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Grade 12Prentice HallMagruder’sAmerican Government 2006C O R R E L A T E DT ODistrict of Columbia Learning Standards for Social StudiesGrade 12
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)PAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))Grade 12 Standards and Learning Activities — Principles of U.S. GovernmentPRINCIPLES OF U.S. GOVERNMENT12.1. Broad Concept: Students explain the fundamental principles and moral values of the AmericanRepublic as expressed in the U.S. Constitution and other essential documents of Americandemocracy.Students:SE/TE:1. Analyze the influence of ancient Greek,7-8, 9-10,11, 25, 28-30, 31, 32, 33,53, 60, 66Roman, English, and leading European political68, 84thinkers such as John Locke, Charles-LouisMontesquieu, Niccolò Machiavelli, and WilliamBlackstone on the development of Americangovernment.TE:66, 89, 279TR:Close Up Primary SourcesSection Reading Support Transparency SystemGuide to the Essentials (English and Spanish)Block Scheduling with Lesson Strategies UnitBooksTECHGo Online www.Phschool.comMagruder’s American Government VideoCollection2. Discuss the character of American democracySE/TE:and its promise and perils as articulated by238, 239, 242, 537Alexis de Tocqueville.TR:Close Up Primary SourcesTECH:Magruder’s American Government VideoCollectionSE/TE:3. Explain how the U.S. Constitution reflects abalance between the classical republican concern 3, 4-5, 8-10, 18-20, 40-43, 62-63, 64-70with promotion of the public good and theclassical liberal concern with protectingindividual rights; and discuss how the basicpremises of liberal constitutionalism anddemocracy are joined in the Declaration ofIndependence as “self-evident truths.”TR:Guided Reading and Review Workbook (Englishand Spanish)Section Support TransparenciesClose Up Primary SourcesBasic Principles of the ConstitutionTransparenciesThe Enduring ConstitutionGuide to the Essentials (English and Spanish)TECH:Go Online www.Phschool.comDISTRICT OF COLUMBIA LEARNINGSTANDARDS1SE Student Edition - TE Teacher Edition - TR Teaching Resources - TECH Technology
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)DISTRICT OF COLUMBIA LEARNINGSTANDARDS4. Explain how the Founding Fathers’ realisticview of human nature led directly to theestablishment of a constitutional system thatlimited the power of the governors and thegoverned as articulated in The Federalist Papers.5. Describe the systems of separated and sharedpowers, the role of organized interests(Federalist Paper Number 10), checks andbalances (Federalist Paper Number 51), theimportance of an independent judiciary(Federalist Paper Number 78), enumeratedpowers, rule of law, federalism, and civiliancontrol of the military.6. Understand that the Bill of Rights limits thepowers of the federal government and stategovernments.12.2. Broad Concept: Students formulatequestions about and defend their analyses oftensions within our constitutional democracy andthe importance of maintaining a balancebetween the following concepts: majority ruleand individual rights; liberty and equality; stateand national authority in a federal system; civildisobedience and the rule of law; freedom of thepress and the right to a fair trial; and therelationship of religion and government.PAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))SE/TE:8, 9, 10, 64-70, 263, 468, 506, 783-790TR:Section Reading Support Transparency SystemGuided Reading and Review Workbook (Englishand Spanish)TECH:Go Online www.Phschool.comMagruder’s American Government VideoCollectionSE/TE:xvii, 1, 39, 53, 62, 63, 64-65, 66, 67-70, 78,84-85, 234-240, 242-247, 256-257, 263, 351,405-406, 472-473, 506, 783-790TR:Section Support TransparenciesGuide to the Essentials (English and Spanish)Basic Principles of the ConstitutionTransparenciesThe Enduring ConstitutionClose Up Primary SourcesTECH:Go Online www.Phschool.comSE/TE:57, 74, 75-76, 77, 78, 84, 532-536, 537, 544,564-565TR:The Bill of Rights: A User’s GuideBasic Principles of the ConstitutionTransparenciesGuide to the Essentials (English and Spanish)The Enduring ConstitutionClose Up Primary SourcesTECH:Go Online www.Phschool.comSE/TE:18-20, 23, 25, 30, 66, 74, 88-95, 96, 110-111,224-225, 534-535, 536, 537-544, 545, 546553, 580, 581, 8032SE Student Edition - TE Teacher Edition - TR Teaching Resources - TECH Technology
