A Correlation of ©2016 To the California History-Social Science Content Standards Grade 12
A Correlation of
©2016
To the
California History-Social Science
Content Standards
Grade 12
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 2 SE = Student Edition
Introduction
This document demonstrates how Pearson Magruder’s American Government, ©2016 meets the
California History-Social Science Content Standards, Grade 12. Citation references are to the Student
Edition and Teacher’s Edition
Hailed as a stellar educational resource since 1917, Pearson is excited to announce the NEW
Magruder’s American Government program! The new Program is made accessible for today’s
students through clear, appealing narrative and engaging activities, questions, and primary sources.
The program bridges time-tested best practices, curriculum standard expectations, and technology
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options.
Pearson Magruder’s American Government program uses a research tested four-part learning
model to enhance teaching and understanding.
1. Connect: Students make learning personal as they connect to content through a story and
activate their prior knowledge, personal experience, and perspective.
2. Investigate: Students actively learn, investigate, and acquire key content knowledge
through a variety of components both in print and digital.
3. Synthesize: Students extend their understanding by applying what they just learned in a
quick recap and “pull-it-all-together” exercise before they move on to the next lesson.
4. Demonstrate: Students demonstrate their understanding through a variety of authentic,
formative, and summative assessments.
Technology Reimagined with Pearson’s Realize™ Platform
eText Student Edition with valuable tools for individualized instruction, remediation, or
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Interactive Reading and Note Taking Study Guide allows for differentiated instruction and
assessment
Assessments; built-in progress monitoring includes both formative and summative
assessments
Teacher Lesson Plans with point-of-use resources
Flipped Videos available to assign to students or serve as quick refreshers
Copyright ©2016 Pearson Education, Inc. or its affiliate(s). All rights reserved
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 3 SE = Student Edition
Table of Contents
Principles of American Democracy .................................................................................................... 4
12.1. ........................................................................................................................................................ 4
12.2 ......................................................................................................................................................... 8
12.3 ....................................................................................................................................................... 12
12.4. ...................................................................................................................................................... 14
12.5. ...................................................................................................................................................... 16
12.6. ...................................................................................................................................................... 18
12.7 ....................................................................................................................................................... 21
12.8 ....................................................................................................................................................... 26
12.9……………………………………………………………………………………………………………………………………. 27
Principles of Economics ..................................................................................................................... 31
12.1. ...................................................................................................................................................... 31
12.2. ...................................................................................................................................................... 32
12.3 ....................................................................................................................................................... 35
12.4 ....................................................................................................................................................... 37
12.5. ...................................................................................................................................................... 39
12.6. ...................................................................................................................................................... 40
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 4 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
Principles of American Democracy
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
SE/TE: Thomas Hobbes, 7; The Social Contract
Theory (John Locke), 8, 26; William Blackstone,
26; Athens: The First Democracy & The Roman
Republic, 20; John Locke, 51; Assessment:
Analyze Information 54; Montesquieu, 60
Topic 2 Assessment (3: Explain Major Political
Ideas in History), 72
21st Century Skills: Analyze Primary and
Secondary Sources, 787–788
Digital Resources:
21st Century Skills Tutorials: Analyze Primary and
Secondary Sources
Interactive Primary Sources (examples related to
wide range of perspectives): The Republic, Plato;
Politics, Aristotle; Two Treatises of Government,
John Locke; The Spirit of Laws, Baron de
Montesquieu; The Social Contract, Jean-Jacques
Rousseau
2. Discuss the character of American
democracy and its promise and perils as
articulated by Alexis de Tocqueville
SE/TE: Democracy in America: Alexis de
Tocqueville, 763–764; also see: Principles of
Government, 4–11; The Basics of Democracy,
27–32; Origins of American Political Ideals, 40–
45; An Overview of the Constitution78–89
Topic Assessment: Topic 1 Assessment (20:
Identify Beliefs and Principles), 35; Topic 2
Assessment (12: Identify American Beliefs and
Principles), 73; Topic 3 Assessment (17: Identify
American Beliefs and Principles), 123
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 5 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
(Continued)
2. Discuss the character of American
democracy and its promise and perils as
articulated by Alexis de Tocqueville
(Continued)
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Foundations of Government; Political
Systems; Citizenship
21st Century Skills Tutorials: Political
Participation; Voting
Social Studies Reference Center: Constitution Day
Resources – The Constitution of the United
States
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.”
SE/TE: Principles of Government, 4–11;
The Basics of Democracy, 27–32; Origins of
American Political Ideals, 40–45; The
Declaration of Independence, 51–53; An
Overview of the Constitution78–89
Topic Assessment: Topic 1 Assessment (3:
Identify Traditions That Informed the American
Founding), 33; (20: Identify Beliefs and
Principles), 35; Topic 2 Assessment (6: Identify
Significant Individuals), 73; (12: Identify
American Beliefs and Principles), 73; Topic 3
Assessment (17: Identify American Beliefs and
Principles), 123
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Foundations of Government; Political
Systems; Citizenship
21st Century Skills Tutorials: Political
Participation; Voting
Social Studies Reference Center: Constitution Day
Resources – The Constitution of the United
States
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 6 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
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
SE/TE: The Fight for Ratification, 67–71
Anti-Federalist Papers; The Federalist No. 10,
James Madison, 749–752; The Federalist No. 39,
James Madison, 752–755; The Federalist No. 51,
756–758; The Federalist No. 78, Alexander
Hamilton, 758–762
Topic 1 Assessment (22: Analyze the Federalist
Papers), 36; Topic 4 Assessment (11: Analyze
How The Federalist Explains American
Government), 196; Topic 6 Assessment (5:
Analyze the Federalist Papers), 291; Topic 10
Assessment (3: Analyze Federalist Papers), 497;
Topic 13 Assessment (1: Explain the Importance
and Understand the Role), 671; (4: Evaluate
Constitutional Provisions), 671; (10: Compare
State and Local Governments), 672
Digital Resources:
Interactive Primary Sources: Anti-Federalist
Papers; Federalist No. 10, James Madison;
Federalist No. 39, James Madison; Federalist
No. 51; Federalist No. 78, Alexander Hamilton
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 7 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
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.
