Pearson myFlorida Civics - Pearson Education

A Correlation of

Pearson myFlorida Civics

To the

Florida Course Standards and Access Points for M/J Civics – 2106010

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LA.7.1.6.1 The student will use new vocabulary that is introduced and taught directly; N/A

Key Terms, 4, 7, 17, 25, 38, 45, 49, 66, 74, 78, 114, 117, 126, 140, 150, 166, 172, 177, 183, 194, 203, 209, 220, 225, 239, 246, 252, 259, 264, 274, 281, 289, 304, 312, 317, 330, 336, 342, 358, 364, 371, 384, 388, 397, 410, 419, 425, 440, 446, 452, 464, 470, 480, 492, 497, 507, 518, 524, 535, 548, 553, 559, 574, 581, 588, 608, 614, 621, 632, 638, 645, 652, 664, 670, 675, 684, 691, 698, 705; Reviewing Key Terms, 32, 58, 88, 136, 160, 190, 216, 242, 270, 298, 326, 352, 380, 406, 434, 460, 486, 514, 542, 570, 596, 628, 659, 679, 711

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Committee Member Evaluation(Committee Member Use Only)

Pearson Education, Inc., publishing as Prentice Hall22-1603684-03

myFlorida Civics

CORRELATIONFLORIDA DEPARTMENT OF EDUCATION

INSTRUCTIONAL MATERIALS CORRELATION

Social StudiesGrade 7M/J Civics2106010

COURSE STANDARDS

LA.7.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text; N/A

Reading Preview, 4, 7, 17, 25, 38, 45, 49, 66, 74, 78, 114, 117, 126, 140, 150, 166, 172, 177, 183, 194, 203, 209, 220, 225, 239, 246, 252, 259, 264, 274, 281, 289, 304, 312, 317, 330, 336, 342, 358, 364, 371, 384, 388, 397, 410, 419, 425, 440, 446, 452, 464, 470, 480, 492, 497, 507, 518, 524, 535, 548, 553, 559, 574, 581, 588, 608, 614, 621, 632, 638, 645, 652, 664, 670, 675, 684, 691, 698, 705; Comprehension and Critical Thinking, 6, 15, 23, 29, 59, 43, 48, 55, 72, 77, 85, 116, 124, 133, 148, 157, 171, 175, 182, 187, 201, 208, 213, 224, 228, 239, 251, 257, 263, 267, 280, 288, 295, 311, 315, 323, 335, 340, 349, 361, 370, 377, 387, 395, 403, 417, 424, 431, 444, 451, 457, 468, 479, 483, 496, 505, 511, 523, 531, 539, 571, 552, 557, 567, 579, 587, 593, 613, 620, 626, 637, 644, 650, 658, 661, 669, 674, 678, 690, 697, 704, 710

LA.7.1.6.3 The student will use context clues to determine meanings of unfamiliar words; N/A

Use Context Clues, 66, 69, 72, 78, 80, 85, 220, 224, 230, 239, 384, 385, 387, 397, 402, 403; also see: Reviewing Key Terms, 32, 58, 88, 136, 160, 190, 216, 242, 270, 298, 326, 352, 380, 406, 434, 460, 486, 514, 542, 570, 596, 628, 659, 679, 711

LA.7.1.7.1

The student will use background knowledge of subject and related content areas, prereading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection;

N/A

Reading Preview & Taking Notes (graphic organizer), 4, 7, 17, 25, 38, 45, 49, 66, 74, 78, 114, 117, 126, 140, 150, 166, 172, 177, 183, 194, 203, 209, 220, 225, 239, 246, 252, 259, 264, 274, 281, 289, 304, 312, 317, 330, 336, 342, 358, 364, 371, 384, 388, 397, 410, 419, 425, 440, 446, 452, 464, 470, 480, 492, 497, 507, 518, 524, 535, 548, 553, 559, 574, 581, 588, 608, 614, 621, 632, 638, 645, 652, 664, 670, 675, 684, 691, 698, 705; Skills for Life, 24, 30, 44, 86, 125, 149, 188, 214, 229, 268, 296, 324, 350, 378, 404, 418, 469, 512, 568, 594; Target Reading Skills, 606, 630, 662, 682

LA.7.1.7.3

The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details;

N/A

Identify Main Idea, 4, 5, 6, 248, 251, 664, 667, 669, 675, 677, 678; Identify Implied Main Idea, 17, 22, 23, 252, 255, 257, 559, 567; Identify Stated Main Ideas, 548, 550; also see: Section Opener: Main Idea, 7, 25, 38, 45, 49, 66, 74, 78, 114, 117, 126, 140, 150, 166, 172, 177, 183, 194, 203, 209, 220, 225, 239, 246, 259, 264, 274, 281, 289, 304, 312, 317, 330, 336, 342, 358, 364, 371, 384, 388, 397, 410, 419, 425, 440, 446, 452, 464, 470, 480, 492, 497, 507, 518, 524, 535, 553, 574, 581, 588, 608, 614, 621, 632, 638, 645, 652, 670, 684, 691, 698, 705

MA.7.A.1.2Solve percent problems, including problems involving discounts, simple interest, taxes, tips, and percents of increase or decrease.

Moderate

Analyzie Charts, 477, 504, Credit and Debt, 732–735, Transferring Infromation, 24, Active Citizen, 435, Math Practice, 299, 461, 515, 543, Standardized Test Prep, 515, 543, Analyze Diagrams andGraphs, 520

MA.7.S.6.1Evaluate the reasonableness of a sample to determine the appropriateness of generalizations made about the population.

ModerateAnalyzing Visuals, 191; Citizenship Skills: How to Conduct a Poll, 316; Math Practice, 299, 353, 461, 515; Opinion Polls, 530

SS.7.C.1.1

Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to natural law and how Locke's social contract influenced the Founding Fathers.

N/A

Roots of American Government, 45–48, A Year Later, 51, The Declaration of Independence, 51–52, Executive and Judicial Branches, 71, Separation of Powers, 85

SS.7.C.1.2Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine's "Common Sense" had on colonists' views of government.

N/AMagna Carta, 46, 47, 116, 715, English Bill of Rights, 47, Mayflower Compact, 37, 53, 715, Thomas Paine's "Common Sense" 51

SS.7.C.1.3Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence.

N/A Moving Toward Nationhood, 49–55, The Declaration of Independence (text), 60–63

SS.7.C.1.4Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.

N/AThe Declaration of Independence, 51–52, Section Assessment, 55, The Declaration of Independence (text), 60–63

SS.7.C.1.5 Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution. N/A

Organizing a New Government, 53–54, A Limping Government, 54–55, The Constitutional Convention, 66–72

SS.7.C.1.6 Interpret the intentions of the Preamble of the Constitution. N/A The Goals of Our Government, 78–79, The Powers

of Congress, 172–175

SS.7.C.1.7Describe how the Constitution limits the powers of government through separation of powers and checks and balances.

