1. PLANNED COURSE ADAPTATIONS/MODIFICATIONS
      2. Introduction
  1. PREFACE
      1.       • PCCG DEFINITIONS
  2. PLANNED COURSE CURRICULUM GUIDE (PCCG)
  3. PURPOSE AND INTENT
  4. DEFINITIONS

 
 


 
 
 
 


 
 
 
 
 
 
 


 

PLEASANT VALLEY SCHOOL DISTRICT
Brodheadsville, Pennsylvania 18322
 



PLANNED COURSE ADAPTATIONS/MODIFICATIONS



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
§ Give examples. Let students practice doing 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)
   

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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.
 
 
 
               
 

 

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PLANNED COURSE CURRICULUM GUIDE (PCCG)

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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)

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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: HISTORY
 
Discipline/Grade Level: 		 
AMERICAN GOVERNMENT, LAW AND ECONOMICS -- GRADE 12
UNIT LESSON OUTCOME: 1
 
The learner will develop an understanding of the Foundations of American Government.

 
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      
       
·   Define the term, "state" and examine theories regarding its origin.
·   Define government and identify the societal needs it serves.
·   Discuss the purposes for which the American system of government was established.
·   Classify political systems according to the number of people who participate in the governing process, the geographic distribution of governmental power within the state, and the relationship between legislative and executive branches of government.
·   Describe differing forms of democratic systems of government.
·   Describe differing forms of authoritarian systems of government.
·   Describe the common heritage upon which the American democracy is based.
·   State the basic principles and values found in the Declaration of Independence.
·   Examine the ideological foundations of the United States Constitution.
·   Describe the organization of the federal Constitution and resulting structure of American government.
·   Identify the basic principles contained in the Untied States federal Constitution.
·   Discuss the formal and informal ways in which the Constitution has changed since 1789.
·   Define Federalism and explain why this form of government was chosen for the United States.
·   Specify how power is distributed within the federal government of the United States.
·   State the purpose of the National Supremacy clause.
·   Identify the characteristics of intergovernmental relations in the United States.
·   Identify the terms that define one's political ideology.
·   Define the term state in geo-socio-political terms.
·   Describe the rationale and purpose of government.
·   List and explain the six purposes of government as outlined in the Preamble to the United States Constitution.
·   List, define and differentiate among Aristotle's three general form of government.
·   Recognize general classifications and specific subtypes of government from descriptions.
·   Identify and distinguish between direct and representative democracies.
·   Distinguish between parliamentary and presidential forms of government.
·   Recognize and distinguish between the principal varieties of autocracies and oligarchies.
·   Be familiar with the relevant vocabulary.
·   Describe the common Anglo-American history on which the American government is constructed.
·   List the basic principles and values expressed in the Declaration of Independence.
·   Define natural law.
·   Define social contract.
·   Explain, compare, and contrast the philosophical contributions of Thomas Hobbes, John Locke, Jean Jacques Rousseau and Baron de Montesquieu to the Federal Constitution.
·   Diagram the tripartite system of American government.
·   List and define the five fundamental principles that form the United States Constitution.
·   Outline the procedure to amend the Federal Constitution.
·   Cite examples of features that would be classified as part of our "unwritten" Constitution.
·   Explain the principle of federalism and why this political arrangement was selected for the United States.
·   List the five types of governmental powers (delegated, enumerated, implied, reserved, concurrent) and provide examples for each.
·   Write an essay explaining the significance of the National Supremacy clause.
·   Explain the terms that describe one's political ideology and provide examples of beliefs representative of each position.
·   Be familiar with relevant vocabulary.
  		·   Have students speculate/debate what the United States would be like in the absence of government.
·   Complete a linear scale ranking governments with respect to personal freedom.
·   Invite a local government executive to discuss the functions of government.
·   Encourage students to keep track of the news media for issues as they relate to government.
·   Organize classes into cooperative learning groups and have them research world governments and determine to what general category and specific subtype they belong.
·   Have students analyze parliamentary and presidential forms of government and list the advantages and disadvantages associated with each.
·   Organize classes into cooperative learning groups and have them read excerpts from the writings of Thomas Hobbes, John Locke, Jean Jacques Rousseau and Baron de Montesquieu and have them find their expression in the Declaration of Independence and Federal Constitution.
·   Have students propose, debate, and ratify a constitutional amendment.
·   Have students debate alternatives to the present federal system of government.
·   Have students look for examples of political change in the news media and relate them to the political choices made by the framers of the United States Constitution.
·   Have students prepare a questionnaire and conduct a survey of other students, their families, or the community to gauge the political philosophy of the respondents .
·   Have students construct a "mind map" illustrating the facts, ideas and concepts important to the federal constitution. 		Textbook designed worksheets that demonstrate knowledge of concepts taught
·   Teacher designed 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
  		   

