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Idaho Content Standards/American Goverment/Social Studies/11-2016

2017 Social Studies Review

Social Studies Evaluation Tool – American Government

Publisher Name: Pearson Prentice Hall

Title: Magruder’s American Government

ISBN # 9780133328493

Author: Shea

Copyright 2016

Reviewer ID: Click here to enter text.

Standards Alignment Evaluation Rubric 0 = No Alignment– Not Evident: content as described in the Standards is not evident. .5 = Partial Alignment- Partially Evident: content as described in the Standards is partially evident and there are few gaps. 1 = High Alignment – Clearly Evident: content is fully aligned as described in the Standards and repeatedly included to guarantee extensive opportunities for students to work with the content. Alignment is clearly evident.

N/A = Not applicable for standard.

Instructions Publishing Company:

Complete the course evaluation form below. Please provide written explanation as to how the material meets the standard along with location references.

Review Team Member:

Please use information and attachments to complete the course evaluation form. Explain any discrepancies between your findings and those provided information. Explanations and comments should directly reflect the rubric. Further explain any findings.


Idaho Content Standards: Social Studies-American Government

Standard 1: History Students in American Government build an understanding of the cultural and social development of the United States

.Goal Objective - The student will: List units with specific examples of where standards are

Introduced/Taught/Assessed. Include a narrative explanation.

Point Value 0/.5/1

(Reviewer)

Goal 1.1: Build an understanding of the cultural and social development of the United States.

9-12.G.1.1.1 Describe historical milestones that led to the creation of limited government in the United States, such as the Declaration of Independence (1776), Articles of Confederation (1781), state constitutions and charters, United States Constitution (1787), and the Bill of Rights (1791).

Specific Examples: SE: Introduced: State Constitutions and America’s Founding Documents; Taught: Analyze Charts, 68; Assessed: Topic 2 Assessment (9: Evaluate Constitutional Provisions), 73 SE/TE: Independence, 46–54; First Steps, 55–59; Creating and Ratifying the Constitution, 60–71; Amending the Constitution, 90–98 Topic 1 Assessment (3: Identify Traditions That Informed the American Founding), 33; Topic 2 Assessment (6: Identify Significant Individuals), 73; (12: Identify American Beliefs and Principles), 73; (17: Explain Major Political Ideas in History), 74; (18: Identify Major Traditions), 74; Topic 3 Assessment (6: Identify Major Intellectual, Philosophical, Political, and Religious Traditions), 122

Choose an item.

9-12.G.1.1.2 Analyze important events and individuals responsible for bringing about political changes in the United States.

Specific Examples: SE: Introduced: The Later Amendments, 94; Taught: Analyze Charts, 429; Assessed: Assessment: Infer, 431 SE/TE: Amending the Constitution, 99–108; Protecting Civil Liberties: The Unalienable Rights, 326–332; Freedom of Religion, 333–339; Freedom of Speech and Press, 340–349; Freedom of Assembly and Petition, 350–354; Due Process of Law, 355–359; Freedom and Security of the Person, 360–371; Rights of the Accused, 372–384; Equality Before the Law, 405–411; Federal Civil Rights Laws, 412–417; The History of Voting Rights, 424–431

Choose an item.


(Continued) Topic 3 Assessment (2: Identify the Contributions), 121; (10: Compare the Functions and Processes), 122; Topic 8 Assessment (1: Define and Identify Unalienable Rights), 385; (4: Explain Due Process Rights), 385; (7: Analyze the Importance of the First Amendment), 385; (9: Identify the Reasons for the Protection of Religious Freedom), 386; (12: Evaluate a Court Decision), 386; (16: Give Examples and Analyze the Impact), 387; Topic 9 Assessment (5: Evaluate a U.S. Government Policy), 419; (7: Explain Changes in American Culture), 419; (11: Analyze Historical Examples), 419; (15: Understand the Role of the Rule of Law), 420


Standard 2: Geography Students in American Government explain how geography enables people to comprehend the relationships between people, places, and environments over time.

Goal Objective - The student will: List units with specific examples of where standards are


Point Value 0/.5/1

(Reviewer)

Goal 2.5: Explain how geography enables people to comprehend the relationships between people, places, and environments over time.

9-12.G.2.5.1 Analyze the impact of geography on the American political system, such as electoral politics and congressional redistricting.

Specific Examples: SE: Introduced: Reapportionment of Congress, 138; Taught: Analyze Maps, 538; Assessed: Topic 11 Assessment (11: Analyze the Electoral College and Evaluate Government Data), 557 SE/TE: Congressional Districts, 139; Gerrymandering, 139–141; House Elections, 141; Election to the Senate, 144; Voting Trends: Geography, 446; Population Shifts, 447; The Electoral College, 537–538; Flaws in the Electoral College, 539–540; Proposed Reforms and a Defense, 541–544 Topic 11 Assessment (11: Analyze the Electoral College and Evaluate Government Data), 557; (12: Analyze Electoral College and Interpret Information), 557

Choose an item.

Standard 3: Economics Students in American Government identify different influences on economic systems.



Point Value 0/.5/1

(Reviewer)

Goal 3.2: Identify different influences on economic systems.

9-12.G.3.2.1 Analyze the economic impact of government policy.

Specific Examples: SE: Introduced: Government Regulations and the Economy, 566–567; Taught: Analyze Charts, 578; Assessed: Topic 12 Assessment (12: Explain Domestic Policy Responsibilities), 610 SE/TE: The American Free Enterprise System, 563–566; Fiscal and Monetary Policy, 573–579; Financing Government, 580–588; Spending and Borrowing, 589–597; The U.S. in a Global Economy, 598–606

Choose an item.


(Continued) Topic 12 Assessment (3: Explain Fiscal and Monetary Policies), 607; (4: Explain Government Regulatory Policies), 607; (9: Understand How Taxation Restricts Enterprise), 608; (15: Identify and Analyze Expenditures) 610

9-12.G.3.2.2 Compare and contrast different economic systems and relate each to the different forms of government.

Specific Examples: SE: Introduced: The American Free Enterprise System, 563–566; Taught: Analyze Charts, 571; Assessed: Topic 12 Assessment (1: Compare the Role of Government in Economic Systems), 607 SE/TE: Types of Economic Systems, 562–572; The U.S. in a Global Economy, 598–606 Topic 12 Assessment (1: Compare the Role of Government in Economic Systems), 607; (2: Compare the U.S. to Historical Forms of Government), 607

Choose an item.


Standard 4: Civics and Government Students in American Government build an understanding of the foundational principles of the American political system, the organization and formation of the American system of government, that all people in the United States have rights and assume responsibilities, and the evolution of democracy.



Point Value 0/.5/1

(Reviewer)

Goal 4.1: Build an understanding of the foundational principles of the American political system.

9-12.G.4.1.1 Describe the origins of constitutional law in western civilization, including the natural rights philosophy, Magna Carta (1215), common law, and the Bill of Rights (1689) in England.

Specific Examples: SE: Introduced: The Social Contract Theory, 8; Taught: Essential Question: Identify Central Issues, 41; Assessed: Topic 2 Assessment (18: Identify Major Traditions), 74 SE/TE: The Social Contract Theory, 8; People Agree to Form a State, 9; Power Comes from the People, 25–26; Magna Carta, 41–42; The Petition of Right, 42; The English Bill of Rights, 42; Primary Sources: The Magna Carta, 732; English Bill of Rights, 733; Treatise on Government: John Locke, 734; The Spirit of the Laws: Montesquieu, 734–735; The Social Contract: Rousseau, 735–736 Topic 1 Assessment (2: Explain Major Political Ideas), 33; Topic 2 Assessment (2: Explain Major Political Ideas), 72; (3: Explain Major Political Ideas in History), 72; Topic 2 Assessment (18: Identify Major Traditions), 74

Choose an item.