N/A

The Supreme Law of the Land, 78–85, The Powers of Congress, 172–175, Seperation of Powers, 48, The Articles of Confederation, 53, Sharing Power, 69, Executive and Judicial Branches, 71, Checks and Balances, 175, 195, 213, 238

SS.7.C.1.8Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of rights.

N/AThe Struggle for Ratification, 74–77, Adding the Bill of Rights, 114–116, Protections in the Bill of Rights, 117–124, The Federalist, No. 10, 716

SS.7.C.1.9Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems.

N/A The Rule of Law, 9, Why We Have Laws, 440–444, Where Laws Come From, 446–451

SS.7.C.2.1 Define the term "citizen," and identify legal means of becoming a United States citizen. N/A What It Means to Be a Citizen, 4–6, Changing the

Law of the Land, 140–148

SS.7.C.2.2 Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries. N/A

Duties of Citizens, 8–12, Responsibilities of Citizensm 13–15, Citizenship and Our Other Roles in Society, 17–23, Chapter Review and Assessment, 31–33; Changing the Law of the Land, 140–148

SS.7.C.2.3 Experience the responsibilities of citizens at the local, state, or federal levels. N/A

What It Means to Be a Citizen, 4–6, Rights, Duties, and Responsibilities, 7–15, Citizenship and Our Other Roles in Society, 17–23, Chapter Review and Assessment, 31–33, Citizenship Skills, 16, 73, 202, 258, 316, 396, 445, 532, 580

SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. N/A

The Struggle for Ratification, 74–77, The Supreme Law of the Land, 78–85, Chapter Review and Assessment, 87–89, The Constitution of the United States, 90–111, Adding the Bill of Rights, 114–116, Protections in the Bill of Rights, 117–124, Interpreting the Bill of Rights, 126–133, Chapter Review and Assessment, 135–137, Changing the Law of the Land, 140–148

SS.7.C.2.5 Distinguish how the Constitution safeguards and limits individual rights. N/A

Adding the Bill of Rights, 114–116, Protections in the Bill of Rights, 117–124, Protecting Freedom and Society, 443

SS.7.C.2.6 Simulate the trial process and the role of juries in the administration of justice. N/A Serving on a Jury, 8, 10, 11, Trial by Jury, 222, 225,

Grand Jury, 473, Going to Trial, 474–476

SS.7.C.2.7Conduct a mock election to demonstrate the voting process and its impact on a school, community, or local level.

N/AHow to Cast Your Vote, 16, Active Citizen, 161, Being a Voter, 518–523, Civics in the Real World, 65, 139

SS.7.C.2.8 Identify America's current political parties, and illustrate their ideas about government. N/A

Political Parties, 167, The Role of Political Parties, 492–496, Our Two-Party System, 497–505, Skills for Life: Compaing and Contrasting, 512

SS.7.C.2.9Evaluate candidates for political office by analyzing their qualifications, experience, issue-based platforms, debates, and political ads.

N/A

The Role of Political Parties, 492–496, Choosing Candidates, 507–511, Influencing Your Vote, 524–531, How to Evaluate Leadership, 73, Skills for Life: Identifying Points of View, 30, Distinguishing Facts and Opinions, 296, Recognizing Propaganda, 418, Identifying Bias, 469

SS.7.C.2.10 Examine the impact of media, individuals, and interest groups on monitoring and influencing government. N/A

Interest Groups, 167, Influencing Your Vote, 524–531; Planning and Running a Campaign, 533–535; How to Evaluate Leadership, 73, How to Analyze Television News Programs, 445, also see: Skills for Life: Identifying Points of View, 30, Distinguishing Facts and Opinions, 296, Recognizing Propaganda, 418, Identifying Bias, 469

SS.7.C.2.11 Analyze media and political communications (bias, symbolism, propaganda). N/A

Influencing Your Vote, 524–531How to Evaluate Leadership, 73, How to Analyze Television News Programs, 445, also see: Skills for Life: Identifying Points of View, 30, Distinguishing Facts and Opinions, 296, Recognizing Propaganda, 418, Identifying Bias, 469

SS.7.C.2.12

Develop a plan to resolve a state or local problem by researching public policy alternatives, identifying appropriate government agencies to address the issue, and determining a course of action.

N/AFederalism: One Nation and Fifty States, 248–251, Writing Activity, 257, Debating the Issues, 289, Writing, 298

SS.7.C.2.13 Examine multiple perspectives on public and current issues. N/A

The Roles of the President, 194–201, Federalism: One Nation and Fifty States, 248–251, Why We Have Laws, 440–444, Skills for Life: Identifying Points of View, 30, Analyzing Political Cartoons, 24, Analyzing Primary Sources, 86, Distinguishing Facts and Opinions, 296, Recognizing Propaganda, 418, Identifying Bias, 469, Debating the Issues, 56, 134, 158, 176, 240, 289, 341, 363, 432, 484, 506, 558, Active Citizen, 89

SS.7.C.2.14 Conduct a service project to further the public good. N/AWriting Activity, 251, 444, Active Citizen, 33, 59, 89, 137, 161, 190, 243, 271, 299, 381, 407, 461, 487, 515, 543, 571, 597

SS.7.C.3.1Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy).

N/A

Forms of Government, 27–28, Roots of American Government, 45–48, Types of Local Government, 274–280, Relations Among and Within Nations, 581–587

SS.7.C.3.2 Compare parliamentary, federal, confederal, and unitary systems of government. N/A

Forms of Government, 27–28, Roots of American Government, 45–48, Organizing a New Government, 53–54, Federalism: One Nation and Fifty States, 248–251

SS.7.C.3.3

Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution.

N/A

The Constitutional Convention, 66–72, The Supreme Law of the Land, 78–85, The Constitution of the United States, 90–111, The Members of Congress, 166–171, The Powers of Congress, 172–175, How Congress Is Organized, 177–182, Following a Bill in Congress, 183–187, Chapter Review and Assessment, 189–191, The Roles of the President, 194–201, The Organization of the Executive Branch, 203–208, Presidents and Power, 209–213, Chapter Review and Assessment, 215–217, The Role of the Federal Courts, 220–224, The Organization of the Federal Courts, 225–228, The Supreme Court, 230–239, Chapter Review and Assessment, 241–243

SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments. N/A

Limitied Government, 83–85, Federalism: One Nation and Fifty States, 248–251, Case Study: Federalism and the Courts, 267, Local, State, and Federal Governments, 293–295

SS.7.C.3.5 Explain the Constitutional amendment process. N/AAmendments to the Constitution, 82, Adding the Bill of Rights, 114–116, Changing the Law of the Land, 140–148

SS.7.C.3.6 Evaluate Constitutional rights and their impact on individuals and society. N/A

The Struggle for Ratification, 74–77, Adding the Bill of Rights, 114–116, Protections in the Bill of Rights, 117–124, Interpreting the Bill of Rights, 126–133, Chapter Review and Assessment, 135–137, Changing the Law of the Land, 140–148, A Flexible Framework, 150–157, Chapter Review and Assessment, 159–161, Why We Have Laws, 440–444; also see: Focus on the Supreme Court, 8, 236, 266, 367, 472, 522, Landmark Supreme Court Cases, 736–741

SS.7.C.3.7Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process.

