American Government & Civics

SSAGC: American Government and Civics

SSAGC.A: Map and Globe Skills

SSAGC.B: Information Processing Skills

SSAGC.A.1: compare and contrast the categories of natural, cultural, and political features found on maps

SSAGC.A.2: use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps

SSAGC.A.3: draw conclusions and make generalizations based on information from maps

SSAGC.A.4: compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities

SSAGC.A.5: compare maps with data sets (e.g., charts, tables, graphs) and/or readings to draw conclusions and make generalizations

SSAGC.B.6: compare similarities and differences

SSAGC.B.7: organize items chronologically

SSAGC.B.8: identify and write about issues and/or problems and alternative solutions

SSAGC.B.9: distinguish between fact and opinion as used in informational/explanatory text

SSAGC.B.10: identify main idea, detail, sequence of events, and cause and effect in a social studies context

SSAGC.B.11: identify and use primary and secondary sources

SSAGC.B.12: interpret timelines

SSAGC.B.13: identify social studies reference resources to use for a specific purpose

SSAGC.B.14: construct charts and tables

SSAGC.B.15: analyze artifacts

SSAGC.B.16: write arguments, informative text, and explanatory text that draw conclusions and make generalizations

SSAGC.B.17: analyze graphs and diagrams

SSAGC.B.18: translate dates into centuries, eras, or ages

SSAGC.B.19: formulate appropriate research questions

SSAGC.B.20: write arguments, informative text, and explanatory text that determine adequacy and/or relevancy of information

SSAGC.B.21: check for consistency of information

SSAGC.B.22: interpret political cartoons

SSAGC.C.23: compare and contrast various systems of government

SSAGC.C.24: demonstrate knowledge of the political philosophies that shaped the development of United States constitutional government

SSAGC.C.25: demonstrate knowledge of the framing and structure of the United States Constitution

SSAGC.C.26: demonstrate knowledge of the organization and powers of the national government

SSAGC.C.27: demonstrate knowledge of the federal system of government described in the United States Constitution

SSAGC.C.28: analyze the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured

SSAGC.D.29: demonstrate knowledge of local, state, and national elections

SSAGC.D.30: analyze the difference between involuntary and voluntary participation in civic life

SSAGC.E.31: demonstrate knowledge of the legislative branch of government

SSAGC.E.32: explain the process for impeachment and removal from office and its use for federal officials as defined in the U.S. Constitution

SSAGC.E.33: demonstrate knowledge of the executive branch of government

SSAGC.E.34: explain the functions of the departments and agencies of the federal bureaucracy

SSAGC.E.35: describe the tools used to carry out United States foreign policy, including diplomacy and treaties; economic, military, and humanitarian aid; and sanctions and military intervention

SSAGC.E.36: demonstrate knowledge of the operation of the judicial branch of government

SSAGC.E.37: demonstrate knowledge of civil liberties and civil rights

SSAGC.E.38: demonstrate knowledge of the criminal justice process

SSAGC.E.39: demonstrate knowledge of the organization and powers of state and local government described in the Georgia Constitution

SSAGC.B.6.a: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSAGC.B.6.b: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSAGC.B.6.c: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSAGC.B.6.d: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSAGC.B.7.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSAGC.B.7.b: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSAGC.B.7.c: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSAGC.B.8.a: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSAGC.B.8.b: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSAGC.B.8.c: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSAGC.B.8.d: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSAGC.B.8.e: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSAGC.B.8.f: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSAGC.B.9.a: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSAGC.B.9.b: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSAGC.B.9.c: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSAGC.B.9.d: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSAGC.B.9.e: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSAGC.B.9.f: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSAGC.B.9.g: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSAGC.B.9.h: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSAGC.B.9.i: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSAGC.B.10.a: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSAGC.B.10.b: evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain

SSAGC.B.10.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSAGC.B.10.d: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSAGC.B.10.e: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSAGC.B.10.f: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSAGC.B.10.g: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSAGC.B.10.h: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSAGC.B.10.i: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSAGC.B.10.j: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSAGC.B.10.k: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSAGC.B.10.l: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSAGC.B.10.m: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSAGC.B.10.n: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSAGC.B.10.o: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSAGC.B.10.p: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSAGC.B.10.q: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSAGC.B.10.r: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSAGC.B.11.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSAGC.B.11.b: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSAGC.B.11.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSAGC.B.11.d: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSAGC.B.11.e: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSAGC.B.11.f: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSAGC.B.11.g: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSAGC.B.11.h: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSAGC.B.11.i: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSAGC.B.11.j: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSAGC.B.11.k: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSAGC.B.11.l: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSAGC.B.11.m: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSAGC.B.11.n: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSAGC.B.11.o: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSAGC.B.11.p: draw evidence from informational texts to support analysis, reflection, and research

SSAGC.B.11.q: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSAGC.B.12.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSAGC.B.12.b: evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain

SSAGC.B.12.c: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSAGC.B.13.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSAGC.B.13.b: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSAGC.B.13.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSAGC.B.13.d: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSAGC.B.13.e: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSAGC.B.13.f: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSAGC.B.13.g: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSAGC.B.13.h: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSAGC.B.13.i: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSAGC.B.13.j: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSAGC.B.13.k: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSAGC.B.13.l: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSAGC.B.13.m: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSAGC.B.13.n: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSAGC.B.13.o: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSAGC.B.13.p: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSAGC.B.13.q: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSAGC.B.13.r: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSAGC.B.13.s: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSAGC.B.13.t: draw evidence from informational texts to support analysis, reflection, and research

SSAGC.B.14.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSAGC.B.16.a: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSAGC.B.16.b: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10)

SSAGC.B.16.c: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSAGC.B.16.d: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSAGC.B.16.e: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSAGC.B.16.f: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSAGC.B.16.g: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSAGC.B.16.h: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSAGC.B.16.i: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSAGC.B.16.j: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSAGC.B.16.k: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSAGC.B.16.l: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSAGC.B.16.m: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSAGC.B.17.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSAGC.B.19.a: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSAGC.B.19.b: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSAGC.B.19.c: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSAGC.B.20.a: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSAGC.B.20.b: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSAGC.B.20.c: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSAGC.B.20.d: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSAGC.B.20.e: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSAGC.B.20.f: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSAGC.B.20.g: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSAGC.B.20.h: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSAGC.B.20.i: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSAGC.B.20.j: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSAGC.B.20.k: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSAGC.B.20.l: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSAGC.B.20.m: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSAGC.B.20.n: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSAGC.B.20.o: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSAGC.B.20.p: draw evidence from informational texts to support analysis, reflection, and research

SSAGC.B.21.a: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSAGC.B.21.b: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSAGC.B.21.c: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSAGC.B.21.d: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSAGC.B.21.e: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSAGC.B.21.f: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSAGC.B.21.g: draw evidence from informational texts to support analysis, reflection, and research

SSAGC.B.22.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSAGC.C.23.a: determine how governments differ in geographic distribution of power, particularly unitary, confederal, and federal types of government by constructing charts and tables

SSAGC.C.23.b: determine how some forms of government differ in their level of citizen participation, particularly authoritarian (autocracy and oligarchy), and democratic by analyzing charts, graphs and diagrams

SSAGC.C.23.c: determine how the role of the executive differs in presidential and parliamentary systems of governments by comparing similarities and differences using analyze charts and diagram

SSAGC.C.23.d: differentiate between a direct democracy, representative democracy, and/or a republic by comparing similarities and differences

SSAGC.C.24.a: analyze key ideas of limited government and the rule of law by comparing similarities and differences as seen in the Magna Carta, the Petition of Right, the English Bill of Rights, and colonial self-government

SSAGC.C.24.b: analyze the impact of the writings of Hobbes (Leviathan), Locke (Second Treatise on Government), Rousseau (The Social Contract), and Montesquieu (The Spirit of the Laws) on our concept of government by using primary and secondary sources

SSAGC.C.24.c: analyze the ways in which the philosophies listed in element 24b influenced the Declaration of Independence

SSAGC.C.25.a: analyze debates during the drafting of the Constitution, including the Three-Fifths Compromise, the Great Compromise, and the Commerce Clause using primary and secondary sources

SSAGC.C.25.b: analyze how the Constitution addresses the weaknesses of the Articles of Confederation, and the impact of Shays' Rebellion by using primary and secondary sources

SSAGC.C.25.c: explain the fundamental principles of the United States Constitution, including limited government, through the rule of law, federalism, separation of powers, checks and balances, and popular sovereignty and judicial review  by using primary and secondary sources, and charts and diagrams,

SSAGC.C.25.d: explain, using primary and secondary sources, the similarities and differences of key ideas in the debate over ratification made by the Federalists and the Anti-Federalists, and explain how The Federalist and The Anti-Federalist writings resulted in the Bill of Rights

SSAGC.C.26.a: describe the structure, powers, and limitations of the legislative, executive, and judicial branches as described in the Constitution including constructing an annotated chart/table

SSAGC.C.26.b: analyze the relationship between the three branches in a system of checks and balances and separation of powers using graphs/diagrams

SSAGC.C.27.a: explain and analyze the relationship of state governments to the national government by comparing their similarities and differences

SSAGC.C.27.b: define and provide examples of enumerated, implied, concurrent, reserved, and denied powers

SSAGC.C.27.c: analyze the ongoing debate that focuses on the balance of power between state and national governments as it relates to current issues including formulating appropriate research questions

SSAGC.C.27.d: analyze the Supremacy Clause found in Article VI and the role of the U.S. Constitution as the "supreme law of the land"

SSAGC.C.27.e: describe the roles of Congress and the states in the formal process of amending the Constitution including analyzing charts and diagrams

SSAGC.D.29.a: describe, using primary and secondary sources, the historical development, organization, role, and constituencies of political parties

SSAGC.D.29.b: describe the nomination and election process, including primaries/caucuses, the general elections and the role of the electoral college

SSAGC.D.29.c: examine campaign funding and spending and the influence of special interest groups on elections including Political Action Committees (PAC's) using primary and secondary sources (including political cartoons)

