wv ss amgov1 9 - mcdougal littell is now prefaced with an outline and concludes with a list of...

West VirginiaSpecific Criteria for Content and Skills

Civics/Government

correlated to the

AMERICANGOVERNMENT

NINTH EDITION

6/20032004

CC2

lebrocn

WV 122

Introductionto

American Government9th edition

James Q. Wilson and John J. DiIulio, Jr.

Acclaimed for its clear writing and for the scholarship of its prominent authors, AmericanGovernment offers students a comprehensive and sophisticated examination of who governs inAmerica and to what end. With a compelling and accessible writing style, American Governmentexplores the roots of the United States political system, the institutions of American government,and the historical development of procedures, actors, and policies. The authors’ treatment of publicpolicy continues to set the standard in the field, with seven full chapters on policy-making anddomestic and foreign policy issues. This edition includes coverage of the 2002 congressionalelections, the Bipartisan Campaign Finance Reform Act, and the G.W. Bush presidency. Eachchapter is now prefaced with an outline and concludes with a list of Internet resources.

FEATURES• Enduring Questions at the beginning of every chapter spark students’ interest and give

them a larger conceptual framework in which to think about the chapter materials.• An updated and more user-friendly box program helps students learn more effectively,

while retaining popular features.• How Things Work boxes summarize the basic information and important facts students

must know in order to understand how politics works.• The Rules of Politics boxes offer a glimpse into the lighter side of politics.• Chapter outlines are provided at the beginning of each chapter.• Internet resources are listed at the end of each chapter.• The What Would You Do? feature places students in the role of decision maker. This

feature presents students with a realistic domestic or foreign policy issue which they canconsider in a class paper or in class discussion.

• Politically Speaking feature defines political jargon and places the terms in historicalcontext.

• The Trivia feature presents students with fun facts about the topic of the chapter.• Who Governs? To What Ends? feature explores the influence behind policy decisions.

This feature examines the politics behind a specific policy issue, using the policy analysisframework described in Chapter 15 to analyze how the policy came about and whoinfluenced the outcome. (One in each policy chapter beginning with Chapter 16).

• Outstanding coverage of public policy: The complete text provides seven chapters onpolicy-making, domestic policy, and foreign policy.

American Government9th edition

Components

• Pupil Edition, H.S. AP version

• Instructor’s Guide with Lecture Notes

• Test Bank

• Transparency Package:

• Study Guide:

• American Government Web Site:

• HM ClassPrep CD with Test Generator

• HM Guide to the Internet for Political Science

• Lecture Launchers Video

• State and Local Government supplement

• American Politics reader

• American Politics reader Instructor’s Resource Manual

PE: = Pupil’s Edition 1IG: = Instructor’s GuideSH: = Student Handbook

McDougal LittellAmerican Government

9th Editioncorrelated to the

West VirginiaSpecific Criteria for Content and Skills

Civ ics/Government

Civics/Government education is essential for active participation by informed citizens. This course emphasizes a study ofgovernment and individual rights and responsibilities. Examination of rules and laws and the need for authority is crucial tomaintaining a safe society for diverse individuals and groups. Civics/Government understanding increases as students developthe skills to make informed decisions, to resolve conflicts peacefully, to articulate and defend positions and to engage in thecivic and political life of their communities.

(Vendor/Publisher) I = In-depthSPECIFIC LOCATION A = Adequate (IMR Committee)OF CONTENT WITHIN M = Minimal RESPONSESPRODUCT N = Nonexistent I A M N

All materials at this grade level (1) be research based and theory driven; (2) incorporate basic,accurate information that is developmentally appropriate; (3) use interactive activities that activelyengage students; (4) provide students with opportunities to model and practice relevant skills; (5 )develop higher order thinking opportunities; and (6) be based on national standards. Theinstructional materials should provide students with opportunities to:

A. CIVICS/GOVERNMENT

PE:32–33, A1–A3, A4–A20,A21–A25, A26–A29

1. use documents such as the Declaration ofIndependence, the Federalist and the Anti-Federalistpapers, and the Constitution to explain the primarypurposes of government and the United Statessystem.