N/AChanging the Law of the Land, 140–148, A Flexible Framework, 150–157, Chapter Review and Assessment, 159–161

SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. N/A

The Constitutional Convention, 66–72, The Supreme Law of the Land, 78–85, The Constitution of the United States, 90–111, The Members of Congress, 166–171, The Powers of Congress, 172–175, How Congress Is Organized, 177–182, Following a Bill in Congress, 183–187, Chapter Review and Assessment, 189–191, The Roles of the President, 194–201, The Organization of the Executive Branch, 203–208, Presidents and Power, 209–213, Chapter Review and Assessment, 215–217, The Role of the Federal Courts, 220–224, The Organization of the Federal Courts, 225–228, The Supreme Court, 230–239, Chapter Review and Assessment, 241–243

SS.7.C.3.9 Illustrate the law making process at the local, state, and federal levels.

How Congress Is Organized, 177–182, Following a Bill in Congress, 183–187, State Legislatures: Making Laws, 254–257

SS.7.C.3.10 Identify sources and types (civil, criminal, constitutional, military) of law. N/A Where Laws Come From, 446–451, Kind of Laws,

452–457, Chapter Review and Assessment, 459–461

SS.7.C.3.11 Diagram the levels, functions, and powers of courts at the state and federal levels. N/A

Article 3: The Judicial Branch, 81, Checks and Balances, 84, 85, Interpreting the Bill of Rights, 126–133, The Role of the Federal Courts, 220–224, The Organization of the Federal Courts, 225–228, The Supreme Court, 230–239, Chapter Review and Assessment, 241–243, State Courts, 264–267

SS.7.C.3.12

Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, in re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, and Bush v. Gore.

N/A

Marbury v. Madison, 231, Plessy v. Ferguson, 151–152, 153, Brown v. Board of Education, 152–153, 222, 458, Gideon v. Wainwright, 472, Miranda v. Arizona, 237 458, in re Gault, 737, Tinker v. Des Moines, 128–129, United States v. Nixon, 236, Bush v. Gore, 522, Focus on the Supreme Court, 8, 154, 266, 367, 585, Landmark Supreme Court Cases, 736–741

SS.7.C.3.13 Compare the constitutions of the United States and Florida. N/A Federalism: One Nation and Fifty States, 248–251

SS.7.C.3.14 Differentiate between local, state, and federal governments' obligations and services. N/A

Government: Meeting Society’s Needs, 25–29, The Supreme Law of the Land, 78–85, Local Government Services and Revenue, 281–288, Debating the Issues, 289, Conflict and Cooperation Between Governments, 289–295, Chapter Review and Assessment, 297–299, Civics and Economics, 33

SS.7.C.4.1 Differentiate concepts related to United States domestic and foreign policy. N/A

The Exectuive Branch: Chief Diplomat, 198, American Foreign Policy, 546–571, What Is Foreign Policy? 548–552, Making Foreign Policy, 553–557, Foreign Policy in Action, 559–567, Chapter Review and Assessment, 569–571

SS.7.C.4.2 Recognize government and citizen participation in international organizations. N/A

Making Foreign Policy: Role of Private Groups, 556–557, Relations Among and Within Nations, 581–587, The Challenge of Interdependence, 588–593, Chapter Review and Assessment, 595–597

SS.7.C.4.3 Describe examples of how the United States has dealt with international conflicts. N/A

The Powers of Congress: Providing for Defense, 173, Chart, 174, Role of Congress, 555, Foreign Policy in Action, 559–567, Relations Among and Within Nations, 581–587

SS.7.E.1.1Explain how the principles of a market and mixed economy helped to develop the United States into a democratic nation.

N/A

Three Types of Economies, 317–323, The Principles of Our Market Economy, 330–335, Government Intervention in the Economy, 358–361, Government and Economic Goals, 410–417

SS.7.E.1.2

Discuss the importance of borrowing and lending in the United States, the government's role in controlling financial institutions, and list the advantages and disadvantages of using credit.

N/A

Our Banking System, 388–395, The Federal Reserve System, 397–403; Reference Section: Opening and Manging a Checking Account, 726–727, Saving and Investing, 728–731, Credit and Debt, 732–735

SS.7.E.1.3

Review the concepts of supply and demand, choice, scarcity, and opportunity cost as they relate to the development of the mixed market economy in the United States.

N/A

Why Societies Have Economies, 304–311, Basic Economic Decisions, 312–315, Three Types of Economies, 317–323, Chapter Review and Assessment, 325–327, The Principles of Our Market Economy, 330–335

SS.7.E.1.4 Discuss the function of financial institutions in the development of a market economy. N/A

Money and Banking, 382–383, Our Banking System, 388–395, The Federal Reserve System, 397–403, Chapter Review and Assessment, 405–407

SS.7.E.1.5Assess how profits, incentives, and competition motivate individuals, households, and businesses in a free market economy.

N/A

Three Types of Economies, 317–323, The Principles of Our Market Economy, 330–335, The Role of Business in the American Economy, 336–340, Active Citizen, 327

SS.7.E.1.6 Compare the national budget process to the personal budget process. N/A

The Federal Budget, 373, Federal Income and the National Debt, 374–377, Government Policy and Spending, 425–431, Reference Section: Creating a Budget, 724–725

SS.7.E.2.1 Explain how federal, state, and local taxes support the economy as a function of the United States government. N/A

Financing State Government, 256–257, Revenue: Paying for Services, 286–288, Federal Income, 374–377, Paying for Government, 419–424, Government Policy and Spending, 425–431, Debating the Issues, 432, Civics and Economics, 299, Active Citizen, 435

SS.7.E.2.2 Describe the banking system in the United States and its impact on the money supply. N/A

Our Banking System, 388–395, The Federal Reserve System, 397–403, Chapter Review and Assessment, 405–407

SS.7.E.2.3 Identify and describe United States laws and regulations adopted to promote economic competition. N/A

Government Intervention in the Economy, 358–361, Government’s Efforts to Solve Economic Problems, 364–370, Debating the Issues, 176, 363, Civics and Economics, 353, 381

SS.7.E.2.4Identify entrepreneurs from various gender, social, and ethnic backgrounds who started a business seeking to make a profit.

