Organization: Pearson Education
Product Name: California Magruder's American Government
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-c1641eff-2bc5-3ca7-9687-a5f8bddbc682
Timestamp:  Tuesday, January 22, 2019 10:00 AM EST
Status:     VALID!
Conformant: true

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Resource Validation Results
The document is valid.

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Schema Location Results
Schema locations are valid.

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Schema Validation Results
The document is valid.

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Schematron Validation Results
The document is valid.

Curriculum Standards:

Students relate current events to the physical and human characteristics of places and regions. - GOVT.Analysis.CST.4
Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. - GOVT.Analysis.HI.2
Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. - GOVT.Analysis.HI.1
Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. - GOVT.12.2
Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. - GOVT.12.1
Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. - GOVT.12.4
Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. - GOVT.12.3
Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. - GOVT.12.6.6
Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. - GOVT.12.10
Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). - GOVT.12.6.5
Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. - GOVT.12.9
Explain how public officials use the media to communicate with the citizenry and to shape public opinion. - GOVT.12.8.3
Students distinguish valid arguments from fallacious arguments in historical interpretations. - GOVT.Analysis.HRE.1
Students evaluate issues regarding campaigns for national, state, and local elective offices. - GOVT.12.6
Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. - GOVT.12.5
Students identify bias and prejudice in historical interpretations. - GOVT.Analysis.HRE.2
Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. - GOVT.Analysis.HRE.3
Students evaluate and take and defend positions on the influence of the media on American political life. - GOVT.12.8
Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. - GOVT.12.7
Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations. - GOVT.Analysis.HRE.4
Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). - GOVT.12.2.2
Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). - GOVT.12.2.1
Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. - GOVT.12.2.4
Explain the process through which the Constitution can be amended. - GOVT.12.4.2
Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. - GOVT.12.4.1
Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. - GOVT.12.2.3
Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. - GOVT.Analysis.HI.4
Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. - GOVT.12.4.4
Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections. - GOVT.12.6.2
Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements). - GOVT.12.2.6
Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others. - GOVT.12.2.5
Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. - GOVT.12.6.1
Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. - GOVT.Analysis.HI.3
Identify their current representatives in the legislative branch of the national government. - GOVT.12.4.3
Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). - GOVT.12.6.4
Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics. - GOVT.12.8.2
Students conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy. - GOVT.Analysis.HI.6
Explain the processes of selection and confirmation of Supreme Court justices. - GOVT.12.4.6
Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. - GOVT.12.4.5
Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding. - GOVT.12.6.3
Students analyze human modifications of landscapes and examine the resulting environmental policy issues. - GOVT.Analysis.HI.5
Discuss the meaning and importance of a free and responsible press. - GOVT.12.8.1
Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. - GOVT.Analysis.CST.2
Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. - GOVT.Analysis.CST.3
Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. - GOVT.12.1.1
Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. - GOVT.Analysis.CST.1
Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. - GOVT.12.7.5
Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. - GOVT.12.9.3
Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). - GOVT.12.9.2
Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government’s power. - GOVT.12.7.4
Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them. - GOVT.12.7.7
Identify the forms of illegitimate power that twentieth-century African, Asian, and Latin American dictators used to gain and hold office and the conditions and interests that supported them. - GOVT.12.9.5
Describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia). - GOVT.12.9.4
Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. - GOVT.12.7.6
Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). - GOVT.12.9.7
Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries. - GOVT.12.9.6
Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. - GOVT.12.7.8
Identify the successes of relatively new democracies in Africa, Asia, and Latin America and the ideas, leaders, and general societal conditions that have launched and sustained, or failed to sustain, them. - GOVT.12.9.8
Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” - GOVT.12.1.3
Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. - GOVT.12.3.1
Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. - GOVT.12.1.2
Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. - GOVT.12.5.1
Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. - GOVT.12.1.5
Discuss the historical role of religion and religious diversity. - GOVT.12.3.3
Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. - GOVT.12.3.2
Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. - GOVT.12.1.4
Explain how conflicts between levels of government and branches of government are resolved. - GOVT.12.7.1
Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. - GOVT.12.5.3
Understand that the Bill of Rights limits the powers of the federal government and state governments. - GOVT.12.1.6
Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. - GOVT.12.3.4
Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts). - GOVT.12.5.2
Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. - GOVT.12.9.1
Discuss reserved powers and concurrent powers of state governments. - GOVT.12.7.3
Identify the major responsibilities and sources of revenue for state and local governments. - GOVT.12.7.2
Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). - GOVT.12.5.4


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Title: California Magruder's American Government


         Welcome to the Course

            How to Use This Program

               Get a Program Overview

               Social Studies Reimagined: Program Foundations

               Use this Program with the Technology You Have

               BouncePages: Make Your Book Come Alive

               Learn about Using Pearson Realize Platform

               Check System Requirements

               Contact Tech Support

            Differentiated Instruction Overview

               Differentiating Instruction with Pearson Social Studies

               Differentiation for Below-Level Students

               Differentiation for On-Level Students

               Differentiation for Above-Level Students

            Parent Resources

               Letter to Parents (English)

               Letter to Parents (Spanish)

               Strategies to Support Students Using This Program (English)

               Strategies to Support Students Using This Program (Spanish)

               Parent Toolkit

            Authors, Consultants, and Partners

            Reviewers and Academic Consultants

         Celebrate California

            Course Introduction

            Constitution Day Resources

               Interactive Gallery: Interactive Declaration of Independence

               Celebrate Freedom: Declaration of Independence and Constitution Day

               Celebrate Freedom: Declaration of Independence and the Bill of Rights

               Celebrate Freedom: Declaration of Independence - Connect to World Events

               The Constitution of the United States

               Primary Source: Declaration of Independence

               Primary Source: The Pledge of Allegiance

            California: Physical Map

            California: Political Map

         Topic 1: Foundations of Government

            Introduction: Foundations of Government

               Connect

                  My Story Video: John Locke, Natural Rights
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Essential Question: What Should Governments Do?

                  Overview Activity: Five Concepts of U.S. Government

            Quest Civic Action Project: Constitutional Rights Foundation
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

            Lesson 1: Principles of Government

               Connect

                  Start Up: Government and You

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Principles of Government

                  Lesson 1 eText: Principles of Government
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students relate current events to the physical and human characteristics of places and regions. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students analyze human modifications of landscapes and examine the resulting environmental policy issues. 

                  Interactive Chart: The Three Branches of Government

                  Interactive Map: Four Characteristics of a State
                    Curriculum Standards: Students relate current events to the physical and human characteristics of places and regions. 

                  Primary Sources: Early Theories on Government

                  Interactive Primary Source: Two Treatises of Government, John Locke
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. 

               Synthesize

                  Synthesize: Revisiting Government and You

               Demonstrate

                  Interactive Primary Source: Two Treatises of Government, John Locke
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students analyze human modifications of landscapes and examine the resulting environmental policy issues. 

                  Government and Civics Core Concepts: Political Structures
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

                  Quiz: Principles of Government
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students analyze human modifications of landscapes and examine the resulting environmental policy issues. 

            Lesson 2: Types of Government

               Connect

                  Start Up: Compare Forms of Government

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Types of Government

                  Lesson 2 eText: Types of Government
                    Curriculum Standards: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government’s power. Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Explain how conflicts between levels of government and branches of government are resolved. 

                  3-D Model: The Capitol: A Working Symbol of Representative Democracy

                  Interactive Map: Forms of Government Among Countries of the World

                  Interactive Chart: Choosing a Chief Executive

                  21st Century Skill: Write an Essay: Video

               Synthesize

                  Synthesize: Reflect on Democracy

               Demonstrate

                  Government and Civics Core Concepts: Political Structures
                    Curriculum Standards: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government’s power. Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Quiz: Types of Government
                    Curriculum Standards: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government’s power. Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Explain how conflicts between levels of government and branches of government are resolved. 

                  21st Century Skill: Write an Essay: Quick Reference

                  21st Century Skill: Write an Essay: Assessment

            Lesson 3: Origins of the Modern Democratic State

               Connect

                  Start Up: What Makes Governments Legitimate?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Origins of the Modern Democratic State

                  Lesson 3 eText: Origins of the Modern Democratic State
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

                  Interactive Gallery: The Beginning of Monarchy

                  Interactive Gallery: Great Thinkers of the Enlightenment Age
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Interactive Primary Source: De Republica, Cicero
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

                  Interactive Primary Source: The Magna Carta
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Primary Sources: Enlightenment Ideas
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. 

                  Interactive Primary Source: The Prince, Niccolò Machiavelli
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. 

                  Biography: Niccolò Machiavelli
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. 

                  21st Century Skill: Draw Conclusions: Video

               Synthesize

                  Synthesize: Ancient Governments Shape Modern Ones
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

               Demonstrate

                  Interactive Gallery: Enlightenment Era Thinkers
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. 

                  Government and Civics Core Concepts: Foundations of Government
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

                  Quiz: Origins of the Modern Democratic State
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

                  21st Century Skill: Draw Conclusions: Quick Reference

                  21st Century Skill: Draw Conclusions: Assessment

            Lesson 4: The Basics of Democracy

               Connect

                  Start Up: What Makes a Democracy?
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss the historical role of religion and religious diversity. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The Basics of Democracy

                  Lesson 4 eText: The Basics of Democracy
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). 

                  Interactive Gallery: Expanding Democratic Rights

                  Interactive Chart: Duties and Responsibilities of Citizenship
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

                  21st Century Skill:  Make a Difference: Video
                  21st Century Skill: Make a Difference: Video

               Synthesize

                  Synthesize: Democratic Concepts

               Demonstrate

                  Interactive Chart: Duties and Responsibilities of Citizenship
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

                  Economics Core Concepts: Economic Systems
                    Curriculum Standards: Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

                  Quiz: The Basics of Democracy
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). 

                  21st Century Skill:  Make a Difference: Quick Reference
                  21st Century Skill: Make a Difference: Quick Reference

                  21st Century Skill:  Make a Difference: Assessment
                  21st Century Skill: Make a Difference: Assessment

            Synthesize: What Should Governments Do?

            Guide and Assessment: Foundations of Government

            Topic Test: Foundations of Government
              Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). 

            Topic Test Bank: Foundations of Government

         Topic 2: The Beginnings of American Government

            Introduction: The Beginnings of American Government

               Connect

                  My Story Video: James Madison, The Federalist Papers
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

                  Essential Question: How Much Power Should a Government Have?

                  Overview Activity: The Road to Independence

            Quest DBQ: Should the Constitution Be Ratified?

               Connect

                  Quest Rubric: Writing an Essay

                  Quest Student Instructions: Should the Constitution be Ratified?
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

               Investigate

                  Quest Document A: The Massachusetts Gazette
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Document B: Federalist No. 10
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Document C: Speech by Jonathan Smith
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Document D: Speech by Amos Singletary
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Document E: Letter V by "Cato"
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Document F: Independent Gazetteer
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Document G: The Oxford History of the American People
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Document H: The Mises Daily
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  21st Century Skill: Analyze Primary and Secondary Sources: Video

                  21st Century Skill: Compare Viewpoints: Video

                  21st Century Skill: Identify Bias: Video

               Synthesize and Demonstrate

                  21st Century Skill: Write an Essay: Video

                  21st Century Skill: Write an Essay: Quick Reference

                  21st Century Skill: Write an Essay: Assessment

                  21st Century Skill: Consider and Counter Opposing Arguments: Video

                  21st Century Skill: Consider & Counter Opposing Arguments: Quick Reference

                  21st Century Skill: Consider & Counter Opposing Arguments: Assessment

                  21st Century Skill: Analyze Primary and Secondary Sources: Quick Reference

                  21st Century Skill: Analyze Primary and Secondary Sources: Assessment

                  21st Century Skill: Compare Viewpoints: Quick Reference

                  21st Century Skill: Compare Viewpoints: Assessment

                  21st Century Skill: Identify Bias: Quick Reference

                  21st Century Skill: Identify Bias: Assessment

            Lesson 1: Origins of American Political Ideals

               Connect

                  Start Up: Establishing a New Government

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Colonial Legislatures

                  Lesson 1 eText: Origins of American Political Ideals
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. 

                  Interactive Timeline: Foundations of American Rights
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations. 

                  Interactive Map: The Thirteen Colonies in 1775

                  Interactive Primary Source: Mayflower Compact

                  Primary Sources: Groundbreaking English Documents

                  21st Century Skill: Identify Main Ideas and Details: Video

               Synthesize

                  Synthesize: Influences on American Constitutional Government
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Understand that the Bill of Rights limits the powers of the federal government and state governments. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. 

               Demonstrate

                  Interactive Timeline: Foundations of American Rights
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations. 

                  Interactive Primary Source: English Petition of Right
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations. 

                  Quiz: Origins of American Political Ideals
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. 

                  21st Century Skill: Identify Main Ideas and Details: Quick Reference

                  21st Century Skill: Identify Main Ideas and Details: Assessment

            Lesson 2: Independence

               Connect

                  Start Up: Speaking Up for Change

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The Stamp Act Congress

                  Lesson 2 eText: Independence
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

                  Interactive Gallery: Analyzing Political Cartoons

                  Interactive Timeline: The Road to Independence
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. 

                  Primary Sources: Voices of American Patriots

                  21st Century Skill: Analyze Images: Video

                  Interactive Primary Source: Virginia Declaration of Rights
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

                  Interactive Primary Source: Declaration of Independence
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

                  Biography: Roger Sherman

                  Biography: John Jay
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

                  Biography: George Washington
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

                  Biography: John Adams

                  Biography: James Wilson

                  Biography: Thomas Jefferson
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

                  Biography: John Locke
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. 

                  History Core Concepts: Historical Sources

               Synthesize

                  Synthesize: Revolt!

               Demonstrate

                  Interactive Timeline: The Road to Independence
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

                  Interactive Primary Source: "Give Me Liberty or Give Me Death," Patrick Henry
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

                  Quiz: Independence
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  21st Century Skill: Analyze Images: Quick Reference

                  21st Century Skill: Analyze Images: Assessment

            Lesson 3: First Steps

               Connect

                  Start Up: A Plan of Confederation
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: After the Revolution

                  Lesson 3 eText: First Steps
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

                  Interactive Chart: The Government Created by the Articles
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Interactive Chart: Articles of Confederation
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. 

                  21st Century Skill: Analyze Primary and Secondary Sources: Video

                  Interactive Primary Source: Articles of Confederation
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

               Synthesize

                  Synthesize: Reflect on A Plan of Confederation

               Demonstrate

                  Interactive Gallery: Articles of Confederation
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. 

                  Interactive Primary Source: Articles of Confederation
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Quiz: First Steps
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

                  21st Century Skill: Analyze Primary and Secondary Sources: Quick Reference

                  21st Century Skill: Analyze Primary and Secondary Sources: Assessment

            Lesson 4: Creating and Ratifying the Constitution

               Connect

                  Start Up: "My Esteemed Colleagues . . ."

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Ratifying the Constitution
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Lesson 4 eText: Creating and Ratifying the Constitution
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Interactive Illustration: The Framers and Their Political Philosophies
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Interactive Chart: The Connecticut Compromise
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

                  Interactive Primary Source: The Social Contract, Jean-Jacques Rousseau
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Interactive Primary Source: The Spirit of Laws, Baron de Montesquieu
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Interactive Primary Source: Two Treatises of Government, John Locke
                    Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Interactive Primary Source: Anti-Federalist Papers
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Interactive Primary Source: The Federalist No. 10, James Madison
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

                  Interactive Primary Source: The Federalist No. 39, James Madison
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Interactive Primary Source: The Federalist No. 51
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

                  Interactive Primary Source: The Federalist No. 78, Alexander Hamilton
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

                  Biography: Charles de Montesquieu

                  Biography: William Blackstone

                  Biography: James Madison
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Biography: Alexander Hamilton
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Biography: George Mason
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  U.S. Constitution

               Synthesize

                  Synthesize: Solving the Problems of the Articles

               Demonstrate

                  Interactive Gallery: The Connecticut Compromise
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

                  Biography: James Madison
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Quiz: Creating and Ratifying the Constitution
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

            Synthesize: Reflecting on How Much Power a Government Should Have

            Guide and Assessment: The Beginnings of American Government

            Topic Test: The Beginnings of American Government
              Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

            Topic Test Bank: The Beginnings of American Government

         Topic 3: The Constitution

            Introduction: The Constitution

               Connect

                  My Story Video: The Fight for Suffrage

                  Essential Question: What is the Right Balance of Power in Good Government?

                  Overview Activity: The Constitution

            Quest Civic Action Project: Constitutional Rights Foundation
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

            Lesson 1: An Overview of the Constitution

               Connect

                  Start Up: We the People

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Basic Principles of the Constitution

                  Lesson 1 eText: An Overview of the Constitution
                    Curriculum Standards: Understand that the Bill of Rights limits the powers of the federal government and state governments. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. 

                  Interactive Cartoon: Limited Government
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Understand that the Bill of Rights limits the powers of the federal government and state governments. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. 

                  Interactive Chart: Checks and Balances
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. 

                  Landmark Supreme Court Cases: Marbury v. Madison
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. 

                  U.S. Constitution

                  21st Century Skill: Analyze Primary and Secondary Sources: Video

               Synthesize

                  Synthesize: The Basic Principles Today
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Understand that the Bill of Rights limits the powers of the federal government and state governments. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. 

               Demonstrate

                  Interactive Chart: Checks and Balances
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. 

                  Interactive Primary Source: Federalist No. 78, Alexander Hamilton
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. 

                  Quiz: An Overview of the Constitution
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Understand that the Bill of Rights limits the powers of the federal government and state governments. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. 

                  21st Century Skill: Analyze Primary and Secondary Sources: Quick Reference

                  21st Century Skill: Analyze Primary and Secondary Sources: Assessment

            Lesson 2: Amending the Constitution

               Connect

                  Start Up: Write Your Own Amendment

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Amending the Constitution

                  Lesson 2 eText: Amending the Constitution
                    Curriculum Standards: Explain the process through which the Constitution can be amended. Understand that the Bill of Rights limits the powers of the federal government and state governments. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts). Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

                  U.S. Constitution: Article V, Amendments 1-27

                  Interactive Timeline: The Bill of Rights

                  Interactive Gallery: Prohibition: The 18th and 21st Amendments

                  Landmark Supreme Court Cases: Marbury v. Madison

                  Interactive Primary Source: Farewell Address, George Washington

                  Primary Sources: Virginia Declaration of Rights

               Synthesize

                  Synthesize: Revisit Your Amendment

               Demonstrate

                  Interactive Gallery: Prohibition: The 18th and 21st Amendments
                    Curriculum Standards: Explain the process through which the Constitution can be amended. 

                  Quiz: Amending the Constitution
                    Curriculum Standards: Explain the process through which the Constitution can be amended. Understand that the Bill of Rights limits the powers of the federal government and state governments. 

            Lesson 3: Federalism: Powers Divided

               Connect

                  Start Up: Who Does What?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Federalism: Powers Divided

                  Lesson 3 eText: Federalism: Powers Divided
                    Curriculum Standards: Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. Discuss reserved powers and concurrent powers of state governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government’s power. 

                  Interactive Chart: Division of Power
                    Curriculum Standards: Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. Discuss reserved powers and concurrent powers of state governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Interactive Gallery: Powers Reserved to the States
                    Curriculum Standards: Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. Discuss reserved powers and concurrent powers of state governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Landmark Supreme Court Cases: McCulloch v. Maryland

                  U.S. Constitution: Art I,Sec 1-3, 8,9; Art II,Sec 2; Art III; Amd 1-10, 16
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. Discuss reserved powers and concurrent powers of state governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  U.S. Constitution: Article VI, Section 2

               Synthesize

                  Synthesize: The Supremacy Clause
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government’s power. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

               Demonstrate

                  Interactive Gallery: Powers Reserved to the States
                    Curriculum Standards: Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. Discuss reserved powers and concurrent powers of state governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Interactive Chart: Division of Powers
                    Curriculum Standards: Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. Discuss reserved powers and concurrent powers of state governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Quiz: Federalism: Powers Divided
                    Curriculum Standards: Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. Discuss reserved powers and concurrent powers of state governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government’s power. 

            Lesson 4: The National Government and the States

               Connect

                  Start Up: How the United States Functions

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The National Government and the States

                  Lesson 4 eText: The National Government and the States
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Explain how conflicts between levels of government and branches of government are resolved. 

                  Interactive Cartoon: Repairing the Union After the Civil War

                  Interactive Map: Territorial Expansion of the U.S. 1787 - 1898

                  Interactive Primary Source: Northwest Ordinance

                  U.S. Constitution: Article IV, Sections 2, 3, and 4; Article V

                  U.S. Constitution: Article IV, Section 1

               Synthesize

                  Synthesize: Federal Grants to States

               Demonstrate

                  Interactive Map: Territorial Expansion of the U.S. 1787-1898
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. 

                  Quiz: The National Government and the States
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government’s power. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Explain how conflicts between levels of government and branches of government are resolved. 

            Synthesize: Reflect on the Essential Question

            Guide and Assessment: The Constitution

            Topic Test: The Constitution
              Curriculum Standards: Understand that the Bill of Rights limits the powers of the federal government and state governments. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. Explain the process through which the Constitution can be amended. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts). Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. Discuss reserved powers and concurrent powers of state governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government’s power. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. 