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)DISTRICT OF COLUMBIA LEARNINGSTANDARDSPAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))TR:Section Reading Support Transparency SystemGuided Reading and Review Workbook (Englishand Spanish)Guide to the Essentials (English and Spanish)Simulations and Data Graphing CD-ROMClose Up on the Supreme CourtClose Up Primary SourcesSection Support TransparenciesGuided Reading and Review Workbook (Englishand Spanish)Block Scheduling with Lesson Strategies UnitBooksPolitical CartoonsBasic Principles of the ConstitutionTransparenciesTECH:Go Online www.Phschool.comKeep It Current CD-ROMABC News Civics and Government VideotapeLibrary News Civics and Government VideotapeLibrary: The Fight Over Religion in Our SchoolsBRANCHES OF GOVERNMENT12.3. Broad Concept: Students analyze the unique roles and responsibilities of the three branches ofgovernment as established by the U.S. Constitution.Students:SE/TE:1. Discuss Article I of the Constitution as it262-265, 267-273, 275-278, 280-282, 2886relates to the legislative branch, including287, 290-292, 294-304, 305-308, 309, 310eligibility for office and lengths of terms of314, 316-317, 334-346, 348-349, 758, 759,representatives and senators; election to office;760-766the roles of the House and Senate inimpeachment proceedings; the role of the vicepresident; the enumerated legislative powers;and the process by which a bill becomes a law.TR:Block Scheduling with Lesson Strategies UnitBooksGuided Reading and Review Workbook (Englishand Spanish)Section Reading Support Transparency SystemSection Support TransparenciesGuide to the Essentials (English and Spanish)Political CartoonsClose Up on the Supreme CourtThe Enduring ConstitutionClose Up Primary SourcesSimulations and Data Graphing CD-ROMTECH:Go Online www.Phschool.comMagruder’s American Government VideoCollectionKeep It Current CD-ROM3SE Student Edition - TE Teacher Edition - TR Teaching Resources - TECH Technology
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)DISTRICT OF COLUMBIA LEARNINGSTANDARDS2. Explain the process through which theConstitution can be amended.3. Identify their current representatives in thelegislative branch of the national government.4. Discuss Article II of the Constitution as itrelates to the executive branch, includingeligibility for office and length of term, electionto and removal from office, the oath of office,and the enumerated executive powers.5. Discuss Article III of the Constitution as itrelates to judicial power, including the length ofterms of judges and the jurisdiction of theSupreme Court.PAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))SE/TE:72-77, 84TR:Guided Reading and Review Workbook (Englishand Spanish)Political CartoonsThe Enduring ConstitutionSection Support TransparenciesBasic Principles of the ConstitutionTransparenciesGuide to the Essentials (English and Spanish)TECH:Go Online www.Phschool.comSE/TE:270, 279SE/TE:311-313, 316, 352-359, 365-367, 368-375,377-379, 3866, 390-392, 393-397, 399-403,405-408, 410-411, 766-768TR:Block Scheduling with Lesson Strategies UnitBooksGuided Reading and Review Workbook (Englishand Spanish)Political CartoonsSection Support TransparenciesGuide to the Essentials (English and Spanish)Basic Principles of the ConstitutionTransparenciesThe Enduring ConstitutionSimulations and Data Graphing CD-ROMClose Up Primary SourcesTECH:Go Online www.Phschool.comKeep It Current CD-ROMMagruder’s American Government VideoCollectionSE/TE:504-505, 506-511, 512-515, 516, 517-522,,524-526, 528-529, 768-769TE:507, 5094SE Student Edition - TE Teacher Edition - TR Teaching Resources - TECH Technology
