2010 Alabama Course of Study Social Studies United States Government & Common Core Standards for Literacy in History/Social Studies

Two Correlations Prentice Hall Magruder s American Government Alabama Edition 2015 To the 2010 Alabama Course of Study Social Studies United States Government & Common Core Standards for Literacy in History/Social Studies

Table of Contents Alabama Course of Study 12 th Grade, United States Government... 3 Common Core State Standards for Literacy in History/Social Studies Reading Standards for Literacy in History/Social Studies Grades 11-12... 12 Writing Standards for Literacy in History/Social Studies Grades 11-12... 16 2

2010 Alabama Course of Study Social Studies United States Government United States Government 1. Explain historical and philosophical origins that shaped the government of the United States, including the Magna Carta, the Petition of Rights, the English Bill of Rights, the Mayflower Compact, the Virginia Declaration of Rights, and the influence of Thomas Hobbes, John Locke, Charles de Montesquieu, Jean-Jacques Rousseau, and the Great Awakening. 1.a Comparing characteristics of limited and unlimited governments throughout the world, including constitutional, authoritarian, and totalitarian governments Examples: constitutional United States authoritarian Iran totalitarian North Korea 2. Summarize the significance of the First and Second Continental Congresses, the Declaration of Independence, Shays Rebellion, and the Articles of Confederation of 1781 on the writing and ratification of the Constitution of the United States of 1787 and the Bill of Rights of 1791. 3. Analyze major features of the Constitution of the United States and the Bill of Rights for purposes, organization, functions, and principles, including rule of law, federalism, limited government, popular sovereignty, judicial review, separation of powers, and checks and balances. Prentice Hall Alabama Edition, 2014 SE/TE: Basic Concepts of Democracy, 20 25; Our Political Beginnings, 30 34; also see: Petition of Right, 31, 654; English Bill of Rights, 32; Magna Carta, 580, 654, 666, 781; Mayflower Compact, 782; Hobbes, Thomas, 7, 8, 653; Locke, John, 8, 9, 33, 38, 55, 653, 784; Rousseau, Jean Jacques, 8, 54, 55, 785; Montesquieu, Baron de, 40, 55, 653; Virginia Declaration of Rights, 785 786; Our Presidents, AL40 AL41 SE/TE Forms of Government, 12 18; Basic Concepts of Democracy, 20 24; Comparative Political Systems, 644 645; Origins of the Modern State, 646 651; Ideas and Revolutions, 653 660; Transitions to Democracy, 661 665; Case Studies in Democracy, 666 672; Quick Study Guide and Assessment, 673 675; Unlimited and Limited Government, AL30; Impact of the constitution, AL37 SE/TE: The Critical Period, 48 51; Creating the Constitution, 52 58; Ratifying the Constitution, 59 62; Basic Principles, 68 75; also see: Bill of Rights, U.S., C17 C18, 60, 80, 81, 82, 546 549; Continental Congress, Second, 36, 39 40, 302 303, 708; Continental Congress, First, 39, 317; Shays' Rebellion, 50 SE/TE: Limited government, 9, 31, 41, 42, 57, 69 70, 94, 232, 296, 547 548, 583, 680, 709, 710, AL30; Checks and balances, 57, 71, 72 73, 417, 794 796; Separation of powers, 57, 70 72, 523, 653, 815; Popular sovereignty, 68, 69, 70, 80; Federalism, 71, 74 75, 80, 94 96, 101 102, 143, 269, 378, 522, 548 550; Rule of Law, 30, 70, 651; Judicial review, 71, 73 74, 76 77, 87, 532, 534, 549, 563, 710; also see: The Federalist, 243 244, 269, 417, 427, 520, 543 3