___ ___ ___ ___

PE:17–22, 28–45

IG:10–11, 14–16

SH:16–17

2. Explain the basic values and principles embodied inthe Constitution and the Bill of Rights. ___ ___ ___ ___

PE:82–83, 84–86, 88–89, 131–146,227–228

IG:43–45, 47–49

SH:88–90

3. describe the characteristics of government and civilsociety that relate to civic participation. ___ ___ ___ ___

McDougal Littell American Government 9th Edition correlated to the West Virginia Specific Criteria for Content and SkillsCivics/Government

2

(Vendor/Publisher) I = In-depthSPECIFIC LOCATION A = Adequate (IMR Committee)OF CONTENT WITHIN M = Minimal RESPONSESPRODUCT N = Nonexistent I A M NPE:17–22, 103–125

IG:35–38, 39–42

SH:41–74

4. explain the consent of the governed in theformation of a democratic society and the role itplays in a dynamic society.

___ ___ ___ ___

PE:3–4, 17–18, 31, 34, 35–36, A1–A3

IG:8–9, 10–11, 14–16

SH:14–16

5. explain rule of law and its application in ademocratic society. ___ ___ ___ ___

PE:17–22, 22–24, 25–27, 30–31,34–36

IG:8–9, 9–10, 14–17

SH:14–16, 17–18

6. compare and contrast the tension betweenindividual liberty and society’s need for order andsafety.

___ ___ ___ ___

PE:498–502, 503–509, 510–513,514–520, A13–A14

IG:197–201, 203–208

SH:301–304

7. identify examples of how individual rights areprotected, the need for civic virtue, and how thegovernment promotes the common good.

___ ___ ___ ___

PE:103–104, 105–115, 116–125,259–260

IG:35–42, 90–91

SH:71–74

8. explain the ways people express their views,monitor, and influence governmental actions. ___ ___ ___ ___


3

(Vendor/Publisher) I = In-depthSPECIFIC LOCATION A = Adequate (IMR Committee)OF CONTENT WITHIN M = Minimal RESPONSESPRODUCT N = Nonexistent I A M NPE:6–8, 28–29, 55–59, 333

IG:2, 10, 19–20

SH:2, 16–17, 34

9. compare and contrast direct and representativedemocracy, the evolution of democracy in theAmerican experience.

___ ___ ___ ___

Opportunities to address thisstandard can be found in thefollowing citations:PE:573-574

10. analyze the problems developing nations have inattaining democracy. ___ ___ ___ ___

PE:152–154, 185–186, 196, A4–A8,A8–A10

IG:51–52, 57–59, 63

SH:103–104, 122

11. explain the election process, political parties, andthe duties of elected officials and their relationshipto citizens.

___ ___ ___ ___

PE:50–65, 66–71

IG:18–22, 24–26

SH:33–36

12. define federalism and explain how power isseparated and shared in the United States at alllevels of government.

___ ___ ___ ___

PE:28–29, 41–42, 427–429, 586–587

IG:10, 11–12, 14–16, 237l

SH:16–17,17–18

13. define the separation of powers, enumerate theassigned powers of each of the three branches ofgovernment and explain the system of checks andbalances provided by the Constitution.

___ ___ ___ ___

PE:554–565, 566–578, 579–582

IG:221–227, 230–235

SH:333–339

14. identify and describe foreign policy of the UnitedStates, the objectives for national security and theirimportance to individual citizens.

___ ___ ___ ___


4

(Vendor/Publisher) I = In-depthSPECIFIC LOCATION A = Adequate (IMR Committee)OF CONTENT WITHIN M = Minimal RESPONSESPRODUCT N = Nonexistent I A M NPE:126, 168, 545, 546, 501–502,519–520

IG:38, 198, 201

SH:301–302

15. explain the role diversity has played in historicaland contemporary America. ___ ___ ___ ___

PE:543

16. explain citizenship and the process of becoming acitizen. ___ ___ ___ ___

PE:77–78, 82–86

IG:28–29, 32–33

SH:52–53

17. explain the rights and responsibilities of UnitedStates citizenship and how they differ fromcitizenship under authorization and totalitarianregimes.

___ ___ ___ ___

PE:523–525, 526–543, 544–549, G2

IG:209–214, 216–220

SH:317–321

18. evaluate and defend positions on issues facingcontemporary American society. ___ ___ ___ ___

PE:163, 239, 255–257, 263–266

IG:88–89, 91, 95–96

SH:158, 160

19. describe and evaluate the ways in which technologyaffects civic life. ___ ___ ___ ___