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)DISTRICT OF COLUMBIA LEARNINGSTANDARDSPAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))TR:Block Scheduling with Lesson Strategies UnitBooksPolitical CartoonsGuided Reading and Review Workbook (Englishand Spanish)Section Support TransparenciesSection Reading Support Transparency SystemGuide to the Essentials (English and Spanish)Close Up Primary SourcesBasic Principles of the ConstitutionTransparenciesTECH:Go Online www.Phschool.comFace the Issues Video6. Explain the processes of selection andSE/TE:confirmation of Supreme Court justices.395, 509TE:50912.4. Broad Concept: Students summarize landmark U.S. Supreme Court interpretations of theConstitution and its amendments.Students:SE/TE:1. Understand the changing interpretations of59, 74-75, 231, 463, 530, 531, 533, 535-536,the Bill of Rights over time, including537-544, 545, 546-553, 554, 555-558, 559,interpretations of the basic freedoms (religion,560-561, 562-563, 564-568, 590-591, 601-603,speech, press, petition, and assembly)604-605, 610-612,, 620-621, 677, 740, 772articulated in the First Amendment and the due773, 774, 799, 800, 801, 803, 804, 805, 806process and equal-protection-of-the-law clausesof the 14th Amendment.TE:534, 541, 542, 548, 550, 552TR:Section Reading Support Transparency SystemSection Support TransparenciesPolitical CartoonsGuided Reading and Review Workbook (Englishand Spanish)Simulations and Data Graphing CD-ROMClose Up on the Supreme CourtBlock Scheduling with Lesson Strategies UnitBooksClose Up Primary SourcesGuide to the Essentials (English and Spanish)TECH:Go Online www.Phschool.comKeep It Current CD-ROMSE/TE:2. Analyze judicial activism and judicial restraint59, 70, 509, 510, 536, 538-544, 559, 560-561,and the effects of each policy over the decades570-574, 581-583, 584, 586-588, 589, 590(e.g., the Warren and Rehnquist courts).591, 799-806TE:195SE Student Edition - TE Teacher Edition - TR Teaching Resources - TECH Technology
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)DISTRICT OF COLUMBIA LEARNINGSTANDARDS3. Evaluate the effects of the Court’sinterpretations of the Constitution in Marbury v.Madison, McCulloch v. Maryland, and UnitedStates v. Nixon, with emphasis on thearguments espoused by each side in thesecases.4. Explain the controversies that have resultedover changing interpretations of civil rights,including those in Plessy v. Ferguson; Brown v.Board of Education; Miranda v. Arizona; Regentsof the University of California v. Bakke; Adar andConstructors, Inc. v. Pena; and United States v.Virginia (VMI).PAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))TR:Simulations and Data Graphing CD-ROMClose Up on the Supreme CourtGuided Reading and Review Workbook (Englishand Spanish)Close Up Primary SourcesSection Support TransparenciesThe Enduring ConstitutionTECH:ABC News Civics and Government VideotapeLibraryGo Online www.Phschool.comSE/TE:69-70, 81, 95, 104, 306-308, 409, 448-449,518-519, 528, 529, 690-6691, 739-740, 802,806TE:519TR:Close Up on the Supreme CourtThe Enduring ConstitutionBasic Principles of the ConstitutionTransparenciesClose Up Primary SourcesGuide to the Essentials (English and Spanish)Section Reading Support Transparency SystemSection Support TransparenciesTECH:Go Online www.Phschool.comSE/TE:582-583, 583, 591, 602-605, 606, 607, 608610, 611-612, 619, 620-621, 799, 800, 802,803TR:Guided Reading and Review Workbook (Englishand Spanish)Political CartoonsSection Support TransparenciesGuide to the Essentials (English and Spanish)The Enduring ConstitutionBasic Principles of the ConstitutionTransparenciesClose Up on the Supreme CourtBlock Scheduling with Lesson Strategies UnitBooksClose Up Primary Sources6SE Student Edition - TE Teacher Edition - TR Teaching Resources - TECH Technology
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)DISTRICT OF COLUMBIA LEARNINGSTANDARDSPAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))TECH:Go Online www.Phschool.comKeep it Current CD-ROM12.5. Broad Concept: Students analyze and compare the powers and procedures of the national,state, tribal, and local governments.Students:1. Explain how conflicts between levels ofSE/TE:government and branches of government are94-95, 101, 104-106,109, 110resolved.TR:Close Up on the Supreme CourtTECH:DVDGo Online www.Phschool.com2. Identify the major responsibilities and sources SE/TE:of revenue for state and local governments.100-103, 110, 111, 733-737, 