A Correlation of Magruder s American Government To the California History-Social Science Content Standards for
INTRODUCTION This document demonstrates how Magruder s American Government 2010 meets the California History-Social Science Content Standards: for. Correlation page references are Student and Teacher s Editions. Hailed as a stellar educational resource since 1917, Magruder s American Government is updated annually so students can explore the most current, most authoritative American government content. It s clear, appealing narrative and engaging technology are enhanced with Essential Questions, numerous primary sources, and interactive online activities. Various personalized instruction opportunities motivate students of all abilities. Essential Questions and trusted content: Guided by Grant Wiggins, co-author of Understanding by Design, each unit and chapter introduces students to Essential Questions of American Government. Magruder s is the most trusted and authoritative program in the nation. Exciting new technology: Rich digital learning support on the Online Student Center includes Government on the Go Audio and Video resources, interactive assessment, two levels of online Student Editions, and more! The Online Teacher Center includes two online Teacher s Editions, online planning and assessment, lecture notes, and easy-to-use classroom management tools. Personalized instruction so all students can learn: With the Teacher s Resource Library DVD-ROM and Online Teacher Center, teachers can choose from among the many leveled, editable, teaching worksheets and assessment resources that have been especially written to meet the needs of students reading below grade level. Magruder s American Government curriculum is aligned with Foundations Series: American Government. 2
12.1 Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. 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." 4. Explain how the Founding Fathers' realistic view of human nature led directly 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. SE/TE: Basic Concepts of Democracy, 20 25; Our Political Beginnings, 30 34; also see: Magna Carta, 580 654, 666, 781; Mayflower Compact, 782; Hobbes, Thomas, 7, 8, 653; Locke, John, 8, 9, 33, 38, 55, 653, 784; Rousseau, Jean Jacques, 8, 54, 55, 785; Montesquieu, Baron de, 40, 55, 653 SE/TE: The Purpose of Government, 9; Basic Concepts of Democracy, 20 25 SE/TE: Government and the State, 4 11; Basic Concepts of Democracy, 20 25; Our Political Beginnings, 30 34; Coming of Independence, 36 43; Declaration of Independence, 43 47; The Critical Period, 48 51; Creating the Constitution, 52 58; Ratifying the Constitution, 59 62 SE/TE: The Critical Period, 48 51; Creating the Constitution, 52 58; Ratifying the Constitution, 59 62; Basic Principles, 68 75; also see: The Federalist, 243 244, 269, 417, 427, 520, 543 SE/TE: Checks and balances, 57, 71, 72 73, 417, 794 796; Separation of powers, 57, 70 72, 523, 653, 815; Federalism, 71, 74 75, 80, 94 96, 101 102, 143, 269, 378, 522, 548 550; Rule of Law, 30, 70, 651; Judicial review, 71, 73 74, 76 77, 87, 532, 534, 549, 563, 710; also see: The Federalist, 243 244, 269, 417, 427, 520, 543 SE/TE: Bill of Rights, U.S., C17 C18, 60, 80, 81, 82, 546 549 3
12.2 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. 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). 2. Explain how economic rights are secured and their importance 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. 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). SE/TE: Bill of Rights, U.S., C17 C18, 60, 80, 81, 82, 546 549; Civil Liberties: First Amendment Freedoms, 544 545; The Unalienable Rights, 546 550; Freedom of Religion, 551 558; Freedom of Speech and Press, 559 568; Freedom of Assembly and Petition, 569 572; Civil Rights: Protecting Individual Rights, 576 609 SE/TE: Private property, 32, 309, 571 572; Labor and labor unions, 248 250, 464, 679, 688; Trade, 488, 697 700; Monopolies and trusts, 681 682; Taft-Hartley Act, 200 SE/TE: For related material see: Duties and Responsibility of Citizenship, 23, 156, 169 SE/TE: Casting Your Vote, 169; also see: Citizenship 101, 19, 84, 141, 227, 272, 369, 472, 568, 631, 652, 731; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760 SE/TE: Equality of All Persons, 21; Majority Rule, Minority Rights, 21; also see: Civil Liberties: First Amendment Freedoms, 544 545; The Unalienable Rights, 546 550; Freedom of Religion, 551 558; Freedom of Speech and Press, 559 568; Freedom of Assembly and Petition, 569 572; Rights of the Accused, 592 599; Civil Rights: Equal Justice Under Law, 610 611; Diversity and Discrimination in American Society, 612 617; Equality Before the Law, 618 625; Federal Civil Rights Laws, 626 629; Declaration of Independence and individual rights, 546 547 SE/TE: American Citizenship, 632 634 4
