PLEASANT VALLEY SCHOOL DISTRICT
Brodheadsville, Pennsylvania 18322
PLANNED COURSE ADAPTATIONS/MODIFICATIONS
Introduction

PREFACE
PLANNED COURSE CURRICULUM GUIDE (PCCG)
PURPOSE AND INTENT
PLANNED COURSE CURRICULUM GUIDE (PCCG)
DEFINITIONS

PLEASANT VALLEY SCHOOL DISTRICT

Brodheadsville, Pennsylvania 18322

Brodheadsville, Pennsylvania 18322

PLANNED COURSE ADAPTATIONS/MODIFICATIONS

PLANNED COURSE ADAPTATIONS/MODIFICATIONS

Introduction

Introduction

The instructional adaptations that follow are provided as suggestions to be implemented with all students, particularly with those in need of special education services including the gifted. This listing is in no way intended to be exhaustive. Rather, it is reflective of some major considerations in the area of curriculum adaptations/modifications.

These instructional adaptations will work with any student, but are especially beneficial to those in need of learning support. Some may argue that these modifications are simply good teaching. Indeed, modifications of this type do represent good teaching. These principles of good teaching become instructional modifications whenever: (1) certain students in a particular class require such modifications above and beyond what is typically required by most students in that class and (2) without these modifications, these same students would not succeed.

Assessment is an integral part of instruction reflecting student progress as well as achievement. Therefore, also included are suggestions for assessment modifications.

� Peer Support
� Cooperative learning among peers
� Modeling
� Development of Information Organizer
� Development of Graphic Organizer
� Development of structured study guides
� Student selection of instructional material (i.e., reading, writing, math)
� Taped lessons
� Copy notes (peer or teacher)
� Student conferencing
� Combine and vary modes of lesson presentation
� Adjust language level to match the developmental and intellectual levels of students
� Let student practice given examples first. Then assign tasks to be completed.
� Provide opportunity for guided and independent practice in a variety of situations
� Limit number and length of directions
� Have students repeat/review directions (i.e., peer to peer, student to teacher)
� Give feedback that is as immediate, specific, and objective as possible
� Clarify error responses so that students do not make the same errors over and over again
� Reinforce progress towards desired outcomes
� Breakdown complex tasks into smaller, more manageable units
� Use verbal prompts to elicit desired results
� Use manual guidance (i.e., hand over hand) to facilitate correct responses
� Computer assisted instruction
� Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects)

� Extended test time
� Test read to student by teacher or peer
� Oral testing (i.e., student retelling of information)
� Open book/note test
� Alternate testing (any demonstration of a student's understanding of concepts)
� Retesting
� Reduce the number of responses required on tests
� Use of curriculum based assessment
� Vary test format
� Objectively define mastery as related to each task. Tasks should be learned to mastery
� Reduce or remove distracting stimuli
� Use of concrete objects and manipulatives in all stages of instruction and assessment
� Emphasize important information
� Allow extra time to complete assignments/projects
� Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to complete the same number of tasks as the rest of the class
� Use supplemental materials
� Alternate assignments accepted (i.e., modification to homework assignments)
� Flexible grouping/individual assistance
� Seating to accommodate needs
� Teacher proximity
� Use behavioral management techniques (i.e., contracts, time-out, token system, charts)

PREFACE

Users and information seekers should familiarize themselves with the purpose and terminology of this Planned Course
Curriculum Guide (PCCG). We suggest that you first read the following:

• PCCG PURPOSE AND INTENT
• PCCG DEFINITIONS

The PCCG specifies the unit lesson outcome, essential content, standards, activities, resources, and evaluation of student performance. This sector provides the means to initiate the learning activities to attain the program goal as identified in the course description and intent.

The standards and outcomes are minimal expectations; further embellishment of the course is discretionary with the instructor depending upon the capability of the students.

This PCCG is designed as an ACTIVE document capable of technological modification as required.

