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BLOOMFIELD BOARD OF EDUCATION Administration Offices

155 Broad Street Bloomfield, NJ 07003

AP Comparative Government Curriculum Guide

Grade 12 2017-2018

Prepared by:

Mr. Shamshadeen Mayers

Mr. Salvatore Goncalves, Superintendent of Schools Ms. Sandra Searing, Assistant Superintendent of Curriculum and Instruction

Mr. Scott Orlovsky, Supervisor of Social Studies, World Languages, and ELL/Bilingual

Conforms to the New Jersey Core Curriculum Content Standards

Board Approved: September 12, 2017

Bloomfield Board of Education Curriculum Guide AP Comparative Government

TABLE OF CONTENTS - TABLE OF CONTENTS - 2

Content Area Standards 4

Technological Literacy 4 8.1 Educational Technology 4 8.2 Technology Education, Engineering, Design, and Computational Thinking-Programming 10

21st Century Life and Careers 16 Career Ready Practices 16

Course Description 17

Adopted Text(s) 17

Adopted Resources 17

Additional Resources 17

Unit 1 18 DESIRED RESULTS 18 EVIDENCE OF STUDENT LEARNING 18 LEARNING PLAN 20


Unit 3 24 DESIRED RESULTS 24 EVIDENCE OF STUDENT LEARNING 24

of 38 Template Version 1A(June 2017)


LEARNING PLAN 26


Unit 5 32 DESIRED RESULTS 32 EVIDENCE OF STUDENT LEARNING 32

LEARNING PLAN 34



Content Area Standards ● NJ ELA Standards ● NJ Math Standards ● NGSS ● NJ Social Studies ● NJ World Languages ● NJ Comprehensive Health and PE

Technological Literacy

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

● Understand and use technology systems. ● Select and use applications effectively and productively.

HS 8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. 8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. 8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.


https://drive.google.com/open?id=0B_oKEogf17WTUVlUZEFHVEdlS0U

http://www.state.nj.us/education/cccs/2016/math/standards.pdf

https://www.nextgenscience.org/overview-dci

https://docs.google.com/a/bloomfield.k12.nj.us/document/d/15UMjTvu2CWHbdirqFoBBoev-yrnyWvi9qMeHuN2bAO0/edit?usp=sharing

https://docs.google.com/a/bloomfield.k12.nj.us/document/d/1-_Da8_uuWY-KV8PQ1zo9_jeQ9l_UK0qqupxAOgITNIE/edit?usp=sharing

https://docs.google.com/a/bloomfield.k12.nj.us/document/d/1Uc7j-Lkuf3L2hV-5wXBBmbH6PBO5QXqVAuDarooFAKk/edit?usp=sharing


8.1.12.A.4 Construct a spreadsheet workbook with multiple worksheets, rename tabs to reflect the data on the worksheet, and use mathematical or logical functions, charts and data from all worksheets to convey the results. 8.1.12.A.5 Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

● Apply existing knowledge to generate new ideas, products, or processes. ● Create original works as a means of personal or group expression.

HS 8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

● Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. ● Communicate information and ideas to multiple audiences using a variety of media and formats. ● Develop cultural understanding and global awareness by engaging with learners of other cultures. ● Contribute to project teams to produce original works or solve problems.

HS 8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.



D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

● Advocate and practice safe, legal, and responsible use of information and technology. ● Demonstrate personal responsibility for lifelong learning. ● Exhibit leadership for digital citizenship.

HS 8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work. 8.1.12.D.2 Evaluate consequences of unauthorized electronic access (e.g., hacking) and disclosure, and on dissemination of personal information. 8.1.12.D.3 Compare and contrast policies on filtering and censorship both locally and globally. 8.1.12.D.4 Research and understand the positive and negative impact of one’s digital footprint. 8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

● Plan strategies to guide inquiry ● Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ● Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

HS 8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources. 8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.



F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

● Identify and define authentic problems and significant questions for investigation. ● Plan and manage activities to develop a solution or complete a project. ● Collect and analyze data to identify solutions and/or make informed decisions. ● Use multiple processes and diverse perspectives to explore alternative solutions

HS 8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

8.2 Technology Education, Engineering, Design, and Computational Thinking-Programming All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

A. The Nature of Technology: Creativity and Innovation Technology systems impact every aspect of the world in which we live.