SE/TE: The Fight for Ratification, 67–71; An
Overview of the Constitution, 78–89; The
Constitution Reigns Supreme, 106–108; The
Expressed Powers, 147–158; The Implied and
Nonlegislative Powers, 159–169; State
Constitutions, 614–619
United States Constitution, 704–727; Anti-
Federalist Papers; The Federalist No. 10, James
Madison, 749–752; The Federalist No. 39, James
Madison, 752–755; The Federalist No. 51, 756–
758; The Federalist No. 78, Alexander Hamilton,
758–762
Topic 1 Assessment (22: Analyze the Federalist
Papers), 36; Topic 4 Assessment (11: Analyze
How The Federalist Explains American
Government), 196; Topic 6 Assessment (5:
Analyze the Federalist Papers), 291; Topic 10
Assessment (3: Analyze Federalist Papers), 497;
Topic 13 Assessment (1: Explain the Importance
and Understand the Role), 671; (4: Evaluate
Constitutional Provisions), 671; (10: Compare
State and Local Governments), 672
Digital Resources:
Interactive Primary Sources: Anti-Federalist
Papers; Federalist No. 10, James Madison;
Federalist No. 39, James Madison; Federalist
No. 51; Federalist No. 78, Alexander Hamilton
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 8 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
6. Understand that the Bill of Rights limits the
powers of the federal government and state
governments.
SE/TE: The Bill of Rights, 93–94; Amendments 1-
10, 720–721
Topic 8 Assessment (6: Create a Product That
Identifies Freedoms and Rights), 385; (7:
Analyze the Importance of the First
Amendment), 385; (9: Examine the Reasons for
the Protection of Religious Freedom), 386; (10:
Evaluate and Analyze Constitutional Provisions),
386
Digital Resources:
Social Studies Reference Center: Constitution Day
Resources –
Celebrate Freedom: Declaration of
Independence and the Bill of Rights
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).
SE/TE: The Bill of Rights, 93–94; The Unalienable
Rights, 326–332; Freedom of Religion, 333–339;
Freedom of Speech and Press, 340–349;
Freedom of Assembly and Petition, 350–354;
Due Process of Law, 355–359; Freedom and
Security of the Person, 360–371; Rights of the
Accused, 372–384; Amendments 1-10, 720–721
Topic 8 Assessment, 385–387
Digital Resources:
Social Studies Reference Center: Constitution Day
Resources –
Celebrate Freedom: Declaration of
Independence and the Bill of Rights
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 9 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
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).
SE/TE: Democracy and the Free Enterprise
System, 31–32; The American Free Enterprise
System, 563–566
Topic 12 Assessment (1: Compare the Role of
Government in Economic Systems), 607; (2:
Compare the U.S. to Historical Forms of
Government), 607
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics
3. Discuss the individual’s legal obligations to
obey the law, serve as a juror, and pay taxes.
SE/TE: Responsibilities, Duties, and Obligations
of Citizenship, 30–31; Your Right to Vote, 432–
439
Topic 1 Assessment (17: Understand
Citizenship), 35; (18: Evaluate the Obligations of
Citizenship), 35; (24: –Understand Citizenship),
36; (27: Understand Citizenship), 37; Topic 6
Assessment (3: Understand Responsibilities of
Citizenship), 291; Topic 8 Assessment (15:
Evaluate Obligations of Citizenship), 386; Topic
9 Assessment (11: Analyze Historical Examples),
419; Topic 10 Assessment (18: Analyze Citizen
Movements), 499; Topic 12 Assessment (13:
Understand the Responsibilities of Citizenship),
610
Digital Resources:
Social Studies Reference Center: Constitution Day
Resources – Celebrate Freedom: Declaration of
Independence and Constitution Day;
Declaration of Independence and the Bill of
Rights; The Constitution of the United States;
Primary Source: Declaration of Independence
Social Studies Core Concepts: Government and
Civics – Citizenship; Personal Finance – Taxes
and Income
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 10 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
(Continued)
3. Discuss the individual’s legal obligations to
obey the law, serve as a juror, and pay taxes.
(Continued)
21st Century Skills Tutorials: Political
Participation; Voting; Serving on a Jury; Being an
Informed Citizen
4. Understand the obligations of civic-
mindedness, including voting, being informed
on civic issues, volunteering and performing
public service, and serving in the military or
alternative service
SE/TE: Responsibilities, Duties, and Obligations
of Citizenship, 30–31; The History of Voting
Rights, 424–431; Your Right to Vote, 432–439;
Voting Trends, 440–449; The Voting Process,
450–457; Nominations, 518–527: Electing the
President, 528–544
Topic 1 Assessment (17: Understand
Citizenship), 35; (18: Evaluate the Obligations of
Citizenship), 35; (24: Understand Citizenship),
36; (27: Understand Citizenship), 37; Topic 6
Assessment (3: Understand Responsibilities of
Citizenship), 291; Topic 8 Assessment (15:
Evaluate Obligations of Citizenship), 386; Topic
9 Assessment (11: Analyze Historical Examples),
419; Topic 10 Assessment (18: Analyze Citizen
Movements), 499; Topic 12 Assessment (13:
Understand the Responsibilities of Citizenship),
610
Digital Resources:
Social Studies Reference Center: Constitution Day
Resources – Celebrate Freedom: Declaration of
Independence and Constitution Day;
Declaration of Independence and the Bill of
Rights; The Constitution of the United States;
Primary Source: Declaration of Independence
Social Studies Core Concepts: Government and
Civics – Citizenship; Personal Finance – Taxes
and Income
21st Century Skills Tutorials: Political
Participation; Voting; Serving on a Jury; Being an
Informed Citizen
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 11 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
5. Describe the reciprocity between rights and
obligations; that is, why enjoyment of one’s
rights entails respect for the rights of others
SE/TE: Responsibilities, Duties, and Obligations
of Citizenship, 30–31; The Unalienable Rights,
326–332; Freedom of Religion, 333–339;
Freedom of Speech and Press, 340–349;
Freedom of Assembly and Petition, 350–354;
Due Process of Law, 355–359; Freedom and
Security of the Person, 360–371; Rights of the
Accused, 372–384
Topic 8 Assessment, 385–387
Digital Resources:
Social Studies Reference Center: Landmark
Supreme Court Cases
21st Century Skills Tutorials: Solve Problems;
Make Decisions; Political Participation; Voting;
Serving on a Jury
Social Studies Social Studies Core Concepts:
Government and Civics – Foundations of
Government; Political Systems; Citizenship
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: American Citizenship, 390–397
Topic 9 Assessment (1: Evaluate a U.S.
