OF COLUMBIA LEARNING 4. Explain how the Founding Fathers realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in The Federalist Papers. 5. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 6. Understand that the Bill of Rights limits the powers of the federal government and state governments. 12.2. Broad Concept: Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; and the relationship of religion and government. 8, 9, 10, 64-70, 263, 468, 506, 783-790 Magruder s American Government Video Collection xvii, 1, 39, 53, 62, 63, 64-65, 66, 67-70, 78, 84-85, 234-240, 242-247, 256-257, 263, 351, 405-406, 472-473, 506, 783-790 Guide to the Essentials (English 57, 74, 75-76, 77, 78, 84, 532-536, 537, 544, 564-565 The Bill of Rights: A User s Guide Guide to the Essentials (English 18-20, 23, 25, 30, 66, 74, 88-95, 96, 110-111, 224-225, 534-535, 536, 537-544, 545, 546-553, 580, 581, 803 2
DISTRICT OF COLUMBIA LEARNING Magruder s 2006 Guide to the Essentials (English News Civics and Government Videotape : The Fight Over Religion in Our Schools B R A N C H E S O F G O V E R N M E N T 12.3. Broad Concept: Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Students: 1. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 262-265, 267-273, 275-278, 280-282, 2886-287, 290-292, 294-304, 305-308, 309, 310-314, 316-317, 334-346, 348-349, 758, 759, 760-766 Guide to the Essentials (English Magruder s American Government Video Collection 3
Magruder s 2006 DISTRICT OF COLUMBIA LEARNING 2. Explain the process through which the Constitution can be amended. 3. Identify their current representatives in the legislative branch of the national government. 4. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 5. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. 72-77, 84 Guide to the Essentials (English 270, 279 311-313, 316, 352-359, 365-367, 368-375, 377-379, 3866, 390-392, 393-397, 399-403, 405-408, 410-411, 766-768 Guide to the Essentials (English Magruder s American Government Video Collection 504-505, 506-511, 512-515, 516, 517-522,, 524-526, 528-529, 768-769 507, 509 4
DISTRICT OF COLUMBIA LEARNING 6. Explain the processes of selection and confirmation of Supreme Court justices. Magruder s 2006 Guide to the Essentials (English Face the Issues Video 395, 509 509 12.4. Broad Concept: Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Students: 1. Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the 14th Amendment. 2. Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts). 59, 74-75, 231, 463, 530, 531, 533, 535-536, 537-544, 545, 546-553, 554, 555-558, 559, 560-561, 562-563, 564-568, 590-591, 601-603, 604-605, 610-612,, 620-621, 677, 740, 772-773, 774, 799, 800, 801, 803, 804, 805, 806 534, 541, 542, 548, 550, 552 Guide to the Essentials (English 59, 70, 509, 510, 536, 538-544, 559, 560-561, 570-574, 581-583, 584, 586-588, 589, 590-591, 799-806 19 5
Magruder s 2006 DISTRICT OF COLUMBIA LEARNING 3. Evaluate the effects of the Court s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. 4. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson; Brown v. Board of Education; Miranda v. Arizona; Regents of the University of California v. Bakke; Adar and Constructors, Inc. v. Pena; and United States v. Virginia (VMI). 69-70, 81, 95, 104, 306-308, 409, 448-449, 518-519, 528, 529, 690-6691, 739-740, 802, 806 519 Guide to the Essentials (English 582-583, 583, 591, 602-605, 606, 607, 608-610, 611-612, 619, 620-621, 799, 800, 802, 803 Guide to the Essentials (English 6
DISTRICT OF COLUMBIA LEARNING Magruder s 2006 Keep it Current CD-ROM 12.5. Broad Concept: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Students: 1. Explain how conflicts between levels of government and branches of government are resolved. 2. Identify the major responsibilities and sources of revenue for state and local governments. 3. Discuss reserved powers and concurrent powers of state governments. 4. Discuss the 9th and 10th amendments and interpretations of the extent of the federal government s power. 94-95, 101, 104-106,109, 110 DVD 100-103, 110, 111, 733-737, 738, 739-744, 746-747 Face the Issues DVD 88-89, 91, 92-93, 110, 111, 182-184, 188-189, 203, 204, 205, 733-737, 739-740, 746 92, 735 89, 527, 536, 567-568, 573, 574, 773, 802, 804 Guide to the Essentials (English 7
Magruder s 2006 DISTRICT OF COLUMBIA LEARNING 5. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 6. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 7. Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them. 4, 13, 236-237, 239-240, 256,257,394, 422, 433-434 Magruder s American Government Video Collection 223-230, 232-233, 235, 250-254, 256-257, 334-340, 342-346, 348-349, 692-693, 714-715, 726-729, 746 Guide to the Essentials (English 506-511,, 512-515, 516, 517-522, 524-526, 528-529, 702-705, 707-712 Guide to the Essentials (English 8
