Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 1

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

NEW MEXICO STRANDS • History (New Mexico, United States, and World) • Geography • Government and Civics • Economics

STRAND: HISTORY Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. 9-12 Benchmark I-A New Mexico: Analyze how people and events of New Mexico have influenced United States and world history since statehood. Performance Standards 1. Compare and contrast the relationships over time

of Native American tribes in New Mexico with other cultures.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

2. Analyze the geographic, economic, social, and political factors of New Mexico that impacted United States and world history, to include:

• land grant and treaty issues unresolved to

present day and continuing to impact relations between and among citizens at the state, tribal, and federal government levels

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

• role of water issues as they relate to development of industry, population growth, historical issues, and current acequia systems/water organizations

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

• urban development

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

• role of the federal government (e.g., military bases, national laboratories, national parks, Indian reservations, transportation systems, water projects)

SE: Text: 414-418, 419-422; Section Preview: 414, 419; Interpreting Charts: 417; Interpreting Diagrams: 420; Section Assessment: 418, 422

TE: Quick Lesson Plan: 414, 419; Reading Strategy: 415, 420; Activity: 415, 416, 417420; Background Note: 416, 421; Customize for Less Proficient Readers: 417; Customize for More Advanced Students: 421

TR: Political Cartoon Booklet: 58, 59

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 2

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

(Continued) • role of the federal government (e.g., military

bases, national laboratories, national parks, Indian reservations, transportation systems, water projects)

(Continued) TR: Simulations and Debates Booklet: 39 TECH: Section Support Transparencies: 61, 62, 160,

161; Presentation Pro CD-ROM; Simulations and Data Graphing CD-ROM; Magruder’s American Government Video Collection

• unique role of New Mexico in the 21st century

as a “Minority Majority” state.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

3. Analyze the role and impact of New Mexico and New Mexicans in World War II (e.g., Native Code Talkers, New Mexico National Guard, internment camps, Manhattan Project, Bataan Death March).

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

4. Analyze the impact of the arts, sciences, and technology of New Mexico since World War II (e.g., artists, cultural artifacts, nuclear weapons, the arms race, technological advances, scientific developments, high tech industries, federal laboratories).

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

5. Explain how New Mexico history represents a framework of knowledge and skills within which to understand the complexity of the human experience, to include:

• analyze perspectives that have shaped the

structures of historical knowledge

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

• describe ways historians study the past

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

• explain connections made between the past and the present and their impact.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

9-12 Benchmark I-B United States: Analyze and evaluate the impact of major eras, events, and individuals in United States history since the Civil War and Reconstruction. Performance Standards 1. Analyze the impact and changes that

Reconstruction had on the historical, political and social developments of the United States.

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

2. Analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution, to include:

• innovations in technology, evolution of

marketing techniques, changes to the standard of living, and the rise of consumer culture

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 3

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

• rise of business leaders and their companies as major forces in America (e.g., John D. Rockefeller, Andrew Carnegie)

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• development of monopolies and their impact on economic and political policies (e.g., laissez-faire economics, trusts, trust busting)

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• growth of cities (e.g., influx of immigrants, rural-to-urban migrations, racial and ethnic conflicts that resulted)

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• efforts of workers to improve working conditions (e.g., organizing labor unions, strikes, strike breakers)

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• rise and effect of reform movements (e.g., Populists, William Jennings Bryan, Jane Addams, muckrakers)

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• conservation of natural resources (e.g., the Grand Canyon, Yellowstone, Anasazi ruins at Mesa Verde, Colorado, National Reclamation Act of 1902)

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• progressive reforms (e.g., the national income tax, direct election of senators, women’s suffrage, prohibition).

SE: Text: 133

3. Analyze the United States’ expanding role in the world during the late 19th and 20th centuries, to include:

SE: Text: 484-489. Interpreting Graphs: 485; Interpreting Maps: 487

TE: Constitutional Principles: 485; Activity: 485, 488; Background Note: 485, 486, 487; Customize for English Language Learners: 487

TR: The Living Constitution: 3; Close Up on Primary Sources Booklet: 50

TECH: Simulations and Data Graphing CD-ROM; Presentation Pro CD-ROM

• causes for a change in foreign policy from

isolationism to interventionism

SE: Text: 481-484; Interpreting Political Cartoons: 483

TE: Activity: 483; Reading Strategy: 482; Background Note: 484

TR: Close Up on Primary Sources: 483

• causes and consequences of the Spanish American War

SE: Text: 482-483

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 4

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

• expanding influence in the Western Hemisphere (e.g., the Panama Canal, Roosevelt Corollary added to the Monroe Doctrine, the “ Big Stick” policy, “ Dollar Diplomacy”)

TR: Close Up on Primary Sources: 483

• events that led to the United States’ involvement in World War I

SE: Text: 484 An extension of this standard can be found in Prentice Hall’s America: Pathways to the Present.

• United States’ rationale for entry into WWI and impact on military process, public opinion and policy

SE: Text: 484 An extension of this standard can be found in Prentice Hall’s America: Pathways to the Present.

• United States’ mobilization in WWI (e.g., its impact on politics, economics, and society)

SE: Text: 484 An extension of this standard can be found in Prentice Hall’s America: Pathways to the Present.

• United States’ impact on the outcome of World War I

SE: Text: 484 An extension of this standard can be found in Prentice Hall’s America: Pathways to the Present.

• United States’ role in settling the peace (e.g., Woodrow Wilson, Treaty of Versailles, League of Nations, Senator Henry Cabot Lodge, Sr.).

SE: Text: 484 An extension of this standard can be found in Prentice Hall’s America: Pathways to the Present.

4. Analyze the major political, economic, and social developments that occurred between World War I and World War II, to include:

SE: Text: 484 An extension of this standard can be found in Prentice Hall’s America: Pathways to the Present.

• social liberation and conservative reaction during the 1920s (e.g., flappers, prohibition, the Scopes trial, Red Scare)

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• causes of the Great Depression (e.g., over production, under consumption, credit structure)

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• rise of youth culture in the “ Jazz Age”

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• development of mass/popular culture (e.g., rise of radio, movies, professional sports, popular literature)

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• human and natural crises of the Great Depression, (e.g., unemployment, food lines, the Dust Bowl, western migration of Midwest farmers)

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 5

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

• changes in policies, role of government, and issues that emerged from the New Deal (e.g., the Works programs, Social Security, challenges to the Supreme Court)

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• role of changing demographics on traditional communities and social structures.

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

5. Analyze the role of the United States in World War II to include:

SE: Text: 484 An extension of this standard can be found in Prentice Hall’s America: Pathways to the Present.

• reasons the United States moved from a policy of isolationism to involvement after the bombing of Pearl Harbor

SE: Text: 484 An extension of this standard can be found in Prentice Hall’s America: Pathways to the Present.

• events on the home front to support the war effort (e.g., war bond drives, mobilization of the war industry, women and minorities in the work force)

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• major turning points in the war (e.g., the Battle of Midway, D-Day Invasion, dropping of atomic bombs on Japan).