Government Policy), 418; (2: Explain Changes in
American Culture), 418
Social Studies Core Concepts: Government and
Civics – Citizenship
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 12 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
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.
SE/TE: Freedom of Assembly and Petition, 350–
354; Civil Rights: Diversity and Discrimination,
398–404; Federal Civil Rights Laws, 412–417
Topic 8 Assessment (16: Give Examples and
Analyze the Impact), 387; Topic 8 Assessment
(19: Write About the Essential Question. Write
an essay on the Essential Question: How much
power should the government have?), 387
Digital Resources:
Social Studies Reference Center: Biography –
César Chávez; Martin Luther King Jr.; Rosa Parks
Interactive Primary Sources: "I Have a Dream,"
Martin Luther King, Jr.; "Letter from
Birmingham Jail," Martin Luther King, Jr.; "I Will
Fight No More Forever," Chief Joseph
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.
SE/TE: Amending the Constitution, 90–98; The
Supreme Court, 306–312; Civil Rights: Diversity
and Discrimination, 398–404; Equality Before
the Law, 405–411; Federal Civil Rights Laws,
412–417
Topic 1 Assessment (14: Understand the Rule of
Law), 34; Topic 3 Assessment (2: Identify the
Contributions), 121; (7: Understand the Role),
122; (22: Analyze the Functions of the Judicial
Branch), 123; Topic 7 Assessment (3: Analyze
Functions and Explain Provisions), 320; Topic 9
Assessment (15: Understand the Role of the
Rule of Law), 420
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 13 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
(Continued)
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.
(Continued)
Digital Resources:
Social Studies Reference Center: Biography –
César Chávez; Martin Luther King Jr.; Rosa Parks
Interactive Primary Sources: "I Have a Dream,"
Martin Luther King, Jr.; "Letter from
Birmingham Jail," Martin Luther King, Jr.; "I Will
Fight No More Forever," Chief Joseph
Social Studies Reference Center: Landmark
Supreme Court Cases
21st Century Skills Tutorials: Political
Participation; Voting
3. Discuss the historical role of religion and
religious diversity.
SE/TE: Freedom of Religion, 333–339
Topic 8 Assessment (9: Identify the Reasons for
the Protection of Religious Freedom), 386
Digital Resources:
Social Studies Social Studies Core Concepts:
Culture – Religion
Interactive Primary Sources: The Mayflower
Compact
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 14 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
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.
SE/TE: Types of Government, 12–18; The United
Kingdom: Comparison to the United States,
687–688; The Russian Federation: Comparison
to the United States, 694–695; China:
Comparison to the United States, 699–700
Topic 14 Assessment (3: Compare the U.S.
Constitutional Republic to Contemporary Forms
of Government), 701; (6: Compare the U.S.
Constitutional Republic to Contemporary Forms
of Government), 702; (10: Compare the U.S.
Constitutional Republic to Contemporary Forms
of Government), 703; (12: Compare the U.S.
Constitutional Republic to Historical Forms of
Government), 703; (13: Compare the U.S.
Constitutional Republic to Contemporary Forms
of Government), 703; (15: Analyze Advantages
and Disadvantages), 703
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Foundations of Government; Political
Systems; Political Structures
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 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.
SE/TE: An Overview of the Constitution: An
Outline of the U.S. Constitution, 78–79: Article I,
80–81
United States Constitution: Article I, 704–713
Digital Resources:
Social Studies Reference Center: Constitution Day
Resources – The Constitution of the United
States
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 15 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
2. Explain the process through which the
Constitution can be amended
SE/TE: Amending the Constitution: Text 4: The
27 Amendments, 93–98; State Constitutions,
614–619
Topic 3 Assessment (12: Describe the
Constitutionally Prescribed Procedures), 122;
(15: Create a Project), 123
Digital Resources:
Social Studies Reference Center: United States
Constitution; Celebrate Freedom: Declaration of
Independence and the Bill of Rights
3. Identify their current representatives in the
legislative branch of the national government.
SE/TE: For related material see: National
Legislature Overview, 128–136; Congress at
Work-Organization and Committees, 170–181;
Congress at Work- Making Law, 182–194
Topic 4 Assessment (2: Compare Methods of Filling
Public Offices), 195; (17: Analyze the Functions of the
Legislative Branch), 197
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Political Structures
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
SE/TE: Article II, 81–82
United States Constitution: Article I, 713–715
Digital Resources:
Social Studies Reference Center: Constitution Day
Resources – The Constitution of the United
States
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 16 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
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
SE/TE: Article III, 82–83
United States Constitution: Article III, 715–716
Digital Resources:
Social Studies Reference Center: Constitution Day
Resources – The Constitution of the United
States
6. Explain the processes of selection and
confirmation of Supreme Court justices.
SE/TE: The Supreme Court, 306–312
Topic 7 Assessment (3: Analyze Functions And
Explain Provisions), 320; (4: Identify
Contributions and Individuals), 320
Digital Resources:
Social Studies Reference Center: Landmark
Supreme Court Cases
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.
SE/TE: The Unalienable Rights, 326–332;
Freedom of Religion, 333–339; Freedom of
Speech and Press, 340–349; Freedom of
Assembly and Petition, 350–354; Due Process of
Law, 355–359; Freedom and Security of the
Person, 360–371; Rights of the Accused, 372–
384
Topic 8 Assessment, 385–387
Digital Resources:
Social Studies Reference Center: Landmark
Supreme Court Cases
21st Century Skills Tutorials: Solve Problems;
Make Decisions; Political Participation; Voting;
Serving on a Jury
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 17 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
(Continued)
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.
(Continued)
Social Studies Social Studies Core Concepts:
Government and Civics – Foundations of
Government; Political Systems; Citizenship
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: The Supreme Court, 306–312; Judicial
Activism & Judicial Restraint, 303; also see:
Brown v. Board of Education (Warren quoted),
407
Topic 4 Assessment (4: Explain Political
Divisions), 195; Topic 7 Assessment (3: Analyze
Functions And Explain Provisions), 320; (4:
Identify Contributions and Individuals), 320;
Topic 8 Assessment (2: Create a Presentation
Analyzing Interpretations of Rights), 385; (16:
Give Examples and Analyze the Impact), 387;
(18: Analyze Interpretations of Rights), 387
Digital Resources:
Social Studies Reference Center: Landmark
Supreme Court Cases
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.