738, 739-744,746-747TR:Guided Reading and Review Workbook (Englishand Spanish)Section Support TransparenciesPolitical CartoonsBasic Principles of the ConstitutionTransparenciesTECH:Simulations and Data Graphing CD-ROMABC News Civics and Government VideotapeLibraryGo Online www.Phschool.comFace the Issues DVD3. Discuss reserved powers and concurrentSE/TE:powers of state governments.88-89, 91, 92-93, 110, 111, 182-184, 188-189,203, 204, 205, 733-737, 739-740, 746TE:92, 735TR:Guided Reading and Review Workbook (Englishand Spanish)Political CartoonsBasic Principles of the ConstitutionTransparenciesSection Support TransparenciesClose Up on the Supreme CourtTECH:Go Online www.Phschool.com4. Discuss the 9th and 10th amendments andSE/TE:interpretations of the extent of the federal89, 527, 536, 567-568, 573, 574, 773, 802, 804government’s power.TR:Close Up on the Supreme CourtGuide to the Essentials (English and Spanish)TECH:Go Online www.Phschool.com7SE Student Edition - TE Teacher Edition - TR Teaching Resources - TECH Technology
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)DISTRICT OF COLUMBIA LEARNINGSTANDARDS5. Explain how public policy is formed, includingthe setting of the public agenda andimplementation of it through regulations andexecutive orders.6. Compare the processes of lawmaking at eachof the three levels of government, including therole of lobbying and the media.7. Identify the organization and jurisdiction offederal, state, and local (e.g., California) courtsand the interrelationships among them.PAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))SE/TE:4, 13, 236-237, 239-240, 256,257,394, 422,433-434TR:Guided Reading and Review Workbook (Englishand Spanish)Section Support TransparenciesPolitical CartoonsBlock Scheduling with Lesson Strategies UnitBooksTECH:Magruder’s American Government VideoCollectionGo Online www.Phschool.comSE/TE:223-230, 232-233, 235, 250-254, 256-257,334-340, 342-346, 348-349, 692-693, 714-715,726-729, 746TR:Guided Reading and Review Workbook (Englishand Spanish)Section Reading Support Transparency SystemPolitical CartoonsSection Support TransparenciesClose Up on the Supreme CourtGuide to the Essentials (English and Spanish)Block Scheduling with Lesson Strategies UnitBooksSimulations and Data Graphing CD-ROMTECH:Go Online www.Phschool.comSE/TE:506-511,, 512-515, 516, 517-522, 524-526,528-529, 702-705, 707-712TR:Block Scheduling with Lesson Strategies UnitBooksPolitical CartoonsSection Support TransparenciesThe Enduring ConstitutionSection Reading Support Transparency SystemGuide to the Essentials (English and Spanish)Guided Reading and Review Workbook (Englishand Spanish)Close Up Primary SourcesClose Up on the Supreme CourtBasic Principles of the ConstitutionTransparencies8SE Student Edition - TE Teacher Edition - TR Teaching Resources - TECH Technology
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)DISTRICT OF COLUMBIA LEARNINGSTANDARDS8. Understand the scope of presidential powerand decision-making through examination ofcase studies, such as the Cuban Missile Crisis,passage of Great Society legislation, War PowersAct, Gulf War, and Bosnia.PAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))TECH:Go Online www.Phschool.comABC News Civics and Government VideotapeLibraryKeep It Current CD-ROMSE/TE:80, 161, 301-302,391-392, 401, 402, 403, 404,410, 411TR:Simulations and Data Graphing CD-ROMBlock Scheduling with Lesson Strategies UnitBooksSection Support TransparenciesGuide to the Essentials (English and Spanish)TECH:Go Online www.Phschool.comELECTIONS AND THE POLITICAL PROCESS12.6. Broad Concept: Students evaluate issues regarding campaigns for national, state, and localelective offices.Students:SE/TE:1. Analyze the origin, development, and role of114-115, 116-118, 119-124, 125, 126-131,political parties, noting those occasional periodsin which there was only one major party or were 132-135, 136, 144-145more than two major parties.TR:Close Up Primary SourcesBlock Scheduling with Lesson Strategies UnitBooksPolitical CartoonsSection Support TransparenciesGuide to the Essentials (English and Spanish)Section Reading Support Transparency SystemGuided Reading and Review Workbook (Englishand Spanish)Simulations and Data Graphing CD-ROMTECH:Face the Issues VideoGo Online www.Phschool.comABC News Civics and Government VideotapeLibrary2. Discuss the history of the nomination processSE/TE:for presidential candidates and the increasing117, 138, 144, ,178-181, 182-186, 187, 204,importance of primaries in general elections.205TE:1839SE Student Edition - TE Teacher Edition - TR Teaching Resources - TECH Technology