12.3 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. 1. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. 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 relationship of government and civil society in authoritarian and totalitarian regimes. SE/TE: Government and the State, 4 11; Forms of Government, 12 18; Basic Concepts of Democracy, 20 24; Interest groups, 240 241, 242 246, 247 252, 253, 254 260; Lobbyists, 253, 254 257, 263, 331, 341, 470; also see: Citizenship 101, 19, 84, 141, 227, 272, 369, 472, 568, 631, 652, 731; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760 SE/TE: Mass Media and Public Opinion, 212 213; The Formation of Public Opinion, 214 219; Measuring Public Opinion, 220 226; Conducting a Poll, 227; The Mass Media, 228 236; Interest groups, 240 241, 242 246, 247 252, 253, 254 260; Lobbyists, 253, 254 257, 263, 331, 341, 470; also see: Citizenship 101, 19, 84, 141, 227, 272, 369, 472, 568, 631, 652, 731; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760 SE/TE: Freedom of Religion, 551 558 SE/TE: Forms of Government, 12 18; Basic Concepts of Democracy, 20 24; Comparative Political Systems, 644 675 12.4 Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. 1. Discuss Article I of the Constitution as it relates 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. SE/TE: Congress, 266 267; The National Legislature, 268 271; The House of Representatives, 273 280; The Senate, 281 284; The Members of Congress, 285 290; Powers of Congress, 294 295; The Expressed Powers of Money and Commerce, 296 303; The Other Expressed Powers, 304 309; The Implied Powers, 312 316; The Nonlegislative Powers, 318 324; Congress in Action, 328 329; Congress Organizes, 330 337; Committees in Congress, 338 342; Making Law: The House, 343 349; Making Law: The Senate, 351 356; The United States Constitution, C2 C9 5
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 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. 6. Explain the processes of selection and confirmation of Supreme Court justices. SE/TE: Formal Amendment, 78 83; Change by Other Means, 85 88; Quick Study Guide and Assessment, 89 91 SE/TE: Writing a Letter to a Public Official, 272 SE/TE: The Presidency, 362 363; The President s Job Description, 364 368; Presidential Succession and the Vice Presidency, 370 373; Presidential Selection: The Framer s Plan, 374 376; Presidential Nominations, 377 385; The Presidential Election, 386 394; The Presidency in Action, 398 399; The Growth of Presidential Power, 400 403; The Executive Powers, 405 409; Diplomatic and Military Powers, 412 416; Legislative and Judicial Powers, 417 420; The United States Constitution, C9 C11 SE/TE: The Federal Court System: The National Judiciary, 520 526; The Inferior Courts, 528 531; The Supreme Court, 532 537; The Special Courts, 538 540; The United States Constitution, C11 C12; also see: Judicial Review, 71, 73 74, 76 77, 87, 532, 534, 549, 563, 710 SE/TE: Selection of Judges, 524 12.5 Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. 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 Fourteenth Amendment. 2. Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts). SE/TE: Bill of Rights (U.S.), C16 C17, 60, 80, 81, 82, 549, creation of, 546 547, federalism and, 548 550; Civil Liberties: First Amendment Freedoms, 544 545; The Unalienable Rights, 546 550; Freedom of Religion, 551 558; Freedom of Speech and Press, 559 568; Freedom of Assembly and Petition, 569 572; Fourteenth Amendment, 80, 83, 103, 156, 157, 161, 163, 189, 390, 547, 549, 557 559, 569, 578, 598, 603, 604, 607, 622, 628, 630, 632, 633, 684, 715, 716, 753, 761, 807, 808, 809, 810, 811, C20 C21 SE/TE: Judicial Department, C11 C12; Judicial review, 71, 73 74, 76 77, 87, 532, 534, 549, 563, 710; The Federal Court System, 518 519; The National Judiciary, 520 526; Judicial Restraint vs. Activism, 527; The Supreme Court, 532 537 6
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, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). SE/TE: Marbury v. Madison, 76 77; United States v. Nixon, 410 411 SE/TE: Plessy v. Ferguson, ; 77, 619 620, 624, 628, 810; Brown v. Board of Education, 21, 77, 251, 257, 527; Miranda v. Arizona, 77, 598, 599, 600 601; Adarand Constructors, Inc. v. Pena, 629; United States v. Virginia (VMI), 623 12.6 Students evaluate issues regarding campaigns for national, state, and local elective offices. 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. 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). 5. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). SE/TE: Political Parties, 120 121; Parties and What They Do, 122 129; The Two-Party System in American History, 130 136; The Minor Parties, 137 140; Party Organizations, 142 146; Chapter Assessment, 147 149 SE/TE: Presidential Nominations, 377 385; The Presidential Election, 386 394; The Nominating Process, 184 192 SE/TE: The Formation of Public Opinion, 214 219; Measuring Public Opinion, 220 226; Conducting a Poll, 227; Money and Elections, 201 208 SE/TE: Voters and Voter Behavior, 150 151; The Right to Vote, 152 155; Voter Qualifications, 156 163; Voter Behavior, 170 178; Casting Your Vote, 169; Working on a Political Campaign, 141; The Electoral Process, 182 183; The Nominating Process, 184 192; Elections, 193 199; Money and Elections, 201 208; also see: Conducting a Poll. 227; Writing a Letter to a Public Official, 272; Participating in a Public Debate, 568; Writing a Letter Editor, 631 SE/TE: Direct democracy, 13 14, 739, 746 747; Initiatives and referendums, 718, 719, 739; Recall process, 721 722 7