● The characteristics and scope of technology. ● The core concepts of technology. ● The relationships among technologies and the connections between ● technology and other fields of study.

HS 8.2.12.A.1 Propose an innovation to meet future demands supported by an analysis of the potential full costs, benefits, trade-offs and risks, related to the use of the innovation. 8.2.12.A.2 Analyze a current technology and the resources used, to identify the trade-offs in terms of availability, cost, desirability and waste.



8.2.12.A.3 Research and present information on an existing technological product that has been repurposed for a different function.

B. Technology and Society: Knowledge and understanding of human, cultural and societal values are fundamental when designing technological systems and products in the global society.

● The cultural, social, economic and political effects of technology. ● The effects of technology on the environment. ● The role of society in the development and use of technology. ● The influence of technology on history.

HS 8.2.12.B.1 Research and analyze the impact of the design constraints (specifications and limits) for a product or technology driven by a cultural, social, economic or political need and publish for review. 8.2.12.B.2 Evaluate ethical considerations regarding the sustainability of environmental resources that are used for the design, creation and maintenance of a chosen product. 8.2.12.B.3 Analyze ethical and unethical practices around intellectual property rights as influenced by human wants and/or needs. 8.2.12.B.4 Investigate a technology used in a given period of history, e.g., stone age, industrial revolution or information age, and identify their impact and how they may have changed to meet human needs and wants. 8.2.12.B.5 Research the historical tensions between environmental and economic considerations as driven by human needs and wants in the development of a technological product, and present the competing viewpoints to peers for review.

C. Design: The design process is a systematic approach to solving problems.

● The attributes of design. ● The application of engineering design. ● The role of troubleshooting, research and development, invention and innovation and experimentation in problem solving.

HS 8.2.12.C.1 Explain how open source technologies follow the design process.



8.2.12.C.2 Analyze a product and how it has changed or might change over time to meet human needs and wants. 8.2.12.C.3 Analyze a product or system for factors such as safety, reliability, economic considerations, quality control, environmental concerns, manufacturability, maintenance and repair, and human factors engineering (ergonomics). 8.2.12.C.4 Explain and identify interdependent systems and their functions. 8.2.12.C.5 Create scaled engineering drawings of products both manually and digitally with materials and measurements labeled. 8.2.12.C.6 Research an existing product, reverse engineer and redesign it to improve form and function. 8.2.12.C.7 Use a design process to devise a technological product or system that addresses a global problem, provide research, identify trade-offs and constraints, and document the process through drawings that include data and materials.

D. Abilities for a Technological World: The designed world is the product of a design process that provides the means to convert resources into products and systems.

● Apply the design process. ● Use and maintain technological products and systems. ● Assess the impact of products and systems.

HS 8.2.12.D.1 Design and create a prototype to solve a real world problem using a design process, identify constraints addressed during the creation of the prototype, identify trade-offs made, and present the solution for peer review. 8.2.12.D.2 Write a feasibility study of a product to include: economic, market, technical, financial, and management factors, and provide recommendations for implementation. 8.2.12.D.3 Determine and use the appropriate resources (e.g., CNC (Computer Numerical Control) equipment, 3D printers, CAD software) in the design, development and creation of a technological product or system. 8.2.12.D.4 Assess the impacts of emerging technologies on developing countries.



8.2.12.D.5 Explain how material processing impacts the quality of engineered and fabricated products. 8.2.12.D.6 Synthesize data, analyze trends and draw conclusions regarding the effect of a technology on the individual, society, or the environment and publish conclusions.

E. Computational Thinking: Programming: Computational thinking builds and enhances problem solving, allowing students to move beyond using knowledge to creating knowledge.

● Computational thinking and computer programming as tools used in design and engineering.

HS 8.2.12.E.1 Demonstrate an understanding of the problem-solving capacity of computers in our world. 8.2.12.E.2 Analyze the relationships between internal and external computer components. 8.2.12.E.3 Use a programming language to solve problems or accomplish a task (e.g., robotic functions, website designs, applications, and games). 8.2.12.E.4 Use appropriate terms in conversation (e.g., troubleshooting, peripherals, diagnostic software, GUI, abstraction, variables, data types and conditional statements).

21st Century Life and Careers

Career Ready Practices CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation.



CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.

