CONCEPTS AND SKILLS. MASSACHUSETTS HISTORY & SOCIAL SCIENCE LEARNING STANDARDS Grades 8 1 2

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1 Prentice Hall Civics: Government and Economics In Action 2005 Massachusetts History and Social Science Curriculum Framework Learning Standards, Economics and American Government (Grades 9-12) Grades CONCEPTS AND SKILLS The concepts and skills for grades 8 through 12 are defined below. The concepts and skills may be taught at the grade level that each district deems appropriate. Concepts and Skills, Grades 8 12 Students should be able to: HISTORY AND GEOGRAPHY 1. Apply the skills of pre- kindergarten through grade seven. 2. Identify multiple ways to express time relationships and dates (for example, 1066 AD is the same as 1066 CE, and both refer to a date in the eleventh or 11 th century, which is the same as the 1000s). Identify countries that use a different calendar from the one used in the U. S. and explain the basis for the difference. (H) 3. Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H) 4. Interpret and construct charts and graphs that show quantitative information. (H, C, G, E) SE/TE: Links to History, 16, 117, , 244, 322, 390, 470, 570, 597, 681; Analyzing Diagrams, ; Skills for Life-Sequencing, 234; Review and Assessment-Activities-Skills, 236 TE: Skills for Life, 100 SE/TE: Analyze Graphs, 6, 15, 35, 36, 71, 231, 302, 380, 384, 393, 405, 411, , 444, 445, 448, 488, 625, 647; Analyze Charts, 216, 224, 333, , 487, 494, 501, 543, 549, 572, 580, 602; Analyze Maps and Graphs, 12-13; Skills for Life, 24, 76, 370, 396; Review and Assessment-Activities-Skills, 26, 78, 237, 317, 424, 425, 452, 453, 507, 695; Standardized Test Prep, 79, 135, 533, 613, 641 TE: Skills for Life, 6, 38 1

2 5. Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E) 6. Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E) 7. Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E) 8. Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C) 9. Distinguish intended from unintended consequences. (H, E, C) SE/TE: Skills for Life, 171, 234, 396; Reading Preview-Target Reading Skill, 84, 91, 95, 160, 163, 350, 358, 363, 376, 382, 388, 536, 542, 552, 562, 569, 575; Assessment-Target Reading Skill, 82, 91, 89, 94, 101, 162, 170, 179, 357, 361, 369, 381, 386, 395, 540, 551, 555, 573, 581, Identify Cause, 442, Identify Effect, 449, 503, Identify Cause and Effect, 489, 503, 540, 629; Review and Assessment- Comprehension and Critical Thinking-Identify Effects, 344, 507, 694, 668, Identify Cause, 372, 452, Identify Cause and Effect, 612, Activities, Civics and Economics, 533 TE: Target Reading Skill, T17, 85, 92, 96, 158, 162, 348, 374, 393, 534, 539, 543, 560, 567, 572, 577; Skills for Life, 258, 277; Reading and Assessment-Model the Target Reading Skill, 82b, 158b, 348b, 374b, 534b, 560b SE/TE: Skills for Life, 450; Assessment-Identify Cause and Effect, 89, 254, 334, Identify Effects, 685, 694, Review and Assessment- Comprehension and Critical Thinking-Identify Cause and Effect, 236, 398, 424, Identify Effects, 668, Activities-Skills 182, Civics and Economics, 559 SE/TE: 92-94; Skills for Life-Identifying Historical Trends, 396; Analyze Charts-Influence on American Government, 93; Assessment- Identify Cause and Effect, 39, 194; Review and Assessment-Chapter Summary-Section-2, 103 TE: Civics Background-The Enlightenment, 82f SE/TE: Assessment-Writing Activity, 101, 118, 123, 131, 162, Identify Cause and Effect, 89, Describe, Draw Inference 89; Citizen s Journal, 83, 111; Review and Assessment- Comprehension and Critical Thinking-Identify Bias, 104, Activities-Civics and Economics, 105 TE: Background: Linking Past and Present, 63; Background: Fast Facts, 198 SE/TE: 434, 496, 523, ; Laws and the Real World, 49; Assessment-Recall, 513, 665, Identify Bias, 665; Civics and Economics, 525 2

3 10. Distinguish historical fact from opinion. (H, E, C) SE/TE: Reading and Writing Handbook, T34, Skills for Life, 342, 490, 541; Active Citizen, 568 TE: Skills for Life, 362, Using historical maps, locate the boundaries of the major empires of world history at the height of their powers. (H, G) SE/TE: Analyze Maps, 86-87, ; Skills for Life-Comparing Maps Over Time, 314 CIVICS AND GOVERNMENT 12. Define and use correctly the following words and terms: Magna Carta, parliament, habeas corpus, monarchy, and absolutism. SE/TE: 47, 92, 93, 221; The Constitution of the United States, Article 1-Section 9, 141; Assessment-Key Terms, 49, Contrast, 94; Review and Assessment-Reviewing Key Terms, 52; Glossary, 734, 737 GENERAL ECONOMICS SKILLS 13. Define and use correctly mercantilism, feudalism, economic growth, and entrepreneur. (E) 14. Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen. (E) 15. Explain how financial markets, such as the stock market, channel funds from savers to investors. (E) 16. Define and use correctly gross domestic product, economic growth, recession, depression, unemployment, inflation, and deflation. (E) 17. Explain how opportunity costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits. (E) 18. Explain how competition among sellers lowers costs and prices, and encourages producers to produce more. (E) SE/TE: 382, 489, Assessment, 386, 489; Glossary, 735 SE/TE: , , 359; Assessment- Describe/Identify Alternatives, 357, Writing Activity, 357, Explain, 361, Describe, 361; Review and Assessment-Chapter Summary, 371, Comprehension and Critical Thinking- Explain, 372, Activities, 372 TE: Civics Background-Bad Decisions, 348f SE/TE: Personal Finance Handbook-Saving and Investing, SE/TE: 440, , 475, 489; Assessment-Key Terms, 449, 475, 489; Review and Assessment-Reviewing Key Terms, 452, 478, 506; Glossary, 734, 735, 736, 738 SE/TE: 355, 356, 359; Assessment- Describe, 357, 361, Draw Conclusions, 361; Glossary, 737 SE/TE: 366,

