prentice hall magruder’s american government - pearson · pdf filetwo correlations...

Two Correlations

Prentice Hall Magruder’s

American Government Alabama Edition

©2015

To the

2010 Alabama Course of Study Social Studies

United States Government &

Common Core Standards for Literacy in History/Social Studies

Magruder’s American Government, Alabama Edition, ©2014 to the 2010 Alabama Course of Study Social Studies

and Common Core Standards for Literacy in History/Social Studies Grade 12

2 SE = Student Edition TE = Teacher’s Edition

Table of Contents

Alabama Course of Study 12th Grade, United States Government .................................................................. 3 Common Core State Standards for Literacy in History/Social Studies Reading Standards for Literacy in History/Social Studies Grades 11-12 .............. 12 Writing Standards for Literacy in History/Social Studies Grades 11-12 ............... 16





United States Government Grade 12

Prentice Hall Magruder’s American Government

Alabama Edition, ©2014

United States Government Grade 12 1. Explain historical and philosophical origins that shaped the government of the United States, including the Magna Carta, the Petition of Rights, the English Bill of Rights, the Mayflower Compact, the Virginia Declaration of Rights, and the influence of Thomas Hobbes, John Locke, Charles de Montesquieu, Jean-Jacques Rousseau, and the Great Awakening.

SE/TE: Basic Concepts of Democracy, 20–25; Our Political Beginnings, 30–34; also see: Petition of Right, 31, 654; English Bill of Rights, 32; 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; Virginia Declaration of Rights, 785–786; Our Presidents, AL40–AL41

1.a Comparing characteristics of limited and unlimited governments throughout the world, including constitutional, authoritarian, and totalitarian governments Examples: constitutional—United States authoritarian—Iran totalitarian—North Korea

SE/TE Forms of Government, 12–18; Basic Concepts of Democracy, 20–24; Comparative Political Systems, 644–645; Origins of the Modern State, 646–651; Ideas and Revolutions, 653–660; Transitions to Democracy, 661–665; Case Studies in Democracy, 666–672; Quick Study Guide and Assessment, 673–675; Unlimited and Limited Government, AL30; Impact of the constitution, AL37

2. Summarize the significance of the First and Second Continental Congresses, the Declaration of Independence, Shays’ Rebellion, and the Articles of Confederation of 1781 on the writing and ratification of the Constitution of the United States of 1787 and the Bill of Rights of 1791.

SE/TE: The Critical Period, 48–51; Creating the Constitution, 52–58; Ratifying the Constitution, 59–62; Basic Principles, 68–75; also see: Bill of Rights, U.S., C17–C18, 60, 80, 81, 82, 546–549; Continental Congress, Second, 36, 39–40, 302–303, 708; Continental Congress, First, 39, 317; Shays' Rebellion, 50

3. Analyze major features of the Constitution of the United States and the Bill of Rights for purposes, organization, functions, and principles, including rule of law, federalism, limited government, popular sovereignty, judicial review, separation of powers, and checks and balances.

SE/TE: Limited government, 9, 31, 41, 42, 57, 69–70, 94, 232, 296, 547–548, 583, 680, 709, 710, AL30; Checks and balances, 57, 71, 72–73, 417, 794–796; Separation of powers, 57, 70–72, 523, 653, 815; Popular sovereignty, 68, 69, 70, 80; 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








3.a Explaining main ideas of the debate over ratification that included the Federalist papers

SE/TE: 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

3.b Analyzing the Bill of Rights for its application to historical and current issues

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

3.c Outlining the formal process of amending the Constitution of the United States