 

 
Subject Title: HISTORY
 
Discipline/Grade Level: 		 
AMERICAN GOVERNMENT, LAW AND ECONOMICS -- GRADE 12
UNIT LESSON OUTCOME: 2
 
The learner will develop an understanding of the American Political Process.

 
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 political party, major parties, and coalition.
·   Explain the pivotal role parties play in democratic government.
·   List the important functions performed by parties in American politics.
·   Define "minor party, two-party system, single member district, plurality, pluralistic society, and consensus.
·   Identify factors that help to explain the existence of America's two party system.
·   Explain (a) what is a multi-party system, and (b) what is a one party system.
·   Define electorate, ideological parties, single issue parties, economic protest parties, and splinter parties.
·   List the major characteristics of the typical minor party in American politics.
·   Explain how minor parties have been important in the politics of the United States.
·   Define ward, precinct, split ticket voting.
·   Define political party.
·   Describe what political parties do.
·   Enumerate the most important functions performed by parties in American politics.
·   Explain the historical development of American political parties.
·   Recognize the strengths and weaknesses inherent in multi-party and one party systems.
·   Explain political party identifications as a function of socio-economic positions.
·   Cite examples of third parties in United States political history.
·   Identify the major characteristics of typical minor parties in American politics.
·   Explain the roles of minor parties in American politics.
·   Outline the reasons for the decline of political parties sine at lease the late 1960's.
·   Recognize the symbols of the major political parties in America.
·   Be familiar with the relevant vocabulary. 		Have students generate a list of party headquarter, posters, billboards, and pamphlets they may have seen and candidate appearances of which they may be aware.
·   Record and analyze political party commercials with respect to ideology, target audience, traditional themes, etc.
·   Analyze or predict the future of the two party system.
·   Raise an issue close to student experience and have them take positions; form groups with students of similar persuasion as an illustration of the formation of political parties.
·   Provide a newspaper and have students look in it for references to political parties.
·   Have students, individually or cooperatively, research the positions of political parties on major issues.
·   Have students develop election scenarios taking into account the possible effects of a third party candidate in a presidential election.
·   Assign students or student groups to research one of the following minor parties: Anti-Masonic, Free Soil, American (Know Nothing), Prohibition, Greenback, Socialist Labor, Populist, Progressive (Bull Moose), Communist, State's Rights, Libertarian, or Patriot (Perot).
·   Have students develop a comprehensive campaign strategy for the candidate of their choice .
  		·   Textbook designed worksheets that demonstrate knowledge of concepts taught
·   Teacher designed 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
  		   

 

 
Subject Title: HISTORY
 
Discipline/Grade Level: 		 
AMERICAN GOVERNMENT, LAW AND ECONOMICS -- GRADE 12
UNIT LESSON OUTCOME: 3
 
The learner will develop an understanding of Congress as a National Political Institution.

