A Correlation of

Magruder's American Government and

Economics ©2012, 2013

To the

West Virginia Next Generation Standards and

Objectives for Social Studies

Grade 12 Civics for the Next Generation

2

Table of Contents

GENERIC EVALUATION CRITERIA .............................................................................................................. 3

GENERAL EVALUATION CRITERIA............................................................................................................. 4

SPECIFIC EVALUATION CRITERIA............................................................................................................ 24

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PUBLISHER: Pearson Education, Inc., publishing as Prentice Hall SUBJECT: Social Studies SPECIFIC GRADE: Grade 12 COURSE: 7031 - Civics for the Next Generation TITLE: Magruder’s American Government and Economics COPYRIGHT DATE: 2012, 2013

SE ISBN: Magruder's American Government and Economics with Digital Courseware Bundle 0133234487 Includes: Magruder's American Government with Digital Courseware (6-Years) 0133209881 Prentice Hall Economics with Digital Courseware (6-Years) 0133196860

TE ISBN: Magruder's American Government 013317364X Prentice Hall Economics 0133188736

GENERIC EVALUATION CRITERIA

2013-2019 Group I – Social Studies

Grade 12: Civics for the Next Generation

Equity, Accessibility and Format

Yes No N/A CRITERIA NOTES

X

I. INTER-ETHNIC

The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

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X

II. EQUAL OPPORTUNITY

The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).

X

III. FORMAT

This resource is available as an option for adoption in an interactive electronic format.

GENERAL EVALUATION CRITERIA

2013-2019 Group I – Social Studies

Grade 12: Civics for the Next Generation

INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the general and eighty percent of the specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

5

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent

I A M N

In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop:

A. Next Generation Skills:

Magruder’s ©2011 SE/TE: Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760; How Government Works, 5, 17, 73, 79, 100, 106, 108, 125, 139, 159, 186, 194, 221, 256, 258, 276, 306, 319, 321, 322, 339, 354, 371, 382, 407, 429, 433, 436, 447, 459, 461, 470, 484, 489, 493, 521, 530, 535, 555, 564, 589, 594, 634, 694, 712, 718, 725, 729, 744, 747, 752, 757, 763; Chapter Assessment, Writing About Government & Essential Question Activity and Assessment, 26, 64, 90, 116, 148, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 547, 608, 640, 674, 702, 738, 768; Citizenship 101, 141, 169, 272, 472, 631; Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769 Economics ©2013 SE/TE: Economics and You, 3, 8, 13, 23, 29, 35, 39, 49, 56, 62, 68, 85, 91,

Thinking and Problem-Solving Skills Social Studies Content: 1. is presented in a way that deepens student understanding through

meaningful and challenging inquiry-based learning that builds on prior knowledge and promotes social science connections (e.g., the importance of geography in historical events, the importance of economics in geography, the importance of past history in civic decision making);

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97, 109, 116, 123, 133, 141, 148, 159, 164, 174, 180, 191, 196, 202, 208, 217, 226, 235, 249, 256, 264, 277, 284, 291, 307, 315, 323, 335, 344, 349, 363, 369, 375, 381, 391, 399, 408, 419, 425, 429, 435, 447, 455, 463, 481, 487, 495, 501; Case Study, 16, 42, 60, 93, 127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490; Simulation Activity, 17, 38, 53, 95, 120, 142, 181, 192, 240, 251, 294, 317, 345, 382, 396, 430, 464, 491; How the Economy Works, 4, 26, 64, 100, 118, 144, 182, 198, 240, 266, 286, 318, 336, 378, 412, 438, 450, 484; Essential Question Activity, 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510; Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511 Magruder’s ©2011 SE/TE: Chapter Assessment, Writing About Government & Essential Question Activity and Assessment, 26, 64, 90, 116, 292, 326, 358, 396, 478, 514, 542, 574, 608, 640, 702, 738; Citizenship 101, 141, 169, 272, 472, 631; Document-Based Assessment, Pull It Together, 27, 65, 91, 117, 181, 239, 293, 327, 359, 397, 453, 479, 515, 543, 575, 609, 641, 703, 739

2. engages in complex historical analysis that promotes the development of mental perspectives, thoughtful well-framed questions and thoughtful judgment applicable to students’ own lives and future situations; and

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Economics ©2013 SE/TE: Global Impact, 6, 52, 178, 200, 222, 271, 321, 367, 457, 505; Case Study, 16, 42, 60, 93, 127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490; Simulation Activity, 17, 38, 53, 95, 120, 142, 181, 192, 240, 251, 294, 317, 345, 382, 396, 430, 464, 491; Essential Question Activity, 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510; Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511 Magruder’s ©2011 SE/TE: Citizenship 19, 101, 472, 568, 631, 652, 731; Issues of Our Time, 35, 317, 504, 591, 692 Economics ©2013 SE/TE: Global Impact, 6, 52, 178, 200, 222, 271, 321, 367, 457, 505; Case Study, 16, 60, 127, 169, 210, 281, 352, 466, 490; Simulation Activity, 17, 38, 53, 95, 120, 142, 181, 192, 240, 251, 294, 317, 345, 382, 396, 430, 464, 491

3. promotes local and global connections past and present in real-world, authentic relationships that encourage the consideration of human choice and natural catastrophic events on historic outcomes.

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Information and Communication Skills/Social Studies

For student mastery of content standards and objectives, the instructional materials will include multiple strategies that provide students with the opportunity to:

Magruder’s ©2011 SE/TE: Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Chapter Assessment, Writing About Government & Essential Question Activity, 26, 64, 90, 116, 148, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 547, 608, 640, 674, 702, 738, 768; Skills Handbook S6, S9, S21, S24 Economics ©2013 SE/TE: Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Essential Question Activity, 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510; Social Studies Skills Handbook S-2, S-5, S-19, S-20

4. locate existing social studies content information, especially primary

source documents, to interpret meaning and then create original communication;

Magruder’s ©2011 SE/TE: Citizenship 19, 84, 101, 141, 169, 227, 272, 369, 472, 568, 631, 652, 731; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760; Skills Handbook S14, S15, S17, S18, S19

5. make informed choices; and

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Economics ©2013 SE/TE: Case Study, 16, 42, 60, 93, 127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490; Simulation Activity, 17, 38, 53, 95, 120, 142, 181, 192, 240, 251, 294, 317, 345, 382, 396, 430, 464, 491; Personal Finance Handbook PF1-PF47; Skills Handbook S-10, S-11, S-12, S-15, S-16 Magruder’s ©2011 SE/TE: Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760; Skills Handbook S24 Economics ©2013 SE/TE: Essential Question Activity, 46, 214, 358, 510

6. interact with outside resources through opportunities for local and global collaboration in a variety of safe venues.

Personal and Workplace Productivity Skills

For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to:

Magruder’s ©2011 SE/TE: 21st Century Skills Handbook: Research Writing, S6–S8; Quick Write and Chapter Assessment: Research Writing, 368, 373, 376, 385, 394, 396, 430, 434, 582, 590, 599, 606, 608; Quick Write, 18, 42, 51, 102, 136, 192, 199, 219, 226, 271, 440, 503, 526, 531, 558, 572, 719, 726; Chapter Assessment, Essential Question, 64, 90, 116, 180, 262, 292, 326, 358, 396, 422, 452, 478, 514, 608, 640, 674, 702, 738, 768;

7. conduct research, validate sources and report ethically on findings;

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Citizenship 101, 652 Economics ©2013 SE/TE: Essential Question Writing Activity, 82, 188, 246, 304, 360, 444, 512; Case Study, 16, 42, 60, 93, 127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490; Skills Handbook S-2, S-10, S-11, S-20 Magruder’s ©2011 SE/TE: Government Online, 19, 27, 35, 65, 84, 91, 110, 117, 141, 149, 169, 181, 200, 211, 227, 239, 253, 263, 293, 317, 327, 350, 359, 369, 397, 404, 423, 450, 453, 472, 479, 504, 515, 527, 543, 568, 575, 591, 609, 631, 641, 652, 675, 692, 703, 731, 739, 760, 769 TE only: 212, 328 Economics ©2013 SE/TE: Video News Update, 16, 42, 60, 93, 127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490; Economic Dictionary Online (examples) 19, 185, 387, 471; Document-Based Assessment 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Personal Finance WebQuest Online, PF3-PF47

8. identify, evaluate and apply appropriate technology tools for a variety of purposes;

Magruder’s ©2011 SE/TE: 21st Century Skills Handbook: Research Writing, S6–S8; Quick Write and Chapter Assessment: Research Writing, 368, 373, 376, 385, 394, 396, 430, 434, 582, 590, 599, 606, 608; Quick Write,

9. engage in self-directed inquiry

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18, 42, 51, 102, 136, 192, 199, 219, 226, 271, 440, 503, 526, 531, 558, 572, 719, 726; Chapter Assessment, Essential Question, 64, 90, 116, 180, 262, 292, 326, 358, 396, 422, 452, 478, 514, 608, 640, 674, 702, 738, 768; Citizenship 101, 652 Economics ©2013 SE/TE: Case Study, 16, 42, 60, 93, 127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490; Unit Challenges: Essential Questions, 82, 188, 246, 304, 360, 444, 512 Magruder’s ©2011 SE/TE: Citizenship 101, 141, 227, 568, 731; Skills Handbook S20, S23 TE only: Debate, 6, 16, 23, 38, 55, 99, 108, 126, 139, 144, 158, 174, 190, 198, 217, 258, 277, 279, 320, 347, 366, 381, 392, 415, 455, 447, 500, 554, 588, 596, 635, 658, 687; Differentiate: Discussion, 22, 38, 217, 306, 332, 493, 588; Role Play/Drama, 33, 171, 282, 530, 581, 605, 699 Economics ©2013 SE/TE: Unit Challenges: Essential Questions, 82, 188, 246, 304, 360, 444, 512; Essential Question Activity, 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510

10. work collaboratively; and

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Magruder’s ©2011 SE/TE: 21st Century Skills Handbook: Research Writing, S6–S8; Quick Write and Chapter Assessment: Research Writing, 368, 373, 376, 385, 394, 396, 430, 434, 582, 590, 599, 606, 608; Quick Write, 18, 42, 51, 102, 136, 192, 199, 219, 226, 271, 440, 503, 526, 531, 558, 572, 719, 726; Chapter Assessment, Essential Question, 64, 90, 116, 180, 262, 292, 326, 358, 396, 422, 452, 478, 514, 608, 640, 674, 702, 738, 768 Economics ©2013 SE/TE: Unit Challenges: Essential Questions, 82, 188, 246, 304, 360, 444, 512; Essential Question Activity, 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510; Case Study, 16, 42, 60, 93, 127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490

11. practice time-management and project management skills in problem based learning situations.