The instructional delivery of this curriculum is quality controlled through the lesson plan development of the teacher.

PLANNED COURSE CURRICULUM GUIDE (PCCG)

PURPOSE AND INTENT

The Planned Course Curriculum Guide (PCCG) is a multi-purpose document:

• All staff, particularly new teachers, can understand instructional expectations through the WRITTEN curriculum

• A continuing district-wide instructional process and scope and sequence of subject matter are enhanced. The WRITTEN curriculum is delivered through the TAUGHT curriculum [instructional content and learning activities] and is evaluated through the TESTED curriculum [expected levels of student achievement - learning outcomes]

• Priority student-centered outcomes are identified and attained through suggested learning activities and content designed to help insure a balanced and comprehensive basic curriculum

•• Essential content and course standards provide an efficient basis for selecting appropriate instructional materials and resources

• Staff development areas for curriculum improvement are provided

• The PCCG conforms with current Pennsylvania Department of Education curriculum regulations and serves the dual feature of providing both an administrative document and an instructional guide

• Content and subject format remain flexible and adaptable to modification - an “active” document

• Special Pennsylvania Department of Education [PDE] legislation is identified

• Parents and students are provided with an overview of the instructional program and each course in particular

PLANNED COURSE CURRICULUM GUIDE (PCCG)

DEFINITIONS

• Course Description and Intent: a brief overview of the course and program goals

• Instructional Time: frequency of class meetings and time/appropriate credit at the secondary level

• Special Notes: emphatic features or highlights and identification of Department of Education mandates found in the course

• Unit Lesson Outcome: describes the knowledge, skills, attitudes, student performance behaviors and areas of study that have been identified as appropriate to help the student attain the rigorous standards of a quality education

• Teaching-Learning Activities: suggested activities designed to help all students achieve the learning outcomes and standards

• Outcomes/Standards: statements establishing the minimal knowledge, skills, performance behaviors, and essential learning (content) a student must attain

• Expected Levels of Achievement (Learning Outcomes): what students will be expected to do as a result of the application of teaching-learning activities and content

• Evaluation Criteria (Actual Level of Attainment): student performance level achieved and measured through specified evaluation criteria

Subject Title:	HONORS ECONOMICS
Discipline/Grade Level:	HISTORY -- GRADES 11, 12

UNIT LESSON OUTCOME: 1

The learner will be able to describe the basic economic problem and systems.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

Mathematics

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

2.11

Science & Technology

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

Environment & Ecology

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Civics & Government

5.1

5.2

5.3

5.4

Economics

6.1

6.2

6.3

6.4

6.5

Geography

7.1

7.2

7.3

7.4

History

8.1

8.2

8.3

8.4

Arts & Humanities

9.1

9.2

9.3

9.4

Health, Safety & PE

10.1

10.2

10.3

10.4

10.5

Family & Consumer Science

11.1

11.2

11.3

11.4

World Language

12.1

12.2

12.3

12.4

12.5

12.6

Career Education & Work

13.1

13.2

13.3

13.4

ESSENTIAL CONTENT OUTCOMES/STANDARD	CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS *(Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:*	ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT	RESOURCES AND MATERIALS
STANDARD 1

