Magruder’s American Government and Civics Correlation of Magruder’s American Government and Civics Tennessee Edition, ©2014 To the Tennessee Social Studies Curriculum Standards

A Correlation of

Magruder’s American Government and Civics

Tennessee Edition, ©2014

To the

Tennessee Social Studies Curriculum Standards

United States Government and Civics Grades 9-12

A Correlation of Magruder’s American Government and Civics, ©2014 to the Tennessee Social Studies Curriculum Standards


Table of Contents

Principles of United States Government ................................................................. 3 Branches of Government........................................................................................ 7 The Supreme Court and the Constitution................................................................ 8 Federal Power ...................................................................................................... 11 Elections and the Political Process ....................................................................... 12 Influence of Media ............................................................................................... 13 Rights and Responsibilities of Citizens ................................................................. 14 Fundamentals of a Free Society ........................................................................... 15 Civil Rights ........................................................................................................... 16 Federal Government and the Economy................................................................. 18 Tennessee State and Local Government............................................................... 19 Content Strand Code ............................................................................................ 21

2 SE = Student Edition TE = Teacher’s Edition



Tennessee Social Studies Curriculum Standards

United States Government and Civics


©2014 United States Government and Civics Course Description: Students will study the purposes, principles, and practices of American government as established by the Constitution. Students are expected to understand their rights and responsibilities as citizens and how to exercise these rights and responsibilities in local, state, and national government. Students will learn the structure and processes of the government of the state of Tennessee and various local governments. The reading of primary source documents is a key feature of United States Government and Civics standards. Principles of United States Government Students explain the fundamental principles and moral values of the American Republic as expressed in the Constitution and other essential documents of American democracy. GC.1 Cite textual evidence and evaluate multiple points of view to analyze the influence of ancient Greek, Roman, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, Jean Jacques Rousseau, and William Blackstone on the development of United States government.

Roots in European Thought, SE: TN40/TE: TN T48; Influences of the Enlightenment, SE: TN41/TE: TN T49 SE/TE: Origin of the State, 7–9; The Purpose of Government, 9–11; Document-Based Assessment, 27; Our Political Beginnings, 30–34; The Coming of Independence, 36–42; The Enlightenment and American Government, 55; Origins of the Modern State, 646–651; Ideas and Revolutions, 653–660; Historical Documents, 780–785, TN805–TN808

GC.2 Determine the central ideas in passages from Democracy in America to examine the character of American democracy as articulated by Alexis de Tocqueville. (H, P)

SE/TE: Alexis de Tocqueville, 244, 245, 247, 551

GC.3 Describe the purposes and functions of government as outlined in the Preamble to the Constitution and demonstrate an understanding of current application of those purposes and functions by identifying current government actions related to each of the six purposes. (P)

SE/TE: Preamble, C2, 9–11, 68, 69; Civil Control of the Military, 488; A Commitment to Freedom, 546; Issues of Our Time: Congressional War Powers, 317; Minority Rights, 350; also see: From the Constitution, 57, 88, 95, 298, 367, 563, 586




Tennessee Social Studies

Curriculum Standards United States Government and Civics


©2014 GC.4 Explain how the Constitution reflects a balance between the promotion of the public good and the protection of individual rights. (H, P)

Balancing Individual Rights with the Public Good, SE: TN41/TE: TN T49 SE/TE: Government and the State, 4–11; Ratifying the Constitution, 59–62; The Unalienable Rights, 546–550; Freedom of Religion, 551–558; Freedom of Speech and Press, 559–568; Freedom of Assembly and Petition, 569–572; Document-Based Assessment, 575; Chapter Opener, 576–577; Due Process of Law, 578–582; Freedom and Security of the Person, 583–590; Issues of Our Time: Participating in a Public Debate, 568; Rights of the Accused, 592–599; Punishment, 602–606; Document-Based Assessment, 641; Issues of Our Time: State Taxation and Spending, 760; Supreme Court Glossary, 805–814

GC.5 Summarize (CC) with supporting evidence why the Founding Fathers established a constitutional system that limited the power of government. (H, P)

Limited Government, SE: TN40/TE: TN T48 SE/TE: Government and the State, 4–11; Our Political Beginnings, 30–34; The Coming of Independence, 36–42; Basic Principles, 68–75; The Unalienable Rights, 546–550; Freedom and Security of the Person, 583–590; Critical Thinking: Summarize, 11, 42, 75; Identify Central Issues, 590