B. Developmentally Appropriate Instructional Resources and Strategies

For student mastery of content standards and objectives:

Magruder’s ©2011 SE/TE: Guiding Question and Objectives, 4, 12, 20, 30, 36, 48, 52, 59, 68, 78, 85, 94, 103, 111, 122, 130, 137, 142, 152, 156, 164, 170, 184, 193, 201, 214, 220, 228, 242, 247, 254, 268, 273, 281, 285, 296, 304, 312, 318, 330, 338, 343, 351, 364, 370, 374, 377, 386, 400, 405, 412, 417, 426, 431, 435, 441, 456, 463, 467, 473, 482, 488, 495, 505, 520, 528, 532, 538, 546, 551,

1. Content is structured to ensure all students meet grade‐specific

expectations as they develop content knowledge and literacy skills aligned to college and career readiness expectations.

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559, 569, 578, 583, 592, 602, 612, 618, 626, 632, 646, 653, 661, 666, 678, 685, 693, 708, 714, 720, 727, 732, 742, 749, 756, 761 TE only: See notes for differentiation throughout. Economics ©2013 SE/TE: Section Objectives, 3, 8, 13, 23, 29, 35, 39, 49, 56, 62, 68, 85, 91, 97, 109, 116, 123, 133, 141, 148, 159, 164, 174, 180, 191, 196, 202, 208, 217, 226, 235, 249, 256, 264, 277, 284, 291, 307, 315, 323, 335, 344, 349, 363, 369, 375, 381, 391, 399, 408, 419, 425, 429, 435, 447, 455, 463, 481, 487, 495, 501 TE only: See notes for differentiation throughout. Magruder’s ©2011 SE/TE: Guiding Question and Objectives, 4, 12, 20, 30, 36, 48, 52, 59, 68, 78, 85, 94, 103, 111, 122, 130, 137, 142, 152, 156, 164, 170, 184, 193, 201, 214, 220, 228, 242, 247, 254, 268, 273, 281, 285, 296, 304, 312, 318, 330, 338, 343, 351, 364, 370, 374, 377, 386, 400, 405, 412, 417, 426, 431, 435, 441, 456, 463, 467, 473, 482, 488, 495, 505, 520, 528, 532, 538, 546, 551, 559, 569, 578, 583, 592, 602, 612, 618, 626, 632, 646, 653, 661, 666, 678, 685, 693, 708, 714, 720, 727, 732, 742, 749, 756, 761; Citizenship 101, 19, 84, 141, 169, 227, 272, 369, 472, 568, 631, 652, 731 TE only: Block Scheduling

2. Instructional resource includes suggestions for appropriate scaffolding, emphasizes the importance of vocabulary acquisition,

provides opportunities to engage in high interest, age‐appropriate

activities that mirror real‐life situations, and make cross‐curricular,

global connections.

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Suggestions, 2, 28, 66, 92, 120, 150, 182, 212, 240, 266, 294, 328, 362, 398, 424, 454, 480, 518, 544, 576, 610, 644, 676, 706, 740 Economics ©2013 SE/TE: Section Objectives & Economic Dictionary, 3, 8, 13, 23, 29, 35, 39, 49, 56, 62, 68, 85, 91, 97, 109, 116, 123, 133, 141, 148, 159, 164, 174, 180, 191, 196, 202, 208, 217, 226, 235, 249, 256, 264, 277, 284, 291, 307, 315, 323, 335, 344, 349, 363, 369, 375, 381, 391, 399, 408, 419, 425, 429, 435, 447, 455, 463, 481, 487, 495, 501; Essential Question Activity, 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510; Case Study, 16, 42, 60, 93, 127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490, Simulation Activity, 17, 38, 53, 95, 120, 142, 181, 192, 240, 251, 294, 317, 345, 382, 396, 430, 464, 491 Magruder’s ©2011 SE/TE: Citizenship 19, 84, 101, 141, 169, 227, 272, 369, 472, 568, 631, 652, 731; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760 Economics ©2013 SE/TE: Economics and You, 3, 8, 13, 23, 29, 35, 39, 49, 56, 62, 68, 85, 91, 97, 109, 116, 123, 133, 141, 148, 159, 164, 174, 180, 191, 196, 202, 208, 217, 226, 235, 249, 256, 264, 277, 284, 291, 307,

3. Instructional material provides opportunities for students to link prior knowledge to new information to construct their own viable mental maps and deepen understanding of the connections of world historical events, geographic regions, economies and geo-politics.

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315, 323, 335, 344, 349, 363, 369, 375, 381, 391, 399, 408, 419, 425, 429, 435, 447, 455, 463, 481, 487, 495, 501 Magruder’s ©2011 SE/TE: How Government Works, 5, 17, 73, 79, 100, 106, 108, 125, 139, 159, 186, 194, 221, 256, 258, 276, 306, 319, 321, 322, 339, 354, 371, 382, 407, 429, 433, 436, 447, 459, 461, 470, 484, 489, 493, 521, 530, 535, 555, 564, 589, 594, 634, 694, 712, 718, 725, 729, 744, 747, 752, 757, 763; Infographics, Charts, Graphs, and Tables (examples), 6, 16, 25, 38, 63, 74, 89, 128, 145, 153, 171, 197, 209, 225, 237, 261, 291, 299, 314, 335, 357, 379, 395, 419, 444, 468, 477, 487, 499, 510, 523, 541, 573, 607, 616, 639, 654, 668, 687, 696, 701, 734, 744, 767; Maps, 33, 50, 56, 105, 154, 191, 270, 274, 335, 376, 388, 391, 499, 506, 529, 636, 656, 664, 668, 670, 694, 698, 723, 746 Economics ©2013 SE/TE: Map: United States Economic Activity and Resources, 77; Databank: The World Economy, 474–475; World Map, 507; Graphs and Tables (examples), 14, 24, 31, 38, 40, 57, 90, 92, 98, 113, 121, 125, 136, 138, 139, 142, 143, 147, 162, 170, 171, 192, 197, 203, 219, 220, 221, 225, 229, 230, 231, 232, 238, 239, 265, 266, 289, 297, 312, 313, 316, 323, 353, 369, 395, 396, 407, 437, 461, 469, 483, 488; How the

4. Students are provided with opportunities to use maps, graphs, globes, media, and technology sources to acquire and apply new information (e.g., global information systems).

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Economy Works, 4, 26, 64, 100, 118, 144, 182, 198, 240, 266, 286, 318, 336, 378, 412, 438, 450, 484 Magruder’s ©2011 SE/TE: Cause and Effect, 47, 146, 236, 252, 271, 284, 324, 537, 651, 755; Notetaking graphic organizer, 36, 85, 228, 343, 374, 495, 618, 626 TE only: Analyze Cause and Effect, 410, 678, 740; Analyze Timelines, 164, 495, 618, 644, 646 Economics ©2013 SE/TE: Cause and Effect, 156, 398, 407, 454, 470; Key Events Graphic Organizers, 181, 236

5. Instructional material offers opportunities for students to sequence time, events, social, economic and political influences on a society in chronological order.

Magruder’s ©2011 SE/TE: Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760;Unit Closure: Essential Question Perspectives, 118, 264, 360, 516, 642, 704, 770 Economics ©2013 SE/TE: Case Study, 16, 42, 60, 93, 127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490; Simulation Activity, 491; Essential Question Activity, 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510; Global Impact, 6, 52, 178, 200, 222, 271, 321, 367, 457, 505

6. Instructional material provides opportunities for students to

investigate issues that are interconnected (e.g., colonialism, poverty, human rights, environment, energy, safety, immigration, conflict) to solve complex problems that can change at varied entry points suggesting the possibility of multiple solutions. .

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Magruder’s ©2011 SE/TE: Guiding Question and Objectives, 4, 12, 20, 30, 36, 48, 52, 59, 68, 78, 85, 94, 103, 111, 122, 130, 137, 142, 152, 156, 164, 170, 184, 193, 201, 214, 220, 228, 242, 247, 254, 268, 273, 281, 285, 296, 304, 312, 318, 330, 338, 343, 351, 364, 370, 374, 377, 386, 400, 405, 412, 417, 426, 431, 435, 441, 456, 463, 467, 473, 482, 488, 495, 505, 520, 528, 532, 538, 546, 551, 559, 569, 578, 583, 592, 602, 612, 618, 626, 632, 646, 653, 661, 666, 678, 685, 693, 708, 714, 720, 727, 732, 742, 749, 756, 761; How Government Works, 5, 17, 73, 79, 100, 106, 108, 125, 139, 159, 186, 194, 221, 256, 258, 276, 306, 319, 321, 322, 339, 354, 371, 382, 407, 429, 433, 436, 447, 459, 461, 470, 484, 489, 493, 521, 530, 535, 555, 564, 589, 594, 634, 694, 712, 718, 725, 729, 744, 747, 752, 757, 763 Economics ©2013 SE/TE: Section Objectives and Guiding Question, 3, 8, 13, 23, 29, 35, 39, 49, 56, 62, 68, 85, 91, 97, 109, 116, 123, 133, 141, 148, 159, 164, 174, 180, 191, 196, 202, 208, 217, 226, 235, 249, 256, 264, 277, 284, 291, 307, 315, 323, 335, 344, 349, 363, 369, 375, 381, 391, 399, 408, 419, 425, 429, 435, 447, 455, 463, 481, 487, 495, 501; Unit Challenges: Essential Questions, 82, 188, 246, 304, 360, 444, 512; Essential Question Activity, 20, 46, 74, 106, 130, 156, 186, 214,

7. Instructional resources include guiding questions and essential questions to aid students develop social awareness and a deeper understanding of civic, economic, geographic and historic principles.