            Topic Test Bank: The Constitution

         Topic 4: The Legislative Branch

            Introduction: The Legislative Branch

               Connect

                  My Story Video: Loretta Sanchez, A Different Path to Office

                  Essential Question: How Should Government Meet the Needs of Its People?

                  Overview Activity: The Legislative Branch

            Quest Civic Discussion: The Filibuster

               Connect

                  Quest Civic Discussion Launch: The Filibuster
                    Curriculum Standards: Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Civic Discussion Rubric: The Filibuster

                  Quest Student Instructions: The Filibuster

                  Quest Information Organizer: The Filibuster

               Investigate

                  Quest Source A: Filibuster and Cloture
                    Curriculum Standards: Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Source B: "Filibuster Reform..."
                    Curriculum Standards: Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Source C: "Why both parties need the filibuster"
                    Curriculum Standards: Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Source D: "Save the Filibuster!"
                    Curriculum Standards: Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Source Notes: The Filibuster

                  21st Century Skill: Evaluate Existing Arguments: Video

                  21st Century Skill: Support Ideas with Evidence: Video

               Synthesize and Demonstrate

                  21st Century Skill: Ask Questions: Video

                  21st Century Skill: Ask Questions: Quick Reference

                  21st Century Skill: Ask Questions: Assessment

                  21st Century Skill: Participate in a Discussion or Debate: Video

                  21st Century Skill: Participate in a Discussion or Debate: Quick Reference

                  21st Century Skill: Participate in a Discussion or Debate: Assessment

                  21st Century Skill: Consider and Counter Opposing Arguments: Video

                  21st Century Skill: Consider & Counter Opposing Arguments: Quick Reference

                  21st Century Skill: Consider and Counter Opposing Arguments: Assessment

                  21st Century Skill: Evaluate Existing Arguments: Quick Reference

                  21st Century Skill: Evaluate Existing Arguments: Assessment

                  21st Century Skill: Support Ideas with Evidence: Quick Reference

                  21st Century Skill: Support Ideas with Evidence: Assessment

            Lesson 1: National Legislature Overview

               Connect

                  Start Up: What Makes a Successful Congress?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The National Legislature

                  Lesson 1 eText: National Legislature Overview
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Identify their current representatives in the legislative branch of the national government. 

                  3-D Model: A Tour of the Capitol

                  Interactive Gallery: Congressional Pay and Benefits
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

                  U.S. Constitution: Article I, Sections 1-3; Article II, Section 3

               Synthesize

                  Synthesize: How Should Representatives Vote?
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

               Demonstrate

                  U.S. Constitution
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  Quiz: National Legislature Overview
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

            Lesson 2: The Two Houses

               Connect

                  Start Up: Who Represents You?
                    Curriculum Standards: Identify their current representatives in the legislative branch of the national government. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The House and the Senate

                  Lesson 2 eText: The Two Houses
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. 

                  Interactive Map: Gerrymandering: Redistricting Voters
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. 

                  Interactive Chart: Reapportionment of Congressional Districts
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. 

                  U.S. Constitution: Article I, Sections 1-7

               Synthesize

                  Synthesize: Gerrymandering and the Democratic Process
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. 

               Demonstrate

                  Interactive Gallery: Gerrymandering-Redistricting Voters
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. 

                  U.S. Constitution
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. 

                  Quiz: The Two Houses
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. 

            Lesson 3: The Expressed Powers

               Connect

                  Start Up: What Congress Can and Cannot Do
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Understand that the Bill of Rights limits the powers of the federal government and state governments. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The Expressed Powers

                  Lesson 3 eText: The Expressed Powers
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. 

                  Interactive Chart: The Expressed Powers of Congress
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

                  Interactive Gallery: A Case Study on Copyrights and Patents
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

                  U.S. Constitution: Art. I, Secs. 8, 9; Art. IV, Sec. 3; 5th Amend

               Synthesize

                  Synthesize: Rank the Expressed Powers
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

               Demonstrate

                  Interactive Gallery: The Expressed Powers of Congress
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

                  Landmark Supreme Court Cases: Gibbons v. Ogden
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

                  Quiz: The Expressed Powers
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. 

            Lesson 4: The Implied and Nonlegislative Powers

               Connect

                  Start Up: Congress and Changes in Society and Technology
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The Implied Powers

                  Lesson 4 eText: The Implied and Nonlegislative Powers
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how conflicts between levels of government and branches of government are resolved. Explain the process through which the Constitution can be amended. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. 

                  Interactive Timeline: The Necessary and Proper Clause in Education
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

                  Interactive Gallery: The Implied Power of Congressional Investigation
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). 

                  Landmark Supreme Court Cases: McCulloch v. Maryland

                  U.S. Constitution: Art I,Sec 1-3,8; Art II,Sec 2,4; Art V; 12th & 25th Amds

               Synthesize

                  Synthesize: Strict vs. Liberal Constructionists
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

               Demonstrate

                  Landmark Supreme Court Cases: Gibbons v. Ogden
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

                  Landmark Supreme Court Cases: McCulloch v. Maryland
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

                  Quiz: The Implied and Nonlegislative Powers
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Explain the process through which the Constitution can be amended. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. 

            Lesson 5: Congress at Work—Organization and Committees

               Connect

                  Start Up: Working in Committees
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: How Congress Organizes

                  Lesson 5 eText: Congress at Work—Organization and Committees
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

                  Interactive Chart: Congressional Leadership
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. 

                  Interactive Map: State Representation in the 113th Congress

                  U.S. Constitution: Article I, Sections 2-3

                  Interactive Primary Source: State of the Union Address?,? Bill Clinton, 1996
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

               Synthesize

                  Synthesize: Revisiting Working in Committees
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

               Demonstrate

                  Interactive Chart: Congressional Leadership
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. 

                  Quiz: Congress at Work—Organization and Committees
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

            Lesson 6: Congress at Work—Making Law

               Connect

                  Start Up: There Ought to Be a Law

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Making Law

                  Lesson 6 eText: Congress at Work—Making Law
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  Interactive Chart: Forms of Legislation
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

                  Interactive Chart: Making Law: The Process in the House and Senate
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  U.S. Constitution: Article I, Sections 7- 8

                  21st Century Skill: Compare and Contrast: Video

               Synthesize

                  Synthesize: Turning an Idea into Law
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

               Demonstrate

                  Interactive Chart: Forms of Legislation
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

                  Interactive Chart: Making Law: The Process in the House and Senate
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  Quiz: Congress at Work—Making Law
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  21st Century Skill: Compare and Contrast: Quick Reference

                  21st Century Skill: Compare and Contrast: Assessment

            Synthesize:Reflecting on How Government Should Meet the Needs of Its People

            Guide and Assessment: The Legislative Branch

            Topic Test: The Legislative Branch
              Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Identify their current representatives in the legislative branch of the national government. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Explain how conflicts between levels of government and branches of government are resolved. Explain the process through which the Constitution can be amended. Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

            Topic Test Bank: The Legislative Branch

         Topic 5: The Executive Branch: The Presidency and Vice Presidency

            Introduction: The Executive Branch: The Presidency and Vice Presidency

               Connect

                  My Story Video: Theodore Roosevelt and Ronald Reagan, Qualities of a President

                  Essential Question: What Makes a Good Leader?

                  Overview Activity: Expanding Presidential Power

            Quest Civic Action Project: Constitutional Rights Foundation
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

            Lesson 1: The Presidency: An Overview

               Connect

                  Start Up: The People's Office

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: What Is It Like to be the President?

                  Lesson 1 eText: The Presidency: An Overview
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

                  Interactive Chart: The Many Roles of the President
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. 

                  Interactive Gallery: Presidential Pay and Benefits

                  Biography: Richard M. Nixon

                  Biography: Ronald Reagan

                  Biography: Franklin D. Roosevelt

                  Government and Civics Core Concepts: Political Structures

                  U.S. Constitution: Art II, Sec 1, Clauses 1, 5, and 6; 25th Amendment

               Synthesize

                  Synthesize: How Long Should a President Serve?
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

               Demonstrate

                  U.S. Constitution
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  Interactive Chart: The Many Roles of the President
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. 

                  Quiz: The Presidency: An Overview
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. 

            Lesson 2: The Vice President and the First Lady

               Connect

                  Start Up: How Important is the Vice President?
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Supporting Roles

                  Lesson 2 eText: The Vice President and the First Lady
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 

                  Interactive Gallery: Balancing the Ticket

                  Interactive Gallery: A Closer Look: Six First Ladies

                  21st Century Skill: Generalize: Video

                  U.S. Constitution: Article I, Section 3 and 25th Amendment

               Synthesize

                  Synthesize: Functions of the Vice President
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

               Demonstrate

                  U.S. Constitution
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  Interactive Gallery: Balancing the Ticket
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 

                  Quiz: The Vice President and the First Lady
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 

                  21st Century Skill: Generalize: Quick Reference

                  21st Century Skill: Generalize: Assessment

            Lesson 3: The President's Domestic Powers

               Connect

                  Start Up: What Powers Should the President Have?
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The President's Domestic Powers

                  Lesson 3 eText: The President's Domestic Powers
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. 

                  Interactive Gallery: Expansions and Limitations of Presidential Powers
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Interactive Chart: The President's Domestic Powers
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

                  Interactive Primary Source: Emancipation Proclamation, Abraham Lincoln

                  Interactive Primary Source: The Federalist No. 51
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

                  Interactive Primary Source: State of the Union Address?,? Lyndon Johnson, 1965
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

                  Interactive Primary Source: State of the Union Address?, Gerald Ford, 1975
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

                  Biography: Theodore Roosevelt

                  Biography: Franklin D. Roosevelt

               Synthesize

                  Synthesize: Create a Presidential Dictionary

               Demonstrate

                  Interactive Chart: The President's Domestic Powers
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

                  Quiz: The President's Domestic Powers
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

            Lesson 4: The President's Foreign Affairs Powers

               Connect

                  Start Up: Analyze a Political Cartoon
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The President's Foreign Affairs Powers

                  Lesson 4 eText: The President's Foreign Affairs Powers
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. 

                  Interactive Chart: Comparing Treaties and Executive Agreements
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  Interactive Map: Examples of U.S. Military Interventions After World War II

                  21st Century Skill: Create a Research Hypothesis: Video

                  Biography: Woodrow Wilson

                  Biography: Theodore Roosevelt

                  U.S. Constitution: Article II, Section 2, Clause 1

               Synthesize

                  Synthesize: Diplomacy or War?

               Demonstrate

                  U.S. Constitution
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. 

                  Interactive Chart: Comparing Treaties and Executive Agreements
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  Quiz: The President's Foreign Affairs Powers
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. 

                  21st Century Skill: Create a Research Hypothesis: Quick Reference

                  21st Century Skill: Create a Research Hypothesis: Assessment

            Synthesize: Reflect on the Essential Question

            Guide and Assessment: The Presidency and Vice Presidency

            Topic Test: The Presidency and Vice Presidency
              Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. 

            Topic Test Bank: The Presidency and Vice Presidency

         Topic 6: The Executive Branch at Work

            Introduction: The Executive Branch at Work

               Connect

                  My Story Video: NASA, Independent Executive Agency

                  Essential Question: What Should Governments Do?

                  Overview Activity: The Executive Branch

            Quest Civic Action Project: Constitutional Rights Foundation
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

            Lesson 1: The Federal Bureaucracy

               Connect

                  Start Up: Bureaucracies in Your Community

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The Federal Bureaucracy

                  Lesson 1 eText: The Federal Bureaucracy
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

                  Interactive Chart: Staff or Line Agency?
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

                  Interactive Primary Source: The Federalist No. 51
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

                  Government and Civics Core Concepts: Political Structures

                  U.S. Constitution: Article II, Section 2, Clauses 1-2

               Synthesize

                  Synthesize: Too Much Red Tape?

               Demonstrate

                  Interactive Primary Source: The Federalist No. 51
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

                  Interactive Chart: Staff or Line Agency?
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

                  Quiz: The Federal Bureaucracy
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

            Lesson 2: The EOP and the Executive Departments

               Connect

                  Start Up: Choosing Your Cabinet
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: A Day in the Life of the White House Chief of Staff

                  Lesson 2 eText: The EOP and the Executive Departments
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  3-D Model: The White House West Wing

                  Interactive Timeline: The Executive Departments
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  Interactive Gallery: Women and Minorities in the Cabinet
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  21st Century Skill: Evaluate Web Sites: Video

               Synthesize

                  Synthesize: Revisit Your Cabinet Pick
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

               Demonstrate

                  Interactive Timeline: The Executive Departments
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  Quiz: The EOP and the Executive Departments
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  21st Century Skill: Evaluate Web Sites: Quick Reference

                  21st Century Skill: Evaluate Web Sites: Assessment

            Lesson 3: The Independent Agencies

               Connect

                  Start Up: Is a Federal Government Job Right for You?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The Independent Agencies

                  Lesson 3 eText: The Independent Agencies
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students analyze human modifications of landscapes and examine the resulting environmental policy issues. 

                  Interactive Illustration: Application of NASA Research to Consumer Products
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students analyze human modifications of landscapes and examine the resulting environmental policy issues. 

                  Interactive Gallery: Independent Agencies: A Closer Look
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students analyze human modifications of landscapes and examine the resulting environmental policy issues. 

                  Interactive Primary Source: State of the Union Address?,? George W. Bush, 2002
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

                  Biography: Andrew Jackson

               Synthesize

                  Synthesize: Design Your Own Independent Agency

               Demonstrate

                  Interactive Gallery: The Independent Agencies
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students analyze human modifications of landscapes and examine the resulting environmental policy issues. 

                  Quiz: The Independent Agencies
                    Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students analyze human modifications of landscapes and examine the resulting environmental policy issues. 

            Lesson 4: Foreign Policy Overview

               Connect

                  Start Up: Isolationism or Internationalism?
                    Curriculum Standards: Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia). 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Foreign Policy Overview

                  Lesson 4 eText: Foreign Policy Overview
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia). Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. Students relate current events to the physical and human characteristics of places and regions. 

                  Interactive Timeline: Isolationism to Internationalism
                    Curriculum Standards: Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia). 

                  Interactive Map: Major Diplomatic Hotspots

                  Primary Sources: Presidents on American Foreign Policy

                  21st Century Skill: Sequence: Video

                  Biography: James Monroe

                  Biography: Harry Truman

                  Biography: Richard M. Nixon

                  Biography: Mikhail Gorbachev

                  Biography: Ronald Reagan

                  Government and Civics Core Concepts: Political Structures

               Synthesize

                  Synthesize: Revisiting Isolationism or Internationalism
                    Curriculum Standards: Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia). 

               Demonstrate

                  Interactive Primary Source: Farewell Address, George Washington
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Interactive Chart: Isolationism to Internationalism
                    Curriculum Standards: Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia). 

                  Quiz: Foreign Policy Overview
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia). Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. Students relate current events to the physical and human characteristics of places and regions. 

                  21st Century Skill: Sequence: Quick Reference

                  21st Century Skill: Sequence: Assessment

            Lesson 5: Diplomacy

               Connect

                  Start Up: What Does the State Department Do?
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The U.S. Foreign Service

                  Lesson 5 eText: Diplomacy
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. 

                  Interactive Map: U.S. Embassies Around the World
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

                  Interactive Gallery: U.S. Foreign Aid Through the Years
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

                  Interactive Primary Source: Charter of the United Nations

                  Biography: George Marshall

                  21st Century Skill: Read Charts, Graphs, and Tables: Video

               Synthesize

                  Synthesize: Dollars and Diplomacy
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

               Demonstrate

                  Interactive Primary Source: Charter of the United Nations
                    Curriculum Standards: Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  Interactive Gallery: U.S. Foreign Aid Through the Years
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

                  Quiz: Diplomacy
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. 

                  21st Century Skill: Read Charts, Graphs, and Tables: Quick Reference

                  21st Century Skill: Read Charts, Graphs, and Tables: Assessment

            Lesson 6: National Security

               Connect

                  Start Up: Who Commands the U.S. Military?
                    Curriculum Standards: Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: National Security

                  Lesson 6 eText: National Security
                    Curriculum Standards: Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  Interactive Illustration: The Dept of Defense: Mottoes and Missions

                  Interactive Gallery: A Day at the Department of Homeland Security

                  21st Century Skill: Distinguish Between Fact and Opinion: Video

                  U.S. Constitution Art. I, Sect. 8, Cl. 15: 16; Art. II, Sect. 2, Cl. 1: 2 :

               Synthesize

                  Synthesize: Draw a Defense Department Graphic Organizer
                    Curriculum Standards: Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

               Demonstrate

                  Interactive Gallery: A Day at the Department of Homeland Security
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  Interactive Illustration: The Dept of Defense: Mottoes and Missions
                    Curriculum Standards: Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  Quiz: National Security
                    Curriculum Standards: Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. 

                  21st Century Skill: Distinguish Between Fact and Opinion: Quick Reference

                  21st Century Skill: Distinguish Between Fact and Opinion: Assessment

            Synthesize: Reflecting on What Government Should Do

            Guide and Assessment: The Executive Branch at Work

            Topic Test: The Executive Branch at Work
              Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Students analyze human modifications of landscapes and examine the resulting environmental policy issues. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia). Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. Students relate current events to the physical and human characteristics of places and regions. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. 

            Topic Test Bank: The Executive Branch at Work

         Topic 7: The Judicial Branch

            Introduction: The Judicial Branch

               Connect

                  My Story Video: Thurgood Marshall and Brown v. Board of Education

                  Essential Question: How Should We Handle Conflict?

                  Overview Activity: The Judicial Branch

            Quest Civic Action Project: Constitutional Rights Foundation
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

            Lesson 1: The National Judiciary

               Connect

                  Start Up: The Function of the Judicial Branch
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The National Judiciary

                  Lesson 1 eText: The National Judiciary
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. Explain how conflicts between levels of government and branches of government are resolved. Explain the processes of selection and confirmation of Supreme Court justices. Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts). Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them. 

                  Interactive Chart: Constitutional and Special Courts
                    Curriculum Standards: Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. Explain the processes of selection and confirmation of Supreme Court justices. 

                  Interactive Illustration: What Does a Judge Do?
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. Explain the processes of selection and confirmation of Supreme Court justices. 

                  U.S. Constitution: Article II, Section 2 and Article III, Sections 1-2

               Synthesize

                  Synthesize: Revisit the Function of the Judicial Branch
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. 

               Demonstrate

                  Interactive Chart: Constitutional and Special Courts
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. 

                  Government and Civics Core Concepts: Political Structures
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. 

                  Quiz: The National Judiciary
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. Explain how conflicts between levels of government and branches of government are resolved. Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts). 

            Lesson 2: The Supreme Court

               Connect

                  Start Up: Judicial Checks and Balances

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The Supreme Court

                  Lesson 2 eText: The Supreme Court
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts). Explain how conflicts between levels of government and branches of government are resolved. 

                  Interactive Chart: How a Case Reaches the Supreme Court
                    Curriculum Standards: Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. 

                  Interactive Timeline: Key Supreme Court Cases

                  U.S. Constitution: Article I, Section 3 and Article III, Sections 1-2

               Synthesize

                  Synthesize: Judicial Review of State Laws
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

               Demonstrate

                  Interactive Chart: How a Case Reaches the Supreme Court
                    Curriculum Standards: Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. 

                  Landmark Supreme Court Cases: Marbury v. Madison
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Quiz: The Supreme Court
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts). Explain how conflicts between levels of government and branches of government are resolved. 

            Lesson 3: The Inferior Courts and the Special Courts

               Connect

                  Start Up: Create a Special Court

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The Inferior Courts and Special Courts

                  Lesson 3 eText: The Inferior Courts and the Special Courts
                    Curriculum Standards: Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Explain how conflicts between levels of government and branches of government are resolved. 

                  Interactive Chart: Civil and Criminal Cases

                  Interactive Gallery: U.S. Special Courts

                  21st Century Skill: Ask Questions: Video

                  U.S. Constitution: Article I, Section 8 and Article IV, Section 3

               Synthesize

                  Synthesize: Analyze Your Special Court

               Demonstrate

                  Interactive Gallery: U.S. Special Courts
                    Curriculum Standards: Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

                  Quiz: The Inferior Courts and the Special Courts
                    Curriculum Standards: Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

                  21st Century Skill: Ask Questions: Quick Reference

                  21st Century Skill: Ask Questions: Assessment

            Synthesize: Reflect on the Essential Question

            Guide and Assessment: The Judicial Branch

            Topic Test: The Judicial Branch
              Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. Explain how conflicts between levels of government and branches of government are resolved. Explain the processes of selection and confirmation of Supreme Court justices. Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts). Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

            Topic Test Bank: The Judicial Branch

         Topic 8: Protecting Civil Liberties

            Introduction: Protecting Civil Liberties

               Connect

                  My Story Video: Surveillance and Security

                  Essential Question: How Much Power Should the Government Have?

                  Overview Activity: Protecting Civil Liberties

            Quest Civic Action Project: Constitutional Rights Foundation
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

            Lesson 1: The Unalienable Rights

               Connect

                  Start Up: List Your Rights

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The Unalienable Rights

                  Lesson 1 eText: The Unalienable Rights
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government’s power. 

                  Interactive Gallery: The Founding of American Rights and Freedoms
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Interactive Gallery: Examples of the Incorporation of the Bill of Rights
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Understand that the Bill of Rights limits the powers of the federal government and state governments. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. 