2010 Alabama Course of Study Social Studies United States Government 3.a Explaining main ideas of the debate over ratification that included the Federalist papers 3.b Analyzing the Bill of Rights for its application to historical and current issues 3.c Outlining the formal process of amending the Constitution of the United States 4. Explain how the federal system of the United States divides powers between national and state governments. 4.a Summarizing obligations that the Constitution of the United States places on a nation for the benefit of the states, including admitting new states and cooperative federalism Prentice Hall Alabama Edition, 2014 SE/TE: Creating the Constitution, 52 58; Ratifying the Constitution, 59 62; Basic Principles, 68 75; also see: The Federalist, 243 244, 269, 417, 427, 520, 543 SE/TE: Bill of Rights, U.S., C17 C18, 60, 80, 81, 82, 546 549; Civil Liberties: First Amendment Freedoms, 544 545; The Unalienable Rights, 546 550; Freedom of Religion, 551 558; Freedom of Speech and Press, 559 568; Freedom of Assembly and Petition, 569 572; Civil Rights: Protecting Individual Rights, 576 609 SE/TE:U.S. Constitution, amending, 78 83; Amendments 86, 88, 91, 95, 96, 99, 103, 153, 154, 155, 157, 158, 161, 163, 164 165, 166, 189, 270, 271, 278, 282 283, 300, 309, 318, 319, 367, 370, 371, 373, 375, 376, 389, 390, 397, 420, 458, 547, 548 549, 549 550, 550, 553, 557 559, 569, 578, 583 585, 585, 586, 587, 589, 591, 594, 595, 596 598, 598, 602, 603, 604, 607, 613, 618, 622, 628, 630, 632, 633, 684, 715 716, 753, 761, 807, 808, 809, 810, 811, 812, 813, 814, 815 SE/TE: Separation of Powers, 57, 70 72, 523, 653, 815; Federalism, 92 93; Federalism: Powers Divided, 94 102; The National Government and the 50 States, 103 109 SE/TE: Federalism, 92 93; Federalism: Powers Divided, 94 102; The National Government and the 50 States, 103 109 4

2010 Alabama Course of Study Social Studies United States Government 4.b Evaluating the role of the national government in interstate relations Prentice Hall Alabama Edition, 2014 SE/TE: Interstate Relations, 111 114 5. Compare specific functions, organizations, and purposes of local and state governments, including implementing fiscal and monetary policies, ensuring personal security, and regulating transportation. 5.a Analyzing the Constitution of Alabama of 1901 to determine its impact on local funding and campaign funding 5.b Describing the influence of special interest groups on state government 6. Analyze the expansion of suffrage for its effect on the political system of the United States, including suffrage for non-property owners, women, African Americans, and persons eighteen years of age. 6.a Describing implications of participation of large numbers of minorities and women in parties and campaigns 6.b Analyzing the black codes, Jim Crow laws, and the Selma-to-Montgomery March for their impact on the passage of the Voting Rights Act of 1965 SE/TE: Governing the States, 706 707; State Constitutions, 708 713; State Legislatures, 714 719; The Governor and State Administration, 720 726; The Courts and Their Judges, 732 736; Counties, Towns, and Townships, 742 748; Cities and Metropolitan Areas, 749 755; Providing Vital Services, 756 759; Financing State and Local Government, 761 766 SE/TE: Alabama State Constitution, AL29 SE/TE: Influencing Policy, AL33; Media in Politics, AL38 AL39 SE/TE: Suffrage, 80, 140, 152, 153, 616 617, 616; Suffrage and Civil Rights, 164 168; also see: Civil Rights Act (1960), 165; Civil Rights Act (1964), 165 166, 298, 314, 528, 547, 584, 613, 617, 620, 626 627, 628; Title IX, 315, 626, 627, 629; Civil Rights Act (1957), 352; Civil Rights Act (1866), 584 SE/TE: Suffrage and Civil Rights, 164 168 SE/TE: Voting Rights Acts, 154, 157, 162, 166 167, 168, 197, 528, 626, 812; Jim Crow laws, 619, 620; also see: Voting Rights Acts, 153, 154, 157, 162, 166 167, 168, 197, 356, 528, 626, 812 5

2010 Alabama Course of Study Social Studies United States Government 7. Describe the process of local, state, and national elections, including the organization, role, and constituency of political parties. 7.a Explaining campaign funding and spending 7.b Evaluating the impact of reapportionment, redistricting, and voter turnout on elections 8. Describe functions and the development of special interest groups and campaign contributions by political action committees and their impact on state and national elections. 8.a Analyzing rulings by the United States Supreme Court, including Buckley versus Valeo, regarding campaign financing to determine the effect on the election process 9. Trace the impact of the media on the political process and public opinion in the United States, including party press, penny press, print media, yellow journalism, radio, television, and electronic media. 9.a Describing regional differences in public opinion in the United States Prentice Hall Alabama Edition, 2014 SE/TE: Voters and Voter Behavior, 150 151; The Right to Vote, 152 155; Voter Qualifications, 156 163; Voter Behavior, 170 178; Casting Your Vote, 169; Working on a Political Campaign, 141; The Electoral Process, 182 183; The Nominating Process, 184 192; Elections, 193 199; Money and Elections, 201 208; also see: Political Parties, 120 121; Parties and What They Do, 122 129; The Two-Party System in American History, 130 136; The Minor Parties, 137 140; Party Organizations, 142 146; Chapter Assessment, 147 149 SE/TE: Money and Elections, 201 208 SE/TE: Reapportionment (and redistricting), 274 275, 276, 277; also see: Elections, 193 199; Electoral College, 80, 83, 87, 186, 318 319, 387 389, 394; Voter Behavior, 170 178; Casting Your Vote, 169 SE/TE: Political action committees (PACs), 202, 205 206, 259, 260; Interest groups, 240 241, 242 246, 247 252, 253, 254 260; Lobbyists, 253, 254 257, 263, 331, 341, 470 SE/TE: Bipartisan Campaign Reform Act (2002), 200, 203, 208; Buckley v. Valeo, 206, 565, 566 SE/TE: Mass Media and Public Opinion, 212 213; The Formation of Public Opinion, 214 219; Measuring Public Opinion, 220 227; The Mass Media, 228 236 SE/TE: Media in Politics, AL38 AL39 6