4 19. Describe the role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price. (E) 20. Describe how the earnings of workers are affected by the market value of the product produced and worker skills. (E) 21. Identify the causes of inflation and explain who benefits from inflation and who suffers from inflation. (E) 22. Define and distinguish between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. (E) SE/TE: ; Skills for Life-Predicting Consequences, 666; Review and Assessment- Chapter Summary-Section-1, 397, Comprehension and Critical Thinking-Recall, 398, Draw Conclusions, 398 SE/TE: ; Assessment- Describe, 395; Review and Assessment- Activities-Active Citizens, 399 SE/TE: , 489; Assessment-Explain/Solve Problems, 449, Explain/Predict, 489; Glossary 736 SE/TE: 663, 676, 677; Assessment-Identify Contrasts, Explain how changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries. (E) 24. Differentiate between fiscal and monetary policy. (E) SE/TE: 441; Assessment-Key Terms, 442; Glossary, 735, 737 U. S. ECONOMICS SKILLS 25. Explain the basic economic functions of the government in the economy of the United States. (E) SE/TE: , , , 449, , , ; Assessment, 434, 449, 475, 489, 503, Describe, 442, Identify Cause, 442; Review and Assessment-Chapter Summary, 451, Chapter Summary-Section-3, 477, Chapter Summary-Sections 1 and 3, 505, Reviewing Key Terms, 452, Comprehension and Critical Thinking-Explain, 452, 506, Synthesize Information, 452, Identify Alternatives, 452, Categorize, 478, Solve Problems, 506, Describe, 506, Identify Effects, 506 TE: Civics Background-Origins of the Fed, 454f 4

5 26. Examine the development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System. (E) 27. Identify and describe laws and regulations adopted in the United States to promote economic competition. (E, H) 28. Analyze how federal tax and spending policies affect the national budget and the national debt. (E) SE/TE: 441, , ; Assessment, 475, Recall, 467,Writing Activity, 467; Review and Assessment- Chapter Summary-Section-3, 477, Comprehension and Critical Thinking- Explain, 478, Categorize, 478 TE: Civics Background-Origins of the Fed, 454f, The Great Depression; Background-About the Fed-470 SE/TE: , 683 TE: Civics Background-Trustbusting, 374f, A Vegetable, Not a Fruit, 510f, Anti-Trust Cases, 560f SE/TE: , ; Skills for Life Summarizing, 530; Assessment-Describe, 503, Recall/Support a Point of View, 503; Review and Assessment-Chapter Summary Section-3, 451, 505, Comprehension and Critical Thinking, Synthesize Information, 452; Glossary, 737 Grade 12 ECONOMICS This course examines the allocation of scarce resources and the economic reasoning used government agencies and by people as consumers, producers, savers, investors, workers, and voters. Key elements include the study of scarcity, supply and demand, market structures, the role of government, national income determination, money and the role of financial institutions, economic stabilization, and trade. Scarcity and Economic Reasoning Students will understand that productive resources are limited, therefore, people cannot have all the goods and services they want. As a result, they must choose some things and give up others. E.1.1 Define each of the productive resources (natural, human, capital) and explain why they are necessary for the production of goods and services. SE/TE: ; Assessment-Recall/Determine Relevance, 357, Describe/Determine Relevance, 357; Analyze Diagrams-The Factors of Production, 367; Review and Assessment- Comprehension and Critical Thinking, 372 E.1.2 Explain how consumers and producers confront the condition of scarcity, by making choices that involve opportunity costs and tradeoffs. SE/TE: ; Assessment-Key Terms, 357, Explain/Draw Conclusion, 357; Review and Assessment-Chapter Summary, 371, Reviewing Key Terms, 372; Glossary 738 5

6 E.1.3 Identify and explain the broad goals of economic policy such as freedom, efficiency, equity, security, growth, price stability, and full employment. SE/TE: 43-44, , 369, Analyze Diagrams- American Economic Freedom, 42-43; Review and Assessment- Chapter Summary-Section-3, 51; Glossary, 735 E.1.4 E.1.5 E.1.6 E.1.7 E.1.8 E.1.9 Describe how people respond predictably to positive and negative incentives. Predict how interest rates act as an incentive for savers and borrowers. Recognize that voluntary exchange occurs when all participating parties expect to gain. Compare and contrast how the various economic systems (traditional, market, command, mixed) try to answer the questions: What to produce? How to produce it? And for whom to produce? Describe how clearly defined and enforced property rights are essential to a market economy. Use a production possibilities curve to explain the concepts of choice, scarcity, opportunity cost, tradeoffs, unemployment, productivity, and growth. SE/TE: , 367, ; Civics and Economics, 377; Assessment- Draw Conclusions, 357, Recognizing Multiple Causes, 381; Review and Assessment- Comprehension and Critical Thinking-Draw Conclusions, 398, Make Predictions, 398 SE/TE: 474; Assessment- Evaluate Information, 475 TE: Civics Background-Financial Opportunities, 400f; Differentiated Instruction- For Gifted and Talented, 414; Skills for Life-Predicting Consequences, 666 SE/TE: 44, 683 SE/TE: ; Assessment-Comprehension and Critical Thinking, 369; Review and Assessment- Chapter Summary-Section 3, 371, Comprehension and Critical Thinking, 372, Activities-Civics and Economics, 373; Skills for Life-Comparing and Contrasting, 610; Glossary, 733, 736, 737, 739 SE/TE: 366, 367, 369, , 514; Glossary, 735 SE/TE: 355, , 359, 360, Glossary, 738 E.1.10 Formulate a savings or financial investment plan for a future goal (e. g., college or retirement). SE/TE: , , 414; Analyze Charts- Common Savings Plans, 413; Personal Finance Handbook-Saving and Investing, 708, ; Chapter Summary-Section-2, 423, Activities-Math Practice, 559 TE: Differentiated Instruction-For Gifted and Talented, 414 6