SE/TE Judicial Review, 87; Marbury v. Madison,
96, 121, 312, 320, 505; McCulloch v. Maryland,
106, 161, 162, 169, 583, 664; United States v.
Nixon, 217; What Is Judicial Review? 306–308;
Sequence Events, 312
Topic 3 Assessment (2: Identify the Contributions), 121;
Topic 7 Assessment (4: Identify Contributions and
Individuals), 320
Topic 3 Assessment (2: Identify the
Contributions), 121; Topic 7 Assessment (4:
Identify Contributions and Individuals), 320
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 18 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
(Continued)
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.
(Continued)
Digital Resources:
Social Studies Reference Center: Landmark
Supreme Court 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: Miranda v. Arizona, 311, 379, 385, 387;
Plessy v. Ferguson, 406, 407; Brown v. Board of
Education, 407, 411, 417, 419; Regents of the
University of California v. Bakke, 414–415;
United States v. Virginia (VMI), 410
Topic 7 Assessment (4: Identify Contributions
and Individuals), 320
Topic 9 Assessment (6: Explain Changes in
American Culture), 419; (7: Explain Changes in
American Culture), 419; (11: Analyze Historical
Examples), 419; (12: Evaluate Constitutional
Provisions), 419
Digital Resources:
Social Studies Reference Center: Landmark
Supreme Court Cases
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.
SE/TE: Political Parties and What They Do, 502–
517
Topic 11 Assessment (15: Analyze the Function
of Political Parties), 557
Digital Resources:
21st Century Skills Tutorials: Political
Participation; Voting
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 19 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
2. Discuss the history of the nomination
process for presidential candidates and the
increasing importance of primaries in general
elections.
SE/TE: Nominations, 518–527
Topic 11 Assessment (2: Compare Methods),
555
Digital Resources:
21st Century Skills Tutorials: Political
Participation; Voting
3. Evaluate the roles of polls, campaign
advertising, and the controversies over
campaign funding.
SE/TE: Voting Trends, 440–449; Public Opinion
and Polling, 458–470; Influencing Public
Opinion: The Mass Media, 471–479; The Voting
Process, 450–457; Nominations, 518–527:
Electing the President, 528–544
Topic Assessment: Topic 10 Assessment (1:
Evaluate the Impact of Electronic), 496; (9:
Evaluate the Impact of the Internet), 497; (10:
Compare Methods of Filling Public Offices), 497;
Topic 11 Assessment (7: Evaluate the Impact),
556; (11: Analyze the Electoral College and
Evaluate Government Data), 557; (18: Defend a
Point of View and Analyze the Electoral College),
558
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Citizenship
21st Century Skills Tutorials: Political
Participation; Voting
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 20 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
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).
SE/TE: The History of Voting Rights, 424–431;
Your Right to Vote, 432–439; Voting Trends,
440–449; The Voting Process, 450–457;
Nominations, 518–527: Electing the President,
528–544
Topic Assessment: Topic 10 Assessment (10:
Compare Methods of Filling Public Offices), 497;
Topic 11 Assessment (7: Evaluate the Impact),
556; (11: Analyze the Electoral College and
Evaluate Government Data), 557; (18: Defend a
Point of View and Analyze the Electoral College),
558
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Citizenship
21st Century Skills Tutorials: Political
Participation; Voting
Social Studies Reference Center: Constitution Day
Resources – The Constitution of the United
States
5. Discuss the features of direct democracy in
numerous states (e.g., the process of
referendums, recall elections)
SE/TE: Referendums, 414, 511, 620, 625–626,
629, 691
Digital Resources:
21st Century Skills Tutorials: Political
Participation; Voting
Social Studies Reference Center: Constitution Day
Resources – The Constitution of the United
States
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 21 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
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: Voting Trends, 440–449
Topic 10 Assessment (8: Understand Voting Patterns),
497
Digital Resources:
21st Century Skills Tutorials: Political
Participation; Voting
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.
SE/TE: National Legislature Overview, 128–136;
The Two Houses, 137–146; The Expressed
Powers, 147–158; The Implied and
Nonlegislative Powers, 159–169; Congress at
Work - Organization and Committees, 170–181;
Congress at Work - Making Law, 182–194
Topic 1 Assessment (7: Analyze the Functions of
the Legislative Branch of Government), 33;
Topic 2 Assessment (8: Analyze the Structure
and Functions of the Legislative Branch), 73;
Topic 12 Assessment (11: Analyze Functions of
the Legislative Branch), 610
Digital Resources:
Social Studies Reference Center: United States
Constitution; Landmark Supreme Court Cases
21st Century Skills Tutorials: Solve Problems;
Make Decisions; Political Participation; Voting;
Serving on a Jury
Social Studies Social Studies Core Concepts:
Government and Civics –Political Systems
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 22 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
2. Identify the major responsibilities and
sources of revenue for state and local
governments.
SE/TE: Financing Government, 580–588; State
and Local Spending and Revenue, 660–670
Topic 4 Assessment (8: Understand the Role of
Limited Government), 196; (10: Understand
Government Taxation), 196; Topic 11
Assessment (10: Examine Different Points of
View), 556; Topic 12 Assessment (8: Identify
Revenue Sources), 608; (9: Understand How
Taxation Restricts Enterprise), 608; (12: Explain
Domestic Policy Responsibilities), 609; (13:
Understand the Responsibilities of Citizenship),
609
Digital Resources:
21st Century Skills Tutorials: Paying Taxes
Social Studies Core Concepts: Personal Finance –
After High School
Taxes and Income; Economics – Economics
Basics; Economics Systems
3. Discuss reserved powers and concurrent
powers of state governments.
SE/TE: Federalism, 87–89; Three Types of
Federal Powers, 101–103; Powers Denied to the
Federal Government, 103; Powers of the Fifty
States, 103–105; Powers Denied to the States,
104–105; The Exclusive and Concurrent Powers,
105–106; The Constitution Reigns Supreme,
106–108; States and Federal Government
Sharing Resources, 113–116; How the Law
Crosses State Lines, 116–118; Extradition, 118–
119; Privileges and Immunities, 119–120
Topic 3 Assessment (8: Create a Visual
Presentation), 122; (9: Understand the Limits on
the National Government), 122; (24: Create a
Written Presentation), 123; Topic 13
Assessment (10: Compare State and Local
Governments), 672; (15: Compare the
Functions), 672; Topic 3 (23: Analyze the Federal
System of Government), 123
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 23 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
(Continued)
3. Discuss reserved powers and concurrent
powers of state governments.