9-12.G.4.1.2 Analyze the essential philosophies, ideals, and objectives of the foundational documents of the United States, including the Declaration of Independence, the Articles of Confederation, the United States Constitution, Bill of Rights, and Federalist Papers.

Specific Examples: SE: Introduced: Declaration of Independence, 51–53; Taught: Checks and Balances: Analyze Diagrams, 86; Assessed: Topic 3 Assessment (5: Create a Presentation Evaluating How the Government Fulfills the Preamble), 121 SE/TE: Independence, 46–54; First Steps, 55–59; Creating and Ratifying the Constitution, 60–71; An Overview of the Constitution, 78–89; Amending the Constitution, 90–98; Primary Sources: Constitution of the United States, 704–727; Declaration of Independence, 730–731

Choose an item.


(Continued) Topic 2 Assessment (12: Identify American Beliefs and Principles), 73; (13: Identify and Define Unalienable Rights and Use), 73; Topic 3 Assessment (5: Create a Presentation Evaluating How the Government Fulfills the Preamble), 121; (7: Understand the Role), 122

9-12.G.4.1.3 Explain the central principles of the United States governmental system including a written constitution, popular sovereignty, limited government, separation of powers, checks and balances, majority rule with minority rights, judicial review, and federalism.

Specific Examples: SE: Introduced: Basic Principles, 83–85; Taught: Who Has the Power?: Analyze Diagrams, 88; Assessed: Topic 3 Assessment: (17: Identify American Beliefs and Principles), 123 SE/TE: What Government Does, 9–11; The Basics of Democracy, 27–32; An Overview of the U.S. Constitution, 78–80; Basic Principles, 83–85; More Basic Principles, 85–89 Topic 1 Assessment (4: Explain a Written Constitution), 33; (6: Evaluate Constitutional Provisions), 33; (14: Understand the Rule of Law), 34; (25: Analyze a Confederate Government), 37; Topic 3 Assessment (5: Create a Presentation Evaluating How the Government Fulfills the Preamble), 121; (16: Explain the Importance), 123; (17: Identify American Beliefs and Principles), 123

Choose an item.

Goal 4.2: Build an understanding of the organization and formation of the American system of government

9-12.G.4.2.1 Identify and describe the three branches of federal government, their powers, and responsibilities.

Specific Examples: SE: Introduced: Article I, 80; Taught: The Delegated Powers: Analyze Charts, 148; Assessed: Topic 12 Assessment (11: Analyze Functions of the Legislative Branch), 610 SE/TE: Article I, 80; Article II, 81–82; Article III, 82–83; The Legislative Branch, 128–129; National Legislature Overview, 128–136; The Two Houses, 137–146; The Expressed Powers, 147–158; The Implied and Nonlegislative Powers, 159–169; Congress at Work—Organization and Committees, 170–181; Congress at Work—Making Law, 182–194; The Presidency—An Overview, 200–206; The President’s Domestic Powers, 215–227; The President’s Foreign Affairs Powers, 228–233;

Choose an item.


(Continued) The National Judiciary, 298–305; The Supreme Court, 306–312; The Inferior Courts and the Special Courts, 313–319 Topic 1 Assessment (7: Analyze the Functions of the Legislative Branch of Government), 33; (8: Analyze the Functions of the Executive Branch of Government), 33; (19: Analyze the Functions of the Judicial Branch of Government), 36; Topic 2 Assessment (8: Analyze the Structure and Functions of the Legislative Branch), 73; Topic 3 Assessment (3: Analyze Legislative Branch), 121; (4: Analyze the Functions of the Executive Branch), 121; (22: Analyze the Functions of the Judicial Branch), 123; Topic 4 Assessment (7: Analyze the Functions of the Legislative Branch), 196; (12: Analyze the Functions of the Legislative Branch), 196; (17: Analyze the Functions of the Legislative Branch), 197; Topic 5 Assessment (2: Analyze Functions of the Executive Branch), 230; (3: Analyze the Functions of the Executive), 230; Topic 6 Assessment (13: Identify the Purpose of Executive Agencies), 293; (20: Analyze the Functions of the Executive Branch), 294; Topic 12 Assessment (11: Analyze Functions of the Legislative Branch), 610


9-12.G.4.2.2 Explain the functions, powers, interactions, and relationships among federal, state, local, and tribal governments.

Specific Examples: SE: Introduced: The Founders Choose Federalism, 99–100; Taught: Essential Question: Express Ideas Clearly, 106; Assessed: Topic 13 Assessment (10: Compare State and Local Governments), 672 SE/TE: Federalism: Powers Divided, 99–108; The National Government and the States, 109–120; State Constitutions, 614–619; State Legislatures, 620–626; The Governor and State Administration, 627–634; The State Courts, 635–644; Local Governments, 645–659; State and Local Spending and Revenue, 660–670 Topic 3 Assessment (8: Create a Visual Presentation), 122; (9: Understand the Limits on the National Government), 122; Topic 13 Assessment (10: Compare State and Local Governments), 672; (11: Understand State Powers), 672

Choose an item.

9-12.G.4.2.3 Analyze and explain sovereignty and the treaty/trust relationship the United States has with American Indian tribes with emphasis on Idaho, such as hunting and fishing rights, and land leasing.

Specific Examples: SE: Introduced: Reservations, 400; Taught: Tribal Government, 649; Assessed: Topic 13 Assessment (12: Compare the Federal Government and Tribal Governments), 672 SE/TE: Reservations, 400; Tribal Government, 649 TE: Tribal Governments, 463 Topic 13 Assessment (12: Compare the Federal Government and Tribal Governments), 672

Choose an item.


9-12.G.4.2.4 Trace the development and role of political parties and their impact on the American system of government.

Specific Examples: SE: Introduced: What is Political Party, 502; Taught: Where Do the Parties Stand?: Analyze Charts, 508; Assessed: Topic 11 Assessment (15: Analyze the Function of Political Parties), 557 SE/TE: Political Parties and What They Do, 502–517 Topic 11 Assessment (15: Analyze the Function of Political Parties), 557

Choose an item.

9-12.G.4.2.5 Analyze the role of other political organizations and their impact on the American system of government.

Specific Examples: SE: Introduced: What Are Interest Groups?, 480–482; Taught: Evaluating Interest Groups: Analyze Charts, 485; Assessed: Topic 10 Assessment: Examine Points of View of Interest Groups), 498 SE/TE: Understanding Interest Groups, 480–495; Political Parties and What They Do, 502–517; Money and Elections, 545–554; also see: Public Opinion and Polling, 458–470; Influencing Public Opinion: The Mass Media, 471–479 Topic 10 Assessment (14: Analyze the Impact of Political Changes), 498; (16: Examine Points of View of Interest Groups), 498; Topic 11 Assessment (5: Evaluate the Role and Analyze Historical Examples), 556; (8: Give Examples of the Processes), 556; (10: Examine Different Points of View), 556

Choose an item.