� Describe the conditions that give rise to the economic problem of scarcity. � Define opportunity cost. � Describe and give examples of comparative advantage. � Graph and interpret data. � Construct production possibility curves from sets of data. � Apply the concept opportunity cost to production possibility curves. � Identify the three questions every economic system must answer. � Define specialization and exchange. � Describe the characteristics of traditional, command, and free market economic systems. � Compare and contrast the different goals of the different economics. � Describe scarcity and why all economic resources are limited. � Define and explain economics. � List the four economic resources. � Graph a production possibility curve from a production possibility data. � Interpret a production possibility table/curve and determine opportunity cost and the law of increasing opportunity cost. � Compare and contrast the three fundamental economic systems. � List and define the three basic economic questions. � Utilize production possibility tables to explain the benefits of specialization. � Calculate a comparative cost. � Compare different production possibility tables to assess the advantages of specialization. � Critique the advantages of specialization.	� Have the students do various exercises from the APIP (Advanced Placement Instructional Package from the Joint Council on Economic Education), pertaining to the objectives i.e. do you think like an economist? Types of economic systems, campus parking, etc. � Have the students discuss the school budget with the business manager as to operating expenses versus income in such areas as athletics, cafeteria, building supplies, etc. to assess the opportunity cost of select items. � Allocate $500.00 to each student as net income. He must develop a budget to meet his wants and needs. Either raise his income to $1,000.00 or lower his income to $250.00, re-budget, analyze the changes to judge the differences between needs or wants. � Divide the class into cooperative learning groups. Have the students research an assigned country's economy to estimate the role of specialization in their respective productivity. � Invite a local businessman to discuss his role as an entrepreneur. � Show video "Economics USA: Resources and Scarcity: What Economics is All About". � Show video "Mrs. Peabody's Beach". � Show video "Free to Choose: The Power of the Market". Correctives: � Virtual economic CD ROM � Peer tutoring � Workbooks � Study groups � Computer assisted learning � Individual tutoring Extensions: � Virtual Economics CD ROM � Internet research � Group reports/individual reports � Speakers	� Portfolios � Teacher designed tests and quizzes. � Textbook designed tests and quizzes to demonstrate knowledge of concepts taught. � Textbook designed worksheets that demonstrate knowledge of concepts taught. � Teacher deigned assignments to demonstrate knowledge of the concepts taught. � Teacher designed projects, research papers, and essays to demonstrate knowledge of concepts taught. � Oral presentations, which demonstrate knowledge of concepts taught. � Note taking skills and maintaining a notebook that contains the information on the concepts taught.	� "Economics" McConnell � "The Economic Problem". � "Economics" Parkin � "Economics" Slavin � "Economics" Samuelson � "Economics: Institutions and Analysis" � Economics U$A Activity Book � APIP Workbook � Macroeconomic Workbook � Microeconomic Workbook � Economics U$A Videos � Virtual Economics CD ROM � Wall Street Journal

Subject Title:	HONORS ECONOMICS
Discipline/Grade Level:	HISTORY -- GRADES 11, 12

UNIT LESSON OUTCOME: 2

The learner will analyze the Nature and Functions of Markets.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

Mathematics

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

2.11

Science & Technology

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

Environment & Ecology

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Civics & Government

5.1

5.2

5.3

5.4

Economics

6.1

6.2

6.3

6.4

6.5

Geography

7.1

7.2

7.3

7.4

History

8.1

8.2

8.3

8.4

Arts & Humanities

9.1

9.2

9.3

9.4

Health, Safety & PE

10.1

10.2

10.3

10.4

10.5

Family & Consumer Science

11.1

11.2

11.3

11.4

World Language

12.1

12.2

12.3

12.4

12.5

12.6

Career Education & Work

13.1

13.2

13.3

13.4

ESSENTIAL CONTENT OUTCOMES/STANDARD	CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS *(Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:*	ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT	RESOURCES AND MATERIALS
STANDARD 2