Course Description

The AP course in Comparative Government and Politics introduces students to fundamental concepts used by political scientists to study the processes and outcomes of politics in a variety of country settings. The course aims to illustrate the rich diversity of political life, to show available institutional alternatives, to explain differences in processes and policy outcomes, and to communicate to students the importance of global political and economic changes. Comparison assists both in identifying problems and in analyzing policy-making. For example, we only know that a country has a high population growth rate or serious corruption when we compare it to other countries. Careful comparison of political systems produces useful knowledge about the institutions and policies countries have employed to address problems, or, indeed, what they have done to make things worse.

We can compare the effectiveness of policy approaches to poverty or overpopulation by examining how different countries solve similar problems. Furthermore, by comparing the political institutions and practices of wealthy and poor countries, we can begin to understand the political consequences of economic well-being. Finally, comparison assists explanation. Why are some countries stable democracies and not others? Why do many democracies have prime ministers instead of presidents? In addition to covering the major concepts that are used to organize and interpret what we know about political phenomena and relationships, the course should cover specific countries and their governments. Six countries form the core of the AP Comparative Government and Politics course: China, Great Britain, Iran, Mexico, Nigeria, and Russia. By using these six countries, the course can move the discussion of concepts from abstract definition to concrete example, noting that not all concepts will be equally useful in all country settings. The following sections provide general descriptions of the major themes and concepts of the course.

Students successfully completing this course will be able to:

● define and describe major comparative political concepts



● support generalizations with relevant factual information pertaining to the governments and politics of China, Great Britain, Iran, Mexico, Nigeria, and Russia

● analyze typical patterns of political processes and behavior and their consequences ● compare and contrast political institutions and processes across countries ● analyze and interpret basic data relevant to comparative government and politics

In addition to content-based knowledge and skills, this curriculum integrates the skills, knowledge, and expertise of Technology Literacy

standards the students in this course will (examine the relationships of the past to the present, solve challenging, authentic problems, accept the responsibility of supporting a group by improving their own skill sets, identify cross-content connections, utilize technology to solve problems real world economic, political and social problems.

Adopted Text(s) Wood, Ethel. AP Comparative Government and Politics: An Essential Coursebook. Germantown, NY: WoodYard Publications, 2015. Print.

Adopted Resources Kesselman, Mark, Joel Krieger, and William A. Joseph. Introduction to Comparative Politics: Political Challenges and Changing Agendas. Boston, MA: Cengage Learning, 2016. Print. Hauss, Charles. Comparative Politics Domestic Responses to Global Challenges. Australia: Cengage Learning, 2015. Print.

Additional Resources http://www.economist.com https://www.foreignaffairs.com http://www.aljazeera.com https://www.cia.gov/library/publications/the-world-factbook/ https://europa.eu/european-union/index_en https://www.au.int www.un.org/en/index.html


http://www.economist.com/

https://www.foreignaffairs.com/

http://www.aljazeera.com/

https://www.cia.gov/library/publications/the-world-factbook/

https://europa.eu/european-union/index_en

https://www.au.int/

http://www.un.org/en/index.html


https://www.washingtonpost.com https://www.nytimes.com https://www.theguardian.com/uk-news https://freedomhouse.org/report/freedom-world/freedom-world-2017 http://hdr.undp.org/en/statistics/hdi/ http://www.transparency.org/cpi2014/results

Unit 1 Unit #1: Foundations: A Framework for Studying Comparative Politics

Timeframe: 16 Days/3 Weeks/13 Expected Hours of Instruction

Subject/Topic: Comparative Politics

DESIRED RESULTS

Established Goals: ● 6.2.12.A.6.d Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences.

● 6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities.

● 6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources.

● 6.2.12.C.6.d Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries.

Enduring Understandings:

Students will understand: ● The methods used to analyze the political, economic and social aspects of diverse governing systems

around the world. ● The function of sovereignty, authority and power in different governmental systems. ● The real life implications of studying various governments in an increasingly globalized and

interconnected world.


https://www.washingtonpost.com/

https://www.nytimes.com/

https://www.theguardian.com/uk-news

https://freedomhouse.org/report/freedom-world/freedom-world-2017

http://hdr.undp.org/en/statistics/hdi/

http://www.transparency.org/cpi2014/results


Essential Questions: ● Why is the study of comparative politics important? ● How does political and economic change impact government and society? ● How is the relationship between citizens, society and the state always changing? ● How does sovereignty, authority and power function in different governments?