2010 Alabama Course of Study Social Studies United States Government 9.b Analyzing television and electronic media for their impact on the election process and campaign spending from the John F. Kennedy-Richard M. Nixon debate to the election of Barack Obama as President of the United States 9.c Explaining the effect of attack advertisements on voter selection of candidates 10. Evaluate roles political parties play in the functioning of the political system of the United States. 10.a Describing the role of third-party candidates in political elections in the United States 10.b Explaining major characteristics of contemporary political parties in the United States, including the role of conventions, party leadership, formal and informal memberships, and regional strongholds 10.c Describing the influence of political parties on individuals and elected officials, including the development of party machines, rise of independent voters, and disillusionment with party systems Prentice Hall Alabama Edition, 2014 SE/TE: The Mass Media, 228 236 Impact of Television, 239; Media in Politics, AL38 AL39 SE/TE: Media in Politics, AL38 AL39 SE/TE: Political Parties, 120 121; Parties and What They Do, 122 129; The Two- Party System in American History, 130 136; The Minor Parties, 137 140; Party Organizations, 142 146; Chapter Assessment, 147 149 SE/TE: The Minor Parties, 137 140 SE/TE: Political Spectrum (Critical Thinking), 126; Into the Twenty-First Century, 135 136; Party Organizations, 142 146 SE/TE: Political Parties, 120 121; Parties and What They Do, 122 129; The Two- Party System in American History, 130 136; The Minor Parties, 137 140; Chapter Assessment, 147 149 7

2010 Alabama Course of Study Social Studies United States Government 11. Evaluate constitutional provisions of the legislative branch of the government of the United States, including checks by the legislative branch on other branches of government. 11.a Comparing rules of operations and hierarchies of Congress, including roles of the Speaker of the House, the Senate pro tem, majority and minority leaders, and party whips 11.b Identifying the significance of Congressional committee structure and types of committees 11.c Tracing the legislative process, including types of votes and committee action, from a bill s presentation to presidential action 12. Evaluate constitutional provisions of the executive branch of the government of the United States, including checks by the executive branch on other branches of government and powers, duties as head of state and head of government, the electoral process, and the Twenty-fifth Amendment. Prentice Hall Alabama Edition, 2014 SE/TE: Congress, 266 267; The National Legislature, 268 271; The House of Representatives, 273 280; The Senate, 281 284; The Members of Congress, 285 290; Powers of Congress, 294 295; The Expressed Powers of Money and Commerce, 296 303; The Other Expressed Powers, 304 309; The Implied Powers, 312 316; The Nonlegislative Powers, 318 324; Congress in Action, 328 329; Congress Organizes, 330 337; Committees in Congress, 338 342; Making Law: The House, 343 349; Making Law: The Senate, 351 356; The United States Constitution, C2 C9 SE/TE: Speaker of the House, 285, 289, 331 333, 339, 340, 389; majority leader, minority leader whips, 336, 350; President pro tem, 370 SE/TE: Committees in Congress, 338 342; also see: Congress, U.S., committees of, 287 288; Ways and Means Committee, 315, 341; committee actions, 346; Committee of the Whole, 348 SE/TE: Committees in Congress, 338 342; Making Law: The House, 343 349; Making Law: The Senate, 351 356 SE/TE: The Presidency, 362 363; The President s Job Description, 364 368; Presidential Succession and the Vice Presidency, 370 373; Presidential Selection: The Framer s Plan, 374 376; Presidential Nominations, 377 385; The Presidential Election, 386 394; The Presidency in Action, 398 399; The Growth of Presidential Power, 400 403; The Executive Powers, 405 409; Diplomatic and Military Powers, 412 416; Legislative and Judicial Powers, 417 420; The United States Constitution, C9 C11 8