SE/TE:U.S. Constitution, amending, 78–83; Amendments 86, 88, 91, 95, 96, 99, 103, 153, 154, 155, 157, 158, 161, 163, 164–165, 166, 189, 270, 271, 278, 282–283, 300, 309, 318, 319, 367, 370, 371, 373, 375, 376, 389, 390, 397, 420, 458, 547, 548–549, 549–550, 550, 553, 557–559, 569, 578, 583–585, 585, 586, 587, 589, 591, 594, 595, 596–598, 598, 602, 603, 604, 607, 613, 618, 622, 628, 630, 632, 633, 684, 715–716, 753, 761, 807, 808, 809, 810, 811, 812, 813, 814, 815

4. Explain how the federal system of the United States divides powers between national and state governments.

SE/TE: Separation of Powers, 57, 70–72, 523, 653, 815; Federalism, 92–93; Federalism: Powers Divided, 94–102; The National Government and the 50 States, 103–109

4.a Summarizing obligations that the Constitution of the United States places on a nation for the benefit of the states, including admitting new states and cooperative federalism

SE/TE: Federalism, 92–93; Federalism: Powers Divided, 94–102; The National Government and the 50 States, 103–109








4.b Evaluating the role of the national government in interstate relations

SE/TE: Interstate Relations, 111–114

5. Compare specific functions, organizations, and purposes of local and state governments, including implementing fiscal and monetary policies, ensuring personal security, and regulating transportation.

SE/TE: Governing the States, 706–707; State Constitutions, 708–713; State Legislatures, 714–719; The Governor and State Administration, 720–726; The Courts and Their Judges, 732–736; Counties, Towns, and Townships, 742–748; Cities and Metropolitan Areas, 749–755; Providing Vital Services, 756–759; Financing State and Local Government, 761–766

5.a Analyzing the Constitution of Alabama of 1901 to determine its impact on local funding and campaign funding

SE/TE: Alabama State Constitution, AL29

5.b Describing the influence of special interest groups on state government

SE/TE: Influencing Policy, AL33; Media in Politics, AL38–AL39

6. Analyze the expansion of suffrage for its effect on the political system of the United States, including suffrage for non-property owners, women, African Americans, and persons eighteen years of age.

SE/TE: Suffrage, 80, 140, 152, 153, 616–617, 616; Suffrage and Civil Rights, 164–168; also see: Civil Rights Act (1960), 165; Civil Rights Act (1964), 165–166, 298, 314, 528, 547, 584, 613, 617, 620, 626–627, 628; Title IX, 315, 626, 627, 629; Civil Rights Act (1957), 352; Civil Rights Act (1866), 584

6.a Describing implications of participation of large numbers of minorities and women in parties and campaigns

SE/TE: Suffrage and Civil Rights, 164–168

6.b Analyzing the black codes, Jim Crow laws, and the Selma-to-Montgomery March for their impact on the passage of the Voting Rights Act of 1965

SE/TE: Voting Rights Acts, 154, 157, 162, 166–167, 168, 197, 528, 626, 812; Jim Crow laws, 619, 620; also see: Voting Rights Acts, 153, 154, 157, 162, 166–167, 168, 197, 356, 528, 626, 812








7. Describe the process of local, state, and national elections, including the organization, role, and constituency of political parties.

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: 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

7.a Explaining campaign funding and spending

SE/TE: Money and Elections, 201–208

7.b Evaluating the impact of reapportionment, redistricting, and voter turnout on elections

SE/TE: Reapportionment (and redistricting), 274–275, 276, 277; also see: Elections, 193–199; Electoral College, 80, 83, 87, 186, 318–319, 387–389, 394; Voter Behavior, 170–178; Casting Your Vote, 169

8. Describe functions and the development of special interest groups and campaign contributions by political action committees and their impact on state and national elections.

SE/TE: Political action committees (PACs), 202, 205–206, 259, 260; Interest groups, 240–241, 242–246, 247–252, 253, 254–260; Lobbyists, 253, 254–257, 263, 331, 341, 470

8.a Analyzing rulings by the United States Supreme Court, including Buckley versus Valeo, regarding campaign financing to determine the effect on the election process

SE/TE: Bipartisan Campaign Reform Act (2002), 200, 203, 208; Buckley v. Valeo, 206, 565, 566

9. Trace the impact of the media on the political process and public opinion in the United States, including party press, penny press, print media, yellow journalism, radio, television, and electronic media.