©2014 GC.6 Describe the systems of enumerated and shared powers, the role of organized interests (Federalist Number 10), checks and balances (Federalist Number 51), the importance of an independent judiciary (Federalist Number 78), implied powers, rule of law, federalism, popular sovereignty, and civilian control of the military. (P)

SE/TE: Our Political Beginnings, 30–34; The Coming of Independence, 36–42; Basic Principles, 68–75; Formal Amendment, 78–83; Federalism: Powers Divided, 94–102; The National Government and the 50 States, 103–109; Issues of Our Time: The Environment and States’ Rights, 110; Document-Based Assessment, 117; Party Organization, 142–146; The Nature of Interest Groups, 242–246; Types of Interest Groups, 247–252; Interest Groups at Work, 254–260; The National Legislature, 268–271; The Expressed Powers of Money and Commerce, 296–303; The Other Expressed Powers, 304–309; Implied Powers, 310-316; Legislative and Judicial Powers, 417–420; National Security, 488–494; The National Judiciary, 520–526; Document-Based Assessment, 543; Issues of Our Time, 527; The Unalienable Rights, 546–550; Perspectives, 642; State Constitutions, 708–713; Historical Documents, 791–800

GC.7 Analyze how the Bill of Rights limits the powers of the federal government and state governments. (P)

SE/TE: Bill of Rights (U.S.), C16–C17, 60, 80, 81, 82, 100, 101; The Unalienable Rights, 546–550

GC.8 Assess the claims, reasoning, and evidence of various authors to analyze the tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: (H, P)

SE/TE: Basic Concepts of Democracy, 20–24; Basic Principles, 68–75; Federalism: Powers Divided, 94–102; The National Government and the 50 States, 103–109; Issues of Our Time: The Environment and States’ Rights, 110; Document-Based Assessment, 117; The National Judiciary, 520–526; The Unalienable Rights, 546–550; Freedom of Religion, 551–558; Freedom of Assembly and Petition, 569–572; Rights of the Accused, 592–599; Equality Before the Law, 618–625; Supreme Court Glossary, 805–814

Majority rule and individual rights SE/TE: Individual Rights, 9; Majority Rule, Minority Rights, 21; Issues of Our Tim: Minority Rights, 350; The Unalienable Rights, 546–550







©2014 Liberty and equality SE/TE: Equality of All Persons, 21; Equality

Before the Law, 618–625

State and national authority in a federal system

SE/TE: Federalism: Powers Divided, 94–102; The National Government and the 50 States, 103–109; Issues of Our Time: The Environment and States’ Rights, 110; Document-Based Assessment, 117; Issues of Our Time: Balancing Security and Liberty, 591

Civil disobedience and the rule of law

SE/TE: Civil Disobedience, 569–570; Rule of Law, 30, 70, 651; Equality Before the Law, 618–625

Freedom of the press and censorship SE/TE: Freedom of Press, 32, 60, 548, 550, 812; Freedom of Speech and Press, 559–565

Relationship of religion and government

SE/TE: Freedom of Religion, 551–558

Relationship of legislation and morality

SE/TE: Marriage and Divorce, 112–113; Obscenity Laws, 561; The Media, 563; The Internet, 565

Government regulation and free enterprise

SE/TE: Regulation, 409, 457, 446–448, 531, 563–565; Free Enterprise System, 23–24; Capitalism, 678–684

Primary Documents and Supporting Texts to Read: excerpts from the Magna Carta; Mayflower Compact; English Bill of Rights; Two Treatises of Civil Government, John Locke; Declaration of Independence, Thomas Jefferson; excerpts from The Federalist Papers – 1, 9, 10, 39, 51, 78; excerpts from the Constitution; excerpts from Democracy in America, Alexis De Tocqueville; “The Social Contract” by Jean Jacques Rousseau

Analyze Primary and Secondary Sources, SE: TN47/TE: TN T55 SE/TE: Excerpts from the Magna Carta, 781; Mayflower Compact, 782; English Bill of Rights, 783; Two Treatises of Civil Government, John Locke, 784; Declaration of Independence, Thomas Jefferson, 43–47; Excerpts from The Federalist Papers, 1, 9, 10, 39, 51, 78: 3, 71, 75, 417, 543, 791–800; Excerpts from the Constitution, 9, C1–C23; Excerpts from Democracy in America, Alexis De Tocqueville, 244, 245; The Social Contract, 55







©2014 Primary Documents and Supporting Texts to Consider: excerpts from “Letter from a Birmingham Jail,” Martin Luther King, Jr.; “The Ballot or the Bullet” speech, Malcolm X; Virginia Statute of Religious Freedom, 1786.