7 Supply and Demand Students will understand the role that supply and demand, prices, and profits play in determining production and distribution in a market economy. E.2.1 Define supply and demand. SE/TE: ; Assessment-Key Terms, 381; Chapter Summary -Section-1, 397 E.2.2 E.2.3 E.2.4 E.2.5 E.2.6 E.2.7 E.2.8 E.2.9 Describe the role of buyers and sellers in determining the equilibrium price. Describe how prices send signals to buyers and sellers. Recognize that consumers ultimately determine what is produced in a market economy (consumer sovereignty). Explain the function of profit in a market economy as an incentive for entrepreneurs to accept the risks of business failure. Demonstrate how supply and demand determine equilibrium price and quantity in the product, resource, and financial markets. Identify factors that cause changes in market supply and demand. Demonstrate how changes in supply and demand influence equilibrium price and quantity in the product, resource, and financial markets. Demonstrate how government wage and price controls, such as rent controls and minimum wage laws, create shortages and surpluses. SE/TE: Review and Assessment- Chapter Summary- Section-3, 51 SE/TE: Assessment-Recognize Multiple Causes, 381; Review and Assessment-Comprehension and Critical Thinking-Draw Conclusions, 398 SE/TE: , Assessment-Comprehension and Critical Thinking-Recall, 357; Glossary, 734 SE/TE: 43, 367, 382; Glossary, 738 SE/TE: SE/TE: ; Review and Assessment- Comprehension and Critical Thinking-Draw Conclusions, 398 SE/TE: SE/TE: 433, 482, 483, 489 E.2.10 Use concepts of price elasticity of demand and supply to explain and predict changes in quantity as price changes. E.2.11 Explain how financial markets, such as the stock market, channel funds from savers to investors. SE/TE: Analyze Graphs-Supply and Demand for Strawberries, 380; Skills for Life-Predicting Consequences, 666 SE/TE: Personal Finance Handbook-Saving and Investing,

8 Market Structures Students will understand the organization and role of business firms and analyze the various types of market structures in the United States economy. E.3.1 E.3.2 E.3.3 E.3.4 E.3.5 E.3.6 E.3.7 E.3.8 Compare and contrast the following forms of business organization: sole proprietorship, partnership, and corporation. Identify the three basic ways that firms finance operations (retained earnings, stock issues, and borrowing), and explain the advantages and disadvantages of each. Recognize the role of economic institutions, such as labor unions and nonprofit organizations in market economies. Identify the basic characteristics of monopoly, oligopoly, and pure competition. Explain how competition among many sellers lowers costs and prices and encourages producers to produce more. Demonstrate how firms with market power can determine price and output through marginal analysis. Explain ways that firms engage in price and nonprice competition. Illustrate how investment in research and development, equipment and technology, and training of workers increases productivity. SE/TE: ; Analyze Graphs-The Importance of Corporations, 384; Skills for Life-Comparing and Contrasting, 610; Assessment-Describe, 386, Compare, 386; Review and Assessment- Contrast, 398; Glossary, 734, 737, 739 SE/TE: 383, 384, 385, 465; Personal Finance Handbook, 711, 712 SE/TE: , 467; Review and Assessment- Chapter Summary, 397 TE: Civics Background-Labor Unions, 28g SE/TE: 366, 378, 436, 437 TE: Civics Background-Trustbusting, 374f SE/TE: 366, 367, 369, ; Assessment- Recognizing Multiple Causes, 381; Review and Assessment-Recall, 398, Draw Conclusions, 398 SE/TE: SE/TE: 42, ; Assessment-Recognizing Multiple Causes, 381 SE/TE: 360, 386 E.3.9 Describe how the earnings of workers are determined by the market value of the product produced and workers productivity. SE/TE: 388, 394 E.3.10 Identify skills individuals need to be successful in the workplace. SE/TE: ; Assessment-Summarize, 421, Recall, 421, Synthesize Information, 421, Writing Activity, 421 8

9 The Role of Government The student will understand the roles of government in a market economy are the provision of public goods and services, redistribution of income, protection of property rights, and resolution of market failures. E.4.1 E.4.2 E.4.3 E.4.4 E.4.5 Explain how government responds to perceived social needs by providing public goods and services. Describe major revenue and expenditure categories and their respective proportions of local, state, and federal budgets. Identify laws and regulations adopted in the United States to promote competition among firms. Describe the characteristics of natural monopolies and the purposes of government regulation of these monopolies, such as utilities. Define progressive, proportional, and regressive taxation. SE/TE: 7, 32, 33, 45-46, 124, 125, , , 294, 295, 308, 320, 321, 440, 450, 501; Assessment-Recall, 49, 254, Writing Activity, 297; Review and Assessment-Comprehension and Critical Thinking-Make Generalizations, 316; Activities-Civics and Economics, 53, 317 TE: Civics Background- Government Reorganization, 238f, The WPA, 428f, GI Bill of Rights, 480f, National School Lunch Program, 510f; Background-Relief, Recovery, Reform, 450, Fast Facts, 445 SE/TE: 302, 333, 433, , 486, , , , ; Assessment, 496, 503, Recall, 303, 449, Identify Cause and Effect, 489, Writing Activity, 489; Review and Assessment-Recall, 506, Identify Bias, 506, Activities-Active Citizen, 507, Math Practice, 507, Analyzing Visuals, 507 TE: Civics Background-Income Tax, 428f, The Tax System, 480f SE/TE: 431, 433, 437, Skills for Life, 234 TE: Civics Background-Trustbusting, 374f, Anti- Trust Cases, 560f SE/TE: 436; Skills for Life, 234 TE: Civics Background-Trustbusting, 374f, Anti- Trust Cases, 560f SE/TE: ; Assessment-Describe, 498; Review and Assessment- Chapter Summary-Section-2, 505 TE: Civics Background-Income Tax, 428f E.4.6 Describe how the costs of government policies may exceed their benefits because social or political goals other than economic efficiency are being pursued. SE/TE: 7, 501; Review and Assessment- Civics and Economics, 507 9