2010 Alabama Course of Study Social Studies United States Government 12.a Critiquing informal powers of the President of the United States, including press conferences, State of the Union addresses, total media access, head of party, and symbolic powers of the Oval Office 12.b Identifying the influence of White House staff on the President of the United States 12.c Ranking powers held by the President s Cabinet, including roles of Cabinet secretaries, appropriations by Congress, appointment and confirmation, and operation of organization 12.d Comparing diverse backgrounds, socioeconomic status, and levels of education of United States presidents 13. Evaluate constitutional provisions of the judicial branch of government of the United States, including checks by the judicial branch on other branches of government, limits on judicial power, and the process by which cases are argued before the United States Supreme Court. 13.a Explaining the structure and jurisdiction of court systems of the United States, including lower courts and appellate courts Prentice Hall Alabama Edition, 2014 SE/TE: President as party leader, 142; State of the Union Message, 331 332; Executive Branch, AL31 SE/TE: Executive Office of the President, 431 434 SE/TE: The Cabinet Departments, 435 440 SE/TE: Formal Qualifications (Kennedy, Polk, Grant, Reagan, Clinton, Obama, Garfield, Pierce, Hoover, Eisenhower), 366; Roosevelt, 367; Who is Nominated?, 384 385; Presidents of the United States, 774 775; Our Presidents, AL40 AL41 SE/TE: The Federal Court System: The National Judiciary, 520 526; The Inferior Courts, 528 531; The Supreme Court, 532 537; The Special Courts, 538 540; The United States Constitution, C11 C12; also see: Judicial Review, 71, 73 74, 76 77, 87, 532, 534, 549, 563, 710 SE/TE: The Inferior Courts, 528 531; The Supreme Court, 532 537; The Special Courts, 538 540; The United States Constitution, C11 C12; also see: Judicial Review, 71, 73 74, 76 77, 87, 532, 534, 549, 563, 710; Judicial Branch, AL34 AL35 9

2010 Alabama Course of Study Social Studies United States Government 13.b Identifying the impact of landmark United States Supreme Court cases on constitutional interpretation Examples: Marbury versus Madison, Miranda versus Arizona, Tinker versus Des Moines, Gideon versus Wainwright, Reno versus American Civil Liberties Union, United States versus Nixon, McCulloch versus Maryland, Wallace versus Jaffree, Wyatt versus Stickney, and Powell versus Alabama 13.c Describing the shifting political balance of the court system, including the appointment process, the ideology of justices, influences on court decisions regarding executive and legislative opinion, public opinion, and the desire for impartiality 13.d Contrasting strict and loose constructionist views of the Constitution of the United States 14. Describe the role of citizens in American democracy, including the meaning, rights, and responsibilities of citizenship; due process and other rights guaranteed by the Constitution of the United States; and participation in the election process. Prentice Hall Alabama Edition, 2014 SE/TE: Landmark Decisions of the Supreme Court, xvii, 76 77, 310 311, 410 411, 600 601, 624 625; Supreme Court-at-a-Glance, 390, 562, 588, 597, 619; The Supreme Court, 532 537; also see: Supreme Court Cases, 21, 22, 76 77, 77, 80, 82 83, 87, 96, 101 102, 104, 107, 112, 113 114, 114, 155, 157, 161, 162, 163, 165, 166, 167, 168, 207, 250, 276, 278, 280, 297 298, 299, 303, 304, 308, 310 311, 314, 315, 316, 356, 390, 402, 408 409, 410 411, 413, 419, 420, 458, 527, 533 534, 539, 547, 548, 550, 552, 553, 554 555, 556, 557, 558, 559, 560, 561, 562, 563, 564, 565 567, 569, 570 571, 572, 579, 581 582, 585, 586 587, 588, 589, 593, 595, 596, 599, 600 601, 602, 603, 604 605, 619 620, 624, 628, 706, 715 716, 716, 753, 761, 809, 811, 812; Judicial Branch, AL35 SE/TE: The Impact of Judicial Philosophy, 524 525; Issues of Our Time: Judicial Restraint vs. Activism, 527; Judicial Review, 532 534; Who is On the Court Today?, 536; The Court s Opinions, 537 SE/TE: The Impact of Judicial Philosophy, 524 525; Issues of Our Time: Judicial Restraint vs. Activism, 527; Judicial Viewpoints, AL35 SE: Rights and Responsibilities, 23, 156, 169; Voters and Voter Behavior, 150 151; The Right to Vote, 152 155; Voter Qualifications, 156 163; Voter Behavior, 170 178; Casting Your Vote, 169; Civil Liberties: First Amendment Freedoms, 544 575; Civil Liberties: Protecting Individual Rights, 576 609; Civil Rights: Equal Justice Under Law, 610 641; American Citizenship, 632 638 10