9-12.G.4.2.6 Explain the electoral process at each level of government.

Specific Examples: SE: Introduced: Filling Elected Public Offices, 450; Taught: Electoral Votes by State: Analyze Maps, 538; Assessed: Topic 11 Assessment: (18: Defend a Point of View and Analyze the Electoral College), 558 SE/TE: The Voting Process, 450–457; Political Parties and What They Do, 502–517; Nominations, 518–527; Electing the President, 528–544 Topic 10 Assessment (5: Understand Voter Registration), 497; (11: Examine Points of View of Interest Groups), 497; (16: Examine Points of View of Interest Groups), 498;

Choose an item.


(Continued) Topic 11 Assessment (6: Explain the Two-Party System), 556; (8: Give Examples of the Processes), 556; (10: Examine Different Points of View), 556; (11: Analyze the Electoral College and Evaluate Government Data), 557; (15: Analyze the Function of Political Parties), 557; (18: Defend a Point of View and Analyze the Electoral College), 558

9-12.G.4.2.7 Name key officials, both elected and appointed, in the legislative, executive, and judicial branches at the State and Federal levels.

Specific Examples: SE: Introduced: The Presiding Officers, 173; Taught: Senate Standing Committee Chairs: Analyze Charts, 178; Assessed: Topic 10 Assessment (10: Compare Methods of Filling Public Offices), 497 SE/TE: The Presiding Officers, 173; Senate Standing Committee Chairs: Analyze Charts, 178;Being an Informed Citizen, 796; Political Participation, 797; Voting, 797–798 Topic 10 Assessment (10: Compare Methods of Filling Public Offices), 497; Topic 11 Assessment (2: Compare Methods), 555; 19: Write an essay on the Essential Question: Who gets elected?, 558

Choose an item.

9-12.G.4.2.8 Name the United States Senators and Congressional representatives from Idaho.

Specific Examples: SE: Introduced: Being an Informed Citizen, 796; Taught: Political Participation, 797; Assessed: Voting, 797–798 SE/TE: Being an Informed Citizen, 796; Political Participation, 797; Voting, 797–798; also see: Election Campaign Signs in Boise, Idaho, 501 Topic 10 Assessment (10: Compare Methods of Filling Public Offices), 497; Topic 11 Assessment (14: Identify Opportunities), 557

Choose an item.


Goal 4.1: Build an understanding of the foundational principles of the American political system.

9-12.G.4.1.1 Describe the origins of constitutional law in western civilization, including the natural rights philosophy, Magna Carta (1215), common law, and the Bill of Rights (1689) in England.

Specific Examples: SE: Introduced: The Social Contract Theory, 8; Taught: Essential Question: Identify Central Issues, 41; Assessed: Topic 2 Assessment (18: Identify Major Traditions), 74 SE/TE: The Social Contract Theory, 8; People Agree to Form a State, 9; Power Comes from the People, 25–26; Magna Carta, 41–42; The Petition of Right, 42; The English Bill of Rights, 42; Primary Sources: The Magna Carta, 732; English Bill of Rights, 733; Treatise on Government: John Locke, 734; The Spirit of the Laws: Montesquieu, 734–735; The Social Contract: Rousseau, 735–736 Topic 1 Assessment (2: Explain Major Political Ideas), 33; Topic 2 Assessment (2: Explain Major Political Ideas), 72; (3: Explain Major Political Ideas in History), 72; Topic 2 Assessment (18: Identify Major Traditions), 74

Choose an item.

9-12.G.4.1.2 Analyze the essential philosophies, ideals, and objectives of the foundational documents of the United States, including the Declaration of Independence, the Articles of Confederation, the United States Constitution, Bill of Rights, and Federalist Papers.

Specific Examples: SE: Introduced: Declaration of Independence, 51–53; Taught: Checks and Balances: Analyze Diagrams, 86; Assessed: Topic 3 Assessment (5: Create a Presentation Evaluating How the Government Fulfills the Preamble), 121 SE/TE: Independence, 46–54; First Steps, 55–59; Creating and Ratifying the Constitution, 60–71; An Overview of the Constitution, 78–89; Amending the Constitution, 90–98; Primary Sources: Constitution of the United States, 704–727; Declaration of Independence, 730–731 Topic 2 Assessment (12: Identify American Beliefs and Principles), 73; (13: Identify and Define Unalienable Rights and Use), 73; Topic 3 Assessment (5: Create a Presentation Evaluating How the Government Fulfills the Preamble), 121; (7: Understand the Role), 122

Choose an item.


9-12.G.4.1.3 Explain the central principles of the United States governmental system including a written constitution, popular sovereignty, limited government, separation of powers, checks and balances, majority rule with minority rights, judicial review, and federalism.

Specific Examples: SE: Introduced: Basic Principles, 83–85; Taught: Who Has the Power?: Analyze Diagrams, 88; Assessed: Topic 3 Assessment: (17: Identify American Beliefs and Principles), 123 SE/TE: What Government Does, 9–11; The Basics of Democracy, 27–32; An Overview of the U.S. Constitution, 78–80; Basic Principles, 83–85; More Basic Principles, 85–89 Topic 1 Assessment (4: Explain a Written Constitution), 33; (6: Evaluate Constitutional Provisions), 33; (14: Understand the Rule of Law), 34; (25: Analyze a Confederate Government), 37; Topic 3 Assessment (5: Create a Presentation Evaluating How the Government Fulfills the Preamble), 121; (16: Explain the Importance), 123; (17: Identify American Beliefs and Principles), 123

Choose an item.

Goal 4.2: Build an understanding of the organization and formation of the American system of government.

9-12.G.4.2.1 Identify and describe the three branches of federal government, their powers, and responsibilities.

Specific Examples: SE: Introduced: Article I, 80; Taught: The Delegated Powers: Analyze Charts, 148; Assessed: Topic 12 Assessment (11: Analyze Functions of the Legislative Branch), 610 SE/TE: Article I, 80; Article II, 81–82; Article III, 82–83; The Legislative Branch, 128–129; National Legislature Overview, 128–136; The Two Houses, 137–146; The Expressed Powers, 147–158; The Implied and Nonlegislative Powers, 159–169; Congress at Work—Organization and Committees, 170–181; Congress at Work—Making Law, 182–194; The Presidency—An Overview, 200–206; The President’s Domestic Powers, 215–227; The President’s Foreign Affairs Powers, 228–233; The National Judiciary, 298–305; The Supreme Court, 306–312; The Inferior Courts and the Special Courts, 313–319 Topic 1 Assessment (7: Analyze the Functions of the Legislative Branch of Government), 33; (8: Analyze the Functions of the Executive Branch of Government), 33; (19: Analyze the Functions of the Judicial Branch of Government), 36; Topic 2 Assessment (8: Analyze the Structure and Functions of the Legislative Branch), 73;

Choose an item.


(Continued) Topic 3 Assessment (3: Analyze Legislative Branch), 121; (4: Analyze the Functions of the Executive Branch), 121; (22: Analyze the Functions of the Judicial Branch), 123; Topic 4 Assessment (7: Analyze the Functions of the Legislative Branch), 196; (12: Analyze the Functions of the Legislative Branch), 196; (17: Analyze the Functions of the Legislative Branch), 197; Topic 5 Assessment (2: Analyze Functions of the Executive Branch), 230; (3: Analyze the Functions of the Executive), 230; Topic 6 Assessment (13: Identify the Purpose of Executive Agencies), 293; (20: Analyze the Functions of the Executive Branch), 294; Topic 12 Assessment (11: Analyze Functions of the Legislative Branch), 610

9-12.G.4.2.2 Explain the functions, powers, interactions, and relationships among federal, state, local, and tribal governments.