(Continued)
Digital Resources:
Social Studies Reference Center: United States
Constitution
4. Discuss the Ninth and Tenth Amendments
and interpretations of the extent of the federal
government’s power.
SE/TE: Ninth Amendment, 93, 332; Tenth
Amendment, 93, 94, 100, 104
Digital Resources:
Social Studies Reference Center: United States
Constitution
5. Explain how public policy is formed, including
the setting of the public agenda and
implementation of it through regulations and
executive orders.
SE/TE: Government Immigration Policies, 393;
Government Policies on Undocumented Aliens,
395–397; Equality Before the Law, 405–411;
Fiscal and Monetary Policy, 573–579; U.S. Trade
Policies, 600–602
Topic 2 Assessment (15: Give Examples of
Processes Used to Affect Policy), 74; Topic 3
Assessment (11: Explain the Major
Responsibilities), 122; Topic 4 Assessment (1:
Explain Federal Responsibilities), 195; Topic 5
Assessment (7: Analyze U.S. Foreign Policy),
231; (11: Explain Major Foreign Policy
Responsibilities), 231; Topic 8 Assessment (12:
Evaluate a Court Decision), 386; (16: Give
Examples and Analyze the Impact), 387; Topic 9
Assessment (1: Evaluate a U.S. Government
Policy), 418; (5: Evaluate a U.S. Government
Policy), 419; (9: Give Examples of Processes),
419; Topic 10 Assessment (2: Evaluate Policies
and Decisions that Affect Particular Groups),
496; (19: Give Examples of Processes to Affect
Public Policy), 499; (21: Give Examples of
Processes That Affect Public Policy; Evaluate
Arguments for Point of View and Frame of
Reference), 499; Topic 12 Assessment (3:
Explain Fiscal and Monetary Policies), 607;
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 24 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
(Continued)
5. Explain how public policy is formed, including
the setting of the public agenda and
implementation of it through regulations and
executive orders.
(Continued)
(10: Identify Individuals in Government and
Politics), 610; (12: Explain Domestic Policy
Responsibilities), 610
Digital Resources:
21st Century Skills Tutorials: Paying Taxes
Social Studies Social Studies Core Concepts:
Economics – Economic Systems; Personal
Finance – Taxes and Income
6. Compare the processes of lawmaking at each
of the three levels of government, including the
role of lobbying and the media.
SE/TE: National Legislature Overview, 128–136;
The Two Houses, 137–146; The Expressed
Powers, 147–158; The Implied and
Nonlegislative Powers, 159–169; Congress at
Work - Organization and Committees, 170–181;
Congress at Work - Making Law, 182–194
Topic 1 Assessment (7: Analyze the Functions of
the Legislative Branch of Government), 33;
Topic 2 Assessment (8: Analyze the Structure
and Functions of the Legislative Branch), 73;
Topic 12 Assessment (11: Analyze Functions of
the Legislative Branch), 610
Digital Resources:
Social Studies Reference Center: United States
Constitution; Landmark Supreme Court Cases
21st Century Skills Tutorials: Solve Problems;
Make Decisions; Political Participation; Voting;
Serving on a Jury
Social Studies Social Studies Core Concepts:
Government and Civics –Political Systems
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 25 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
7. Identify the organization and jurisdiction of
federal, state, and local (e.g., California) courts
and the interrelationships among them.
SE/TE: The Judicial Branch, 296-297; The
National Judiciary, 298–305; The Supreme
Court, 306–312; The Inferior Courts and the
Special Courts, 313–319; Topic 7 Assessment,
320–322
Digital Resources:
Social Studies Reference Center: United States
Constitution
Social Studies Core Concepts: Government and
Civics – Political Structures
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: The President's Foreign Affairs Powers,
224–229; Foreign Policy Overview, 261–272;
Diplomacy, 273–283; National Security, 284–290
Topic 4 Assessment (7: Analyze U.S. Foreign
Policy), 231; (11: Explain Major Foreign Policy
Responsibilities), 231; (14: Analyze U.S. Foreign),
232; Topic 5 Assessment (11: Explain Major
Foreign Policy Responsibilities), 231; Topic 12
Assessment (16: Examine Economic Resources
in Foreign Policy), 610; (17: Analyze U.S. Foreign
Policy), 611
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Conflict and Cooperation
Social Studies Reference Center: Constitution Day
Resources – The Constitution of the United
States
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 26 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
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
SE/TE: Freedom of Speech and Press, 340–
349
Topic 8 Assessment (7: Analyze the Importance
of the First Amendment), 385
Digital Resources:
Social Studies Reference Center: Landmark
Supreme Court Cases
21st Century Skills Tutorials: Solve Problems;
Make Decisions; Political Participation; Voting;
Serving on a Jury
Social Studies Social Studies Core Concepts:
Government and Civics – Foundations of
Government; Political Systems; Citizenship
2. Describe the roles of broadcast, print, and
electronic media, including the Internet, as
means of communication in American politics.
SE/TE: Influencing Public Opinion: The Mass
Media, 471–479
Topic 14 Assessment (12: Compare the U.S.
Constitutional Republic to Historical Forms of
Government), 703
Digital Resources:
21st Century Skills Tutorials: Solve Problems;
Make Decisions; Political Participation; Voting
3. Explain how public officials use the media to
communicate with the citizenry and to shape
public opinion.
SE/TE: Influencing Public Opinion: The Mass
Media, 471–479; Understanding Interest
Groups, 480–495; Political Parties and What
They Do, 502–517
Topic 10 Assessment (4: Identify Significant
Individuals), 497
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 27 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
(Continued)
3. Explain how public officials use the media to
communicate with the citizenry and to shape
public opinion.
(Continued)
Digital Resources:
21st Century Skills Tutorials: Solve Problems;
Make Decisions; Political Participation; Voting
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.
SE/TE: Types of Government, 12–18; The United
Kingdom: Comparison to the United States,
687–688; The Russian Federation: Comparison
to the United States, 694–695; China:
Comparison to the United States, 699–700
Topic 14 Assessment (3: Compare the U.S.
Constitutional Republic to Contemporary Forms
of Government), 701; (6: Compare the U.S.
