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: ECONOMICS
 
Discipline/Grade Level: 		 
HISTORY -- GRADES 11 AND 12
UNIT LESSON OUTCOME: 1
 
The learner will be able to explain the basic principles of economics.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
 
1.5
X
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
X
2.2
X
2.3
X
2.4
X
2.5
X
2.6
X
2.7
X
2.8
X 2.9   2.10   2.11    
Science & Technology
 
3.1
 
3.2
X
3.3
 
3.4
 
3.5
 
3.6
 
3.7
 
3.8
X 3.9          
Environment & Ecology
 
4.1
 
4.2
 
4.3
 
4.4
X
4.5
 
4.6
 
4.7
 
4.8
  4.9          
Civics & Government
 
5.1
 
5.2
 
5.3
X
5.4
                             
Economics
 
6.1
X
6.2
X
6.3
X
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
X
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
X
13.2
 
13.3
 
13.4
X                            

 

 
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      
       
  Explain why economic resources are both scarce and limited.
  Define economics.
  Describe the four factors of production.
  Explain production possibility, and its function.
  Illustrate the concept of opportunity cost and its relationship to the law of increasing opportunity cost.
  Describe the traditional, command, mixed, and market economic systems.
  Identify the five basic questions facing all economic systems.
 
 
 
 
 
 
 
 
 
  		  Allocate $250.00 to each student as net income to develop a budget to meet one's wants and needs. The teacher will either raise the income to $500.00 or lower it to $175.00. Have the student re-budget. Finally, the student shall analyze the changes to judge the difference between needs and wants.
  Invite a local businessperson to discuss one's role as an entrepreneur.
  Construct graphs on production possibility from supplied tables.
  Use the "Virtual Economics" CD.
 
Correctives:
  Peer tutoring
  Workbooks
  Study groups
  Computer assisted learning
  Individual tutoring
 
Extensions:
  Group reports/individual reports
  Poster construction
  Speakers
  CD ROM "Virtual Economics" 		  Portfolios
  Teacher designed tests and quizzes.
  Textbook designed test and quizzes to demonstrate knowledge of concepts taught.
  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.
 
 
 
 
 
 
 
 
  		  Texts:
  Economics: Principles and Applications
  Economics McConnell & Brue
  Economics Slavin video series
 
 
 
 
 

 

 
Subject Title: ECONOMICS
 
Discipline/Grade Level: 		 
HISTORY -- GRADES 11 AND 12
UNIT LESSON OUTCOME: 2
 
The learner will describe the basic tenets of capitalism, the role of specialization and knowledge of utility.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
 
1.5
X
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
X
2.2
X
2.3
X
2.4
X
2.5
X
2.6
X
2.7
X
2.8
  2.9   2.10   2.11    
Science & Technology
 
3.1
 
3.2
X
3.3
 
3.4
 
3.5
 
3.6
 
3.7
 
3.8
  3.9          
Environment & Ecology
 
4.1
 
4.2
 
4.3
X
4.4
 
4.5
 
4.6
 
4.7
 
4.8
  4.9          
Civics & Government
 
5.1
 
5.2
 
5.3
X
5.4
X                            
Economics
 
6.1
X
6.2
X
6.3
X
6.4
X
6.5
X                        
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
X                            

 

 
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 six basic principles of capitalism.
  Compare the American economic system to capitalism.
  Explain the four basic types of specialization.
  Describe how comparative cost leads to specialization.
  Recognize the four factors of utility and describe their importance.
  Compare different production possibility tables to assess the advantages of specialization.
  Utilize production possibility tables to explain the benefits of specialization.
  Calculate comparative cost.
 
 
 
 
 
 
  		  Have the students keep track of the news media concerning economic issues.
  Have the students research the government's role in our economy regarding regulations, direct intervention, and sublime intervention.
  Divide the class into cooperative learning groups; have the students research an assigned country's economy to estimate the role of specialization in its respective productivity.
  Have the students develop a list of consumer products which have been "surprise" successes or failures, and assess the product's utility.
 
Correctives:
  Worksheet review.
  Reteaching activities.
  Study groups.
 
Extensions:
  CD ROM "Virtual Economics"
  U.S. History: Eyes on the Economy. 		  Portfolios
  Teacher designed tests and quizzes.
  Textbook designed test and quizzes to demonstrate knowledge of concepts taught.
  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.
 