Specific Examples: SE: Introduced: The Founders Choose Federalism, 99–100; Taught: Essential Question: Express Ideas Clearly, 106; Assessed: Topic 13 Assessment (10: Compare State and Local Governments), 672 SE/TE: Federalism: Powers Divided, 99–108; The National Government and the States, 109–120; State Constitutions, 614–619; State Legislatures, 620–626; The Governor and State Administration, 627–634; The State Courts, 635–644; Local Governments, 645–659; State and Local Spending and Revenue, 660–670 Topic 3 Assessment (8: Create a Visual Presentation), 122; (9: Understand the Limits on the National Government), 122; Topic 13 Assessment (10: Compare State and Local Governments), 672; (11: Understand State Powers), 672

Choose an item.


9-12.G.4.2.3 Analyze and explain sovereignty and the treaty/trust relationship the United States has with American Indian tribes with emphasis on Idaho, such as hunting and fishing rights, and land leasing.

Specific Examples: SE: Introduced: Reservations, 400; Taught: Tribal Government, 649; Assessed: Topic 13 Assessment (12: Compare the Federal Government and Tribal Governments), 672 SE/TE: Reservations, 400; Tribal Government, 649 TE: Tribal Governments, 463 Topic 13 Assessment (12: Compare the Federal Government and Tribal Governments), 672

Choose an item.

9-12.G.4.2.4 Trace the development and role of political parties and their impact on the American system of government.

Specific Examples: SE: Introduced: What is Political Party, 502; Taught: Where Do the Parties Stand?: Analyze Charts, 508; Assessed: Topic 11 Assessment (15: Analyze the Function of Political Parties), 557 SE/TE: Political Parties and What They Do, 502–517 Topic 11 Assessment (15: Analyze the Function of Political Parties), 557

Choose an item.

9-12.G.4.2.5 Analyze the role of other political organizations and their impact on the American system of government.

Specific Examples: SE: Introduced: What Are Interest Groups?, 480–482; Taught: Evaluating Interest Groups: Analyze Charts, 485; Assessed: Topic 10 Assessment: Examine Points of View of Interest Groups), 498 SE/TE: Understanding Interest Groups, 480–495; Political Parties and What They Do, 502–517; Money and Elections, 545–554; also see: Public Opinion and Polling, 458–470; Influencing Public Opinion: The Mass Media, 471–479 Topic 10 Assessment (14: Analyze the Impact of Political Changes), 498; (16: Examine Points of View of Interest Groups), 498; Topic 11 Assessment (5: Evaluate the Role and Analyze Historical Examples), 556; (8: Give Examples of the Processes), 556; (10: Examine Different Points of View), 556

Choose an item.

9-12.G.4.2.6 Explain the electoral process at each level of government.

Specific Examples: SE: Introduced: Filling Elected Public Offices, 450; Taught: Electoral Votes by State: Analyze Maps, 538; Assessed: Topic 11 Assessment: (18: Defend a

Choose an


Point of View and Analyze the Electoral College), 558 SE/TE: The Voting Process, 450–457; Political Parties and What They Do, 502–517; Nominations, 518–527; Electing the President, 528–544 Topic 10 Assessment (5: Understand Voter Registration), 497; (11: Examine Points of View of Interest Groups), 497; (16: Examine Points of View of Interest Groups), 498; Topic 11 Assessment (6: Explain the Two-Party System), 556; (8: Give Examples of the Processes), 556; (10: Examine Different Points of View), 556; (11: Analyze the Electoral College and Evaluate Government Data), 557; (15: Analyze the Function of Political Parties), 557; (18: Defend a Point of View and Analyze the Electoral College), 558

item.

9-12.G.4.2.7 Name key officials, both elected and appointed, in the legislative, executive, and judicial branches at the State and Federal levels.

Specific Examples: SE: Introduced: The Presiding Officers, 173; Taught: Senate Standing Committee Chairs: Analyze Charts, 178; Assessed: Topic 10 Assessment (10: Compare Methods of Filling Public Offices), 497 SE/TE: The Presiding Officers, 173; Senate Standing Committee Chairs: Analyze Charts, 178;Being an Informed Citizen, 796; Political Participation, 797; Voting, 797–798 Topic 10 Assessment (10: Compare Methods of Filling Public Offices), 497; Topic 11 Assessment (2: Compare Methods), 555; 19: Write an essay on the Essential Question: Who gets elected?, 558

Choose an item.


9-12.G.4.2.8 Name the United States Senators and Congressional representatives from Idaho.

Specific Examples: SE: Introduced: Being an Informed Citizen, 796; Taught: Political Participation, 797; Assessed: Voting, 797–798 SE/TE: Being an Informed Citizen, 796; Political Participation, 797; Voting, 797–798; also see: Election Campaign Signs in Boise, Idaho, 501 Topic 10 Assessment (10: Compare Methods of Filling Public Offices), 497; Topic 11 Assessment (14: Identify Opportunities), 557

Choose an item.

Goal 4.3: Build an understanding that all people in the United States have rights and assume responsibilities.

9-12.G.4.3.1 Explain the ways in which individuals become citizens and distinguish among obligations, responsibilities, and rights.

Specific Examples: SE: Introduced: Citizenship in the United States, 390; Taught: Natural-Born Citizens, 391; Naturalized Citizens, 392; Assessed: Topic 1 Assessment (17: Understand Citizenship), 35 SE/TE: Responsibilities, Duties, and Obligations of Citizenship, 30–31; Citizenship in the United States, 390; Natural-Born Citizens, 391; Naturalized Citizens, 392; Losing One’s Citizenship, 392–393; Topic 1 Assessment (13: Explain Personal and Civic Responsibilities), 34; (17: Understand Citizenship), 35; Topic 8 Assessment (15: Evaluate Obligations of Citizenship), 386

Choose an item.

9-12.G.4.3.2 Explain the implications of dual citizenship with regard to American Indians.

Specific Examples: SE: Introduced: Sovereignty of Tribal Governments, 649; Taught: Essential Question: Explain, 649; Assessed: Topic 13 Assessment (12: Compare the Federal Government and Tribal Governments), 672 SE/TE: Sovereignty of Tribal Governments, 649 Topic 13 Assessment (12: Compare the Federal Government and Tribal Governments), 672

Choose an item.

9-12.G.4.3.3 Identify the ways in which citizens can participate in the political process at the local, state, and national level.

Specific Examples: SE: Introduced: Making a Difference, 30–31; Taught: Political Participation, 797; Assessed: Voting, 797–798

Choose an item.


SE/TE: Making a Difference, 30–31; Being an Informed Citizen, 796; Political Participation, 797; Voting, 797–798 Topic 1 Assessment (13: Explain Personal and Civic Responsibilities), 34; (17: Understand Citizenship), 35; Topic 10 Assessment (10: Compare Methods of Filling Public Offices), 497; Topic 11 Assessment (14: Identify Opportunities), 557

9-12.G.4.3.4 Analyze and evaluate decisions about rights of individuals in landmark cases of the United States Supreme Court.