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

6. Analyze the development of voting and civil rights for all groups in the United States following Reconstruction, to include:

SE: Text: 159-163; Section Preview: 159; The Enduring Constitution: 160; Section Assessment: 163

TE: Quick Lesson Plan: 159; Reading Strategy: 160; Background Note: 161, 162; Activity: 161

TR: Unit 2 Booklet: 17, 18; Political Cartoons Booklet: 25; Close Up on Primary Sources Booklet: 37, 38, 45, 46, 47; The Living Constitution Booklet: 11

TECH: Section Reading Support Transparencies; Basic Principles of the Constitution Transparencies: 2; Section Support Transparencies: 28, 128

• intent and impact of the 13th, 14th, and 15th

Amendments to the Constitution

SE: Text: 77, 159, 601; Interpreting Tables: 76

• segregation as enforced by Jim Crow laws following Reconstruction

SE: Text: 602 TE: Background Note: 603 TR: The Living Constitution: 7

• key court cases (e.g., Plessy v. Ferguson, Brown v. Board of Education of Topeka, Roe v. Wade)

SE: Text: 602-604; The Enduring Constitution: 604

TE: Activity: 603

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 6

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

(Continued) • key court cases (e.g., Plessy v. Ferguson,

Brown v. Board of Education of Topeka, Roe v. Wade)

(Continued) TR: The Living Constitution: 7 TECH: Basic Principles of the Constitution

Transparencies: 5

• roles and methods of civil rights advocates (e.g., Martin Luther King, Jr., Malcolm X, Rosa Parks, Russell Means, César Chávez)

SE: Voices on Government: 602

• the passage and effect of the voting rights legislation on minorities (e.g., 19th Amendment, role of Arizona Supreme Court decision on Native Americans and their disenfranchisement under Arizona constitution and subsequent changes made in other state constitutions regarding their voting rights [ New Mexico 1962], 1964 Civil Rights Act, Voting Act of 1965, 24th Amendment)

SE: Text: 159-163. Section Preview: 159; The Enduring Constitution: 160-161; Interpreting Graphs: 162; Section Assessment: 163

TE: Quick Lesson Plan: 159; Reading Strategy: 160; Background Note: 161, 162; Activity: 161

TR: Political Cartoons Booklet: 25; Close Up on Primary Sources Booklet: 37, 38, 45, 46, 47

TECH: Section Support Transparencies: 28, 127; Basic Principles of the Constitution Transparencies: 2

• impact and reaction to the efforts to pass the

Equal Rights Amendment

SE: Text: 75; Critical Thinking: 310

• rise of Black Power, Brown Power, American Indian Movement, United Farm Workers.

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

7. Analyze the impact of World War II and the Cold War on United States foreign and domestic policy, to include:

SE: Text: 484-489. Interpreting Maps: 487; Interpreting Graphs: 485

TE: Activity: 485, 488; Constitutional Principles: 485; Background Note: 485, 486, 487; Customize for English Language Learners: 487

TR: The Living Constitution Booklet: 3; Close Up on Primary Sources: 50

TECH: Simulations and Data Graphing CD-ROM: 485; Presentation Pro CD-ROM

• origins, dynamics, and consequences of the

Cold War tensions between the United States and the Soviet Union

SE: Text: 485-486

• new role of the United States as a world leader (e.g., Marshall Plan, NATO)

SE: Text: 485-486

• need for, establishment, and support of the United Nations

SE: Text: 494-498 TE: Activity: 496; Make it Relevant: 497;

Background Note: 495 TR: Close Up on Participation Booklet: 495 TECH: ABC News Civics and Government Videotape

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 7

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

• implementation of the foreign policy of containment, including the Truman Doctrine

SE: Text: 486

• Red Scare (e.g., McCarthyism, House Un-American Activities Committee, nuclear weapons, arms race)

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• external confrontations with communism (e.g., the Berlin Blockade, Berlin Wall, Bay of Pigs, Cuban Missile Crisis, Korea, Vietnam)

SE: Text: 486-488; Interpreting Maps: 487 TE: Customize for English Language Learners:

487 TECH: Magruder’s American Government Video

Collection

• Sputnik and the space race

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• image of 1950s affluent society

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• political protests of Vietnam Conflict (War)

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• counter culture in the 1960s.

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

8. Analyze the impact of the post-Cold War Era on United States foreign policy, to include:

SE: Text: 488-489

• role of the United States in supporting democracy in Eastern Europe following the collapse of the Berlin Wall

SE: Text: 492-494; Interpreting Maps: 492

• new allegiances in defining the new world order

SE: Text: 492-494; Interpreting Maps: 492

• role of technology in the information age.

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

9. Explain how United States history represents a framework of knowledge and skills within which to understand the complexity of the human experience, to include:

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• analyze perspectives that have shaped the structures of historical knowledge

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 8

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

• describe ways historians study the past

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

• explain connections made between the past and the present and their impact.

The foundation and extension of this standard can be found in the Prentice Hall textbook America: Pathways to the Present.

9-12 Benchmark I-C World: Analyze and interpret the major eras and important turning points in world history from the Age of Enlightenment to the present to develop an understanding of the complexity of the human experience. Performance Standards 1. Describe and explain how the Renaissance and

Reformation influenced education, art, religion, and government in Europe, to include:

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• development of Renaissance artistic and literary traditions (e.g., Michelangelo, Leonardo da Vinci, Shakespeare)

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• development of Protestantism (e.g., Martin Luther, John Calvin)

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• religious conflict and persecutions (e.g., Spanish Inquisition).

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

2. Analyze and evaluate the actions of competing European nations for colonies around the world and the impact on indigenous populations.

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

3. Explain and analyze revolutions (e.g., democratic, scientific, technological, social) as they evolved throughout the Enlightenment and their enduring effects on political, economic, and cultural institutions, to include:

• Copernican view of the universe and

Newton’s natural laws

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• tension and cooperation between religion and new scientific discoveries

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• impact of Galileo’s ideas and the introduction of the scientific method as a means of understanding the universe

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 9

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

• events and ideas that led to parliamentary government (English Civil War, Glorious Revolution)

SE: Text: 29-30; Interpreting Charts: 29 TR: Close Up on Primary Sources: 30

• Enlightenment philosophies used to support events leading to American and French Revolutions

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• Napoleonic Era (e.g., codification of law)

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• Latin America’s wars of independence.

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

4. Analyze the pattern of historical change as evidenced by the Industrial Revolution, to include:

• conditions that promoted industrialization

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• how scientific and technological innovations brought about change

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• impact of population changes (e.g., population growth, rural-to-urban migrations, growth of industrial cities, emigration out of Europe)

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• evolution of work/business and the role of labor (e.g., the demise of slavery, division of labor, union movement, impact of immigration)

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• political and economic theories of capitalism and socialism (e.g., Adam Smith, Karl Marx)

SE: Text: 661-662, 667-668, 672-673; Interpreting Political Cartoons: 661

TE: Background Note: 661, 668; Constitutional Principles: 661; Reading Strategy: 673

TR: The Living Constitution: 4; Close Up on Primary Sources: 30

TECH: Basic Principles of the Constitution Transparencies: 16-22

• status and roles of women and minorities.

SE: Text: 594-599; Section Preview: 594;

Interpreting Charts: 595; Interpreting Graphs: 598; Section Assessment: 599

TE: Quick Lesson Plan: 594; Reading Strategy: 595; Background Note: 595, 597, 598; Activity: 596

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 10

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

(Continued) • status and roles of women and minorities.

(Continued) TE: Customized for More Advanced Students:

597; Customize for English Language Learners: 598

TR: Unit 5 Booklet: 29, 30; Political Cartoons Booklet: 82; Close Up on Primary Sources Booklet: 32; Simulations and Debates Booklet: 44-45

TECH: Section Reading Support Transparencies; Basic Principles of the Constitution Transparencies: 14; Section Support Transparencies: 85, 184

5. Analyze and evaluate the impact of 19th century imperialism from varied perspectives, to include:

• clash of cultures

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• British Empire expands around the world

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• nationalism (e.g., competition and conflict between European nations for raw materials and markets, acquisition of colonies in Africa and Asia, impact on indigenous populations).

