Shelby County Schools



US Government and Civics Social Studies: Quarter 2 Curriculum Map Scope and SequenceUnitLengthUnit FocusStandards and PracticesUnit 1: The Executive Branch1 WeekStudents will analyze the functions of the executive branch of the federal government.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.16, GC.17, GC.18Unit 2: The Judicial Branch2 WeeksStudents will analyze the functions of the judicial branch of the federal government.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.19, GC.20Week 2: GC.21, GC.22Unit 3: Civil Liberties 2 WeeksStudents will identify various liberties that are ensured through the Constitution and analyze court cases thathave impacted the ways our liberties are protected.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.23, GC.24Week 2: GC.25, GC.26, GC.27Unit 4: Citizen Participation2 WeeksStudents will analyze the functions of the legislative branch of the federal government.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.31, GC.32, GC.33Week 2: GC.34, GC.35Unit 5: State Law Compliance 1 WeekStudents will identify state leaders and explain state and local governance in Tennessee through explorationof the various structures and functions of government.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.28, GC.29, GC.30US Government and Civics Social Studies: Quarter 2 Map Instructional FrameworkCourse Description Copy standards course description for each grade level.Planning and PacingThe curriculum map outlines the content and pacing for each grade and subject and allows teachers to adequately cover all new material prior to testing. The map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. Teachers are considered on pace if they are within two weeks of the curriculum maps. Weekly GuidanceEach map begins with the recommended texts, protocols or activities that align to these texts or standards, and a weekly assessment in the form of a TN Ready aligned writing prompt. All curriculum materials, including the texts and instructions for protocols, can be found in Sharepoint. Texts are in the “9-12 Supporting Documents and Resources” folder and arranged by grade level, quarter, and unit. Vocabulary InstructionSee Instructional Strategies Appendix.Daily StrategiesSee Instructional Strategies Appendix.Unit Overview: Quarter 2 Unit 1—The Executive BranchUnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 1: The Executive Branch1 WeekStudents will analyze the functions of the executive branch of the federal government.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.16, GC.17, GC.18US Government and Civics Social Studies: Quarter 2 Unit 1 VocabularyTier 2 VocabularyConsensus, quorum, treaty, pardon, analyze, escalate, evaluate, fluctuate, generate, interpret, isolate, jeopardize, mandatory, rapport, rationale, verifyTier 3 VocabularyChief of state, Chief executive, Chief Administrator, Chief Diplomat, Commander in Chief, Chief Legislator, Chief of Party, Chief Citizen, Presidential Succession, Presidential Succession Act of 1947, Balance the Ticket, Presidential Elector, electoral vote, electoral college, primary, caucus, national convention, platform, keynote address, swing voter, battleground state, direct popular election, national popular vote plan, executive order, executive privilege, pocket veto, pardon, clemencySample Lesson: Quarter 2 Unit 1SS TN Standard(s):GC.16Student Outcomes: What will students know and be able to do as a result of this lesson?Students will analyze the major roles of the PresidentKey Academic Vocabulary:Chief of state, Chief executive, Chief Administrator, Chief Diplomat, Commander in Chief, Chief Legislator, Chief of Party, Chief CitizenResources / Materials:MaGruder’s American Government, Article II of the ConstitutionWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)List, Group, Label—Executive Branch and the PresidentEssential Question / Relevance: Develop student interest and connect learning to daily standards. What are the major roles of the President of the United States?High-Quality Text(s):Article II of the United States ConstitutionText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Close Read—Article IIText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Town Hall Circle—Article IIClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—Headlines (The Roles of the President)Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Evaluate the effectiveness of the Electoral College as a method for electing the President. Unit 1: Week 1—The Executive BranchEssential Question(s)What is the role of the President and the Vice President? What powers are specifically given to the executive branch by Article II of the Constitution? What are the major departments of the executive branch? What is the electoral college system? What arguments exist in favor of and against the electoral college?Student OutcomesStudents can analyze the roles of the President as outlined in Article II of the Constitution.Students can identify major departments of the executive branch and their roles.Students