N/A

The Factors of Production, 321, The Role of the Entrepreneur, 336, Using the Factors of Production, 337, Entrepreneurs, 342, Citizen Profile: Michael Dell, 313

SS.7.E.2.5 Explain how economic institutions impact the national economy. N/A

Our Banking System, 388–395, The Federal Reserve System, 397–403, Chapter Review and Assessment, 405–407

SS.7.E.3.1 Explain how international trade requires a system for exchanging currency between and among nations. N/A Trade, 549, Trade Measures, 551–552, Business

Groups, 556, Cooperation in Trade, 585

SS.7.E.3.2 Assess how the changing value of currency affects trade of goods and services between nations. N/A Money, 384–387, Civics and Economics, 556

SS.7.E.3.3 Compare and contrast a single resource economy with a diversified economy. N/A Three Types of Economies, 317–323, Civics and

Economics, 327

SS.7.E.3.4Compare and contrast the standard of living in various countries today to that of the United States using gross domestic product (GDP) per capita as an indicator.

N/AGross Domestic Product, 372, 377, National Income Accounting, 415–417, Budget Policy, 427, Analyze Graphs, 427, National Prioities, 428

SS.7.G.1.1 Locate the fifty states and their capital cities in addition to the nation's capital on a map. N/A

Reference Section: United States Map, 748, Political United States and Canada, 601, Regions of the United States, 683, Regional Profile: The Northeast, 686, The South, 692, The Midwest, 699, The West, 706, The Sun Belt States, 696, Map Master, 703, 712

SS.7.G.1.2 Locate on a world map the territories and protectorates of the United States of America. N/A Political United States and Canada, 601, World Map,

746–747

SS.7.G.1.3 Interpret maps to identify geopolitical divisions and boundaries of places in North America. N/A

Maps, 143, 227, 399, Map Master, 601, 631, 635, 640, 642, 683, 685, 696, 703, World Map, 746–747, United States Map, 748

SS.7.G.2.1 Locate major cultural landmarks that are emblematic of the United States. N/A

Capital Building, 34–35, 79, 84, 90, 106, 163, 181, White House, 84, 192, Supreme Court Building, 84, 218, Washington Monument, 138, 630, Statue of Liberty, 552, 670, Jefferson Memorial, 697, Old Failthful, 708, San Francisco Transamerica Buidling, 323, Empire State Building, 688, Central Park, 689, Hollywood Sign, 710

SS.7.G.2.2 Locate major physical landmarks that are emblematic of the United States. N/A

Regional Overview: Physical United States and Canada, 602, Practice Your Geography Skills, 603, United States and Canada: Physical, 607, Land and Water, 608–613,Map Master, 628, Rocky Mountains, 705, Old Faithful, 708, Regional Profile, 706

SS.7.G.2.3

Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America.

N/A

The U.S. and Canada: Shaped by History, 620–661, The Arrival of the Europeans, 632–637, Growth and Conflict in the United States, 638–644, The U.S. on the Brink of Change, 645–650, The United States and Canada Today, 652–658, Chapter Review and Assessment, 659–661, A Heritage of Diversity and Exchange, 664–669, The United States: A Nation of Immigrants, 670–674, The Canadian Mosaic, 675–678, The South: The Growth of Industry, 691–697, The Midwest: Leaving the Farm, 698–704, The West: Using and Preserving Resources, 705–710

SS.7.G.2.4 Describe current major cultural regions of North America. N/A

Cultures of the United States and Canada, 662–681, A Heritage of Diversity and Exchange, 664–669, The United States: A Nation of Immigrants, 670–674, The Canadian Mosaic, 675–678, Chapter Review and Assessment, 679–681

SS.7.G.3.1 Use maps to describe the location, abundance, and variety of natural resources in North America. N/A

United States and Canada: Vegetation, 618, United States and Canada: Natural Resources, 622, Regional Profile: The West, 706

SS.7.G.4.1 Use geographic terms and tools to explain cultural diffusion throughout North America.

Regional Profile: The South, 692, also see: Cultures of the United States and Canada, 662–681, A Heritage of Diversity and Exchange, 664–669, The United States: A Nation of Immigrants, 670–674, The Canadian Mosaic, 675–678, Chapter Review and Assessment, 679–681

SS.7.G.4.2Use maps and other geographic tools to examine the importance of demographics within political divisions of the United States.

N/A Map Master, 639, 640, 642, Regional Profile Map, 692, United States Map, 748

SS.7.G.5.1Use a choropleth or other map to geographically represent current information about issues of conservation or ecology in the local community.

N/A

Map Master: Climates of the United States and Canada, 603, United States and Canada: Vegetation, 618, U.S. and Canada: Natural Resources, 622, Wind Patterns and Air Pollution, 654, Regional Profile: The West, 706

SS.7.G.6.1Use Geographic Information Systems (GIS) or other technology to view maps of current information about the United States.

N/A

United States and Canada (Go Online), 607, Tornadoes in the United States (Go Online), 616, Regions, 618 (Go Online), U.S. and Canada: Natural Resources, 622 (Go Online), Wind Patterns and Air Pollution, 654 (Go Online), Regions of the United States (Go Online), 683

The Examples can be from Student or Teacher Instructional Material.

Section Assessment, 6, 15, 23, 29, 59, 43, 48, 55, 72, 77, 85, 116, 124, 133, 148, 157, 171, 175, 182, 187, 201, 208, 213, 224, 228, 239, 251, 257, 263, 267, 280, 288, 295, 311, 315, 323, 335, 340, 349, 361, 370, 377, 387, 395, 403, 417, 424, 431, 444, 451, 457, 468, 479, 483, 496, 505, 511, 523, 531, 539, 571, 552, 557, 567, 579, 587, 593, 613, 620, 626, 637, 644, 650, 658, 661, 669, 674, 678, 690, 697, 704, 710; Chapter Assessment, 32–33, 58–59, 88–89, 136–137, 160–161, 190–191, 216–217, 242–243, 270–271, 298–299, 326–327, 352–353, 380–381, 406–407, 434–435, 460–461, 486–487, 514–515, 542–543, 570–571, 596–597, 629, 660, 680, 712

Activities (Interdisciplinary), 32–33, 58–59, 88–89, 136–137, 160–161, 190–191, 216–217, 242–243, 270–271, 298–299, 326–327, 352–353, 380–381, 406–407, 434–435, 460–461, 486–487, 514–515, 542–543, 570–571, 596–597, 629, 660, 680, 712

Debating the Issues, 56, 134, 176, 341, 240, 255, 289, 341, 363, 484, 558; also see: Primary Sources, 14, 130, 145, 211, 250, 450, 534, 591; Skills for Life, 24, 30, 44, 86, 125, 149, 188, 214, 229, 268, 296, 324, 350, 378, 404, 418, 469, 512, 568, 594