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)DISTRICT OF COLUMBIA LEARNINGSTANDARDS3. Evaluate the roles of polls, campaignadvertising, and the controversies overcampaign funding.4. Describe the means that citizens use toparticipate in the political process (e.g., voting,campaigning, lobbying, filing a legal challenge,demonstrating, petitioning, picketing, runningfor political office).PAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))TR:Close Up Primary SourcesThe Enduring ConstitutionBasic Principles of the ConstitutionTransparenciesBlock Scheduling with Lesson Strategies UnitBooksGuide to the Essentials (English and Spanish)Guided Reading and Review Workbook (Englishand Spanish)Section Reading Support Transparency SystemSection Support TransparenciesTECH:Keep It Current CD-ROMGo Online www.Phschool.comSE/TE:196-202, 203, 204-205, 215-221, 222, 232-233TE:199, 201, 218, 220TR:Section Reading Support Transparency SystemPolitical CartoonsSection Support TransparenciesSimulations and Data Graphing CD-ROMBasic Principles of the ConstitutionTransparenciesGuide to the Essentials (English and Spanish)Close Up on the Supreme CourtBlock Scheduling with Lesson Strategies UnitBooksTECH:Go Online www.Phschool.comSE/TE:xx, xxv, 55, 71, 148-150, 151, 155,164-168,236-237, 242-247, 248, 250-254, 256, 309,315, 328, 336, 551, 557TE:244, 246, 251, 253TR:Guided Reading and Review Workbook (Englishand Spanish)Section Reading Support Transparency SystemBlock Scheduling with Lesson Strategies UnitBooksPolitical CartoonsClose Up Primary SourcesClose Up on ParticipationGuide to the Essentials (English and Spanish)TECH:Go Online www.Phschool.comKeep It Current CD-ROM10SE Student Edition - TE Teacher Edition - TR Teaching Resources - TECH Technology
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)DISTRICT OF COLUMBIA LEARNINGSTANDARDS5. Discuss the features of direct democracy innumerous states (e.g., the process ofreferendums, recall elections).6. Analyze trends in voter turnout; the causesand effects of reapportionment and redistricting,with special attention to spatial districting andthe rights of minorities; and the function of theelectoral college.PAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))SE/TE:12-13, 693, 696, 721-722TECH:Go Online www.Phschool.comSE/TE:158, 159, 160-161, 162, 164-172, 173, 174175, 271-272, 366-367, 377-379, 386TE:154, 161,1 166, 167TR:Close Up on the Supreme CourtSimulations and Data Graphing CD-ROMThe Enduring ConstitutionSection Support TransparenciesBasic Principles of the ConstitutionTransparenciesClose Up on ParticipationPolitical CartoonsSection Reading Support Transparency SystemGuided Reading and Review Workbook (Englishand Spanish)TECH:Go Online www.Phschool.com12.7. Broad Concept: Students evaluate and take and defend positions on the influence of themedia on American political life.Students:1. Discuss the meaning and importance of a free SE/TE:and responsible press.531, 546-547, 549, 550, 553, 560, 561TE:548TR:Guided Reading and Review Workbook (Englishand Spanish)Section Support TransparenciesGuide to the Essentials (English and Spanish)Close Up on the Supreme CourtTECH:Go Online www.Phschool.comSE/TE:2. Describe the roles of broadcast, print, and117, 196, 211-212, 216, 223-230, 232-233,electronic media, including the Internet, as250, 256means of communication in American politics.11SE Student Edition - TE Teacher Edition - TR Teaching Resources - TECH Technology