 
 
  		  Texts:
  Economics: Principles and Applications
  Economics McConnell & Brue
  Economics Slavin video series
  CD ROM - "Virtual Economics"
 
 
 
 
 
 

 

 
Subject Title: ECONOMICS
 
Discipline/Grade Level: 		 
HISTORY -- GRADES 11 AND 12
UNIT LESSON OUTCOME: 3
 
The learner will explain the functions of the American Business structure.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
 
1.5
X
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
X
2.2
X
2.3
X
2.4
X
2.5
X
2.6
X
2.7
X
2.8
X 2.9   2.10   2.11    
Science & Technology
 
3.1
 
3.2
 
3.3
 
3.4
 
3.5
 
3.6
 
3.7
 
3.8
X 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
X
5.3
X
5.4
                             
Economics
 
6.1
X
6.2
X
6.3
X
6.4
X
6.5
X                        
Geography
 
7.1
 
7.2
 
7.3
X
7.4
                             
History
 
8.1
 
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
X
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
X                            

 

 
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      
       
  Record differences between a sole proprietorship, partnership and corporation.
  Recall the important advantages and disadvantages of each.
  Rank their importance in our economy.
  Write a description of how a corporation is chartered.
  Label the types of stocks, bonds, and other financial instruments available to corporations.
  Explain the functions of the stock market and an investment bank in corporate financing.
  List the three basic types of business combination.
  Compare and contrast the difference between horizontal and vertical merger.
 
 
 
 
  		  Invite local businesspersons to your class to discuss their form of business. Request the businessperson to discuss the advantages and disadvantages of their businesses.
  Have the students look for examples of business failures in the news media and relate them to the advantages and disadvantages of each.
  Create our own corporation following the guidelines established by the State of Pennsylvania, Department of Commerce.
  Invite a stockbroker to discuss the role of the market in our economy.
  Play the "Stock Market Game" through Lehigh University to give the students hands on experience of the workings of the stock market.
 
Correctives:
  Reteaching activities.
  Study groups.
 
Extensions:
  Reports.
  Posters. 		  Portfolios
  Teacher designed tests and quizzes.
  Textbook designed test and quizzes to demonstrate knowledge of concepts taught.
  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. 		  Texts:
  Economics: Principles and Applications
  Economics McConnell & Brue
  Economics Slavin video series
 
 
 
 

 
Subject Title: ECONOMICS
 
Discipline/Grade Level: 		 
HISTORY -- GRADES 11 AND 12
UNIT LESSON OUTCOME: 4
 
The learner will explain how supply and demand set prices in a market economy.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
 
1.5
X
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
X
2.2
X
2.3
X
2.4
X
2.5
X
2.6
X
2.7
X
2.8
X 2.9   2.10   2.11    
Science & Technology
 
3.1
 
3.2
 
3.3
 
3.4
 
3.5
 
3.6
 
3.7
 
3.8
X 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
X
5.3
X
5.4
                             
Economics
 
6.1
X
6.2
X
6.3
X
6.4
X
6.5
X                        
Geography
 
7.1
 
7.2
 
7.3
X
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 4      
       
  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.
 
 
 
 
 
 
 
 
 
  		  Have 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 student smock-shop for select items during the length of the course to determine how prices change due to the non-price determinants.
 
Correctives:
  Reteach
  Study groups
  Graphs
 
Extensions:
  Virtual Economics CD
  Poster project
 
 
 
 
  		  Portfolios
  Teacher designed tests and quizzes.
  Textbook designed test and quizzes to demonstrate knowledge of concepts taught.
  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.
 
 
 
 
 
 
 
 
  		  Texts:
  Economics: Principles and Applications
  Economics McConnell & Brue
  Economics Slavin video series
 
 
 
 

 

 
Subject Title: ECONOMICS
 
Discipline/Grade Level: 		 
HISTORY -- GRADES 11 AND 12
UNIT LESSON OUTCOME: 5
 
The learner will analyze the market structure of pure competition, monopoly, monopolistic and oligarchy.

 
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
X
2.2
X
2.3
X
2.4
X
2.5
X
2.6
X
2.7
X
2.8
X 2.9   2.10   2.11    
Science & Technology
 
3.1
 
3.2
 
3.3
 
3.4
 
3.5