Section Assessment: Writing Activity, 6, 15, 23, 29, 59, 43, 48, 55, 72, 77, 85, 116, 124, 133, 148, 157, 171, 175, 182, 187, 201, 208, 213, 224, 228, 239, 251, 257, 263, 267, 280, 288, 295, 311, 315, 323, 335, 340, 349, 361, 370, 377, 387, 395, 403, 417, 424, 431, 444, 451, 457, 468, 479, 483, 496, 505, 511, 523, 531, 539, 571, 552, 557, 567, 579, 587, 593, 613, 620, 626, 637, 644, 650, 658, 661, 669, 674, 678, 690, 697, 704, 710; Activities (Interdisciplinary), 32–33, 58–59, 88–89, 136–137, 160–161, 190–191, 216–217, 242–243, 270–271, 298–299, 326–327, 352–353, 380–381, 406–407, 434–435, 460–461, 486–487, 514–515, 542–543, 570–571, 596–597, 629, 660, 680, 712

OVERALL INSTRUCTIONAL QUALITY

IDENTIFY AN EXAMPLE (WITH PAGE NUMBERS OR LOCATION) DEEMED

TYPICAL OF THE APPROACH TAKEN IN THE MAJOR TOOL.

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Evaluating differing points of view is encouraged by the tasks presented to students. Tasks require students to make decisions, determine strategies, and justify solutions.

Tasks engage students in communicating social studies by writing, explaining, drawing, talking, listening, and reading for information. Tasks encourage collaboration, discussion, individual accountability, and positive interdependence.

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The major tool introduces and builds social studies concepts as a coherent whole. It provides opportunities to students to explore why an idea is important and in which contexts that idea can be useful. In other words, the major tool helps students learn the social studies concepts in depth. Additionally, students are given opportunities to connect conceptual knowledge with procedural knowledge and factual knowledge. Overall, there is an appropriate balance of skill development and conceptual understanding.

Tasks are engaging and interesting enough that students want to pursue them. Real world problems are realistic and relevant to students’ lives.

Focus on the Supreme Court, 8, 154, 236, 266, 367, 472, 522, 585; Analyzing Political Cartoons, 13, 27, 44, 50, 75, 120, 144, 180, 200, 231, 253, 279, 319, 346, 365, 393, 423, 442, 466, 508, 529, 555, 590; Primary Sources, 14, 130, 145, 211, 250, 450, 534, 591; also see: Taking Notes (graphic organizer), 4, 7, 17, 25, 38, 45, 49, 66, 74, 78, 114, 117, 126, 140, 150, 166, 172, 177, 183, 194, 203, 209, 220, 225, 239, 246, 252, 259, 264, 274, 281, 289, 304, 312, 317, 330, 336, 342, 358, 364, 371, 384, 388, 397, 410, 419, 425, 440, 446, 452, 464, 470, 480, 492, 497, 507, 518, 524, 535, 548, 553, 559, 574, 581, 588, 608, 614, 621, 632, 638, 645, 652, 664, 670, 675, 684, 691, 698, 705

Civics and Economics, 22, 42, 83, 121, 153, 171, 205, 233, 263, 291, 306, 331, 360, 392, 414, 453, 473, 509, 536, 556, 686; Activities (Interdisciplinary), 32–33, 58–59, 88–89, 136–137, 160–161, 190–191, 216–217, 242–243, 270–271, 298–299, 326–327, 352–353, 380–381, 406–407, 434–435, 460–461, 486–487, 514–515, 542–543, 570–571, 596–597, 629, 660, 680, 712

Content provided that is NOT directly associated with NGSSS benchmarks for the course/grade level is less than approximately ten percent (10%). (Publishers must list ALL content here, not just examples.)

Students are given opportunities to create and use representations to organize, record, and communicate their thinking. Tasks promote use of multiple representations and translations among them. Students use a variety of tools, including both primary and secondary sources, to understand a single concept.

The social studies connects to other disciplines such as reading, art, mathematics, and science. Tasks represent ideas as interconnected and building upon each other.

SUBJECT: GRADE LEVEL:

COURSE TITLE: COURSE CODE:

SUBMISSION TITLE:TITLE ID:

PUBLISHER: PUBLISHER ID:

ACCESS POINT CODE ACCESS POINT DESCRIPTION

LESSONS WHERE ACCESS POINT IS DIRECTLY ADDRESSED IN-DEPTH IN MAJOR

TOOL(Include page numbers of lesson, a link to

lesson, or other identifier for easy lookup for committee member.)

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SS.7.C.1.In.aRecognize that ideas of separation of powers and natural rights influenced the authors of the United States Constitution.

Roots of American Government, 45–48, A Year Later, 51, The Declaration of Independence, 51–52, Executive and Judicial Branches, 71, Separation of Powers, 85

SS.7.C.1.In.b

Recognize influences on the colonists’ view of government, such as the Magna Carta, the Mayflower Compact, and Thomas Paine’s “Common Sense.”

Magna Carta, 46, 47, 116, 715, English Bill of Rights, 47, Mayflower Compact, 37, 53, 715, Thomas Paine's "Common Sense" 51

SS.7.C.1.In.c

Identify concerns of the American colonists that led to the writing of the Declaration of Independence, such as taxation and laws of England.

Moving Toward Nationhood, 49–55, The Declaration of Independence (text), 60–63

SS.7.C.1.In.d

Identify complaints described in the Declaration of Independence, such as stationing soldiers in people’s homes, taxes, and cutting off trade with other countries.

The Declaration of Independence, 51–52, Section Assessment, 55, The Declaration of Independence (text), 60–63

SS.7.C.1.In.e

Identify a weakness of the Articles of Confederation that led to the writing of the Constitution, such as no president, a weak central government, and each state had its own money system.


SS.7.C.1.In.fIdentify the reasons for establishing a government listed in the Preamble of the United States Constitution.

The Goals of Our Government, 78–79, The Powers of Congress, 172–175

SS.7.C.1.In.gIdentify examples of separation of powers in the Constitution, such as the three branches of government.

The Supreme Law of the Land, 78–85, The Powers of Congress, 172–175, Seperation of Powers, 48, The Articles of Confederation, 53, Sharing Power, 69, Executive and Judicial Branches, 71, Checks and Balances, 175, 195, 213, 238


CORRELATIONFLORIDA DEPARTMENT OF EDUCATION

ACCESS POINTSINSTRUCTIONAL MATERIALS CORRELATION

myFlorida Civics1857Pearson Education, Inc., publishing as Prentice Hall22-1603684-03

Social StudiesGrade 7M/J Civics2106010

SS.7.C.1.In.h Identify an argument for and against the inclusion of a bill of rights in the Constitution.