2010 Alabama Course of Study Social Studies United States Government 14.a Explaining how the balance between individual versus majority rule and state versus national authority is essential to the functioning of the American democratic society Examples: majority rule and minority rights, liberty and equality, state and national authority in a federal system, civil disobedience and rule of law, freedom of the press, the right to a fair trial, relationship of religion and government 15. Explain the role and consequences of domestic and foreign policy decisions, including scientific and technological advancements and humanitarian, cultural, economic, and political changes. Examples: isolationism versus internationalism, policy of containment, policy of détente, multilateralism, war on terrorism 15.a Evaluating financial, political, and social costs of national security Prentice Hall Alabama Edition, 2014 SE/TE: Majority Rule, 20 21; First Amendment Freedoms, 544 545; The Unalienable Rights, 546 550; Freedom of Religion, 551 558; Freedom of Speech and Press, 559 568; Freedom of Assembly and Petition, 569 572; Due Process of Law, 578 582; Freedom and Security of the Person, 583 590; Rights of the Accused, 592 599; Punishment, 602 606; Civil Rights: Equal Justice Under Law, 610 611; Diversity and Discrimination in American Society, 612 617; Equality Before the Law, 618 623; Federal Civil Rights Laws, 626 630; American Citizenship, 632 638; Chapter Assessment, 640 641; also see: Citizenship 101, 19, 84, 141, 169, 227, 272, 369, 472, 568, 631, 652, 731 SE/TE: Foreign policy, 304, 365, 483, 484, 485, 495 496, 497 499, 500, 501 503, 505, 506 507, 515; Foreign trade, 56, 696 697, 698; Spending and the Budget, 467 471; Fiscal and Monetary Policy, 473 476 SE/TE: Foreign Affairs and Diplomacy, 482 487; National Security, 488 494; American Foreign Policy Overview, 495 503; Foreign Aid and Alliances, 505 512 11

Common Core Standards for Literacy in History/Social Studies 2014 Reading Standards for Literacy in History/Social Studies Grades 11-12 A. Key Ideas and Details A.1 Cite specific textual evidence to support SE/TE: From The Constitution, 57, 86, analysis of primary and secondary sources, 95, 298, 367, 553, 586; Analyzing connecting insights gained from specific Political Cartoons, 9, 11, 22, 26, 37, 38, details to an understanding of the text as a 61, 64, 70, 83, 90, 101, 116, 129, 131, whole. 133, 143, 148, 149, 172, 176, 180, 181, 185, 207, 210, 218, 222, 234, 238, 239, 243, 260, 262, 263, 264, 278, 284, 289, 292, 300, 316, 324, 327, 336, 348, 358, 359, 360, 372, 380, 393, 396, 397, 402, 408, 422, 427, 448, 452, 457, 475, 478, 483, 497, 514, 516, 533, 539, 542, 574, 575, 580, 603, 608, 609, 616, 638, 640, 642, 658, 674, 681, 702, 703, 722, 735, 738, 768, 769; Chapter Assessment: Analyzing Political Cartoons, 26, 64, 90, 116, 148, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 547, 608, 640, 674, 702, 739, 768; Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Alabama Assessment, AL29, AL31, AL33, AL35, AL37, AL39, AL41 TE only: Analyze Political Cartoons, 120, 362 A.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. SE/TE: From The Constitution, 57, 86, 298, 367, 553; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760; Chapter Assessment, Essential Question, 292, 326; Quick Write, 192, 219, 526, 582, 617; Citizenship 101, 472; also see: Identify Central Issues, 58, 83, 155, 208, 219, 260, 409, 420, 449, 462, 471, 476, 494, 512, 558, 567, 590, 726; Summarize, 11, 42, 75, 109, 114, 208, 434, 537, 700, 726 12

Common Core Standards for Literacy in History/Social Studies A.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. B. Craft and Structure B.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 2014 SE/TE: Issues of Our Time, 110; Quick Write, 617, 623, 630, 638 TE only: Compare Viewpoints, 28, 36, 122, 214, 240, 247, 330, 417, 624, 732, 756 SE/TE: Key Terms Section Assessment questions, 11, 18, 24, 34, 42, 51, 58, 62, 75, 83, 88, 102, 109, 114, 129, 136, 140, 146, 155, 163, 168, 178, 192, 199, 208, 219, 226, 236, 246, 252, 260, 271, 280, 284, 290, 303, 309, 316, 324, 337, 342, 349, 356, 368, 373, 376, 385, 394, 403, 405, 409, 416, 420, 430, 434, 440, 449, 462, 466, 471, 476, 487, 494, 503, 512, 526, 531, 537, 540, 550, 558, 567, 572, 582, 590, 599, 606, 617, 623, 630, 638, 651, 660, 665, 672, 684, 691, 700, 713, 719, 726, 730, 736, 748, 755, 759, 766; Reviewing the Declaration, Vocabulary, 47 TE only: Differentiate: Vocabulary, 13, 35, 40, 61, 73, 76, 105, 221, 250, 269, 289, 297, 313, 314, 315, 319, 320, 335, 340, 379, 406, 418, 458, 464, 483, 489, 500, 521, 522, 547, 552, 553, 562, 580, 584, 586, 593, 613, 619, 634, 650, 656, 663, 681, 688, 715, 744, 751 B.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. B.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. SE/TE: Skills Handbook, Analyze Sources, S14; Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769 SE/TE: Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760; also see: Point of View, 62, 140, 246, 336, 356, 403, 606, 755 13

