Social Science Content Standards for California Public ...assets.pearsonschool.com/correlations/5835USG.pdfRF = Resource File (TRL) 3 ... rule of law, federalism, and civilian control

Copyright © 2006 Pearson Education, Inc. publishing as Pearson AGS Globe. All rights reserved. CU.04.07

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United States Government © 2005

correlated to

Social Science Content Standards for California Public Schools History/Social Science Content Standards

Grade 12

MATERIALS USED IN THIS CORRELATION:

SE = Student Text TE = Teacher’s Edition WB = Workbook Activity (Teacher’s Resource Library or TRL) ACT = Activity Book (TRL) CA = Civics Activity (TRL) CC = Community Connection (TRL) RF = Resource File (TRL)

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Publisher: AGS Publishing Program Title: United States Government ©2005 Components: SE: Student Edition; TE: Teacher’s Edition; ACT: Activities in Teacher’s Resource Library (TRL); WB: Workbook Activities in TRL Grade Level: Grade Twelve Intended Audience: Students whose reading level and/or language skills are below grade level.

California Standards Map – Principles of American Democracy

PUBLISHER’S CITATIONS* MEETS STANDARD

GRADE STANDARD #

TEXT OF STANDARD INTRODUCED PRACTICED TAUGHT TO MASTERY

Y N

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.

12 12.1.1 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 4-5; TE 4-5 SE 5, 8, 11; TE 5, 8, 11; WB 2-4; ACT 2-4

SE 6-8, 9-11, 18; TE 6-8, 9-11, 18

4

(California History/Social Science Content Standards: Principles of American Democracy, Grade 12: AGS United States Government)



GRADE STANDARD #


Y N

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, Cont.

12 12.1.2 Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville.

SE 11; TE 11 SE 11; TE 11; WB 4; ACT 4

SE 11; TE 11

12 12.1.3 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 16; TE 16 SE 17, 25, 28, 31, 34, 39, 40; TE 17, 25, 28, 31, 34, 39, 40; WB 6-11; ACT 6-11

SE 24-25, 26-28, 29-30, 32-34, 35-36, 41; TE 24-25, 26-28, 29-30, 32-34, 35-36, 41

5




GRADE STANDARD #


Y N


12 12.1.4 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 10; TE 10 SE 11, 18, 28, 31, 34, 39, 40; TE 11, 18, 28, 31, 34, 39, 40; WB 4, 8-11; ACT 4, 8-11

SE 18, 26-28, 29-30, 32-34, 35-37, 40; TE 18, 26-28, 39-30, 32-34, 35-37, 40

12 12.1.5 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 32-34; TE 32-34 SE 34, 39, 48, 50; TE 34, 39, 48, 50; WB 10-13; ACT 10-13

SE 32-34, 35-37, 46-47, 49-50; TE 32-34, 35-37, 46-47, 49-50

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California Standards Map – Principles of American Democracy PUBLISHER’S CITATIONS* MEETS

STANDARD

GRADE STANDARD #


Y N


12 12.1.6 Understand that the Bill of Rights limits the powers of the federal government and state governments.

SE 51; TE 51 SE 54, 58, 61, 64; TE 54, 58, 61, 64; WB 14-17; ACT 14-17; CA 3; CC 3

SE 51-53, 55-58, 59-60, 62-65, 66; TE 51-54, 55-58, 59-61, 62-65, 66

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.

12 12.2.1 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 51; TE 51 SE 54, 58, 61, 64; TE 54, 58, 61, 64; WB 14-17; ACT 14-17; CA 3; CC 3

SE 51-53, 55-58, 59-60, 62-65, 66; TE 51-54, 55-58, 59-61, 62-65, 66

12 12.2.2 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 262, 281-283; TE 262, 281-283

SE 284; TE 282-284; WB 60; ACT 60, 61

SE 281-283, 286-287; TE 281-283, 286



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GRADE STANDARD #


Y N

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, Cont.

12 12.2.3 Discuss the individual's legal obligations to obey the law, serve as a juror, and pay taxes.