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244, 274, 302, 332, 358, 388, 416, 442, 472, 510; How the Economy Works, 4, 26, 64, 100, 118, 144, 182, 198, 240, 266, 286, 318, 336, 378, 412, 438, 450, 484 Magruder’s ©2011 SE/TE: Citizenship, 19, 84, 101, 141, 169, 227, 272, 369, 472, 568, 631, 652, 731; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760 TE only: Differentiated Instruction, T14–T33; Planning Your Instruction, T40–T95; Differentiate (examples): Discussion, 22, 38, 217, 306, 332, 493, 588; Role Play/Drama, 33, 171, 282, 530, 581, 605, 699, Cartoon, 60, 131, 132, 205, 243, 306, 501, 548, 598, 671, 699; Graphic Organizer, 33, 57, 60, 127, 308, 367, 375, 408, 413, 429, 433, 475, 598, 606, 629, 654, 659, 664, 724, 747 Economics ©2013 SE/TE: Unit Challenges: Essential Questions, 82, 188, 246, 304, 360, 444, 512; Essential Question Activity, 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510 TE only: Examples: 5, 24, 25, 41, 58, 125, 194, 229, 279, 339; Focus on the Basics, 56, 68, 85, 116, 127, 164, 180, 202, 220, 226, 284, 285, 315, 344, 391, 419; Extend, 11, 43, 59, 126, 241; Activity, 25; Discuss, 51, 165, 229, 360; Brainstorm, 100;

8. Resources for intervention and enrichment to allow for personalized learning are provided.

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Remediation and Suggestions, 140, 341; Personal Finance Activity, 119, 240; Check Comprehension, 293; Reenact and Role-play, 297 Magruder’s ©2011 SE/TE: Government Online Update, 333, 334, 335, 340, 341 Economics ©2013 SE/TE: Video News Update, 16, 42, 60, 93, 127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490

9. Materials provide an electronic resource for students to access for updates of global information in real time.

C. Life Skills

For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to:

Magruder’s ©2011 SE/TE: From the Constitution, 57, 86, 95, 298, 367, 553, 586; Citizenship 101, 19, 84, 141, 169, 227, 272, 369, 472, 568, 631, 652, 731; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760 Economics ©2013 SE/TE: Discussion of private action 72, 210; Economic Simulation: Who Decides? 38; Whose Property Is It? 53; Is the Law Being Broken? 181; Taxes and Changing Circumstances, 382; Money and the Federal Reserve, 430; How Will You Help? 491; Case Study: Willing To Sacrifice, 402

1. develop a deeper understanding of Civic Literacy (civic engagement,

e.g., volunteerism, voting, running for office, influencing and monitoring policy) and to develop civic dispositions.

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Magruder’s ©2011 SE/TE: For related material see: Taxes and Other Revenue, 456–462; Spending and the Budget, 467–471 Economics ©2013 SE/TE: Simulation Activity, 17, 38, 53, 95, 120, 142, 181, 192, 240, 251, 294, 317, 345, 382, 396, 430, 464, 491; Personal Finance Handbook, PF2–PF48 TE only: Personal Finance Activity (examples), 119, 240, 325

2. practice Financial Literacy skills, (personal finance, entrepreneurship,

business finance, and local, national and global economics).

Magruder’s ©2011 SE/TE: Foreign Policy and National Defense, 480–515; Comparative Political Systems, 644–675; Comparative Economic Systems, 676–703 Economics ©2013 SE/TE: Global Impact, 6, 52, 178, 200, 222, 271, 321, 367, 457, 505; Case Study, 16, 42, 60, 93, 127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490

3. develop Global Awareness (global competency in research, communication, presentation, action).

D. Assessment

Magruder’s ©2011 SE/TE: Chapter Assessment, 26, 64, 90, 116, 148, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 574, 608, 640, 674, 702, 738, 768; Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641,

1. To ensure a balanced assessment, the instructional material will provide

tools for a balanced approach to assessment including both formative and summative assessments in multiple formats (e.g., rubrics, document based questions (DBQs), performance-based measures, open-ended questioning, portfolio evaluation, and multimedia simulations) that not only guide instruction but also identify student mastery of content.

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675, 703, 739, 769; Section Assessment: Quick Write, 11, 18, 24, 34, 42, 51, 58, 62, 75, 83, 88, 102, 109, 114, 129, 136, 140, 146, 155, 163, 168, 178, 192, 199, 208, 219, 226, 236, 246, 252, 260, 271, 280, 284, 290, 303, 309, 316, 324, 337, 342, 349, 356, 368, 373, 376, 385, 394, 403, 409, 416, 420, 430, 434, 440, 449, 462, 466, 471, 476, 487, 494, 503, 512, 526, 531, 537, 540, 550, 558, 567, 572, 582, 590, 599, 606, 617, 623, 630, 638, 651, 660, 665, 684, 691, 700, 713, 719, 726, 730, 736, 748, 755, 759, 766 Economics ©2013 SE/TE: Chapter Assessment, 20, 46, 74, 106, 130, 156, 186, 214, 244, 275, 302, 332, 358, 388, 416, 442, 472, 510; Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Simulation Activity, 17, 38, 53, 95, 120, 142, 181, 192, 240, 251, 294, 317, 345, 382, 396, 430, 464, 491; Section Assessment (examples) Quick Write, 7, 34, 44, 55, 67, 96, 128, 154, 163, 179 184, 201, 212, 234, 255, 263, 283, 300, 330, 341, 356, 374, 380, 407, 424, 440, 462, 494, 508

E. Organization, Presentation and Format

Magruder’s ©2011 SE/TE: Guiding Question and Objectives, 4, 12, 20, 30, 36, 48, 52, 59, 68, 78, 85, 94, 103, 111, 122, 130, 137, 142, 152, 156, 164, 170, 184, 193, 201, 214, 220, 228, 242, 247, 254, 268, 273, 281, 285, 296, 304,

1. Information is organized logically and presented clearly using multiple methods and modes for delivering instruction that motivate and increase literacy as students engage in high interest, authentic activities.

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312, 318, 330, 338, 343, 351, 364, 370, 374, 377, 386, 400, 405, 412, 417, 426, 431, 435, 441, 456, 463, 467, 473, 482, 488, 495, 505, 520, 528, 532, 538, 546, 551, 559, 569, 578, 583, 592, 602, 612, 618, 626, 632, 646, 653, 661, 666, 678, 685, 693, 708, 714, 720, 727, 732, 742, 749, 756, 761; How Government Works, 5, 17, 73, 79, 100, 106, 108, 125, 139, 159, 186, 194, 221, 256, 258, 276, 306, 319, 321, 322, 339, 354, 371, 382, 407, 429, 433, 436, 447, 459, 461, 470, 484, 489, 493, 521, 530, 535, 555, 564, 589, 594, 634, 694, 712, 718, 725, 729, 744, 747, 752, 757, 763 Economics ©2013 SE/TE: Section Objectives and Guiding Question, 3, 8, 13, 23, 29, 35, 39, 49, 56, 62, 68, 85, 91, 97, 109, 116, 123, 133, 141, 148, 159, 164, 174, 180, 191, 196, 202, 208, 217, 226, 235, 249, 256, 264, 277, 284, 291, 307, 315, 323, 335, 344, 349, 363, 369, 375, 381, 391, 399, 408, 419, 425, 429, 435, 447, 455, 463, 481, 487, 495, 501; Case Study, 16, 42, 60, 93, 127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490; Simulation Activity, 17, 38, 53, 95, 120, 142, 181, 192, 240, 251, 294, 317, 345, 382, 396, 430, 464, 491; How the Economy Works, 4, 26, 64, 100, 118, 144, 182, 240, 266, 286, 318, 336, 378, 412, 438, 450, 484; Economics & You, 9, 43, 69, 88, 124, 153, 176, 194, 233, 261, 295, 326, 347, 384, 405, 427, 465, 498

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Magruder’s ©2011 SE/TE: Government Online, 19, 27, 35, 65, 84, 91, 110, 117, 141, 149, 169, 181, 200, 211, 227, 239, 253, 263, 293, 317, 327, 350, 359, 369, 397, 404, 423, 450, 453, 472, 479, 504, 515, 527, 543, 568, 575, 591, 609, 631, 641, 652, 675, 692, 703, 731, 739, 760, 769; Online Student Center, xiv Economics ©2013 SE/TE: Action Graph Online, 14, 24, 31, 38, 40, 57, 90, 92, 98, 113, 121, 125, 136, 138, 139, 142, 143, 147, 162, 170, 171, 192, 197, 203, 219, 220, 221, 225, 229, 230, 231, 232, 238, 239, 265, 266, 289, 297, 312, 313, 316, 323, 353, 369, 395, 396, 407, 437, 461, 469, 483, 488 Economics on the go (examples), 19, 45, 73, 105, 129, 155, 185, 213, 243, 273, 301, 328, 357, 387, 415, 441, 471, 509 Video News Update, 16, 42, 60, 93, 127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490; WebQuest Online, xxvi

2. The use of media enhances instruction and learning.

Magruder’s ©2011 SE/TE: Online Student Edition: Visit PearsonSchool.com/PHgovt to find an online version of the textbook. The textbook is also available on StudentEXPRESS DVD-ROM Economics ©2013 Online Student Edition: Visit PearsonSchool.com/PHecon to find an online version of the textbook. The textbook is also available on StudentEXPRESS DVD-ROM

3. The instructional resource includes an electronic file of the student edition provided on an electronic data storage device (e.g., CD, DVD, USB drive, etc.) and through a link on the publisher’s server, both of which are accessible by a net book or similar device that is internet-enabled and can open standard file formats.