10 E.4.7 Predict how changes in federal spending and taxation would affect budget deficits and surpluses and the national debt. SE/TE: 445, , , ; Analyze Graphs-National Debt, , 50; Assessment- Predict, 449, Recall, 503; Review and Assessment-Chapter Summary- Section-3, 505, Comprehension and Critical Thinking-Synthesize Information, 452, Identify Alternatives, 452, Identify Effects, 506-Activities-Skills, 452; Skills for Life- Predicting Consequences, 666; Glossary, 733, 734, 739 E.4.8 E.4.9 Define and explain fiscal and monetary policy. Analyze how the government uses taxing and spending decisions (fiscal policy) to promote price stability, full employment, and economic growth. SE/TE: 441, 459; Assessment-Key Terms, 442; Glossary, 735, 737 SE/TE: 433, , , , ; Skills for Life- Summarizing, 530, Assessment-Explain, 489, Predict, 489, Describe, 503; Review and Assessment- Comprehension and Critical Thinking- Explain, 506, Solve Problems, 506; Glossary, 735 E.4.10 Analyze how the Federal Reserve uses monetary tools to promote price stability, full employment, and economic growth. SE/TE: 444, 482, 483, 474; Skills for Life- Summarizing, 530; Assessment- Evaluate Information, 475; Review and Assessment- Draw Conclusions, 478 National Economic Performance Students will understand the means by which economic performance is measured. E.5.1 E.5.2 E.5.3 E.5.4 Define aggregate supply and demand, Gross Domestic Product (GDP), economic growth, unemployment, and inflation. Explain how Gross Domestic Product (GDP), economic growth, unemployment, and inflation are calculated. Analyze the impact of events in United States history, such as wars and technological developments, on business cycles. Identify the different causes of inflation, and explain who gains and loses because of inflation. SE/TE: 443, 489; Glossary, 736, 735 SE/TE: 444, 499 SE/TE: 360, , 439, 440, 499; Skills for Life- Summarizing, 530; Glossary, 733 TE: Background: Linking Past and Present 417; Civics Background-The Great Depression, 454f, The GI Bill of Rights, 480f SE/TE: ; Assessment-Explain, 449, Solve Problems,

11 E.5.5 Recognize that a country s overall level of income, employment, and prices are determined by the individual spending and production decisions of households, firms, and government. SE/TE: , 498; Review and Assessment- Comprehension and Critical Thinking- Explain, 506 E.5.6 Illustrate and explain how the relationship between aggregate supply and aggregate demand is an important determinant of the levels of unemployment and inflation in an economy SE/TE: , 498 Financial Institutions Students will understand the role of money and financial institutions in a market economy E.6.1 E.6.2 E.6.3 E.6.4 Explain the basic functions of money (e. g., medium of exchange, store of value, unit of account). Identify the composition of the money supply of the United States. Explain the role of banks and other financial institutions in the economy of the United States. Describe the organization and functions of the Federal Reserve System. SE/TE: 42, ; Review and Assessment- Describe, 478 SE/TE: ; Analyze Charts-The Parts of the Money Supply, 204, 463 SE/TE: ; Review and Assessment- Comprehension and Critical Thinking- Synthesize Information, 478 SE/TE: 441, ; Assessment, 475; Review and Assessment-Chapter Summary-Section-3, 477, Categorize, 478 TE: Background-About the Fed-470 E.6.5 Compare and contrast credit, savings, and investment services available to the consumer from financial institutions. SE/TE: 411, , 464, 467; Analyze Charts- Common Savings Plans, 413; Skills for Life- Comparing and Contrasting, 610; Personal Finance Handbook-Savings and Investing- Types of Accounts, 710; Personal Finance Handbook-Credit and Debt, ; Review and Assessment-Active Citizen, 479; Glossary,

12 E.6.6 Research and monitor financial investments such as stocks, bonds, and mutual funds. SE/TE: Skills for Life-Synthesizing Information, 370; Personal Finance Handbook-Savings and Investing, TE: Differentiated Instruction-For Gifted and Talented 385 E.6.7 Trade Formulate a credit plan for purchasing a major item such as a car or home, comparing different interest rates. SE/TE: 464, 467, Personal Finance Handbook-Credit and Debt, Students will understand why individuals, businesses, and governments trade goods and services and how trade affects the economies of the world. E.7.1 E.7.2 E.7.3 E.7.4 E.7.5 E.7.6 Explain the benefits of trade among individuals, regions, and countries. Define and distinguish between absolute and comparative advantage and explain how most trade occurs because of a comparative advantage in the production of a particular good or service. Define trade barriers, such as quotas and tariffs. Explain why countries sometimes erect barriers to trade. Explain the difference between balance of trade and balance of payments. Compare and contrast labor productivity trends in the United States and other developed countries. SE/TE: 350, 647; Review and Assessment- Activities- Civics and Economics, 695 SE/TE: , TE: Civics Background-The Global Economy, 374f SE/TE: 448, , 663, 680; Glossary 739 SE/TE: 650, 680, 683, Glossary 739 SE/TE: 663; Civics and Economics, 654 TE: Background: Fast Facts-Trade and Capital Inflows, 654 SE/TE: 368, 369, 682; Skills for Life-Comparing and Contrasting, 610; Assessment-Writing Activity, 369 E.7.7 E.7.8 Explain how changes in exchange rates impact the purchasing power of people in the United States and other countries. Evaluate the arguments for and against free trade. TE: 472 SE/TE:

13 Grade 12 AMERICAN GOVERNMENT This course provides a framework for understanding the purposes, principles, and practices of American government as established by the United States Constitution. Students are expected to understand their rights and responsibilities as citizens and how to exercise these rights and responsibilities in local, state, and national government. The Nature of Citizenship, Politics, and Government Students will identify, define, compare, and contrast ideas regarding the nature of government, politics, and civic life, and explain how these ideas have influenced contemporary political and legal systems. They will also explain the importance of government, politics, and civic engagement in a democratic republic, and demonstrate how citizens participate in civic and political life in their own communities. USG. 1.1 Distinguish among civic, political, and private life. USG. 1.2 Define the terms citizenship, politics, and government, and give examples of how political solutions to public policy problems are generated through interactions of citizens and civil associations with their government. SE/TE: 34-37, 48, 58, 60-67, 74-75, , , 240, 241, , , 268, 631; Citizen Profiles-Mickey Leland, 14, Michele Foreman, 39, John Dickinson, 100, James Madison, 114, Carol Mosley Braun, 219, Louis Brandeis, 272, Shirley Franklin, 340, Michael Dell, 359, Andrea Jung, 385, Upton Sinclair, 438, Alan Greenspan, 474, Alice M. Rivlin, 498, Thurgood Marshall, 554, Mark Hanna, 600, Madeleine Albright, 664; Analyze Diagrams-Citizenship and You, 62-63; Assessment-Analyze Information, 39, Explain, 67, Recall, 67, Define, 217, Describe, 228, Contrast, 228, Writing, 233; Review and Assessment-Comprehension and Critical Thinking,-Recall, 78, 236. Synthesize Information, 78, Activities-Writing, 182 TE: Civics Background-Senator Edward Kennedy, 211g, Background-Linking Past and Present, 272 SE/TE: 56-57, , , , The Constitution of the United States- Fourteenth Amendment-Section-1 Citizenship, 151; Assessment, 203, Recall, 58, Describe, 67, 194, 233, Identify Cause and Effect, 194, Evaluate Information, 194, Draw Inferences, 233; Review and Assessment- Chapter Summary, 205, Comprehension and Critical Thinking,-Recall, 78, Draw Conclusions, 206, Synthesize Information, 206, Check Consistency, 640; Glossary, 733 TE: Chapter Overview, 54; Civics Background- The Election of Senators, 210g 13