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

9.a Describing regional differences in public opinion in the United States

SE/TE: Media in Politics, AL38–AL39








9.b Analyzing television and electronic media for their impact on the election process and campaign spending from the John F. Kennedy-Richard M. Nixon debate to the election of Barack Obama as President of the United States

SE/TE: The Mass Media, 228–236 Impact of Television, 239; Media in Politics, AL38–AL39

9.c Explaining the effect of attack advertisements on voter selection of candidates

SE/TE: Media in Politics, AL38–AL39

10. Evaluate roles political parties play in the functioning of the political system of the United States.

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

10.a Describing the role of third-party candidates in political elections in the United States

SE/TE: The Minor Parties, 137–140

10.b Explaining major characteristics of contemporary political parties in the United States, including the role of conventions, party leadership, formal and informal memberships, and regional strongholds

SE/TE: Political Spectrum (Critical Thinking), 126; Into the Twenty-First Century, 135–136; Party Organizations, 142–146

10.c Describing the influence of political parties on individuals and elected officials, including the development of party machines, rise of independent voters, and disillusionment with party systems

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; Chapter Assessment, 147–149








11. Evaluate constitutional provisions of the legislative branch of the government of the United States, including checks by the legislative branch on other branches of government.

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

11.a Comparing rules of operations and hierarchies of Congress, including roles of the Speaker of the House, the Senate pro tem, majority and minority leaders, and party whips

SE/TE: Speaker of the House, 285, 289, 331–333, 339, 340, 389; majority leader, minority leader whips, 336, 350; President pro tem, 370

11.b Identifying the significance of Congressional committee structure and types of committees

SE/TE: Committees in Congress, 338–342; also see: Congress, U.S., committees of, 287–288; Ways and Means Committee, 315, 341; committee actions, 346; Committee of the Whole, 348

11.c Tracing the legislative process, including types of votes and committee action, from a bill’s presentation to presidential action

SE/TE: Committees in Congress, 338–342; Making Law: The House, 343–349; Making Law: The Senate, 351–356

12. Evaluate constitutional provisions of the executive branch of the government of the United States, including checks by the executive branch on other branches of government and powers, duties as head of state and head of government, the electoral process, and the Twenty-fifth Amendment.

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








12.a Critiquing informal powers of the President of the United States, including press conferences, State of the Union addresses, total media access, head of party, and symbolic powers of the Oval Office

SE/TE: President as party leader, 142; State of the Union Message, 331–332; Executive Branch, AL31

12.b Identifying the influence of White House staff on the President of the United States

SE/TE: Executive Office of the President, 431–434

12.c Ranking powers held by the President’s Cabinet, including roles of Cabinet secretaries, appropriations by Congress, appointment and confirmation, and operation of organization

SE/TE: The Cabinet Departments, 435–440

12.d Comparing diverse backgrounds, socioeconomic status, and levels of education of United States’ presidents

SE/TE: Formal Qualifications (Kennedy, Polk, Grant, Reagan, Clinton, Obama, Garfield, Pierce, Hoover, Eisenhower), 366; Roosevelt, 367; Who is Nominated?, 384–385; Presidents of the United States, 774–775; Our Presidents, AL40–AL41

13. Evaluate constitutional provisions of the judicial branch of government of the United States, including checks by the judicial branch on other branches of government, limits on judicial power, and the process by which cases are argued before the United States Supreme Court.