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SPECIFIC EVALUATION CRITERIA

2013-2019 Group I – Social Studies

Grade 12: Civics for the Next Generation

Civics is designed as a culminating history class that fosters informed citizens essential to the perpetuation of the American Republic. Students learn and utilize knowledge and skills for responsible, participatory citizenship based on a firm understanding of the principles and practices of our government coupled with civil rights and responsibilities, sound financial literacy, and global awareness. Students investigate what has happened, explore what is happening, and predict what will happen with the social, political, and economics problems that beset America and the world using the skills and resources of the past centuries and the present. Students continue to develop their critical thinking and problem-solving skills collaboratively and independently to become informed citizens and consumers, who practice economically sound decision-making, are geographically aware of physical and human landscapes of the world, and protect, preserve and defend their system of government. New and refined knowledge gained in Civics for the Next Generation is communicated and shared throughout the community as students engage in community service and service-learning that makes classrooms span continents and serve as the heart of the community. The Next generation Content Standards and Objectives in West Virginia include the following components: Next Generation Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives. Civics Standard Civics addresses both citizenship and political systems. Citizenship education prepares students to be informed, active and effective citizens who accept their responsibilities, understand their privileges and rights and participate actively in society and government. To be successful participants in society, students must understand how to build social capital (a network of social relationships) that encourages reciprocity and trust, two characteristics of civic virtue and good citizenship. Students must be able to research issues, form reasoned opinions, support their positions and engage in the political process. Students exercise tolerance and empathy, respect the rights of others, and share a concern for the common good while acting responsibly with the interests of the larger community in mind. Students must learn and practice intellectual and participatory skills essential for an involved citizenry. To develop these skills, the curriculum must extend beyond the school to include experiences in the workplace and service in the community. While studying political systems, students develop global awareness and study the foundations of various world governments and the strategies they employ to achieve their goals. With respect to the United States, students learn the underlying principles of representative democracy, the constitutional separation of powers and the rule of law. The students learn the origins and meaning of the principles, ideals and core democratic values expressed in the foundational documents of the United States. Students recognize the need for authority, government and the rights and responsibilities of citizens. Economics Standard Economics analyzes the production, allocation, distribution and use of resources. The economic principles include an understanding of scarcity and choice, productivity, markets and prices, supply and demand, competition, role of government, international trade factors and consumer decisions in a global economy. Understanding economic principles, whole economies and the interactions between different types of economies helps students comprehend the exchange of information, capital and products across the globe. Learners investigate economic principles and their application to historical situations. Learners will work cooperatively and individually to analyze how basic economic principles affect their daily lives. Students become financially responsible by examining the consequences of and practicing personal financial decision-making.

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Geography Standard Geography encompasses physical and human systems and the interactions between them on local and global scales. People interact with the natural world in culturally distinct ways to produce unique places, which change over time. New technologies and perspectives of geography provide students with an understanding of the world, and the ability to evaluate information in spatial terms. The geography standard stresses the world in which we live and the role of the U.S. in the global community. Students use geographic perspectives and technology to interpret culture, environment and the connection between them. Students collaborate with one another and work individually using geographic skills and tools to ask geographic questions based on the five themes of geography (location, place, human-environmental interaction, movement and regions), acquire the necessary information, organize and analyze the information and respond to those geographic questions. Students examine the varying ways in which people interact with their environments and appreciate the diversity and similarities of cultures and places created by those interactions. Literacy Standard The Literacy Standards for History/Social Studies lay out a vision of what it means to be literate in social studies. The skills and understanding students are expected to demonstrate in both reading and writing have a wide applicability outside the classroom or workplace. Reading requires an appreciation of the norms and conventions of social studies, such as the kinds of evidence used in history; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts in social studies. In writing students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting finding from their research and analysis of sources in a clear and cogent manner. Students who meet these standards demonstrate the reasoning and use of evidence that is essential to both private and responsible citizenship in a democratic society. History Standard History organizes events and phenomena in terms of when they occurred and examines where, how and why they took place. Students study how individuals and societies have changed and interacted over time. They organize events through chronologies and evaluate cause-and-effect relationships among them. Students analyze how individuals, groups and nations have shaped cultural heritages. They gather historical data, examine, analyze and interpret this data, and present their results in a clear, critical manner. Students study origins and evolutions of culture hearths, settlements, civilizations, states, nations, nation-states, governments and economic developments. Through history, students understand the identity and origins of their families, communities, state and nation. Through history, students recognize the influence of world events on the development of the United States and they evaluate the influence of the United States on the world. Understanding the past helps students prepare for today and the events of the future.

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For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

IMR Committee Responses

(Vendor/Publisher) SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent

I A M N

A. Civics

Magruder’s ©2011 SE/TE: Citizenship 101: You Try It, 19, 84, 141, 169, 227, 272, 369, 472, 568, 631, 652, 731

1. strive to become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism).

Magruder’s ©2011 SE/TE: Social Contract Theory of State, 8–9; Limited government, 9, 31, 69–70, 232, 547–548, 583, 680, 709, 710; Rule of Law, 30, 70, 651; also see: Bill of Rights, U.S., C17–C18, 60, 80, 81, 82, 546–549; The Unalienable Rights, 546–550; Freedom of Religion, 551–558; Freedom of Speech and Press, 559–567; Freedom of Assembly and Petition, 569–572; Civil Rights: Protecting Individual Rights, 576–609

2. explore social contracts, the establishment of rule of law, and evaluate how limited government and rule of law protect individual rights.

Magruder’s ©2011 SE/TE: The United States Constitution, C2–C9; Bill of Rights, U.S., C17–C18, 60, 80, 81, 82, 546–549; Declaration of Independence, 9, 40–41, 43–47; Creating the Constitution, 52–58; Ratifying the Constitution, 59–62; Basic Principles, 68–75; Formal Amendment, 78–83; Change by Other Means, 85–88; The

3. demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government.

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Unalienable Rights, 546–550; Freedom of Religion, 551–558; Freedom of Speech and Press, 559–567; Freedom of Assembly and Petition, 569–572; Civil Rights: Protecting Individual Rights, 576–609; also see: Amendments 95, 96, 153, 154, 158, 163, 164–165, 167, 270, 271, 282–283, 300, 318, 319, 367, 370, 371, 373, 375, 376, 389, 458, 547, 548–549, 549–550, 553, 557–559, 569, 578, 583–585, 586, 587, 589, 594, 595, 596–598, 602, 603, 604, 632, 633, 684, 753, 761, 807, 808, 809, 810, 811, 812, 813, 814, 815 Magruder’s ©2011 SE/TE: Voter Qualifications, 156–163; Suffrage and Civil Rights, 164–168; Voter Behavior, 170–178; also see: Spoils system, 132, 443–444; Civil Rights: Protecting Individual Rights, 576–609

4. consider factors that subvert liberty which include lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic.

Magruder’s ©2011 SE/TE: Our Political Beginnings (English Bill of Rights, Petition of Right, Magna Carta, Glorious Revolution), 30–34; Declaration of Independence (Adams and Jefferson), 40–41, 43–47; Creating the Constitution (Madison, Hamilton, Franklin, Washington, Mason, Morris), 52–58; Origins of the Modern State: Ancient Foundations (Greece, Rome), 646–648; Ideas and Revolutions (Locke, Hobbes, Enlightenment), 653–654; also

5. examine and analyze the contributing factors of the drafting of the Declaration of Independence and the U.S. Constitution: • leaders and philosophers (e.g., John Locke, James Madison,

Thomas Jefferson and John Adams) • events (e.g., Glorious Revolution, Reformation and

Enlightenment) • documents (e.g., English Bill of Rights, Petition of Right and

Magna Carta) • classical periods (e.g., eras of Greece and Rome) • principles (e.g., popular sovereignty, federalism, limited

government, separation of powers, checks and balances, civil liberties and rule of law)

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see: Limited government, 9, 31, 42, 57, 69–70, 94, 296, 547–548, 583, 680, 709, 710; Rule of law, 30, 70, 651; Checks and balances, 57, 71, 72–73, 417–419; Separation of powers, 57, 70–72, 523, 653; Popular sovereignty, 41, 68, 69, 80, 709 Magruder’s ©2011 SE/TE: 55–58, 59–61, 791–794, 794–796, 797–800

6. examine the compromises of the Constitutional Convention and how those decisions were characterized in the Federalist and the Anti-Federalist papers.

Magruder’s ©2011 SE/TE: Formal Amendment 78–83; Change by Other Means 85–88; also see: Bill of Rights, U.S., C17–C18, 80, 81, 82, 546–549; Civil Liberties: First Amendment Freedoms, 544–545; The Unalienable Rights, 546–550; Freedom of Religion, 551–558; Freedom of Speech and Press, 559–567; Freedom of Assembly and Petition, 569–572; Civil Rights: Protecting Individual Rights, 576–609

7. evaluate the processes within the United States Constitution a living document with democratic principles that are modified and expanded to meet the changing needs of society.

Magruder’s ©2011 SE/TE: The United States Constitution, C2–C9; Bill of Rights, U.S., C17–C18, 60, 80, 81, 82, 546–549; the Preamble, 9–10, Declaration of Independence, 40–41, 43–47; Creating the Constitution, 52–58; Ratifying the Constitution, 59–62; Basic Principles, 68–75; Formal Amendment, 78–83; Change by Other Means, 85–88; The Unalienable Rights, 546–550; Freedom of Religion, 551–558; Freedom of Speech and Press, 559–567; Freedom of Assembly

8. investigate the system of government created by the Preamble, Seven Articles, and the Bill of Rights and other Amendments of the United States Constitution to evaluate how the framework for American society is provided.