Critical Vocabulary Empirical Data, Normative, Hypothesis, Variable, Causation, Dependent Variable, Correlation, Sovereignty, Authority, Power, Political Institutions, Citizens, Society, State, Public Policy

All Students Will Know and Be Able To. . .

● Evaluate the relationship between citizens, society and the state ● Utilize the comparative method to study various nations and governments ● Analyze the role of sovereignty, authority and power in the functioning of governments ● Distinguish between the positive and negative effects of globalization as a force for change ● Debate the merits of cross-cultural analysis in studying various nation-states

EVIDENCE OF STUDENT LEARNING

Formative Performance Task:

Congratulations! You were recently hired by a Washington DC think-tank as a political scientist to work as part of the international research team. One of the most important tasks of political scientist is to assess the levels of development in nations around the world. While this is an enormous undertaking there are five basic factors that can be used to determine a country’s developmental level which are its political, social, economic and human development and corruption. Thus, you will be broken in groups of (3-4) to conduct five focused research activities on an assigned country (i.e. China, Russia, Great Britain, Mexico, Nigeria, Iran). After you complete these five activities you will create a country profile PowerPoint to present your findings to the class.

Summative Performance Task:

Your supervisor was impressed with your work and would like to see you personally about this project (the formative performance task). Assemble a graphic organizer that synthesizes and highlights the important information from all 5 nation-states and be prepared to answer specific questions about it.

Formal Evidence of Learning & Progress:

Rubrics Exit Cards Presentations Written Responses Essays



Quizzes Tests Research Projects Portfolios Journals Examinations of Student Work Performance Task

Informal Evidence of Learning & Progress:

Rubrics Exit Cards Presentations Reading Assessments (Oral, etc.) Pre-Assessments Portfolios Journals Peer Review Informal Observations/Dialogues Think Alouds Examinations of Student Work Self-Assessment /Reflection

LEARNING PLAN

Required Activities: The Students will be asked to: ● Complete Pretest of Unit 1 on the Comparative Method. ● Participate in a presentation on Comparative Politics. ● Read chapter 1: Introduction to Comparative Government and Politics: A Conceptual Approach (AP

Coursebook) ● Complete weekly quizzes on vocabulary terms from the readings. ● Engage in a Socratic Seminar on Sovereignty, Authority & Power. ● Compare and contrast the effects of income on life expectancy, development, inequality, government,

and poverty using the Gapminder interactive website and present your findings. (Gapminder Activity) ● Participate in class discussion on Political Structures.



● Research the similarities and differences in Command vs. Market economies. Then work in groups of three to complete a case study titled “Basic Economic Systems: “Command vs. Market Economies.”

● Engage in a Socratic Seminar on Citizens, Society & the State. ● Participate in a class discussion on Political & Economic Change. ● Assess the political, social, economic level of develop in a country of their choice in groups (3 to

4 students) and then create a substantive presentation for the class.

Required Resources:

● Introduction to Comparative Politics PowerPoint (Part 1) ● Comparative Politics Made Simple Reading ● Sovereignty, Authority & Power PowerPoint (Part 2) ● Political Structures PowerPoint (Part 3) ● Unit 1 Study Guide and Possible Free Response Questions (FQR) ● Citizens, Society & the State PowerPoint (Part 4) ● Political & Economic Change PowerPoint (Part 5) ● AP Comparative Government and Politics: An Essential Coursebook by Ethel Wood

Suggested Activities: The Students will be asked to: Activity 1

● Read the article “What Democracy Is & Is Not”. Then write a one page essay outlining the differences between democracy in the United States of America with a country of your choice.

Activity 2

● Read the article “Political Culture”. Then use one of the following websites www.nytimes.com or www.bbc.com to complete the chart titled: “Different Types of Political Culture”.