Analyze Primary and Secondary Sources, SE: TN47/TE: TN T55 SE/TE: Excerpts from “Letter from a Birmingham Jail,” Martin Luther King, Jr., 641; “The Ballot or the Bullet” Speech, Malcolm X, TN820; Virginia Statute of Religious Freedom, 1786, TN808

Branches of Government Students analyze the unique roles and responsibilities of the three branches of government as established by the Constitution. GC.9 Analyze 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. (P)

SE/TE: U.S. Constitution, C2–C9; Basic Legislation, 85–86; Powers of the Federal Government, 96–97; 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 Non-legislative 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; Taxes and Other Revenue, 456–462; Borrowing and the Public Debt, 463–466; Spending and the Budget, 467–471; The National Judiciary, 520–526

GC.10 Describe in order the steps of the process through which the Constitution can be amended. (P)

SE/TE: U.S. Constitution, C14; The Formal Amendment Process, 78–80; How Government Works: Amending the Constitution, 79; Quick Study Guide, 89

GC.11 Identify current representatives from Tennessee in the legislative branch of the national government. (P, TN)

Tennessee State and Local Government: Research Writing, SE: TN37/TE:TN T45







©2014 GC.12 Analyze 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. (P)

SE/TE: U.S. Constitution, C9–C11; Separation of Powers, 70–71; Executive Action, 86–87; Powers of the Federal Government, 96–97; Special Sessions, 271; The War Powers Act, 304–306; 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 Cabinet Departments, 435–440

GC.13 Analyze Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the United States Supreme Court. (P)

SE/TE: U.S. Constitution, C11, C12; Court Decisions, 87; Supreme Law of the Land, 100–102; The National Judiciary, 520–526; The Inferior Courts, 528–531; The Supreme Court, 532–537; The Special Courts, 538–540; Rights of the Accused, 592–599

GC.14 Explain the processes of selection and confirmation of Supreme Court justices. (P)

SE/TE: U.S. Constitution, C11; Selection of Judges, 524, 532

Primary Documents and Supporting Texts to Read: excerpts from the Constitution; the Bill of Rights

Analyze Primary and Secondary Sources, SE: TN47/TE: TN T55 SE/TE: United States Constitution, C2–C23; From the Constitution, 9

The Supreme Court and the Constitution Students summarize landmark United States Supreme Court interpretations of the Constitution and its amendments. GC.15 Evaluate various interpretations and determine which explanations best accord with textual evidence to understand the changing interpretations of the Bill of Rights over time including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the 14th Amendment through examination of the following cases: (H, P)

SE/TE: The National Judiciary, 520–526; The Unalienable Rights, 546–550; Freedom of Religion, 551–558; Freedom of Speech and Press, 559–568; Document-Based Assessment, 575; Freedom and Security of the Person, 583–590; Rights of the Accused, 592–599; Supreme Court Glossary, 805–814







©2014 Mapp v. Ohio SE/TE: Mapp v. Ohio, 585, 588, 809

Tinker v. Des Moines SE/TE: Tinker v. Des Moines, 566, 812

Engel v. Vitale SE/TE: Engel v. Vitale, 552, 806

Schenck v. United States SE/TE: Schenck v. United States, 548, 560, 812

Gideon v. Wainwright SE/TE: Gideon v. Wainwright, 597, 598, 807

Brandenberg v. Ohio SE/TE: Brandenberg v. Ohio, 575, 805

Texas v. Johnson SE/TE: Texas v. Johnson, 566–567, 814

Reno v. American Civil Liberties Union

SE/TE: Reno v. American Civil Liberties Union, 565, 811

GC.16 Analyze judicial activism and judicial restraint and the effects of each policy over time (e.g., the Warren and Rehnquist courts). (H, P)

Judicial Powers, SE: TN43/TE:TN T51; SE/TE: The National Judiciary, 520–527; Issues of Our Time, 527; Perspectives, 642

GC.17 Assess and cite textual evidence to evaluate the effects of the United States Supreme Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon and the arguments espoused by each side in these cases. (H, P)

SE/TE: Marbury v. Madison, 76–77, 87, 519, 533–534, 809; McCulloch v. Maryland, 101–102, 310–311, 314, 315, 458, 527, 761, 809; and United States v. Nixon, 410–411 813

GC.18 Explain the controversies that have resulted over evolving interpretations of civil rights, including those in: (H, P)