SE 255-258; TE 255-256

SE 258; TE 256-258; WB 54; ACT 54

SE 255-258; TE 255-258

12 12.2.4 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 234-237; TE 234-235

SE 237, 258, 261; TE 236-237, 258, 261; WB 50, 54, 55; ACT 50, 54, 55; CA 11, 12 *1

SE 255-258, 259-261; TE 225, 255-258, 259-261 *1

12 12.2.5 Describe the reciprocity between rights and obligations; that is, why enjoyment of one's rights entails respect for the rights of others

SE 255-258; TE 255-258

SE 258; TE 258; WB 54; ACT 54; CA 12

SE 255-258; TE 255-258

12 12.2.6 Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements).

SE 251-253; TE 251 SE 254; TE 251-254; WB 53; ACT 53

SE 251-253; TE 251-254

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GRADE STANDARD #


Y N

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.

12 12.3.1 Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes.

SE 201, 213, 226, 255, 262, 266; TE 226, 255, 256, 262

SE 229; TE 229; CC 12; WB 48; ACT 48

SE 201, 226-228, 255, 262, 266; TE 226-228, 255, 256, 262

12 12.3.2 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 259-260; TE 259 SE 261, 264; TE 261, 264; WB 55, 56; ACT 55, 56

SE 259-260, 262-264; TE 259-260, 262-264

12 12.3.3 Discuss the historical role of religion and religious diversity.

SE 13; TE 13 WB 5; ACT 5 SE 13; TE 13

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STANDARD

GRADE STANDARD #


Y N

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, Cont.

12 12.3.4 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 324-325; TE 324-325

SE 326, 329, 334, 338, 344, 348, 353; TE 325-326, 329, 332-334, 338, 344, 348, 353; WB 68-74; ACT 68-74

SE 324-325, 327-329, 330-334, 335-338, 339-343, 345-347, 349-352; TE 324-325, 327-329, 330-334, 335-337, 339-343, 345-347, 349-352

12.4 Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.

12 12.4.1 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 46; TE 46 SE 48, 74, 82, 85; TE 48, 74, 82, 85; WB 12, 18, 19, 20; ACT 12, 18, 19, 20; CA 4

SE 46, 72-73, 76-81, 83-84; TE 46, 72-73, 76-81, 83-84



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PUBLISHER’S CITATIONS* MEETS

STANDARD

GRADE STANDARD #


Y N

12.4 Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution, Cont.

12 12.4.2 Explain the process through which the Constitution can be amended

SE 49-50; TE 49-50 SE 50; TE 50; WB 13; ACT 13

SE 49-50; TE 49-50

12 12.4.3 Identify their current representatives in the legislative branch of the national government

*2 *2 *2

12 12.4.4 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 47; TE 47 SE 48, 93, 104, 107; TE 48, 93, 104, 107; WB 12, 21, 23, 24; ACT 12, 21, 23, 24

SE 47, 92-93, 99-103, 105-107; TE 47, 92-93, 99-103, 105-107

12 12.4.5 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 47; TE 47 SE 48, 154, 157, 163; TE 48, 154, 157, 163; WB 12, 32-34; ACT 12, 32-34

SE 47, 152-153, 155-156, 158-162; TE 47, 152-153, 155-156, 158-162

11




GRADE STANDARD #


Y N

12.4 Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution, Cont.

12 12.4.6 Explain the processes of selection and confirmation of Supreme Court justices

SE 158; TE 158 SE 163; TE 163; WB 34; ACT 34

SE 158; TE 158

12.5 Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments.

12 12.5.1 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 51-53, 56; TE 52 SE 54; TE 54; WB 14, 15; ACT 14, 15

SE 51-53, 56; TE 52-53

12 12.5.2 Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts).

SE 160 ACT 34 SE 160

12




GRADE STANDARD #


Y N

12.5 Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments, Cont.