SSAGC.D.29.d: explain how recent policy changes and Supreme Court rulings have impacted the campaign finance process using primary and secondary sources

SSAGC.D.29.e: analyze the influence of media coverage, campaign advertising, and public opinion polls using primary and secondary sources

SSAGC.D.29.f: discuss the formation of Congressional districts, including apportionment, reapportionment, redistricting, and gerrymandering by analyzing graphs, diagrams, maps, political cartoons, charts and tables

SSAGC.D.30.a: describe how and why citizens are required by law to pay taxes, serve on a jury, and register for military duty including formulating appropriate research questions

SSAGC.D.30.b: describe how citizens voluntarily and responsibly participate in the political process by voting, performing public service, being informed about current issues, and respecting differing opinions by identifying and writing about issues and/or problems and alternative solutions

SSAGC.D.30.c: explain the meaning and history of the Pledge of Allegiance by using primary and secondary sources

SSAGC.D.30.d: identify the requirements to become a citizen of the United States, either by birth or the naturalization process

SSAGC.E.31.a: cite the formal qualifications for representatives and senators listed in the Constitution

SSAGC.E.31.b: describe, by comparing and contrasting, the election process for representatives and senators and how the 17th Amendment impacted the election of senators

SSAGC.E.31.c: compare the terms of office for each chamber of Congress and explain the Founders' intent using primary and secondary sources

SSAGC.E.31.d: compare and contrast the powers of each chamber of Congress (e.g., power of the purse, 16th Amendment, treaties, etc.)

SSAGC.E.31.e: explain the steps in the legislative process

SSAGC.E.31.f: explain the functions of various leadership positions and committees within the legislature and the impact of seniority system

SSAGC.E.31.g: analyze the positive and negative role lobbyists play in the legislative process identifying issues, problems and/or alternative solutions

SSAGC.E.33.a: cite the formal qualifications listed in the Constitution for President of the United States

SSAGC.E.33.b: describe informal qualifications common to past presidents by investigating primary and secondary sources

SSAGC.E.33.c: identify term of office and analyze graphs and diagrams to describe the line of succession (e.g., 20th, 22nd, and 25th amendments) 

SSAGC.E.33.d: analyze the role of the Electoral College in electing the President and the clarification provided in the 12th Amendment AND the 23rd Amendment using primary and secondary sources

SSAGC.E.33.e: distinguish between the roles of the President including Commander in Chief of the Armed Forces, chief executive, chief agenda setter, Head of State, chief diplomat, and party leader by comparing the similarities and differences of each role

SSAGC.E.34.a: compare and contrast the organization and responsibilities of independent regulatory agencies, government corporations, and executive agencies using primary and secondary sources

SSAGC.E.34.b: explain the functions of the president's Cabinet

SSAGC.E.36.a: describe the selection and approval process for federal judges by analyzing charts/diagrams

SSAGC.E.36.b: explain the jurisdiction of the Supreme Court, federal courts, and the state courts by analyzing charts/diagrams

SSAGC.E.36.c: examine how John Marshall established judicial review through his opinion in Marbury v. Madison and relate its impact using primary and secondary sources

SSAGC.E.36.d: describe, using primary and secondary sources, how the Supreme Court selects and decides cases, including the impact of opinions

SSAGC.E.36.e: compare the philosophies of judicial activism and judicial restraint, provide and research relevant examples (e.g., marriage, 2nd Amendment, death penalty, etc.)

SSAGC.E.37.a: define civil liberties as protections against government actions (e.g., First Amendment) by analyzing primary and secondary sources 

SSAGC.E.37.b: define civil rights as equal protections for all people (e.g., Civil Rights Act, Brown v. Board of Education, etc.) by analyzing primary and secondary sources 

SSAGC.E.37.c: analyze due process of law as expressed in the 5th and 14th amendments, and as understood through the process of incorporation by analyzing primary and secondary sources 

SSAGC.E.37.d: identify how amendments extend the right to vote by analyzing primary and secondary sources 

SSAGC.E.38.a: explain an individual's due process rights (e.g., 4th, 5th, 6th, and 14th amendments) including such cases as Mapp V. Ohio (1961), New Jersey v. T.L.O. (1985), Miranda v. Arizona (1966), Gideon v. Wainwright (1963), and Gregg v. Georgia (1976) by comparing the similarities and differences of each case

SSAGC.E.38.b: categorize different types of crimes

SSAGC.E.38.c: analyze the procedures in the criminal justice process using primary and secondary sources

SSAGC.E.38.d: examine the different types of sentences a convicted person can receive using primary and secondary sources

SSAGC.E.38.e: contrast the differences of the procedures related to civil suits with criminal proceedings

SSAGC.E.39.a: analyze the relationship among state and local governments using primary and secondary sources

SSAGC.E.39.b: examine sources of revenue received by local governments by analyzing graphs and/or diagrams

SSAGC.E.39.c: analyze the services provided by state and local government using primary and secondary sources

SSAGC.E.39.d: analyze limitations on state and local government that may be exercised by the citizens (e.g., the initiative, referendum, and recall)