5


F. SKILLS

FOUNDATION CRITERIA SH:5-10, 22-28, 40-45, 58-63, 78-83,93-98, 111-117, 131-137, 148-153,165-170

1. be successful based on individual needs andabilities. ___ ___ ___ ___

SH:4, 21, 39, 56-57, 76, 92, 110, 128-129, 147, 163-164

2. use multiple intelligence strategies.___ ___ ___ ___

SH:10, 28, 45, 63, 76, 83-84, 99, 137,153, 170

3. respond to expanded questioning strategies.___ ___ ___ ___

IG:4, 14, 24-25, 32-33, 39-41, 47-48,57-59, 71-72, 83-84, 95-96

4. integrate reading strategies/techniques usingCivics/Government content. ___ ___ ___ ___

SH:10, 28, 45, 63, 76, 83-84, 99, 137,153, 170

5. practice reflective thinking.___ ___ ___ ___

PE:460-465, 466-477, 480-493

6. integrate Civics/Government material/contentacross the curriculum. ___ ___ ___ ___

Opportunities to address thisstandard can be found on theAmerican Government websitehttp://politicalscience.college.hmco.com/students in Political Sourcenet:HM’s American governmentresource containing primary sourcedocuments, Internet exercises, andother interactive activities

7. apply contextual learning concepts.___ ___ ___ ___

SH:185-187, 206-207, 222-223, 238-240, 261-262, 275-277, 289-290,305-306, 321-323, 339-342

8. develop discriminating memory.___ ___ ___ ___

PE:554-565, 566-579, 580, 582

9 understand and manage change and continuity.___ ___ ___ ___

PE:480-493, 498-502, 503-520

10. develop historical empathy.___ ___ ___ ___


6

(Vendor/Publisher) I = In-depthSPECIFIC LOCATION A = Adequate (IMR Committee)OF CONTENT WITHIN M = Minimal RESPONSESPRODUCT N = Nonexistent I A M NPE:50-54, 55-72

11. analyze the complexity of Civics/Government.___ ___ ___ ___


12. engage as active learners.___ ___ ___ ___

SH:129-131, 147-148, 224-225, 241-242, 278, 291-292, 307, 323-324,343, 361

13. practice workplace process skills.___ ___ ___ ___

PE:501-502, 524-543, 544-549

14. understand cultural diversity.___ ___ ___ ___

BASIC SKILLS IN CIVICS/GOVERNMENTOpportunities to address thisstandard can be found on theAmerican Government websitehttp://politicalscience.college.hmco.com/students in Political Sourcenet:HM’s American governmentresource containing primary sourcedocuments, Internet exercises, andother interactive activities

1. locate, access, analyze, organize, sequence,synthesize, and evaluate information and makereasoned judgments.

___ ___ ___ ___

SH:22, 39–40, 57–58, 76–78, 92–93,110–111, 129–131, 147–148,164–165, 189–190

2. analyze and interpret information and drawconclusions from charts, graphs, timelines, andtables.

___ ___ ___ ___

IG:59, 72-74, 84-85, 96-97, 117, 134-136, 147-149, 159-161, 174-177,194-196

3. participate in discussion, defense of positions, anddebate. ___ ___ ___ ___


7

(Vendor/Publisher) I = In-depthSPECIFIC LOCATION A = Adequate (IMR Committee)OF CONTENT WITHIN M = Minimal RESPONSESPRODUCT N = Nonexistent I A M NOpportunities to address thisstandard can be found on theAmerican Government websitehttp://politicalscience.college.hmco.com/students in Political Sourcenet:HM’s American governmentresource containing primary sourcedocuments, Internet exercises, andother interactive activities

4. integrate writing (e.g., creative, self-expression,journaling), reflection and metacognition. ___ ___ ___ ___


5. read a variety of sources for Civics/Governmentunderstanding and perspective. ___ ___ ___ ___


6. read a variety of print sources for criticalunderstanding. ___ ___ ___ ___

SH:206–208, 222–224, 238–241,262–262, 275–277, 289–291,305–307, 321–323, 339–342,359–360

7. learn and use vocabulary, terms and terminologyessential for understanding Civics/Government. ___ ___ ___ ___

Opportunities to address thisstandard through suggestedaudio/video materials can be foundin the American GovernmentInstructor’s Resource Manual.