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)DISTRICT OF COLUMBIA LEARNINGSTANDARDS3. Explain how public officials use the media tocommunicate with the citizenry and to shapepublic opinion.PAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))TR:Guided Reading and Review Workbook (Englishand Spanish)Political CartoonsSection Support TransparenciesGuide to the Essentials (English and Spanish)Section Reading Support Transparency SystemClose Up on the Supreme CourtBasic Principles of the ConstitutionTransparenciesTECH:Go Online www.Phschool.comABC News Civics and Government VideotapeLibrary News Civics and Government VideotapeLibrarySE/TE:117-141, 196, 211-212, 216, 228-230TE:228, 229TR:Guide to the Essentials (English and Spanish)Guided Reading and Review Workbook (Englishand Spanish)Section Support TransparenciesClose Up on the Supreme CourtSection Reading Support Transparency SystemTECH:ABC News Civics and Government VideotapeLibraryGo Online www.Phschool.comRIGHTS AND RESPONSIBILITIES OF CITIZENS12.8. Broad Concept: Students evaluate and take and defend positions on the scope and limits ofrights and obligations as democratic citizens, the relationships among them, and how they aresecured.Students:SE/TE:1. Discuss the meaning and importance of each59, 74-75, 78, 91, 231,, 285, 463,536, 537of the rights guaranteed under the Bill of Rights544, 545, 5466-553, 554, 555-558, 559, 560and how each is secured (e.g., freedom of561, 562-563, 564-568, 569-574, 576-583,584,religion, speech, press, assembly, petition,585-588, 589, 590-591privacy).TE:9112SE Student Edition - TE Teacher Edition - TR Teaching Resources - TECH Technology
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)DISTRICT OF COLUMBIA LEARNINGSTANDARDS2. Explain how economic rights are secured andtheir importance to the individual and to society(e.g., the right to acquire, use, transfer, anddispose of property; right to choose one’s work;right to join or not join labor unions; copyrightand patent).3. Discuss the individual’s legal obligations toobey the law, serve as a juror, and pay taxes.4. Understand the obligations of civicmindedness, including voting, being informed oncivic issues, volunteering and performing publicservice, and serving in the military or alternativeservice.PAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))TR:Close Up on the Supreme CourtThe Enduring ConstitutionBasic Principles of the ConstitutionTransparenciesGuide to the Essentials (English and Spanish)Close Up Primary SourcesSection Support TransparenciesPolitical CartoonsSimulations and Data Graphing CD-ROMGuided Reading and Review Workbook (Englishand Spanish)Section Reading Support Transparency SystemTECH:Go Online www.Phschool.comABC News Civics and Government VideotapeLibraryKeep It Current CD-ROMFace the Issues VideoSE/TE:302-303, 316, 557-558, 657, 658-659, 660,678,679TR:Section Reading Support Transparency SystemBlock Scheduling with Lesson Strategies UnitBooksSection Support TransparenciesBasic Principles of the ConstitutionTransparenciesSE/TE:19-20, 293, 449-451, 452, 453,575, 704-705,747TE:450TR:Block Scheduling with Lesson Strategies UnitBooksSection Support TransparenciesGuided Reading and Review Workbook (Englishand Spanish)Section Reading Support Transparency SystemTECH:Face the Issues VideoSE/TE:Xx, xxv, xxvii, 9, 20, 21, 62, 148-150, 151,1 68,195, 353, 413, 473, 476, 490, 499, 56313SE Student Edition - TE Teacher Edition - TR Teaching Resources - TECH Technology
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)DISTRICT OF COLUMBIA LEARNINGSTANDARDS5. Describe the reciprocity between rights andobligations, that is, why enjoyment of one’srights entails respect for the rights of others.6. Explain how one becomes a citizen of theUnited States, including the process ofnaturalization (e.g., literacy, language, andother requirements).PAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))TR:Guided Reading and Review Workbook (Englishand Spanish)Political CartoonsSection Reading Support Transparency SystemBasic Principles of the ConstitutionTransparenciesSection Support TransparenciesClose Up on ParticipationTECH:Go Online www.Phschool.comFace the Issues VideoABC News Civics and Government VideotapeLibrarySE/TE:3, 9, 18, 19, 20, 25, 530, 533, 561TR:Section Reading Support Transparency SystemSection Support TransparenciesGuided Reading and Review Workbook (Englishand Spanish)Simulations and Data Graphing CD-ROMTECH:Magruder’s American Government VideoCollectionSE/TE:614, 615TE:15612.9. Broad Concept: Students evaluate and take and defend positions on what the fundamentalvalues 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 meaningand importance of those values and principles for a free society.Students:1. Explain how civil society provides opportunities for individuals to associate for social, cultural,religious, economic, and political purposes.SE/TE:236-238, 242-247, 248, 249, 256-257, 555558, 56014SE Student Edition - TE Teacher Edition - TR Teaching Resources - TECH Technology