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

6. Describe and analyze the geographic, political, economic, religious, and social structures of the civilizations of East Asia.

The foundation and extension of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

7. Analyze and evaluate the causes, events, and effects of World War I, to include:

• rise of nationalism (e.g., unification of Germany, Otto Von Bismarck’s leadership)

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• rise of ethnic and ideological conflicts (e.g., the Balkans, Austria-Hungary, decline of the Ottoman Empire)

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• major turning points and the importance of geographic, military, and political factors in decisions and outcomes

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• human costs of the mechanization of war (e.g., machine-gun, airplane, poison gas, submarine, trench warfare, tanks)

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 11

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

• effects of loss of human potential through devastation of populations and their successive generations

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• effects of the Russian Revolution and the implementation of communist rule.

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

8. Analyze and evaluate the causes, events, and impacts of World War II from various perspectives, to include:

• failures and successes of the Treaty of Versailles and the League of Nations

SE: Text: 484 An extension of this standard can be found in Prentice Hall’s World History: Connections to Today.

• rise of totalitarianism (e.g., Nazi Germany’s policies of European domination, Holocaust)

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• political, diplomatic, and military leadership (e.g., Winston Churchill, Joseph Stalin, Franklin Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Francisco Franco)

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• principal theaters of battle, major turning points, and geographic factors in military decisions and outcomes (e.g., Pearl Harbor, “ island-hopping,” D-Day invasion, Stalingrad, atomic bombs dropped on Japan).

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

9. Analyze and evaluate international developments following World War II, the Cold War, and post-Cold War, to include:

SE: Text: 484 An extension of this standard can be found in Prentice Hall’s America: Pathways to the Present.

• war crime trials

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• creation of the state of Israel and resulting conflicts in the Middle East

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• rebuilding of Western Europe (e.g., Marshall Plan, NATO)

SE: Text: 484-489. Interpreting Maps: 487; Interpreting Graphs: 485

TE: Activity: 485, 488; Constitutional Principles: 485; Background Note: 485, 486, 487; Customize for English Language Learners: 487

TR: The Living Constitution Booklet: 3; Close Up on Primary Sources: 50

TECH: Simulations and Data Graphing CD-ROM: 485; Presentation Pro CD-ROM

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 12

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

• Soviet control of Eastern Europe (e.g., Warsaw Pact, Hungarian Revolt)

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• creation and role of the United Nations

SE: Text: 494-498 TE: Activity: 496; Make it Relevant: 497;

Background Note: 495 TR: Close Up on Participation Booklet: 495 TECH: ABC News Civics and Government Videotape

• Mao Zedong and the Chinese Revolution (e.g., Long March, Taiwan, Cultural Revolution)

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• national security in the changing world order

SE: Text: 489

• technology’s role in ending the Cold War

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• fluidity of political alliances

SE: Text: 492-494; Interpreting Maps: 492; Government Online: 493

TE: Reading Strategy: 492; Background Note: 493; Customize for More Advanced Students: 494

TECH: ABC News Civics and Government Videotape Library

• new threats to peace

SE: Text: 489

• reasons for the collapse of the Soviet Union and the end of the Cold War

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• use of technology in the Information Age.

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

10. Evaluate the ideologies and outcomes of independence movements in the emerging third world to include:

• French Indochina and the Vietnam War (e.g., the role of Ho Chi Minh)

SE: Text: 487-488

• Mohandas Gandhi’s non-violence movement for India’s independence

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• apartheid in South Africa and evolution from white minority government (e.g., Nelson Mandela, Desmond Tutu)

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 13

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

• Middle East conflicts (Israel, Palestine, Egypt).

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

11. Analyze historical and modern-day policies of the Western Hemisphere, with emphasis on Mexico and Canada, to include:

SE: Section Preview: 481; Text: 483-489. Interpreting Maps: 487; Interpreting Graphs: 485; Interpreting Political Cartoons: 483; Section Assessment: 489

TE: Quick Lesson Plan: 481; Activity: 483, 485, 488; Constitutional Principles: 485; Background Note: 485, 486, 487; Customize for English Language Learners: 487

TR: The Living Constitution Booklet: 3; Close Up on Primary Sources: 41, 50; Political Cartoons Booklet: 68

TECH: Simulations and Data Graphing CD-ROM: 485; Presentation Pro CD-ROM; Section Support Transparencies: 71, 170

• expansion of democracy in Western

Hemisphere

SE: Text: 482-483 TR: Close Up on Primary Sources Booklet: 41

• immigration and migration issues

SE: Text: 615-618; Interpreting Graphs: 616; Interpreting Political Cartoons: 618

TE: Customize for Less Proficient Readers: 617; Background Note: 617;Activity: 615, 616

TECH: Simulations and Data Graphing CD-ROM; Presentation Pro CD-ROM

• changes in foreign policy brings spiraling

impact on each nation and international relations

SE: Section Preview: 481; Text: 483-489. Interpreting Maps: 487; Interpreting Graphs: 485; Interpreting Political Cartoons: 483; Section Assessment: 489

TE: Quick Lesson Plan: 481; Activity: 483, 485, 488; Constitutional Principles: 485; Background Note: 485, 486, 487; Customize for English Language Learners: 487

TR: The Living Constitution Booklet: 3; Close Up on Primary Sources: 41, 50; Political Cartoons Booklet: 68

TECH: Simulations and Data Graphing CD-ROM: 485; Presentation Pro CD-ROM; Section Support Transparencies: 71, 170

• trade

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 14

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

12. Explain how world history presents a framework of knowledge and skills within which to understand the complexity of the human experience, to include:

• analyze perspectives that have shaped the

structures of historical knowledge

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• describe ways historians study the past

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

• explain connections made between the past and the present and their impact.

The foundation and development of this standard can be found in the Prentice Hall textbook World History: Connections to Today.

9-12 Benchmark I-D—Skills: Use critical thinking skills to understand and communicate perspectives of individuals, groups, and societies from multiple contexts. Performance Standards 1. Understand how to use the skills of historical

analysis to apply to current social, political, geographic, and economic issues.

SE: Skills for Life: 17, 55, 71, 104, 125, 151, 241, 341, 376, 490, 523, 633, 575

2. Apply chronological and spatial thinking to understand the importance of events.

SE: Skills for Life: 266, 398, 600, 665

3. Describe primary and secondary sources and their uses in research.

SE: Close Up on Primary Sources: 11, 33, 78, 96, 136, 158, 187, 214, 248, 274, 309, 328, 364, 565, 584, 607, 644, 671, 701, 724

TR: Close Up on Primary Sources Booklets: All Units

4. Explain how to use a variety of historical research

methods and documents to interpret and understand social issues (e.g., the friction among societies, the diffusion of ideas).

SE: Skills for Life: 17, 55, 71, 104, 125, 151, 241, 341, 376, 490, 523, 633, 575

5. Distinguish “ facts” from authors’ opinions and evaluate an author’s implicit and explicit philosophical assumptions, beliefs, or biases about the subject.

SE: Skills for Life: 17, 241; Voices on Government: 9, 35, 81, 91, 120, 171, 189, 229, 246, 281, 291, 339, 355, 402, 431, 455, 470,519, 549, 572, 602, 648, 662, 696, 735

6. Interpret events and issues based upon the

historical, economic, political, social, and geographic context of the participants.