                  21st Century Skill: Summarize: Video

                  Landmark Supreme Court Cases: Korematsu v. United States

                  U.S. Constitution: Bill of Rights and 14th Amendment

               Synthesize

                  Synthesize: Tough Choices
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

               Demonstrate

                  Interactive Gallery: The Founding of American Rights and Freedoms
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Landmark Supreme Court Cases: Schenck v. United States
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Quiz: The Unalienable Rights
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government’s power. 

                  21st Century Skill: Summarize: Quick Reference

                  21st Century Skill: Summarize: Assessment

            Lesson 2: Freedom of Religion

               Connect

                  Start Up: Is It Constitutional or Not?
                    Curriculum Standards: Understand that the Bill of Rights limits the powers of the federal government and state governments. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Freedom of Religion

                  Lesson 2 eText: Freedom of Religion
                    Curriculum Standards: Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Discuss the historical role of religion and religious diversity. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Understand that the Bill of Rights limits the powers of the federal government and state governments. Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Interactive Chart: The Establishment Clause
                    Curriculum Standards: Understand that the Bill of Rights limits the powers of the federal government and state governments. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Interactive Chart: Understanding the Free Exercise Clause

                  Interactive Primary Source: Virginia Statute for Religious Freedom, Thomas Jefferson

                  Landmark Supreme Court Cases: Engel v. Vitale

                  Landmark Supreme Court Cases: Wisconsin v. Yoder

               Synthesize

                  Synthesize: Balancing Rights With The Common Good
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Understand that the Bill of Rights limits the powers of the federal government and state governments. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

               Demonstrate

                  Landmark Supreme Court Cases: Engel v. Vitale
                    Curriculum Standards: Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Understand that the Bill of Rights limits the powers of the federal government and state governments. Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Quiz: Freedom of Religion
                    Curriculum Standards: Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Discuss the historical role of religion and religious diversity. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Understand that the Bill of Rights limits the powers of the federal government and state governments. Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

            Lesson 3: Freedom of Speech and Press

               Connect

                  Start Up: Free Speech for Students
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Freedom of Speech and Press

                  Lesson 3 eText: Freedom of Speech and Press
                    Curriculum Standards: Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Discuss the meaning and importance of a free and responsible press. 

                  Interactive Gallery: Freedom of Speech in the U.S. and Around the World
                    Curriculum Standards: Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). 

                  Interactive Chart: The Limits of Free Speech and Press

                  Landmark Supreme Court Cases: Schenck v. United States

                  Landmark Supreme Court Cases: Tinker v. Des Moines School District

                  Landmark Cases of the Supreme Court: Texas v. Johnson

               Synthesize

                  Synthesize: Free Thought

               Demonstrate

                  Interactive Gallery: Freedom of Speech in the U.S. and Around the World
                    Curriculum Standards: Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). 

                  Landmark Supreme Court Cases: Tinker v. Des Moines School District
                    Curriculum Standards: Understand that the Bill of Rights limits the powers of the federal government and state governments. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Quiz: Freedom of Speech and Press
                    Curriculum Standards: Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). 

            Lesson 4: Freedom of Assembly and Petition

               Connect

                  Start Up: The Occupy Movement
                    Curriculum Standards: Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Freedom of Assembly and Petition

                  Lesson 4 eText: Freedom of Assembly and Petition
                    Curriculum Standards: Understand that the Bill of Rights limits the powers of the federal government and state governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. 

                  Interactive Timeline: Protests That Made a Difference
                    Curriculum Standards: Understand that the Bill of Rights limits the powers of the federal government and state governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

                  Interactive Gallery: Free Assembly in Edwards v. South Carolina (1963)
                    Curriculum Standards: Understand that the Bill of Rights limits the powers of the federal government and state governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  21st Century Skill: Analyze Media Content: Video

               Synthesize

                  Synthesize: How Important is Freedom of Assembly and Petition?

               Demonstrate

                  Interactive Gallery: Free Assembly in Edwards v. South Carolina (1963)
                    Curriculum Standards: Understand that the Bill of Rights limits the powers of the federal government and state governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Quiz: Freedom of Assembly and Petition
                    Curriculum Standards: Understand that the Bill of Rights limits the powers of the federal government and state governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  21st Century Skill: Analyze Media Content: Quick Reference

                  21st Century Skill: Analyze Media Content: Assessment

            Lesson 5: Due Process of Law

               Connect

                  Start Up: What Is Due Process?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Due Process of Law

                  Lesson 5 eText: Due Process of Law
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” 

                  Interactive Chart: Procedural and Substantive Due Process
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Interactive Gallery: Protecting the Public Through Police Power
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Government Core Concepts: Foundations of Government

               Synthesize

                  Synthesize: The Public Good and Due Process
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

               Demonstrate

                  Interactive Chart: Procedural and Substantive Due Process
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Quiz: Due Process of Law
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” 

            Lesson 6: Freedom and Security of the Person

               Connect

                  Start Up: Drug Testing in Schools: Yes or No?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Freedom and Security of the Person

                  Lesson 6 eText: Freedom and Security of the Person
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Understand that the Bill of Rights limits the powers of the federal government and state governments. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

                  Interactive Chart: Exceptions to the Exclusionary Rule

                  Interactive Gallery: Personal Privacy-Communication and the 4th Amendment

                  21st Century Skill: Analyze Political Cartoons: Video

                  Landmark Supreme Court Cases: Mapp v. Ohio

                  Landmark Supreme Court Cases: Roe v. Wade

               Synthesize

                  Synthesize: Analyze a Political Cartoon

               Demonstrate

                  Interactive Gallery: Exceptions to the Exclusionary Rule
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

                  Interactive Gallery: Personal Privacy-Communication and the 4th Amendment
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

                  Quiz: Freedom and Security of the Person
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Understand that the Bill of Rights limits the powers of the federal government and state governments. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

                  21st Century Skill: Analyze Political Cartoons: Quick Reference

                  21st Century Skill: Analyze Political Cartoons: Assessment

            Lesson 7: Rights of the Accused

               Connect

                  Start Up: Miranda Rights

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Rights of the Accused

                  Lesson 7 eText: Rights of the Accused
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. 

                  Interactive Chart: Protection of Individual Rights: Limits on Government

                  Interactive Chart: The Steps of Justice

                  Landmark Supreme Court Cases: Hernandez v. Texas

                  Landmark Supreme Court Cases: Gideon v. Wainwright

                  Landmark Supreme Court Cases: Miranda v. Arizona

               Synthesize

                  Synthesize: The Right to Trial By Jury

               Demonstrate

                  Interactive Chart: Protection of Individual Rights-Limits of Government
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Landmark Supreme Court Cases: Hernandez v. Texas
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. 

                  Quiz: Rights of the Accused
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. 

            Synthesize: Reflect on the Essential Question

            Guide and Assessment: Protecting Civil Liberties

            Topic Test: Protecting Civil Liberties
              Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government’s power. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Discuss the historical role of religion and religious diversity. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Discuss the meaning and importance of a free and responsible press. 

            Topic Test Bank: Protecting Civil Liberties

         Topic 9: Citizenship and Civil Rights

            Introduction: Citizenship and Civil Rights

               Connect

                  My Story Video: Minniejean Brown-Trickey, A Sojourn to the Past

                  Essential Question: What Are The Challenges of Diversity?

                  Overview Activity: Citizenship and Civil Rights

            Quest Civic Action Project: Constitutional Rights Foundation
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

            Lesson 1: American Citizenship

               Connect

                  Start Up: What Does Citizenship Mean?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: American Citizenship

                  Lesson 1 eText: American Citizenship
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others. Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements). Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

                  Interactive Map: Foreign-Born Population

                  Interactive Cartoon: Immigration Reform

                  21st Century Skill: Solve Problems: Video

                  Government and Civics Core Concepts: Citizenship

                  U.S. Constitution: Article I, Section 8; Amendments 13, 14

               Synthesize

                  Synthesize: Good Citizenship

               Demonstrate

                  U.S. Constitution
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others. Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements). 

                  Quiz: American Citizenship
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others. Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements). Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. 

                  21st Century Skill: Solve Problems: Quick Reference

                  21st Century Skill: Solve Problems: Assessment

            Lesson 2: Diversity and Discrimination

               Connect

                  Start Up: The Country's Vision

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Diversity and Discrimination

                  Lesson 2 eText: Diversity and Discrimination
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

                  Interactive Chart: Changing Minority Demographics

                  Interactive Gallery: Women's Rights

                  Primary Sources: The Middle Passage and a Demand for Equality

                  21st Century Skill: Participate in a Discussion or Debate: Video

               Synthesize

                  Synthesize: Strategies to End Discrimination

               Demonstrate

                  Interactive Gallery: Women's Rights
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others. 

                  Interactive Primary Source: Declaration of Sentiments and Resolutions
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others. 

                  Interactive Primary Source: "I Will Fight No More Forever," Chief Joseph
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others. 

                  Quiz: Diversity and Discrimination
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

                  21st Century Skill: Participate in a Discussion or Debate: Quick Reference

                  21st Century Skill: Participate in a Discussion or Debate: Assessment

            Lesson 3: Equality Before the Law

               Connect

                  Start Up: Equal Protection Under the Law

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The Equal Protection Clause

                  Lesson 3 eText: Equality Before the Law
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

                  Interactive Timeline: Events in the History of Inequality

                  Interactive Chart: Constitutionality in Gender Discrimination

                  Primary Sources: Brown v. Board of Education: Majority Opinion

                  Landmark Supreme Court Cases: Dred Scott v. Sandford

               Synthesize

                  Synthesize: Disagreement on the Supreme Court

               Demonstrate

                  Landmark Supreme Court Cases: Brown v. Board of Education
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

                  Quiz: Equality Before the Law
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Understand that the Bill of Rights limits the powers of the federal government and state governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

            Lesson 4: Federal Civil Rights Laws

               Connect

                  Start Up: Which is The Most Important Civil Right?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The Civil Rights Movement

                  Lesson 4 eText: Federal Civil Rights Laws
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Interactive Gallery: Struggle For Equal Rights

                  Interactive Cartoon: Affirmative Action
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Primary Sources: Outlawing Discrimination

                  Landmark Supreme Court Cases: Grutter v. Bollinger

               Synthesize

                  Synthesize: Following Precedents

               Demonstrate

                  Landmark Supreme Court Cases: Grutter v. Bollinger
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Interactive Gallery: Struggle For Equal Rights
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

                  Quiz: Federal Civil Rights Laws
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

            Synthesize: Reflect on the Essential Question

            Guide and Assessment: Citizenship and Civil Rights

            Topic Test: Citizenship and Civil Rights
              Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others. Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements). Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Understand that the Bill of Rights limits the powers of the federal government and state governments. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

            Topic Test Bank: Citizenship and Civil Rights

         Topic 10: Government by the People

            Introduction: Government by the People

               Connect

                  My Story Video: Politics and the New Media

                  Essential Question: What Is the Role of the People in Government?

                  Overview Activity: Government By The People

            Quest DBQ: Regulating Special Interests and Earmarks

               Connect

                  Quest Rubric: Assessing a Writing Assignment

                  Quest Student Instructions: Regulating Special Interests and Earmarks
                    Curriculum Standards: Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

               Investigate

                  Quest Document A: A Chart of the Top Lobbying Industries for 2013
                    Curriculum Standards: Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Document B: Analyze a Political Cartoon
                    Curriculum Standards: Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Document C: Requested Earmarks for Texas, 2011
                    Curriculum Standards: Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Document D: Speech by President Barack Obama
                    Curriculum Standards: Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Document E: We Should Be Done with Earmarks
                    Curriculum Standards: Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Document F: Some Want Earmarks Back to Help Congress Pass Bills
                    Curriculum Standards: Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  21st Century Skill: Analyze Primary and Secondary Sources: Video

                  21st Century Skill: Compare Viewpoints: Video

                  21st Century Skill: Identify Bias: Video

               Synthesize and Demonstrate

                  21st Century Skill: Write an Essay: Video

                  21st Century Skill: Write an Essay: Quick Reference

                  21st Century Skill: Write an Essay: Assessment

                  21st Century Skill: Consider and Counter Opposing Arguments: Video

                  21st Century Skill: Consider & Counter Opposing Arguments: Quick Reference

                  21st Century Skill: Consider and Counter Opposing Arguments: Assessment

                  21st Century Skill: Analyze Primary and Secondary Sources: Quick Reference

                  21st Century Skill: Analyze Primary and Secondary Sources: Assessment

                  21st Century Skill: Compare Viewpoints: Quick Reference

                  21st Century Skill: Compare Viewpoints: Assessment

                  21st Century Skill: Identify Bias: Quick Reference

                  21st Century Skill: Identify Bias: Assessment

            Lesson 1: The History of Voting Rights

               Connect

                  Start Up: Do 18-Year-Olds Vote?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The History of Voting Rights

                  Lesson 1 eText: The History of Voting Rights
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

                  Interactive Timeline: An Expanding Electorate

                  Interactive Gallery: Poll Taxes and the 24th Amendment

                  Primary Sources: Civil Rights in the 1960s

                  Government and Civics Core Concepts: Citizenship

                  U.S. Constitution: 15th, 19th and 26th Amendments

               Synthesize

                  Synthesize: Important Dates in Voting Rights

               Demonstrate

                  Interactive Timeline: An Expanding Electorate
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. 

                  Quiz: The History of Voting Rights
                    Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

            Lesson 2: Your Right to Vote

               Connect

                  Start Up: Are You Qualified to Vote?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Your Right to Vote

                  Lesson 2 eText: Your Right to Vote
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Identify the major responsibilities and sources of revenue for state and local governments. Discuss reserved powers and concurrent powers of state governments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). 

                  Interactive Chart: Universal Voting Qualifications

                  Interactive Gallery: Voter ID Laws
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Identify the major responsibilities and sources of revenue for state and local governments. Discuss reserved powers and concurrent powers of state governments. 

                  21st Century Skill: Support Ideas with Evidence: Video

               Synthesize

                  Synthesize: Should Voter Qualifications Exist?

               Demonstrate

                  Interactive Gallery: Voter ID Laws
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Identify the major responsibilities and sources of revenue for state and local governments. Discuss reserved powers and concurrent powers of state governments. 

                  Quiz: Your Right to Vote
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Identify the major responsibilities and sources of revenue for state and local governments. Discuss reserved powers and concurrent powers of state governments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). 

                  21st Century Skill: Support Ideas with Evidence: Quick Reference

                  21st Century Skill: Support Ideas with Evidence: Assessment

            Lesson 3: Voting Trends

               Connect

                  Start Up: What is Voter Apathy?
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. 

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Why Vote?

                  Lesson 3 eText: Voting Trends
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate issues regarding campaigns for national, state, and local elective offices. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding. 

                  Interactive Chart: Voter Behavior Key Terms

                  Interactive Graph: Party Identification: Then and Now

                  Biography: Ronald Reagan

                  Biography: Bill Clinton

                  Biography: Barack Obama

                  Government and Civics Core Concepts: Citizenship

               Synthesize

                  Synthesize: Graphing Voter Turnout

               Demonstrate

                  Interactive Chart: Voter Behavior Key Terms
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. 

                  Quiz: Voting Trends
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding. 

            Lesson 4: The Voting Process

               Connect

                  Start Up: How Many Elected Officials Are There?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Election Day

                  Lesson 4 eText: The Voting Process
                    Curriculum Standards: Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Identify the major responsibilities and sources of revenue for state and local governments. Students evaluate issues regarding campaigns for national, state, and local elective offices. 

                  Interactive Gallery: Bush v. Gore: The Contested 2000 Election

                  Interactive Timeline: Counting Your Vote

                  21st Century Skill: Voting: Video

                  21st Century Skill: Make Predictions: Video

               Synthesize

                  Synthesize: A Day in the Life of a Voter

               Demonstrate

                  Interactive Gallery: Bush v. Gore: The Contested 2000 Election
                    Curriculum Standards: Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Students evaluate issues regarding campaigns for national, state, and local elective offices. 

                  Quiz: The Voting Process
                    Curriculum Standards: Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Identify the major responsibilities and sources of revenue for state and local governments. Students evaluate issues regarding campaigns for national, state, and local elective offices. 

                  21st Century Skill: Voting: Quick Reference

                  21st Century Skill: Voting: Assessment

                  21st Century Skill: Make Predictions: Quick Reference

                  21st Century Skill: Make Predictions: Assessment

            Lesson 5: Public Opinion and Polling

               Connect

                  Start Up: According to a Recent Survey . . .

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Public Opinion and Polling

                  Lesson 5 eText: Public Opinion and Polling
                    Curriculum Standards: Students evaluate issues regarding campaigns for national, state, and local elective offices. Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding. Explain how public officials use the media to communicate with the citizenry and to shape public opinion. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students evaluate and take and defend positions on the influence of the media on American political life. Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

                  Interactive Gallery: George Gallup, Pioneer Pollster

                  Interactive Graph: The Politics of Public Opinion

                  21st Century Skill: Search for Information on the Internet: Video

                  History Core Concepts: Historical Sources

               Synthesize

                  Synthesize: Evaluating Polls

               Demonstrate

                  Interactive Graph: The Politics of Public Opinion
                    Curriculum Standards: Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students evaluate and take and defend positions on the influence of the media on American political life. 

                  Quiz: Public Opinion and Polling
                    Curriculum Standards: Students evaluate issues regarding campaigns for national, state, and local elective offices. Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding. Explain how public officials use the media to communicate with the citizenry and to shape public opinion. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students evaluate and take and defend positions on the influence of the media on American political life. Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

                  21st Century Skill: Search for Information on the Internet: Quick Reference

                  21st Century Skill: Search for Information on the Internet: Assessment

            Lesson 6: Influencing Public Opinion: The Mass Media

               Connect

                  Start Up: Ranking Mass Media

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Influencing Public Opinion: The Mass Media

                  Lesson 6 eText: Influencing Public Opinion: The Mass Media
                    Curriculum Standards: Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students evaluate and take and defend positions on the influence of the media on American political life. Discuss the meaning and importance of a free and responsible press. Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics. Explain how public officials use the media to communicate with the citizenry and to shape public opinion. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

                  Interactive Gallery: The Transformation of the Mass Media

                  Interactive Illustration: Social Media and the 2012 Election

                  21st Century Skill: Analyze Media Content: Video

                  History Core Concepts: Historical Sources

               Synthesize

                  Synthesize: Create a Campaign Web Site

               Demonstrate

                  Interactive Gallery: The Transformation of the Mass Media
                    Curriculum Standards: Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students evaluate and take and defend positions on the influence of the media on American political life. Discuss the meaning and importance of a free and responsible press. Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics. Explain how public officials use the media to communicate with the citizenry and to shape public opinion. 

                  Interactive Illustration: Social Media and the 2012 Election
                    Curriculum Standards: Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students evaluate and take and defend positions on the influence of the media on American political life. Discuss the meaning and importance of a free and responsible press. Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics. Explain how public officials use the media to communicate with the citizenry and to shape public opinion. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

                  Quiz: Influencing Public Opinion: The Mass Media
                    Curriculum Standards: Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students evaluate and take and defend positions on the influence of the media on American political life. Discuss the meaning and importance of a free and responsible press. Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics. Explain how public officials use the media to communicate with the citizenry and to shape public opinion. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

                  21st Century Skill: Analyze Media Content: Quick Reference

                  21st Century Skill: Analyze Media Content: Assessment

            Lesson 7: Understanding Interest Groups

               Connect

                  Start Up: Which Interest Group Is Most Interested?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Understanding Interest Groups

                  Lesson 7 eText: Understanding Interest Groups
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections. 

                  Interactive Chart: Interest Groups Lobby Congress

                  Interactive Gallery: Top Lobbyists and Spending

                  Interactive Primary Source: The Federalist No. 10, James Madison
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

                  Interactive Primary Source: Democracy in America, Alexis de Tocqueville

                  Interactive Primary Source: Silent Spring, Rachel Carson

                  Landmark Supreme Court Cases: Brown v. Board of Education

                  Landmark Supreme Court Cases: Grutter v. Bollinger

               Synthesize

                  Synthesize: Who, What, and Where of Lobbying

               Demonstrate

                  Interactive Chart: Interest Groups Lobby Congress
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections. 

                  Interactive Gallery: Top Lobbyists and Spending
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

                  Quiz: Understanding Interest Groups
                    Curriculum Standards: Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

            Synthesize: Reflect on the Role of the People in Government

            Guide and Assessment: Government by the People

            Topic Test: Government by the People
              Curriculum Standards: Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students evaluate and take and defend positions on the influence of the media on American political life. Discuss the meaning and importance of a free and responsible press. Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics. Explain how public officials use the media to communicate with the citizenry and to shape public opinion. 

            Topic Test Bank: Government by the People

         Topic 11: Elections

            Introduction: Elections

               Connect

                  My Story Video: Political Operatives and Spin Doctors

                  Essential Question: Who Gets Elected?

                  Overview Activity: Who Gets Elected?