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and Petition, 569–572; Civil Rights: Protecting Individual Rights, 576–609; also see: Amendments 95, 96, 153, 154, 158, 163, 164–165, 167, 270, 271, 282–283, 300, 318, 319, 367, 370, 371, 373, 375, 376, 389, 458, 547, 548–549, 549–550, 553, 557–559, 569, 578, 583–585, 586, 587, 589, 594, 595, 596–598, 602, 603, 604, 632, 633, 684, 753, 761, 807, 808, 809, 810, 811, 812, 813, 814, 815 Magruder’s ©2011 SE/TE: Federalism: Powers Divided, 94–102; The national Government and the 50 States, 103–109; Interstate Relations, 111–114

9. analyze how the Constitution defines federalism and outlines a structure for the United States government.

Magruder’s ©2011 SE/TE: The Bill of Rights, 60, 82, The Unalienable Rights, 546–550; Freedom of Religion, 551–558; Freedom of Speech and Press, 559–567; Freedom of Assembly and Petition, 569–572; Civil Rights: Protecting Individual Rights, 576–609

10. analyze the protection of liberties in the Bill of Rights and their expansion through judicial review and gradual incorporation of those rights by the Fourteenth Amendment.

Magruder’s ©2011 SE/TE: Citizenship 101: You Try It, 19, 84, 141, 169, 227, 272, 369, 472, 568, 631, 652, 731

11. analyze how the freedoms of speech and press in a democratic society enable citizens to develop informed opinions, express their views, shape public policy and monitor government actions.

Magruder’s ©2011 SE/TE: Social Contract Theory of State, 8–9; Limited government, 9, 31, 41, 42, 57, 69–70, 94, 232, 296, 547–548, 583, 680, 709, 710; Rule of Law, 30, 70, 651; also see: Bill of Rights, U.S., C17–C18, 60, 80, 81, 82, 546–549; Civil Liberties: First Amendment Freedoms, 544–

12. determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety.

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545; The Unalienable Rights, 546–550; Freedom of Religion, 551–558; Freedom of Speech and Press, 559–567; Freedom of Assembly and Petition, 569–572; Civil Rights: Protecting Individual Rights, 576–609 Magruder’s ©2011 SE: Making Law: The House, 343–349; Making Law: The Senate, 351–356; Lawmaking Powers & Organization and Lawmaking (state level), 717–719

13. examine the committee process to evaluate how a bill becomes law on the national and state levels and track a bill through the legislative process.

Magruder’s ©2011 SE: Interest Groups, 242–260; Congress, 268–290; Powers of Congress, 296–324; Congress in Action, 330–356; Government at Work: The Bureaucracy, 426–449; The Federal Court System, 520–540

14. develop an awareness of the purpose and scope of governmental agencies while exploring the interchange between legislative bodies, interest groups, and the bureaucracy in American government

Magruder’s ©2011 SE/TE: The President’s Job Description, 364–368; Presidential Succession and the Vice Presidency, 370–373; The Growth of Presidential Power, 400–403; The Executive Powers, 405–409; Diplomatic and Military Powers, 412–416; Legislative and Judicial Powers, 417–420; American Foreign Policy Overview, 495–503; The United States Constitution, C9–C11

15. determine the roles, powers, and obligations of the President of the United States and synthesize how various presidents have expanded the role of the presidency, both in America and the world.

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Magruder’s ©2011 SE/TE: The National Judiciary, 520–526; The Inferior Courts, 528–531; The Supreme Court, 532–537; The Special Courts, 538–540; In the Courtroom (state courts), 727–730; State Courts and Their Judges, 732–736; The United States Constitution, C11–C12; also see: Judicial Review, 73–74, 76–77, 532

16. compare and contrast the original and appellate jurisdiction of local, state and national judicial systems to show how America’s court system addresses criminal and civil cases.

Magruder’s ©2011 SE/TE: Landmark Decisions of the Supreme Court, 76–77, 310–311, 410–411, 600–601, 624–625; Supreme Court-at-a-Glance, 390, 562, 588, 597, 619; The Supreme Court, 532–537; also see: Supreme Court Cases, 80, 82–83, 87, 101–102, 107, 112, 113–114, 155, 157, 161, 162, 165, 166, 167, 168, 208, 276, 278, 297–298, 299, 303, 304, 314, 315, 316, 356, 390, 402, 408–409, 413, 419, 420, 458, 533–534, 539, 548, 550, 552, 553, 554–555, 556, 557, 558, 559, 560, 561, 562, 563, 564, 565–567, 569, 570–571, 572, 579, 581–582, 585, 586–587, 588, 589, 593, 595, 596, 599, 602, 603, 604–605, 619–620, 628, 633, 635, 715–716, 753, 761, 805–814

17. apply the concepts of legal precedent through past and present landmark Supreme Court cases, interpretations of the Constitution by the Supreme Court and the impact of these decisions on American society.

Magruder’s ©2011 SE/TE: Acts, statutes, and ordinances can be found throughout the program. Please see these references for a representative sampling: Alien and Sedition Acts (1798), 560, 561; Ordinance of 1785 & Northwest Ordinance of 1787, 105, 107; Civil Rights Act (1964), 165–166, 298, 314, 528, 547, 584,

18. develop an understanding of the American legal system through examining existing ordinances, statutes, and Federal Acts, exploring the differences between criminal and civil law, and determining legal obligations and liabilities of American citizenship.

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613, 617, 620, 626–627; Bipartisan Campaign Reform Act (2002), 203, 208; Americans with Disabilities Act (1990), 299, 629; The Ordinance Power, 406; Virginia Statute for Religious Freedom (1786), 551–552; Children's Internet Protection Act (2002), 565; Anti–Peonage Act (1867), 583; Civil Rights Act (1866), 584; Civil Rights Act (1965), 613; Chinese Exclusion Act (1882), 615–616, 633, 635; Civil Rights Act (1968), 626; also see: American Citizenship, 632–638; How Government Works: Criminal and Civil Law, 729 Magruder’s ©2011 SE/TE: Parties and What They Do, 122–129; The Two-Party System in American History, 130–136; The Minor Parties, 137–140; Party Organizations, 142–146; Chapter Assessment, 147–149

19. critique the evolution of the two-party system in the United States, evaluate how society and political parties have changed over time and analyze how political parties function today.

Magruder’s ©2011 SE/TE: Mass The Formation of Public Opinion, 214–219; Measuring Public Opinion, 220–226; Conducting a Poll, 227; The Mass Media, 228–236

20. assess the influence of the media on public opinion and on the decisions of elected officials and the bureaucracy: • bias in reporting and editorials • push pull polls and selective reporting of citizen opinions • advertisement and campaign ads • reporting of news out of context

Magruder’s ©2011 SE/TE: Interest groups, 240–263

21. investigate the impact that special interest groups have on shaping public policy at local, state and national levels.

Magruder’s ©2011 SE/TE: Working on a Political Campaign, 141; Voters and Voter Behavior, 150–151; The Right to Vote, 152–155; Voter Qualifications, 156–163; Casting Your Vote, 169; Voter Behavior, 170–178; Elections, 193–199; Campaign

22. assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections.

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Finance, 200; Money and Elections, 201–208; Nominating Candidates, 211 Magruder’s ©2011 SE/TE: State Taxation and Spending, 760; Financing State and Local Government, 761–766; also see: State Legislatures, 714–719; The Governor and State Administration, 720–726; Law Applied in State Courts, 727–730; State Courts and Their Judges, 732–736

23. examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction.

Magruder’s ©2011 SE/TE: Foreign policy, 304, 365, 483, 484, 485, 495–496, 497–499, 500, 501–503, 505, 506–507, 515; International law, 309; North American Free Trade Agreement (NAFTA), 323, 672, 692, 695, 700; North Atlantic Treaty Organization (NATO), 416, 486; also see: Foreign trade, 56, 696–697, 698

24. explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues.

Magruder’s ©2011 SE/TE: Forms of Government, 12–18; Basic Concepts of Democracy, 20–24; Comparative Political Systems, 644–645; Origins of the Modern State, 646–651; Ideas and Revolutions, 653–660; Transitions to Democracy, 661–665; Case Studies in Democracy, 666–672

25. compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

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B. Economics

Economics ©2013 SE/TE: Opportunity Cost, 8–12; Productivity and opportunity cost, 449; Opportunity cost in perfect competition market, 162; Importance of opportunity cost, 450; Comparative advantage and opportunity cost, 451–452

1. examine the opportunity costs in ever-present scarcity for individuals, businesses and societies to understand how to make choices when facing unlimited wants with limited resources.

Economics ©2013 SE/TE: Scarcity and the Factors of Production, 3–7; Goods and services and factors of production, 24; Households and factors of production, 31; Pollution, 67, 498; Environmental Protection, 54, 67, 506–507

2. debate an effective allocation of the factors of production that encourages healthy economic growth and sustainability while curbs environmental abuses in the global community.

Economics ©2013 SE/TE: Understanding Demand, 85–90; Shifts in the Demand Curve, 91–96; Elasticity of Demand, 97–105; Chapter Assessment, 106; Understanding Supply, 109–115; Costs of Production, 116–122; Changes in Supply, 123–129; Chapter Assessment, 130; Combining Supply and Demand, 133–140; Changes in Market Equilibrium, 141–147; The Role of Prices, 150–155

3. explain how supply and demand effects prices, profits, and availability of goods and services.

Economics ©2013 SE/TE: Unit 6 Challenge (What is the proper role of government in the economy?), 444; Government Intervention, 43–44; Economic Freedom and the Constitution, 52; The Role of Government in the Marketplace, 53–55; Promoting Growth and

4. debate the role of government in a free-market economy.