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

13.a Explaining the structure and jurisdiction of court systems of the United States, including lower courts and appellate courts

SE/TE: 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; Judicial Branch, AL34–AL35








13.b Identifying the impact of landmark United States Supreme Court cases on constitutional interpretation Examples: Marbury versus Madison, Miranda versus Arizona, Tinker versus Des Moines, Gideon versus Wainwright, Reno versus American Civil Liberties Union, United States versus Nixon, McCulloch versus Maryland, Wallace versus Jaffree, Wyatt versus Stickney, and Powell versus Alabama

SE/TE: 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; also see: Supreme Court Cases, 21, 22, 76–77, 77, 80, 82–83, 87, 96, 101–102, 104, 107, 112, 113–114, 114, 155, 157, 161, 162, 163, 165, 166, 167, 168, 207, 250, 276, 278, 280, 297–298, 299, 303, 304, 308, 310–311, 314, 315, 316, 356, 390, 402, 408–409, 410–411, 413, 419, 420, 458, 527, 533–534, 539, 547, 548, 550, 552, 553, 554–555, 556, 557, 558, 559, 560, 561, 562, 563, 564, 565–567, 569, 570–571, 572, 579, 581–582, 585, 586–587, 588, 589, 593, 595, 596, 599, 600–601, 602, 603, 604–605, 619–620, 624, 628, 706, 715–716, 716, 753, 761, 809, 811, 812; Judicial Branch, AL35

13.c Describing the shifting political balance of the court system, including the appointment process, the ideology of justices, influences on court decisions regarding executive and legislative opinion, public opinion, and the desire for impartiality

SE/TE: The Impact of Judicial Philosophy, 524–525; Issues of Our Time: Judicial Restraint vs. Activism, 527; Judicial Review, 532–534; Who is On the Court Today?, 536; The Court’s Opinions, 537

13.d Contrasting strict and loose constructionist views of the Constitution of the United States

SE/TE: The Impact of Judicial Philosophy, 524–525; Issues of Our Time: Judicial Restraint vs. Activism, 527; Judicial Viewpoints, AL35

14. Describe the role of citizens in American democracy, including the meaning, rights, and responsibilities of citizenship; due process and other rights guaranteed by the Constitution of the United States; and participation in the election process.

SE: Rights and Responsibilities, 23, 156, 169; Voters and Voter Behavior, 150–151; The Right to Vote, 152–155; Voter Qualifications, 156–163; Voter Behavior, 170–178; Casting Your Vote, 169; Civil Liberties: First Amendment Freedoms, 544–575; Civil Liberties: Protecting Individual Rights, 576–609; Civil Rights: Equal Justice Under Law, 610–641; American Citizenship, 632–638








14.a Explaining how the balance between individual versus majority rule and state versus national authority is essential to the functioning of the American democratic society Examples: majority rule and minority rights, liberty and equality, state and national authority in a federal system, civil disobedience and rule of law, freedom of the press, the right to a fair trial, relationship of religion and government

SE/TE: Majority Rule, 20–21; 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; Due Process of Law, 578–582; Freedom and Security of the Person, 583–590; Rights of the Accused, 592–599; Punishment, 602–606; Civil Rights: Equal Justice Under Law, 610–611; Diversity and Discrimination in American Society, 612–617; Equality Before the Law, 618–623; Federal Civil Rights Laws, 626–630; American Citizenship, 632–638; Chapter Assessment, 640–641; also see: “Citizenship 101,” 19, 84, 141, 169, 227, 272, 369, 472, 568, 631, 652, 731

15. Explain the role and consequences of domestic and foreign policy decisions, including scientific and technological advancements and humanitarian, cultural, economic, and political changes. Examples: isolationism versus internationalism, policy of containment, policy of détente, multilateralism, war on terrorism

SE/TE: Foreign policy, 304, 365, 483, 484, 485, 495–496, 497–499, 500, 501–503, 505, 506–507, 515; Foreign trade, 56, 696–697, 698; Spending and the Budget, 467–471; Fiscal and Monetary Policy, 473–476

15.a Evaluating financial, political, and social costs of national security

SE/TE: Foreign Affairs and Diplomacy, 482–487; National Security, 488–494; American Foreign Policy Overview, 495–503; Foreign Aid and Alliances, 505–512