Suggested Resources:

● http://jcp.gc.cuny.edu ● https://www.jstor.org/journal/comppoli ● https://www.princeton.edu/politics/fields/comparative/ ● https://silvermansocialstudies.files.wordpress.com/2013/01/what-democracy-is-and-is-not.pdf ● https://silvermansocialstudies.files.wordpress.com/2013/01/political-culture-reading_ethel-wood.pdf ● https://silvermansocialstudies.files.wordpress.com/2013/01/understanding-civil-society-social-capital-parr

is.pdf ● https://silvermansocialstudies.files.wordpress.com/2013/01/globalization-briefing-paper1.pdf

Strategies for Differentiation:

The students will receive differentiated instruction in the content, process, and product via the following instructional strategies:

● Inquiry-Based Learning


http://www.nytimes.com/

http://www.bbc.com/

http://jcp.gc.cuny.edu/

https://silvermansocialstudies.files.wordpress.com/2013/01/what-democracy-is-and-is-not.pdf

https://silvermansocialstudies.files.wordpress.com/2013/01/political-culture-reading_ethel-wood.pdf

https://silvermansocialstudies.files.wordpress.com/2013/01/understanding-civil-society-social-capital-parris.pdf

https://silvermansocialstudies.files.wordpress.com/2013/01/understanding-civil-society-social-capital-parris.pdf

https://silvermansocialstudies.files.wordpress.com/2013/01/globalization-briefing-paper1.pdf


● Project-Based Learning ● Use of videos (Auditory) ● Diagrams/pictures (Visual) ● Voice & Choice ● Oral Presentations ● Computer-Based Research ● Written Assessments ● Small Group Instruction ● Self-Directed Learning ● Goal Setting ● Debate ● Student Interests ● Small Group Instruction

Unit 2 Unit #2: Advanced Democracies

Timeframe: 16 Days/3 Weeks/13 Hours Expected Hours of Instruction

Subject/Topic: Great Britain & The European Union

DESIRED RESULTS

Established Goals: ● 6.2.12.A.2.b Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy).

● 6.2.12.A.3.c Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of parliamentary government.

● 6.2.12.A.6.d Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences.

● 6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism.

● 6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and



evaluate the potential impact of these trends on the economy, political stability, and use of resources. ● 6.2.12.C.6.c Assess the role government monetary policies, central banks, international investment, and

exchange rates play in maintaining stable regional and global economies. ● 6.2.12.C.6.d Determine how the availability of scientific, technological, and medical advances impacts

the quality of life in different countries. ● 6.2.12.D.6.a Assess the role of increased personal and business electronic communications in creating a

“global” culture, and evaluate the impact on traditional cultures and values. ● 6.3.12.D.2 Analyze a current foreign policy issue by considering current and historical perspectives,

examining strategies, and presenting possible actions.


Students will understand: ● The scope and function of government activities in advanced democracies. ● The influence of citizens and society on political life and institutions in a democracy. ● The role of political parties and interest groups in shaping public policy. ● The difference between an advanced democracy and other forms of government. ● The functions of sovereignty, authority and power in democratic forms of government.

Essential Questions: ● What are the characteristics of advanced democracies? ● How has globalization affected the way democracies function? ● How do nations govern themselves on an international level?

Critical Vocabulary Democracies, Modernism, Post-modernism, Post-industrialism, Sectors of Economy, Supranational Organization, Parliamentary System, Keynesianism


● Explain the major characteristics of a democratic state. ● Evaluate and explain how citizens function in a democratic state. ● Utilize the comparative method to analyze the differences and similarities between advanced

democracies and other forms of government. ● Analyze the role and function of sovereignty, authority and power in advanced democracies. ● Assess the sources, nature and consequences of political change in a democracy.



The think-tank you work for placed you with a partner to conduct specific research about advanced democracies. In many advanced democracies around the world, political parties play a key role in influencing



public policy. You are tasked with completing a research based assignment on a political party in Great Britain. In this assignment, you and your partner are assigned a political party (Conservative, Liberal Democrat, Labour, UK Independence Party, Scottish National Party, Democratic Unionist Party, Plaid Cymru, Sinn Fein, Green). Then you will conduct research on the following areas:

● Party’s Ideology ● Party’s Manifesto ● Main Supporters ● Members in Parliament (Numerical) ● Campaign Graphic

After that you and your partner will create a PowerPoint presentation that articulates your party’s platform. Please note that the goal of this presentation is to convince voters in your country to vote with your party. Therefore, you should try to be very persuasive in your writing and make sure to explain why people should vote for your party instead of one of the other political parties.