14 USG. 1.3 Describe the purposes and functions of government. USG. 1.4 Define and provide examples of different forms of government, including direct democracy, representative democracy, republic, monarchy, oligarchy, and autocracy. USG. 1.5 Explain how the rule of law, embodied in a constitution, limits government to protect the rights of individuals. USG. 1.6 Explain how a constitutional democracy provides majority rule with equal protection for the rights of individuals, including those in the minority, through limited government and the rule of law. SE/TE: 45-46, ; The Constitution of the United States-Preamble, 136; Assessment- Recall, 49; Review and Assessment-Recall, 52, Activities-Civics and Economics, 53 SE/TE: 47-48, 91, 92;Glossary, 734, 737, 738 TE: Civics Background-Democracy, 28h SE/TE: 48, 161, , 186, , 192, ; The Constitution of the United States- Amendments 1-9, , Fifteenth Amendment, 152, Nineteenth Amendment, 153, Twenty-fourth Amendment, , Twenty-sixth Amendment, 157; Analyze Diagrams and Charts-The Bill of Rights, ; Focus On-The Supreme Court, 544; Law and the Real World 169; Assessment-Explain, 170, Recall, 170, 203, Describe, 194, Writing Activity, 551; Review and Assessment- Chapter Summary, 205, Comprehension and Critical Thinking-Describe, 182, Synthesize Information, 182, Activities-Analyzing Visuals, 183, Draw Conclusions, 206 TE: Chapter Overview, 158, 184 SE/TE: 19-22, 43-44, 59, , 197, , 276; The Constitution of the United States- Fifteenth Amendment, 152, Nineteenth Amendment, 153, Twenty-fourth Amendment, , Twenty-sixth Amendment, 157; Analyze Diagrams-American Economic Freedom, 42-43; Focus On-The Supreme Court, 544; Assessment- Recall, 44, Explain, 170, 270, 285, Recall, 170, Writing Activity, 551; Review and Assessment-Chapter Summary-Section-2, 181, Comprehension and Critical Thinking-Recall, 52, Describe, 182, 262, Synthesize Information, 182, Activities- Analyzing Visuals, 183, Draw Conclusions, 206; Glossary, 735 TE: Chapter Overview,

15 USG. 1.7 Distinguish limited from unlimited government, and provide examples of each type of government. USG. 1.8 Explain how civil society contributes to the maintenance of limited government in a representative democracy or democratic republic such as the United States. SE/TE: 112, , , 228, , , 276, , , , 311, 313, , 653; Analyze Diagrams-Checks and Balances, 130; The Constitution of the United States-Article 1-Legislative Branch, , Article II-Executive Branch, , Article III-Judicial Branch, Assessment-Draw Conclusions, 118, Describe, 131, Synthesize Information, 131, 313, Explain, 118, 221, 259, 297, Compare, 221, 309, Writing Activity, 221, Contrast, 259, Evaluate Information, 259, Recall, 228, 297, Demonstrate Reasoned Judgment, 297, Determine Relevance, 655; Review and Assessment-Chapter Summary-Section-3, 133, Section-1 and 3, 261, Section-3, 287, Comprehension and Critical Thinking- Describe, 236, 262, Evaluate Information, 236, Draw Inferences, 262, Make Generalizations, 262, Recall, 316, Explain, 668, Compare and Contrast, 668; Glossary, 734 TE: Unit Overview, 208, 290; Civics Background- Federalism and States Rights, 292g; Chapter Overview, 210, 238, 264, 292, 644; Background: Linking Past to Present-Baron de Montesquieu, 93 SE/TE: 48, 58, 65-67, 70, 74-75, 179,, 192, 198, 202, 285, 295, ; Active Citizen-Civics in the Real World, 615; Primary Sources, ; Skills for Life-Analyzing Photographs, 195; Law and the Real World-617; Assessment- Predict, 285, Solve Problems, 621, Writing Activity, 621; Review and Assessment-Recall, 78, Categorize, 78, Synthesize Information, 78, Activities-Writing, 78, 206, Analyzing Visuals, 207, Active Citizen, 236, 263, 669, Civics and Economics, 237 TE: Chapter Overview, 614; Civics Background- The Right to Vote, 54f, The Election of Senators, 210g, The Paradox of Direct Democracy, 614f; Background: Biography- Elizabeth Cady Stanton, 195; Citizens in the Community, 81 15

16 USG. 1.9 Examine fundamental documents in the American political tradition to identify key ideas regarding limited government and individual rights. SE/TE: The Declaration of Independence, ; The Constitution of the United States, ; Magna Carta, 697; Mayflower Compact, 697; Skills for Life-Analyzing Primary Sources, 132 Examples: Magna Carta (1215) SE/TE: Magna Carta, 697; Skills for Life-Analyzing Primary Sources, 132 Mayflower Compact (1620) SE/TE: Mayflower Compact, 697; Skills for Life- Analyzing Primary Sources, Massachusetts Body of Liberties (1641) English Bill of Rights (1689) SE/TE: 93; Analyze Charts-Influences on American Government, 93 Locke s Treatises of Civil Government (1690) SE/TE: 94, 97; Analyze Charts-Influences on American Government, 93 Pennsylvania Charter of Privileges (1701) Virginia Declaration of Rights (1776) Declaration of Independence (1776) SE/TE: The Declaration of Independence, ; Skills for Life-Analyzing Primary Sources, 132 United States Constitution (1787) SE/TE: The Constitution of the United States, ; Skills for Life-Analyzing Primary Sources,