� Define demand and supply. � List and explain the determinants of demand and supply. � Define diminishing marginal utility and how it affects a downward sloping demand curve. � Define equilibrium. � Draw a graph of a demand and supply schedule from data. � Differentiate between a "change in demand or change in supply" and a "change in quantity demanded or change in quantity supplied". � Analyze the factors and situations that cause the demand and supply curves to shift. � Define price elasticity of demand. � Calculate elasticity by total revenue approach and elasticity of demand coefficient. � Explain how markets allocate resources. � Write a definition of price, demand, and supply. � Graph a demand curve from a demand schedule. � List and explain the non-price determinants of demand. � Define the law of demand. � Graph a supply curve from a supply schedule. � Define the law of supply. � Name and explain the non-price determinants of supply. � Record how changes in the non-determinants of supply and demand affect prices. � Calculate the elasticity of supply and demand. � Explain how markets allocate resources.	� Have the students do various exercises from the APIP (Advanced Placement Instructional Package from the Joint council on Economic Education), pertaining to the objectives i.e. reasons for changes in demand, changes in supply and demand, applying elasticity to the real world, etc. � Have the students keep track of the news media for economic issues that are reported. � Have the student research the government's role in our economy, as to regulations, direct intervention, and sublime intervention. � Have the students develop a list of consumer products which have been "surprise" successes or failures, and assess the product's utility. � Have the students check the news media to examine prices of select items and compare them to the non-price determinants of demand and supply. � Have the students forecast the changes in supply and demand utilizing demographic information from the most recent census. � Have the students mock shop for select items during the length of the course to determine how prices change due to the non-price determinants. � Show video "Economics USA, Program 2, Markets and Prices - Do They Meet Our Needs". � Show video "Economics USA, Program 16, Supply and Demand - What Sets the Prices". � Show video "Economics USA, Program 18, Economic Efficiency - What Price Controls". � Show video "Give & Take, Program 9, Market Prices". Correctives: � Virtual economic CD ROM � Peer tutoring � Workbooks � Study groups � Computer assisted learning � Individual tutoring Extensions: � Virtual Economics CD ROM � Internet research � Group reports/individual reports � Speakers	� Portfolios � Teacher designed tests and quizzes. � Textbook designed tests and quizzes to demonstrate knowledge of concepts taught. � Textbook designed worksheets that demonstrate knowledge of concepts taught. � Teacher deigned assignments to demonstrate knowledge of the concepts taught. � Teacher designed projects, research papers, and essays to demonstrate knowledge of concepts taught. � Oral presentations, which demonstrate knowledge of concepts taught. � Note taking skills and maintaining a notebook that contains the information on the concepts taught.	� "Economics" McConnell � "The Economic Problem". � "Economics" Parkin � "Economics" Slavin � "Economics" Samuelson � "Economics: Institutions and Analysis" � Economics U$A Activity Book � APIP Workbook � Macroeconomic Workbook � Microeconomic Workbook � Economics U$A Videos � Virtual Economics CD ROM � Wall Street Journal

Subject Title:	HONORS ECONOMICS
Discipline/Grade Level:	HISTORY -- GRADES 11, 12

UNIT LESSON OUTCOME: 3

The learner will be able to explain the roles of the various types of firms in our economy.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

Mathematics

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

2.11

Science & Technology

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

Environment & Ecology

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Civics & Government

5.1

5.2

5.3

5.4

Economics

6.1

6.2

6.3

6.4

6.5

Geography

7.1

7.2

7.3

7.4

History

8.1

8.2

8.3

8.4

Arts & Humanities

9.1

9.2

9.3

9.4

Health, Safety & PE

10.1

10.2

10.3

10.4

10.5

Family & Consumer Science

11.1

11.2

11.3

11.4

World Language

12.1

12.2

12.3

12.4

12.5

12.6

Career Education & Work

13.1

13.2

13.3

13.4

ESSENTIAL CONTENT OUTCOMES/STANDARD	CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS *(Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:*	ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT	RESOURCES AND MATERIALS
STANDARD 3