Common Core Standards for Literacy in History/Social Studies C. Integration of Knowledge and Ideas C.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. C.8 Evaluate an author s premises, claims, and evidence by corroborating or challenging them with other information. 2014 SE/TE: Document-Based Assessment, 91, 149, 181, 239, 263, 293, 327, 359, 397, 453, 479, 575, 609, 641, 675, 703, 739, 769; How Government Works, 5, 17, 73, 79, 100, 106, 108, 125, 139, 159, 186, 194, 221, 256, 258, 276, 306, 319, 321, 322, 339, 354, 371, 382, 407, 429, 433, 436, 447, 459, 461, 470, 484, 489, 493, 521, 530, 535, 555, 564, 589, 594, 634, 694, 712, 718, 725, 729, 744, 747, 752, 757, 763; Infographics, Charts, Graphs, and Tables (examples), 6, 16, 25, 38, 63, 74, 89, 128, 145, 153, 171, 197, 209, 225, 237, 261, 291, 299, 314, 335, 357, 379, 395, 419, 444, 468, 477, 487, 499, 510, 523, 541, 573, 607, 616, 639, 654, 668, 687, 696, 701, 734, 744, 767; Political Cartoons (examples), 9, 11, 22, 26, 37, 38, 61, 129, 148, 149, 172, 176, 180, 181, 185, 207, 234, 238, 262, 263, 264, 278, 284, 289, 292, 300, 316, 324, 372, 380, 408, 422, 427, 448, 452, 475, 478, 483, 497, 514, 516, 575, 580, 638, 674, 687, 702, 738, 739, 768, 769 TE only: Skills Development: Analyze Graphic Data, 454, 676; Analyze Images, 610; Analyze Political Cartoons, 120, 362; Analyze Timelines, 644; Differentiate: Cartoon, 60, 131, 132, 205, 243, 306, 501, 548, 598, 671, 699; Graphic Organizer, 33, 57, 60, 127, 308, 367, 375, 408, 413, 429, 433, 475, 598, 606, 629, 654, 659, 664; Poster, 73, 341, 382, 439, 501, 629; Timeline, 134, 197, 408, 690, 711; Watch TV/Film, 348, 729 SE/TE: Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760; Section Assessment, Critical Thinking, 51, 606 14

Common Core Standards for Literacy in History/Social Studies C.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 2014 SE/TE: Document-Based Assessment, Pull It Together, 641, 675; Alabama Assessment, AL35 TE only: Compare Viewpoints, 28, 36, 122, 214, 240, 247, 330, 417, 624, 732, 756 D. Range of Reading and Level of Text Complexity D.10 By the end of grade 12, read and SE/TE: Document-Based Assessment, 27, comprehend history/social studies texts in 65, 91, 117, 149, 181, 211, 239, 263, the grades 11 12 text complexity band 293, 327, 359, 397, 423, 453, 479, 515, independently and proficiently. 543, 575, 609, 641, 675, 703, 739, 769; From The Constitution, 57, 86, 95, 298, 367, 553, 586; Citizenship 101, 19, 84, 141, 169, 227, 272, 369, 472, 568, 631, 652, 731; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760; Landmark Decisions of the Supreme Court, 76, 310, 410, 600, 624 TE only: For More Information, 25, 63, 89, 115, 147, 179, 209, 237, 261, 292, 325, 357, 395, 421, 451, 477, 513, 541, 573, 607, 639, 673, 701, 737, 767 15

Common Core Standards for Literacy in History/Social Studies 2014 Writing Standards for Literacy in History/Social Studies Grades 11-12 A. Text Types and Purposes 1. Write arguments focused on disciplinespecific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. SE/TE: 21 st Century Skills Handbook: Persuasive Essay, S9 S10; Quick Write and Chapter Assessment: Persuasive Writing, 129, 136, 140, 146, 148, 303, 309, 316, 323, 326, 337, 342, 349, 356, 358, 403, 409, 416, 420, 422, 440, 449, 452, 550, 558, 567, 572, 574; Document- Based Assessment, Pull It Together, 117, 181, 239, 263, 293, 359, 397, 453, 479, 515, 543, 575, 703, 769; Chapter Assessment, Essential Question, 116, 238, 514, 542, 738; Citizenship 101, 568, 631; Alabama Assessment, AL33, AL35 TE only: Differentiate: Advertisement, 511; Write an Editorial, 61, 190; Write a Persuasive Argument, 40, 45; Write a Position Paper, 301 16