can explain the electoral college.Students can compare and contrast arguments for and against the electoral college.TextsTextbook: Magruder’s American GovernmentSuggested Supplemental Texts (in SharePoint):Article II of the United States Constitution, Should the Electoral College be Abolished? (DBQ Project)Maps/Videos/Images: Suggested Classroom Strategies and ProtocolsResume Lesson: Using the eight roles of the President from Chapter 13, Section 1, students should create a resume for the ideal president.Annotating and Paraphrasing Sources: Article II of the ConstitutionGive one, Get One: All in a Day’s Work (SCS Q2 Resources)Analyzing Visual Images: The Means of Gaining Power (textbook p. 402)Human Timeline: Presidential SuccessioniCivics: A Very Big Branch (SCS Q2 Resources)Focused IDM: Presidential Eligibility (SCS Q2 Resources)AssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Evaluate the effectiveness of the Electoral College as a method for electing the President. Be sure to address the following ideas in your response:The original reasons for the Electoral CollegePotential problems with the Electoral CollegeAlternative methods to electing the PresidentAs you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsGC.16 Analyze Article II of the Constitution as it relates to the executive branch, including:? Appointments? Commander-in-chief of the military? Eligibility for office? Executive orders? Length of term (22nd Amendment)? Oath of office? Powers of the president? Succession (25th Amendment)? TreatiesGC.17 Identify major departments of the executive branch, including:? Defense ? Education? Justice? State? TreasuryGC.18 Explain the Electoral College system, and compare and contrast arguments for and against it.Unit Overview: Quarter 2 Unit 2—The Judicial BranchUnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 2: The Judicial Branch2 WeeksStudents will analyze the functions of the judicial branch of the federal government.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.19, GC.20Week 2: GC.21, GC.22US Government and Civics Social Studies: Quarter 2 Unit 2 VocabularyTier 2 VocabularyStructure, function, branch, analyze, relates, power, terms, processes, selection, confirmation, establishedTier 3 VocabularyInferior court, jurisdiction, concurrent jurisdiction, plaintiff, defendant, original jurisdiction, appellate jurisdiction, judicial restraint, precedent, judicial activism, criminal case, civil case, docket, record, writ of certiorari, certificate, brief, majority opinion, concurring opinion, dissenting opinion, Sample Lesson: Quarter 2 Unit 2SS TN Standard(s):GC.19Student Outcomes: What will students know and be able to do as a result of this lesson?Students will analyze the contents of Article III of the Constitution.Students will explain the jurisdiction of the United States Supreme Court.Key Academic Vocabulary:Jurisdiction, appellate, original jurisdiction, judicial reviewResources / Materials:Article III of the United States ConstitutionWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Alphabet Brainstorm—The Judicial BranchEssential Question / Relevance: Develop student interest and connect learning to daily standards. What does Article III say about the Judicial Branch of our government?High-Quality Text(s):Article III of the United States ConstitutionText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Annotating and Paraphrasing Sources—Article IIIText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Judicial Branch in a Flash ActivityClosure: Individual students synthesize and/or summarize learning for the day.Headlines—The responsibilities of the Supreme CourtWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.DBQ Project—Is the American Jury System Still a Good IdeaUnit 2: Week 1 —The Judicial BranchEssential Question(s)What is the role of the judicial branch? What does Article III say about length of terms and the jurisdiction of the Supreme Court? How are Supreme Court Justices selected and confirmed? What is the role of other courts?Student OutcomesStudents will explain the roles of the Judicial Branch.Students will analyze Article III and its implications for the Judicial Branch.Students will explain the Supreme Court selection and confirmation process.Students will explain the process of the inferior courts.TextsTextbook: Magruder’s American Government, Chapter 18Suggested Supplemental Texts (in SharePoint): Article III of the U.S. ConstitutionMaps/Videos/Images: Supreme Court SimulationSuggested Classroom Strategies and ProtocolsAnticipation Guide: What is the role of the judicial branch?Chunking: Article III of the ConstitutionJigsaw: Biographies of current members of the Supreme CourtiCivics: Judicial Branch in a FlashLesson Plan: Sample Supreme Court Justice selection simulationAssessmentSupreme Court Simulation ResponseStandardsGC.19 Analyze Article III of the Constitution as it relates to judicial power, including the length of terms and the jurisdiction of the U.S. Supreme Court.GC.20 Explain the processes of selection and