SE/TE: Change By Other Means, 85–88; Issues of Our Time: Judicial Restraint v. Activism, 527; Rights of the Accused, 592–599; Landmark Decisions, 600–601; Equality Before the Law, 618–623; Landmark Decisions, 624–625; Federal Civil Rights Laws, 626–630; Supreme Court Glossary, 805–814







©2014 Plessy v. Ferguson SE/TE: Plessy v. Ferguson (1896), 77,

619–620, 624, 628, 810

Brown v. Board of Education SE/TE: Brown v. Board of Education, 21, 77, 251, 257, 527, 624–625

Miranda v. Arizona SE/TE: Miranda v. Arizona, 77, 598, 599, 600–601

Regents of the University of California v. Bakke

SE/TE: Regents of the University of California v. Bakke, 628–629

United States v. Virginia (VMI) SE/TE: United States v. Virginia (VMI), 623

New Jersey v. TLO SE/TE: New Jersey v. TLO, 809 Roe v. Wade SE/TE: Roe v. Wade, 581–582, 811 Korematsu v. United States SE/TE: Korematsu v. United States, 548,

809 Hazelwood v. Kuhlmeier SE/TE: Hazelwood v. Kuhlmeier, 563, 808

GC.19 Write an opinion piece with supporting details that argues whether the U.S. Constitution is a “living document” as intended by the Founding Fathers. (H)

SE/TE: Apply What You Have Learned, 90; Skills Handbook: Persuasive Essay, S9; 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; From the Constitution, 57, 86, 95, 298, 367, 553, 586; Quick Write, Persuasive Writing, 316

Primary Documents and Supporting Texts to Read: excerpts from the United States Supreme Court cases listed in the standards

Analyze Primary and Secondary Sources, SE: TN47/TE: TN T55 SE/TE: Plessy v. Ferguson (1896), 619–620; Brown v. Board of Education, 624–625; Miranda v. Arizona, 600–601; Regents of the University of California v. Bakke, 628–629; United States v. Virginia (VMI), 623; New Jersey v. TLO, 809; Roe v. Wade, 581–582, 811; Korematsu v. United States, 548, 809; Hazelwood v. Kuhlmeier, 563, 808







©2014 Federal Power Students analyze the scope and function of federal power. GC.20 Explain how conflicts between levels of government and branches of government are resolved (supremacy clause, checks and balances). (P)

SE/TE: United States Constitution, C2–C23; Basic Principles, 68–75; Federalism: Powers Divided, 94–102; The National Government and the 50 States, 103–109; Interstate Relations, 111–114; Document-Based Assessment, 117; The National Judiciary, 520–526; Supreme Court Glossary, 805–814

GC.21 Analyze the processes of lawmaking, including the role of lobbying and the media. (P)

SE/TE: Measuring Public Opinion, 220–226; The Mass Media, 228–236; The Nature of Interest Groups, 242–246; Interest Groups at Work, 254–260; Committees in Congress, 338–342; Making Law: The House, 343–349; Making Law: The Senate, 351–356; Perspectives, 360; State Legislatures, 714–719

GC.22 Identify the organization and jurisdiction of federal, state, and local courts and the interrelationships among them. (P)

SE/TE: U.S. Constitution, C11–C12; The National Judiciary, 520–526; The Inferior Courts, 528–531; The Supreme Court, 532–537; The Special Courts, 538–540; In the Courtroom, 727–730; State Courts and Their Judges, 732–736

GC.23 Evaluate various explanations for actions or events through textual evidence to analyze the scope of presidential power and decision-making related to significant examples, including the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and intervention in Bosnia. (H, P)

Executive Powers, SE: TN42/TE:TN T50; SE/TE: Two-Party System in American History, 130–136; The Other Expressed Powers, 304–309; Diplomatic and Military Powers, 412–416; American Foreign Policy Overview, 495–503; Issues of Our Time, 504; Foreign Aid and Alliances, 505–512

GC.24 Identify and explain powers that the Constitution gives to the President and Congress in the area of foreign affairs. (P)

SE/TE: U.S. Constitution, C6–C11; Congress and Foreign Policy, 304; The War Powers, 304–306; Presidential Roles, 364–365; Diplomatic and Military Powers, 412–416; National Security Council, 432; Foreign Affairs and Diplomacy, 482–487; National Security, 488–494; American Foreign Policy Overview, 495–503







©2014 Primary Documents and Supporting Texts to Read: excerpts from the Constitution of the United States; informational and primary source text related to the events in GC.23