Common Core Standards for Literacy in History/Social Studies 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). 2014 SE/TE: 21 st Century Skills Handbook: Expository Writing, S3 S5; Research Writing, S6 S8; Writing for Assessment, S11 S12; Quick Write and Chapter Assessment: Cause-and-Effect-Essay, 219, 226, 236, 238, 462, 466, 471, 476, 478; Compare and Contrast, 102, 109, 114, 116; Explanatory Essay, 192, 199, 208, 210, 526, 531, 537, 540, 542, 713, 719, 726, 730, 736, 738; Expository Writing, 11, 19, 24, 26, 271, 280, 284, 290, 292, 487, 494, 503, 512, 514, 651, 655, 657, 659, 660, 665, 672, 674, 684, 691, 700, 702; Writing for Assessment, 75, 83, 88, 90, 246, 252, 260, 262, 748, 755, 759, 766, 768; Problem-Solution Essay, 617, 623, 630, 638, 640; Research Writing, 368, 373, 376, 385, 394, 396, 430, 434, 582, 590, 599, 606, 608; Alabama Assessment, AL30, AL31, AL37, AL39, AL41 TE only: Differentiate: Write an Essay, 100, 206, 217, 373, 382, 415, 470, 501, 595, 659, 671; Write an Article, 485; Write a Biography, 283, 433; Write an Essay, 100, 206, 217, 373, 382, 415, 470, 501, 595, 659, 671; Write to Explain, 32, 55, 225, 460; Write a Report, 225, 683, 718, 754; Write a Summary, 323, 336, 433, 475, 690 A.3 (See note; not applicable as a separate requirement) Not applicable according to Common Core State Standards 17

Common Core Standards for Literacy in History/Social Studies B. Production and Distribution of Writing B.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience 2014 SE/TE: Section Assessment: Quick Write, 11, 18, 24, 34, 42, 51, 58, 62, 75, 83, 88, 102, 109, 114, 129, 136, 140, 146, 155, 163, 168, 178, 192, 199, 208, 219, 226, 236, 246, 252, 260, 271, 280, 284, 290, 303, 309, 316, 324, 337, 342, 349, 356, 368, 373, 376, 385, 394, 403, 409, 416, 420, 430, 434, 440, 449, 462, 466, 471, 476, 487, 494, 503, 512, 526, 531, 537, 540, 550, 558, 567, 572, 582, 590, 599, 606, 617, 623, 630, 638, 651, 660, 665, 684, 691, 700, 713, 719, 726, 730, 736, 748, 755, 759, 766; Chapter Assessment, Writing About Government & Essential Question, 26, 64, 90, 116, 148, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 547, 608, 640, 674, 702, 738, 768; Citizenship 101, 141, 169, 272, 472, 631; Document-Based Assessment, Pull It Together, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Alabama Assessment, AL30, AL31, AL33, AL35, AL37, AL39, AL41 TE only: Writing, 17, 32, 40, 45, 55, 61, 100, 190, 206, 217, 225, 301, 315, 323, 336, 355, 373, 382, 415, 433, 439, 460, 470, 475, 485, 493, 501, 547, 549, 562, 595, 659, 671, 683, 689, 690, 718, 754 B.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. SE/TE: Chapter Assessment, Writing About Government, 26, 64, 90, 116, 148, 180, 210, 292, 358, 608, 640, 768; Chapter Assessment, Essential Question, 26, 90, 210, 422; Quick Write, 24, 62, 88, 109, 114, 155, 246, 280, 303, 316, 324, 337, 342, 349, 368, 394, 409, 430, 440, 471, 487, 623, 651, 684, 755 18