17 Bill of Rights (1791) SE/TE: The Constitution of the United States- Amendments, ; Skills for Life- Analyzing Primary Sources, 132 Massachusetts Constitution of USG Explain the part of Article IV, Section 4, of the United States Constitution, which says, The United States shall guarantee to every State in the Union a Republican form of Government SE/TE: 146 Foundations of Government in the United States Students will identify and define ideas at the core of government and politics in the United States, interpret founding-era documents and events associated with the core ideas, and explain how commitment to these foundational ideas constitutes a common American history and civic identity. They will also analyze issues about the meaning and application of these core ideas to government, politics, and civic life, and demonstrate how citizens use these foundational ideas in civic and political life. USG. 2.1 Trace the colonial, revolutionary, and founding-era experiences and events that led to the writing, ratification, and implementation of the United States Constitution (1787) and Bill of Rights (1791). SE/TE: 84-89, 91-94, , , Assessment- 89, 94, 101, 118, 123; Citizen s Journal, 111; Active Citizen: Civics in the Real World, 111; ; Skills for Life-Analyzing Primary Sources, 132; Historical Documents- Magna Carta, 697, Mayflower Compact, 697, The Federalist, No. 10, 698 Review and Assessment, , Chapter Summary- Sections 1and 2, 133, Reviewing Key Terms, 134, Comprehension and Critical Thinking, 134, Activities-Skills, 134, Writing, 134 TE: Unit Overview, 80; Chapter Overview, 82, 110 Civics Background, Adams and Jefferson, 82f, The Road to Philadelphia, 110f, Madison s Notes, 110f, Publius, 110f; Skills for Life-Analyzing Primary Sources, USG. 2.2 Analyze and interpret central ideas on government, individual rights, and the common good in founding documents of the United States. SE/TE: The Declaration of Independence, ; The Constitution of the United States, ; Skills for Life-Analyzing Primary Sources, 132, Summarizing,

18 Examples: The Virginia Declaration of Rights (1776) The Declaration of Independence (1776) SE/TE: The Declaration of Independence, ; Skills for Life-Analyzing Primary Sources, 132 The Massachusetts Constitution (1780) The Virginia Statute for Religious Freedom (1786) The Northwest Ordinance (1787) The United States Constitution (1787) SE/TE: ; Skills for Life-Analyzing Primary Sources, 132 Selected Federalist Papers such as numbers 1, 9, 10, 39, 51, and 78 ( ) SE/TE: 698; Skills for Life-Analyzing Primary Sources, 132 The Bill of Rights (1791) SE/TE: ; Skills for Life-Analyzing Primary Sources, 132 President Washington s Farewell Address (1796) President Jefferson s First Inaugural Address (1801) USG. 2.3 Identify and explain elements of the social contract and natural rights theories in United States founding-era documents. USG. 2.4 Define and provide examples of foundational ideas of American government, including popular sovereignty, constitutionalism, republicanism, federalism, and individual rights, which are embedded in founding-era documents. SE/TE: 94; Assessment- Writing Activity, 94; Glossary, 737 SE/TE: 44, 58, 91-94, , , 162, , , ; Analyze Charts- Influences on American Government, 93; Analyze Diagrams and Charts-The Bill of Rights, ; Assessment, 94, 170, Recall, 49, 131, 179, 297, Describe, 131, 179, Synthesize Information, 131, Explain, 179, Predict, 179, Determine Relevance,

19 (Continued) USG. 2.4 Define and provide examples of foundational ideas of American government, including popular sovereignty, constitutionalism, republicanism, federalism, and individual rights, which are embedded in founding-era documents. USG. 2.5 Explain how a shared American civic identity is embodied in founding-era documents and in core documents of subsequent periods of United States history. (Continued) Draw Conclusions, 179, Demonstrate Reasoned Judgment, 297; Review and Assessment- Chapter Summary-Section-1, 315, Chapter Summary-Section-2, 103, 133, 181, Chapter Summary Section-3, 181, Comprehension and Critical Thinking-Describe, 104, 134, 182, Analyze Information, 105, Determine Relevance, 105, 182, Analyze Primary Sources, 105, 134, Draw Conclusions, 134, 182, Synthesize Information, 182, Explain, 182, Activities-Writing, 182, 316, Active Citizen, 183, Analyzing Visuals, 183; Glossary, 735 TE: Civics Background-Democracy, 28h, The Federalist Papers, 158f, Chapter Overview, 158 SE/TE: 18-23; , , 698, 699, 701, 704, 705, ; The Declaration of Independence, ; Skills for Life- Analyzing Primary Sources, 132; Assessment, 23; Review and Assessment- Chapter Summary-Section-3, 25, Recall, 26, Activities-Analyzing Visuals, 27 Examples: The Seneca Falls Declaration of Sentiments and Resolutions (1848) Abraham Lincoln s Gettysburg Address (1863) SE/TE: 699; Skills for Life-Analyzing Primary Sources, 132 SE/TE: 701; Skills for Life-Analyzing Primary Sources, 132 Second Inaugural Address (1865) Theodore Roosevelt s The New Nationalism speech (0) 19

20 Woodrow Wilson s Peace Without Victory speech (7) Franklin Roosevelt s Four Freedoms speech (1941) John F. Kennedy s inaugural address (1961) Martin Luther King, Jr. s I Have A Dream speech and Letter from Birmingham City Jail (1963), and Selected opinions in landmark decisions of the United States Supreme Court such as Justice Robert Jackson s opinion for the Court in West Virginia Board of Education v. Barnette (1943) and SE/TE: 704 ; Skills for Life-Analyzing Primary Sources, 132 SE/TE: 705; Skills for Life-Analyzing Primary Sources, 132 SE/TE: ; Skills for Life-Analyzing Primary Sources, 132 Justice Oliver Wendell Holmes dissenting opinion in the case of Abrams v. United States (9) USG. 2.6 Define and provide examples of fundamental principles and values of American political and civic life, including liberty, the common good, justice, equality, tolerance, law and order, rights of individuals, diversity, civic unity, patriotism, constitutionalism, popular sovereignty, and representative democracy. SE/TE: 8, 13-17, 18-23, 49, 58, 59-67, 74-75, 197, , , ; The Constitution, , 153, , 157; Laws and the Real World, 21; Focus On-The Supreme Court, 544; Assessment, 17, 23, 67, 516, Describe, 75, 203, Explain, 203, Compare, 203, Writing Activity, 551;Review and Assessment-Chapter Summary, 25, Reviewing Key Terms, 26, Comprehension and Critical Thinking, 26; Review and Assessment- Chapter Summary-Sections 1 and 2, 77, Comprehension and Critical Thinking-Recall, 78, Categorize, 78, Synthesize Information, 78, Activities-Active Citizen, 79; Review and Assessment-Chapter Summary-Section-2, 205, Activities-Writing, 206; Review and Assessment- Chapter Summary-Section-1, 451, 531; Glossary, 733, 734, 735, 736, 737 TE: Civics Background-A Nation United, 1f, Democracy, 28h, The Right to Vote, 54f 20