Constitutional Republic to Contemporary Forms
of Government), 702; (10: Compare the U.S.
Constitutional Republic to Contemporary Forms
of Government), 703; (12: Compare the U.S.
Constitutional Republic to Historical Forms of
Government), 703; (13: Compare the U.S.
Constitutional Republic to Contemporary Forms
of Government), 703; (15: Analyze Advantages
and Disadvantages), 703
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Foundations of Government; Political
Systems; Political Structures
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).
SE/TE: Federalism, 87–89; Three Types of
Federal Powers, 101–103; Powers Denied to the
Federal Government, 103; Powers of the Fifty
States, 103–105; Powers Denied to the States,
104–105; The Exclusive and Concurrent Powers,
105–106; The Constitution Reigns Supreme,
106–108; States and Federal Government
Sharing Resources, 113–116;
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 28 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
(Continued)
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).
(Continued)
How the Law Crosses State Lines, 116–118;
Extradition, 118–119; Privileges and Immunities,
119–120
Topic 3 Assessment (8: Create a Visual
Presentation), 122; (9: Understand the Limits on
the National Government), 122; (24: Create a
Written Presentation), 123; Topic 13
Assessment (10: Compare State and Local
Governments), 672; (15: Compare the
Functions), 672; Topic 3 (23: Analyze the Federal
System of Government), 123
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Foundations of Government; Political
Systems; Political Structures
Social Studies Reference Center: United States
Constitution
3. Discuss the advantages and disadvantages of
federal, confederal, and unitary systems of
government
SE/TE: Types of Government, 12–18
Topic 1 Assessment (9: Compare the Structures
of Governments), 34; (11: Analyze Unitary
Government), 34; (25: Analyze a Confederate
Government), 37
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Foundations of Government; Political
Systems; Political Structures
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: For related material see: Authoritarian
Dictatorship & Autocracy, 14; World War II to
the End of the Cold War, 265–269; Today’s
Foreign Policy Challenges, 269–272; NATO, 277–
278; United Nations, 278–283; Nazi Germany,
677
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 29 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
(Continued)
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).
(Continued)
Topic 14 Assessment (5: Identify the
Significance and Evaluate Government Data),
702
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Conflict and Cooperation
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.
SE/TE: Latin America, 263–264; also see:
Authoritarian Dictatorship & Autocracy, 14;
Democracy and the Changing World, 676–681
Topic 14 Assessment (5: Identify the
Significance and Evaluate Government Data),
702
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Foundations of Government; Political
Systems; Political Structures
6. Identify the ideologies, causes, stages, and
outcomes of major Mexican, Central American,
and South American revolutions in the
nineteenth and twentieth centuries.
SE/TE: Revolutions: Cuba, Haiti, 264
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Political Systems; Conflict and
Cooperation
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).
SE/TE: Types of Government, 12–18; The
Russian Federation: Comparison to the United
States, 694–695; China: Comparison to the
United States, 699–700; also see: Socialism,
Communism, and Karl Marx, 568–569;
Communism, 569–570; Comparing the Free
Enterprise System with Other Economic
Systems, 571–572
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 30 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
(Continued)
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).
(Continued)
Topic 14 Assessment (3: Compare the U.S.
Constitutional Republic to Contemporary Forms
of Government), 701; (6: Compare the U.S.
Constitutional Republic to Contemporary Forms
of Government), 702; (10: Compare the U.S.
Constitutional Republic to Contemporary Forms
of Government), 703; (12: Compare the U.S.
Constitutional Republic to Historical Forms of
Government), 703; (13: Compare the U.S.
Constitutional Republic to Contemporary Forms
of Government), 703
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Foundations of Government; Political
Systems; Political Structures
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.
SE/TE: Democracy and the Changing World,
676–681
Digital Resources:
Social Studies Core Concepts: Government and
Civics – Foundations of Government; Political
Systems; Political Structures
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: Essential Question, 2, 38, 74, 126, 198,
234, 296, 324, 388, 422, 500, 560, 612, 674;
Enduring Understandings, 3, 39, 77, 127, 199,
235, 297, 325, 387, 423, 501, 561, 613, 675;
Write about the Essential Question, 37, 74, 124,
197, 232, 294, 322, 387, 420, 499, 558, 611, 672,
703
Digital Resources:
21st Century Skills Tutorials: Create a Research
Hypothesis; Ask Questions; Search for
Information on the Internet
Social Studies Social Studies Core Concepts:
History – How Do Historians Study History?
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 31 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
Principles of Economics
12.1 Students understand common economic terms and concepts and economic reasoning.
1. Examine the causal relationship between
scarcity and the need for choices.
SE/TE: For related material see: Types of
Economic Systems, 562–572
21st Century Skills: Make Decisions, 795–796
Topic 12 Assessment (1: Compare the Role of
Government in Economic Systems), 607; Topic
12 Assessment (5: Understand Constitutional
Protections), 608
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics; Economics Process;
Economics Systems
2. Explain opportunity cost and marginal
benefit and marginal cost.
SE/TE: For related material see: The American
Free Enterprise System, 563–566; Fiscal and
Monetary Policy, 573–579
Topic 12 Assessment (3: Explain Fiscal and
Monetary Policies), 607
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics
3. Identify the difference between monetary
and nonmonetary incentives and how changes
in incentives cause changes in behavior.
SE/TE: The Profit Motive, 564; Comparing the
Free Enterprise With Other Economic Systems,
571–572
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics
4. Evaluate the role of private property as an
incentive in conserving and improving scarce
resources, including renewable and
nonrenewable natural resources
SE/TE: Capitalism and the Factors of
Production, 562–563; Private Ownership, 564
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 32 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
5. Analyze the role of a market economy in
establishing and preserving political and
personal liberty (e.g., through the works of
Adam Smith).
SE/TE: The American Free Enterprise System,
563–566
Topic 12 Assessment (1: Compare the Role of
Government in Economic Systems), 607; (5:
Understand Constitutional Protections), 608
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics; Economics Systems
12.2 Students analyze the elements of America’s market economy in a global setting.
1. Understand the relationship of the concept
of incentives to the law of supply and the
relationship of the concept of incentives and
substitutes to the law of demand.
SE/TE: The Role of Competition (and law of
supply and demand), 564–565
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics; Economics Systems
2. Discuss the effects of changes in supply
and/or demand on the relative scarcity, price,
and quantity of particular products.