            Quest Civic Discussion: The Electoral College

               Connect

                  Quest Civic Discussion Launch: The Electoral College
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Civic Discussion Rubric: The Electoral College

                  Quest Student Instructions: The Electoral College

                  Quest Information Organizer: The Electoral College

               Investigate

                  Quest Source A: The Constitution of the United States
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Source B: Federalist No. 68, The Mode of Electing the President
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Source C: "A Critique of the Top Ten Modern Arguments for the Electoral College"
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Source D: "Defending the Electoral College"
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Source E: "In Defense of the Electoral College"
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Students distinguish valid arguments from fallacious arguments in historical interpretations. Students identify bias and prejudice in historical interpretations. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 

                  Quest Source Notes: The Electoral College

                  21st Century Skill: Evaluate Existing Arguments: Video

                  21st Century Skill: Support Ideas with Evidence: Video

               Synthesize and Demonstrate

                  21st Century Skill: Participate in a Discussion or Debate: Video

                  21st Century Skill: Participate in a Discussion or Debate: Quick Reference

                  21st Century Skill: Participate in a Discussion or Debate: Assessment

                  21st Century Skill: Consider and Counter Opposing Arguments: Video

                  21st Century Skill: Consider and Counter Opposing Arguments: Quick Reference

                  21st Century Skill: Consider and Counter Opposing Arguments: Assessment

                  21st Century Skill: Ask Questions: Video

                  21st Century Skill: Ask Questions: Quick Reference

                  21st Century Skill: Ask Questions: Assessment

                  21st Century Skill: Evaluate Existing Arguments: Quick Reference

                  21st Century Skill: Evaluate Existing Arguments: Assessment

                  21st Century Skill: Support Ideas with Evidence: Quick Reference

                  21st Century Skill: Support Ideas with Evidence: Assessment

            Lesson 1: Political Parties and What They Do

               Connect

                  Start Up: Why Do We Have Political Parties?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Political Parties and What They Do

                  Lesson 1 eText: Political Parties and What They Do
                    Curriculum Standards: Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). 

                  Interactive Map: Political Party Changes in the Southern States

                  Interactive Timeline: History of the Two-Party System

                  21st Century Skill: Compare Viewpoints: Video

               Synthesize

                  Synthesize: Reflect on Why We Have Political Parties

               Demonstrate

                  Interactive Timeline: History of the Two-Party System
                    Curriculum Standards: Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. 

                  Quiz: Political Parties and What They Do
                    Curriculum Standards: Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. 

                  21st Century Skill: Compare Viewpoints: Quick Reference

                  21st Century Skill: Compare Viewpoints: Assessment

            Lesson 2: Nominations

               Connect

                  Start Up: The Dangers of the Party System

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Nominations

                  Lesson 2 eText: Nominations
                    Curriculum Standards: Students evaluate issues regarding campaigns for national, state, and local elective offices. Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections. 

                  Interactive Map: Examples of Types of Primaries

                  Interactive Gallery: Political Appointees

                  U.S. Constitution: Article I, Sections 2-5 and Article II, Section 1

               Synthesize

                  Synthesize: How Nominations Are Made

               Demonstrate

                  Interactive Map: Examples of Types of Primaries
                    Curriculum Standards: Students evaluate issues regarding campaigns for national, state, and local elective offices. Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections. 

                  Quiz: Nominations
                    Curriculum Standards: Students evaluate issues regarding campaigns for national, state, and local elective offices. Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections. 

            Lesson 3: Electing the President

               Connect

                  Start Up: How Will You Vote?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Electing the President

                  Lesson 3 eText: Electing the President
                    Curriculum Standards: Students evaluate issues regarding campaigns for national, state, and local elective offices. Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. 

                  Interactive Timeline: The Race for the Presidency

                  Interactive Map: The Presidential Election

                  U.S. Constitution: Article II, Section 1

               Synthesize

                  Synthesize: Take a Stand

               Demonstrate

                  Interactive Map: The Presidential Election
                    Curriculum Standards: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. 

                  Interactive Timeline: The Race for the Presidency
                    Curriculum Standards: Students evaluate issues regarding campaigns for national, state, and local elective offices. Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). 

                  Quiz: Electing the President
                    Curriculum Standards: Students evaluate issues regarding campaigns for national, state, and local elective offices. Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. 

            Lesson 4: Money and Elections

               Connect

                  Start Up: Does Campaign Spending Affect Democracy?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Money and Elections

                  Lesson 4 eText: Money and Elections
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students evaluate issues regarding campaigns for national, state, and local elective offices. Explain how public officials use the media to communicate with the citizenry and to shape public opinion. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 

                  Interactive Chart: Outside Sources of Campaign Funding

                  Interactive Graph: Campaign Finance

                  21st Century Skill: Identify Trends: Video

               Synthesize

                  Synthesize: Campaign Money

               Demonstrate

                  Interactive Chart: Outside Sources of Campaign Funding
                    Curriculum Standards: Students evaluate issues regarding campaigns for national, state, and local elective offices. 

                  Interactive Graph: Campaign Finance
                    Curriculum Standards: Students evaluate issues regarding campaigns for national, state, and local elective offices. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 

                  Quiz: Money and Elections
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students evaluate issues regarding campaigns for national, state, and local elective offices. Explain how public officials use the media to communicate with the citizenry and to shape public opinion. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 

                  21st Century Skill: Identify Trends: Quick Reference

                  21st Century Skill: Identify Trends: Assessment

            Synthesize: Reflect on Who Gets Elected

            Guide and Assessment: Elections

            Topic Test: Elections
              Curriculum Standards: Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Students evaluate issues regarding campaigns for national, state, and local elective offices. Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Explain how public officials use the media to communicate with the citizenry and to shape public opinion. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 

            Topic Test Bank: Elections

         Topic 12: Government and the Economy

            Introduction: Government and the Economy

               Connect

                  My Story Video: The United States Currency System

                  Essential Question: What Is the Proper Role of Government in the Economy?

                  Overview Activity: Government and the Economy

            Quest Civic Action Project: Constitutional Rights Foundation
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

            Lesson 1: Types of Economic Systems

               Connect

                  Start Up: Running Your Own Business

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Types of Economic Systems

                  Lesson 1 eText: Types of Economic Systems
                    Curriculum Standards: Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). 

                  Interactive Chart: Three Types of Economic Systems

                  Interactive Gallery: China's Economy: Past and Present

                  21st Century Skill: Organize Your Ideas: Video

                  Biographies: Adam Smith

                  Biographies: Karl Marx

                  Biographies: Josef Stalin

                  Biographies: Mikhail Gorbachev

                  Biographies: Mao Zedong

                  Geography Core Concepts: Land Use

                  Economics Core Concepts: Economic Systems

               Synthesize

                  Synthesize: Evaluating Economic Systems

               Demonstrate

                  Interactive Chart: Three Types of Economic Systems
                    Curriculum Standards: Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). 

                  Economics Core Concepts: Economic Systems
                    Curriculum Standards: Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). 

                  Quiz: Types of Economic Systems
                    Curriculum Standards: Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). 

                  21st Century Skill: Organize Your Ideas: Quick Reference

                  21st Century Skill: Organize Your Ideas: Assessment

            Lesson 2: Fiscal and Monetary Policy

               Connect

                  Start Up: An Influential Economist

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Economic Policies and You

                  Lesson 2 eText: Fiscal and Monetary Policy
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

                  Interactive Chart: Setting Interest Rates

                  Interactive Chart: Booms, Busts, and Fiscal and Monetary Policy

                  21st Century Skill: Analyze Cause and Effect: Video

                  Economics Core Concepts: Economic Systems

               Synthesize

                  Synthesize: Government and the Economy

               Demonstrate

                  Interactive Chart: Booms, Busts, and Fiscal and Monetary Policy
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

                  Economics Core Concepts: Economic Systems
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

                  Quiz: Fiscal and Monetary Policy
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

                  21st Century Skill: Analyze Cause and Effect: Quick Reference

                  21st Century Skill: Analyze Cause and Effect: Assessment

            Lesson 3: Financing Government

               Connect

                  Start Up: How Much Goes for Taxes?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Taxes

                  Lesson 3 eText: Financing Government
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. 

                  Interactive Chart: Comparing Federal Taxes

                  Interactive Illustration: Federal Tax Dollars at Work

                  21st Century Skill: Consider and Counter Opposing Arguments: Video

                  Economics Core Concepts: Economic Systems

                  Landmark Supreme Court Cases: McCulloch v. Maryland, 1819

               Synthesize

                  Synthesize: Calculate Your Federal Taxes

               Demonstrate

                  Interactive Graph: Comparing Federal Taxes
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. 

                  Quiz: Financing Government
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. 

                  21st Century Skill: Consider & Counter Opposing Arguments: Quick Reference

                  21st Century Skill: Consider and Counter Opposing Arguments: Assessment

            Lesson 4: Spending and Borrowing

               Connect

                  Start Up: In the Red

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Borrowing and the Public Debt

                  Lesson 4 eText: Spending and Borrowing
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

                  Interactive Chart: Federal Spending Comparison

                  Interactive Chart: Demand-side and Supply-side Economics

                  21st Century Skill: Identify Trends: Video

                  Biographies: John Maynard Keynes

               Synthesize

                  Synthesize: Federal Spending Priorities

               Demonstrate

                  Interactive Chart: Demand-side and Supply-side Economics
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

                  Quiz: Spending and Borrowing
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

                  21st Century Skill: Identify Trends: Quick Reference

                  21st Century Skill: Identify Trends: Assessment

            Lesson 5: The U.S. in a Global Economy

               Connect

                  Start Up: Texas Trade

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The U.S. in a Global Economy

                  Lesson 5 eText: The U.S. in a Global Economy
                    Curriculum Standards: Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. Students relate current events to the physical and human characteristics of places and regions. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. 

                  Interactive Chart: Impact of Location and Natural Resources

                  Interactive Gallery: Economic Sanctions: The Case of South Africa

                  21st Century Skill: Create Charts and Maps: Video

                  Economics Core Concepts: Economics Basics

                  Economics Core Concepts: Trade

               Synthesize

                  Synthesize: Pros and Cons of Globalization

               Demonstrate

                  Economics Core Concepts: Trade
                    Curriculum Standards: Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. Students relate current events to the physical and human characteristics of places and regions. 

                  Interactive Chart: Impact of Location and Natural Resources
                    Curriculum Standards: Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. Students relate current events to the physical and human characteristics of places and regions. 

                  Quiz: The U.S. in a Global Economy
                    Curriculum Standards: Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. Students relate current events to the physical and human characteristics of places and regions. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. 

                  21st Century Skill: Create Charts and Maps: Quick Reference

                  21st Century Skill: Create Charts and Maps: Assessment

            Synthesize: Reflect on the Proper Role of Government in the Economy

            Guide and Assessment: Government and the Economy

            Topic Test: Government and the Economy
              Curriculum Standards: Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. Students relate current events to the physical and human characteristics of places and regions. 

            Topic Test Bank: Government and the Economy

         Topic 13: California State and Local Government

            Introduction: California State and Local Government

               Connect

                  Essential Question: What Should Governments Do?

                  My Story Video: Governorship, A Stepping Stone to the Presidency

                  Overview Activity: Organization of California State Government

            Quest Civic Action Project: Constitutional Rights Foundation
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

            Lesson 1: The California State Constitution

               Connect

                  Start Up: State Constitutions

               Investigate

                  Interactive Reading Notepad

                  Editable Presentation: The California State Constitution

                  Flipped Video: State Constitutions

                  Lesson 1 eText: The California State Constitution
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss the historical role of religion and religious diversity. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Explain how conflicts between levels of government and branches of government are resolved. Identify the major responsibilities and sources of revenue for state and local governments. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). 

                  Interactive Chart: State Constitutions Today

                  Interactive Gallery: State Constitutional Change
                    Curriculum Standards: Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. 

                  21st Century Skill: Set a Purpose for Reading: Video

                  U.S. Constitution: Article VI

               Synthesize

                  Synthesize: Six Elements of State Constitutions

               Demonstrate

                  Interactive Chart: State Constitutions Today
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Explain how conflicts between levels of government and branches of government are resolved. Identify the major responsibilities and sources of revenue for state and local governments. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). 

                  Interactive Gallery: State Constitutional Change
                    Curriculum Standards: Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. 

                  Quiz: The California State Constitution
                    Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss the historical role of religion and religious diversity. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Explain how conflicts between levels of government and branches of government are resolved. Identify the major responsibilities and sources of revenue for state and local governments. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). 

                  21st Century Skill: Set a Purpose for Reading: Quick Reference

                  21st Century Skill: Set a Purpose for Reading: Assessment

            Lesson 2: The California Legislature

               Connect

                  Start Up: State Police Power

               Investigate

                  Interactive Reading Notepad

                  Editable Presentation: The California Legislature

                  Flipped Video: State Legislatures

                  Lesson 2 eText: The California Legislature
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Discuss reserved powers and concurrent powers of state governments. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). 

                  Interactive Chart: Powers of State Legislatures

                  Interactive Map: Comparing State Legislatures

               Synthesize

                  Synthesize: Limiting State Power

               Demonstrate

                  Interactive Chart: Powers of State Legislatures
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

                  Landmark Supreme Court Cases: Baker v. Carr
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

                  Quiz: The California Legislature
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). 

            Lesson 3: California's Governor and Executive Branch

               Connect

                  Start Up: National vs. State Executive Power
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

               Investigate

                  Interactive Reading Notepad

                  Editable Presentation: California's Governor and Executive Branch

                  Flipped Video: The Governor and State Administration

                  Lesson 3 eText: California's Governor and Executive Branch
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

                  Interactive Chart: Powers of the Governor

                  Interactive Gallery: State Government Executive Officers

               Synthesize

                  Synthesize: Amending Executive Power

               Demonstrate

                  Interactive Chart: Powers of the Governor
                    Curriculum Standards: Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

                  Interactive Gallery: State Government Executive Officers
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

                  Quiz: California's Governor and Executive Branch
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

            Lesson 4: California State Courts

               Connect

                  Start Up: Serving on a Jury

               Investigate

                  Interactive Reading Notepad

                  Editable Presentation: California State Courts

                  Flipped Video: State Courts

                  Lesson 4 eText: California State Courts
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Explain how conflicts between levels of government and branches of government are resolved. Discuss reserved powers and concurrent powers of state governments. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. 

                  Interactive Chart: State Law

                  Interactive Chart: The State Courts

                  21st Century Skill: Make Decisions: Video

               Synthesize

                  Synthesize:Types of California Courts

               Demonstrate

                  Interactive Chart: State Law
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Explain how conflicts between levels of government and branches of government are resolved. Discuss reserved powers and concurrent powers of state governments. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Interactive Chart: The State Courts
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Explain how conflicts between levels of government and branches of government are resolved. Discuss reserved powers and concurrent powers of state governments. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

                  Quiz: California State Courts
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Explain how conflicts between levels of government and branches of government are resolved. Discuss reserved powers and concurrent powers of state governments. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. 

                  21st Century Skill: Make Decisions: Quick Reference

                  21st Century Skill: Make Decisions: Assessment

            Lesson 5: Local Government in California

               Connect

                  Start Up: My County, USA

               Investigate

                  Interactive Reading Notepad

                  Editable Presentation: Local Government in California

                  Flipped Video: Local Governments - Structure and Function

                  Lesson 5 eText: Local Government in California
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Identify the major responsibilities and sources of revenue for state and local governments. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

                  Interactive Gallery: Forms of City Government

                  Interactive Gallery: Special Districts

                  21st Century Skill: Being an Informed Citizen: Video

               Synthesize

                  Synthesize: Whose Job Is It?

               Demonstrate

                  Interactive Gallery: Forms of City Government
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Identify the major responsibilities and sources of revenue for state and local governments. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

                  Interactive Gallery: Special Districts
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Identify the major responsibilities and sources of revenue for state and local governments. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

                  Quiz: Local Government in California
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Identify the major responsibilities and sources of revenue for state and local governments. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

                  21st Century Skill: Being an Informed Citizen: Quick Reference

                  21st Century Skill: Being an Informed Citizen: Assessment

            Lesson 6: Spending and Revenue in California

               Connect

                  Start Up: You Are the Governor

               Investigate

                  Interactive Reading Notepad

                  Editable Presentation: Spending and Revenue in California

                  Flipped Video: State and Local Spending and Revenue

                  Lesson 6 eText: Spending and Revenue in California
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Identify the major responsibilities and sources of revenue for state and local governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

                  Interactive Illustration: State and Local Revenue

                  Interactive Chart: State and Local Spending

                  21st Century Skill: Paying Taxes: Video

                  Biography: Adam Smith

                  Personal Finance Core Concepts: Taxes and Income

               Synthesize

                  Synthesize: Services, Revenues, and Changing Economic Times

               Demonstrate

                  Biography: Adam Smith
                    Curriculum Standards: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). 

                  Interactive Chart: State and Local Spending
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Identify the major responsibilities and sources of revenue for state and local governments. 

                  Quiz: Spending and Revenue in California
                    Curriculum Standards: Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Identify the major responsibilities and sources of revenue for state and local governments. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 

                  21st Century Skill: Paying Taxes: Quick Reference

                  21st Century Skill: Paying Taxes: Assessment

            Synthesize: Reflect on the Essential Question

            Guide and Assessment: California State and Local Government

            Topic Test: California State and Local Government
              Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss the historical role of religion and religious diversity. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Explain how conflicts between levels of government and branches of government are resolved. Identify the major responsibilities and sources of revenue for state and local governments. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). Discuss reserved powers and concurrent powers of state governments. Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). 

            Topic Test Bank: California State and Local Government
              Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Discuss the historical role of religion and religious diversity. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Explain how conflicts between levels of government and branches of government are resolved. Identify the major responsibilities and sources of revenue for state and local governments. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections). Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. Discuss reserved powers and concurrent powers of state governments. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). 

         Topic 14: Comparative Political Systems

            Introduction: Comparative Political Systems

               Connect

                  My Story Video: Comparative Paths to Development

                  Essential Question: What Makes a Government Successful?

                  Overview Activity: State of Democracy

            Quest Civic Action Project: Constitutional Rights Foundation
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 

            Lesson 1: Democracy and the Changing World

               Connect

                  Start Up: Democracy Requires Courage

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: Democracy Around the World

                  Lesson 1 eText: Democracy and the Changing World
                    Curriculum Standards: Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia). Identify the forms of illegitimate power that twentieth-century African, Asian, and Latin American dictators used to gain and hold office and the conditions and interests that supported them. Identify the successes of relatively new democracies in Africa, Asia, and Latin America and the ideas, leaders, and general societal conditions that have launched and sustained, or failed to sustain, them. 

                  Interactive Map: Comparing Governments Around the World

                  21st Century Skill: Read Political Maps: Video

               Synthesize

                  Synthesize: Democracy Benefits and Challenges

               Demonstrate

                  Biography: Mikhail Gorbachev
                    Curriculum Standards: Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. 

                  Quiz: Democracy and the Changing World
                    Curriculum Standards: Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Identify the successes of relatively new democracies in Africa, Asia, and Latin America and the ideas, leaders, and general societal conditions that have launched and sustained, or failed to sustain, them. 

                  21st Century Skill: Read Political Maps: Quick Reference

                  21st Century Skill: Read Political Maps: Assessment

            Lesson 2: The United Kingdom

               Connect

                  Start Up: Shared Characteristics of Governments

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The United Kingdom

                  Lesson 2 eText: The United Kingdom
                    Curriculum Standards: Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. 

                  Interactive Chart: Comparing Governments: United States and United Kingdom

                  21st Century Skill: Compare and Contrast: Video

               Synthesize

                  Synthesize: The Magna Carta's Enduring Influence

               Demonstrate

                  Interactive Primary Source: The Magna Carta
                    Curriculum Standards: Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. 

                  Interactive Chart: Comparing Governments: United States and United Kingdom
                    Curriculum Standards: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. 

                  Quiz: The United Kingdom
                    Curriculum Standards: Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. 

                  21st Century Skill: Compare and Contrast: Quick Reference

                  21st Century Skill: Compare and Contrast: Assessment

            Lesson 3: The Russian Federation

               Connect

                  Start Up: Russia's Leaders: Past and Present

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: The Russian Federation

                  Lesson 3 eText: The Russian Federation
                    Curriculum Standards: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. 

                  Interactive Gallery: Comparing Rights and Freedoms in Russia

               Synthesize

                  Synthesize: Revisiting Russia's Leaders

               Demonstrate

                  Interactive Gallery: Comparing Rights and Freedoms in Russia
                    Curriculum Standards: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. 

                  Quiz: The Russian Federation
                    Curriculum Standards: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. 

            Lesson 4: China

               Connect

                  Start Up: China: Myth or Fact?

               Investigate

                  Interactive Reading Notepad

                  Flipped Video: China

                  Lesson 4 eText: China
                    Curriculum Standards: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). 

                  Interactive Gallery: Analyzing Primary and Secondary Sources From China

                  Economics Core Concepts: Economic Systems

               Synthesize

                  Synthesize: Government Policies and Constitutional Revision

               Demonstrate

                  Interactive Gallery: Analyzing Primary and Secondary Sources from China
                    Curriculum Standards: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

                  Quiz: China
                    Curriculum Standards: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. 

            Synthesize: Reflect on What Makes a Government Successful

            Guide and Assessment: Comparative Political Systems

            Topic Test: Comparative Political Systems
              Curriculum Standards: Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia). Identify the forms of illegitimate power that twentieth-century African, Asian, and Latin American dictators used to gain and hold office and the conditions and interests that supported them. Identify the successes of relatively new democracies in Africa, Asia, and Latin America and the ideas, leaders, and general societal conditions that have launched and sustained, or failed to sustain, them. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

            Topic Test Bank: Comparative Political Systems

         California Reading and Note Taking Study Guide

         Glossary

         Social Studies Core Concepts

            Culture Core Concepts

               Culture Core Concepts: What Is Culture?