21 USG. 2.7 Identify and explain historical and contemporary efforts to narrow discrepancies between foundational ideas and values of American democracy and realities of American political and civic life. USG. 2.8 Evaluate, take, and defend positions on issues concerning foundational ideas or values in tension or conflict. SE/TE: , ; Assessment, 194, 203; Review and Assessment- Chapter Summary, 205, Reviewing Key Terms, 206, Comprehension and Critical Thinking, 206, Activities-Skills, 207, Writing, 206 TE: Civics Background-Federalism and States Rights, 291g SE/TE: Writing for Social Studies, XX-XXII; Solving Problems, 490; How to Express Your Views, 678 Examples: Analyze issues involving liberty in conflict with equality, liberty in conflict with authority, individual rights in conflict with the common good, or majority rule in conflict with minority rights. USG. 2.9 Compare and contrast ideas on government of the Federalists and the Anti-Federalists during their debates on ratification of the U. S. Constitution ( ). USG Analyze and explain ideas about liberty, equality, and justice in American society using documents such as in Reverend Luther King s I Have A Dream speech and Letter from Birmingham City Jail (1963), and compare King s ideas to those in such founding-era documents as the Virginia Declaration of Rights (1776), the Declaration of Independence (1776), Massachusetts Declaration of Rights (1780), and the Federalist Papers (1788) SE/TE: Focus On-The Supreme Court, 544; Skills for Life-How to Write to a Public Official, 468 Summarizing, 530; Debating the Issues, 40, 102, 119, 180, 204, 222, 286, 335, 387, 556, 604, 656; Assessment-Writing Activity, 17, 23, 49, 89, 123, 131, 162, 170, 179, 104, 270, 334, 415, 453, 516, 551, 555, 665; Review and Assessment-Activities-Active Citizen, 135, 183, 289, 533, 559, Writing, 26, 104, 134, 206, 344, 452, 506, 558 SE/TE: 112, , , ; Skills for Life-Comparing and Contrasting, 610; Assessment-123, Describe, 118, Draw Inferences, Explain, 118, Draw Conclusions, 118; Review and Assessment- Chapter Summary-Sections 1 and 2, 133, Explain, 134, Synthesize Information, 134, Demonstrate reasoned Judgment, 134, Recall, 134, Draw Conclusions, 134, Evaluate Information, 134; Glossary, 732, 735 SE/TE: 698, 705; Skills for Life-Analyzing Primary Sources, 132, Synthesizing Information, 370, Summarizing, 530, Comparing and Contrasting, 610; Writing for Social Studies, XX-XXII 21

22 Purposes, Principles, and Institutions of Government in the United States of America Students will explain how purposes, principles, and institutions of government for the American people are established in the United States Constitution and reflected in the Massachusetts Constitution. They will also describe the structures and functions of American constitutional government at national, state, and local levels, and practice skills of citizenship in relationship to their constitutional government. USG. 3.1 Compare and contrast governments that are unitary, confederate, and federal. USG. 3.2 Identify and describe provisions of the United States Constitution and the Massachusetts Constitution that define and distribute powers and authority of the federal or state government. USG. 3.3 Explain the constitutional principles of federalism, separation of powers among three branches of government, the system of checks and balances, republican government or representative democracy, and popular sovereignty. Provide examples of these principles in the governments of the United States and the state of Massachusetts. SE/TE: , ; Analyze Charts-From the Articles of Confederation to the Constitution, 116; Skills for Life-Comparing and Contrasting, 610; Assessment-Recall, 101, Analyze Information, 101, Explain, 297, Recognize Points of View, 297; Review and Assessment- Chapter Summary-Section-1, 315, Recall, 316; Glossary, 739 TE: Chapter Overview, 292 SE/TE: 127, 128, 129, 295, 313; Analyze Diagrams- Sharing the Power, 127; Assessment-297; Review and Assessment- Recall, 316; The United States Constitution-Article 1-Section 9-Clause 5, 141, Section 10. Powers Denied to the States, , Article IV-Relations Among the States, , Amendments- Tenth Amendment, 150, Fourteenth Amendment-Section 2-Apportionment of Representatives, , Seventeenth Amendment-Popular Election of Senators, 153 SE/TE: 48, 91, 94, 112, 116, , , , 228, , , 271, 273, 276, , , , 311, 313, 617, , 653; Analyze Diagrams-Checks and Balances, 130; The Constitution of the United States-Article 1-Legislative Branch, , Article II-Executive Branch, , Article III-Judicial Branch, ; Amendments ; Assessment-170, 221, Draw Conclusions, 118, 274, Describe, 118, 131, 274, Draw Inferences, 118, Synthesize Information, 131, 313, 259, 297, Compare, 221, 309, Contrast, 259, Evaluate Information, 259, Explain 285, Recall, 118, 228, 297, Demonstrate Reasoned Judgment, 297, Determine Relevance,