12 12.5.3 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 164, 412, 413; TE 164

SE 164; TE 164 SE 164, 412, 413; TE 164

12 12.5.4 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 162, 266, 412, 413; TE 162

WB 57; ACT 57 SE 162, 266, 412, 413; TE 162

13




GRADE STANDARD #


Y N

12.6 Students evaluate issues regarding campaigns for national, state, and local elective offices.

12 12.6.1 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 214-215; TE 214-215

SE 216, 219; TE 216, 218-219; WB 44-45; ACT 44-45

SE 214-215, 217-219; TE 214-215, 217-219

12 12.6.2 Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections.

SE 94-97; TE 94-97 SE 98, 225, 229; TE 96, 98, 224-225, 228-229; WB 22, 47, 48; ACT 22, 47, 48

SE 94-97, 223-225, 226-228; TE 94-97, 223-225, 226-228

12 12.6.3 Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding

SE 230-233; TE 230-233

SE 233, 264; TE 232-233, 264; WB 49, 56; ACT 49, 56

SE 230-233, 263-264; TE 230-233, 263-264

12 12.6.4 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 94-95, 230-233; TE 94-95, 230-233

SE 98, 225, 233, 237, 261; TE 98, 225, 232-233, 236-237, 261; WB 47, 49, 55; ACT 47, 49, 55

SE 223-225, 230-233, 234-236, 259-261; TE 223-225, 230-233, 234-236, 259-261

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GRADE STANDARD #


Y N

12.6 Students evaluate issues regarding campaigns for national, state, and local elective offices, Cont.

12 12.6.5 Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections).

SE 238-239; TE 238-239

SE 239; TE 239; WB 51; ACT 51

SE 238-239, 241; TE 238-239, 241

12 12.6.6 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 95-96, 234-237; TE 95-96, 234-236

SE 98, 237, 240; TE 96, 98, 236-237, 240; WB 22, 50; ACT 22, 50; RF 4

SE 95-96, 234-237, 240, 241; TE 95-96, 234-236, 240, 241

12.7 Students analyze and compare the powers and procedures of the national, state, tribal, and local governments.

12 12.7.1 Explain how conflicts between levels of government and branches of government are resolved.

SE 101-102 SE 154; TE 154, 160; WB 32

SE 101-102, 153, 156, 158, 160

12 12.7.2 Identify the major responsibilities and sources of revenue for state and local governments.

SE 174; TE 174 SE 175, 177, 180, 200; TE 175, 177, 180, 200; WB 36-38, 42-43; ACT 36-38, 42-43

SE 176-177, 178-179, 198-199, 201-202, 208; TE 176-177, 178-179, 198-199, 201-202, 208

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GRADE STANDARD #


Y N

12.7 Students analyze and compare the powers and procedures of the national, state, tribal, and local governments, Cont.

12 12.7.3 Discuss reserved powers and concurrent powers of state governments.

SE 174; TE 174 SE 175; TE 175; WB 36; ACT 36

SE 174, 193; TE 174, 193

12 12.7.4 Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government's power

SE 58; TE 58 SE 58; TE 58; WB 15; ACT 15

SE 58; TE 58

12 12.7.5 Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders.

SE 262-264; TE 262-263

SE 264; TE 263-264; WB 56; ACT 56

SE 262-264, 269; TE 262-264, 269

12 12.7.6 Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media

SE 77-78, 181-183; TE 77, 181-182 *3

SE 82, 183, 261; TE 79, 82, 183, 261; WB 19, 39; ACT 19, 39; CA 9 *3

SE 77-79, 181-183, 260; TE 77-79, 181-183 *3

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GRADE STANDARD #


Y N

12.7 Students analyze and compare the powers and procedures of the national, state, tribal, and local governments, Cont.

12 12.7.7 Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them.

SE 152-153, 188-189; TE 152-153, 188-189

SE 153, 157, 163, 191; TE 152-153, 157, 163, 191; WB 32-34, 41; ACT 32-34, 41

SE 152-153, 155-156, 158-162, 188-190; TE 152-153, 155-156, 158-162, 188-190

12 12.7.8 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 92-93; TE 92-93 SE 93, 104; TE 93, 104; WB 21, 23; ACT 21, 23

SE 84, 99-102, 300, 341; TE 99-102

12.8 Students evaluate and take and defend positions on the influence of the media on American political life.

12 12.8.1 Discuss the meaning and importance of a free and responsible press

SE 51-53; TE 51-53 SE 54; TE 54; WB 14, 54

SE 51-53, 67, 255; TE 51-53

12 12.8.2 Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics.