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Stability, 56–59; Providing Public Goods, 62–67; Providing a Safety Net, 68–72; Government’s Influence on Supply, 124–125; Regulation and Deregulation, 180–184; Laws Against Wage Discrimination, 230; Minimum Wage Laws, 232; Congressional Protections, 237; Antipoverty Policies, 355–356 Economics ©2013 SE: Free Market Economy (includes circular flow model graph), 30–31; The Self-Regulating Nature of the Marketplace, 33–34; The United States Economy, 43–44; Promoting Growth and Stability, 56–59; Providing Public Goods, 62–67; Providing a Safety Net, 68–72; Business Cycles, 315–322; What Are Taxes, 363–368; Federal Taxes, 369–374; State and Local Taxes and Spending; 381–386

5. describe how households, businesses, and government interact in a free-market economy.

Economics ©2013 SE/TE: Promoting Growth and Stability, 56–59; Shifts in the Demand Curve, 91–96; Elasticity of Demand, 97–105; Changes in Supply, 123–129; Changes in Market Equilibrium, 141–147; The Role of Prices, 150–155; Regulation and Deregulation, 180–184; Labor Market Trends, 217–225; The Great Crash and Beyond, 297–301; Business Cycles, 315–322; Economic Growth, 323–330; Unemployment, 335–341; Inflation, 342–348; Fiscal Policy Options, 399–407; Monetary Policy and Macroeconomic Stabilization,

6. identify economic influences that impact business climate on the local, regional, and global level.

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435–440; Issues in Globalization, 503–504; The United States in a World Economy, 507–508 Economics ©2013 SE/TE: Money, 249–255; Federal Reserve Note, 426–428; Exchange rates, 463–465, 466–467; Globalization and currency, 504

7. track the evolution of currency throughout history to facilitate the exchange of goods and services.

Economics ©2013 SE/TE: Gross and net income: Wages and Benefits Trends, 224–225; Social Security, 376–378; Understanding Your Paycheck, PF44–PF45; Paying Your Taxes, PF46–PF47; benefits, unions, professional organizations: Professional organizations, 211; Benefits, 224–225, PF44; Labor union memberships in, 238–239; Education: Human capital and education, 71, 221, 330; Labor force and education, 220–221; Income gap and education, 354; Higher education, 381, PF40, PF40–PF41; Economic development and education, 489; Careers: Career Center, 25, 59, 102, 149, 193, 224, 268, 278, 327, 355, 377, 394, 405, 468, 506

8. evaluate income, lifestyle, education, and employment decisions to make successful career choices: • differentiate between gross and net income (e.g., taxes,

insurance and pension plans). • explore how benefits packages, unions, and professional

organizations impact lifestyle. • evaluate the impact of education on lifelong earning potential. • examine the expectations and benefits of potential careers.

Economics ©2013 SE/TE: · Cost of living: Budgeting, PF4–PF5 · Savings: Savings and Retirement, PF16–PF21; Savings and Retirement, 277–283; The Stock Market, 291–301 · Banking services: Checking (Banking Online), PF6–PF9; Banking Today, 264–273 · Personal budgets: Budgeting,

9. simulate managing the income and expenses of a household: • determine what makes up the cost of living and how it varies in

different locations. • savings for emergency situations and long-term goals. • utilizing traditional and online banking services as well as

examining fees, services, and hidden costs of checking, savings, debit cards, Certificates of Deposit, etc..

• construct, analyze and monitor personal budgets, • examine the causes of bankruptcy and how to avoid them. • complete Federal and State income tax forms and examine other

state and local taxes.

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PF4–PF5 · Bankruptcy: Bankruptcy, 293, PF27 Foreclosure, 263 · Federal and State Income Tax Forms: Understanding Your Paycheck, PF44–PF45; Paying Your Taxes, PF46–PF47; Federal Taxes, 369–374; State and Local Taxes and Spending, 381–388 Economics ©2013 SE/TE: Credit Cards, 268, 317, PF24–PF25, PF26; Credit Report, PF22–PF23, PF37; Managing Your Debts, PF26–PF27; Personal Debt, 81; also see: Bank loans, 266–268; Education loans, PF41; Installment loans, 271; lending practices, 426

10. examine the advantages and disadvantages of different types of consumer debt to make sound financial decisions (e.g., home loans, credit card debt, automobile loans, pay-day loans and rent-to-own).

Economics ©2013 SE/TE: Consumer Smarts: Identity Theft, PF36–PF37; Shopping Online, PF38–PF39; Bankruptcy, 293, PF27; Foreclosure, 263

11. develop the knowledge and practices of a savvy consumer who knows consumer rights and responsibilities, can identify and avoid fraudulent practices, and guard against identify theft.

Economics ©2013 SE/TE: · Investments: Banking Today, 264–273; Financial Markets, 276; Savings and Investing, 277–283; Bonds and Other Financial Assets, 284–290; The Stock Market, 291–301; Chapter Assessment, 302; Document-Based Assessment, 303; Visual Glossary, Case Study, 262; also see: Investments, PF10–PF15; Savings and Retirement, PF16–PF21 · Insurance: Risk Management:

12. assess and develop financial habits that promote economic security, stability, and growth: • investments (e.g., stocks, mutual funds, certificates of deposits,

and commodity trading) and • insurance (e.g., life insurance, health insurance, automobile

insurance, home and renters insurance and retirement plans).

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Insurance Basics, Part I, PF28–PF29; Insurance Basics, Part II, PF30–PF31

C. Geography

Magruder’s ©2011 SE/TE: · Census, U.S., 250 (population size), 274, 275 (reapportionment), 742 (number of U.S. governments) · Zoning: Zoning, 24, 753 · Migration: Immigrants, 97, 137, 406, 612, 616, 635, 636, 637 · Ethnicity: Diversity and Discrimination in American Society, 612–617 · Gender differences: Discrimination against women, 616–617, 622–623 · Education: Education, 314, 315, 555, 576–757 · Voting behavior: Voter Qualifications, 156–163; Voter Behavior, 170–178 · Family structure: Public opinion and family, 215–216, 217 See also Civics and Geography Activity 1 at PearsonSchool.com/PHgovt Economics ©2013 SE/TE: · Census Bureau, 68; measuring unemployment, 339–340; poverty threshold, 349 · Zoning: Zoning laws, 55, 193 · Migration: Migration, 505–506 · Ethnicity: Diversity in population, 508 · Income: Income effect, 87–88; Income distribution, 351, 353–354 · Gender differences: Gender discrimination, 351

1. use Census Data and public records to identify patterns of change and continuity to understand the impact of the following on society: • zoning • migration • ethnicity • income • gender differences • age differences • education • voting behavior • family structure

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· Education: Human capital and education, 71, 221, 330; Labor force and education, 220–221; Income gap and education, 354; Higher education, 381, PF40, PF40–PF41; Economic development and education, 489 · Voting behavior: Economic Citizenship and Future Watch: Your vote Counts, 58 · Family structure: Poverty rates and the family unit, 350; Definition of family unit, 349; Earned Income Tax Credit, 355; Low-income, 376, 377 See also Civics and Geography Activity 1 at PearsonSchool.com/PHecon Magruder’s ©2011 SE/TE: Environment: For related material see: Environmental Protection Agency (EPA), 110, 430, 438, 442, 453; United States Agency for International Development (USAID), 488, 505; Political and cultural boundaries: Foreign Policy and National Defense, 480–481, 482–487, 488–494, 495–503, 504, 505–512, 513, 514–515; Foreign Trade, 56, 696–697, 698; Women’s rights: Civil Rights: Equal Justice Under Law, 610–611; Diversity and Discrimination in American Society, 612–617; Equality Before the Law, 618–625; Federal Civil Rights Laws, 626–629; Cultural diversity and assimilation: Diversity and Discrimination in American Society, 612–617; Religion: Freedom of Religion, 551–558

2. conduct research using demographic data to interpret, debate and evaluate the geopolitical implications of a variety of global issues: • the environment and environmental protection • political and cultural boundaries • women’s rights • cultural diversity and assimilation • religion • standard of living

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See also Civics and Geography Activity 2 at PearsonSchool.com/PHgovt Economics ©2013 SE: For overview of issues with geopolitical implications see the following sections: Levels of Development, 481–486; Issues in Development, 487–494; Economies in Transition, 495–500; Challenges of Globalization, 501–509. The individual bullet points are covered as indicated here: Environment: For related material see: Pollution, 67, 498; Environmental Protection, 54, 67, 506–507; Women: Legal equality and women, 51; Women earnings by occupations, 78; Women in the labor force, 221, 221g, 239; Glass ceiling and women, 231; Social Security legislation and women, 376; Wage discrimination and women, 230, 230–232; Standard of living: Standard of living, 27, 69, 324, 326 See also Civics and Geography Activity 2 at PearsonSchool.com/PHgovt Magruder’s ©2011 SE/TE: Issues of Our Time, 110; Document-Based Assessment, 453; See also Civics and Geography Activity 3 at PearsonSchool.com/PHgovt Economics ©2013 SE/TE: Levels of Development, 481–486; Issues in Development, 487–494; Economies in Transition, 495–500 See also Civics and Geography

3. analyze the role of sustainable development in the lives of 21st Century citizens (e.g. renewable energy, recycling, reusing, land use policy, ocean management and energy policy) to balance healthy economic growth with environmental protection.

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Activity 3 at PearsonSchool.com/PHecon Magruder’s ©2011 SE/TE: For related material see: Environmental Protection Agency (EPA), 110, 430, 438, 442, 453; United States Agency for International Development (USAID), 488, 505 See also Civics and Geography Activity 4 at PearsonSchool.com/PHgovt Economics ©2013 SE/TE: For related material see: Pollution, 67, 498; Environmental Protection, 54, 67, 506–507 See also Civics and Geography Activity 4 at PearsonSchool.com/PHecon

4. analyze the consequences of human and environmental interaction using global information systems.