SE: Skills for Life: 17, 55, 71, 104, 125, 151, 241, 341, 376, 490, 523, 633, 575

7. Analyze the evolution of particular historical and contemporary perspectives.

SE: Skills for Life: 17, 55, 71, 104, 125, 151, 241, 341, 376, 490, 523, 633, 575

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 15

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

8. Explain how to use technological tools to research data, verify facts and information, and communicate findings.

SE: Skills for Life: 71, 575

STRAND: GEOGRAPHY Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. 9-12 Benchmark II-A: Analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills, and perspectives, and apply them to explain the past, present, and future in terms of patterns, events, and issues. Performance Standards 1. Evaluate and select appropriate geographic

representations to analyze and explain natural and man-made issues and problems.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

2. Understand the vocabulary and concepts of spatial interaction, including an analysis of population distributions and settlements patterns.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

9-12 Benchmark II-B: Analyze natural and man-made characteristics of worldwide locales; describe regions, their interrelationships, and patterns of change. Performance Standards 1. Analyze the interrelationships among natural and

human processes that shape the geographic connections and characteristics of regions, including connections among economic development, urbanization, population growth, and environmental change.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

2. Analyze how the character and meaning of a place is related to its economic, social, and cultural characteristics, and why diverse groups in society view places and regions differently.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

3. Analyze and evaluate changes in regions and recognize the patterns and causes of those changes (e.g., mining, tourism).

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

4. Analyze and evaluate why places and regions are important to human identity (e.g., sacred tribal grounds, culturally unified neighborhoods).

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 16

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

9-12 Benchmark II-C: Analyze the impact of people, places, and natural environments upon the past and present in terms of our ability to plan for the future. Performance Standards 1. Analyze the fundamental role that geography has

played in human history (e.g., the Russian winter on the defeat of Napoleon’s army and the same effect in World War II).

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

2. Compare and contrast how different viewpoints influence policy regarding the use and management of natural resources.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

3. Analyze the role that spatial relationships have played in effecting historic events.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

4. Analyze the use of and effectiveness of technology in the study of geography.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

9-12 Benchmark II-D: Analyze how physical processes shape the Earth’s surface patterns and biosystems. Performance Standards 1. Analyze how the Earth’s physical processes are

dynamic and interactive.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

2. Analyze the importance of ecosystems in understanding environments.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

3. Explain and analyze how water is a scare resource in New Mexico, both in quantity and quality.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

4. Explain the dynamics of the four basic components of the Earth’s physical systems (atmosphere, biosphere, lithosphere, and hydrosphere).

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

9-12 Benchmark II-E: Analyze and evaluate how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict. Performance Standards 1. Analyze the factors influencing economic

activities (e.g., mining, ranching, agriculture, tribal gaming, tourism, high tech) that have resulted in New Mexico’s population growth.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

2. Analyze the effects of geographic factors on major events in United States and world history.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 17

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

3. Analyze the interrelationships among settlement, migration, population-distribution patterns, landforms, and climates in developing and developed countries.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

4. Analyze how cooperation and conflict are involved in shaping the distribution of political, social and economic factors in New Mexico, United States, and throughout the world (e.g., land grants, border issues, United States territories, Israel and the Middle East, the former Soviet Union, and Sub-Saharan Africa).

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

5. Analyze how cultures shape characteristics of a region.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

6. Analyze how differing points of view and self-interest play a role in conflict over territory and resources (e.g., impact of culture, politics, strategic locations, resources).

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

7. Evaluate the effects of technology on the developments, changes to, and interactions of cultures.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

9-12 Benchmark II-F: Analyze and evaluate the effects of human and natural interactions in terms of changes in the meaning, use, distribution, and importance of resources in order to predict our global capacity to support human activity. Performance Standards 1. Compare the ways man-made and natural

processes modify the environment and how these modifications impact resource allocations.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

2. Analyze how environmental changes bring about and impact resources.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

3. Analyze the geographic factors that influence the major world patterns of economic activity, economic connections among different regions, changing alignments in world trade partners, and the potential redistribution of resources based on changing patterns and alignments.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 18

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

STRAND: CIVICS AND GOVERNMENT Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels. 9-12 Benchmark III-A: Compare and analyze the structure, power, and purpose of government at the local, state, tribal, and national levels as set forth in their respective constitutions or governance documents. Performance Standards 1. Analyze the structure, powers, and role of the

legislative branch of the United States government, to include:

SE: Text: 262-265, 267-273, 275-278, 279-284, 290-232, 294-300, 301-304, 305-308, 310-314, 320-327, 329-333, 334-340, 342-346; Section Preview: 262, 267, 275, 279, 290, 294, 301, 305, 310, 320, 329, 334, 342; Close Up on the Supreme Court: 285, 315, 347; Close Up on Primary Sources: 274, 309, 328; Government Online: 277, 333; Voices On Government: 281, 291, 339; Interpreting Maps: 263, 268, 270, 304, 326; Interpreting Time Lines: 269; Interpreting Tables: 264, 272, 302, 312, 330, 331, 332; Interpreting Diagrams: 276; Interpreting Graphs: 280, 295, 300, 325; Interpreting Charts: 299, 303, 308, 322, 323, 335, 344, 345; Section Assessment: 265, 273, 278, 284, 232, 300, 304, 308, 314, 327, 333, 340, 346

TE: Quick Lesson Plan: 262, 267, 275, 279290, 294, 301, 305, 310, 320, 329, 334, 342; Activities: 263, 264, 271, 277, 282, 292, 296, 306, 307, 312, 313, 321, 322, 324, 325, 326, 331, 338, 339, 343, 345; Assessment: 265, 273, 278, 285, 286-287, 292, 300, 304, 308, 314, 316-317, 327, 333, 340, 346, 348-349; Background Notes: 264, 269, 271, 272, 282, 283, 291, 298, 299, 303, 311, 322, 324, 325, 330, 331, 332, 335, 336, 339, 344; Constitutional Principles: 260, 272, 288, 297, 318, 332; Customize for English Language Learners: 277, 303, 332; Customize for Less Proficient Readers: 280, 296, 345; Customize for More Advanced Students: 270, 299323, 336; Make it Relevant: 260, 281, 288, 297, 302, 318, 323, 337; Reading Strategies: 263, 268, 276, 280, 291, 295, 302, 306, 311321, 330, 335, 343

TR: Unit 3 Booklet: Guided Reading and Review: 2-9, 11-20, 22-29; Lesson Planner; Political Cartoons Booklet: 36-44, 45-48

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 19

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

(Continued) 1. Analyze the structure, powers, and role of the

legislative branch of the United States government, to include:

(Continued) TR: The Living Constitution Booklet: 5, 7, 8, 13;

Close Up on Primary Sources: 12, 13, 14, 68; Close Up on the Supreme Court: 11, 12, 13, 30-31, 54-55; Close Up on Participation: 8; Simulations and Debates: 24-33

TECH: Section Reading Support Transparencies; Basic Principles of the Constitution Transparencies: 3, 17, 24, 36; Presentation Pro CD-ROM; Simulations and Data Graphing CD-ROM; Video Connections

• specific powers delegated in Article I of the

Constitution

SE: Text: 290-292; Section Preview: 290; Voices on Government: 291; Interpreting Illustrations: 291; Interpreting Political Cartoons: 292

TE: Quick Lesson Plan: 290; Reading Strategy: 291; Background Note: 291

TR: Political Cartoons Booklet: 40 TECH: Section Support Transparencies: 43, 142;

Presentation Pro CD-ROM

• checks and balances described in The Federalist Papers Number 51

SE: Text: 785-787

• lawmaking process

SE: Text: 334-340, 342-346; Section Preview: 334, 342; Interpreting Charts: 335, 344, 345; Interpreting Political Cartoons: 338; Voices on Government: 339; Section Assessment: 340, 346