You and the other teams of political scientists at the think-tank will now compete against each other for an award and a promotion. You have 3 minutes to round-robin and present your political platform to the other teams. Each side takes 1.5 minutes to convince the other team that you are the best party with which to form a coalition government. After all presentations are finished, each team votes in a secret ballot for another team. The supervisor (teacher) tallies the votes and allocates a reward to the winning team.


Rubrics Exit Cards Presentations Written Responses Essays Quizzes Tests Research Projects Portfolios Journals Examinations of Student Work




Rubrics Exit Cards Presentations Reading Assessments (Oral, etc.) Pre-Assessments Portfolios Journals Checklists Peer Review Informal Observations/Dialogues Think Alouds Examinations of Student Work Self-Assessment /Reflection

LEARNING PLAN

Required Activities: The Students will be asked to: ● Complete the Unit 2 Pretest on Advanced Democracies ● Complete a pair-share reading titled “Introduction to Advanced Democracies and then answer reading

comprehension questions. ● Read chapter 2: Government & Politics in Britain (AP Coursebook) ● Complete weekly quizzes on vocabulary terms from the readings. ● Participate in a class presentation on the Making of the Modern British State ● Participate in a Socratic Seminar on Governing & Policy Making in Great Britain ● Complete a jigsaw reading activity on Understanding Parliament ● Participate in a class discussion on Citizens, Society and the State (Great Britain) ● Discuss and engage the political parties of Great Britain ● Read an article titled “10 Least Livable Countries” in pairs and then create a plan to improve the Human

Development Index in a country of their choice. The students will present this plan to the class. ● Participate in a class presentation on the European Union ● Read chapter 3: The European Union (AP Course Book) ● Read the European Union Review Article and answer complete a graphic organizer on the text.



Required Resources:

● Introduction to Advanced Democracies Reading ● Advanced Democracies Reading Questions ● The Making of the Modern British State Visual Presentation ● Governance & Policy-Making Visual Presentation ● Citizens, Society and the State Visual Presentation ● Understanding Parliament Graphic Article ● Citizens, Society & the State PowerPoint (Part 4) ● Political & Economic Change PowerPoint (Part 5) ● 10 Least Livable Countries Article ● AP Comparative Government and Politics: An Essential Coursebook by Ethel Wood ● European Union Review Article

Suggested Activities: Students will be asked to: Activity 1

Go to www.economist.com. On this website find 2 articles on Great Britain. Please make sure that you choose one article that pertains to public policy and another article that deals with an economic issue. Then write a 2 page summary of how the political party that you researched for you performance task would handle the issues in the articles you find.

Activity: 2 Go to www. https://www.cia.gov/library/publications/the-world-factbook/geos/uk.html. Read the entire profile on Great Britain. Then complete the graphic organizer on Great Britain using this website:http://bestdelegate.com/wp-content/uploads/2011/09/Best-Delegate-Country-Profile.pdfhttp://bestdelegate.com/wp-content/uploads/2011/09/Best-Delegate-Country-Profile.pdf


● www.economist.com ● https://europa.eu/european-union/index_en ● https://www.cia.gov/library/publications/the-world-factbook/geos/uk.html ● https://www.gov.uk ● http://www.bbc.com/news/uk



● Inquiry-Based Learning ● Project-Based Learning ● Use of videos (Auditory)



https://www.cia.gov/library/publications/the-world-factbook/geos/uk.html

http://bestdelegate.com/wp-content/uploads/2011/09/Best-Delegate-Country-Profile.pdfhttp://bestdelegate.com/wp-content/uploads/2011/09/Best-Delegate-Country-Profile.pdf

http://bestdelegate.com/wp-content/uploads/2011/09/Best-Delegate-Country-Profile.pdfhttp://bestdelegate.com/wp-content/uploads/2011/09/Best-Delegate-Country-Profile.pdf



https://www.cia.gov/library/publications/the-world-factbook/geos/uk.html

https://www.gov.uk/

http://www.bbc.com/news/uk


● Diagrams/pictures (Visual) ● Voice & Choice ● Oral Presentations ● Computer-Based Research ● Written Assessments ● Small Group Instruction ● Self-Directed Learning ● Goal Setting ● Debate ● Student Interests

Unit 3 Unit #3: Communist and Post-Communist Regimes


Subject/Topic: Russia & China

DESIRED RESULTS

Established Goals: ● 6.2.12.B.5.e Assess the role of boundary disputes and limited natural resources as sources of conflict. ● 6.2.12.C.3.c Compare the characteristics of capitalism, communism, and socialism to determine why

each system emerged in different world regions. ● 6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and

Soviet communism. ● 6.3.12.D.1 Analyze the impact of current governmental practices and laws affecting national security

and/or individual civil rights/ privacy.