Specific Examples: SE: Introduced: The Power of Precedent, 311; Taught: Supreme Court Decisions on Gender Discrimination: Analyze Charts, 410; Assessed: Topic 9 Assessment (4: Evaluate a Court Decision), 418 SE/TE: The Supreme Court, 306–312; Protecting Civil Liberties: The Unalienable Rights, 326–332; Freedom of Religion, 333–339; Freedom of Speech and Press, 340–349; Freedom of Assembly and Petition, 350–354; Due Process of Law, 355–359; Freedom and Security of the Person, 360–371; Rights of the Accused, 372–384; Equality Before the Law, 405–411; Federal Civil Rights Laws, 412–417; The History of Voting Rights, 424–431 Topic 3 Assessment (2: Identify the Contributions), 121; Topic 4 Assessment (4: Explain Political Divisions), 195; (9: Understand Constitutional Protections), 196; Topic 7 Assessment (4: Identify Contributions and Individuals), 320; Topic 8 Assessment (2: Create a Presentation Analyzing Interpretations of Rights), 385; (3: Create a Presentation Analyzing Interpretations of Rights), 385; (5: Describe Efforts to Extend the Bill of Rights to the States), 385; (12: Evaluate a Court Decision), 386; (18: Analyze Interpretations of Rights), 387; Topic 9 Assessment (4: Evaluate a Court Decision), 418; (9: Give Examples of Processes), 419; (12: Evaluate Constitutional Provisions), 419; Digital Resources: Landmark Supreme Court Cases

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Goal 4.4: Build an understanding of the evolution of Democracy.

9-12.G.4.4.1 Analyze the struggles for the extension of civil rights.

Specific Examples: SE: Introduced: Equal Protection and Individual Rights, 405; Taught: Why the Voting Rights Act Amendments Were Needed: Analyze Charts, 429; Assessed: Topic 9 Assessment (11: Analyze Historical Examples), 419 SE/TE: Equality Before the Law, 405-411; Federal Civil Rights Laws, 412-417; The History of Voting Rights, 424-431; Your Right to Vote, 432-439 Topic 9 Assessment (5: Evaluate a U.S. Government Policy), 419; (8: Analyze Contemporary Examples), 419; (11: Analyze Historical Examples), 419; Topic 10 Assessment (2: Evaluate Policies and Decisions that Affect Particular Groups), 496

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9-12.G.4.4.2 Analyze and evaluate states’ rights disputes past and present.

Specific Examples: SE: Introduced: The Role of State and Federal Governments in Welfare Reform, 101; Taught: Essential Question: Recall, 108; Assessed: Topic 3 Assessment (23: Analyze the Federal System of Government), 123 SE/TE: Federalism: Powers Divided, 99–108; The National Government and the States, 109–120; Federal Civil Rights Laws, 412–417 Topic 3 Assessment (9: Understand the Limits on the National Government), 122; (20: Explain Why the Founding Fathers Adopted a Federal System), 123; (23: Analyze the Federal System of Government), 123; (24: Create a Written Presentation), 123; (25: Create a Written or Oral Presentation), 124

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9-12.G.4.4.3 Provide and evaluate examples of the role of leadership in the changing relationship among the branches of American government.

Specific Examples: SE: Introduced: The Presiding Officers, 173; Taught: House Standing Committee Chairs: Analyze Charts, 179; Assessed: Topic 4 Assessment (13: Explain Cultural Changes), 197 SE/TE: Congress at Work—Organization and Committees, 170–181; The Presidency—An Overview, 200–206; The President’s Domestic Powers, 211–223; The President’s Foreign Affairs Powers, 224–229; The Supreme Court, 306–312 Topic 4 Assessment (7: Analyze the Functions of the Legislative Branch), 196; (12: Analyze the Functions of the Legislative Branch), 196; (17: Analyze the Functions of the Legislative Branch), 197

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9-12.G.4.4.4 Discuss how the interpretation and application of the United States Constitution has evolved.

Specific Examples: SE: Introduced: The Power of Precedent, 311; Taught: Supreme Court Decisions on Gender Discrimination: Analyze Charts, 410; Assessed: Topic 9 Assessment (4: Evaluate a Court Decision), 418 SE/TE: Amending the Constitution, 90–98; The Judicial Philosophy of Judicial Restraint, 303; The Supreme Court, 306–312; The Judicial Philosophy of Judicial Activism, 303; What Is Judicial Review? 306–312; Federal Civil Rights Laws, 412–417; The History of Voting Rights, 424–431 Topic 3 Assessment (3: Analyze Legislative Branch), 121; (12: Describe the Constitutionally Prescribed Procedures), 122; Topic 7 Assessment (3: Analyze Functions And Explain Provisions), 320; (6: Analyze Issues), 321; Topic 8 Assessment (2: Create a Presentation Analyzing Interpretations of Rights), 385; (3: Create a Presentation Analyzing Interpretations of Rights), 385; (5: Describe Efforts to Extend the Bill of Rights to the States), 385; (12: Evaluate a Court Decision), 386; (18: Analyze Interpretations of Rights), 387

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Goal 4.5: Build an understanding of comparative government.

9-12.G.4.5.1 Compare and contrast different forms of government, such as presidential with parliamentary, unitary with federal, democracy with dictatorship.

Specific Examples: SE: Introduced: Types of Government, 12–18; Taught: Comparing United States and Russian Legislatures, 694; Assessed: Topic 14 Assessment: (12: Compare the U.S. Constitutional Republic to Historical Forms of Government), 710 SE/TE: Types of Government, 12–18; Comparative Political Systems, 676–681; Democracy and the Changing World, 682–688; The United Kingdom, 689–695; The Russian Federation, 693–699; China, 696–700 Topic 1 Assessment (9: Compare the Structures of Governments), 34; (11: Analyze Unitary Government), 34; Topic 14 Assessment (3: Compare the U.S. Constitutional Republic to Contemporary Forms of Government), 701; (7: Compare the U.S. Constitutional Republic to Historical and Contemporary Forms of Government), 702; (12: Compare the U.S. Constitutional Republic to Historical Forms of Government), 710; (13: Compare the U.S. Constitutional Republic to Contemporary Forms of Government), 710; (14: Analyze Advantages and Disadvantages), 710

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Standard 5: Global Perspectives Students in American Government build an understanding of multiple perspectives and global interdependence.



Point Value 0/.5/1

(Reviewer)

Goal 5.1: Build an understanding of multiple perspective and global interdependence.

9-12.G.5.1.1 Discuss the mutual impact of ideas, issues, and policies among nations, including environmental, economic, and humanitarian.

Specific Examples: SE: Introduced: A Global Economy, 598; Taught: How Tariffs Work: Analyze Charts, 601; Assessed: Topic 12 Assessment (16: Examine Economic Resources in Foreign Policy), 610 SE/TE: Foreign Policy Overview, 261–272; Diplomacy, 273–283; National Security, 284–290; The U.S. in a Global Economy, 598–606

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(Continued) Topic 6 Assessment (10: Identify the Purpose of Regulatory Commissions), 292; (14: Explain Major Foreign Policy Responsibilities), 293; (18: Analyze U.S. Foreign Policy), 293; Topic 12 Assessment (16: Examine Economic Resources in Foreign Policy), 610; (17: Analyze U.S. Foreign Policy), 611

9-12.G.5.1.2 Describe the characteristics of United States foreign policy and how it has been created and implemented over time.