SE/TE: Law of Supply and Demand, 565
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics; Economics Systems
3. Explain the roles of property rights,
competition, and profit in a market economy.
SE/TE: Capitalism and the Factors of
Production, 562–563; Private Ownership, 564
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 33 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
4. Explain how prices reflect the relative scarcity
of goods and services and perform the
allocative function in a market economy.
SE/TE: For related material see: Interest Rates,
257, 574, 578–579; The Depression and Deficit
Spending, 594–595
Topic 12 Assessment (21: Understand the
Executive Role in National Fiscal Policy), 611
Digital Resources:
Social Studies Core Concepts: Personal Finance –
Investments; Savings and Retirement; Credit
and Debt
5. Understand the process by which
competition among buyers and sellers
determines a market price
SE/TE: The Role of Competition (and law of
supply and demand), 564–565
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics; Economics Systems
6. Describe the effect of price controls on
buyers and sellers.
SE/TE: For related material see: The Profit
Motive, 564; Comparing the Free Enterprise
With Other Economic Systems, 571–572
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics
7. Analyze how domestic and international
competition in a market economy affects goods
and services produced and the quality,
quantity, and price of those products
SE/TE: U.S. Trade Policies, 600–602; Trade
Alliances and Organizations, 600–604
Topic 6 Assessment (17: Understand the Role),
293; Topic 12 Assessment (14: Identify the
Significance of Places), 610; (16: Examine
Economic Resources in Foreign Policy), 610; (17:
Analyze U.S. Foreign Policy), 611; (20:
Understand the Role of the Executive), 611
Digital Resources:
Social Studies Core Concepts: Economics – Trade
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 34 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
8. Explain the role of profit as the incentive to
entrepreneurs in a market economy
SE/TE: Entrepreneurs, 563; The Profit Motive,
564
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics
9. Describe the functions of the financial
markets.
SE/TE: The Federal Reserve System 574; How
Monetary Policy Influences the Economy, 577–
579; Connect, 579
Topic 12 Assessment (3: Explain Fiscal and
Monetary Policies), 607
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics; Economics Systems;
Economic Development
10. Discuss the economic principles that guide
the location of agricultural production and
industry and the spatial distribution of
transportation and retail facilities.
SE/TE: For related material see: Capitalism and
the Factors of Production, 562–563; The U.S. in
a Global Economy, 598–606
Topic 6 Assessment (16: Identify the
Significance of Key Natural Resources), 293
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 35 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
12.3 Students analyze the influence of the federal government on the American economy.
1. Understand how the role of government in a
market economy often includes providing for
national defense, addressing environmental
concerns, defining and enforcing property
rights, attempting to make markets more
competitive, and protecting consumers’ rights.
SE/TE: The President's Foreign Affairs Powers,
224–229; Foreign Policy Overview, 261–272;
Diplomacy, 273–283; National Security, 284–
290; The U.S. in a Global Economy, 598–606
Topic 4 Assessment (1: Explain Federal
Responsibilities), 195; (7: Analyze U.S. Foreign
Policy), 231; (11: Explain Major Foreign Policy
Responsibilities), 231; (14: Analyze U.S. Foreign),
232; Topic 6 Assessment (1: Examine Economic
Resources in Foreign Policy), 291; Topic 12
Assessment (14: Identify the Significance of
Places), 610; (16: Examine Economic Resources
in Foreign Policy), 610; 18: Analyze Functions of
the Executive Branch), 611; (20: Understand the
Role of the Executive), 611
Digital Resources:
21st Century Skills Tutorials: Analyze Cause and
Effect
Social Studies Social Studies Core Concepts:
History – How Do Historians Study History?;
Measuring Time; Historical Sources; Historical
Maps
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 36 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
2. Identify the factors that may cause the costs
of government actions to outweigh the benefits
SE/TE: Government Immigration Policies, 393;
Government Policies on Undocumented Aliens,
395–397; Equality Before the Law, 405–411;
Fiscal and Monetary Policy, 573–579; U.S. Trade
Policies, 600–602
Topic 2 Assessment (15: Give Examples of
Processes Used to Affect Policy), 74; Topic 3
Assessment (11: Explain the Major
Responsibilities), 122; Topic 4 Assessment (1:
Explain Federal Responsibilities), 195; Topic 5
Assessment (7: Analyze U.S. Foreign Policy),
231; (11: Explain Major Foreign Policy
Responsibilities), 231; Topic 8 Assessment (12:
Evaluate a Court Decision), 386; (16: Give
Examples and Analyze the Impact), 387; Topic 9
Assessment (1: Evaluate a U.S. Government
Policy), 418; (5: Evaluate a U.S. Government
Policy), 419; (9: Give Examples of Processes),
419; Topic 10 Assessment (2: Evaluate Policies
and Decisions that Affect Particular Groups),
496; (19: Give Examples of Processes to Affect
Public Policy), 499; (21: Give Examples of
Processes That Affect Public Policy; Evaluate
Arguments for Point of View and Frame of
Reference), 499; Topic 12 Assessment (3:
Explain Fiscal and Monetary Policies), 607; (10:
Identify Individuals in Government and Politics),
610; (12: Explain Domestic Policy
Responsibilities), 610
Digital Resources:
21st Century Skills Tutorials: Paying Taxes
Social Studies Social Studies Core Concepts:
Economics – Economic Systems; Personal
Finance – Taxes and Income
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 37 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
3. Describe the aims of government fiscal
policies (taxation, borrowing, spending) and
their influence on production, employment,
and price levels.
SE/TE: How Fiscal Policy Influences the
Economy, 576–577, 578–579
Topic 12 Assessment (3: Explain Fiscal and
Monetary Policies), 607; (12: Explain Domestic
Policy Responsibilities), 610; Topic 13
Assessment (9: Explain Government Fiscal
Policies), 672; (16: Explain Government Fiscal
Policies), 672
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics
4. Understand the aims and tools of monetary
policy and their influence on economic activity
(e.g., the Federal Reserve).
SE/TE: How Monetary Policy Influences the
Economy, 577–579
Topic 12 Assessment (3: Explain Fiscal and
Monetary Policies), 607
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics
12.4 Students analyze the elements of the U.S. labor market in a global setting.
1. Understand the operations of the labor
market, including the circumstances
surrounding the establishment of principal
American labor unions, procedures that unions
use to gain benefits for their members, the
effects of unionization, the minimum wage, and
unemployment insurance.