               Culture Core Concepts: Families and Societies

               Culture Core Concepts: Language

               Culture Core Concepts: Religion

               Culture Core Concepts: The Arts

               Culture Core Concepts: Cultural Diffusion and Change

               Culture Core Concepts: Science and Technology

               Culture Core Concepts: Review and Assessment

            Economics Core Concepts

               Economics Core Concepts: Economics Basics

               Economics Core Concepts: Economic Process

               Economics Core Concepts: Economic Systems

               Economics Core Concepts: Economic Development

               Economics Core Concepts: Trade

               Economics Core Concepts: Money Management

               Economics Core Concepts: Review and Assessment

            Geography Core Concepts

               Geography Core Concepts: Geography: The Study of Earth

               Geography Core Concepts: Geography's Five Themes

               Geography Core Concepts: Earth's Structure

               Geography Core Concepts: Ways to Show Earth's Surface

               Geography Core Concepts: Understanding Maps

               Geography Core Concepts: Earth in Space

               Geography Core Concepts: Time and Earth's Rotation

               Geography Core Concepts: Forces on Earth's Surface

               Geography Core Concepts: Forces Inside Earth

               Geography Core Concepts: Climate and Weather

               Geography Core Concepts: Temperature

               Geography Core Concepts: Water and Climate

               Geography Core Concepts: Air Circulation and Precipitation

               Geography Core Concepts: Types of Climate

               Geography Core Concepts: Ecosystems

               Geography Core Concepts: Environment and Resources

               Geography Core Concepts: Land Use

               Geography Core Concepts: People's Impact on the Environment

               Geography Core Concepts: Population

               Geography Core Concepts: Migration

               Geography Core Concepts: Urbanization

               Geography Core Concepts: Review and Assessment

            Government and Civics Core Concepts

               Government and Civics Core Concepts: Foundations of Government

               Government and Civics Core Concepts: Political Systems

               Government and Civics Core Concepts: Political Structures

               Government and Civics Core Concepts: Conflict and Cooperation

               Government and Civics Core Concepts: Citizenship

               Government and Civics Core Concepts: Review and Assessment

            History Core Concepts

               History Core Concepts: How Do Historians Study History?

               History Core Concepts: Measuring Time

               History Core Concepts: Historical Sources

               History Core Concepts: Archaeology and Other Sources

               History Core Concepts: Historical Maps

               History Core Concepts: Review and Assessment

            Personal Finance Core Concepts

               Personal Finance Core Concepts: Your Fiscal Fitness: An Introduction

               Personal Finance Core Concepts: Budgeting

               Personal Finance Core Concepts: Checking

               Personal Finance Core Concepts: Investments

               Personal Finance Core Concepts: Savings and Retirement

               Personal Finance Core Concepts: Credit and Debt

               Personal Finance Core Concepts: Risk Management

               Personal Finance Core Concepts: Consumer Smarts

               Personal Finance Core Concepts: After High School

               Personal Finance Core Concepts: Taxes and Income

               Personal Finance Core Concepts: Review and Assessment

         Interactive Primary Sources

            Interactive Primary Source: Code of Hammurabi

            Interactive Primary Source: Psalm 23

            Interactive Primary Source: The Republic, Plato
              Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

            Interactive Primary Source: Politics, Aristotle
              Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

            Interactive Primary Source: Edicts, Asoka

            Interactive Primary Source: Analects, Confucius

            Interactive Primary Source: First Letter to the Corinthians, Paul

            Interactive Primary Source: The Quran

            Interactive Primary Source: The Magna Carta
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations. 

            Interactive Primary Source: Travels, Ibn Battuta

            Interactive Primary Source: The Destruction of the Indies, Bartolome de Las Casas

            Interactive Primary Source: The Mayflower Compact

            Interactive Primary Source: English Petition of Right
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations. 

            Interactive Primary Source: English Bill of Rights
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations. 

            Interactive Primary Source: Two Treatises of Government, John Locke
              Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

            Interactive Primary Source: The Spirit of Laws, Baron de Montesquieu
              Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

            Interactive Primary Source: The Social Contract, Jean-Jacques Rousseau
              Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

            Interactive Primary Source: The Interesting Narrative of the Life of Olaudah Equiano

            Interactive Primary Source: "Give Me Liberty or Give Me Death," Patrick Henry
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

            Interactive Primary Source: "Remember the Ladies," Abigail Adams

            Interactive Primary Source: Common Sense, Thomas Paine
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

            Interactive Primary Source: Declaration of Independence
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. 

            Interactive Primary Source: Virginia Declaration of Rights
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.” Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. 

            Interactive Primary Source: Virginia Statute for Religious Freedom, Thomas Jefferson
              Curriculum Standards: Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. Discuss the historical role of religion and religious diversity. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

            Interactive Primary Source: "To His Excellency, General Washington," Phillis Wheatley
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

            Interactive Primary Source: Articles of Confederation
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. 

            Interactive Primary Source: Anti-Federalist Papers
              Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

            Interactive Primary Source: Federalist No. 10, James Madison
              Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

            Interactive Primary Source: Federalist No. 39, James Madison

            Interactive Primary Source: Federalist No. 51
              Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

            Interactive Primary Source: Federalist No. 78, Alexander Hamilton
              Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. 

            Interactive Primary Source: Northwest Ordinance
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

            Interactive Primary Source: Iroquois Constitution

            Interactive Primary Source: Declaration of the Rights of Man and the Citizen

            Interactive Primary Source: Farewell Address, George Washington
              Curriculum Standards: Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties. 

            Interactive Primary Source: Mexican Federal Constitution of 1824

            Interactive Primary Source: State Colonization Law of 1825

            Interactive Primary Source: Law of April 6, 1830

            Interactive Primary Source: Debate Over Nullification, Webster and Calhoun
              Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how conflicts between levels of government and branches of government are resolved. Discuss reserved powers and concurrent powers of state governments. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. 

            Interactive Primary Source: Turtle Bayou Resolutions

            Interactive Primary Source: Democracy in America, Alexis de Tocqueville

            Interactive Primary Source: 1836 Victory or Death Letter from the Alamo, Travis

            Interactive Primary Source: Texas Declaration of Independence

            Interactive Primary Source: Declaration of Sentiments and Resolutions
              Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others. 

            Interactive Primary Source: "Ain't I a Woman?," Sojourner Truth
              Curriculum Standards: Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others. 

            Interactive Primary Source: Uncle Tom's Cabin, Harriet Beecher Stowe

            Interactive Primary Source: "A House Divided," Abraham Lincoln

            Interactive Primary Source: First Inaugural Address, Abraham Lincoln

            Interactive Primary Source: Declaration of Causes: February 2, 1861

            Interactive Primary Source: Emancipation Proclamation, Abraham Lincoln

            Interactive Primary Source: Gettysburg Address, Abraham Lincoln

            Interactive Primary Source: Second Inaugural Address, Abraham Lincoln

            Interactive Primary Source: "I Will Fight No More Forever," Chief Joseph

            Interactive Primary Source: How the Other Half Lives, Jacob Riis

            Interactive Primary Source: The Pledge of Allegiance

            Interactive Primary Source: Preamble to the Platform of the Populist Party

            Interactive Primary Source: Atlanta Exposition Address, Booker T. Washington

            Interactive Primary Source: The Jungle, Upton Sinclair

            Interactive Primary Source: Hind Swaraj, Mohandas Gandhi

            Interactive Primary Source: The Fourteen Points, Woodrow Wilson
              Curriculum Standards: Identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 

            Interactive Primary Source: Two Poems, Langston Hughes

            Interactive Primary Source: Four Freedoms, Franklin D. Roosevelt

            Interactive Primary Source: The Diary of a Young Girl, Anne Frank

            Interactive Primary Source: Charter of the United Nations

            Interactive Primary Source: Universal Declaration of Human Rights

            Interactive Primary Source: Autobiography, Kwame Nkrumah

            Interactive Primary Source: Inaugural Address, John F. Kennedy

            Interactive Primary Source: Silent Spring, Rachel Carson

            Interactive Primary Source: "I Have a Dream," Martin Luther King, Jr.
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

            Interactive Primary Source: "Letter from Birmingham Jail," Martin Luther King, Jr.
              Curriculum Standards: Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy. Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 

            Interactive Primary Source: "Tear Down This Wall," Ronald Reagan

            Interactive Primary Source: "Freedom from Fear," Aung San Suu Kyi

            Interactive Primary Source: "Glory and Hope," Nelson Mandela

            Interactive Primary Source: The Inferno, Dante Alighieri

            Interactive Primary Source: Medea, Euripides

            Interactive Primary Source: The New Organon [The New Method], Francis Bacon

            Interactive Primary Source: Guru Granth Sahib, Guru Nanak

            Interactive Primary Source: The Persian Wars, Herodotus

            Interactive Primary Source: Institutes of the Christian Religion, John Calvin

            Interactive Primary Source: Tao Te Ching, Laozi

            Interactive Primary Source: The Prince, Niccolò Machiavelli
              Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. 

            Interactive Primary Source: The Tale of Genji, Murasaki Shikibu

            Interactive Primary Source: Bhagavad Gita, Vyasa

            Interactive Primary Source: The White Man's Burden, Rudyard Kipling

            Interactive Primary Source: The Revolution Betrayed, Leon Trotsky

            Interactive Primary Source: "All Quiet on the Western Front", Erich Maria Remarque

            Interactive Primary Source: A Thousand Points of Light: George W. Bush
              Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

            Interactive Primary Source: De Republica, Cicero
              Curriculum Standards: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 

            Interactive Primary Source: State of the Union Address?,? Lyndon Johnson, 1965
              Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

            Interactive Primary Source: State of the Union Address?, Gerald Ford, 1975
              Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

            Interactive Primary Source: State of the Union Address?,? Bill Clinton, 1996
              Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

            Interactive Primary Source: State of the Union Address?,? George H. W. Bush, 2002
              Curriculum Standards: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 

            Interactive Primary Source: Sixth State of the Union Address: Bill Clinton

         21st Century Skills Tutorials

            Identify Main Ideas and Details

               21st Century Skill: Identify Main Ideas and Details: Video

               21st Century Skill: Identify Main Ideas and Details: Quick Reference

               21st Century Skill: Identify Main Ideas and Details: Assessment

            Set a Purpose for Reading

               21st Century Skill: Set a Purpose for Reading: Video

               21st Century Skill: Set a Purpose for Reading: Quick Reference

               21st Century Skill: Set a Purpose for Reading: Assessment

            Use Context Clues

               21st Century Skill: Use Context Clues: Video

               21st Century Skill: Use Context Clues: Quick Reference

               21st Century Skill: Use Context Clues: Assessment

            Analyze Cause and Effect

               21st Century Skill: Analyze Cause and Effect: Video

               21st Century Skill: Analyze Cause and Effect: Quick Reference

               21st Century Skill: Analyze Cause and Effect: Assessment

            Categorize

               21st Century Skill: Categorize: Video

               21st Century Skill: Categorize: Quick Reference

               21st Century Skill: Categorize: Assessment

            Compare and Contrast

               21st Century Skill: Compare and Contrast: Video

               21st Century Skill: Compare and Contrast: Quick Reference

               21st Century Skill: Compare and Contrast: Assessment

            Draw Conclusions

               21st Century Skill: Draw Conclusions: Video

               21st Century Skill: Draw Conclusions: Quick Reference

               21st Century Skill: Draw Conclusions: Assessment

            Draw Inferences

               21st Century Skill: Draw Inferences: Video

               21st Century Skill: Draw Inferences: Quick Reference

               21st Century Skill: Draw Inferences: Assessment

            Generalize

               21st Century Skill: Generalize: Video

               21st Century Skill: Generalize: Quick Reference

               21st Century Skill: Generalize: Assessment

            Make Decisions

               21st Century Skill: Make Decisions: Video

               21st Century Skill: Make Decisions: Quick Reference

               21st Century Skill: Make Decisions: Assessment

            Make Predictions

               21st Century Skill: Make Predictions: Video

               21st Century Skill: Make Predictions: Quick Reference

               21st Century Skill: Make Predictions: Assessment

            Sequence

               21st Century Skill: Sequence: Video

               21st Century Skill: Sequence: Quick Reference

               21st Century Skill: Sequence: Assessment

            Solve Problems

               21st Century Skill: Solve Problems: Video

               21st Century Skill: Solve Problems: Quick Reference

               21st Century Skill: Solve Problems: Assessment

            Summarize

               21st Century Skill: Summarize: Video

               21st Century Skill: Summarize: Quick Reference

               21st Century Skill: Summarize: Assessment

            Analyze Media Content

               21st Century Skill: Analyze Media Content: Video

               21st Century Skill: Analyze Media Content: Quick Reference

               21st Century Skill: Analyze Media Content: Assessment

            Analyze Primary and Secondary Sources

               21st Century Skill: Analyze Primary and Secondary Sources: Video

               21st Century Skill: Analyze Primary and Secondary Sources: Quick Reference

               21st Century Skill: Analyze Primary and Secondary Sources: Assessment

            Compare Viewpoints

               21st Century Skill: Compare Viewpoints: Video

               21st Century Skill: Compare Viewpoints: Quick Reference

               21st Century Skill: Compare Viewpoints: Assessment

            Distinguish Between Fact and Opinion

               21st Century Skill: Distinguish Between Fact and Opinion: Video

               21st Century Skill: Distinguish Between Fact and Opinion: Quick Reference

               21st Century Skill: Distinguish Between Fact and Opinion: Assessment

            Identify Bias

               21st Century Skill: Identify Bias: Video

               21st Century Skill: Identify Bias: Quick Reference

               21st Century Skill: Identify Bias: Assessment

            Analyze Data and Models

               21st Century Skill: Analyze Data and Models: Video

               21st Century Skill: Analyze Data and Models: Quick Reference

               21st Century Skill: Analyze Data and Models: Assessment

            Analyze Images

               21st Century Skill: Analyze Images: Video

               21st Century Skill: Analyze Images: Quick Reference

               21st Century Skill: Analyze Images: Assessment

            Analyze Political Cartoons

               21st Century Skill: Analyze Political Cartoons: Video

               21st Century Skill: Analyze Political Cartoons: Quick Reference

               21st Century Skill: Analyze Political Cartoons: Assessment

            Create Charts and Maps

               21st Century Skill: Create Charts and Maps: Video

               21st Century Skill: Create Charts and Maps: Quick Reference

               21st Century Skill: Create Charts and Maps: Assessment

            Create Databases

               21st Century Skill: Create Databases: Video

               21st Century Skill: Create Databases: Quick Reference

               21st Century Skill: Create Databases: Assessment

            Read Charts, Graphs, and Tables

               21st Century Skill: Read Charts, Graphs, and Tables: Video

               21st Century Skill: Read Charts, Graphs, and Tables: Quick Reference

               21st Century Skill: Read Charts, Graphs, and Tables: Assessment

            Read Physical Maps

               21st Century Skill: Read Physical Maps: Video

               21st Century Skill: Read Physical Maps: Quick Reference

               21st Century Skill: Read Physical Maps: Assessment

            Read Political Maps

               21st Century Skill: Read Political Maps: Video

               21st Century Skill: Read Political Maps: Quick Reference

               21st Century Skill: Read Political Maps: Assessment

            Read Special-Purpose Maps

               21st Century Skill: Read Special-Purpose Maps: Video

               21st Century Skill: Read Special-Purpose Maps: Quick Reference

               21st Century Skill: Read Special-Purpose Maps: Assessment

            Use Parts of a Map

               21st Century Skill: Use Parts of a Map: Video

               21st Century Skill: Use Parts of a Map: Quick Reference

               21st Century Skill: Use Parts of a Map: Assessment

            Ask Questions

               21st Century Skill: Ask Questions: Video

               21st Century Skill: Ask Questions: Quick Reference

               21st Century Skill: Ask Questions: Assessment

            Avoid Plagiarism

               21st Century Skill: Avoid Plagiarism: Video

               21st Century Skill: Avoid Plagiarism: Quick Reference

               21st Century Skill: Avoid Plagiarism: Assessment

            Create a Research Hypothesis

               21st Century Skill: Create a Research Hypothesis: Video

               21st Century Skill: Create a Research Hypothesis: Quick Reference

               21st Century Skill: Create a Research Hypothesis: Assessment

            Evaluate Web Sites

               21st Century Skill: Evaluate Web Sites: Video

               21st Century Skill: Evaluate Web Sites: Quick Reference

               21st Century Skill: Evaluate Web Sites: Assessment

            Identify Evidence

               21st Century Skill: Identify Evidence: Video

               21st Century Skill: Identify Evidence: Quick Reference

               21st Century Skill: Identify Evidence: Assessment

            Identify Trends

               21st Century Skill: Identify Trends: Video

               21st Century Skill: Identify Trends: Quick Reference

               21st Century Skill: Identify Trends: Assessment

            Interpret Sources

               21st Century Skill: Interpret Sources: Video

               21st Century Skill: Interpret Sources: Quick Reference

               21st Century Skill: Interpret Sources: Assessment

            Search for Information on the Internet

               21st Century Skill: Search for Information on the Internet: Video

               21st Century Skill: Search for Information on the Internet: Quick Reference

               21st Century Skill: Search for Information on the Internet: Assessment

            Synthesize

               21st Century Skill: Synthesize: Video

               21st Century Skill: Synthesize: Quick Reference

               21st Century Skill: Synthesize: Assessment

            Take Effective Notes

               21st Century Skill: Take Effective Notes: Video

               21st Century Skill: Take Effective Notes: Quick Reference

               21st Century Skill: Take Effective Notes: Assessment

            Develop a Clear Thesis

               21st Century Skill: Develop a Clear Thesis: Video

               21st Century Skill: Develop a Clear Thesis: Quick Reference

               21st Century Skill: Develop a Clear Thesis: Assessment

            Organize Your Ideas

               21st Century Skill: Organize Your Ideas: Video

               21st Century Skill: Organize Your Ideas: Quick Reference

               21st Century Skill: Organize Your Ideas: Assessment

            Support Ideas with Evidence

               21st Century Skill: Support Ideas with Evidence: Video

               21st Century Skill: Support Ideas with Evidence: Quick Reference

               21st Century Skill: Support Ideas with Evidence: Assessment

            Evaluate Existing Arguments

               21st Century Skill: Evaluate Existing Arguments: Video

               21st Century Skill: Evaluate Existing Arguments: Quick Reference

               21st Century Skill: Evaluate Existing Arguments: Assessment

            Consider and Counter Opposing Arguments

               21st Century Skill: Consider & Counter Opposing Arguments: Video

               21st Century Skill: Consider & Counter Opposing Arguments: Quick Reference

               21st Century Skill: Consider & Counter Opposing Arguments: Assessment

            Give an Effective Presentation

               21st Century Skill: Give an Effective Presentation: Video

               21st Century Skill: Give an Effective Presentation: Quick Reference

               21st Century Skill: Give an Effective Presentation: Assessment

            Participate in a Discussion or Debate

               21st Century Skill: Participate in a Discussion or Debate: Video

               21st Century Skill: Participate in a Discussion or Debate: Quick Reference

               21st Century Skill: Participate in a Discussion or Debate: Assessment

            Publish Your Work

               21st Century Skill: Publish Your Work: Video

               21st Century Skill: Publish Your Work: Quick Reference

               21st Century Skill: Publish Your Work: Assessment

            Write a Journal Entry

               21st Century Skill: Write a Journal Entry: Video

               21st Century Skill: Write a Journal Entry: Quick Reference

               21st Century Skill: Write a Journal Entry: Assessment

            Write an Essay

               21st Century Skill: Write an Essay: Video

               21st Century Skill: Write an Essay: Quick Reference

               21st Century Skill: Write an Essay: Assessment

            Share Responsibility

               21st Century Skill: Share Responsibility: Video

               21st Century Skill: Share Responsibility: Quick Reference

               21st Century Skill: Share Responsibility: Assessment

            Compromise

               21st Century Skill: Compromise: Video

               21st Century Skill: Compromise: Quick Reference

               21st Century Skill: Compromise: Assessment

            Develop Cultural Awareness

               21st Century Skill: Develop Cultural Awareness: Video

               21st Century Skill: Develop Cultural Awareness: Quick Reference

               21st Century Skill: Develop Cultural Awareness: Assessment

            Generate New Ideas

               21st Century Skill: Generate New Ideas: Video

               21st Century Skill: Generate New Ideas: Quick Reference

               21st Century Skill: Generate New Ideas: Assessment

            Innovate

               21st Century Skill: Innovate: Video

               21st Century Skill: Innovate: Quick Reference

               21st Century Skill: Innovate: Assessment

            Make a Difference

               21st Century Skill:  Make a Difference: Video
               21st Century Skill: Make a Difference: Video

               21st Century Skill:  Make a Difference: Quick Reference
               21st Century Skill: Make a Difference: Quick Reference

               21st Century Skill:  Make a Difference: Assessment
               21st Century Skill: Make a Difference: Assessment

            Work in Teams

               21st Century Skill: Work in Teams: Video

               21st Century Skill: Work in Teams: Quick Reference

               21st Century Skill: Work in Teams: Assessment

            Being an Informed Citizen

               21st Century Skill: Being an Informed Citizen: Video

               21st Century Skill: Being an Informed Citizen: Quick Reference

               21st Century Skill: Being an Informed Citizen: Assessment

            Paying Taxes

               21st Century Skill: Paying Taxes: Video

               21st Century Skill: Paying Taxes: Quick Reference

               21st Century Skill: Paying Taxes: Assessment

            Political Participation

               21st Century Skill: Political Participation: Video

               21st Century Skill: Political Participation: Quick Reference

               21st Century Skill: Political Participation: Assessment

            Serving on a Jury

               21st Century Skill: Serving on a Jury: Video

               21st Century Skill: Serving on a Jury: Quick Reference

               21st Century Skill: Serving on a Jury: Assessment

            Voting

               21st Century Skill: Voting: Video

               21st Century Skill: Voting: Quick Reference

               21st Century Skill: Voting: Assessment

         Social Studies Reference Center

            Atlas

               The United States: Political

               The United States: Physical

               The World: Political

               California: Physical Map

               California: Political Map

               Africa: Political

               Africa: Physical

               Asia: Political

               Asia: Physical

               Europe: Political

               Europe: Physical

               North and South America: Political

               North and South America: Physical

               Australia, New Zealand, and Oceania: Political-Physical

               Antarctica: Physical

               The Arctic: Physical

            Biographies

               Biography: Abigail Adams

               Biography: John Adams

               Biography: John Quincy Adams

               Biography: Samuel Adams

               Biography: James Armistead

               Biography: Crispus Attucks

               Biography: Moses Austin

               Biography: Stephen F. Austin

               Biography: James A. Baker III

               Biography: William Blackstone

               Biography: Simón Bolívar

               Biography: Napoleon Bonaparte

               Biography: Chief Bowles

               Biography: Omar Bradley

               Biography: John C. Calhoun

               Biography: C?ésar Chávez

               Biography: Wentworth Cheswell

               Biography: George Childress

               Biography: Winston Churchill

               Biography: Henry Clay

               Biography: Bill Clinton

               Biography: Jefferson Davis

               Biography: Martín De León

               Biography: Green DeWitt

               Biography: Dwight Eisenhower

               Biography: James Fannin

               Biography: James L. Farmer Jr.