See Civics and Geography Activity 5 at PearsonSchool.com/PHecon or PearsonSchool.com/PHgovt

5. explore various routes of personal travel and topography using global information systems.

Magruder’s ©2011 SE/TE: Obstacles to stability, 656-657; Asia and Africa, 658-659 See also Civics and Geography Activity 6 at PearsonSchool.com/PHgovt Economics ©2013 SE/TE: See the following sections: Levels of Development, 481–486; Issues in Development, 487–494; Economies in Transition, 495-500. The individual bullet points are covered as indicated here: · Population (including migration,

6. compare and contrast the factors of development for developed and developing countries, including the causes and implications of the following: • population ( including migration, immigration, birth rate, and life

expectancy) • natural resources and environmental protection • income, industry, trade and Gross Domestic Product • climate and geographic conditions • cultural and social factors • political management, legal system and stability • educational opportunities • standard of living

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immigration, birth rate, and life expectancy): Quality of Life, 484, 486; Rapid Population Growth, 487–488; Persistent Poverty in Africa, 499–500; Population Shifts, 505–506 · Natural resources and environmental protection: Case Study: Amazon Dam, 490; Environment Protection Versus Development, 506; Competition for Resources, 507 · Income, industry, trade and Gross Domestic Product: Measuring Development, 482–484; Characteristics of Less Developed Countries, 486 · Political management, legal system and stability: Political obstacles, 491; Transition in Russia, 496–497; China, 497–498; India, 498–499; Africa, 499–500; Latin America, 500 · Educational opportunities: Literacy rates and schools, 484, 486; Education and Training, 489, 491 · Standard of living: Social Indicators, 483; Quality of Life, 484, 486 See also Civics and Geography Activity 6 at PearsonSchool.com/PHecon

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E. Literacy: Reading

Magruder’s ©2011 SE/TE: Section Assessment, 11, 18, 24, 34, 42, 51, 58, 62, 75, 83, 88, 102, 109, 114, 129, 136, 140, 146, 155, 163, 168, 178, 192, 199, 208, 219, 226, 236, 246, 252, 260, 271, 280, 284, 290, 303, 309, 316, 324, 337, 342, 349, 356, 368, 373, 376, 385, 394, 403, 409, 416, 420, 430, 434, 440, 449, 462, 466, 471, 476, 487, 494, 503, 512, 526, 531, 537, 540, 550, 558, 567, 572, 582, 590, 599, 606, 617, 623, 630, 638, 651, 660, 665, 684, 691, 700, 713, 719, 726, 730, 736, 748, 755, 759, 766; Identify Central Issues, 58, 83, 155, 208, 219, 260, 409, 420, 449, 462, 471, 476, 494, 512, 558, 567, 590, 713, 726 Economics ©2013 SE/TE: Section Assessment, 7, 12, 18, 28, 34, 38, 44, 55, 61, 67, 73, 90, 96, 104, 115, 122, 128, 140, 147, 154, 163, 173, 179 184, 195, 201, 207, 212, 225, 234, 242, 255, 263, 272, 283, 290, 300, 314, 322, 330, 341, 348, 356, 368, 374, 380, 398, 407, 414, 424, 428, 434, 440, 454, 462, 470, 486, 494, 500, 508; Critical Thinking: Draw Conclusions, 38, 72, 74, 106, 186, 214, 358; Infer, 7, 34, 38, 106, 130, 195, 283, 300, 302, 332, 386, 416, 424, 428, 434, 442, 472; Main Ideas, 416; Summarize, 96, 104, 140, 154, 184, 186, 255, 272, 274, 424; Cause and effect, 156, 398, 407, 454, 470; How the Economy Works, 4, 26, 64, 100, 118, 144, 182, 198, 240, 266, 286,

1. Key Ideas and Details • cite specific textual evidence to support analysis of primary and

secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

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

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

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318, 336, 378, 412, 438, 450, 484 Magruder’s ©2011 SE/TE: Key Terms Section Assessment questions, 11, 18, 24, 34, 42, 51, 58, 62, 75, 83, 88, 102, 109, 114, 129, 136, 140, 146, 155, 163, 168, 178, 192, 199, 208, 219, 226, 236, 246, 252, 260, 271, 280, 284, 290, 303, 309, 316, 324, 337, 342, 349, 356, 368, 373, 376, 385, 394, 403, 405, 409, 416, 420, 430, 434, 440, 449, 462, 466, 471, 476, 487, 494, 503, 512, 526, 531, 537, 540, 550, 558, 567, 572, 582, 590, 599, 606, 617, 623, 630, 638, 651, 660, 665, 672, 684, 691, 700, 713, 719, 726, 730, 736, 748, 755, 759, 766; Document-Based Assessment, 27, 65, 91, 117, 149, 181, 221, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 609, 641, 675, 703, 739; Historical Documents, 780–804; Compare Points of View, 129; Point of View, 62, 140, 246, 336, 356, 403, 606, 755; Skills Handbook, Analyze Sources, S14, Compare Viewpoints, S15, Analyze Cause and Effect, S16 Economics ©2013 SE/TE: Economic Dictionary, 3, 8, 13, 23, 29, 35, 39, 49, 56, 62, 68, 85, 91, 97, 109, 116, 123, 133, 141, 148, 159, 164, 174, 180, 191, 196, 202, 208, 217, 226, 235, 249, 256, 264, 277, 284, 291, 307, 315, 323, 335, 344, 349, 363, 369, 375, 381, 391, 399, 408, 419, 425, 429, 435, 447, 455, 463, 481, 487, 495, 501;

2. Craft and Structure • determine the meaning of words and phrases as they are used in

a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

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

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

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Section Assessment: Key Terms, 7, 12, 18, 28, 34, 38, 44, 55, 61, 67, 73, 90, 96, 104, 115, 122, 128, 140, 147, 154, 163, 173, 179 184, 195, 201, 207, 212, 225, 234, 242, 255, 263, 272, 283, 290, 300, 314, 322, 330, 341, 348, 356, 368, 374, 380, 398, 407, 414, 424, 428, 434, 440, 454, 462, 470, 486, 494, 500, 508; Visual Glossary, p. 10, 32, 50, 86, 110, 135, 161, 204, 228, 250, 292, 308, 344, 365, 393, 420, 459, 502; Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; 21st Social Studies Skills Handbook: Analyze Primary and Secondary Sources, S-10, S-11 Magruder’s ©2011 SE/TE: Document-Based Assessment, 91, 149, 181, 239, 263, 293, 327, 359, 397, 453, 479, 575, 609, 641, 675, 703, 739, 769; Infographics, Charts, Graphs, and Tables (examples), 6, 16, 25, 38, 63, 74, 89, 128, 145, 153, 171, 197, 209, 225, 237, 261, 291, 299, 314, 335, 357, 379, 395, 419, 444, 468, 477, 487, 499, 510, 523, 541, 573, 607, 616, 639, 654, 668, 687, 696, 701, 734, 744, 767; Political Cartoons (examples), 9, 11, 22, 26, 37, 38, 61, 129, 148, 149, 172, 176, 180, 181, 185, 207, 234, 238, 262, 263, 264, 278, 284, 289, 292, 300, 316, 324, 372, 380, 408, 422, 427, 448, 452, 475, 478, 483, 497, 514, 516, 575, 580, 638, 674, 687, 702, 738, 739, 768, 769; Landmark Decisions of the Supreme Court, 76, 310, 410,

3. Integration of Knowledge and Ideas • integrate and evaluate multiple sources of information presented

in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

• evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

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

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600, 624; Supreme Court-at-a-Glance, 390, 562, 588, 597, 619 Economics ©2013 SE/TE: Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Visual Glossary, 10, 32, 50, 86, 110, 135, 161, 204, 228, 250, 292, 308, 344, 365, 393, 420, 459, 502; Global Impact, 6, 52, 178, 200, 222, 271, 321, 367, 457, 505; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; Charts, Graphs, and Tables, 12, 14, 16, 17, 21, 24, 31, 38, 40, 41, 42, 46, 54, 57, 66, 70, 74, 76–81, 87, 89, 90, 92, 93, 98, 103, 104, 105, 112, 113, 115, 117, 120, 121, 125, 129, 131, 134, 136, 138, 139, 140, 142, 143, 147, 150, 155, 156, 162, 165, 166, 169, 170, 171, 175, 177, 181, 185, 192, 197, 203, 206, 210, 213, 214, 215, 218, 219, 220, 221, 225, 227, 229, 230, 231, 232, 236, 238, 239, 242, 244, 245, 258, 265, 269, 270, 273, 279, 280, 285, 288, 289, 294, 297, 301, 309, 310, 311, 312, 313, 316, 320, 323, 324, 325, 329, 331, 332, 333, 339, 341, 345, 346, 350, 353, 357, 358, 359, 366, 370, 375, 383, 385, 387, 392, 396, 398, 400, 402, 403, 404, 407, 409, 410, 411, 416, 422, 423, 426, 430, 431, 433, 437, 441, 448, 449, 455, 461, 464, 466, 469, 472, 474–479, 482, 483, 488, 489, 493, 597, 500, 509, 510; Case Study, 16, 42, 60, 93,127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490; Skills Handbook: Analyze Primary and Secondary Resources, S-10

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Magruder’s ©2011 SE/TE: Citizenship 101, 141, 169, 272, 472, 631; Landmark Decisions of the Supreme Court, 76, 310, 410, 600, 624; Issues of our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760; Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769 Economics ©2013 SE/TE: Case Study, 16, 42, 60, 93,127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490; Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Global Impact, 6, 52, 178, 200, 222, 271, 321, 367, 457, 505; Innovators, 15, 30, 53, 95, 114, 146, 167, 211, 237, 260, 298, 328, 340, 376, 406, 436, 452, 499

4. Range of Reading and Level of Text Complexity • read and comprehend history/social studies texts at or above

grade level text complexity band independently and proficiently.