23 USG. 3.3 Explain the constitutional principles of federalism, separation of powers among three branches of government, the system of checks and balances, republican government or representative democracy, and popular sovereignty. Provide examples of these principles in the governments of the United States and the state of Massachusetts. USG. 3.4 Explain the functions of the courts of law in the governments of the United States and the state of Massachusetts with emphasis on the principles of judicial review and an independent judiciary. USG. 3.5 Distinguish among the enumerated and implied powers in the United States Constitution and the Massachusetts Constitution. USG. 3.6 Explain the functions of departments or agencies of the executive branch in the governments of the United States and the state of Massachusetts. TE: Review and Assessment-Chapter Summary- Section-3, 133, 235, 287, Section-2, 181, Section-1 and 3, 261, Comprehension and Critical Thinking-Describe, 182, 236, 262, Synthesize Information 182, Evaluate Information, 236, Draw Inferences, 262, Make Generalizations, 262, Recall, 316, Explain, 289, 668, Compare and Contrast, 668; Glossary, 734 Unit Overview, 208, 290; Civics Background- Democracy, 28h, Federalism and States Rights, 292gChapter Overview, 210, 238, 264, 292, 644Background: Linking Past to Present-Baron de Montesquieu, 93; Background: Our Enduring Constitution- Overturning Vetoes, 245 SE/TE: , , , , , ; Assessment, 270, Comprehension and Critical Thinking-Recall, 274, 313, Explain, 274, Compare, 274, Describe, 274, 285, Determine Relevance, 285; Review and Assessment- Chapter Summary, 287, Chapter Summary-Section-3, 315, Comprehension and Critical Thinking- Recall, 288, Make Generalizations, 288; Glossary, 736 TR: Chapter Overview, 264 SE/TE: , , 255, , The Constitution of the United States-Article 1- Legislative Branch-Section-1, 136, Section-8, , Article II-Executive Branch, Section-2, 143, Article III-Judicial Branch, Section-2, 144 Assessment, 221, Describe, 247 SE/TE: 251, , 308, 650; Civics and Economics, 251; Analyze Charts-Executive Departments, 252; Assessment, 254, Recall, 309; Review and Assessment- Comprehension and Critical Thinking-Recall, 262, Contrast, 262, Activities-Civics and Economics, 263,

24 USG. 3.7 Trace the evolution of political parties in the American governmental system, and analyze their functions in elections and government at national and state levels of the federal system. USG. 3.8 Explain the legal, fiscal, and operational relationships between state and local governments in Massachusetts. USG. 3.9 Explain the formal process of how a bill becomes a law and define the terms initiative and referendum. USG Explain the difference between a town and a city form of government in Massachusetts, including the difference between a representative and an open town meeting. USG Compare core documents associated with the protection of individual rights, including the Bill of Rights, the Fourteenth Amendment to the United States Constitution, and Article I of the Massachusetts Constitution. USG Use a variety of sources, including newspapers and internet web sites, to identify current state and local legislative issues and examine the influence on the legislative process of political parties, interest groups, grass roots organizations, lobbyists, public opinion, the news media, and individual voters. SE/TE: , , Analyze Diagrams-Political Parties in the United States, ; Skills for Life- Summarizing, 530,Assessment, 594, 603, 609; Review and Assessment- Chapter Summary, 611, Reviewing Key Terms, 612, Comprehension and Critical Thinking, 612, Activities, TE: Unit Overview, 586, Chapter Overview, 588 SE/TE: 320, 333, ; Assessment, 341 TE: Chapter Overview, 318 SE/TE: 125, 213, , , 228, , 300; Analyze Diagrams-How a Bill Becomes a Law, 227; Assessment-233, Identify Contrasts, 228, Explain, 228, Determine Relevance, 228, Recall, 228, Identify Alternatives, 228, Writing Activity, 228; Review and Assessment- Chapter Summary- Section-4, 235, Recall, 236, Draw Inferences, 236, Identify Effects, 236; Glossary, 736, 738 TE: Chapter Overview, 210, Background: Linking Past and Present, 300 SE/TE: ; Assessment-Describe, 326, Link Past to Present, 326 TE: Civics Background-The Paradox of Direct Democracy, 614f SE/TE: The Constitution of the United States- Amendments, , Fourteenth Amendment, ; Skills for Life- Comparing and Contrasting, 610 SE/TE: , Assessment-Writing Activity, 228, Identify Cause and Effect, 629; Review and Assessment- Activities-Active Citizen,

25 USG Analyze and evaluate decisions by the United States Supreme Court about the constitutional principles of separation of powers and checks and balances in such landmark cases as Marbury v. Madison (1803), Baker v. Carr (1962), United States v. Nixon (1974), City of Boerne, Texas v. Flores (1997), and Clinton v. City of New York (1998). USG Analyze and evaluate decisions by the United States Supreme Court about the constitutional principle of federalism in cases such as McCulloch v. Maryland (1819), Texas v. White (1869), Alden v. Maine (1999). SE/TE: Landmark Supreme Court Cases-Marbury v. Madison (1803), United States v. Nixon (1974); Skills for Life-Analyzing Primary Sources,, Synthesizing Information, 370, Summarizing, 530 SE/TE: Landmark Supreme Court Cases- McCulloch v. Maryland (1819), 721; Skills for Life- Analyzing Primary Sources,, Synthesizing Information, 370, Summarizing, 530 The Relationship of the United States to Other Nations in World Affairs Students will analyze the interactions between the United States and other nations and evaluate the role of the United States in world affairs. USG. 4.1 Describe how the world is divided politically, and give examples of the ways nation states interact, including trade, tourism, diplomacy, treaties and agreements, and military action. USG. 4.2 Analyze reasons for conflict among nation states, such as competition for resources and territory, differences in system of government, and religious or ethnic conflicts. USG. 4.3 Identify and explain powers that the United States Constitution gives to the President and Congress in the area of foreign affairs SE/TE: 647, 648, 649, , , 680, , Active Citizen: Civics in the Real World, 671; Assessment-Explain, 650, Recall, 650, Define, 677, Describe, 685, Predict, 685, Demonstrate Reasoned Judgment, 650, 685; Review and Assessment- Activities-Writing, 695 TE: Chapter Overview, 670; Civics Background- Bosnia, 670f SE/TE: 647, 679, ; Assessment- Make Comparisons, 685, Recall, 685; Skills for Life- Summarizing, 530 TE: Differentiated Instruction-For Gifted and Talented, 47; Civics Background-Al Qaeda, 644f, Bosnia, 670f SE/TE: 219, , 251, , , 653, The United States Constitution-Article 1- Section 8-Powers of Congress, 140, Article II- Section 2. Powers of the President, 143; Skills for Life-Analyzing Primary Sources, 132; Assessment-Describe, 247, Recall, 221, 259, Contrast, 259 TE: Chapter Overview, 644; Skills for Life- Analyzing Primary Sources, 25