8. listen to information to gain knowledge and followdirections. ___ ___ ___ ___


8


SKILLS IN CITIZENSHIPOpportunities to address thisstandard can be found on theAmerican Government websitehttp://politicalscience.college.hmco.com/students in Political Sourcenet:HM’s American governmentresource containing primary sourcedocuments, Internet exercises, andother interactive activities

1. participate in activities of school, community andnation. ___ ___ ___ ___

Opportunities to address thisstandard can be found in thefollowing citations:PE:49-50, 88, 236-237, 239-241, 395,396, 397, 501-502, 510

2. resolve conflicts peacefully.___ ___ ___ ___


3. participate in volunteer projects.___ ___ ___ ___

IG:69, 81-82, 93-94, 129-130, 143,155-156, 169-170, 182, 192, 202

4. evaluate, take and defend positions.___ ___ ___ ___

PE:131-147, 151, 168-169

IG: 47-48, 48-49, 50

5. interact with, monitor and influence government atall levels. ___ ___ ___ ___


9


SKILLS IN CIVICS/GOVERNMENT PE:37, 189, 194, 288, 320, 362, 382,476

1. interpret political cartoons.___ ___ ___ ___

PE:A1-A3, A4-A20, A21-A25, A26-A29

SH:67-70, 174-177, 253-256, 371-372,382-385

2. analyze current and historical documents.___ ___ ___ ___


3. apply Civics/Government concepts to current andhistorical settings. ___ ___ ___ ___

SKILLS IN HISTORY 1. analyze, gather and interpret information.

___ ___ ___ ___

PE:252-262, 263-276

IG:95--97, 98-100

2. use inquiry to detect bias and emotional appeal ininformation concerning Civics/Government. ___ ___ ___ ___

SH:164, 189, 208, 224-225, 241, 278,291-292, 307, 323-324, 343

3. recognize valid interpretations and factual accuracyin Civics/Government data. ___ ___ ___ ___


10


G. ASSESSMENT


1. practice in a format commensurate with WestVirginia Assessment programs.• Norm referenced• State writing assessment• NAEP• Informal assessment• Criterion referenced

___ ___ ___ ___


2. practice using project format, portfolios and/orperformance based measures. ___ ___ ___ ___


3. practice for standardized assessments, open-endedquestioning, checkpoint benchmarks, miscueanalysis, and rubrics.

___ ___ ___ ___

SH:148–153, 165–170, 190–196,209–214, 225–230, 242–248,263–268, 278–283, 292–297,307–313

4. use a variety of assessment techniques.• True/false• Selected response• Short answer• Extended response• Essay

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___


11


H. TECHNOLOGY

PE:47, 74, 100, 128, 148, 182, 220,249, 277, 327, 370, 401, 432, 457,477, 494, 521, 550, 583, 600

IG:xx–xxvi

1. use a variety of technological tools.a. Conduct online research.b. Create, publish and present projects related to

content areas.c. Integrate advanced technology skills, word

processor, database, and spreadsheets.d. Select and use appropriate technology tools to

collect, analyze and display data relevant toclass assignments.

e. Use multi-media (VCRs, CDs, LDs, DVDs,cassette tapes with audio versions of the text).

f. Use teacher planning tools.

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

Opportunities to address thisstandard can be found in the HMGuide to the Internet for PoliticalScience and at:http://politicalscience.college.hmco.com/students

2. practice ethical behavior in using computer-basedtechnology. ___ ___ ___ ___

Opportunities to address thisstandard can be found in the HMGuide to the Internet for PoliticalScience and at:http://politicalscience.college.hmco.com/students

3. adhere to Fair Use and Multimedia Copyrightguidelines, citing sources in papers, projects, andmulti-media presentation.

___ ___ ___ ___

IG:69, 81, 129, 142, 155, 169, 182,192, 201, 214

4. analyze websites with information related to thecontent. ___ ___ ___ ___


5. use expert systems, intelligent agents andsimulations in real world problems. ___ ___ ___ ___

Opportunities to address thisstandard can be found at:http://politicalscience.college.hmco.com/students

6. run materials at computer level capacity.___ ___ ___ ___


12

(Vendor/Publisher) I = In-depthSPECIFIC LOCATION A = Adequate (IMR Committee)OF CONTENT WITHIN M = Minimal RESPONSESPRODUCT N = Nonexistent I A M NOpportunities to address thisstandard can be found at:http://politicalscience.college.hmco.com/instructors

Additional opportunities can befound in American GovernmentClassPrep CD-ROM

7. access juried websites, materials and lesson plans.___ ___ ___ ___

Opportunities to address thisstandard can be found at:http://politicalscience.college.hmco.com/instructors

Additional opportunities can befound in American GovernmentClassPrep CD-ROM

8. use materials in standard formats that are easilyaccessed by teachers, parents and students fromschool and home.

___ ___ ___ ___

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