The Struggle for Ratification, 74–77, Adding the Bill of Rights, 114–116, Protections in the Bill of Rights, 117–124, The Federalist, No. 10, 716

SS.7.C.1.In.iIdentify how the rule of law is used in American government, such as people must follow the laws of the government.

The Rule of Law, 9, Why We Have Laws, 440–444, Where Laws Come From, 446–451

SS.7.C.1.Pa.a Recognize that ideas of people influence others.

Roots of American Government, 45–48, A Year Later, 51, The Declaration of Independence, 51–52, Executive and Judicial Branches, 71, Separation of Powers, 85, Primary Sources, 14, 130, 145, 211, 250, 450, 534, 591, Citizen Profiles, 54, 68, 173, 226, 294, 313, 339, 366, 402, 426, 482, 502, 566, Analyzing Political Cartoons, 27, 13, 50, 75, 120, 144, 180, 144, 180, 200, 231, 253, 279, 319, 346, 365, 393, 423, 442, 466, 508, 529, 555, 590

SS.7.C.1.Pa.b Recognize that ideas of people influence others.

Roots of American Government, 45–48, A Year Later, 51, The Declaration of Independence, 51–52, Executive and Judicial Branches, 71, Separation of Powers, 85, Primary Sources, 14, 130, 145, 211, 250, 450, 534, 591, Citizen Profiles, 54, 68, 173, 226, 294, 313, 339, 366, 402, 426, 482, 502, 566, Analyzing Political Cartoons, 27, 13, 50, 75, 120, 144, 180, 144, 180, 200, 231, 253, 279, 319, 346, 365, 393, 423, 442, 466, 508, 529, 555, 590

SS.7.C.1.Pa.c Recognize people in the American colonies were unhappy with the way England was treating them.


SS.7.C.1.Pa.d Recognize people in the American colonies were unhappy with the way England was treating them.


SS.7.C.1.Pa.e Recognize that government can be changed.Forms of Government, 27–28, Roots of American Government, 45–48, Organizing a New Government, 53–54

SS.7.C.1.Pa.f Recognize a reason for government. Government: Meeting Society’s Needs, 25–29

SS.7.C.1.Pa.g Recognize that the government has different parts.

The Constitution of the United States, 90–111, The Members of Congress, 166–171, The Powers of Congress, 172–175, How Congress Is Organized, 177–182, Following a Bill in Congress, 183–187, Chapter Review and Assessment, 189–191, The Roles of the President, 194–201, The Organization of the Executive Branch, 203–208, Presidents and Power, 209–213, Chapter Review and Assessment, 215–217, The Role of the Federal Courts, 220–224, The Organization of the Federal Courts, 225–228, The Supreme Court, 230–239, Chapter Review and Assessment, 241–243

SS.7.C.1.Pa.h Recognize that both individuals and groups have rights.

Adding the Bill of Rights, 114–116, Protections in the Bill of Rights, 117–124, Interpreting the Bill of Rights, 126–133

SS.7.C.1.Pa.i Recognize that people must follow laws of government.

Why We Have Laws, 440–444, Where Laws Come From, 446–451, Kind of Laws, 452–457

SS.7.C.1.Su.a Recognize the United States Constitution was based on ideas from the past.

Roots of American Government, 45–48, Magna Carta, 116, 715, Mayflower Compact, 37, 53, 715, The Declaration of Independence, 51–52, Executive and Judicial Branches, 71, Separation of Powers, 85

SS.7.C.1.Su.b Recognize an influence on the colonists’ view of government, such as the Mayflower Compact.

Magna Carta, 46, 47, 116, 715, English Bill of Rights, 47, Mayflower Compact, 37, 53, 715, Thomas Paine's "Common Sense" 51

SS.7.C.1.Su.c

Recognize that American colonists were unhappy with the way England was treating them and this led to the writing of the Declaration of Independence.


SS.7.C.1.Su.d

Recognize a complaint described in the Declaration of Independence, such as stationing soldiers in people’s homes, taxes, or cutting off trade with other countries.

The Declaration of Independence, 51–52, Section Assessment, 55, The Declaration of Independence (text), 60–63

SS.7.C.1.Su.e Recognize that the Articles of Confederation had weaknesses and the Constitution replaced it.


SS.7.C.1.Su.fRecognize that the Preamble of the United States Constitution states the reasons the government was created.

The Goals of Our Government, 78–79, The Powers of Congress, 172–175

SS.7.C.1.Su.g Recognize the powers of the branches of government of the United States.

The Powers of Congress, 172–175, Seperation of Powers, 48, Sharing Power, 69, Executive and Judicial Branches, 71, Checks and Balances, 175, 195, 213, 238

SS.7.C.1.Su.hRecognize a reason for inclusion of a bill of rights in the Constitution, such as the Bill of Rights is for all states.

The Struggle for Ratification, 74–77, Adding the Bill of Rights, 114–116, Protections in the Bill of Rights, 117–124, The Federalist, No. 10, 716

SS.7.C.1.Su.i Recognize that people must follow the laws of American government.

The Rule of Law, 9, Why We Have Laws, 440–444, Where Laws Come From, 446–451

SS.7.C.2.In.aIdentify that a citizen is a legal resident of a country and recognize that people become citizens by birth or naturalization.

What It Means to Be a Citizen, 4–6, Changing the Law of the Land, 140–148

SS.7.C.2.In.b Identify obligations of citizens, such as obeying laws, paying taxes, and serving on juries.


SS.7.C.2.In.cDescribe the responsibilities of a good citizen, such as registering and voting and keeping informed about current issues.


SS.7.C.2.In.d Identify the rights of individuals in the Bill of Rights and other amendments to the Constitution.


SS.7.C.2.In.e Identify the rights of individuals in the Bill of Rights and other amendments to the Constitution.


SS.7.C.2.In.f Identify the purpose of a jury in a trial. Serving on a Jury, 8, 10, 11, Trial by Jury, 222, 225, Grand Jury, 473, Going to Trial, 474–476

SS.7.C.2.In.g Describe the voting process for selecting leaders in the school or community.

How to Cast Your Vote, 16, Active Citizen, 161, Being a Voter, 518–523 Civics in the Real World, 65, 139

SS.7.C.2.In.h Identify the current political parties in America.Political Parties, 167, The Role of Political Parties, 492–496, Our Two-Party System, 497–505, Skills for Life: Compaing and Contrasting, 512

SS.7.C.2.In.i Identify the qualifications of candidates for a political office.


SS.7.C.2.In.j Identify how the media and people influence government.


SS.7.C.2.In.k Identify how the media and people influence government.