TE: Quick Lesson Plan: 334, 342; Reading Strategy: 335, 343; Background Note: 335, 336, 344; Activity: 338, 339, 343, 345; Customize for Less Proficient Readers: 345; Customize for More Advanced Students: 336; Make it Relevant: 337

TR: Unit 3 Booklet: 26-30; Political Cartoons Booklet: 47, 48; Close Up on Participation Booklet: 8; Close Up on Supreme Court Booklet: 13; Simulations and Debates Booklet: 24-33

TECH: Section Reading Support Transparencies; Section Support Transparencies: 50, 51, 149, 150; Presentation Pro CD-ROM; Simulations and Data Graphing CD-ROM

• role of leadership within Congress

SE: Text: 322-327; Interpreting Charts: 324;

Interpreting Graphs: 325; Interpreting Maps: 326

TE: Customize for More Advanced Students: 323; Background Note: 323, 324, 325

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 20

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

(Continued) • role of leadership within Congress

(Continued) TE: Activity: 324, 325, 326 TR: Unit 3 Booklet: 22-23; Political Cartoons

Booklet: 45; Close Up on Primary Sources Booklet: 14

TECH: Section Reading Support Transparencies; Section Support Transparencies: 48, 147; Presentation Pro CD-ROM

• Federalist and anti-Federalists positions.

SE: Text: 56-57, 783-790

2. Analyze the structure, powers, and role of the executive branch of the United States government, to include:

SE: Text: 354-358, 359-363, 390-392, 393-397, 399-403, 405-408; Section Preview: 354, 359, 390, 393, 399, 405; Voices on Government: 355; Interpreting Tables: 357, 362; Interpreting Charts: 359; The Enduring Constitution: 360-361; Interpreting Political Cartoons: 362; Section Assessment: 358, 363, 392, 397, 403, 408

TE: Quick Lesson Plan: 354, 359, 390, 393, 399, 405; Activities: 356, 357, 362, 395, 396 ,402, 406, 407; Assessment: 358, 363, 392, 397, 403, 408, 410-411; Background Notes: 355, 362, 394, 396, 401; Constitutional Principles: 352, 388, 407; Customize for English Language Learners: 401; Customize for Less Proficient Readers: 356, 391; Customize for More Advanced Students: 357, 402; Make it Relevant: 356, 388, 395, 400; Reading Strategies: 360, 391, 394, 400, 406

TR: Unit 4 Booklet: Guided Reading and Review: 2-5, 13-20; Lesson Planner; Political Cartoon Booklet: 49, 50, 54-57; Close Up on Primary Sources: 15, 16, 33, 43, 67; Close Up on the Supreme Court: 15; The Living Constitution Booklet: 4, 15; Simulations and Debate Booklet: 53

TECH: Section Reading Support Transparencies; Basic Principles of the Constitution Transparencies: 4, 31; Presentation Pro CD-ROM; Simulations and Data Graphing CD-ROM; Video Connections

• specific powers delegated in Article II of the Constitution

SE: Text: 390-391; Interpreting Charts: 391 TE: Reading Strategy: 391; Customize for Less

Proficient Readers: 391 TR: Political Cartoons Booklet: 54 TECH: Section Support Transparencies: 57, 156

• checks and balances

SE: Text: 67-69; Interpreting Diagrams: 68 TE: Activity: 67; Customize for More Advanced

Students: 68; Constitutional Principles: 69

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 21

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

• development of the Cabinet and federal bureaucracy

SE: Text: 414-418, 419-422, 424-429, 430- 435, 437-440; Section Preview: 414, 419, 424, 430, 437; Interpreting Charts: 417, 439; Interpreting Diagrams: 420, 425; Interpreting Tables: 426-427, 432; Interpreting Political Cartoons: 429, 438; Voices on Government: 431; Close Up on Primary Sources: 423; Section Assessment: 418, 422, 4229, 435, 440

TE: Quick Lesson Plan: 414, 419, 424, 430, 437; Activities: 415, 416, 417, 420, 427, 428, 433; Background Notes: 416, 421, 427, 434, 438, 439; Close Up on Primary Sources: 423; Customize for English Language Learners: 432; Customize for Less Proficient Readers: 417; Customize for More Advanced Students: 421; Make it Relevant: 412, 426, 432; Reading Strategies: 415, 420, 425, 431, 438

TR: Unit 4 Booklet: 22-32; Political Cartoons Booklet: 58-62; Close Up on Primary Sources Booklet: 17; Simulations and Debates Booklet: 39; Close Up on Participation Booklet: 6-7; Close Up on the Supreme Court Booklet: 16

TECH Section Reading Support Transparencies; Basic Principles of the Constitution Transparencies: 26, 47; Section Support Transparencies: 61-65, 160-164; Presentation Pro CD ROM; Simulations and Data Graphing CD-ROM

• roles and duties of the presidency, including

those acquired over time such as “ head of state” and “ head of a political party.”

SE: Text: 354-358, 359-363, 390-392, 393-397, 399-403, 405-408; Section Preview: 354, 359, 390, 393, 399, 405; Voices on Government: 355; Interpreting Tables: 357, 362; Interpreting Charts: 359; The Enduring Constitution: 360-361; Interpreting Political Cartoons: 362; Section Assessment: 358, 363, 392, 397, 403, 408

TE: Quick Lesson Plan: 354, 359, 390, 393, 399, 405; Activities: 356, 357, 362, 395, 396, 402, 406, 407; Assessment: 358, 363, 392, 397, 403, 408, 410-411; Background Notes: 355, 362, 394, 396, 401; Constitutional Principles: 352, 388, 407; Customize for English Language Learners: 401; Customize for Less Proficient Readers: 356, 391; Customize for More Advanced Students: 357, 402; Make it Relevant: 356, 388, 395, 400; Reading Strategies: 360, 391, 394, 400, 406

TR: Unit 4 Booklet: Guided Reading and Review: 2-5, 13-20; Lesson Planner

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 22

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

(Continued) • roles and duties of the presidency, including

those acquired over time such as “ head of state” and “ head of a political party.”

(Continued) TR: Political Cartoon Booklet: 49, 50, 54-57;

Close Up on Primary Sources: 15, 16, 33, 43, 67; Close Up on the Supreme Court: 15; The Living Constitution Booklet: 4, 15; Simulations and Debate Booklet: 53

TECH: Section Reading Support Transparencies; Basic Principles of the Constitution Transparencies: 4, 31; Presentation Pro CD-ROM; Simulations and Data Graphing CD-ROM; Video Connections

3. Examine the election of the president through the

nomination process, national conventions, and Electoral College.