Magruder’s American Government ©2014

Reading Standards for Literacy in History/Social Studies Grades 11-12 A. Key Ideas and Details A.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

SE/TE: From The Constitution, 57, 86, 95, 298, 367, 553, 586; Analyzing Political Cartoons, 9, 11, 22, 26, 37, 38, 61, 64, 70, 83, 90, 101, 116, 129, 131, 133, 143, 148, 149, 172, 176, 180, 181, 185, 207, 210, 218, 222, 234, 238, 239, 243, 260, 262, 263, 264, 278, 284, 289, 292, 300, 316, 324, 327, 336, 348, 358, 359, 360, 372, 380, 393, 396, 397, 402, 408, 422, 427, 448, 452, 457, 475, 478, 483, 497, 514, 516, 533, 539, 542, 574, 575, 580, 603, 608, 609, 616, 638, 640, 642, 658, 674, 681, 702, 703, 722, 735, 738, 768, 769; Chapter Assessment: Analyzing Political Cartoons, 26, 64, 90, 116, 148, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 547, 608, 640, 674, 702, 739, 768; Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Alabama Assessment, AL29, AL31, AL33, AL35, AL37, AL39, AL41 TE only: Analyze Political Cartoons, 120, 362

A.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

SE/TE: From The Constitution, 57, 86, 298, 367, 553; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760; Chapter Assessment, Essential Question, 292, 326; Quick Write, 192, 219, 526, 582, 617; Citizenship 101, 472; also see: Identify Central Issues, 58, 83, 155, 208, 219, 260, 409, 420, 449, 462, 471, 476, 494, 512, 558, 567, 590, 726; Summarize, 11, 42, 75, 109, 114, 208, 434, 537, 700, 726






A.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

SE/TE: Issues of Our Time, 110; Quick Write, 617, 623, 630, 638 TE only: Compare Viewpoints, 28, 36, 122, 214, 240, 247, 330, 417, 624, 732, 756

B. Craft and Structure B.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

SE/TE: Key Terms Section Assessment questions, 11, 18, 24, 34, 42, 51, 58, 62, 75, 83, 88, 102, 109, 114, 129, 136, 140, 146, 155, 163, 168, 178, 192, 199, 208, 219, 226, 236, 246, 252, 260, 271, 280, 284, 290, 303, 309, 316, 324, 337, 342, 349, 356, 368, 373, 376, 385, 394, 403, 405, 409, 416, 420, 430, 434, 440, 449, 462, 466, 471, 476, 487, 494, 503, 512, 526, 531, 537, 540, 550, 558, 567, 572, 582, 590, 599, 606, 617, 623, 630, 638, 651, 660, 665, 672, 684, 691, 700, 713, 719, 726, 730, 736, 748, 755, 759, 766; Reviewing the Declaration, Vocabulary, 47 TE only: Differentiate: Vocabulary, 13, 35, 40, 61, 73, 76, 105, 221, 250, 269, 289, 297, 313, 314, 315, 319, 320, 335, 340, 379, 406, 418, 458, 464, 483, 489, 500, 521, 522, 547, 552, 553, 562, 580, 584, 586, 593, 613, 619, 634, 650, 656, 663, 681, 688, 715, 744, 751

B.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

SE/TE: Skills Handbook, Analyze Sources, S14; Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769

B.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

SE/TE: Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760; also see: Point of View, 62, 140, 246, 336, 356, 403, 606, 755