SS.7.C.2.In.lRecognize a problem in the local community and the appropriate governmental agency to respond to that problem.

Federalism: One Nation and Fifty States, 248–251, Writing Activity, 257, Debating the Issues, 289, Writing, 298

SS.7.C.2.In.m Identify different perspectives on current issues.

The Roles of the President, 194–201, Federalism: One Nation and Fifty States, 248–251, Why We Have Laws, 440–444, Skills for Life: Identifying Points of View, 30, Analyzing Political Cartoons, 24, Analyzing Primary Sources, 86, Distinguishing Facts and Opinions, 296, Recognizing Propaganda, 418, Identifying Bias, 469, Debating the Issues, 56, 134, 158, 176, 240, 289, 341, 363, 432, 484, 506, 558, Active Citizen, 89

SS.7.C.2.In.nEngage in a service project to further the public good, such as at school, community, or state levels.

Writing Activity, 251, 444, Active Citizen, 33, 59, 89, 137, 161, 190, 243, 271, 299, 381, 407, 461, 487, 515, 543, 571, 597

SS.7.C.2.Pa.a Recognize a person who is an American citizen. What It Means to Be a Citizen, 4–6, Changing the Law of the Land, 140–148

SS.7.C.2.Pa.b Recognize an obligation of citizens, such as obeying laws.


SS.7.C.2.Pa.c Recognize a responsibility of a good citizen, such as voting.


SS.7.C.2.Pa.d Recognize a right of citizens guaranteed by law. Adding the Bill of Rights, 114–116, Protections in the Bill of Rights, 117–124, Protecting Freedom and Society, 443

SS.7.C.2.Pa.e Recognize a right of citizens guaranteed by law. Adding the Bill of Rights, 114–116, Protections in the Bill of Rights, 117–124, Protecting Freedom and Society, 443

SS.7.C.2.Pa.f Recognize a right of citizens guaranteed by law. Adding the Bill of Rights, 114–116, Protections in the Bill of Rights, 117–124, Protecting Freedom and Society, 443

SS.7.C.2.Pa.g Recognize that people can vote to select a leader in the school or community.


SS.7.C.2.Pa.h Recognize that there are political parties in America.

Political Parties, 167, The Role of Political Parties, 492–496, Our Two-Party System, 497–505, Skills for Life: Comparing and Contrasting, 512

SS.7.C.2.Pa.i Recognize a political office.The Members of Congress, 166–171, The Roles of the President, 194–201, State Legislatures, 252–257, The State Executive Branch, 259–263

SS.7.C.2.Pa.j Recognize that the media influences people.

Influencing Your Vote, 524–531, How to Evaluate Leadership, 73, How to Analyze Television News Programs, 445, also see: Skills for Life: Identifying Points of View, 30, Distinguishing Facts and Opinions, 296, Recognizing Propaganda, 418, Identifying Bias, 469

SS.7.C.2.Pa.k Recognize that the media influences people.

Influencing Your Vote, 524–531, How to Evaluate Leadership, 73, How to Analyze Television News Programs, 445, also see: Skills for Life: Identifying Points of View, 30, Distinguishing Facts and Opinions, 296, Recognizing Propaganda, 418, Identifying Bias, 469

SS.7.C.2.Pa.l Recognize an authority to respond to a problem.

The Members of Congress, 166–171, The Roles of the President, 194–201, State Legislatures, 252–257, The State Executive Branch, 259–263; also see: Active Citizen, 33, 59, 89, 137, 161, 190, 243, 271, 299, 381, 407, 461, 487, 515, 543, 571, 597

SS.7.C.2.Pa.m Recognize a point of view on current issues.

Skills for Life: Identifying Points of View, 30, Analyzing Political Cartoons, 24, Analyzing Primary Sources, 86, Distinguishing Facts and Opinions, 296, Recognizing Propaganda, 418, Identifying Bias, 469, Debating the Issues, 56, 134, 158, 176, 240, 289, 341, 363, 432, 484, 506, 558, Active Citizen, 89

SS.7.C.2.Pa.nParticipate in a service project to further the public good, such as at school, community, or state levels.


SS.7.C.2.Su.a Recognize that a citizen is a legal resident of a country.

What It Means to Be a Citizen, 4–6, Changing the Law of the Land, 140–148

SS.7.C.2.Su.b Recognize obligations of citizens, such as obeying laws, paying taxes, and serving on juries.

Duties of Citizens, 8–12, Responsibilities of Citizens 13–15, Citizenship and Our Other Roles in Society, 17–23, Chapter Review and Assessment, 31–33; Changing the Law of the Land, 140–148

SS.7.C.2.Su.cIdentify the responsibilities of a good citizen, such as voting and keeping informed about current issues.


SS.7.C.2.Su.d Recognize the rights of individuals in the Bill of Rights.


SS.7.C.2.Su.e Recognize the rights of individuals in the Bill of Rights.


SS.7.C.2.Su.f Recognize the purpose of the jury in a trial. Serving on a Jury, 8, 10, 11, Trial by Jury, 222, 225, Grand Jury, 473, Going to Trial, 474–476

SS.7.C.2.Su.g Identify how to vote for a leader in the school or community.


SS.7.C.2.Su.h Recognize the current political parties in America.Political Parties, 167, The Role of Political Parties, 492–496, Our Two-Party System, 497–505, Skills for Life: Comparing and Contrasting, 512

SS.7.C.2.Su.i Recognize that candidates run for a political office. Choosing Candidates, 507–511

SS.7.C.2.Su.j Recognize that the media and people can influence government.


SS.7.C.2.Su.k Recognize that the media and people can influence government.


SS.7.C.2.Su.l Recognize a problem in the local community and an authority to respond to that problem.


SS.7.C.2.Su.m Recognize different perspectives on current issues.

Skills for Life: Identifying Points of View, 30, Analyzing Political Cartoons, 24, Analyzing Primary Sources, 86, Distinguishing Facts and Opinions, 296, Recognizing Propaganda, 418, Identifying Bias, 469, Debating the Issues, 56, 134, 158, 176, 240, 289, 341, 363, 432, 484, 506, 558, Active Citizen, 89

SS.7.C.2.Su.nAssist with a service project to further the public good, such as at school, community, or state levels.


SS.7.C.3.In.aIdentify characteristics of different forms of government, such as democracy, monarchy, and communism.


SS.7.C.3.In.bIdentify characteristics of different forms of government, such as democracy, monarchy, and communism.


SS.7.C.3.In.cIdentify the major function of the three branches of the United States government established by the Constitution.


SS.7.C.3.In.d Identify the relationship of power between the federal and state governments.