SE: Text: 365-367, 368-375, 377-384; Section Preview: 365, 368, 377; Interpreting Charts: 366, 378-379; Interpreting Maps: 367, 369, 380; Interpreting Political Cartoons: 372, 383; Government Online: 374; Skills for Life: 376; Interpreting Tables: 381

TE: Quick Lesson Plan: 365, 368, 377; Reading Strategy: 366, 369, 378; Background Note: 366, 370, 371, 373, 374, 380, 381, 383; Activity: 370, 379, 382, 383; Make it Relevant: 372; Constitutional Principles: 373; Customize for English Language Learners: 381

TR: Unit 4 Booklet: 6-12; Political Cartoons Booklet: 51, 52, 53; Close Up on Primary Sources Booklet: 49; Close Up on the Supreme Court: 14; The Living Constitution Booklet: 3; Simulations and Debates Booklet: 42-43, 56-58

TECH: Section Reading Support Transparencies; Section Support Transparencies: 54, 55, 56, 153, 154, 155; Presentation Pro CD ROM

4. Analyze the structure, powers, and role of the

judicial branch of the United States government, including landmark United States Supreme Court decisions, to include:

SE: Text: 506-511, 512-515, 517-522, 524-526; Section Preview: 506, 512, 517, 524; Interpreting Diagrams: 507, 509, 514, 520; Interpreting Tables: 510; Interpreting Maps: 513; Interpreting Charts: 518; Close Up on Primary Sources: 516; Voices on Government: 519; Section Assessment: 511, 515, 522, 526

TE: Quick Lesson Plan: 506, 512, 517, 524; Activities: 510, 513, 514, 518, 521, 525; Assessment: 511, 515, 522, 526, 528-529; Background Notes: 507, 509, 520, 521, 542; Constitutional Principles: 504, 520; Customize for English Language Learners: 510; Customize for Less Proficient Readers: 519

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 23

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

(Continued) 4. Analyze the structure, powers, and role of the

judicial branch of the United States government, including landmark United States Supreme Court decisions, to include:

(Continued) TE: Customize for More Advanced Students: 525;

Make it Relevant: 504, 508, 509; Reading Strategies: 508, 513, 518

TR: Unit 5 Booklet: 2-9; Lesson Planner; Political Cartoons Booklet: 70-73; Close Up on Primary Sources Booklet: 20, 36, 64; Close Up on the Supreme Court Booklet: 19;

TECH: Section Reading Support Transparencies; Basic Principles of the Constitution Transparencies: 32, 37, 48; Presentation Pro CD-ROM; Video Connections

• specific powers delegated by the Constitution

in Article III and described in the Federalist Papers Numbers 78- 83

SE: Text: 508-509; Critical Thinking: 508; Interpreting Diagrams: 509

TE: Background Note: 509 TR: Close Up on Primary Sources: 61

• checks and balances

SE: Text: 67-69; Interpreting Diagrams: 68 TE: Activity: 67; Customize for More Advanced

Students: 68; Constitutional Principles: 69

• judicial review as developed in Marbury v. Madison

SE: Text: 69-70, 518-519; Interpreting Charts: 518; Voices on Government: 519

TE: Background Note: 69, 519; Activity: 69; Customize for Less Proficient Readers: 519

TR: Close Up on Primary Sources Booklet: 64, 66; Political Cartoons Booklet: 72

TECH: Presentation Pro CD-ROM; Section Support Transparencies: 75, 174

• issues raised in McCulloch v. Maryland

SE: Text: 306-308; The Living Constitution: 306-307

TE: Activity: 307 TECH: Basic Principles of the Constitution

Transparencies: 3

• dual court system of state and federal governments, including their organization and jurisdiction.

SE: Text: 506-511, 512-515, 517-522, 524-526, 707-712; Section Preview: 506, 512, 517, 524, 707; Interpreting Graphs: 708; Interpreting Political Cartoons: 709; Interpreting Tables: 511, 710; Interpreting Maps: 513; Interpreting Diagrams: 507, 509, 514, 520; Interpreting Charts: 518; Close Up on Primary Sources: 516; Voices on Government: 519; Section Assessment: 511, 515, 522, 526, 712

TE: Quick Lesson Plan: 506, 512, 517, 524, 707; Activities: 510, 513, 514, 518, 521, 525, 709, 710; Background Notes: 507, 509, 520, 521, 542, 709; Customize for English Language Learners: 510

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 24

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

(Continued) • dual court system of state and federal

governments, including their organization and jurisdiction.

(Continued) TE: Customize for More Advanced Students: 525;

Customize for Less Proficient Readers: 519, 711; Reading Strategies: 508, 513, 518, 708; Make it Relevant: 504, 508, 509

TR: Unit 5 Booklet: 2-10; Unit 7 Booklet: Guided Reading and Review: 10, 11; Lesson Planner; Political Cartoons Booklet: 70-73, 98; Close Up on the Supreme Court: 19, 25; Close Up on Primary Sources Booklet: 20, 36, 61, 64, 65; Close Up on Participation Booklet: 16-17; The Living Constitution Booklet: 17

TECH: Section Reading Support Transparencies; Basic Principles of the Constitution Transparencies: 21, 32, 37, 48; Section Support Transparencies: 73-76, 172-175; Presentation Pro CD-ROM; Simulations and Data Graphing CD-ROM; Video Connections

5. Analyze the rights, protections, limits, and

freedoms included within the United States Constitution and Bill of Rights, to include:

SE: Text: 62-63, 64-70, 72-77, 79-82; Section Preview: 64, 72, 77; Interpreting Political Cartoons: 67; Interpreting Diagrams: 68, 73; Interpreting Tables: 65, 76; Critical Thinking: 69, 80; Primary Sources: 66, 67; Close Up on Primary Sources: 78; The Enduring Constitution: 74-75; Voices on Government: 81; Close Up on the Supreme Court: 83; Section Assessment: 70, 77, 82; The Constitution: 760-779

TE: Quick Lesson Plan: 64, 72, 77; Background Note: 65, 66, 69, 73, 80; Activities: 67, 68, 69, 75, 76; Assessment: 70, 77, 82, 84-85; Constitutional Principles: 62, 69, 81; Customize for English Language Learners: 75; Customize for Less Proficient Students: 81; Customize for More Advanced Students: 68; Make it Relevant: 62, 67, 74; Reading Strategies: 65, 73, 80

TR: Unit 1 Booklet: Guided Reading and Review: 20-25; Lesson Planner: Sections 1-3; Political Cartoons Booklet: 12-14; Close Up on Primary Sources Booklet: 4, 5, 52; The Living Constitution: 5, 7, 9

TECH: Basic Principles of the Constitution Transparences: 1, 8, 16; Video Connections; Presentation Pro CD-ROM

• constitutional mandates such as the right of

habeas corpus, no bill of attainder, and the prohibition of the ex post facto laws

SE: Text: 576-577; Interpreting Political Cartoons: 576

TE: Reading Strategy: 577; Activity: 577 TR: Political Cartoons Booklet: 80

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 25

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

(Continued) • constitutional mandates such as the right of

habeas corpus, no bill of attainder, and the prohibition of the ex post facto laws

(Continued) TR: Close Up on Primary Sources: 60 TECH: Section Support Transparencies: 83, 182

• 1st Amendment guarantees freedom of religion, speech, press, assembly, and petition

SE: Text: 532-536, 537-544, 546-553, 555-558; Section Preview: 532, 537, 546, 555; Interpreting Tables: 536; Interpreting Charts: 541; Close Up on Primary Sources: 545; Voices on Government: 548; Interpreting Political Cartoons: 548; Close Up on the Supreme Court: 559; Section Assessment: 536, 544, 553, 558

TE: Quick Lesson Plan: 532, 537, 546, 555; Activities: 534, 540, 543, 549, 551, 557; Background Note: 534, 541, 542, 551, 552; Constitutional Principles: 530, 535, 549; Customize for English Language Learners: 556; Customize for Less Proficient Readers: 535; Customize for More Advanced Students: 539; Make it Relevant: 530, 541, 557; Reading Strategies: 533, 538, 547,556

TR: Unit 5 Booklet: 11-19; Political Cartoon Booklet: 74-77; The Living Constitution Booklet: 7; Close Up on Primary Sources Booklet: 21; Simulations and Debates Booklet: 59-64; Close Up on the Supreme Court: 20, 38-39, 50-51