F. Writing

Magruder’s ©2011 SE/TE: 21st Century Skills Handbook: Persuasive Essay, S9–S10; Quick Write and Chapter Assessment: Persuasive Writing, 129, 136, 140, 146, 148, 303, 309, 316, 323, 326, 337, 342, 349, 356, 358, 403, 409, 416, 420, 422, 440, 449, 452, 550, 558, 567, 572, 574; Document-Based Assessment, 117, 181, 239, 263, 293, 359,

1. Text Types and Purposes - write arguments focused on discipline-specific content. • Introduce precise, knowledgeable claim(s), establish the

significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

• Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible

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397, 453, 479, 515, 543, 575, 703, 769; Chapter Assessment, Essential Question, 116, 238, 514, 542, 738; Citizenship 101, 568, 631 TE only: Differentiate: Advertisement, 511; Write an Editorial, 61, 190; Write a Persuasive Argument, 40, 45; Write a Position Paper, 301 Economics ©2013 SE/TE: 21st Century Skills: Writing Skills Handbook, S-5, S-6, S-7; Quick Write, 44, 67, 184, 234, 263, 283, 330, 341, 374, 380, 407, 440, 462, 494; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; Essential Question Activity, 46, 442, 472, 510; Critical Thinking Section Assessment questions, 140, 462, 494, 508; Critical Thinking Chapter Assessment questions, 186, 358, 510 TE only: Differentiate: Advertisement, 94, 287; Extend: Write a Critique, 37; Write an Editorial, 206; Write a Letter to the Editor, 413; Write a Persuasive Essay, 328; Write a Position, 367

biases. • Use words, phrases, and clauses as well as varied syntax to link

the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• Provide a concluding statement or section that follows from or supports the argument presented.

Magruder’s ©2011 SE/TE: SE/TE: 21st Century Skills Handbook: Expository Writing, S3–S5; Research Writing, S6–S8; Writing for Assessment, S11–S12; Quick Write and Chapter Assessment: Cause-

2. Text Types and Purposes - write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. • Introduce a topic and organize complex ideas, concepts, and

information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g.,

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and-Effect-Essay, 219, 226, 236, 238, 462, 466, 471, 476, 478; Compare and Contrast, 102, 109, 114, 116; Explanatory Essay, 192, 199, 208, 210, 526, 531, 537, 540, 542, 713, 719, 726, 730, 736, 738; Expository Writing, 11, 19, 24, 26, 271, 280, 284, 290, 292, 487, 494, 503, 512, 514, 651, 655, 657, 659, 660, 665, 672, 674, 684, 691, 700, 702; Writing for Assessment, 75, 83, 88, 90, 246, 252, 260, 262, 748, 755, 759, 766, 768; Problem-Solution Essay, 617, 623, 630, 638, 640; Research Writing, 368, 373, 376, 385, 394, 396, 430, 434, 582, 590, 599, 606, 608 TE only: Differentiate: Write an Essay, 100, 206, 217, 373, 382, 415, 470, 501, 595, 659, 671; Write an Article, 485; Write a Biography, 283, 433; Write an Essay, 100, 206, 217, 373, 382, 415, 470, 501, 595, 659, 671; Write to Explain, 32, 55, 225, 460; Write a Report, 225, 683, 718, 754; Write a Summary, 323, 336, 433, 475, 690 Economics ©2013 SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2; Quick Write, 7, 44, 55, 96, 128, 212, 283, 356, 494 TE only: Differentiate: Write an Essay, 15; Write Explanatory Paragraph, 5, 118, 271; Write a Summary, 497; Extend: Write a Blog, 153, 453; Write a Brochure, 271; Write a Critique, 37; Write a Description, 241; Write an E-Mail, 282; Write an Essay, 59, 373, 379; Write an Explanation, 427; Write a Report, 299, 321; Write a

headings), graphics (e.g., figures and tables), and multimedia when useful to aiding comprehension.

• Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

• Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

• Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

• Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

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Summary, 27, 28, 146, 224, 233, 261, 433; Write Explanatory Paragraph, 33 Magruder’s ©2011 SE/TE: Section Assessment: Quick Write, 11, 18, 24, 34, 42, 51, 58, 62, 75, 83, 88, 102, 109, 114, 129, 136, 140, 146, 155, 163, 168, 178, 192, 199, 208, 219, 226, 236, 246, 252, 260, 271, 280, 284, 290, 303, 309, 316, 324, 337, 342, 349, 356, 368, 373, 376, 385, 394, 403, 409, 416, 420, 430, 434, 440, 449, 462, 466, 471, 476, 487, 494, 503, 512, 526, 531, 537, 540, 550, 558, 567, 572, 582, 590, 599, 606, 617, 623, 630, 638, 651, 660, 665, 684, 691, 700, 713, 719, 726, 730, 736, 748, 755, 759, 766; Chapter Assessment, Writing About Government & Essential Question, 26, 64, 90, 116, 148, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 547, 608, 640, 674, 702, 738, 768; Citizenship 101, 141, 169, 272, 472, 631; Document-Based Assessment, Pull It Together, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769 Economics ©2013 SE/TE: Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Quick Write, 7, 34, 44, 55, 67, 96, 128, 154, 163, 179, 184, 201, 212, 234, 255, 263, 283, 300, 330, 341, 356, 374, 380, 407, 424, 440, 462, 494, 508; Essential Question Activity, 46, 442, 472,

3. Production and Distribution of Writing • produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

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

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

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510; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; 21st Century Skills, Writing Skills Handbook, S-1, S-2, S-3, S-4, S-5, S-6, S-7, S-8 TE only: Extend: Writing, 27, 28, 33, 43, 95, 145, 146, 206, 211, 224, 233, 241, 261, 271, 282, 299, 321, 328, 367, 373, 379, 385, 433, 453; Differentiate: Writing, 5, 15, 118, 271, 485 Magruder’s ©2011 SE/TE: 21st Century Skills Handbook: Research Writing, S6–S8; Quick Write and Chapter Assessment: Research Writing, 368, 373, 376, 385, 394, 396, 430, 434, 582, 590, 599, 606, 608; Quick Write, 18, 42, 51, 102, 136, 192, 199, 219, 226, 271, 440, 503, 526, 531, 558, 572, 719, 726; Chapter Assessment, Essential Question, 64, 90, 116, 180, 262, 292, 326, 358, 396, 422, 452, 478, 514, 608, 640, 674, 702, 738, 768; Citizenship 101, 652 TE only: Differentiate: Research, 9, 14, 16, 22, 40, 44, 81, 100, 127, 167, 173, 176, 195, 197, 206, 225, 235, 250, 251, 256, 258, 300, 301, 308, 315, 323, 336, 341, 373, 375, 383, 392, 402, 415, 419, 433, 439, 447, 460, 475, 486, 501, 508, 510, 511, 525, 536, 572, 581, 588, 598, 616, 629, 649, 659, 663, 664, 671, 683, 690, 699, 718, 724, 729, 747, 754; Extend: Research, 61, 107, 114, 154, 278 Economics ©2013 SE/TE: Essential Question Activity, 74, 130, 156, 214, 244, 332, 416, 442,

4. Research to Build and Present Knowledge • conduct short as well as more sustained research projects to

answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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

• draw evidence from informational texts to support analysis, reflection, and research.

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510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Critical Thinking Section Assessment questions, 322; 21st Century Skills, Writing Skills Handbook, S-2, S-3, S-5 TE only: Differentiate: Research, 15, 42, 64, 70, 102, 162, 167, 233, 262, 271, 281, 321, 326, 352, 366, 449; Extend: Research 11, 27, 28, 71, 121, 162, 178, 183, 200, 233, 241, 261, 289, 299, 313, 321, 340, 355, 373, 379, 397, 427, 433, 439, 493; Write a Report, 299, 321 Magruder’s ©2011 SE/TE: Section Assessment: Quick Write, 11, 18, 24, 34, 42, 51, 58, 62, 75, 83, 88, 102, 109, 114, 129, 136, 140, 146, 155, 163, 168, 178, 192, 199, 208, 219, 226, 236, 246, 252, 260, 271, 280, 284, 290, 303, 309, 316, 324, 337, 342, 349, 356, 368, 373, 376, 385, 394, 403, 409, 416, 420, 430, 434, 440, 449, 462, 466, 471, 476, 487, 494, 503, 512, 526, 531, 537, 540, 550, 558, 567, 572, 582, 590, 599, 606, 617, 623, 630, 638, 651, 660, 665, 684, 691, 700, 713, 719, 726, 730, 736, 748, 755, 759, 766; Chapter Assessment, Writing About Government & Essential Question, 26, 64, 90, 116, 148, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 547, 608, 640, 674, 702, 738, 768; Citizenship 101, 141, 169, 272, 472, 631; Document-Based Assessment, Pull It Together, 27, 65, 91, 117,

5. Range of Writing • write routinely over extended time frames (time for reflection and

revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769 TE only: Writing, 17, 32, 40, 45, 55, 61, 100, 190, 206, 217, 225, 301, 315, 323, 336, 355, 373, 382, 415, 433, 439, 460, 470, 475, 485, 493, 501, 547, 549, 562, 595, 659, 671, 683, 689, 690, 718, 754 Economics ©2013 SE/TE: Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Quick Write, 7, 34, 44, 55, 67, 96, 128, 154, 163, 179, 184, 201, 212, 234, 255, 263, 283, 300, 330, 341, 356, 374, 380, 407, 424, 440, 462, 494, 508; Essential Question Activity, 46, 442, 472, 510; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; 21st Century Skills, Writing Skills Handbook, S-1, S-2, S-3, S-4, S-5, S-6, S-7, S-8 TE only: Extend: Writing, 27, 28, 33, 43, 95, 145, 146, 206, 211, 224, 233, 241, 261, 271, 282, 299, 321, 328, 367, 373, 379, 385, 433, 453; Differentiate: Writing, 5, 15, 118, 271, 485