conformation of Supreme Court Justices.Unit 2: Week 2 —The Judicial BranchEssential Question(s)What is judicial review? What was the significance of Marbury vs. Madison? What is the Supreme Court’s role in determining the constitutionality of laws?Student OutcomesStudents can explain the process of Judicial Review.Students can explain the significance of Marbury vs. Madison.Students can describe how the Supreme Court declares laws constitutional or unconstitutional.TextsTextbook: Magruder’s American Government, Chapter 18Suggested Supplemental Texts (in SharePoint):Marbury vs. Madison, Thomas Jefferson’s “Against Judicial Review”, Abraham Lincoln’s speech on the Dred Scott decision, and Edwin Meese’s “The Law of the Constitution (Supreme Court Readings on Judicial Review in SCS Q2 Unit 2 Week 2 Resources Folder), DBQ Project “Is the American Jury System Still a Good Idea?Maps/Videos/Images: Suggested Classroom Strategies and ProtocolsClose Read: Textbook p. 533-534 on Judicial Review ProcessGallery Walk: Quotes from Marbury vs Madison and Thomas Jefferson’s “Against Judicial Review” to synthesize multiple sourcesBarometer: Did the Dred Scott decision use judicial review correctly or incorrectly? Use evidence from Lincoln’s speech.I used to think….but now I think…:How has judicial review evolved during the last 50 years based on Meese’s speech?AssessmentDBQ Project: Is the American Jury System Still a Good Idea?StandardsGC.21 Explain the process of judicial review established by Marbury vs. Madison.GC.22 Describe the Supreme Court’s role in determining the constitutionality of lawsUnit Overview: Quarter 2 Unit 3—Civil LibertiesUnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 3: Civil Liberties 2 WeeksStudents will identify various liberties that are ensured through the Constitution and analyze court cases thathave impacted the ways our liberties are protected.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.23, GC.24Week 2: GC.25, GC.26, GC.27US Government and Civics Social Studies: Quarter 2 Unit 3 VocabularyTier 2 VocabularyEvaluate, interpretation, articulated, explain, process, established, roleTier 3 VocabularyAmendment, judicial review, constitutionality, precedent, freedom of speech, freedom of religion, freedom, of the press, freedom of assembly, freedom of petition, right to bear armsSample Lesson: Quarter 2 Unit 3SS TN Standard(s):GC.23Student Outcomes: What will students know and be able to do as a result of this lesson?Students will be able to evaluate how the 1st Amendment has evolved through Supreme Court precedents.Key Academic Vocabulary:Freedom of speech, freedom of religion, freedom of the press, freedom of petition, freedom of assemblyResources / Materials:Textbook, 1st Amendment, Case summariesWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Give an example of someone using each of their five first amendment freedoms.Essential Question / Relevance: Develop student interest and connect learning to daily standards. How have first amendment freedoms evolved through Supreme Court decisions?High-Quality Text(s):1st Amendment, Case SummariesText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Gallery Walk—Case SummariesText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Human Timeline—Cases and how they have changed interpretation of the 1st amendmentClosure: Individual students synthesize and/or summarize learning for the day.Here Now, There ThenWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.DBQ Project: Should Schools Be Allowed to Limit Students’ Online Speech?Unit 3: Week 1 —Civil Liberties Essential Question(s)How have interpretations of the freedoms in the first amendment changed over time? Which supreme court cases have had significant effects on the way the first amendment is interpreted? What is the 2nd amendment, and what different ways has it been interpreted?Student OutcomesStudents will explain the first amendment and the freedoms guaranteed in it.Students will evaluate the Supreme Court Cases from the standard and their effects on interpretation of the 2nd amendment.Students will explain the 2nd amendment and how interpretations of it have evolved.TextsTextbook: Magruder’s American Government, Chapter 19Suggested Supplemental Texts (in SharePoint): Lemon vs. Kurtzman, Schenck vs. US, Tinker vs. Des Moines, New York Times vs. United States (SCS Q2 Resources) Engel v. Vitale (Link), Texas v. Johnson (Link), Miller v. California (Link)Maps/Videos/Images: Crash Course on Freedom of Speech (Link)Suggested Classroom Strategies and ProtocolsClose Read: First Amendment of the ConstitutionGallery Walk: Supreme Court Cases (SCS Q2 Resources)Four Corners: Limits on Free speechJigsaw: What rights do or don’t students have at school?C3 IDM: The First AmendmentNational Constitution Center: 2nd Amendment Lesson Plan (SCS Q2 Resources)AssessmentDBQ Project: Should schools be allowed to limit students’ online speech? StandardsGC.23 Evaluate the Supreme Court’s interpretations of the freedoms articulated in the 1st Amendment,including:? Schenck v. United States ? Engel v. Vitale? Tinker v. Des Moines? Lemon v. Kurtzman? New York Times v. United States? Miller v. California? Texas v. JohnsonGC.24 Explain the 2nd Amendment, and evaluate its various interpretations.Unit 3: Week 2 —Other Civil LibertiesEssential Question(s)What rights are guaranteed by the 4th through 8th Amendments? What Supreme Court cases have added interpretations to those amendments? How has the 14th Amendment changed over time? What Supreme Court Cases have been significant in interpreting the 14th Amendment? What legislation and legal precedents have added protection to underserved populations?Student OutcomesStudents will evaluate important cases from the standard that have impacted the 4th through 8th Amendments.Students will evaluate interpretations of the 14th Amendment, the due process clause, and the equal protection clause.Students will explain Title IX and ADA and how they help underserved populations.TextsTextbook: Magruder’s American GovernmentSuggested Supplemental Texts (in SharePoint):Brown vs. Board, Gideon vs. Wainwright, Miranda vs. Arizona, Mapp vs. Ohio, Plessy vs. Ferguson, Roe vs. Wade (SCS Q2 Resources), Gitlow vs. New York (Link), Obergefell v. Hodges (Link)Maps/Videos/Images: Suggested Classroom Strategies and ProtocolsJigsaw: 4th Amendment, 5th Amendment, 6th Amendment, 7th Amendment, 8th Amendment, and 14th AmendmentClose-Read Protocol—AmendmentsGallery Walk—Supreme Court CasesGive One, Get One—10 Supreme Court Cases Every Teen Should KnowPBS Lesson—Title IXTeaching Tolerance—ADA Lesson (Link)AssessmentDBQ Project: Search and Seizure: Did the Government Go Too Far?StandardsGC.25 Evaluate the Supreme Court’s interpretations of freedoms in the 4th through 8th Amendments,including:? Mapp v. Ohio? Gideon v. Wainwright? Miranda v. ArizonaGC.26 Evaluate the Supreme Court’s interpretations of the freedoms in the 14th Amendment, equalprotection, and due process clauses, including:? Plessy v. Ferguson ? Gitlow v. New York? Brown v. Board of Education? Roe v. Wade? Obergefell v. HodgesGC.27 Identify and explain legislation and legal precedents that established rights for the underserved,including Title IX and the Americans with Disabilities Act.Unit Overview: Quarter 2 Unit 4UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 4: Citizen Participation2 WeeksStudents will analyze the functions of the legislative branch of the federal government.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.31, GC.32, GC.33Week 2: GC.34, GC.35US Government and Civics Social Studies: Quarter 2 Unit 4 VocabularyTier 2 VocabularyDescribe, reasonably, citizen, resident, well-being, informed, obeying, respecting, volunteering, influenceTier 3 VocabularyCivic issues, taxes, juror, military service, public service, political parties, nomination process, primary, caucus, general election, mass media, public opinion, campaigning, demonstrating, lobbying, petitioning, naturalization, natural-born citizenSample Lesson: Quarter 2 Unit 4SS TN Standard(s):GC.31Student Outcomes: What will students know and be able to do as a result of this lesson?Students will explain the responsibilities of an active citizen.Key Academic Vocabulary:Citizen, democracy, civic issues, Resources / Materials:DBQ Project: What Types of Citizen Does a Democracy Need?Warm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)List-Group-Label—Responsible CitizenshipEssential Question / Relevance: Develop student interest and connect learning to daily standards. What can be reasonably expected from any citizen of the United States for the well-being of the nation?High-Quality Text(s):DBQ ProjectText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Close-Read—What Types of Citizen Does a Democracy Need?Text-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Image Analysis Template—A Successful Food Drive at CVIS and Cesar Chavez/Bobby Kennedy ImageClosure: Individual students synthesize and/or summarize learning for the day.Buckets ActivityWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.DBQ Project Essay—What Types of Citizen Does a Democracy Need?Unit 4: Week 1 Essential Question(s)What can be reasonably expected from any citizen of the United States for the well-being of the nation? What role do political parties play in the nomination process for presidential candidates? What is the difference between primaries, caucuses, and general elections?Student OutcomesStudents can explain the responsibilities of active citizenship.Students can explain the role of political parties.Students can differentiate between primaries, caucuses, and general elections.TextsTextbook: Magruder’s American Government, Suggested Supplemental Texts (in SharePoint): DBQ Project: What types of Citizen does a Democracy need?, DBQ Project: Should Americans Be Required to Vote?Maps/Videos/Images: Suggested Classroom Strategies and ProtocolsDBQ Project: What types of Citizen does a Democracy Need?DBQ Project: Should Americans be Required to Vote?AssessmentEssays from DBQ ProjectStandardsGC.31 Describe what should be reasonably expected