� Describe the diff erences between a sole proprietorship, partnership and corporation. � Examine the advantages and disadvantages of each and the role it plays in our economy. � Define and graph all costs and revenues including marginal and averages. � Define and identify profit, loss, normal profit, supernormal profit, and shutdown point. � Distinguish between the short run and the long run and between short run costs and long run costs. � List the conditions that must be fulfilled if an industry is to be perfectly competitive. � Evaluate the advantages and shortcomings of a perfectly competitive price system. � Define pure monopoly. � Describe the demand curve for a product produced by a monopoly. � Describe the effects of pure monopoly on the price, quantity, allocation of resources, and efficiency. � Explain and analyze what is economically wrong with monopoly. � List the characteristics of monopolist competition. � Graph and identify the wastes of monopolistic competition. � Define oligopoly, and explain its demand curve. � Describe how oligopolists utilize cost plus pricing . � Compare perfect competition with imperfect competition. � Record differences between a sole proprietorship, partnership and corporation. � Recall the important advantages and disadvantages of each a sole proprietorship, partnership and corporation. � Graph and analyze the various costs and revenues from data and tables. � Compare and contrast the different types of profit a firm can earn. � List and exp lain the factors and characteristics of a purely competitive firm. � Analyze and draw a pure monopoly's costs, revenue and demand curves. � Explain the problems a monopoly creates with its control of the market. � Compare and contrast a monopolistic competition firm in the short and long run with respect to profit and efficiency. � Analyze the oligopolists "kinked" demand and explain the factors, which contribute to it. � Compare and contrast the different types of firms in the market place.	� Have the students do various exercises from the APIP (Advanced Placement Instructional Package from the Joint Council on Economic Education), pertaining to the objectives i.e. different types of market structures, marginal revenue, the monopoly case, monopolistic competition, etc. � Invite a local businessman in to your class to discuss his form of business. Have him discuss the advantages and disadvantages of it. � Have the students look for examples of business failures in the news media and relate them to the advantages and disadvantages of each. � Have the students research a private and a public monopoly, in their cooperative learning groups, to become aware of the similarities and differences. � Have the students search the news media for graphic information on costs, revenues, and profits concerning one of the market structures. � Conduct a survey of all the local businesses in the area to discover the types of firms that are the most numerous and why. � Create our own corporation following the guidelines established by the State of Pennsylvania, Department of Commerce. � Play the "Stock Market Game" through Lehigh University to give the students hands on demonstration of the workings of the stock market. � Show video "Economics USA, Program 15, The Firm-How Can It Keep Costs down?" � Show video "Economics USA, Program 17, Perfect Competition and Inelastic Demand-Can the Farmer Make a Profit?" � Show video "Give and Take, Program 12, Why Competition?" Correctives: � Virtual economic CD ROM � Peer tutoring � Workbooks � Study groups � Computer assisted learning � Individual tutoring Extensions: � Virtual Economics CD ROM � Internet research � Group reports/individual reports � Speakers	� Portfolios � Teacher designed tests and quizzes. � Textbook designed tests and quizzes to demonstrate knowledge of concepts taught. � Textbook designed worksheets that demonstrate knowledge of concepts taught. � Teacher deigned assignments to demonstrate knowledge of the concepts taught. � Teacher designed projects, research papers, and essays to demonstrate knowledge of concepts taught. � Oral presentations, which demonstrate knowledge of concepts taught. � Note taking skills and maintaining a notebook that contains the information on the concepts taught.	� "Economics" McConnell � "The Economic Problem". � "Economics" Parkin � "Economics" Slavin � "Economics" Samuelson � "Economics: Institutions and Analysis" � Economics U$A Activity Book � APIP Workbook � Macroeconomic Workbook � Microeconomic Workbook � Economics U$A Videos � Virtual Economics CD ROM � Wall Street Journal

Subject Title:	HONORS ECONOMICS
Discipline/Grade Level:	HISTORY -- GRADES 11, 12

UNIT LESSON OUTCOME: 4

The learner will be able to evaluate the functions of Product Markets and Factor Markets.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

Mathematics

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

2.11

Science & Technology

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

Environment & Ecology

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Civics & Government

5.1

5.2

5.3

5.4

Economics

6.1

6.2

6.3

6.4

6.5

Geography

7.1

7.2

7.3

7.4

History

8.1

8.2

8.3

8.4

Arts & Humanities

9.1

9.2

9.3

9.4

Health, Safety & PE

10.1

10.2

10.3

10.4

10.5

Family & Consumer Science

11.1

11.2

11.3

11.4

World Language