TECH: Basic Principles of the Constitution Transparencies: 33, 38, 39, 40; Section Support Transparencies: 77-80, 176-179; Presentation Pro CD-ROM

• 4th, 5th, and 6th Amendments address search

and seizure, rights of the accused, right to a fair and speedy trial, and other legal protections

SE: Text: 564-568, 569-574, 576-583, 585-588; Section Preview: 564, 569, 576, 585; Interpreting Diagrams: 565; Interpreting Political Cartoons: 566, 576, 579, 581; Voices on Government: 572; Interpreting Charts: 578; Close Up on Primary Sources: 584; Interpreting Graphs: 587, 588; Close Up on the Supreme Court: 589; Section Assessment: 568, 574, 583, 588

TE: Quick Lesson Plan: 564, 569, 576, 585; Activities: 565, 566, 567, 571, 573, 577, 580, 581; Background Notes: 567, 570, 572, 573, 579, 580; Constitutional Principles: 562, 571, 579; Customize for English Language Learners: 579; Customize for Less Proficient Readers: 578; Customize for More Advanced Students: 587; Make It Relevant: 562, 567, 578; Reading Strategies: 565, 570, 577, 586

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 26

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

(Continued) • 4th, 5th, and 6th Amendments address search

and seizure, rights of the accused, right to a fair and speedy trial, and other legal protections

(Continued) TR: Unit 5 Booklet: 20-28; Political Cartoons

Booklet: 78-81; Close Up on the Supreme Court: 21, 34-35, 48-49, 52-53; The Living Constitution Booklet: 4, 8; Simulations and Debates Booklet: 2-23, 50-52, 65-70;

TECH: Basic Principles of the Constitution Transparencies: 34, 41; Section Support Transparencies: 81-84, 180-183; Presentation Pro CD-ROM; Section Reading Support Transparencies

• 14th Amendment protection of due process

and equal protection under the law

SE: Text: 565-566; Interpreting Political Cartoons: 566; Interpreting Diagrams: 565

TE: Reading Strategy: 565; Activity: 565, 566

• conflicts which occur between rights, including tensions between the right to a fair trial and freedom of the press and between majority rule and individual rights

SE: Text: 576-583; Section Preview: 579; Interpreting Political Cartoons: 576, 579, 581; Interpreting Charts: 578; Section Assessment: 583

TE: Quick Lesson Plan: 576;Reading Strategy: 577; Activity: 577, 580, 581, 582; Customize for Less Proficient Readers: 578; Make it Relevant: 578; Customize for English Language Learners: 579; Background Note: 579, 580

TR: Unit 5 Booklet: 24, 25; Political Cartoons Booklet: 30; Close Up on Primary Sources: 22, 60; Close Up on the Supreme Court: 48-49; The Living Constitution Booklet: 4; Simulations and Debates Booklet: 2-23

TECH: Section Support Transparencies: 83, 182; Presentation Pro CD-ROM

• expansion of voting rights, limitation of

presidential terms, etc.

SE: Text: 152-157, 356-359; Section Preview: 152; Interpreting Political Cartoons: 153, 154, 156; Interpreting Charts: 359; Interpreting Graphs: 155; Section Assessment: 157

TE: Quick Lesson Plan: 152; Reading Strategy: 153; Activity: 154, 155; Background Note: 154, 156; Customize for Less Proficient Readers: 156;Customize for More Advanced Students: 357

TR: Political Cartoons Booklet: 24; Close Up on Primary Sources: 67

TECH: Section Support Transparencies: 27, 126; ABC News Civics and Government Videotape Library; Presentation Pro CD-ROM

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 27

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

6. Compare and contrast the structure and powers of New Mexico’s government as expressed in the New Mexico Constitution with that of the United States Constitution, to include:

SE: Text: 684-688; Section Preview: 684; Interpreting Political Cartoons: 685; Interpreting Charts: 687; Section Assessment: 688

TE: Quick Lesson Plan: 684; Activities: 687; Assessment: 688; Background Notes: 686; Reading Strategies: 685

TR: Unit 7 Booklet: Guided Reading and Review: 2; Lesson Planner; Political Cartoon Booklet: 94

TECH: Section Reading Support Transparencies; Presentation Pro CD-ROM; Video Connections

• direct democracy in the initiative, referendum,

and recall process

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

• impeachment process

SE: Text: 311-313; Interpreting Tables: 312 TE: Reading Strategy: 311; Background Note:

311;Activity: 312 TR: Political Cartoons Booklet: 44; Close Up on

the Supreme Court: 54-55 TECH: Section Support Transparencies: 47, 146;

Magruder’s American Government Video Collection

• process of voter registration and voting

SE: Text: 148-150, 152-157; Section Preview:

148, 152; Interpreting Political Cartoons: 153, 154, 156; Interpreting Graphs: 155; Close Up on Primary Sources 158; Section Assessment: 150, 157

TE: Quick Lesson Plans: 148, 152; Activities: 149, 155; Background Notes: 154, 156; Constitutional Principles: Customize for Less Proficient Readers: 156; Make it Relevant: 154; Reading Strategies: 149, 153

TR: Unit 2 Booklet: 13-16; Political Cartoon Booklet: 23, 24; Close Up on Primary Sources Booklet: 8

TECH: Section Reading Support Transparencies: Basic Principles of the Constitution Transparencies: 11; Section Support Transparencies: 26, 27, 125, 126; Presentation Pro CD-ROM

• role of primary elections to nominate

candidates

SE: Text: 182-186; Interpreting Maps: 183; Interpreting Political Cartoons: 182, 185; Interpreting Graphs: 184

TE: Constitutional Principles: 183; Background Note: 183; Make it Relevant: 184; Activity: 185

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 28

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

(Continued) • role of primary elections to nominate

candidates

(Continued) TR: The Living Constitution: 3 TECH: Basic Principles of the Constitution

Transparencies: 9-15; Presentation Pro CD-ROM

• how a bill becomes a law

SE: Text: 72-77, 79-82, 334-340, 342-346; Section

Preview: 72, 79, 334, 342; Interpreting Diagrams: 73; The Enduring Constitution: 74-75; Interpreting Tables: 76; Interpreting Charts: 335, 344, 345; Interpreting Political Cartoons: 338; Close Up On Primary Sources: 78; Voices on Government: 81, 339; Section Assessment: 77, 82, 340, 346

TE: Quick Lesson Plan: 72, 79, 334, 342; Reading Strategy: 73, 80, 335, 343; Background Note: 73, 80, 335, 336, 344; Customize for English Language Learners: 75; Activity: 75, 76, 338, 339, 343, 345; Customize for Less Proficient Readers: 81, 345; Customize for More Advanced Students: 336; Make it Relevant: 337

TR: Unit 3 Booklet: 26-30; Political Cartoons Booklet: 47, 48; Close Up on Participation Booklet: 8; Simulations and Debates Booklet: 24-33; Close Up on the Supreme Court: 13

TECH: Section Reading Support Transparencies; Section Support Transparencies: 50, 51, 149, 150; Presentation Pro CD-ROM; Simulations and Data Graphing CD-ROM

• executive officers and their respective powers

SE: Text: 694-700; Section Preview: 694; Voices

on Government: 695; Interpreting Maps: 697; Section Assessment: 700

TE: Quick Lesson Plan: 694; Activities: 697; Assessment: 700; Background Notes: 696; Customize for English Language Learners: 698; Customize for More Advanced Students: 696; Make It Relevant: 699; Reading Strategies: 695

TR: Unit 7 Booklet: Guided Reading and Review: Lesson Planner; Political Cartoons Booklet: 96; Close Up on Primary Sources Booklet: 26

TECH: Section Reading Support Transparencies; Presentation Pro CD-ROM; Video Connections

• New Mexico courts, appointment of judges,

and election and retainment processes for judges

SE: Text: 707-712; Section Preview: 707; Interpreting Graphs: 708; Interpreting Political Cartoons: 709; Interpreting Tables: 710; Section Assessment: 712

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 29

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

(Continued) • New Mexico courts, appointment of judges,

and election and retainment processes for judges

(Continued) TE: Quick Lesson Plan: 707; Activities: 709, 710;

Background Notes: 709; Customize for Less Proficient Readers: 711; Reading Strategies: 708

TR: Unit 7 Booklet: Guided Reading and Review: 10, 11; Lesson Planner; Political Cartoons Booklet: 98; Close Up on the Supreme Court: 25; Close Up on Participation Booklet: 16-17; The Living Constitution Booklet: 17

TECH: Section Reading Support Transparencies; Basic Principles of the Constitution Transparencies: 21; Presentation Pro CD- ROM; Simulations and Data Graphing CD- ROM; Video Connections

• organization of county and municipal

governments.