               Biography: Benjamin Franklin

               Biography: Betty Friedan

               Biography: Milton Friedman

               Biography: Bernardo de Gálvez

               Biography: Héctor P. García

               Biography: John Nance Garner

               Biography: King George III

               Biography: Henry B. González

               Biography: Raul A. Gonzalez Jr.

               Biography: Mikhail Gorbachev

               Biography: William Goyens

               Biography: Ulysses S. Grant

               Biography: José Gutiérrez de Lara

               Biography: Alexander Hamilton

               Biography: Hammurabi

               Biography: Warren Harding

               Biography: Friedrich Hayek

               Biography: Jack Coffee Hays

               Biography: Patrick Henry

               Biography: Adolf Hitler

               Biography: Oveta Culp Hobby

               Biography: James Hogg

               Biography: Sam Houston

               Biography: Kay Bailey Hutchison

               Biography: Andrew Jackson

               Biography: John Jay

               Biography: Thomas Jefferson

               Biography: Lyndon B. Johnson

               Biography: Anson Jones

               Biography: Barbara Jordan

               Biography: Justinian I

               Biography: John F. Kennedy

               Biography: John Maynard Keynes

               Biography: Martin Luther King Jr.

               Biography: Marquis de Lafayette

               Biography: Mirabeau B. Lamar

               Biography: Robert E. Lee

               Biography: Abraham Lincoln

               Biography: John Locke

               Biography: James Madison

               Biography: John Marshall

               Biography: George Marshall

               Biography: Karl Marx

               Biography: George Mason

               Biography: Mary Maverick

               Biography: Jane McCallum

               Biography: Joseph McCarthy

               Biography: James Monroe

               Biography: Charles de Montesquieu

               Biography: Edwin W. Moore

               Biography: Moses

               Biography: Benito Mussolini

               Biography: José Antonio Navarro

               Biography: Chester A. Nimitz

               Biography: Richard M. Nixon

               Biography: Barack Obama

               Biography: Sandra Day O'Connor

               Biography: Thomas Paine

               Biography: Quanah Parker

               Biography: Rosa Parks

               Biography: George Patton

               Biography: John J. Pershing

               Biography: John Paul II

               Biography: Sam Rayburn

               Biography: Ronald Reagan

               Biography: Hiram Rhodes Revels

               Biography: Franklin D. Roosevelt

               Biography: Theodore Roosevelt

               Biography: Lawrence Sullivan Ross

               Biography: Haym Salomon

               Biography: Antonio López de Santa Anna

               Biography: Phyllis Schlafly

               Biography: Erasmo Seguín

               Biography: Juan N. Seguín

               Biography: Roger Sherman

               Biography: Adam Smith

               Biography: Joseph Stalin

               Biography: Raymond L. Telles

               Biography: Alexis de Tocqueville

               Biography: Hideki Tojo

               Biography: William B. Travis

               Biography: Harry S. Truman

               Biography: Lech Walesa

               Biography: Mercy Otis Warren

               Biography: George Washington

               Biography: Daniel Webster

               Biography: Lulu Belle Madison White

               Biography: William Wilberforce

               Biography: James Wilson

               Biography: Woodrow Wilson

               Biography: Lorenzo de Zavala

               Biography: Mao Zedong

               Biography: Alexander the Great

               Biography: Andrew Carnegie

               Biography: Asoka

               Biography: Augustus Caesar

               Biography: Charlemagne

               Biography: Charles Finney

               Biography: Charles Remond

               Biography: Charley Parkhurst

               Biography: Confucius

               Biography: Constantine

               Biography: Nicolaus Copernicus

               Biography: David

               Biography: Desiderius Erasmus

               Biography: Elizabeth Cady Stanton

               Biography: Frederick Douglass

               Biography: Galileo Galilei

               Biography: Gouverneur Morris

               Biography: Harriet Hanson Robinson

               Biography: Hypatia

               Biography: Isaac Newton

               Biography: James Wilson

               Biography: John Brown

               Biography: John D. Rockefeller

               Biography: Julius Caesar

               Biography: Kublai Khan

               Biography: Laura Ingalls Wilder

               Biography: Lucretia Mott

               Biography: Margaret Fuller

               Biography: Martin Luther

               Biography: Michelangelo di Lodovico Buonarroti Simoni

               Biography: Wolfgang Amadeus Mozart

               Biography: Prince Shotoku

               Biography: René Descartes

               Biography: Robert Purvis

               Biography: Shi Huangdi

               Biography: Sojourner Truth

               Biography: St. Ignatius of Loyola

               Biography: Susan B. Anthony

               Biography: Theodore Dwight Weld

               Biography: William Lloyd Garrison

               Biography: William Shakespeare

               Biography: Yohanan ben Zaccai

               Biography: William Graham Sumner

               Biography: Dwight Moody

               Biography: Billy Sunday

               Biography: Niccolò Machiavelli

               Biography: William Gladstone

               Biography: Margaret Thatcher

               Biography: Aleksandr Solzhenitsyn

               Biography: Václav Havel

               Biography: Emily Greene Balch

            Constitution Day Resources

               Primary Source: Declaration of Independence

               Primary Source: The Pledge of Allegiance

               Interactive Gallery: Interactive Declaration of Independence

               Celebrate Freedom: Declaration of Independence and Constitution Day

               Celebrate Freedom: Declaration of Independence - Connect to World Events

               Celebrate Freedom: Declaration of Independence and the Bill of Rights

               The Constitution of the United States

            Graphic Organizers

               Graphic Organizer: Before-and-After Chart

               Graphic Organizer: Cause-and-Effect Chart 1

               Graphic Organizer: Cause-and-Effect Chart 2

               Graphic Organizer: Causes Chart

               Graphic Organizer: Chart/Table 1

               Graphic Organizer: Chart/Table 2

               Graphic Organizer: Chart/Table 3

               Graphic Organizer: Concept Web 1

               Graphic Organizer: Concept Web 2

               Graphic Organizer: Concept Web 3

               Graphic Organizer: Effects Chart

               Graphic Organizer: Flow Chart 1

               Graphic Organizer: Flow Chart 2

               Graphic Organizer: Flow Chart 3

               Graphic Organizer: Flow Chart 4

               Graphic Organizer: Flow Chart 5

               Graphic Organizer: Outline

               Graphic Organizer: Timeline

               Graphic Organizer: TreeMap/Flow Chart

               Graphic Organizer: Venn Diagram

            Hip Hop Songs

               World Geography

                  Hip Hop Geography: Ancient and Medieval Europe

                  Hip Hop Geography Lyrics: Ancient and Medieval Europe

                  Hip Hop Geography: Arabia and Iraq

                  Hip Hop Geography Lyrics: Arabia and Iraq

                  Hip Hop Geography: Australia and the Pacific

                  Hip Hop Geography Lyrics: Australia and the Pacific

                  Hip Hop Geography: Brazil

                  Hip Hop Geography Lyrics: Brazil

                  Hip Hop Geography: Canada

                  Hip Hop Geography Lyrics: Canada

                  Hip Hop Geography: Caribbean South America

                  Hip Hop Geography Lyrics: Caribbean South America

                  Hip Hop Geography: Central America and the Caribbean

                  Hip Hop Geography Lyrics: Central America and the Caribbean

                  Hip Hop Geography: Central Asia and the Caucasus

                  Hip Hop Geography Lyrics: Central Asia and the Caucasus

                  Hip Hop Geography: China and Its Neighbors

                  Hip Hop Geography Lyrics: China and Its Neighbors

                  Hip Hop Geography: Eastern Europe

                  Hip Hop Geography Lyrics: Eastern Europe

                  Hip Hop Geography: Europe in Modern Times

                  Hip Hop Geography Lyrics: Europe in Modern Times

                  Hip Hop Geography: Iran, Turkey, and Cyprus

                  Hip Hop Geography Lyrics: Iran, Turkey, and Cyprus

                  Hip Hop Geography: Israel and Its Neighbors

                  Hip Hop Geography Lyrics: Israel and Its Neighbors

                  Hip Hop Geography: Japan and the Koreas

                  Hip Hop Geography Lyrics: Japan and the Koreas

                  Hip Hop Geography: Mexico

                  Hip Hop Geography Lyrics: Mexico

                  Hip Hop Geography: North Africa

                  Hip Hop Geography Lyrics: North Africa

                  Hip Hop Geography: Russia

                  Hip Hop Geography Lyrics: Russia

                  Hip Hop Geography: South Asia

                  Hip Hop Geography Lyrics: South Asia

                  Hip Hop Geography: Southern and Eastern Africa

                  Hip Hop Geography Lyrics: Southern and Eastern Africa

                  Hip Hop Geography: The Andes and the Pampas

                  Hip Hop Geography Lyrics: The Andes and the Pampas

                  Hip Hop Geography: The United States

                  Hip Hop Geography Lyrics: The United States

                  Hip Hop Geography: West and Central Africa

                  Hip Hop Geography Lyrics: West and Central Africa

                  Hip Hop Geography: Western Europe

                  Hip Hop Geography Lyrics: Western Europe

               American History

                  Hip Hop History: American Society in the 1920s

                  Hip Hop History Lyrics: American Society in the 1920s

                  Hip Hop History: An Age of Reform

                  Hip Hop History Lyrics: An Age of Reform

                  Hip Hop History: Causes of the Revolution

                  Hip Hop History Lyrics: Causes of the Revolution

                  Hip Hop History: Colonies Take Root

                  Hip Hop History Lyrics: Colonies Take Root

                  Hip Hop History: Creating the Constitution

                  Hip Hop History Lyrics: Creating the Constitution

                  Hip Hop History: Cultural Change 1960-1980

                  Hip Hop History Lyrics: Cultural Change 1960-1980

                  Hip Hop History: Development of the North and South

                  Hip Hop History Lyrics: Development of the North and South

                  Hip Hop History: Era of Andrew Jackson

                  Hip Hop History Lyrics: Era of Andrew Jackson

                  Hip Hop History: European Exploration

                  Hip Hop History Lyrics: European Exploration

                  Hip Hop History: Expansionism

                  Hip Hop History Lyrics: Expansionism

                  Hip Hop History: Growth of the South and West

                  Hip Hop History Lyrics: Growth of the South and West

                  Hip Hop History: Immigration and Urbanization

                  Hip Hop History Lyrics: Immigration and Urbanization

                  Hip Hop History: Issues of the Gilded Age

                  Hip Hop History Lyrics: Issues of the Gilded Age

                  Hip Hop History: Life in the 13 Colonies

                  Hip Hop History Lyrics: Life in the 13 Colonies

                  Hip Hop History: Politics 1968-1980

                  Hip Hop History Lyrics: Politics 1968-1980

                  Hip Hop History: Politics in the Republic

                  Hip Hop History Lyrics: Politics in the Republic

                  Hip Hop History: Postwar American Society

                  Hip Hop History Lyrics: Postwar American Society

                  Hip Hop History: The American Revolution

                  Hip Hop History Lyrics: The American Revolution

                  Hip Hop History: The Civil Rights Movement

                  Hip Hop History Lyrics: The Civil Rights Movement

                  Hip Hop History: The Civil War

                  Hip Hop History Lyrics: The Civil War

                  Hip Hop History: The Cold War

                  Hip Hop History Lyrics: The Cold War

                  Hip Hop History: The Coming of War

                  Hip Hop History Lyrics: The Coming of War

                  Hip Hop History: The Conservative Resurgence

                  Hip Hop History Lyrics: The Conservative Resurgence

                  Hip Hop History: The Era of Thomas Jefferson

                  Hip Hop History Lyrics: The Era of Thomas Jefferson

                  Hip Hop History: The Great Depression

                  Hip Hop History Lyrics: The Great Depression

                  Hip Hop History: The Kennedy and Johnson Years

                  Hip Hop History Lyrics: The Kennedy and Johnson Years

                  Hip Hop History: The New Deal

                  Hip Hop History Lyrics: The New Deal

                  Hip Hop History: The Progressive Era

                  Hip Hop History Lyrics: The Progressive Era

                  Hip Hop History: The Reconstruction Era

                  Hip Hop History Lyrics: The Reconstruction Era

                  Hip Hop History: The Triumph of Industry

                  Hip Hop History Lyrics: The Triumph of Industry

                  Hip Hop History: The Union in Crisis

                  Hip Hop History Lyrics: The Union in Crisis

                  Hip Hop History: The Vietnam War

                  Hip Hop History Lyrics: The Vietnam War

                  Hip Hop History: The World 1992: 2008

                  Hip Hop History Lyrics: The World 1992: 2008

                  Hip Hop History: The World Before 1500

                  Hip Hop History Lyrics: The World Before 1500

                  Hip Hop History: Westward Expansion

                  Hip Hop History Lyrics: Westward Expansion

                  Hip Hop History: World War I and Beyond

                  Hip Hop History Lyrics: World War I and Beyond

                  Hip Hop History: World War II

                  Hip Hop History Lyrics: World War II

               World History

                  Hip Hop History: Ancient Americas

                  Hip Hop History Lyrics: Ancient Americas

                  Hip Hop History: Ancient Greece

                  Hip Hop History Lyrics: Ancient Greece

                  Hip Hop History: Ancient India and China

                  Hip Hop History Lyrics: Ancient India and China

                  Hip Hop History: Ancient Middle East and Egypt

                  Hip Hop History Lyrics: Ancient Middle East and Egypt

                  Hip Hop History: Ancient Rome and Christianity

                  Hip Hop History Lyrics: Ancient Rome and Christianity

                  Hip Hop History: Byzantine Empire and Russia

                  Hip Hop History Lyrics: Byzantine Empire and Russia

                  Hip Hop History: Early African Civilizations

                  Hip Hop History Lyrics: Early African Civilizations

                  Hip Hop History: Early Agriculture Prehistory

                  Hip Hop History Lyrics: Early Agriculture Prehistory

                  Hip Hop History: Early Medieval Europe

                  Hip Hop History Lyrics: Early Medieval Europe

                  Hip Hop History: European Expansion Africa and Asia

                  Hip Hop History Lyrics: European Expansion Africa and Asia

                  Hip Hop History: European Expansion The Americas

                  Hip Hop History Lyrics: European Expansion The Americas

                  Hip Hop History: Growth of Western Democracies

                  Hip Hop History Lyrics: Growth of Western Democracies

                  Hip Hop History: High and Late Medieval Europe

                  Hip Hop History Lyrics: High and Late Medieval Europe

                  Hip Hop History: Islamic Civilizations

                  Hip Hop History Lyrics: Islamic Civilizations

                  Hip Hop History: Life in the Industrial Age

                  Hip Hop History Lyrics: Life in the Industrial Age

                  Hip Hop History: Nationalism and Revolution Around the World

                  Hip Hop History Lyrics: Nationalism and Revolution Around the World

                  Hip Hop History: Nationalism Triumphs in Europe

                  Hip Hop History Lyrics: Nationalism Triumphs in Europe

                  Hip Hop History: New Global Patterns

                  Hip Hop History Lyrics: New Global Patterns

                  Hip Hop History: New Nations Emerge

                  Hip Hop History Lyrics: New Nations Emerge

                  Hip Hop History: Regional Conflicts

                  Hip Hop History Lyrics: Regional Conflicts

                  Hip Hop History: Revolutions in Europe and Latin America

                  Hip Hop History Lyrics: Revolutions in Europe and Latin America

                  Hip Hop History: Spread of Civilization in East and Southeast Asia

                  Hip Hop History Lyrics: Spread of Civilization in East and Southeast Asia

                  Hip Hop History: The Age of Absolutism

                  Hip Hop History Lyrics: The Age of Absolutism

                  Hip Hop History: The Cold War

                  Hip Hop History Lyrics: The Cold War

                  Hip Hop History: The Developing World

                  Hip Hop History Lyrics: The Developing World

                  Hip Hop History: The Enlightenment and the American Revolution

                  Hip Hop History Lyrics: The Enlightenment and the American Revolution

                  Hip Hop History: The French Revolution and Napoleon

                  Hip Hop History Lyrics: The French Revolution and Napoleon

                  Hip Hop History: The Industrial Revolution Begins

                  Hip Hop History Lyrics: The Industrial Revolution Begins

                  Hip Hop History: The New Imperialism

                  Hip Hop History Lyrics: The New Imperialism

                  Hip Hop History: The Renaissance and Reformation

                  Hip Hop History Lyrics: The Renaissance and Reformation

                  Hip Hop History: The Rise of Totalitarianism

                  Hip Hop History Lyrics: The Rise of Totalitarianism

                  Hip Hop History: World War I and the Russian Revolution

                  Hip Hop History Lyrics: World War I and the Russian Revolution

                  Hip Hop History: World War II and Its Aftermath

                  Hip Hop History Lyrics: World War II and Its Aftermath

                  Hip Hop History:  The World Today
                  Hip Hop History: The World Today

                  Hip Hop History Lyrics:  The World Today
                  Hip Hop History Lyrics: The World Today