Specific Examples: SE: Introduced: What is Foreign Policy?, 261; Taught: Essential Question: Apply Concepts, 264; Assessed: Topic 6 Assessment (18: Analyze U.S. Foreign Policy), 293 SE/TE: The President’s Foreign Affairs Powers, 224–229; Foreign Policy Overview, 261–272; Diplomacy, 273–283; National Security, 284–290 Topic 5 Assessment (11: Explain Major Foreign Policy Responsibilities), 231; (7: Analyze U.S. Foreign Policy), 231; Topic 6 Assessment (1: Examine Economic Resources in Foreign Policy), 291; (14: Explain Major Foreign Policy Responsibilities), 293; (18: Analyze U.S. Foreign Policy), 293

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9-12.G.5.1.3 Identify and evaluate the role of the United States in international organizations and agreements.

Specific Examples: SE: Introduced: U.S. Imports and Exports, 599; Taught: Top 10 U.S. Trade Partners: Analyze Charts, 599; Assessed: Topic 12 Assessment (17: Analyze U.S. Foreign Policy), 611 SE/TE: NAFTA, 598–599, 601–602, 606; NATO, 228, 271, 277, 278, 293; United Nations, 265, 267, 270, 271, 273, 278, 279, 283, 284; American Foreign Aid, 276 Topic 6 Assessment (18: Analyze U.S. Foreign Policy), 293; Topic 12 Assessment (17: Analyze U.S. Foreign Policy), 611

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Indicators of Quality Literacy Connections Across All Content

Areas Evidence-Give specific example Rating: (Reviewer only)

Students will build knowledge and academic language through content rich, complex nonfiction texts.

Pearson’s Realize™ Magruder’s American Government provides instruction in comprehension strategies and academic/content‐specific vocabulary within the context of Social Studies texts. Representative Examples: SE: 21st Century Skills, 768–799; Key Terms, 236, 242, 251

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Students will participate in Reading/Writing/Speaking that is grounded in evidence from the text, across the curriculum.

Pearson’s Realize™ Magruder’s American Government is fully designed to build reading, writing, and speaking skills and can be seamlessly integrated in the reading block of time. Each area of learning, such as reading, writing, or speaking, does not need to be a separate focus of teaching, but is taught in a single, rich lesson. Topic Assessment at the conclusion of each chapter provides research, writing and speaking/listening opportunities. Representative Examples: SE: Topic Assessment, 121–124; Primary Sources, 730–767; 21st Century Skills: Analyze Primary and Secondary Sources, 787–788; Participate in a Discussion or Debate, 791; Give an Effective Presentation, 792–793; Write an Essay, 793–794

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Students will use digital resources strategically to conduct research and create and present material in oral and written form.

Magruder’s American Government utilizes storytelling to bring Social Studies content to life. Our exclusive interactive digital solution, on Pearson’s Realize™, makes Social Studies personal for every student in a way that’s easier for you. Using electronic tools, students can investigate new knowledge, produce projects, and distribute their work to an extended audience. Representative Examples: SE: Research: Topic Assessment 3 # 15, 123; NBC Learn My Story Video, 297; 21st Century Skills: Avoid Plagiarism, 794; TE: Objectives page with Technology, 153; see pearsonrealize.com for online e‐text and teacher materials.

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Students will collaborate effectively for a variety of purposes while also building independent literacy skills.

Students actively engage in acquiring literacy skills in Pearson’s Realize™ Magruder’s American Government. The program uses a four‐part learning model to enhance teaching and understanding: Connect; Investigate; Synthesize; and Demonstrate. This format encourages greater interaction with the text and more active reading. Small group activities provide opportunities for students to demonstrate and transfer their understanding of the chapter content. Representative Examples: SE: Comprehension Questions,391, 402, 444; Section Assessment, 169, 250; TE: Supporting English Language Learners: Reading & Listening, 152; Lesson Plan, 220–223

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Equity Evidence-Give specific example Rating: (Reviewer only)

1. Materials are free from bias in their portrayal of ethnic groups, gender, age, disabilities, culture, religion, etc. and contain accommodations for multiple learning styles, students with exceptionalities, English Language Learners, and cultural differences. Multicultural Representation Free from bias Designed for use in planning and implementation of

differentiated instruction addressing multiple learning styles and the needs of Talented and Gifted (TAG), English Language Learners (ELL) and Special Education (SPED) students.

The material provides a balanced representation of points of view regarding issues such as race, gender, religion, environment, business, industry, political orientation, careers and career choices.

Magruder’s American Government provides a range of text and illustrations across print and digital assets that depict the full range of contributions, heritage, experiences and achievements of males and females in American history. Pearson’s Realize™ Magruder’s American Government is committed to representing peoples and cultures in a fair and equitable way across ethnicities, genders, and abilities. Turning pages through the program will show the range of representation across different time periods and situations. Representative Examples: SE: Photos, 171, 180, 204, 207, 210, 267

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2. The material offers texts representing a wide array of cultures and experiences, allowing students opportunities to learn about situations similar to and different from their own personal experiences.

Magruder’s American Government is made accessible for today’s students through clear, appealing narrative and engaging activities, questions, and primary sources. The subject matter ranges from the fight for civil rights to the gradual and painful expansion of voting rights. Accompanying illustrations and photographs were carefully reviewed to ensure accuracy and respectful representation of a wide array of cultures and experiences. Representative Examples: SE: Federal Civil Rights Laws, 412–417; The History of Voting Rights, 424–431; Photos, 334, 351, 451, 461

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Accessibility Evidence-Give specific example Rating: (Reviewer only)

3. Accessible Education Materials (AEM): Print- and technology-based educational materials, including printed and electronic textbooks and related core materials that are designed or converted in a way that makes them usable across the widest range of student variability regardless of format (print, digital, graphical, audio, video). Laws that govern the use of AEM: 1.)The Individuals with Disabilities Education Act (IDEA) focuses on accessible formats of print instructional material in the following formats: Braille, Large Print, Audio Text & Digital Text; 2.) Two federal civil rights acts: Section 504 of the Rehabilitation Act and Tittle II of the Americans with Disabilities Act (ADA). Both prohibit discrimination on the basis of disability and speak to the obligation of public schools to provide accessible educational materials to students with disabilities who need them. Submitted core PRINT materials must include assurance from

the publishers agreeing to comply with the most current National Instructional Materials Accessibility Standard (NIMAS) specifications regarding accessible instructional materials.

Pearson’s Realize™ Magruder’s American Government, connects Social Studies content and literacy instruction with materials that are streamlined, flexible and attuned to today’s classroom. Our innovative digital instruction is seamlessly integrated, providing a blended program that is engaging, effective and easy to use. All materials in the program comply with NIMAS specifications regarding instructional materials. Representative Examples: SE: NBC Learn My Story Video, 501; TE: The President’s Domestic Powers, 158–163. Sign on to pearsonrealize.com for student and teacher materials crossing all platforms.

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Student Focus Evidence-Give specific example Rating: (Reviewer only)

4. The material supports the sequential and cumulative development of foundational skills. Those skills are necessary for a student’s independent comprehension of grade-level complex texts and mastery of tasks called for by the standards.

Pearson’s Realize™ Magruder’s American Government integrates the sequential and cumulative development of foundational skills and processes with social studies content. The comprehension questions throughout the text allow students to practice these essential skills in every lesson. 21st Century Skills in the handbook provides detailed teaching of grade‐level skills. Representative Examples: SE: Draw Conclusions, 134, 176; Infer, 141; Identify Cause and Effect, 177

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5. The material provides many and varied opportunities for students to work with each standard within the grade level.