 
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 organization, function and operations of Congress.
·   Identify and discuss the powers of Congress.
·   Examine the powers denied to Congress by the Constitution.
·   Discuss the role of the committee system in Congress.
·   Examine the legislative procedures used by Congress.
·   Examine a profile of the members of Congress with respect to socio-economic status, ethnic background, religion and gender.
·   List the qualifications for the office of Representative.
·   List the qualifications for the office of Senator.
·   Examine how representation is determined in the House of Representatives and Senate.
·   Examine Congressional terms of office and election procedures.
·   Examine the major difference between the House of Representatives and Senate.
·   Specify the roles played by members of Congress in carrying out their responsibilities.
·   Identify the principal leadership positions in Congress.
·   Outline the benefits and privileges of members of Congress.
·   Examine the role of interest groups in the lawmaking process.
·   Examine the influences on legislative voting behavior (district, party, national interest, special interest, own conscience).
·   Identify the different constituencies represented by members of Congress.
·   Diagram the Legislative Branch of the Federal government.
·   Explain the function of Congress.
·   List and explain what is meant by delegated, enumerated, implied, reserved and concurrent powers.
·   List the exclusive powers of the House of Representatives and Senate.
·   Explain what the elastic clause and its relationship to the powers of the national government mean.
·   Identify powers denied to the national government.
·   Recognize key congressional committees, their role in the law making process and the importance of seniority in committee assignments.
·   Outline the steps in how a bill becomes a law and Presidential options.
·   Characterize the membership of Congress with respect to socio-economic status, ethnic background, religion and gender.
·   Identify which groups are under-represented in Congress.
·   Define the word, "constituency" and explain how legislators can have many different constituencies to satisfy.
·   List the three constitutional requirements for Representatives and Senators.
·   State the terms of office for members of the House of Representatives and Senate.
·   Explain how representation is determined in the House of Representatives and Senate and state the membership of each house.
·   Distinguish among apportionment, reapportionment and redistricting.
·   Compare and contrast the major differences between the House of Representatives and the Senate.
·   Name/identify the principle leadership positions in Congress.
·   Identify the duties of members of Congress.
·   List several privileges granted to members of Congress.
·   Explain the role of interest groups in the legislative process.
·   Recognize the influence of district, party, national interest, special interest and the legislator's own conscience on voting behavior .
·   Familiarity with relevant vocabulary. 		Invite the local, state or federal legislator to speak to the class.
·   Organize students into cooperative learning groups and analyze state maps illustrating congressional districts before and after redistricting with respect to changes in representation in the House of Representatives, rural/urban divisions and gerrymandering.
·   Have students research their congressman or senator with respect to political party, year entered Congress, seniority within Congress and party, committee memberships and important issues.
·   Analyze news reports dealing with legislative action.
·   Interpret a primary source, such as a bill pending before Congress, and debate its merits.
·   Conduct a Senate or House debate simulation including the writing of the bill, through debate and floor vote with emphasis on learning the fundamentals of parliamentary procedure.
·   Conduct a class debate on the question of term limitations.
·   Collect and interpret political cartoons as they relate to Congress.
·   Evaluate political commercials in congressional elections.
·   Computer Project -- Consider the average ages of the leadership in the House and Senate. Relate the number of leaders from a given state, the percentage to the number of leaders -- the base -- to determine the percent of leadership from that state. Relate the population of the state -- a percentage -- to the population of the nation -- the base -- to see the percent of the population electing that leadership. (Use population figures from the year of the election. Consider the percent of the population voting that year.) 		Textbook designed worksheets that demonstrate knowledge of concepts taught
·   Teacher designed 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
  		   

 

 
Subject Title: HISTORY
 
Discipline/Grade Level: 		 
AMERICAN GOVERNMENT, LAW AND ECONOMICS -- GRADE 12
UNIT LESSON OUTCOME: 4
 
The learner will develop an understanding of the Presidency as a National Political Institution.