            Landmark Supreme Court Cases

               Landmark Supreme Court Cases: Marbury v. Madison

               Landmark Supreme Court Cases: Edgewood v. Kirby

               Landmark Supreme Court Cases: Worcester v. Georgia

               Landmark Supreme Court Cases: Schenck v. United States

               Landmark Supreme Court Cases: Gideon v. Wainwright

               Landmark Supreme Court Cases: Sweatt v. Painter

               Landmark Supreme Court Cases: Baker v. Carr

               Landmark Supreme Court Cases: Korematsu v. United States

               Landmark Supreme Court Cases: Brown v. Board of Education

               Landmark Supreme Court Cases: Plessy v. Ferguson

               Landmark Supreme Court Cases: Engel v. Vitale

               Landmark Supreme Court Cases: Gibbons v. Ogden

               Landmark Supreme Court Cases: McCulloch v. Maryland

               Landmark Supreme Court Cases: Dred Scott v. Sandford

               Landmark Supreme Court Cases: White v. Regester

               Landmark Supreme Court Cases: Miranda v. Arizona

               Landmark Supreme Court Cases: Mapp v. Ohio

               Landmark Supreme Court Cases: Hernandez v. Texas

               Landmark Supreme Court Cases: Wisconsin v. Yoder

               Landmark Supreme Court Cases: Texas v. Johnson

               Landmark Supreme Court Cases: National Federation v. Sebelius

               Landmark Supreme Court Cases: Mendez v. Westminster and Delgado v. Bastrop

               Landmark Supreme Court Cases: Roe v. Wade

               Landmark Supreme Court Cases: Grutter v. Bollinger

               Landmark Supreme Court Cases: Tinker v. Des Moines School District

            Presidents of the United States

            Rubrics

               Rubric: Assessing a Journal Entry

               Rubric: Assessing Performance of an Entire Group

               Rubric: Assessing Individual Performance in a Group

               Rubric: Assessing a Student Portfolio

               Rubric: Assessing an Oral Presentation

               Rubric: Assessing a Map

               Rubric: Assessing a Letter to the Editor

               Rubric: Assessing a Writing Assignment

               Rubric: Assessing a Student Poster

               Rubric: Assessing a Written Report

               Rubric: Assessing a Newspaper Article

               Rubric: Assessing a Graph, Chart, or Table

               Rubric: Assessing a Timeline

               Rubric: Assessing a Civic Discussion

               Rubric: Assessing Student Performance on a Project

            Supreme Court Glossary

            U.S. Constitution

         Progress-Monitoring Assessments

            Benchmark Test 1: Topics 1-4

            Benchmark Test 2: Topics 5-8

            Benchmark Test 3: Topics 9-11

            Benchmark Test 4: Topics 12-14

            End of Course Test 1

            End of Course Test 2

         Printable Tests and Answer Keys

            Printable Topic Tests and Answer Keys

               Printable Topic Test: Foundations of Government

               Printable Topic Test: The Beginnings of American Government

               Printable Topic Test: The Constitution

               Printable Topic Test: The Legislative Branch

               Printable Topic Test: The Presidency and Vice Presidency

               Printable Topic Test: The Executive Branch at Work

               Printable Topic Test: The Judicial Branch

               Printable Topic Test: Protecting Civil Liberties

               Printable Topic Test: Citizenship and Civil Rights

               Printable Topic Test: Government by the People

               Printable Topic Test: Elections

               Printable Topic Test: Government and the Economy

               Printable Topic Test: California State and Local Government

               Printable Topic Test: Comparative Political Systems

            Printable Progress-Monitoring Assessments and Answer Keys

               Printable Benchmark Test 1: Topics 1-4

               Printable Benchmark Test 2: Topics 5-8

               Printable Benchmark Test 3: Topics 9-11

               Printable Benchmark Test 4: Topics 12-14

               Printable End of Course Test 1

               Printable End of Course Test 2

         Teacher Resources Container

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            California History-Social Science Standards Alignments
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            Course Introduction Answer Key
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            Answer Key: Foundations of Government
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            Lesson Summary: Origins of the Modern Democratic State
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            Lesson Summary: The Basics of Democracy
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            Answer Key: Should the Constitution Be Ratified?
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            Lesson Summary: Origins of American Political Ideals
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            21st Century Skill: Analyze Images: Teacher Support
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            Lesson Summary Audio: Independence
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            Lesson Summary: First Steps
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            Answer Key: Creating and Ratifying the Constitution
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            Lesson Summary: Federalism: Powers Divided
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            Teacher's Edition ELD: The Presidency: An Overview
              Intended Role: Instructor

            Teacher's Edition Support: The Presidency: An Overview
              Intended Role: Instructor

            Editable Presentation: The Presidency: An Overview
              Intended Role: Instructor

            Lesson Summary: The Presidency: An Overview
              Intended Role: Instructor

            21st Century Skill: Generalize: Teacher Support
              Intended Role: Instructor

            Lesson Summary: The Vice President and the First Lady
              Intended Role: Instructor

            Lesson Summary Audio: The Vice President and the First Lady
              Intended Role: Instructor

            Lesson Summary B: The Vice President and the First Lady
              Intended Role: Instructor

            Answer Key: The Vice President and the First Lady
              Intended Role: Instructor

            Teacher's Edition ELD: The Vice President and the First Lady
              Intended Role: Instructor

            Teacher's Edition Support: The Vice President and the First Lady
              Intended Role: Instructor

            Editable Presentation: The Vice President and the First Lady
              Intended Role: Instructor

            Lesson Summary: The Vice President and the First Lady
              Intended Role: Instructor

            Lesson Summary: The President's Domestic Powers
              Intended Role: Instructor

            Lesson Summary Audio: The President's Domestic Powers
              Intended Role: Instructor

            Lesson Summary B: The President's Domestic Powers
              Intended Role: Instructor

            Answer Key: The President's Domestic Powers
              Intended Role: Instructor

            Teacher's Edition ELD: The President's Domestic Powers
              Intended Role: Instructor

            Teacher's Edition Support: The President's Domestic Powers
              Intended Role: Instructor

            Editable Presentation: The President's Domestic Powers
              Intended Role: Instructor

            Lesson Summary: The President's Domestic Powers
              Intended Role: Instructor

            21st Century Skill: Create a Research Hypothesis: Teacher Support
              Intended Role: Instructor

            Lesson Summary: The President's Foreign Affairs Powers
              Intended Role: Instructor

            Lesson Summary Audio: The President's Foreign Affairs Powers
              Intended Role: Instructor

            Lesson Summary B: The President's Foreign Affairs Powers
              Intended Role: Instructor

            Answer Key: The President's Foreign Affairs Powers
              Intended Role: Instructor

            Teacher's Edition ELD: The President's Foreign Affairs Powers
              Intended Role: Instructor

            Teacher's Edition Support: The President's Foreign Affairs Powers
              Intended Role: Instructor

            Editable Presentation: The President's Foreign Affairs Powers
              Intended Role: Instructor

            Lesson Summary: The President's Foreign Affairs Powers
              Intended Role: Instructor

            Answer Key: The Executive Branch at Work
              Intended Role: Instructor

            Teacher's Edition Support: The Executive Branch at Work
              Intended Role: Instructor

            Guide and Assessment Answer Key: The Executive Branch at Work
              Intended Role: Instructor

            Answer Key: The Executive Branch at Work
              Intended Role: Instructor

            Teacher's Edition Support: The Executive Branch at Work
              Intended Role: Instructor

            Government and Civics Core Concepts: Teacher Support
              Intended Role: Instructor

            Lesson Summary: The Federal Bureaucracy
              Intended Role: Instructor

            Lesson Summary Audio: The Federal Bureaucracy
              Intended Role: Instructor

            Lesson Summary B: The Federal Bureaucracy
              Intended Role: Instructor

            Answer Key: The Federal Bureaucracy
              Intended Role: Instructor

            Teacher's Edition ELD: The Federal Bureaucracy
              Intended Role: Instructor

            Teacher's Edition Support: The Federal Bureaucracy
              Intended Role: Instructor

            Editable Presentation: The Federal Bureaucracy
              Intended Role: Instructor

            Lesson Summary: The Federal Bureaucracy
              Intended Role: Instructor

            21st Century Skill: Evaluate Web Sites: Teacher Support
              Intended Role: Instructor

            Lesson Summary: The EOP and the Executive Departments
              Intended Role: Instructor

            Lesson Summary Audio: The EOP and the Executive Departments
              Intended Role: Instructor

            Lesson Summary B: The EOP and the Executive Departments
              Intended Role: Instructor

            Answer Key: The EOP and the Executive Departments
              Intended Role: Instructor

            Teacher's Edition ELD: The EOP and the Executive Departments
              Intended Role: Instructor

            Teacher's Edition Support: The EOP and the Executive Departments
              Intended Role: Instructor

            Editable Presentation: The EOP and the Executive Departments
              Intended Role: Instructor

            Lesson Summary: The EOP and the Executive Departments
              Intended Role: Instructor

            Lesson Summary: The Independent Agencies
              Intended Role: Instructor

            Lesson Summary Audio: The Independent Agencies
              Intended Role: Instructor

            Lesson Summary B: The Independent Agencies
              Intended Role: Instructor

            Answer Key: The Independent Agencies
              Intended Role: Instructor

            Teacher's Edition ELD: The Independent Agencies
              Intended Role: Instructor

            Teacher's Edition Support: The Independent Agencies
              Intended Role: Instructor

            Editable Presentation: The Independent Agencies
              Intended Role: Instructor

            Lesson Summary: The Independent Agencies
              Intended Role: Instructor

            21st Century Skill: Sequence: Teacher Support
              Intended Role: Instructor

            Government and Civics Core Concepts: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Foreign Policy Overview
              Intended Role: Instructor

            Lesson Summary Audio: Foreign Policy Overview
              Intended Role: Instructor

            Lesson Summary B: Foreign Policy Overview
              Intended Role: Instructor

            Answer Key: Foreign Policy Overview
              Intended Role: Instructor

            Teacher's Edition ELD: Foreign Policy Overview
              Intended Role: Instructor

            Teacher's Edition Support: Foreign Policy Overview
              Intended Role: Instructor

            Editable Presentation: Foreign Policy Overview
              Intended Role: Instructor

            Lesson Summary: Foreign Policy Overview
              Intended Role: Instructor

            21st Century Skill: Read Charts, Graphs, and Tables: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Diplomacy
              Intended Role: Instructor

            Lesson Summary Audio: Diplomacy
              Intended Role: Instructor

            Lesson Summary B: Diplomacy
              Intended Role: Instructor

            Answer Key: Diplomacy
              Intended Role: Instructor

            Teacher's Edition ELD: Diplomacy
              Intended Role: Instructor

            Teacher's Edition Support: Diplomacy
              Intended Role: Instructor

            Editable Presentation: Diplomacy
              Intended Role: Instructor

            Lesson Summary: Diplomacy
              Intended Role: Instructor

            21st Century Skill: Distinguish Between Fact and Opinion: Teacher Support
              Intended Role: Instructor

            Lesson Summary: National Security
              Intended Role: Instructor

            Lesson Summary Audio: National Security
              Intended Role: Instructor

            Lesson Summary B: National Security
              Intended Role: Instructor

            Answer Key: National Security
              Intended Role: Instructor

            Teacher's Edition ELD: National Security
              Intended Role: Instructor

            Teacher's Edition Support: National Security
              Intended Role: Instructor

            Editable Presentation: National Security
              Intended Role: Instructor

            Lesson Summary: National Security
              Intended Role: Instructor

            Answer Key: The Judicial Branch
              Intended Role: Instructor

            Teacher's Edition Support: The Judicial Branch
              Intended Role: Instructor

            Guide and Assessment Answer Key: The Judicial Branch
              Intended Role: Instructor

            Answer Key: The Judicial Branch
              Intended Role: Instructor

            Teacher's Edition Support: The Judicial Branch
              Intended Role: Instructor

            Lesson Summary: The National Judiciary
              Intended Role: Instructor

            Lesson Summary Audio: The National Judiciary
              Intended Role: Instructor

            Lesson Summary B: The National Judiciary
              Intended Role: Instructor

            Answer Key: The National Judiciary
              Intended Role: Instructor

            Teacher's Edition ELD: The National Judiciary
              Intended Role: Instructor

            Teacher's Edition Support: The National Judiciary
              Intended Role: Instructor

            Editable Presentation: The National Judiciary
              Intended Role: Instructor

            Lesson Summary: The National Judiciary
              Intended Role: Instructor

            Lesson Summary: The Supreme Court
              Intended Role: Instructor

            Lesson Summary Audio: The Supreme Court
              Intended Role: Instructor

            Lesson Summary B: The Supreme Court
              Intended Role: Instructor

            Answer Key: The Supreme Court
              Intended Role: Instructor

            Teacher's Edition ELD: The Supreme Court
              Intended Role: Instructor

            Teacher's Edition Support: The Supreme Court
              Intended Role: Instructor

            Editable Presentation: The Supreme Court
              Intended Role: Instructor

            Lesson Summary: The Supreme Court
              Intended Role: Instructor

            21st Century Skill: Ask Questions: Teacher Support
              Intended Role: Instructor

            Lesson Summary: The Inferior Courts and the Special Courts
              Intended Role: Instructor

            Lesson Summary Audio: The Inferior Courts and the Special Courts
              Intended Role: Instructor

            Lesson Summary B: The Inferior Courts and the Special Courts
              Intended Role: Instructor

            Answer Key: The Inferior Courts and the Special Courts
              Intended Role: Instructor

            Teacher's Edition ELD: The Inferior Courts and the Special Courts
              Intended Role: Instructor

            Teacher's Edition Support: The Inferior Courts and the Special Courts
              Intended Role: Instructor

            Editable Presentation: The Inferior Courts and the Special Courts
              Intended Role: Instructor

            Lesson Summary: The Inferior Courts and the Special Courts
              Intended Role: Instructor

            Answer Key: Protecting Civil Liberties
              Intended Role: Instructor

            Teacher's Edition Support: Protecting Civil Liberties
              Intended Role: Instructor

            Guide and Assessment Answer Key: Protecting Civil Liberties
              Intended Role: Instructor

            Answer Key: Protecting Civil Liberties
              Intended Role: Instructor

            Teacher's Edition Support: Protecting Civil Liberties
              Intended Role: Instructor

            21st Century Skill: Summarize: Teacher Support
              Intended Role: Instructor

            Lesson Summary: The Unalienable Rights
              Intended Role: Instructor

            Lesson Summary Audio: The Unalienable Rights
              Intended Role: Instructor

            Lesson Summary B: The Unalienable Rights
              Intended Role: Instructor

            Answer Key: The Unalienable Rights
              Intended Role: Instructor

            Teacher's Edition ELD: The Unalienable Rights
              Intended Role: Instructor

            Teacher's Edition Support: The Unalienable Rights
              Intended Role: Instructor

            Editable Presentation: The Unalienable Rights
              Intended Role: Instructor

            Lesson Summary: The Unalienable Rights
              Intended Role: Instructor

            Lesson Summary: Freedom of Religion
              Intended Role: Instructor

            Lesson Summary Audio: Freedom of Religion
              Intended Role: Instructor

            Lesson Summary B: Freedom of Religion
              Intended Role: Instructor

            Answer Key: Freedom of Religion
              Intended Role: Instructor

            Teacher's Edition ELD: Freedom of Religion
              Intended Role: Instructor

            Teacher's Edition Support: Freedom of Religion
              Intended Role: Instructor

            Editable Presentation: Freedom of Religion
              Intended Role: Instructor

            Lesson Summary: Freedom of Religion
              Intended Role: Instructor

            Lesson Summary: Freedom of Speech and Press
              Intended Role: Instructor

            Lesson Summary Audio: Freedom of Speech and Press
              Intended Role: Instructor

            Lesson Summary B: Freedom of Speech and Press
              Intended Role: Instructor

            Answer Key: Freedom of Speech and Press
              Intended Role: Instructor

            Teacher's Edition ELD: Freedom of Speech and Press
              Intended Role: Instructor

            Teacher's Edition Support: Freedom of Speech and Press
              Intended Role: Instructor

            Editable Presentation: Freedom of Speech and Press
              Intended Role: Instructor

            Lesson Summary: Freedom of Speech and Press
              Intended Role: Instructor

            21st Century Skill: Analyze Media Content: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Freedom of Assembly and Petition
              Intended Role: Instructor

            Lesson Summary Audio: Freedom of Assembly and Petition
              Intended Role: Instructor

            Lesson Summary B: Freedom of Assembly and Petition
              Intended Role: Instructor

            Answer Key: Freedom of Assembly and Petition
              Intended Role: Instructor

            Teacher's Edition ELD: Freedom of Assembly and Petition
              Intended Role: Instructor

            Teacher's Edition Support: Freedom of Assembly and Petition
              Intended Role: Instructor

            Editable Presentation: Freedom of Assembly and Petition
              Intended Role: Instructor

            Lesson Summary: Freedom of Assembly and Petition
              Intended Role: Instructor

            Lesson Summary: Due Process of Law
              Intended Role: Instructor

            Lesson Summary Audio: Due Process of Law
              Intended Role: Instructor

            Government and Civics Core Concepts: Teacher Support
              Intended Role: Instructor

            Lesson Summary B: Due Process of Law
              Intended Role: Instructor

            Answer Key: Due Process of Law
              Intended Role: Instructor

            Teacher's Edition Support: Due Process of Law
              Intended Role: Instructor

            Teacher's Edition ELD: Due Process of Law
              Intended Role: Instructor

            Editable Presentation: Due Process of Law
              Intended Role: Instructor

            Lesson Summary: Due Process of Law
              Intended Role: Instructor

            21st Century Skill: Analyze Political Cartoons: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Freedom and Security of the Person
              Intended Role: Instructor

            Lesson Summary Audio: Freedom and Security of the Person
              Intended Role: Instructor

            Lesson Summary B: Freedom and Security of the Person
              Intended Role: Instructor

            Answer Key: Freedom and Security of the Person
              Intended Role: Instructor

            Teacher's Edition ELD: Freedom and Security of the Person
              Intended Role: Instructor

            Teacher's Edition Support: Freedom and Security of the Person
              Intended Role: Instructor

            Editable Presentation: Freedom and Security of the Person
              Intended Role: Instructor

            Lesson Summary: Freedom and Security of the Person
              Intended Role: Instructor

            Lesson Summary: Rights of the Accused
              Intended Role: Instructor

            Lesson Summary Audio: Rights of the Accused
              Intended Role: Instructor

            Lesson Summary B: Rights of the Accused
              Intended Role: Instructor

            Answer Key: Rights of the Accused
              Intended Role: Instructor

            Teacher's Edition Support: Rights of the Accused
              Intended Role: Instructor

            Teacher's Edition ELD: Rights of the Accused
              Intended Role: Instructor

            Editable Presentation: Rights of the Accused
              Intended Role: Instructor

            Lesson Summary: Rights of the Accused
              Intended Role: Instructor

            Answer Key: Citizenship and Civil Rights
              Intended Role: Instructor

            Teacher's Edition Support: Citizenship and Civil Rights
              Intended Role: Instructor

            Guide and Assessment Answer Key: Citizenship and Civil Rights
              Intended Role: Instructor

            Answer Key: Citizenship and Civil Rights
              Intended Role: Instructor

            Teacher's Edition Support: Citizenship and Civil Rights
              Intended Role: Instructor

            21st Century Skill: Solve Problems: Teacher Support
              Intended Role: Instructor

            Government and Civics Core Concepts: Teacher Support
              Intended Role: Instructor

            Lesson Summary: American Citizenship
              Intended Role: Instructor

            Lesson Summary Audio: American Citizenship
              Intended Role: Instructor

            Lesson Summary B: American Citizenship
              Intended Role: Instructor

            Answer Key: American Citizenship
              Intended Role: Instructor

            Teacher's Edition Support: American Citizenship
              Intended Role: Instructor

            Teacher's Edition ELD: American Citizenship
              Intended Role: Instructor

            Editable Presentation: American Citizenship
              Intended Role: Instructor

            Lesson Summary: American Citizenship
              Intended Role: Instructor

            21st Century Skill: Participate in a Discussion or Debate: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Diversity and Discrimination
              Intended Role: Instructor

            Lesson Summary Audio: Diversity and Discrimination
              Intended Role: Instructor

            Lesson Summary B: Diversity and Discrimination
              Intended Role: Instructor

            Answer Key: Diversity and Discrimination
              Intended Role: Instructor

            Teacher's Edition ELD: Diversity and Discrimination
              Intended Role: Instructor

            Teacher's Edition Support: Diversity and Discrimination
              Intended Role: Instructor

            Editable Presentation: Diversity and Discrimination
              Intended Role: Instructor

            Lesson Summary: Diversity and Discrimination
              Intended Role: Instructor

            Lesson Summary: Equality Before the Law
              Intended Role: Instructor

            Lesson Summary Audio: Equality Before the Law
              Intended Role: Instructor

            Lesson Summary B: Equality Before the Law
              Intended Role: Instructor

            Answer Key: Equality Before the Law
              Intended Role: Instructor

            Teacher's Edition ELD: Equality Before the Law
              Intended Role: Instructor

            Teacher's Edition Support: Equality Before the Law
              Intended Role: Instructor

            Editable Presentation: Equality Before the Law
              Intended Role: Instructor

            Lesson Summary: Equality Before the Law
              Intended Role: Instructor

            Answer Key: Federal Civil Rights Laws
              Intended Role: Instructor

            Lesson Summary: Federal Civil Rights Laws
              Intended Role: Instructor

            Lesson Summary Audio: Federal Civil Rights Laws
              Intended Role: Instructor

            Lesson Summary B: Federal Civil Rights Laws
              Intended Role: Instructor

            Teacher's Edition Support: Federal Civil Rights Laws
              Intended Role: Instructor

            Teacher's Edition ELD: Federal Civil Rights Laws
              Intended Role: Instructor

            Editable Presentation: Federal Civil Rights Laws
              Intended Role: Instructor

            Lesson Summary: Federal Civil Rights Laws
              Intended Role: Instructor

            Answer Key: Government by the People
              Intended Role: Instructor

            Teacher's Edition Support: Government by the People
              Intended Role: Instructor

            Guide and Assessment Answer Key: Government by the People
              Intended Role: Instructor

            Answer Key: Government by the People
              Intended Role: Instructor

            Teacher's Edition Support: Government by the People
              Intended Role: Instructor

            21st Century Skill: Analyze Primary and Secondary Sources: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Compare Viewpoints: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Identify Bias: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Write an Essay: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Consider & Counter Opposing Arguments: Teacher Support
              Intended Role: Instructor

            Answer Key: Regulating Special Interests and Earmarks
              Intended Role: Instructor

            Teacher's Edition Support: Regulating Special Interests and Earmarks
              Intended Role: Instructor

            Government and Civics Core Concepts: Teacher Support
              Intended Role: Instructor

            Lesson Summary: The History of Voting Rights
              Intended Role: Instructor

            Lesson Summary Audio: The History of Voting Rights
              Intended Role: Instructor

            Lesson Summary B: The History of Voting Rights
              Intended Role: Instructor

            Answer Key: The History of Voting Rights
              Intended Role: Instructor

            Teacher's Edition ELD: The History of Voting Rights
              Intended Role: Instructor

            Teacher's Edition Support: The History of Voting Rights
              Intended Role: Instructor

            Editable Presentation: The History of Voting Rights
              Intended Role: Instructor