C. Integration of Knowledge and Ideas C.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

SE/TE: Document-Based Assessment, 91, 149, 181, 239, 263, 293, 327, 359, 397, 453, 479, 575, 609, 641, 675, 703, 739, 769; How Government Works, 5, 17, 73, 79, 100, 106, 108, 125, 139, 159, 186, 194, 221, 256, 258, 276, 306, 319, 321, 322, 339, 354, 371, 382, 407, 429, 433, 436, 447, 459, 461, 470, 484, 489, 493, 521, 530, 535, 555, 564, 589, 594, 634, 694, 712, 718, 725, 729, 744, 747, 752, 757, 763; Infographics, Charts, Graphs, and Tables (examples), 6, 16, 25, 38, 63, 74, 89, 128, 145, 153, 171, 197, 209, 225, 237, 261, 291, 299, 314, 335, 357, 379, 395, 419, 444, 468, 477, 487, 499, 510, 523, 541, 573, 607, 616, 639, 654, 668, 687, 696, 701, 734, 744, 767; Political Cartoons (examples), 9, 11, 22, 26, 37, 38, 61, 129, 148, 149, 172, 176, 180, 181, 185, 207, 234, 238, 262, 263, 264, 278, 284, 289, 292, 300, 316, 324, 372, 380, 408, 422, 427, 448, 452, 475, 478, 483, 497, 514, 516, 575, 580, 638, 674, 687, 702, 738, 739, 768, 769 TE only: Skills Development: Analyze Graphic Data, 454, 676; Analyze Images, 610; Analyze Political Cartoons, 120, 362; Analyze Timelines, 644; Differentiate: Cartoon, 60, 131, 132, 205, 243, 306, 501, 548, 598, 671, 699; Graphic Organizer, 33, 57, 60, 127, 308, 367, 375, 408, 413, 429, 433, 475, 598, 606, 629, 654, 659, 664; Poster, 73, 341, 382, 439, 501, 629; Timeline, 134, 197, 408, 690, 711; Watch TV/Film, 348, 729

C.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

SE/TE: Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760; Section Assessment, Critical Thinking, 51, 606






C.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

SE/TE: Document-Based Assessment, Pull It Together, 641, 675; Alabama Assessment, AL35 TE only: Compare Viewpoints, 28, 36, 122, 214, 240, 247, 330, 417, 624, 732, 756

D. Range of Reading and Level of Text Complexity D.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11–12 text complexity band independently and proficiently.

SE/TE: Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; From The Constitution, 57, 86, 95, 298, 367, 553, 586; Citizenship 101, 19, 84, 141, 169, 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; Landmark Decisions of the Supreme Court, 76, 310, 410, 600, 624 TE only: For More Information, 25, 63, 89, 115, 147, 179, 209, 237, 261, 292, 325, 357, 395, 421, 451, 477, 513, 541, 573, 607, 639, 673, 701, 737, 767






Writing Standards for Literacy in History/Social Studies Grades 11-12 A. Text Types and Purposes 1. Write arguments focused on discipline-specific content.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented.

SE/TE: 21st Century Skills Handbook: Persuasive Essay, S9–S10; Quick Write and Chapter Assessment: Persuasive Writing, 129, 136, 140, 146, 148, 303, 309, 316, 323, 326, 337, 342, 349, 356, 358, 403, 409, 416, 420, 422, 440, 449, 452, 550, 558, 567, 572, 574; Document-Based Assessment, Pull It Together, 117, 181, 239, 263, 293, 359, 397, 453, 479, 515, 543, 575, 703, 769; Chapter Assessment, Essential Question, 116, 238, 514, 542, 738; Citizenship 101, 568, 631; Alabama Assessment, AL33, AL35 TE only: Differentiate: Advertisement, 511; Write an Editorial, 61, 190; Write a Persuasive Argument, 40, 45; Write a Position Paper, 301