SE 36, 81, 98, 127, 141, 163, 206, 232, 267

SE 36, 81, 98, 127, 141, 163, 206, 232, 259, 267

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California History/Social Science Content Standards: Principles of American Democracy, Grade 12: AGS United States Government)



GRADE STANDARD #


Y N

12.8 Students evaluate and take and defend positions on the influence of the media on American political life, Cont.

12 12.8.3 Explain how public officials use the media to communicate with the citizenry and to shape public opinion

SE 36, 81, 98, 127, 141, 163, 190, 206, 232, 267, 280

SE 36, 81, 98, 127, 141, 163, 190, 206, 232, 267, 280

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.

12 12.9.1 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 274-275; TE 274-275

SE 280, 326; TE 280, 326; WB 58, 59, 68; ACT 58, 59, 68

SE 274-275, 278-279, 324-325; TE 274-275, 278-279, 324-325

18




GRADE STANDARD #


Y N

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, Cont.

12 12.9.2 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 324-326; TE 324-325

SE 326, 329, 334, 338, 344; TE 326-327, 329, 334, 338, 344; WB 68, 70-72, 74; ACT 68, 70-72, 74

SE 324-326, 328-329, 333-334, 335-338, 340, 342-344, 349-351; TE 324-325, 328-329, 333, 335-338, 340, 342-344, 349-351

12 12.9.3 Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government

SE 27, 34 SE 34; TE 34; WB 8, 71; ACT 10

SE 27, 34, 41, 336, 342; TE 336

12 12.9.4 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 327, 330-331, 341, 347; TE 328, 331, 340, 346

SE 344; TE 332, 344; WB 73; ACT 73

SE 327, 330-331, 341, 347; TE 328, 331, 340, 346

19




GRADE STANDARD #


Y N


12 12.9.5 Identify the forms of illegitimate power that twentieth-century African, Asian, and Latin American dictators used to gain and hold office and the conditions and interests that supported them

SE 327, 330-331, 341, 347; TE 328, 331, 340, 346

SE 344; TE 332, 344; WB 73; ACT 73

SE 327, 330-331, 341, 347; TE 328, 331, 340, 346

12 12.9.6 Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries.

SE 341; TE 341 SE 341; TE 341

12 12.9.7 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 327-329; TE 328 SE 329; TE 329 SE 327-329; TE 328

20



STANDARD

GRADE STANDARD #


Y N


12 12.9.8 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 330-333, 340-343; TE 330-333, 340-343

SE 334, 344; TE 334, 344; WB 72; ACT 72

SE 330-333, 340-343; TE 330-333, 340-343

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.

12 12.10.1 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.

*4 *4 *4

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California History/Social Science Content Standards: Principles of American Democracy, Grade 12: AGS United States Government) Publisher Notes/Additional Comments: *1 Standard 12.2.4 (Grade 12): See also “Civics Connection” activities or spotlights on SE pages 16, 29, 54, 72, 99, 122, 139, 160, 187, 202, 234, 257, 291, 316, 341. *2 Standard 12.4.3 (Grade 12): Background information for this standard is found on SE pages 72-73, 76-81, 83-84 *3 Standard 12.7.6 (Grade 12): See also “Media and Government” activities and spotlights on SE pages14, 36, 53, 81, 98, 127, 141, 163, 190, 206, 232, 267, 280, 302, 344 *4 Standard 12.10.1 (Grade 12): See “Critical Thinking” questions on SE pages 19, 69, 271 and the “What Do You Think?” questions on SE pages 50, 54, 258, 267

Social Science Content Standards for California Public ...assets.pearsonschool.com/correlations/5835USG.pdfRF = Resource File (TRL) 3 ... rule of law, federalism, and civilian control

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