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. SE/TE: Elections, 193 199; Electoral College, 80, 83, 87, 186, 318 319, 387 389, 394; Voter Behavior, 170 178; Casting Your Vote, 169 12.7 Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. 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 Ninth and Tenth Amendments and interpretations of the extent of the federal government's power. 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. SE/TE: Federalism, 92 93; Federalism: Powers Divided, 94 102; The National Government and the 50 States, 103 109; Interstate Relations, 111 114; Checks and balances, 57, 71, 72 73, 417, 794 796; Separation of powers, 57, 70 72, 523, 653, 815; Landmark Decisions of the Supreme Court, xvii, 76 77, 310 311, 410 411, 600 601, 624 625; Supreme Court-at-a-Glance, 390, 562, 588, 597, 619; The Supreme Court, 532 537 SE/TE: Financing State and Local Government, 761 766 SE/TE: Powers Denied Federal Government, 98; The States, 99; The Exclusive and the Concurrent Powers, 99 100 SE/TE: Ninth Amendment, C18, 82, 550, 813; Tenth Amendment, C18, 82, 95 SE/TE: Public Policy, 4 5, 96, 13, 220, 221, 242 243, 401, 524, 719 SE/TE: Making Law: The House, 343 349; Making Law: The Senate, 351 356; State Legislatures, 714 719; Counties, Towns, and Townships, 742 748; Cities and Metropolitan Areas, 749 755; The Formation of Public Opinion, 214 219; Measuring Public Opinion, 220 226; The Mass Media, 228 236; also see: Interest groups, 240 241, 242 246, 247 252, 253, 254 260; Lobbyists, 253, 254 257, 263, 331, 341, 470 SE/TE: The Federal Court System, 518 543; In the Courtroom, 727 730; Serving on a Jury, 731; The Courts and Their Judges, 732 736 8
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. SE/TE: Cuban Missile Crisis, 500; Johnson, Lyndon B., civil rights legislation and, 166, 181; War Powers Act, 306, 416; Gulf War, 503; Bosnia, 416, 507, 724; also see: The Presidency, 362 397; The Presidency in Action, 398 423; Government at Work: The Bureaucracy, 424 453 12.8 Students evaluate and take and defend positions on the influence of the media on American political life. 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. 3. Explain how public officials use the media to communicate with the citizenry and to shape public opinion. SE/TE: Freedom of Speech and Press, 559 568 SE/TE: Mass Media and Public Opinion, 212 213; The Formation of Public Opinion, 214 219; Measuring Public Opinion, 220 227; The Mass Media, 228 236; Chapter Assessment, 237 239 SE/TE: Mass Media and Public Opinion, 212 213; The Formation of Public Opinion, 214 219; Measuring Public Opinion, 220 227; The Mass Media, 228 236; Chapter Assessment, 237 239 12.9 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. 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. 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, con federal, and unitary systems of government. 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). SE/TE: Forms of Government, 12 18; Basic Concepts of Democracy, 20 24; Comparative Political Systems, 644 675 SE/TE: Parliamentary Systems, 18, 70, 666 670 SE/TE: Unitary Government, 14 16, 666 670, 742, 749 SE/TE: Fascism and Communism, 659 660; The Korean War, 500; The Vietnam War, 500; Afghanistan, 502 503 9
5. Identify the forms of illegitimate power that twentieth-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 nineteenth and twentieth 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. 12.10 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; the relationship of religion and government. SE/TE: Ideas and Revolutions, 653 660; Mexico: A Federal System, 671 672 SE/TE: Ideas and Revolutions, 653 660 SE/TE: Fascism and Communism, 659; Fall of the Soviet Union, 662 663; Socialism and Communism, 685 691 SE/TE: Transitions to Democracy, 661 665; Case Studies in Democracy, 666 672 SE/TE: Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760; Landmark Decisions of the Supreme Court, xvii, 76 77, 310 311, 410 411, 600 601, 624 625; Supreme Court-at-a-Glance, 390, 562, 588, 597, 619; Chapter Assessment, 26, 64, 90, 116, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 574, 608, 640, 674, 702, 738, 758; also see: Principles of Government, 2 25; The Constitution: Basic Principles, 68 75; Federalism, 92 115; Civil Liberties: First Amendment Freedoms, 544 573; Civil Liberties: Protecting Individual Rights, 576 607; Civil Rights: Equal Justice Under Law, 610 639 10