1. PLEASANT VALLEY SCHOOL DISTRICT
    2. Brodheadsville, Pennsylvania 18322
    3. PLANNED COURSE ADAPTATIONS/MODIFICATIONS
    4. Introduction
  1. PREFACE
  2. PLANNED COURSE CURRICULUM GUIDE (PCCG)
  3. DEFINITIONS

 
 
 
 

 
 
 
 
 
 
 

 


PLEASANT VALLEY SCHOOL DISTRICT



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)


 
 

 

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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.
 
 
 
               
 
 
 

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
 
 
 
 
 
 
 

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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 AND LAW -- GRADE 12 CC/HL
UNIT LESSON OUTCOME: 1
 
The learner will understand the purposes for which government exists and be able to identify the major forms of government in the world today.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
X
1.5
X
1.6
X 1.7  
1.8
X            
Mathematics
 
2.1
 
2.2
X
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
X
3.7
X
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
X
5.2
X
5.3
X
5.4
X                            
Economics
 
6.1
 
6.2
X
6.3
 
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
X
7.4
                             
History
 
8.1
X
8.2
 
8.3
 
8.4
X                            
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
X
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.
  		  Have students speculate/debate what the United States would be like in the absence of government.
  Design/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.
 
Correctives:
  Peer tutoring
  Workbooks
  Study groups
  Computer assisted learning
  Individual tutoring
  Reteach
  Think pair and share
 
 
Extensions:
  Internet research
  Group reports
  Individual reports
  Guest speakers
  Academic competitions
 
  		  Portfolios
  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
  Teacher designed tests and quizzes
 
 
  		  "American Gov." Wood/Sansone
  "American Gov. & Politics" Schmidt
  American Gov. McClenaghan
  Activity books for above texts
  Appropriate videos (see Department video catalog)
 
 

 

 
Subject Title: HISTORY
 
Discipline/Grade Level: 		 
AMERICAN GOVERNMENT AND LAW -- GRADE 12 CC/HL
UNIT LESSON OUTCOME: 2
 
The learner will understand the principles and documents shaping the American Government.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
X
1.5
X
1.6
X 1.7  
1.8
X            
Mathematics
 
2.1
 
2.2
X
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
X
3.7
X
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
X
5.2
X
5.3
X
5.4
                             
Economics
 
6.1
 
6.2
X
6.3
 
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
X
7.4
                             
History
 
8.1
X
8.2
X
8.3
X
8.4
X                            
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      
       
  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.
  Describe the organization of the federal Constitution and resulting structure of American government.
  Explain, compare, and contrast the philosophical contributions of Thomas Hobbes, John Locke, Jean Jacques Rousseau and Baron de Montesquieu to the Federal Constitution.
  Define natural law.
  Define social contract.
  Identify the basic principles contained in the United States federal Constitution.
  Diagram the tripartite system of American government.
  Discuss the formal and informal ways in which the Constitution has changed since 1789.
  Cite examples of features that would be classified as part of our "unwritten" Constitution.
  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 and explain basic documents shaping the government of the United States:
  Magna Carta
  English Bill of Rights
  Mayflower Compact
  Articles of Confederation
  Declaration of Independence
  Federalist/Anti-Federalist Papers
  Explain the basic principles and ideas within documents of the Pennsylvania government:
  The Charter of 1681
  Charter of Privileges
  PA Constitution, its revisions and amendments.
 
  		  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.
 
Correctives:
  Peer tutoring
  Workbooks
  Study groups
  Computer assisted learning
  Individual tutoring
  Reteach
  Think, pair and share
 
Extensions:
  Internet research
  Group reports
  Individual reports
  Guest speakers
  Academic competitions
  Field trip to Washington DC
 
  		  Portfolios
  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
  Teacher designed tests and quizzes
 
 
  		  "American Gov." Wood/Sansone
  "American Gov. & Politics" Schmidt
  "Magruders American Gov." McClenaghan
  Activity books for above texts
  Appropriate videos (see Department video catalog)
  Copies of the following historical documents:
  Magna Carta
  English Bill of Rights
  Mayflower Compact
  Articles of Confederation
  Declaration of Independence
  Federalist/Anti-Federalist Papers
  Federal Constitution
  Charter of 1681
  Charter of Privileges
  PA Constitution, its revisions and amendments
 
 

 

 
Subject Title: HISTORY
 
Discipline/Grade Level: 		 
AMERICAN GOVERNMENT AND LAW -- GRADE 12 CC/HL
UNIT LESSON OUTCOME: 3
 
The learner will be able to explain the role and operation of Congress as a National Political Institution.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
X
1.5
X
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
 
2.2
X
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 X        
Civics & Government
 
5.1
X
5.2
X
5.3
X
5.4
                             
Economics
 
6.1
 
6.2
 
6.3
 
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
X
7.4
                             
History
 
8.1
X
8.2
X
8.3
X
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).
  Diagram the Legislative Branch of the Federal government.
  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.
  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.
  Identify which groups are under-represented in Congress.
  Define the word, "constituency" and explain how legislators can have many different constituencies to satisfy.
  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.
  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.
 
Correctives:
  Peer tutoring
  Workbooks
  Study groups
  Computer assisted learning
  Individual tutoring
  Reteach
  Think, pair and share
 
Extensions:
  Internet research
  Group reports
  Guest speakers
  Academic competitions
  Field trips
 
  		  Portfolios
  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
  Teacher designed tests and quizzes
  		  "American Gov." Wood/Sansone
  "American Gov. & Politics" Schmidt
  "Magruders American Gov." McClenaghan
  Activity books for above texts
  Appropriate videos (see Department video catalog)
 

 

 
Subject Title: HISTORY
 
Discipline/Grade Level: 		 
AMERICAN GOVERNMENT AND LAW -- GRADE 12 CC/HL
UNIT LESSON OUTCOME: 4
 
The learner will be able to explain the role and operation of the presidency as a National Political Institution.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
X
1.5
X
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
 
2.2
X
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
X
5.2
X
5.3
X
5.4
                             
Economics
 
6.1
 
6.2
X
6.3
 
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
 
7.4
                             
History
 
8.1
X
8.2
 
8.3
X
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 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 A