2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

SE/TE: 21st Century Skills Handbook: Expository Writing, S3–S5; Research Writing, S6–S8; Writing for Assessment, S11–S12; Quick Write and Chapter Assessment: Cause-and-Effect-Essay, 219, 226, 236, 238, 462, 466, 471, 476, 478; Compare and Contrast, 102, 109, 114, 116; Explanatory Essay, 192, 199, 208, 210, 526, 531, 537, 540, 542, 713, 719, 726, 730, 736, 738; Expository Writing, 11, 19, 24, 26, 271, 280, 284, 290, 292, 487, 494, 503, 512, 514, 651, 655, 657, 659, 660, 665, 672, 674, 684, 691, 700, 702; Writing for Assessment, 75, 83, 88, 90, 246, 252, 260, 262, 748, 755, 759, 766, 768; Problem-Solution Essay, 617, 623, 630, 638, 640; Research Writing, 368, 373, 376, 385, 394, 396, 430, 434, 582, 590, 599, 606, 608; Alabama Assessment, AL30, AL31, AL37, AL39, AL41 TE only: Differentiate: Write an Essay, 100, 206, 217, 373, 382, 415, 470, 501, 595, 659, 671; Write an Article, 485; Write a Biography, 283, 433; Write an Essay, 100, 206, 217, 373, 382, 415, 470, 501, 595, 659, 671; Write to Explain, 32, 55, 225, 460; Write a Report, 225, 683, 718, 754; Write a Summary, 323, 336, 433, 475, 690

A.3 (See note; not applicable as a separate requirement)

Not applicable according to Common Core State Standards






B. Production and Distribution of Writing B.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SE/TE: Section Assessment: Quick Write, 11, 18, 24, 34, 42, 51, 58, 62, 75, 83, 88, 102, 109, 114, 129, 136, 140, 146, 155, 163, 168, 178, 192, 199, 208, 219, 226, 236, 246, 252, 260, 271, 280, 284, 290, 303, 309, 316, 324, 337, 342, 349, 356, 368, 373, 376, 385, 394, 403, 409, 416, 420, 430, 434, 440, 449, 462, 466, 471, 476, 487, 494, 503, 512, 526, 531, 537, 540, 550, 558, 567, 572, 582, 590, 599, 606, 617, 623, 630, 638, 651, 660, 665, 684, 691, 700, 713, 719, 726, 730, 736, 748, 755, 759, 766; Chapter Assessment, Writing About Government & Essential Question, 26, 64, 90, 116, 148, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 547, 608, 640, 674, 702, 738, 768; Citizenship 101, 141, 169, 272, 472, 631; Document-Based Assessment, Pull It Together, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Alabama Assessment, AL30, AL31, AL33, AL35, AL37, AL39, AL41 TE only: Writing, 17, 32, 40, 45, 55, 61, 100, 190, 206, 217, 225, 301, 315, 323, 336, 355, 373, 382, 415, 433, 439, 460, 470, 475, 485, 493, 501, 547, 549, 562, 595, 659, 671, 683, 689, 690, 718, 754

B.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

SE/TE: Chapter Assessment, Writing About Government, 26, 64, 90, 116, 148, 180, 210, 292, 358, 608, 640, 768; Chapter Assessment, Essential Question, 26, 90, 210, 422; Quick Write, 24, 62, 88, 109, 114, 155, 246, 280, 303, 316, 324, 337, 342, 349, 368, 394, 409, 430, 440, 471, 487, 623, 651, 684, 755






B.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

SE/TE: Government Online, 19, 27, 35, 65, 84, 91, 110, 117, 141, 149, 169, 181, 200, 211, 227, 239, 253, 263, 293, 317, 327, 350, 359, 369, 397, 404, 423, 450, 453, 472, 479, 504, 515, 527, 543, 568, 575, 591, 609, 631, 641, 652, 675, 692, 703, 731, 739, 760, 769 TE only: Extend the Lesson: Watch a Movie and Respond, 46; Differentiate: Newscast, 300; Advertisement, 511