Analyze Primary and Secondary Sources, SE: TN47/TE: TN T55 SE/TE: Constitution of the State of Tennessee, TN823–TN838; United States Constitution, C2–C23; From the Constitution, 9; War Powers Act, 306, 416; Cuban Missile Crisis, 500; Gulf War, 503; Intervention in Bosnia, 416, 507, 724; Primary Source: LBJ’s State of the Union Address, TN823-TN826

Elections and the Political Process Students evaluate issues regarding campaigns for national, state, and local elective offices. GC.25 Analyze the origin, development, and role of political parties. (H, P)

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; Document-Based Assessment, 149; Party Identification, 177; The Nominating Process, 184–192; Money and Elections, 201–208; Document-Based Assessment, 211; Parties and Interest Groups, 243

GC.26 Explain the history of the nomination process for presidential candidates and the increasing importance of and difference between primaries, caucuses and general elections. (H, P)

SE/TE: The Nominating Process, 184–192; Document-Based Assessment, 211; Presidential Selection: The Framer’s Plan, 374–376; Presidential Nominations, 377–385

GC.27 Analyze appropriate textual evidence to evaluate the roles of polls and campaign advertising, and examine the controversies over campaign funding. (P)

SE/TE: Issues of Our Time: Campaign Finance, 200; Money and Elections, 201–208; Measuring Public Opinion, 220–226; Citizenship 101: Conducting a Poll, 227







©2014 GC.28 Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, and running for political office). (P)

SE/TE: Citizenship 101: Working On a Political Campaign, 141; Voter Qualifications, 156–163; Citizenship 101: Casting Your Vote, 169; Voter Behavior, 170–178; Document-Based Assessment, 181; The Nominating Process, 184–192; Measuring Public Opinion, 220–226; Types of Interest Groups, 247–252; Issues of Our Time: Lobbying in the Federal Government, 253; Interest Groups at Work, 254–260; Perspectives, 264; Citizenship 101: Writing a Letter to a Public Official, 272; The National Judiciary, 520–527; The Unalienable Rights, 546–550; Freedom of Speech and Press, 559–568; Freedom of Assembly and Petition, 569–572; Freedom and Security of the Person, 583–590; Rights of the Accused, 592–599; Equality Before the Law, 618–623; Federal Civil Rights Laws, 626–630; State Constitutions, 708–713

GC.29 Explain the features of direct democracy in numerous states (e.g., the process of initiatives, referendums, and recall elections). (P)

SE/TE: State Constitutions, 708–713; Direct Democracy, 13–14, 739, 746–747; Initiatives and Referendums, 718, 719, 739; Recall Process, 721–722, Document-Based Assessment, 739

GC.30 Examine information in diverse formats and media to analyze trends in voter turnout and the causes and effects of reapportionment and redistricting. (P)

SE/TE: Voter Qualifications, 156–163; Voter Behavior, 170–178; Elections, 193–199; Reapportionment, 274–275; Graphs and Tables, 171, 175; Analyze Graphic Data, S26

GC.31 Analyze the function of the electoral college. (H, P)

SE/TE: Electoral College, 87; Electoral Duties, 318–319; The Framers’ Plan, 374–376; Flaws in the Electoral College, 389–391

Influence of Media Students evaluate the influence of the media on American political life. GC.32 Cite textual evidence to defend a point of view about the meaning and importance of a free and responsible press. (P)

SE/TE: The Mass Media, 228–236; Perspectives, 264; Freedom of Speech and Press, 559–567; Public Trial, 596–597; What Makes Democracy Succeed? 663; Supreme Court Glossary, 805–814







©2014 GC.33 Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics. (P)

SE/TE: Mass Media and Public Opinion, 212–213; The Formation of Public Opinion, 214–219; The Mass Media, 228–236; Document-Based Assessment, 239; Talk Shows, 384; Internet as a News Source, 652

GC.34 Explain how public officials use the media to communicate with the citizenry and to shape public opinion. (P)

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; Senators and Media, 283; State of the Union, 331; Implementing Foreign Policy, 484

Rights and Responsibilities of Citizens Students evaluate the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. GC.35 Analyze 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, and privacy). (P)

SE/TE: U.S. Constitution, C16–C17; Our Political Beginnings, 30–34; Ratifying the Constitution, 59–62; The Mass Media, 228–236; The Role of Interest Groups, 242–243; 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; Document-Based Assessment, 575; Due Process of Law, 578–582; Freedom and Security of the Person, 583–590; Document-Based Assessment, 770; Supreme Court Glossary, 805–814