from any citizen or resident of the U.S., andexplain why it is important for the well-being of the nation, including:? Being informed on civic issues? Obeying the law? Paying taxes? Respecting the rights of others? Serving as a juror? Serving in the military or alternative service? Volunteering and performing public service? VotingGC.32 Explain the role of political parties in the nomination process for presidential candidates and the importance of and difference between primaries, caucuses, and general elections.GC.33 Describe the role of the media as a means of communicating information and how it influences the importance of issues and public opinion.Unit 4: Week 2 Essential Question(s)How do citizens participate in the political process? What are the requirements for citizenship? What do students need to know for the Naturalization Test?Student OutcomesStudents can describe how citizens participate in the political process.Students can explain the requirements of becoming a citizen.Students can explain the knowledge required by the Naturalization Test.TextsTextbook: Magruder’s American GovernmentSuggested Supplemental Texts (in SharePoint): DBQ Project: Campaign PropagandaMaps/Videos/Images: Suggested Classroom Strategies and ProtocolsDBQ Project: Campaign PropagandaNaturalization Study Session: Students should group the questions from the Civics Test into CategoriesNaturalization Test: See Civics Test in SCS SharepointAssessmentNaturalization Test (SCS Q2 Resources)StandardsGC.34 Describe the means that citizens use to participate in the political process, including:? Campaigning P, T? Demonstrating? Lobbying? Petitioning? Running for office? VotingGC.35 Explain the requirements to be considered a natural-born U.S. citizen, and describe the processof naturalization, including the knowledge required by the Naturalization Test.Unit Overview: Quarter 2 Unit 5UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 5: State Law Compliance 1 WeekStudents will identify state leaders and explain state and local governance in Tennessee through explorationof the various structures and functions of government.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.28, GC.29, GC.30US Government and Civics Social Studies: Quarter 2 Unit 5 VocabularyTier 2 VocabularyTier 3 VocabularySample Lesson: Quarter 2 Unit 5SS TN Standard(s):GC.28Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain how the branches of state government are established by the TN State Constitution.Key Academic Vocabulary:Ratification, constitution, agenciesResources / Materials:Tennessee ConstitutionWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Frayer Model--RatificationEssential Question / Relevance: Develop student interest and connect learning to daily standards. How is the TN Constitution different from the United States Constitution?High-Quality Text(s):TN Constitution (Textbook, p. 827)Text-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Annotating and Paraphrasing Sources—TN ConstitutionText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.SPAR Debate—What powers should state governments have over their people? Does Tennessee Government have too much power?Closure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—What Makes You Say That—Pros and Cons of FederalismWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Research an important issue, and write a letter to a state representative about the solutions.Unit 5: Week 1 Essential Question(s)What are the functions in the various agencies of Tennessee state government? What are the differences in county, city, and metro governments in Tennessee? How do these governments Student OutcomesStudents can identify the functions of the agencies in the three branches of Tennessee state government.Students can explain the differences between county, city, and metro governments.Students can explain legal, fiscal, and operational relationships between local and state governments.Students can identify their current governor and their current representatives in the General Assembly.TextsTextbook: Magruder’s American Government, Suggested Supplemental Texts (in SharePoint): My Local Government (Link)Maps/Videos/Images: Suggested Classroom Strategies and ProtocolsSecretary of State’s Office Lesson Plan: My Local Government (Link)Document Analysis Template: TN State ConstitutionIdentifying State Reps: (Link)AssessmentResearch an important issue, and write a letter to a state representative about the solutions.StandardsGC.28 Identify the functions of departments and agencies of the executive, legislative, and judicial branches in the state of Tennessee.GC.29 Explain the differences among the types of local governments in Tennessee, including county, city, and metro governments, as well as the legal, fiscal, and operational relationships between them and the state government.GC.30 Identify the current governor of Tennessee and the representatives in the General Assembly (for a student’s respective district). ................
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