Common Core Standards for Literacy in History/Social Studies B.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 2014 SE/TE: Government Online, 19, 27, 35, 65, 84, 91, 110, 117, 141, 149, 169, 181, 200, 211, 227, 239, 253, 263, 293, 317, 327, 350, 359, 369, 397, 404, 423, 450, 453, 472, 479, 504, 515, 527, 543, 568, 575, 591, 609, 631, 641, 652, 675, 692, 703, 731, 739, 760, 769 TE only: Extend the Lesson: Watch a Movie and Respond, 46; Differentiate: Newscast, 300; Advertisement, 511 B.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. SE/TE: 21 st Century Skills Handbook: Research Writing, S6 S8; Quick Write and Chapter Assessment: Research Writing, 368, 373, 376, 385, 394, 396, 430, 434, 582, 590, 599, 606, 608; Quick Write, 18, 42, 51, 102, 136, 192, 199, 219, 226, 271, 440, 503, 526, 531, 558, 572, 719, 726; Chapter Assessment, Essential Question, 64, 90, 116, 180, 262, 292, 326, 358, 396, 422, 452, 478, 514, 608, 640, 674, 702, 738, 768; Citizenship 101, 652; Alabama Assessment, AL35 TE only: Differentiate: Research, 9, 14, 16, 22, 40, 44, 81, 100, 127, 167, 173, 176, 195, 197, 206, 225, 235, 250, 251, 256, 258, 300, 301, 308, 315, 323, 336, 341, 373, 375, 383, 392, 402, 415, 419, 433, 439, 447, 460, 475, 486, 501, 508, 510, 511, 525, 536, 572, 581, 588, 598, 616, 629, 649, 659, 663, 664, 671, 683, 690, 699, 718, 724, 729, 747, 754; Extend: Research, 61, 107, 114, 154, 278 19

Common Core Standards for Literacy in History/Social Studies B.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 2014 SE/TE: 21 st Century Skills Handbook: Research Writing, S6 S8; Quick Write and Chapter Assessment: Research Writing, 368, 373, 376, 385, 394, 396, 430, 434, 582, 590, 599, 606, 608; Quick Write, 18, 42, 51, 102, 136, 192, 199, 219, 226, 271, 440, 503, 526, 531, 558, 572, 719, 726; Chapter Assessment, Essential Question, 64, 90, 116, 180, 262, 292, 326, 358, 396, 422, 452, 478, 514, 608, 640, 674, 702, 738, 768; Citizenship 101, 652; Alabama Assessment, AL35 TE only: Differentiate: Research, 9, 14, 16, 22, 40, 44, 81, 100, 127, 167, 173, 176, 195, 197, 206, 225, 235, 250, 251, 256, 258, 300, 301, 308, 315, 323, 336, 341, 373, 375, 383, 392, 402, 415, 419, 433, 439, 447, 460, 475, 486, 501, 508, 510, 511, 525, 536, 572, 581, 588, 598, 616, 629, 649, 659, 663, 664, 671, 683, 690, 699, 718, 724, 729, 747, 754; Extend: Research, 61, 107, 114, 154, 278 B.9 Draw evidence from informational texts to support analysis, reflection, and research. SE/TE: Document-Based Assessment, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Citizenship 101, 19, 84, 141, 169, 227, 272, 369, 472, 568, 631, 652, 731; Issues of Our Time, 35, 110, 200, 253, 317, 350, 404, 450, 504, 527, 591, 692, 760; Landmark Decisions of the Supreme Court, 76, 310, 410, 600, 624 20

Common Core Standards for Literacy in History/Social Studies C. Range of Writing C.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. 2014 SE/TE: Section Assessment: Quick Write, 11, 18, 24, 34, 42, 51, 58, 62, 75, 83, 88, 102, 109, 114, 129, 136, 140, 146, 155, 163, 168, 178, 192, 199, 208, 219, 226, 236, 246, 252, 260, 271, 280, 284, 290, 303, 309, 316, 324, 337, 342, 349, 356, 368, 373, 376, 385, 394, 403, 409, 416, 420, 430, 434, 440, 449, 462, 466, 471, 476, 487, 494, 503, 512, 526, 531, 537, 540, 550, 558, 567, 572, 582, 590, 599, 606, 617, 623, 630, 638, 651, 660, 665, 684, 691, 700, 713, 719, 726, 730, 736, 748, 755, 759, 766; Chapter Assessment, Writing About Government & Essential Question, 26, 64, 90, 116, 148, 180, 210, 238, 262, 292, 326, 358, 396, 422, 452, 478, 514, 542, 547, 608, 640, 674, 702, 738, 768; Citizenship 101, 141, 169, 272, 472, 631; Document-Based Assessment, Pull It Together, 27, 65, 91, 117, 149, 181, 211, 239, 263, 293, 327, 359, 397, 423, 453, 479, 515, 543, 575, 609, 641, 675, 703, 739, 769; Alabama Assessment, AL30, AL31, AL33, AL35, AL37, AL39, AL41 TE only: Writing, 17, 32, 40, 45, 55, 61, 100, 190, 206, 217, 225, 301, 315, 323, 336, 355, 373, 382, 415, 433, 439, 460, 470, 475, 485, 493, 501, 547, 549, 562, 595, 659, 671, 683, 689, 690, 718, 754 21