GC.36 Explain how economic rights are secured and their importance to the individual and to society, including the right to acquire, use, transfer, and dispose of property; right to choose one’s work; the purpose of labor unions; copyrights and patents. (P)

SE/TE: U.S. Constitution, C6; Democracy and the Free Enterprise System, 23–24; Federalism, 94–102; Interstate Relations, 111–112; Economic Interest Groups, 248–250; Domestic Powers, 307–309; Regulatory Commissions, 447; Property Rights, 584; Affirmative Action, 627–630; Capitalism, 678–684; Civil Law, 728; City Planning, 753; Supreme Court Glossary, 805–814







©2014 GC.37 Describe the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. (P)

SE/TE: Duties and Responsibilities of Citizenship, 23; In the Courtroom, 727–730; Citizenship 101: Serving on a Jury, 731

GC.38 Connect insights gained from appropriate informational text to describe 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. (P)

The Rights and Responsibilities of Citizens, SE: TN44–TN45/TE: TN T52-TN T53; SE/TE: Citizenship 101: Volunteering, 19; Duties and Responsibilities of Citizenship, 23; Citizenship 101: Working on a Political Campaign, 141; Citizenship 101: Casting Your Vote, 169; Voter Behavior, 170–178; The Nature of Interest Groups, 242–246; The History of the Civil Service, 443–444; The Civil Service Today, 444–445

GC.39 Describe the reciprocity between rights and obligations, that is enjoying rights means fulfilling certain obligations and respecting the rights of others. (P)

The Rights and Responsibilities of Citizens, SE:TN44–TN45/TE:TN T52-TN T53; SE/TE: Duties and Responsibilities of Citizenship, 23; United States Constitution, C1–C23; From the Constitution, 57, 86, 95, 298, 367, 553, 586

GC.40 Explain how one becomes a citizen of the United States, including the process of naturalization. (P)

SE/TE: The Nation’s Obligations, 103–104; Naturalization, 309; American Citizenship, 632–638

Primary Documents and Supporting Texts to Read: excerpts from the Constitution; the Bill of Rights

SE/TE: United States Constitution, C2–C23; From the Constitution, 9

Fundamentals of a Free Society Students evaluate the fundamental values and principles of civil society, their interdependence, and the meaning and importance of those values and principles for a free society. GC.41 Summarize the central ideas of iconic primary documents to identify the fundamental values and principles of a free society and evaluate their meaning and importance, including the writings and speeches of Thomas Jefferson, Abraham Lincoln, Franklin Roosevelt, John Kennedy, and Ronald Reagan.

Analyze Primary and Secondary Sources, SE: TN47/TE: TN T55 SE/TE: The Declaration of Independence, 1776, 43–47; Gettysburg Address, 1863, TN817; “Four Freedoms” speech, Franklin Roosevelt, 703; Inaugural Address 1961, John Kennedy, TN818–TN819; “A Time for Choosing,” 1964 Speech, Ronald Reagan, TN821–TN822







©2014 GC.42 Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. (C, P)

SE/TE: Interest Groups, 242–245; Types of Interest Groups, 247–252; Interest Groups at Work, 254–260; Chapter Assessment, 262; Freedom of Assembly and Petition, 569–572; Supreme Court Glossary, 805–814

GC.43 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. (C, P)

SE/TE: Interest Groups, 242–245; Types of Interest Groups, 247–252; Issues of Our Time, 253; Interest Groups at Work, 254–260; Chapter Assessment, 262;

GC.44 Examine the historical role of religion and religious diversity and their impact on society. (C, H, P)

SE/TE: The Thirteen Colonies, 32–34 Voting: Religious, Ethnic Background, 175–176; Freedom of Religion, 551–558; Supreme Court Glossary, 805–814

GC.45 Compare and contrast the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. (H, P)

Unlimited Government, SE: TN40/TE:TN T48; Limited Government, SE:TN40/TE:TN T48 SE/TE: Forms of Government, 12–18; Transitions to Democracy, 661–665

Primary Documents and Supporting Texts to Consider: The Declaration of Independence, 1776; Gettysburg Address, 1863; “Four Freedoms” speech, Franklin Roosevelt; Inaugural Address 1961, John Kennedy; “A Time for Choosing,” 1964 speech, Ronald Reagan.