B.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SE/TE: 21st Century Skills Handbook: Research Writing, S6–S8; Quick Write and Chapter Assessment: Research Writing, 368, 373, 376, 385, 394, 396, 430, 434, 582, 590, 599, 606, 608; Quick Write, 18, 42, 51, 102, 136, 192, 199, 219, 226, 271, 440, 503, 526, 531, 558, 572, 719, 726; Chapter Assessment, Essential Question, 64, 90, 116, 180, 262, 292, 326, 358, 396, 422, 452, 478, 514, 608, 640, 674, 702, 738, 768; Citizenship 101, 652; Alabama Assessment, AL35 TE only: Differentiate: Research, 9, 14, 16, 22, 40, 44, 81, 100, 127, 167, 173, 176, 195, 197, 206, 225, 235, 250, 251, 256, 258, 300, 301, 308, 315, 323, 336, 341, 373, 375, 383, 392, 402, 415, 419, 433, 439, 447, 460, 475, 486, 501, 508, 510, 511, 525, 536, 572, 581, 588, 598, 616, 629, 649, 659, 663, 664, 671, 683, 690, 699, 718, 724, 729, 747, 754; Extend: Research, 61, 107, 114, 154, 278






B.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

SE/TE: 21st Century Skills Handbook: Research Writing, S6–S8; Quick Write and Chapter Assessment: Research Writing, 368, 373, 376, 385, 394, 396, 430, 434, 582, 590, 599, 606, 608; Quick Write, 18, 42, 51, 102, 136, 192, 199, 219, 226, 271, 440, 503, 526, 531, 558, 572, 719, 726; Chapter Assessment, Essential Question, 64, 90, 116, 180, 262, 292, 326, 358, 396, 422, 452, 478, 514, 608, 640, 674, 702, 738, 768; Citizenship 101, 652; Alabama Assessment, AL35 TE only: Differentiate: Research, 9, 14, 16, 22, 40, 44, 81, 100, 127, 167, 173, 176, 195, 197, 206, 225, 235, 250, 251, 256, 258, 300, 301, 308, 315, 323, 336, 341, 373, 375, 383, 392, 402, 415, 419, 433, 439, 447, 460, 475, 486, 501, 508, 510, 511, 525, 536, 572, 581, 588, 598, 616, 629, 649, 659, 663, 664, 671, 683, 690, 699, 718, 724, 729, 747, 754; Extend: Research, 61, 107, 114, 154, 278

B.9 Draw evidence from informational texts to support analysis, reflection, and research.

SE/TE: Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Citizenship 101, 19, 84, 141, 169, 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; Landmark Decisions of the Supreme Court, 76, 310, 410, 600, 624






C. Range of Writing C.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SE/TE: Section Assessment: Quick Write, 11, 18, 24, 34, 42, 51, 58, 62, 75, 83, 88, 102, 109, 114, 129, 136, 140, 146, 155, 163, 168, 178, 192, 199, 208, 219, 226, 236, 246, 252, 260, 271, 280, 284, 290, 303, 309, 316, 324, 337, 342, 349, 356, 368, 373, 376, 385, 394, 403, 409, 416, 420, 430, 434, 440, 449, 462, 466, 471, 476, 487, 494, 503, 512, 526, 531, 537, 540, 550, 558, 567, 572, 582, 590, 599, 606, 617, 623, 630, 638, 651, 660, 665, 684, 691, 700, 713, 719, 726, 730, 736, 748, 755, 759, 766; Chapter Assessment, Writing About Government & Essential Question, 26, 64, 90, 116, 148, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 547, 608, 640, 674, 702, 738, 768; Citizenship 101, 141, 169, 272, 472, 631; Document-Based Assessment, Pull It Together, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Alabama Assessment, AL30, AL31, AL33, AL35, AL37, AL39, AL41 TE only: Writing, 17, 32, 40, 45, 55, 61, 100, 190, 206, 217, 225, 301, 315, 323, 336, 355, 373, 382, 415, 433, 439, 460, 470, 475, 485, 493, 501, 547, 549, 562, 595, 659, 671, 683, 689, 690, 718, 754

prentice hall magruder’s american government - pearson · pdf filetwo correlations...

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