Limited Government, 83–85, Federalism: One Nation and Fifty States, 248–251, Case Study: Federalism and the Courts, 267, Local, State, and Federal Governments, 293–295

SS.7.C.3.In.e Identify steps to amending the Constitution. Amendments to the Constitution, 82, Adding the Bill of Rights, 114–116, Changing the Law of the Land, 140–148

SS.7.C.3.In.f Identify the rights of individuals provided by the Constitution and Bill of Rights.


SS.7.C.3.In.g

Identify ways amendments to the United States Constitution have promoted the full participation of minority groups in American democracy, such as the abolition of slavery, the right to vote, and nondiscrimination on account of race.

Changing the Law of the Land, 140–148, A Flexible Framework, 150–157, Chapter Review and Assessment, 159–161

SS.7.C.3.In.hIdentify the major function of the three branches of the United States government established by the Constitution.


SS.7.C.3.In.i Identify how government makes a law.How Congress Is Organized, 177–182, Following a Bill in Congress, 183–187, State Legislatures: Making Laws, 254–257

SS.7.C.3.In.j Identify how government makes a law.How Congress Is Organized, 177–182, Following a Bill in Congress, 183–187, State Legislatures: Making Laws, 254–257

SS.7.C.3.In.k Identify court systems, such as criminal and civil courts at different levels of government.


SS.7.C.3.In.lIdentify the importance of landmark Supreme Court cases, such as Brown v. Board of Education and Miranda v. Arizona.


SS.7.C.3.In.m Describe the Constitution of the State of Florida. For related material see: Federalism: One Nation and Fifty States, 248–251

SS.7.C.3.In.n Identify obligations and services of local, state, and federal governments.


SS.7.C.3.Pa.a Recognize that in a democracy, people vote to elect government leaders.


SS.7.C.3.Pa.b Recognize that in a democracy, people vote to elect government leaders.


SS.7.C.3.Pa.c Recognize that the United States government has three parts.


SS.7.C.3.Pa.d Recognize that governments have different powers.


SS.7.C.3.Pa.e Recognize that the government can change laws.Changing the Law of the Land, 140–148, A Flexible Framework, 150–157, Chapter Review and Assessment, 159–161

SS.7.C.3.Pa.f Recognize individual rights provided by the government.


SS.7.C.3.Pa.g Recognize that American citizens have the right to vote.

Choosing Candidates, 507–511, Influencing Your Vote, 524–531, How to Evaluate Leadership, 73, Skills for Life: Identifying Points of View, 30, Distinguishing Facts and Opinions, 296, Recognizing Propaganda, 418, Identifying Bias, 469

SS.7.C.3.Pa.h Recognize that the United States government has three parts.


SS.7.C.3.Pa.i Recognize that the government makes laws.How Congress Is Organized, 177–182, Following a Bill in Congress, 183–187, State Legislatures: Making Laws, 254–257

SS.7.C.3.Pa.j Recognize that the government makes laws.How Congress Is Organized, 177–182, Following a Bill in Congress, 183–187, State Legislatures: Making Laws, 254–257

SS.7.C.3.Pa.k Recognize that courts settle conflicts.


SS.7.C.3.Pa.l Recognize that the Supreme Court recognizes that all citizens are equal.

Changing the Law of the Land, 140–148, A Flexible Framework, 150–157, Chapter Review and Assessment, 159–161, Why We Have Laws, 440–444; also see: Focus on the Supreme Court, 8, 236, 266, 367, 472, 522, Landmark Supreme Court Cases, 736–741

SS.7.C.3.Pa.m Recognize that the State of Florida has laws.

For related material see: Why We Have Laws, 440–444; Where Laws Come From, 446–451; Kind of Laws, 452–457

SS.7.C.3.Pa.n Recognize that local, state, and federal governments provide services.


SS.7.C.3.Su.a Recognize different forms of government, such as democracy and communism.


SS.7.C.3.Su.b Recognize different forms of government, such as democracy and communism.


SS.7.C.3.Su.c Recognize the major function of the three branches of the United States government.


SS.7.C.3.Su.d Recognize the relationship of power between the federal and state governments.


SS.7.C.3.Su.e Identify that the Constitution can be changed by amendments.

Amendments to the Constitution, 82, Adding the Bill of Rights, 114–116, Changing the Law of the Land, 140–148

SS.7.C.3.Su.f Recognize the rights of individuals provided by the Constitution and Bill of Rights.


SS.7.C.3.Su.g

Recognize that amendments to the United States Constitution promoted the full participation of minority groups in American democracy, such as the right to vote and nondiscrimination on account of race.

Changing the Law of the Land, 140–148, A Flexible Framework, 150–157, Chapter Review and Assessment, 159–161

SS.7.C.3.Su.h Recognize the major function of the three branches of the United States government.


SS.7.C.3.Su.i Recognize how government makes a law.How Congress Is Organized, 177–182, Following a Bill in Congress, 183–187, State Legislatures: Making Laws, 254–257

SS.7.C.3.Su.j Recognize how government makes a law.How Congress Is Organized, 177–182, Following a Bill in Congress, 183–187, State Legislatures: Making Laws, 254–257

SS.7.C.3.Su.k Recognize different court systems, such as criminal and civil courts.


SS.7.C.3.Su.lRecognize the importance of landmark Supreme Court cases, such as Brown v. Board of Education.


SS.7.C.3.Su.m Identify the Constitution of the State of Florida. For related material see: Federalism: One Nation and Fifty States, 248–251

SS.7.C.3.Su.n Recognize major obligations and services of local, state, and federal governments.


SS.7.C.4.In.a

Identify that the United States government creates domestic policy to guide decisions at home and foreign policy to guide decisions in foreign countries.

The Executive Branch: Chief Diplomat, 198, American Foreign Policy, 546–571, What Is Foreign Policy? 548–552, Making Foreign Policy, 553–557, Foreign Policy in Action, 559–567, Chapter Review and Assessment, 569–571

SS.7.C.4.In.b

Identify ways the United States works with other nations through international organizations, such as the United Nations, Peace Corps, and World Health Organization.

Making Foreign Policy: Role of Private Groups, 556–557, Relations Among and Within Nations, 581–587, The Challenge of Interdependence, 588–593, Chapter Review and Assessment, 595–597

SS.7.C.4.In.c Identify how the United States has been involved in an international conflict.


SS.7.C.4.Pa.a Recognize that the government solves problems.


SS.7.C.4.Pa.b Recognize that the United States helps other countries. The Challenge of Interdependence, 588–593

SS.7.C.4.Pa.c Recognize an international conflict.


SS.7.C.4.Su.aRecognize that the United States government solves problems at home (domestic policies) and in other countries (foreign policies).


SS.7.C.4.Su.bRecognize that the United States assists other nations, such as providing aid through the United Nations and Peace Corps.

The Challenge of Interdependence, 588–593

SS.7.C.4.Su.c Recognize that the United States has been involved in an international conflict.


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