Analyze Primary and Secondary Sources, SE: TN47/TE: TN T55 SE/TE: The Declaration of Independence, 1776, 40, 43–47; Gettysburg Address, 1863, TN817; “Four Freedoms” speech, Franklin Roosevelt, 703; Inaugural Address 1961, John Kennedy, TN818–TN819; “A Time for Choosing,” 1964 Speech, Ronald Reagan, TN821–TN822

Civil Rights Students analyze the development and evolution of civil rights for women and minorities and how these advances were made possible by expanding rights under the Constitution. GC.46 Describe the Civil Rights Movement and analyze resulting legislation and legal precedents. (C, H, P)

SE/TE: The Right to Vote, 152–155; Literacy, Tax Payment, 161–163; Suffrage and Civil Rights, 164–168; Sociological Factors, 174–177; Congress and Education, 314–315; Federal Civil Rights Laws, 626–629; Document-Based Assessment, 641







©2014 GC.47 Describe the women’s rights movement and analyze resulting legislation and legal precedents. (C, H, P)

SE/TE: Women’s Suffrage, 140, 153; An American Tradition, 247; Congress and Education, 314–315; Discrimination Against Women, 616–617; Historical Documents, 802–803

GC.48 Identify legislation and legal precedents that established rights for the disabled, Hispanics, American Indians, Asians, and other minority groups, including the tensions between protected categories (e.g., race, women, veterans) and non-protected ones (United States v. Carolene Products, Adarand Constructors v. Pena). (C, H, P)

SE/TE: The Right to Vote, 152–155; The Commerce Power, 298; Congress and Education, 314–315; Regulating Commissions, 447; Due Process of Law, 578–582; Race-Based Discrimination, 613–616; Federal Civil Rights Laws, 626–629; Tribal Governments, 745; Adarand Constructors v. Pena, 629; Supreme Court Glossary, 805–814

Primary Documents and Supporting Texts to Consider: excerpts from Seneca Falls Declaration of Sentiments and Resolution 1848; “I Have a Dream” speech, and Letter from a Birmingham Jail, Martin Luther King, Jr.

Analyze Primary and Secondary Sources, SE: TN47/TE: TN T55 SE/TE: Excerpts from Seneca Falls Declaration of Sentiments and Resolution 1848, 616, 802–803; “I Have a Dream” Speech, Martin Luther King, Jr., 641; Excerpts from “Letter from a Birmingham Jail,” Martin Luther King, Jr., 641







©2014 Federal Government and the Economy Students analyze the influence of the federal government on the American economy. GC.49 Explain how the role of government in a mixed economy includes providing for national defense, addressing environmental concerns, defining and enforcing property rights, attempting to make markets more competitive, and protecting consumer rights. (E, P)

SE/TE: U.S. Constitution, C2, C5, C6, C7; The Purpose of Government, 9–11; Democracy and the Free Enterprise System, 23–24; Federalism: Powers Divided, 94–102; Interstate Relations, 111–114; The Doctrine in Practice, 315–316; The Federal Bureaucracy, 426–430; Executive Office of the President, 431–434; Independent Agencies, 441–449; Document-Based Assessment, 453; Foreign Affairs and Diplomacy, 482–487; National Security, 488–494; Issues of Our Time, 504; Foreign Aid and Alliances, 505–512; Freedom of Speech and Press, 559–568; Freedom and Security of the Person, 583–590; Capitalism, 678–684; Issues of Our Time, 692; The U.S. in a Global Economy, 693–700; Document-Based Assessment, 703; Cities and Metropolitan Areas, 749–755; Providing Vital Services, 756–759; Financing State and Local Government, 761–766; Supreme Court Glossary, 805–814

GC.50 Explain the aims of government fiscal policies (taxation, borrowing, and spending) and their influence on production, employment, and price levels. (E, P)

SE/TE: The Expressed Powers of Money and Commerce, 296–303; Taxes and Other Revenue, 456–462; Borrowing and the Public Debt, 463–466; Spending and the Budget, 467–471; Fiscal and Monetary Policy, 473–476; Financing State and Local Government, 761–766

GC.51 Describe how the government responds to perceived social needs by providing public goods and services. (E, P)

SE/TE: Promote the General Welfare, 10–11; Cooperative Federalism, 107–109; Spending and the Budget, 467–471; Providing Vital Services, 756–759

GC.52 Explain major revenue and expenditure categories and their respective proportions in the budgets of the federal government. (E, P)

SE/TE: The Expressed Powers of Money and Commerce, 296–403; Taxes and Other Revenue, 456–462; Borrowing and the Public Debt, 463–466; Document-Based Assessment, 479