DISTRICT OF COLUMBIA LEARNING 8. Understand the scope of presidential power and decision-making through examination of case studies, such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Magruder s 2006 80, 161, 301-302,391-392, 401, 402, 403, 404, 410, 411 Guide to the Essentials (English E L E C T I O N S A N D T H E P O L I T I C A L P R O C E S S 12.6. Broad Concept: Students evaluate issues regarding campaigns for national, state, and local elective offices. Students: 1. Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. 2. Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections. 114-115, 116-118, 119-124, 125, 126-131, 132-135, 136, 144-145 Guide to the Essentials (English Face the Issues Video 117, 138, 144,,178-181, 182-186, 187, 204, 205 183 9
Magruder s 2006 DISTRICT OF COLUMBIA LEARNING 3. Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding. 4. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Guide to the Essentials (English 196-202, 203, 204-205, 215-221, 222, 232-233 199, 201, 218, 220 Guide to the Essentials (English xx, xxv, 55, 71, 148-150, 151, 155,164-168, 236-237, 242-247, 248, 250-254, 256, 309, 315, 328, 336, 551, 557 244, 246, 251, 253 Close Up on Participation Guide to the Essentials (English 10
DISTRICT OF COLUMBIA LEARNING 5. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). 6. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the electoral college. Magruder s 2006 12-13, 693, 696, 721-722 158, 159, 160-161, 162, 164-172, 173, 174-175, 271-272, 366-367, 377-379, 386 154, 161,1 166, 167 Close Up on Participation 12.7. Broad Concept: Students evaluate and take and defend positions on the influence of the media on American political life. Students: 1. Discuss the meaning and importance of a free and responsible press. 2. Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics. 531, 546-547, 549, 550, 553, 560, 561 548 Guide to the Essentials (English 117, 196, 211-212, 216, 223-230, 232-233, 250, 256 11
DISTRICT OF COLUMBIA LEARNING 3. Explain how public officials use the media to communicate with the citizenry and to shape public opinion. Magruder s 2006 Guide to the Essentials (English News Civics and Government Videotape 117-141, 196, 211-212, 216, 228-230 228, 229 Guide to the Essentials (English R I G H T S A N D R E S P O N S I B I L I T I E S O F C I T I Z E N S 12.8. Broad Concept: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Students: 1. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). 59, 74-75, 78, 91, 231,, 285, 463,536, 537-544, 545, 5466-553, 554, 555-558, 559, 560-561, 562-563, 564-568, 569-574, 576-583,584, 585-588, 589, 590-591 91 12
Magruder s 2006 DISTRICT OF COLUMBIA LEARNING 2. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one s work; right to join or not join labor unions; copyright and patent). 3. Discuss the individual s legal obligations to obey the law, serve as a juror, and pay taxes. 4. Understand the obligations of civicmindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Guide to the Essentials (English Face the Issues Video 302-303, 316, 557-558, 657, 658-659, 660,678, 679 19-20, 293, 449-451, 452, 453,575, 704-705, 747 450 Face the Issues Video Xx, xxv, xxvii, 9, 20, 21, 62, 148-150, 151,1 68, 195, 353, 413, 473, 476, 490, 499, 563 13
DISTRICT OF COLUMBIA LEARNING 5. Describe the reciprocity between rights and obligations, that is, why enjoyment of one s rights entails respect for the rights of others. 6. Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements). Magruder s 2006 Close Up on Participation Face the Issues Video 3, 9, 18, 19, 20, 25, 530, 533, 561 Magruder s American Government Video Collection 614, 615 156 12.9. Broad Concept: Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Students: 1. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. 236-238, 242-247, 248, 249, 256-257, 555-558, 560 14
Magruder s 2006 DISTRICT OF COLUMBIA LEARNING 2. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. 3. Discuss the historical role of religion and religious diversity. 4. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Close Up on Participation Guide to the Essentials (English 25, 55, 71, 75, 206, 234, 235, 236,239-240, 243-247, 251, 318, 412, 552, 556-557, 558 Guide to the Essentials (English 231, 247, 537-545 Guide to the Essentials (English 2-3, 4-10, 11, 12-16, 18-22, 24, 121-123, 624-625, 626-632, 634-638, 639-643, 645-649, 650-652, 654-655 15