 
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
 
13.213.313.4
 

 
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 4      
       
·   Review the historical origins of the American Presidency and resulting constitutional compromises.
·   Examine presidential personalities and presidential power.
·   Examine presidential characteristics.
·   Examine the Constitutional requirements and term of office for the President.
·   Identify the roles of the President of the United States.
·   Summarize the powers of the President of the United States (Constitutional and by practice).
·   Describe the relationship between the President and the two other branches of the national government.
·   Explain the methods of presidential selection and succession.
·   Describe the presidential electoral process.
·   Examine presidential elections and the electoral college with respect to the idiosyncrasies of the electoral college.
·   Identify the agencies of the executive office of the President and discuss their duties and role in executive decision making.
·   Describe the roles and authority of Presidential cabinet members.
·   Examine the Constitutional amendments relevant to the Presidency.
·   Summarize the salary and benefits of the President.
·   Explain the qualifications, term of office, and role of the Vice President.
·   Be familiar with the relevant vocabulary.
·   Summarize/outline the history of the American presidency.
·   Distinguish between loose and strict constructionists.
·   Characterize American presidents with respect to age, state residency political party affiliation, religion and ancestry.
·   Explain hat is meant by a presidential system as distinguished from parliamentary systems.
·   List the constitutional requirements and term of office for the President.
·   Identify several roles of the President of the United States.
·   Name several important powers granted by the Constitution or practice to the President of the United States.
·   Explain the interdependencies among the Executive, Legislative and Judicial Branches of the federal government.
·   Diagram the order of presidential succession.
·   Explain/diagram the presidential electoral process.
·   Recognize the potential effect of significant third parties on the outcome of presidential elections.
·   Explain open and closed primaries, straight and split ticket voting.
·   Calculate a state's electoral vote given its Congressional representation.
·   List the primary agencies of the Executive Branch of government and their functions.
·   List the primary cabinet officers and their duties.
·   Summarize the content of the twentieth, twenty-second, twenty-third twenty-fifth and twenty -sixth amendments.
·   Be familiar with the relevant vocabulary. 		Interpret political cartoons relevant to information studied on the Executive Branch.
·   Have students develop public opinion surveys to measure satisfaction with the President's job performance.
·   Analyze a primary source, such as the President's State of the Union Address.
·   Analyze political advertising used in Presidential elections, both print and television, with respect to propaganda techniques.
·   Organize classes into cooperative learning groups to act as political consulting firms advising presidential candidates with respect to issues and strategies.
·   Prepare and present reports on past presidential campaigns.
·   Prepare an present reports on presidential trivia.
·   Correlate changes in GNP during election years with whether the incumbent, regardless of party, won re-election.
·   Hold a class debate on the following resolution: "The electoral college should be abolished and the Presidency determined by direct popular vote."
·   Conduct a brainstorming session in which students list attributes of an "ideal" president.
·   Computer Project -- Conduct a real or mock presidential election using the computer as a voting machine which can produce instant, accurate results as the polls close. Computer can be programmed to analyze voting behavior by gender, age, and socio-economic factors.
·   Computer Project -- Use the differences in the percent of votes received by the winner and the loser in a presidential election as a rate and the number of voters actually voting as a base to determine the number of voters, the percentage deciding the election. Use that number as a percentage with the total population as a base to find the percent of the population that elected the President.
·   Computer Project -- Find the number of voters in your state, for a given election, to serve as a base. Use the difference in the numbers of votes received by each of the candidates as a percentage. If slightly more than half of that percent had voted for the losing candidate, your state's electoral votes would have shifted. Use that rate, with the state's population for that year, to determine the number of voters who made the difference. 		Textbook designed worksheets that demonstrate knowledge of concepts taught
·   Teacher designed 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
  		   

 

 
Subject Title: HISTORY
 
Discipline/Grade Level: 		 
AMERICAN GOVERNMENT, LAW AND ECONOMICS -- GRADE 12
UNIT LESSON OUTCOME: 5
 
The learner will develop an understanding and appreciation for the American System of Justice.

 
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 1
2.6 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 5      
       
·   Describe the nature and function of law.
·   Discuss the history and sources of American law.
·   Identify the sources and limits of judicial power.
·   Examine the different types of law.
·   Summarize the court procedures followed in civil and criminal cases.
·   Describe sentencing options and guidelines.
·   Discuss rights and safeguards under the law.