GC.53 Describe how federal tax and spending policies affect the national budget and the national debt. (E, P)

SE/TE: Office of Management and Budget, 433; Borrowing and the Public Debt, 463–466; Spending and the Budget, 467–471







©2014 Tennessee State and Local Government Students identify and explain the structure and functions of government at the state and local levels in Tennessee. GC.54 Identify and describe provisions of the Tennessee Constitution that define and distribute powers and authority of the state government. (P, TN)

Tennessee Constitution, SE: TN33/TE: TN T41

GC.55 Provide examples of the principles of federalism, separation of powers, checks and balances, and popular sovereignty in the government of the state of Tennessee and the balance between the grand divisions within the state. (P, TN)

Tennessee Constitution, SE: TN33/TE: TN T41; State Government, SE: TN34–TN37/TE: TN T42-TN T45; Local Government, SE: TN38–TN39/TE: TN T46-TN T47

GC.56 Explain the hierarchy and functions of the Tennessee court system, including the distinction between Chancery and circuit courts and identify the current chief justice of the state supreme court. (P, TN)

Judicial Branch, SE: TN36–TN37/TE: TN T44-TN T45; As students research members of Congress on page SE: TN37/TE: TN T45, they can identify the current chief justice of the state supreme court.

GC.57 Summarize the functions of departments or agencies of the executive branch in the state of Tennessee. (P, TN)

Executive Branch, SE: TN35–TN36/TE: TN T43-TN T44; Assessment, SE: TN37/TE: TN 45

GC.58 Compare and contrast the legal, fiscal, and operational relationship between state and local governments in Tennessee. (E, P, TN)

Local Government, SE: TN38–TN39/TE: TN T46-TN T47; Assessment, SE: TN39/TE: TN 47

GC.59 Explain the differences among the types of local governments in Tennessee, including county government, city government, and metro government. (P, TN)

Local Government, SE: TN38–TN39/TE: TN T46-TN T47

GC.60 Describe how citizens can monitor and influence local and state government as individuals and members of interest groups. (P, TN)

Influencing Policy, SE: TN 35/TE: TN T43; Engage in Public Service, SE: TN45/TE: TN T53

GC.61 Write an opinion piece with supporting details regarding the specific ways individuals can best serve their communities and participate responsibly in civil society and the political process at local, state, and national levels of government. (C, P, TN)

The Rights and Responsibilities of Citizens, SE: TN44–TN45/TE: TN T52-TN T53; Write Arguments, SE: TN45/TE: TN T53; Write an Argument, SE: TN51/TE: TN T59; Tennessee Civics Assessment Review: Crafting Public Policy, SE: TN53–TN57/TE: TN T61-TN T65







©2014 GC.62 Identify current representatives (per the student’s respective district) in the Tennessee General Assembly and research their past and current proposed legislation that has significantly impacted the lives of Tennesseans. (P, TN)

As students research members of Congress on page SE: TN37/TE: TN T45, they can identify current representatives (per the student’s respective district) in the Tennessee General Assembly.

GC.63 Identify the current governor of Tennessee and examine his/her platform for improving the quality of life in Tennessee. (P, TN)

As students research members of Congress on page SE: TN37/TE: TN T45, they can identify the current governor of Tennessee. Also see: Executive Branch, SE: TN35–TN36/TE: TN T43-TN T44; Tennessee Civics Assessment Review: Crafting Public Policy, SE: TN53–TN57/TE: TN T61-TN T65

GC.64 Working with other students, identify a significant public policy issue in your community, gather information about that issue, fairly evaluate the various points of view of competing interests, examine ways of participating in the decision making process about the issue, and write a position paper or make a presentation on how the issue should be resolved. (C, P, TN)

Tennessee State and Local Government: Assessment, SE: TN45/TE: TN T53; Tennessee Civics Assessment Review: Crafting Public Policy, SE: TN53–TN57/TE: TN T61-TN T65

Primary Documents and Supporting Texts to Read: The Tennessee Constitution

Tennessee Constitution, SE: TN33/TE: TN T41 SE/TE: Constitution of the State of Tennessee, TN823–TN838





Content

Strand Code Content Strand Definition

C Culture Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

E Economics Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making.

G Geography Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

H History History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

P Government, Civics, and Politics

Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

TN Tennessee Connection

Tennessee has a unique story and provides a more intimate view of the past in our present lives. As students connect with their own state’s history and geography they will gain a greater perspective of the impact and significance of national history, movements, decisions, and ideas.