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)DISTRICT OF COLUMBIA LEARNINGSTANDARDS2. Explain how civil society makes it possible forpeople, individually or in association with others,to bring their influence to bear on government inways other than voting and elections.3. Discuss the historical role of religion andreligious diversity.4. Compare the relationship of government andcivil society in constitutional democracies to therelationship of government and civil society inauthoritarian and totalitarian regimes.PAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))TR:Guided Reading and Review Workbook (Englishand Spanish)Political CartoonsBlock Scheduling with Lesson Strategies UnitBooksClose Up on ParticipationClose Up Primary SourcesBasic Principles of the ConstitutionTransparenciesThe Enduring ConstitutionGuide to the Essentials (English and Spanish)TECH:Go Online www.Phschool.comSE/TE:25, 55, 71, 75, 206, 234, 235, 236,239-240,243-247, 251, 318, 412, 552, 556-557, 558TR:Guided Reading and Review Workbook (Englishand Spanish)Section Support TransparenciesGuide to the Essentials (English and Spanish)Close Up Primary SourcesBlock Scheduling with Lesson Strategies UnitBooksTECH:Go Online www.Phschool.comSE/TE:231, 247, 537-545TR:Guided Reading and Review Workbook (Englishand Spanish)Political CartoonsSection Support TransparenciesSimulations and Data Graphing CD-ROMClose Up on the Supreme CourtBlock Scheduling with Lesson Strategies UnitBooksGuide to the Essentials (English and Spanish)Close Up Primary SourcesTECH:ABC News Civics and Government VideotapeLibraryGo Online www.Phschool.comKeep It Current CD-ROMSE/TE:2-3, 4-10, 11, 12-16, 18-22, 24, 121-123, 624625, 626-632, 634-638, 639-643, 645-649,650-652, 654-65515SE Student Edition - TE Teacher Edition - TR Teaching Resources - TECH Technology
Magruder’s 2006Correlated to:District of Columbia Learning Standards(Grade 12)DISTRICT OF COLUMBIA LEARNINGSTANDARDSPAGE(S) WHERE TAUGHT(If submission is not a text, citeappropriate resource(s))TR:Guided Reading and Review Workbook (Englishand Spanish)Political CartoonsSection Support TransparenciesBlock Scheduling with Lesson Strategies UnitBooksGuide to the Essentials (English and Spanish)Basic Principles of the ConstitutionTransparenciesClose Up Primary SourcesTECH:Go Online www.Phschool.com12.10. Broad Concept: Students analyze thedevelopment and evolution of Civil Rights forwomen and minorities and how these advanceswere made possible by expanding rights underthe U.S. Constitution.Students:1. Explain the Civil Rights movement and resulting legislation and legal precedents, including theTruman and Eisenhower-era integration policies and laws.SE/TE:163, 602-603, 604-606, 607, 608-612TR:Guided Reading and Review Workbook (Englishand Spanish)Political CartoonsSection Support TransparenciesThe Enduring ConstitutionBasic Principles of the ConstitutionTransparenciesClose Up on the Supreme CourtBlock Scheduling with Lesson Strategies UnitBooksGuide to the Essentials (English and Spanish)Close Up Primary SourcesSection Reading Support Transparency SystemTECH:Keep It Current CD-ROMGo Online www.Phschool.com2. Trace the women’s rights movement andSE/TE:resulting legislation and legal precedents.76, 148-150, 160-161, 162, 310, 776TR:Guided Reading and Revi
Go Online www.Phschool.com Keep It Current CD-ROM Magruder's American Government Video Collection 5. Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court. SE/TE: 504-505, 506-511, 512-515, 516, 517-522,, 524-526, 528-529, 768-769 TE: 507, 509 4