Pearson’s Realize™ Magruder’s American Government provides easy‐to‐use resources that engage all students, and includes standards‐based social studies content that reinforces literacy instruction. The program is designed to help you address critical knowledge and skill development. Representative Examples: SE: Essential Question, 388; Section Assessment, 397, 411, 373; Topic Assessment, 496–499; Objectives, 236, 298, 326; TE: Objectives, 244, 282, 350; Topic Inquiry: Civic Action Project, 240–241; Differentiate Instruction, 228–278

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6. The material reflects the progression of the strands and how they build within and across the grades in a logical way. This enables students to develop and demonstrate their independent capacity to read and write at the appropriate level of complexity and sophistication indicated by the standards.

Providing students with instruction in comprehension skills is critical in the social studies classroom. Pearson’s Realize™ Magruder’s American Government provides numerous opportunities to integrate language arts skills with the social studies content. The program is fully designed to build reading and writing skills at the appropriate level of complexity and can be seamlessly integrated into the social studies classroom. Representative Examples: SE: Topic Assessment (essay writing), 36, 232, 387; TE: Differentiated Instruction, 360; Topic Inquiry: Civic Discussion, 363–364 (research, speaking, and writing)

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7. The material engages the reader, i.e. does it correspond with age appropriate interests?

All aspects of the design and content of Magruder’s American Government engages the reader with age appropriate interests. Videos, illustrations, photos, graphics, and texts are seamlessly intertwined to create a grade‐appropriate and content‐rich experience. Representative Examples: SE: Political Parties and What They Do (graphs and photos), 502–517; NBC Learn My Story Video, 562; TE: Digital‐Start Up Activity, 271, 276

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8. The material cross-refers and integrates with other subjects in related areas of the curriculum.

Pearson’s Realize™ Magruder’s American Government provides opportunities for teachers and students opportunities to integrate other subject areas throughout the program. Research activities, Differentiate Instruction, and text activities provide a rich learning experience for all students. Representative Examples: TE: Differentiate Instruction, 164 (Speaking: Summarize); Active Classroom, 178 (Visual Response); Differentiate, 208 (Make a Poster)

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9. The material includes strategies and textual content that are grade appropriate.

Pearson’s Realize™ Magruder’s American Government includes strategies and textual content that grade appropriate. At the beginning of each topic, students watch a video connected to the Topic content by hearing the story of an individual whose life is related to the content students are about to learn. In each grade level students explore target reading, critical thinking, graph, and map skills that grade and content appropriate. Representative Examples: SE: 21st Century Skills: Read Charts, Graphs, and Tables, 780; Read Physical Maps, 782–783; NBC Learn My Video, 501

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10. The material has a balance of text types and lengths that encourage close, in-depth reading and rereading, analysis, comparison, and synthesis of texts.

Pearson’s Realize™ Magruder’s American Government includes a balance of text types and lengths. The text includes headings and subheadings, different type faces, and specific graphics to highlight key features and teaching moments. Representative Examples: SE: Foreign Policy Overview, 261–272; Topic Assessment, 291–294

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11. The material includes sufficient supplementary activities or assignments that are appropriately integrated into the text.

One of the most important and challenging responsibilities of a teacher is to create and execute activity‐based learning experiences while ensuring that activities are high quality and lead to real learning. Topic Assessment encourages higher level thinking skills as students demonstrate mastery of the content. The inquiry focused Projects for each topic develop students’ content and skills mastery in preparation for real‐world challenges. Active Classroom Strategies help to increase in‐class participation, raise student energy levels and attentiveness, all while engaging students in the story. Representative Examples: SE: Topic Assessment, 195–197; TE: Document‐Based Question on Regulating Special Interests and Earmarks, 318–319; Active Classroom, 324, 334, 370

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12. The material has activities and assignments that develop problem-solving skills and foster synthesis and inquiry at both an individual and group level.

Teachers know that students learn best when they tackle real‐world problems that spark their curiosity and relate to their lives. The challenge is to make lessons interesting and relevant for students, while making sure students can develop problem‐solving skills and encourage research and inquiry skills. Opportunities for individual learning and cooperative learning exist at all levels. The program includes inquiry focused Projects, Civic Discussions, and Document‐Based Questions activities that develop students’ content and skills mastery in preparation for real‐world challenges. Representative Examples: TE: Civic Discussion on the Filibuster, 363–364; Document‐Based Question on Regulating Special Interests and Earmarks, 318–319

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13. The material has activities and assignments that reflect varied learning styles of students.

Diverse student needs, experiences, and learning styles challenge today’s classrooms. Differentiate Instruction and Active Classroom includes flexible teaching techniques oriented to various learning modalities and work habits. Pearson’s Realize™ Magruder’s American Government provides activities and strategies teachers can employ to create a student‐centered, personalized instructional approach. Representative Examples: TE: Differentiate Instruction, 189, 195, 202; Active Classroom, 219, 245

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14. The material includes appropriate instructional strategies.

The program uses a four‐part learning model to enhance teaching and understanding: Connect; Investigate; Synthesize; and Demonstrate. Explicit instruction in comprehension strategies within the context of social studies texts exists in Magruder’s American Government. Students explore target reading, critical thinking, graph, and map skills. Interactive features enhance learning and reach different students through content that expands the text. Interactive features include charts, primary source image galleries, cartoons, 3‐D models, illustrations, timelines, and simulations. Representative Examples: SE: 21st Century Learning Skills, 768–799; TE: Lesson plan for Political Parties and What They Do, 367–372

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Pedagogical Approach Evidence-Give specific example Rating: (Reviewer only)

15. The material offers strategies for teachers to meet the needs of a range of learners, including advanced students and those requiring remediation.

Diverse student needs, experiences, and learning styles challenge today’s teachers. Educators who differentiate instruction recognize students as individuals with individual learning needs. They realize students learn at different rates and also in a variety of ways. Supporting English Language Learners Notes provide suggestions for assisting English learners at various proficiency levels. Differentiate Instruction Notes provide suggestions to modify the material for all students. Interactive features enhance learning and reach different students through content that expands the text. Representative Examples: TE: Supporting English Language Learners, 321, 338; Differentiated Instruction, 277, 303

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16. The material provides suggestions for scaffolding that support the comprehension of grade-level text without replacing students’ opportunities for full and regular encounters with grade-level complex texts. Removing the scaffolding over the course of the materials is encouraged.

Magruder’s American Government provides suggestions for scaffolding that support the comprehension of grade‐level text. Each topic is built around an Essential Question, which is revisited in topic assessment. Each topic begins with a My Story Video that connects to the Topic content by hearing the personal story of an individual whose life is related to the content. Comprehension skills and activities are intertwined within the text to help students make sense of information about the world they live in. Representative Examples: SE: Essential Question, 296; NBC Learn My Story Video, 297; Infer, 173, 174; Draw Conclusions, 269; 21st Century Learning Skills, 768–799

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17. The material provides opportunities for supporting English language learners to regularly and actively participate with grade-level text.

Magruder’s American Government Teacher’s Edition includes Supporting English Language Learners Notes for each lesson. The ELL Notes pages provide suggestions for supporting English Language Learners at several levels of English proficiency. Representative Examples: TE: Supporting English Language Learners, 69, 100, 186

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18. The material gives clear and concise instruction to teachers and students. It is easy to navigate and understand.