SE/TE: For related material see: The
Commercial Revolution (high value of labor), 22;
Undocumented Aliens and Labor, 396; Labor,
563; The Role of the Department of Labor, 574–
575; Tomorrow’s Marketplace, 606
Digital Resources:
Social Studies Core Concepts: Personal Finance –
After High School; Taxes and Income; Risk
Management; Consumer Smarts
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 38 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
2. Describe the current economy and labor
market, including the types of goods and
services produced, the types of skills workers
need, the effects of rapid technological change,
and the impact of international competition.
SE/TE: The Role of the Department of Labor,
574–575; The U.S. in a Global Economy, 598–
606
Digital Resources:
Social Studies Core Concepts: Personal Finance –
After High School; Taxes and Income; Risk
Management; Consumer Smarts
3. Discuss wage differences among jobs and
professions, using the laws of demand and
supply and the concept of productivity.
SE/TE: For related material see: The
Commercial Revolution (high value of labor), 22;
Undocumented Aliens and Labor, 396; Labor,
563; The Role of the Department of Labor, 574–
575; Tomorrow’s Marketplace, 606
Digital Resources:
Social Studies Core Concepts: Personal Finance –
After High School; Taxes and Income; Risk
Management; Consumer Smarts
4. Explain the effects of international mobility
of capital and labor on the U.S. economy.
SE/TE: The Role of the Department of Labor,
574–575; The U.S. in a Global Economy, 598–
606; also see: The Commercial Revolution (high
value of labor), 22; Undocumented Aliens and
Labor, 396; Labor, 563
Digital Resources:
Social Studies Core Concepts: Personal Finance –
After High School; Taxes and Income; Risk
Management; Consumer Smarts
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 39 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
12.5 Students analyze the aggregate economic behavior of the U.S. economy.
1. Distinguish between nominal and real data. SE/TE: Topic Assessment: (activities involving
maps and spatial data), Topic 1 Assessment (25:
Analyze a Confederate Government), 37; Topic
6 Assessment (1: Examine Economic Resources
in Foreign Policy), 291; Topic 11 Assessment
(11: Analyze the Electoral College and Evaluate
Government Data), 557; (12: Analyze Electoral
College and Interpret Information), 557; Topic
14 Assessment (1: Identify the Significance to
the United States), 701; (5: Identify the
Significance and Evaluate Government Data),
702
Digital Resources:
21st Century Skills Tutorials: Analyze Data and
Models; Create Databases; Read Charts,
Graphs, and Tables
2. Define, calculate, and explain the significance
of an unemployment rate, the number of new
jobs created monthly, an inflation or deflation
rate, and a rate of economic growth.
SE/TE: For related material see: The Role of the
Department of Labor, 574–575; The U.S. in a
Global Economy, 598–606; also see: The
Commercial Revolution (high value of labor), 22;
Undocumented Aliens and Labor, 396; Labor,
563; Interest Rates, 257, 574, 578–579; The
Depression and Deficit Spending, 594–595
Topic 12 Assessment (21: Understand the
Executive Role in National Fiscal Policy), 611
Digital Resources:
Social Studies Core Concepts: Personal Finance –
Investments; Savings and Retirement; Credit
and Debt
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 40 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
3. Distinguish between short-term and long-
term interest rates and explain their relative
significance
SE/TE: For related material see: Interest Rates,
257, 574, 578–579; The Depression and Deficit
Spending, 594–595
Topic 12 Assessment (21: Understand the
Executive Role in National Fiscal Policy), 611
Digital Resources:
Social Studies Core Concepts: Personal Finance –
Investments; Savings and Retirement; Credit
and Debt
12.6 Students analyze issues of international trade and explain how the U.S. economy
affects, and is affected by, economic forces beyond the United States’s borders.
1. Identify the gains in consumption and
production efficiency from trade, with
emphasis on the main products and changing
geographic patterns of twentieth-century trade
among countries in the Western Hemisphere.
SE/TE: U.S. Trade Policies, 600–602; Trade
Alliances and Organization, 602–604
Topic 12 Assessment (16: Examine Economic
Resources in Foreign Policy), 610
Digital Resources:
Social Studies Core Concepts: Economics – Trade
2. Compare the reasons for and the effects of
trade restrictions during the Great Depression
compared with present-day arguments among
labor, business, and political leaders over the
effects of free trade on the economic and social
interests of various groups of Americans.
SE/TE: The Role of the Department of Labor,
574–575; The Depression and Deficit Spending,
594–595; also see: The Commercial Revolution
(high value of labor), 22; Undocumented Aliens
and Labor, 396; Labor, 563; Interest Rates, 257,
574, 578–579;
Topic 12 Assessment (21: Understand the
Executive Role in National Fiscal Policy), 611
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics; Economic Systems
A Correlation of Magruder’s American Government, ©2016 to the
California History-Social Science Content Standards
TE = Teacher’s Edition 41 SE = Student Edition
California History-Social Science
Content Standards
Principles of American
Democracy and Economics, Grade 12
Magruder’s American Government
©2016
3. Understand the changing role of
international political borders and territorial
sovereignty in a global economy.
SE/TE: The President's Foreign Affairs Powers,
224–229; Foreign Policy Overview, 261–272;
Diplomacy, 273–283; National Security, 284–290
Topic 1 Assessment (14: Understand the Rule of
Law), 34; Topic 4 Assessment (1: Explain Federal
Responsibilities), 195; (7: Analyze U.S. Foreign
Policy), 231; (11: Explain Major Foreign Policy
Responsibilities), 231; (14: Analyze U.S. Foreign),
232; Topic 5 Assessment (11: Explain Major
Foreign Policy Responsibilities), 231; Topic 12
Assessment (16: Examine Economic Resources
in Foreign Policy), 610; (17: Analyze U.S. Foreign
Policy), 611
Digital Resources:
Social Studies Social Studies Core Concepts:
Economics – Trade; Government and Civics –
Political Systems; Conflict and Cooperation
4. Explain foreign exchange, the manner in
which exchange rates are determined, and the
effects of the dollar’s gaining (or losing) value
relative to other currencies.
SE/TE: Exchange Rates, 574
Digital Resources:
Social Studies Core Concepts: Economics –
Economics Basics; Economic Development;
Trade