            Lesson Summary: The History of Voting Rights
              Intended Role: Instructor

            21st Century Skill: Support Ideas with Evidence: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Your Right to Vote
              Intended Role: Instructor

            Lesson Summary Audio: Your Right to Vote
              Intended Role: Instructor

            Lesson Summary B: Your Right to Vote
              Intended Role: Instructor

            Answer Key: Your Right to Vote
              Intended Role: Instructor

            Teacher's Edition ELD: Your Right to Vote
              Intended Role: Instructor

            Teacher's Edition Support: Your Right to Vote
              Intended Role: Instructor

            Editable Presentation: Your Right to Vote
              Intended Role: Instructor

            Lesson Summary: Your Right to Vote
              Intended Role: Instructor

            Government and Civics Core Concepts: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Voting Trends
              Intended Role: Instructor

            Lesson Summary Audio: Voting Trends
              Intended Role: Instructor

            Lesson Summary B: Voting Trends
              Intended Role: Instructor

            Answer Key: Voting Trends
              Intended Role: Instructor

            Teacher's Edition ELD: Voting Trends
              Intended Role: Instructor

            Teacher's Edition Support: Voting Trends
              Intended Role: Instructor

            Editable Presentation: Voting Trends
              Intended Role: Instructor

            Lesson Summary: Voting Trends
              Intended Role: Instructor

            21st Century Skill: Voting: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Make Predictions: Teacher Support
              Intended Role: Instructor

            Lesson Summary: The Voting Process
              Intended Role: Instructor

            Lesson Summary Audio: The Voting Process
              Intended Role: Instructor

            Lesson Summary B: The Voting Process
              Intended Role: Instructor

            Answer Key: The Voting Process
              Intended Role: Instructor

            Teacher's Edition ELD: The Voting Process
              Intended Role: Instructor

            Teacher's Edition Support: The Voting Process
              Intended Role: Instructor

            Editable Presentation: The Voting Process
              Intended Role: Instructor

            Lesson Summary: The Voting Process
              Intended Role: Instructor

            21st Century Skill: Search for Information on the Internet: Teacher Support
              Intended Role: Instructor

            History Core Concepts: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Public Opinion and Polling
              Intended Role: Instructor

            Lesson Summary Audio: Public Opinion and Polling
              Intended Role: Instructor

            Lesson Summary B: Public Opinion and Polling
              Intended Role: Instructor

            Answer Key: Public Opinion and Polling
              Intended Role: Instructor

            Teacher's Edition ELD: Public Opinion and Polling
              Intended Role: Instructor

            Teacher's Edition Support: Public Opinion and Polling
              Intended Role: Instructor

            Editable Presentation: Public Opinion and Polling
              Intended Role: Instructor

            Lesson Summary: Public Opinion and Polling
              Intended Role: Instructor

            21st Century Skill: Analyze Media Content: Teacher Support
              Intended Role: Instructor

            History Core Concepts: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Influencing Public Opinion: The Mass Media
              Intended Role: Instructor

            Lesson Summary Audio: Influencing Public Opinion: The Mass Media
              Intended Role: Instructor

            Lesson Summary B: Influencing Public Opinion: The Mass Media
              Intended Role: Instructor

            Answer Key: Influencing Public Opinion: The Mass Media
              Intended Role: Instructor

            Teacher's Edition ELD: Influencing Public Opinion: The Mass Media
              Intended Role: Instructor

            Teacher's Edition Support: Influencing Public Opinion: The Mass Media
              Intended Role: Instructor

            Editable Presentation: Influencing Public Opinion: The Mass Media
              Intended Role: Instructor

            Lesson Summary: Influencing Public Opinion: The Mass Media
              Intended Role: Instructor

            Lesson Summary: Understanding Interest Groups
              Intended Role: Instructor

            Lesson Summary Audio: Understanding Interest Groups
              Intended Role: Instructor

            Lesson Summary B: Understanding Interest Groups
              Intended Role: Instructor

            Answer Key: Understanding Interest Groups
              Intended Role: Instructor

            Teacher's Edition ELD: Understanding Interest Groups
              Intended Role: Instructor

            Teacher's Edition Support: Understanding Interest Groups
              Intended Role: Instructor

            Editable Presentation: Understanding Interest Groups
              Intended Role: Instructor

            Lesson Summary: Understanding Interest Groups
              Intended Role: Instructor

            Answer Key: Elections
              Intended Role: Instructor

            Teacher's Edition Support: Elections
              Intended Role: Instructor

            Guide and Assessment Answer Key: Elections
              Intended Role: Instructor

            Answer Key: Elections
              Intended Role: Instructor

            Teacher's Edition Support: Elections
              Intended Role: Instructor

            21st Century Skill: Evaluate Existing Arguments: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Support Ideas with Evidence: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Participate in a Discussion or Debate: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Consider & Counter Opposing Arguments: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Ask Questions: Teacher Support
              Intended Role: Instructor

            Quest Civic Discussion: Teacher Instructions
              Intended Role: Instructor

            21st Century Skill: Compare Viewpoints: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Political Parties and What They Do
              Intended Role: Instructor

            Lesson Summary Audio: Political Parties and What They Do
              Intended Role: Instructor

            Lesson Summary B: Political Parties and What They Do
              Intended Role: Instructor

            Answer Key: Political Parties and What They Do
              Intended Role: Instructor

            Teacher's Edition ELD: Political Parties and What They Do
              Intended Role: Instructor

            Teacher's Edition Support: Political Parties and What They Do
              Intended Role: Instructor

            Editable Presentation: Political Parties and What They Do
              Intended Role: Instructor

            Lesson Summary: Political Parties and What They Do
              Intended Role: Instructor

            Lesson Summary: Nominations
              Intended Role: Instructor

            Lesson Summary Audio: Nominations
              Intended Role: Instructor

            Lesson Summary B: Nominations
              Intended Role: Instructor

            Answer Key: Nominations
              Intended Role: Instructor

            Teacher's Edition ELD: Nominations
              Intended Role: Instructor

            Teacher's Edition Support: Nominations
              Intended Role: Instructor

            Editable Presentation: Nominations
              Intended Role: Instructor

            Lesson Summary: Nominations
              Intended Role: Instructor

            Lesson Summary: Electing the President
              Intended Role: Instructor

            Lesson Summary Audio: Electing the President
              Intended Role: Instructor

            Lesson Summary B: Electing the President
              Intended Role: Instructor

            Answer Key: Electing the President
              Intended Role: Instructor

            Teacher's Edition ELD: Electing the President
              Intended Role: Instructor

            Teacher's Edition Support: Electing the President
              Intended Role: Instructor

            Editable Presentation: Electing the President
              Intended Role: Instructor

            Lesson Summary: Electing the President
              Intended Role: Instructor

            21st Century Skill: Identify Trends: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Money and Elections
              Intended Role: Instructor

            Lesson Summary Audio: Money and Elections
              Intended Role: Instructor

            Lesson Summary B: Money and Elections
              Intended Role: Instructor

            Answer Key: Money and Elections
              Intended Role: Instructor

            Teacher's Edition ELD: Money and Elections
              Intended Role: Instructor

            Teacher's Edition Support: Money and Elections
              Intended Role: Instructor

            Editable Presentation: Money and Elections
              Intended Role: Instructor

            Lesson Summary: Money and Elections
              Intended Role: Instructor

            Answer Key: Government and the Economy
              Intended Role: Instructor

            Teacher's Edition Support: Government and the Economy
              Intended Role: Instructor

            Guide and Assessment Answer Key: Government and the Economy
              Intended Role: Instructor

            Answer Key: Government and the Economy
              Intended Role: Instructor

            Teacher's Edition Support: Government and the Economy
              Intended Role: Instructor

            21st Century Skill: Organize Your Ideas: Teacher Support
              Intended Role: Instructor

            Geography Core Concepts: Teacher Support
              Intended Role: Instructor

            Economics Core Concepts: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Types of Economic Systems
              Intended Role: Instructor

            Lesson Summary Audio: Types of Economic Systems
              Intended Role: Instructor

            Lesson Summary B: Types of Economic Systems
              Intended Role: Instructor

            Answer Key: Types of Economic Systems
              Intended Role: Instructor

            Teacher's Edition ELD: Types of Economic Systems
              Intended Role: Instructor

            Teacher's Edition Support: Types of Economic Systems
              Intended Role: Instructor

            Editable Presentation: Types of Economic Systems
              Intended Role: Instructor

            Lesson Summary: Types of Economic Systems
              Intended Role: Instructor

            21st Century Skill: Analyze Cause and Effect: Teacher Support
              Intended Role: Instructor

            Economics Core Concepts: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Fiscal and Monetary Policy
              Intended Role: Instructor

            Lesson Summary Audio: Fiscal and Monetary Policy
              Intended Role: Instructor

            Lesson Summary B: Fiscal and Monetary Policy
              Intended Role: Instructor

            Answer Key: Fiscal and Monetary Policy
              Intended Role: Instructor

            Teacher's Edition ELD: Fiscal and Monetary Policy
              Intended Role: Instructor

            Teacher's Edition Support: Fiscal and Monetary Policy
              Intended Role: Instructor

            Editable Presentation: Fiscal and Monetary Policy
              Intended Role: Instructor

            Lesson Summary: Fiscal and Monetary Policy
              Intended Role: Instructor

            21st Century Skill: Consider & Counter Opposing Arguments: Teacher Support
              Intended Role: Instructor

            Economics Core Concepts: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Financing Government
              Intended Role: Instructor

            Lesson Summary Audio: Financing Government
              Intended Role: Instructor

            Lesson Summary B: Financing Government
              Intended Role: Instructor

            Answer Key: Financing Government
              Intended Role: Instructor

            Teacher's Edition ELD: Financing Government
              Intended Role: Instructor

            Teacher's Edition Support: Financing Government
              Intended Role: Instructor

            Editable Presentation: Financing Government
              Intended Role: Instructor

            Lesson Summary: Financing Government
              Intended Role: Instructor

            21st Century Skill: Identify Trends: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Spending and Borrowing
              Intended Role: Instructor

            Lesson Summary Audio: Spending and Borrowing
              Intended Role: Instructor

            Lesson Summary B: Spending and Borrowing
              Intended Role: Instructor

            Answer Key: Spending and Borrowing
              Intended Role: Instructor

            Teacher's Edition ELD: Spending and Borrowing
              Intended Role: Instructor

            Teacher's Edition Support: Spending and Borrowing
              Intended Role: Instructor

            Editable Presentation: Spending and Borrowing
              Intended Role: Instructor

            Lesson Summary: Spending and Borrowing
              Intended Role: Instructor

            21st Century Skill: Create Charts and Maps: Teacher Support
              Intended Role: Instructor

            Economics Core Concepts: Teacher Support
              Intended Role: Instructor

            Lesson Summary: The U.S. in a Global Economy
              Intended Role: Instructor

            Lesson Summary Audio: The U.S. in a Global Economy
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            Lesson Summary B: The U.S. in a Global Economy
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            Answer Key: The U.S. in a Global Economy
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            Teacher's Edition ELD: The U.S. in a Global Economy
              Intended Role: Instructor

            Teacher's Edition Support: The U.S. in a Global Economy
              Intended Role: Instructor

            Editable Presentation: The U.S. in a Global Economy
              Intended Role: Instructor

            Lesson Summary: The U.S. in a Global Economy
              Intended Role: Instructor

            Answer Key: California State and Local Government
              Intended Role: Instructor

            Teacher's Edition Support: California State and Local Government
              Intended Role: Instructor

            Guide and Assessment Answer Key: California State and Local Government
              Intended Role: Instructor

            Answer Key: California State and Local Government
              Intended Role: Instructor

            Teacher's Edition Support: California State and Local Government
              Intended Role: Instructor

            21st Century Skill: Set a Purpose for Reading: Teacher Support
              Intended Role: Instructor

            Lesson Summary: The California State Constitution
              Intended Role: Instructor

            Lesson Summary B: The California State Constitution
              Intended Role: Instructor

            Answer Key: The California State Constitution
              Intended Role: Instructor

            Teacher's Edition ELD: The California State Constitution
              Intended Role: Instructor

            Teacher's Edition Support: The California State Constitution
              Intended Role: Instructor

            Lesson Summary: The California State Constitution
              Intended Role: Instructor

            Lesson Summary: The California Legislature
              Intended Role: Instructor

            Lesson Summary B: The California Legislature
              Intended Role: Instructor

            Answer Key: The California Legislature
              Intended Role: Instructor

            Teacher's Edition ELD: The California Legislature
              Intended Role: Instructor

            Teacher's Edition Support: The California Legislature
              Intended Role: Instructor

            Lesson Summary: The California Legislature
              Intended Role: Instructor

            Lesson Summary: California's Governor and Executive Branch
              Intended Role: Instructor

            Lesson Summary B: California's Governor and Executive Branch
              Intended Role: Instructor

            Answer Key: California's Governor and Executive Branch
              Intended Role: Instructor

            Teacher's Edition ELD: California's Governor and Executive Branch
              Intended Role: Instructor

            Teacher's Edition Support: California's Governor and Executive Branch
              Intended Role: Instructor

            Lesson Summary: California's Governor and Executive Branch
              Intended Role: Instructor

            21st Century Skill: Make Decisions: Teacher Support
              Intended Role: Instructor

            Lesson Summary: California State Courts
              Intended Role: Instructor

            Lesson Summary B: California State Courts
              Intended Role: Instructor

            Answer Key: California State Courts
              Intended Role: Instructor

            Teacher's Edition ELD: California State Courts
              Intended Role: Instructor

            Teacher's Edition Support: California State Courts
              Intended Role: Instructor

            Lesson Summary: California State Courts
              Intended Role: Instructor

            21st Century Skill: Being an Informed Citizen: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Local Government in California
              Intended Role: Instructor

            Lesson Summary B: Local Government in California
              Intended Role: Instructor

            Answer Key: Local Government in California
              Intended Role: Instructor

            Teacher's Edition ELD: Local Government in California
              Intended Role: Instructor

            Teacher's Edition Support: Local Government in California
              Intended Role: Instructor

            Lesson Summary: Local Government in California
              Intended Role: Instructor

            21st Century Skill: Paying Taxes: Teacher Support
              Intended Role: Instructor

            Personal Finance Core Concepts: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Spending and Revenue in California
              Intended Role: Instructor

            Lesson Summary B: Spending and Revenue in California
              Intended Role: Instructor

            Answer Key: Spending and Revenue in California
              Intended Role: Instructor

            Teacher's Edition ELD: Spending and Revenue in California
              Intended Role: Instructor

            Teacher's Edition Support: Spending and Revenue in California
              Intended Role: Instructor

            Lesson Summary: Spending and Revenue in California
              Intended Role: Instructor

            Answer Key: Comparative Political Systems
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            Teacher's Edition Support: Comparative Political Systems
              Intended Role: Instructor

            Guide and Assessment Answer Key: Comparative Political Systems
              Intended Role: Instructor

            Answer Key: Comparative Political Systems
              Intended Role: Instructor

            Teacher's Edition Support: Comparative Political Systems
              Intended Role: Instructor

            21st Century Skill: Read Political Maps: Teacher Support
              Intended Role: Instructor

            Lesson Summary: Democracy and the Changing World
              Intended Role: Instructor

            Lesson Summary Audio: Democracy and the Changing World
              Intended Role: Instructor

            Lesson Summary B: Democracy and the Changing World
              Intended Role: Instructor

            Answer Key: Democracy and the Changing World
              Intended Role: Instructor

            Teacher's Edition ELD: Democracy and the Changing World
              Intended Role: Instructor

            Teacher's Edition Support: Democracy and the Changing World
              Intended Role: Instructor

            Editable Presentation: Democracy and the Changing World
              Intended Role: Instructor

            Biography: Aleksandr Solzhenitsyn
              Intended Role: Instructor

            Biography: Václav Havel
              Intended Role: Instructor

            Lesson Summary: Democracy and the Changing World
              Intended Role: Instructor

            21st Century Skill: Compare and Contrast: Teacher Support
              Intended Role: Instructor

            Lesson Summary: The United Kingdom
              Intended Role: Instructor

            Lesson Summary Audio: The United Kingdom
              Intended Role: Instructor

            Lesson Summary B: The United Kingdom
              Intended Role: Instructor

            Answer Key: The United Kingdom
              Intended Role: Instructor

            Teacher's Edition ELD: The United Kingdom
              Intended Role: Instructor

            Teacher's Edition Support: The United Kingdom
              Intended Role: Instructor

            Editable Presentation: The United Kingdom
              Intended Role: Instructor

            Biography: William Gladstone
              Intended Role: Instructor

            Biography: Margaret Thatcher
              Intended Role: Instructor

            Lesson Summary: The United Kingdom
              Intended Role: Instructor

            Lesson Summary: The Russian Federation
              Intended Role: Instructor

            Lesson Summary Audio: The Russian Federation
              Intended Role: Instructor

            Lesson Summary B: The Russian Federation
              Intended Role: Instructor

            Answer Key: The Russian Federation
              Intended Role: Instructor

            Teacher's Edition ELD: The Russian Federation
              Intended Role: Instructor

            Teacher's Edition Support: The Russian Federation
              Intended Role: Instructor

            Editable Presentation: The Russian Federation
              Intended Role: Instructor

            Lesson Summary: The Russian Federation
              Intended Role: Instructor

            Economics Core Concepts: Teacher Support
              Intended Role: Instructor

            Lesson Summary: China
              Intended Role: Instructor

            Lesson Summary Audio: China
              Intended Role: Instructor

            Lesson Summary B: China
              Intended Role: Instructor

            Answer Key: China
              Intended Role: Instructor

            Teacher's Edition ELD: China
              Intended Role: Instructor

            Teacher's Edition Support: China
              Intended Role: Instructor

            Editable Presentation: China
              Intended Role: Instructor

            Lesson Summary: China
              Intended Role: Instructor

            Reading and Note Taking Study Guide Answer Key
              Intended Role: Instructor

            Culture Core Concepts: Teacher Support
              Intended Role: Instructor

            Culture Core Concepts: Answer Key
              Intended Role: Instructor

            Economics Core Concepts: Teacher Support
              Intended Role: Instructor

            Economics Core Concepts: Answer Key
              Intended Role: Instructor

            Geography Core Concepts: Teacher Support
              Intended Role: Instructor

            Geography Core Concepts: Answer Key
              Intended Role: Instructor

            Government and Civics Core Concepts: Teacher Support
              Intended Role: Instructor

            Government and Civics Core Concepts: Answer Key
              Intended Role: Instructor

            History Core Concepts: Teacher Support
              Intended Role: Instructor

            History Core Concepts: Answer Key
              Intended Role: Instructor

            Personal Finance Core Concepts: Teacher Support
              Intended Role: Instructor

            Personal Finance Core Concepts: Answer Key
              Intended Role: Instructor

            Interactive Primary Sources: Answer Key
              Intended Role: Instructor

            21st Century Skill: Identify Main Ideas and Details: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Set a Purpose for Reading: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Use Context Clues: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Analyze Cause and Effect: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Categorize: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Compare and Contrast: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Draw Conclusions: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Draw Inferences: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Generalize: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Make Decisions: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Make Predictions: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Sequence: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Solve Problems: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Summarize: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Analyze Media Content: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Analyze Primary and Secondary Sources: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Compare Viewpoints: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Distinguish Between Fact and Opinion: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Identify Bias: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Analyze Data and Models: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Analyze Images: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Analyze Political Cartoons: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Create Charts and Maps: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Create Databases: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Read Charts, Graphs, and Tables: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Read Physical Maps: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Read Political Maps: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Read Special-Purpose Maps: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Use Parts of a Map: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Ask Questions: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Avoid Plagiarism: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Create a Research Hypothesis: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Evaluate Web Sites: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Identify Evidence: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Identify Trends: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Interpret Sources: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Search for Information on the Internet: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Synthesize: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Take Effective Notes: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Develop a Clear Thesis: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Organize Your Ideas: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Support Ideas with Evidence: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Evaluate Existing Arguments: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Consider & Counter Opposing Arguments: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Give an Effective Presentation: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Participate in a Discussion or Debate: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Publish Your Work: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Write a Journal Entry: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Write an Essay: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Share Responsibility: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Compromise: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Develop Cultural Awareness: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Generate New Ideas: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Innovate: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Make a Difference Teacher Support
              Intended Role: Instructor

            21st Century Skill: Work in Teams: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Being an Informed Citizen: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Paying Taxes: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Political Participation: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Serving on a Jury: Teacher Support
              Intended Role: Instructor

            21st Century Skill: Voting: Teacher Support
              Intended Role: Instructor

            Biographies: Answer Key
              Intended Role: Instructor

            Benchmark Test 1: Answer Key
              Intended Role: Instructor

            Benchmark Test 2: Answer Key
              Intended Role: Instructor

            Benchmark Test 3: Answer Key
              Intended Role: Instructor

            Benchmark Test 4: Answer Key
              Intended Role: Instructor

            End of Course Test 1: Answer Key
              Intended Role: Instructor

            End of Course Test 2: Answer Key
              Intended Role: Instructor

            Credits, California Magruder's American Government
              Intended Role: Instructor

            California Magruder's American Government Teacher's Edition eText
              Intended Role: Instructor

         eText Container

            California Magruder's American Government Student Edition eText

         Tools

            Glossary