Magruder’s American Government program uses a four‐part learning model to enhance teaching and understanding. Connect: Students make learning personal as they connect to content through a story and activate their prior knowledge, personal experience, and perspective. Investigate: Students actively learn, investigate, and acquire key content knowledge through a variety of components. Synthesize: Students extend their understanding by applying what they just learned in a quick recap and “pull‐it‐all‐together” exercise. Demonstrate: Students demonstrate their understanding through a variety of authentic, formative, and summative assessments. Representative Examples: TE: Lesson Notes, 101–105, 275–280

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19. The material assesses students at a variety of knowledge levels (e.g., recall, inferencing/analyzing, reasoning, problem solving) centered on grade-level texts that are clearly aligned and measureable against the expectations of the ICS.

Teachers have many opportunities to assess students’ strengths and weaknesses and analyze their performance based on specific goals and criteria. Section Assessment and Topic Assessment exist for all lessons and chapters. Topic Inquiry for each chapter provide great performance assessment options. These options range from Civic discussion, Document‐Based Questions, and Civic Action Projects. Chapter Tests, in digital and text formats, provide quick formal and summative assessment options. Representative Examples: SE: Section Assessment, 150, 183, 397; Topic Assessment, 418–420; TE: Topic Inquiry: Civic Action Project, 171–172; Topic Inquiry: Civic Discussion, 363–364

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20. The material offers ongoing, easily implemented, and varied assessments. Assessments should clearly denote which standards are being

emphasized. They should also include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

Students demonstrate their understanding of the lesson concepts through a variety of authentic, formative, and summative assessments in Pearson’s Realize™ Magruder’s American Government. Representative Examples: SE: Section Assessment, 136, 146, 158, 169, 181; Topic Assessment, 195–197; TE: Topic Inquiry: Civic Action Project, 142–143; Digital Quiz, 151, 156; Digital Topic Test, 169

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Presentation and Design Evidence-Give specific example Rating: (Reviewer only)

21. The material has an aesthetically appealing appearance (attractive, inviting).

All text and digital components of Pearson’s Realize™ Magruder’s American Government has an aesthetically appealing appearance. Color photographs and illustrations, graphic organizers and charts, maps and tables, and content‐rich videos have been intertwined to create a rich student‐centered learning environment. Representative Examples: SE: The National Government and the States, 109–120; Pearson Realize NBC My Story Video link, 127

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22. Layout is consistent, clear, and understandable.

The material has headings and sub-headings that make it easy to navigate through the book.

Chapters are logically arranged. Text provides a useful table of contents, glossary, and index. Text contains references, bibliography, and resources.

The layout is consistent, clear, and understandable in Pearson’s Realize™ Magruder’s American Government. The student text includes a clear easy to use Table of Contents, Atlas, Glossary, and Index. Each chapter follows a consistent format, are logically arranged, and include headings that encourage students to comprehend the material. Explicit instruction that includes teacher activities and questions help students to analyze the structure and layout of the text. Representative Examples: SE: Table of Contents, x–xxiii; Atlas, 800–814; Glossary, 815–835; Index, 836–852

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23. The material uses a language/reading level suitable for the intended readers.

Pearson’s Realize™ Magruder’s American uses a language/reading level of the intended audience. Instruction promotes active engagement with the vocabulary, as well as repeated exposure in many contexts. Representative Examples: SE: Key Terms, 273, 284; 21st Century Skills, 768–799; Section sample: Federal Civil Rights Laws, 412–417

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24. The material has a reasonable and appropriate balance between text and illustration. The material has grade-appropriate font size.

All student materials in Magruder’s American Government includes a balance of text and illustrations or graphics. Images enhance the text, encouraging students to visualize important ideas and concepts. The text font size is appropriate for each grade level. Representative Examples: SE: Photo and Chart, 202–203; Photo and Timeline, 246–247; Map and Photos, 266–267

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25. The illustrations clearly cross-reference the text, are directly relevant to the content (not simply decorative), and promote thinking, discussion, and problem solving.

Illustrations, photographs, and graphics in Magruder’s American Government are directly related to the content and are accompanied with descriptive captions. The Teacher’s Guide includes comprehension questions that connect the images with lesson material. Representative Examples: SE: Photos, 83, 90, 141, 173; Analyze Charts, 175; Timeline, 247; TE: Supporting English Language Learners: Reading, 164

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26. Non-text content (performance clips, images, maps, globes, graphs, pictures, charts, databases, and models) are accurate and well integrated into the text.

Color photographs and illustrations, graphic organizers and charts, maps and tables, and content‐rich videos are accurate and well integrated into the text. The Student Edition includes concise captions and instructions encourage students to explore this non‐text content. Representative Examples: SE: Photos and Captions, 211, 225, 249, 106, 107; Political Cartoons, 318, 331, 369; Chart, 368; Graphs, 399; 21st Century Skills: Read Political Maps, 784–785

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Technology Evidence-Give specific example Rating: (Reviewer only)

27. The material includes or references technology that provides teachers with additional tasks for students.

Pearson’s Realize™ Magruder’s American Government allows students and teachers to travel beyond the classroom with technology that blends easily into any classroom. Time‐saving activities, interactive presentations, and classroom management tools allow for seamless integration of 21st century skills and daily lesson planning. Digital courseware on Pearson’s Realize™ platform also includes digital presentations, eTexts, myStory Videos, teacher podcasts, leveled readers, and 21st century learning lessons. Representative Examples: SE: NBC Learn Video and Pearson’s Realize™ icon, 297; TE: Digital Start Up Activity, 22; Active Classroom, 128; Civic Action Project, 142–143; see pearsonrealize.com for online e‐text and teacher materials.

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28. The material includes guidance for the mindful use of embedded technology to support and enhance student learning.

Pearson’s Realize™ Magruder’s American Government platform integrates technology and 21st century skills such as innovating, working in teams, or evaluating websites. The program helps teachers to develop experiences in which students use technology to communicate and collaborate with others in the classroom, school, community, and world. NBC Learn My Story Videos, flipped videos, and interactive features are easily accessed to enhance and support student learning. Representative Examples: SE: NBC Learn Video and Pearson’s Realize™ icon, 235; TE: Interactive Gallery, 154. See pearsonrealize.com for online e‐text and Teacher materials.

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Does the electronic/digital/online version of the materials: Evidence-Give specific example Rating: (Reviewer only)

29. The material has “platform neutral” technology (i.e., will run on Windows or other platforms) and availability for networking.

Pearson’s Realize™ Magruder’s American Government is platform neutral and available for networking. Students can learn content by reading narrative text online, or in a printed Student Edition, accessing the content using any device (including a smartphone!). Pleases specifications at the platform website. Representative Examples: Sign on to pearsonrealize.com for student and teacher materials crossing all platforms.

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30. The material has a user-friendly and interactive interface allowing the user to control (shift among activities).

All platforms of Pearson’s Realize™ Magruder’s American Government allows students to control their digital experience. Among videos, digital eText, interactive charts, maps, & illustrations, and Interactive Reading and Note Talking Study Guide, the digital platform makes learning experiential and connects students to the real world. Representative Examples: SE: NBC Learn Video and Pearson’s Realize™ icon, 297; Interactive Chart icon, 314

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Notes: Click here to enter text.