SE: Text: 718-723, 725-732; Section Preview: 718, 725; Interpreting Diagrams: 719, 727, 728, 729; Interpreting Tables: 720; Close Up on Primary Sources: 724; Interpreting Political Cartoons: 732; Section Assessment: 723, 732

TE: Quick Lesson Plan: 718, 725; Activities: 720, 728; Assessment: 723, 732; Background Notes: 722, 729, 730, 731, 735; Constitutional Principles: 721; Customize for English Language Learners: 721; Customize for More Advanced Students: 729; Make it Relevant: 727, 731; Reading Strategies: 719, 726

TR: Unit 7 Booklet: Guided Reading and Review: 13-16; Lesson Planner; Political Cartoons Booklet: 99, 100; Close Up on Primary Sources Booklet: 27; The Living Constitution Booklet: 3; Simulations and Debates Booklet: 34-38

TECH: Section Reading Support Transparencies; Basic Principles of the Constitution Transparencies: 50; Presentation Pro CD-ROM; Video Connections

7. Describe and analyze the powers and

responsibilities of (including the concept of legitimate power) local, state, tribal, and national governments.

SE: Text: 1, 70, 73-74, 88-95, 97-103, 105-108; Section Preview: 88, 97, 105; Voices on Government: 91; Interpreting Tables: 93, 98; Interpreting Charts: 94; Close Up on Primary Sources: 96; Interpreting Political Cartoons: 99; Interpreting Maps: 100; Close Up on the Supreme Court: 109; Section Assessment: 95, 103, 108

TE: Quick Lesson Plan: 88, 97, 105; Activities: 90, 91, 93, 94, 99, 100, 106, Assessment: 95, 103, 108

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 30

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

(Continued) 7. Describe and analyze the powers and

responsibilities of (including the concept of legitimate power) local, state, tribal, and national governments.

(Continued) TE: Background Notes: 89, 92, 94, 98, 107;

Constitutional Principles: 86,91, 102; Customize for English Language Learners: 102; Customize for Less Proficient Readers: 102; Customize for More Advanced Students: 93; Make It Relevant: 86, 101; Reading Strategies: 89, 98, 106

TR: Unit 1 Booklet: Guided Reading and Review: 27-32; Lesson Planner; Political Cartoons Booklet: 15-17; Close Up on Primary Sources: 6; Close Up on the Supreme Court Booklet: 28-29, 109; The Living Constitution Booklet: 4

TECH: Section Reading Support Transparencies; Basic Principles of the Constitution Transparencies: 23, 43; Presentation Pro CD-ROM; Video Connections

9-12 Benchmark III-B: Analyze how the symbols, icons, songs, traditions, and leaders of New Mexico and the United States exemplify ideals and provide continuity and a sense of unity. Performance Standards 1. Analyze the qualities of effective leadership.

SE: Text: 354-358, 390-392; Section Preview: 354, 390; Voices on Government: 355; Interpreting Tables: 357; Interpreting Charts: 391; Section Assessment: 358, 392

TE: Quick Lesson Plan: 354, 390; Reading Strategy: 355, 391; Background Note: 355; Customize for Less Proficient Readers: 356, 391; Activity: 356, 357; Customize for More Advanced Students: 357; Make it Relevant: 356

TR: Political Cartoons Booklet: 49; Close Up on Primary Sources: 67

TECH: Presentation Pro CD-ROM

2. Evaluate the impact of United States political, tribal, and social leaders on New Mexico and the nation.

The foundation and extension of this standard can be found in other Prentice Hall textbooks.

3. Analyze the contributions of symbols, songs, and traditions toward promoting a sense of unity at the state and national levels.

SE: 119-122, 125, 126-131, 132-135, 148, 682-715, 716-747, 782

4. Evaluate the role of New Mexico and United States symbols, icons, songs, and traditions in providing continuity over time.

SE: 126-131,132-135, 148, 758-779, 782

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 31

NEW MEXICO SOCIAL STUDIES CONTENT STANDARDS AND BENCHMARKS

PAGE (S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

9-12 Benchmark III-C: Compare and contrast the philosophical foundations of the United States political system in terms of the purpose of government, including its historical sources and ideals, with those of other governments in the world. Performance Standards 1. Analyze the structure, function, and powers of the

federal government (e.g., legislative, executive, and judicial branches).

SE: Text: 4-5, 8-10; Section Preview: 4; Interpreting Political Cartoons: 8; Voices on Government: 9; Section Assessment: 10

TE: Quick Lesson Plan: 4; Activities: 8, 9; Assessment: 10; Background Notes: 6, 7, 9; Constitutional Principles: 2; Make it Relevant: 2, 5; Reading Strategies: 5

TR: Unit 1 Booklet: Guided Reading and Review: 2, 3; Lesson Planner: Section 1; Political Cartoons Booklet: 4; Close Up on Primary Sources: 3, 54; Close Up on Participation Booklet: 10-11

TECH: Presentation Pro CD-ROM; Video Connections: 2

2. Analyze and explain the philosophical foundations

of the American political system in terms of the inalienable rights of people and the purpose of government, to include:

SE: Text: 18-22; Section Preview: 18; Interpreting Political Cartoons: 20

TE: Quick Lesson Plan: 18; Reading Strategy: 19; Background Note: 19, 20; Customize for English Language Learners: 21; Activity: 21

TR: Political Cartoons Booklet: 6; Simulations and Debates Booklet: 46-47

TECH: Section Support Transparencies: 9, 108; ABC News Civics and Government Videotape Library; Presentation Pro CD-ROM

• Iroquois League and its organizational

structure for effective governance

SE: Text: 30

• basic philosophical principles of John Locke expressed in the Second Treatise of Government (nature, equality, and dissolution of government)

SE: Close Up On Primary Sources: 11

• foundation principles of laws by William Blackstone (laws in general and absolute rights of individuals)

SE: Text: 53

• importance of the founders of the Rights of Englishmen, the Magna Carta, and representative government in England.

SE: Text: 29-30; Interpreting Charts: 29; Close Up On Primary Sources: 33

TE: Background Notes: 29

3. Analyze the fundamental principles in the Declaration of Independence.

SE: Text: 38; 40-43 TE: Activity: 38, 42; Constitutional Principles: 38;

Customize for More Advanced Students: 41

Prentice Hall Magruder’s American Government © 2004 Correlated to:

New Mexico Social Studies Content Standards and Benchmarks; (Grades 9-12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resource TECH = Technology 32

NEW MEXICO S