DISTRICT OF COLUMBIA LEARNING Magruder s 2006 Guide to the Essentials (English 12.10. Broad Concept: Students analyze the development and evolution of Civil Rights for women and minorities and how these advances were made possible by expanding rights under the U.S. Constitution. Students: 1. Explain the Civil Rights movement and resulting legislation and legal precedents, including the Truman and Eisenhower-era integration policies and laws. 163, 602-603, 604-606, 607, 608-612 Guide to the Essentials (English 2. Trace the women s rights movement and resulting legislation and legal precedents. 76, 148-150, 160-161, 162, 310, 776 Guide to the Essentials (English 16
DISTRICT OF COLUMBIA LEARNING 3. Outline legislation and legal precedents that establish rights for the disabled, Hispanics, Native Americans, Asians, and other minority groups, including the tensions between protected categories (e.g., race) and nonprotected ones (United States v. Carolene Products, Co., Famous Footnote Four ). Magruder s 2006 162-163, 214, 272, 274, 307, 570, 592, 598-599, 600, 601-606, 607, 608-612, 620, 621 F E D E R A L G O V E R N M E N T A N D T H E E C O N O M Y 12.11. Broad Concept: Students analyze the influence of the federal government on the American economy. Students: 1. Explain how the role of government in a market economy includes providing for national defense, addressing environmental concerns, defining and enforcing property rights, attempting to make markets more competitive, and protecting consumer rights. 9-10, 21, 89, 90, 245, 266, 418, 420-422, 425, 432-434, 443, 459, 465, 472-473, 477-480, 557-558, 658-661, 665, 678 Guide to the Essentials (English Face the Issues 2. List the factors that may cause the costs of government actions to outweigh the benefits of those actions. 453, 454-456, 457, 458-459, 464,465 Face the Issues 17
Magruder s 2006 DISTRICT OF COLUMBIA LEARNING 3. Explain the aims of government fiscal policies (taxation, borrowing, spending) and their influence on production, employment, and price levels. 4. Explain progressive, proportional, and regressive taxation. 5. Outline how the Federal Reserve uses monetary tools to promote price stability, full employment, and economic growth. 103, 454-456, 457, 458-462, 464, 465, 665 Guide to the Essentials (English 449-451, 452, 464, 741-742, 744, 746 Guide to the Essentials (English Magruder s American Government Video Collection 298, 432, 454-455 6. Describe how the government responds to perceived social needs by providing public goods and services. 7. Explain major revenue and expenditure categories and their respective proportions in the budgets of the federal government. 733-737 9 Guide to the Essentials (English 458-460, 464 18
DISTRICT OF COLUMBIA LEARNING 8. Describe how federal tax and spending policies affect the national budget and the national debt. 9. Describe how federal antidiscrimination policies have affected the ability of minority groups to build and transfer wealth and resources (e.g., affirmative action in hiring, federal labor and housing laws). Magruder s 2006 9, 474 Guide to the Essentials (English 446-452, 453, 454-456, 457, 458-462, 464, 465 Guide to the Essentials (English 598-599, 608-612, 619, 620, 621 Guide to the Essentials (English C O M P A R A T I V E G O V E R N M E N T 12.12. Broad Concept: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students: 1. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 666-670, 671, 672, 678, 679 19
Magruder s 2006 DISTRICT OF COLUMBIA LEARNING 2. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). 3. Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. Guide to the Essentials (English Close Up on Participation Magruder s American Government Video Collection 65-70, 626-632, 634-638, 639-643, 645-649, 650-652, 653, 654, 655, 671 123, 269 Guide to the Essentials (English 11, 12-16,18-20, 24, 25, 623 15 Guide to the Essentials (English 20
Magruder s 2006 DISTRICT OF COLUMBIA LEARNING 4. Describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia). 5. Identify the forms of illegitimate power that 20th-century African, Asian, and Latin American dictators used to gain and hold office and the conditions and interests that supported them. 6. Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the 19th and 20th centuries. 7. Describe the ideologies that give rise to communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). 8. Identify the successes of relatively new democracies in Africa, Asia, and Latin America and the ideas, leaders, and general societal conditions that have launched and sustained, or failed to sustain, them. 645, 650, 651, 654 13 Guide to the Essentials (English 650-651 Guide to the Essentials (English 639-640, 641-642 Guide to the Essentials (English 645, 646, 647, 648, 654, 672-673 Guide to the Essentials (English 21
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