● 6.3.12.D.2 Analyze a current foreign policy issue by considering current and historical perspectives, examining strategies, and presenting possible actions.

● 6.2.12.D.3.b Explain how industrialization and urbanization affected class structure, family life, the daily lives of men, women, and children, and the environment.

● Assess the causes of revolution in the 20th Century.


● The role of government activities in communist and post-communist regimes. ● The role of citizens and society in communist systems of government. ● The function of political parties in the development of public policy. ● The difference between communist regimes and other forms of government. ● The functions of sovereignty, authority and power in communist/post-communist state.

Essential Questions: ● What are the sources of authority and power in communist governments? ● How do institutions function in communist regimes? ● Why have leaders in 21st c. post-communist regimes made decisions that shifted traditional communist

positions?

Critical Vocabulary Communist, Post-Communist, Regimes, Marxism, Maoism, Leninism


● Explain the major characteristics of a communist regimes. ● Articulate how citizens function in a communist government. ● Utilize the comparative method to analyze the differences and similarities between communist regimes

and other forms of government. ● Explain the role and function of sovereignty, authority and power in communist government. ● Debate the sources, nature and consequences of political change in a post communist regime.



The think-tank has come to rely on your analytical abilities, and now tasks you with an independent project. In all nations, there are different public and private institutions that help it function. One of the most important is the media. Yet, the role and function of the media differs in each country. Your will explore this reality by comparing the media in Russia and China.

● Step 1: Find 2 or more articles about Putin’s crackdown on the media in Russia ● Step 2: Find 2 or more articles about China’s crackdown on the Internet



● Step 3: Create a poster with a detailed diagram comparing the media in these countries


Your supervisor has placed you in a team of 3, and tasked you with choosing ONE of the following questions to research and present to the other think-tank teams:

● What is China’s relationship and policies towards Hong Kong? ● What is China’s relationship and policies towards Taiwan? ● How does China’s judicial/legal system work? ● What are the current population challenges in China?

Prepare a brief (5-7 minute) lesson to present to the class. Limit your text to key points and provide pictures/graphics to enhance your presentation. Use Google Slides to collaborate with each other. Other teams will evaluate the presenters with a rubric and provide feedback.


Rubrics Exit Cards Presentations Written Responses Essays Quizzes Tests Research Projects Portfolios Journals Checklists Examinations of Student Work


Rubrics Exit Cards Presentations Reading Assessments (Oral, etc.) Pre-Assessments Portfolios Journals Checklists



Peer Review Informal Observations/Dialogues Think Alouds Examinations of Student Work Self-Assessment /Reflection

LEARNING PLAN

Required Activities: The Students will be asked to: Part 1

● Complete the Pre-Test on Post-Communist Regimes ● Read chapter 4: Government and Politics in Russia (AP Coursebook) ● Complete weekly quizzes on vocabulary terms from the readings. ● Analyze the Russian and British governments using a graphic chart of their government structures ● Participate in a presentation on the Making of the Russian Modern State. ● Watch the Video “Commanding Heights” then write an essay summarizing the video using guided

questions. ● Evaluate and discuss the rights, liberties and powers outlined in the Russian Constitution. ● Engage in an active discussion on the Institutions within Russia ● Participate in a Socratic seminar about the Citizens, Society & State of Russia ● Complete the Unit Test on Communist Regimes

Part 2

● Complete Pretest on Communist Regimes ● Read chapter 5: Government and Politics in China (AP Coursebook) ● Complete weekly quizzes on vocabulary terms from the readings. ● Participate in a visual presentation on the Making of the Modern Chinese State (through Mao) ● Watch the Tank Man Documentary and discuss its themes as a class ● Participate in a visual presentation on the Making of the Modern Chinese State (Deng Xiaoping to

Present) ● Evaluate the Political Institutions of China via a presentation and class discussion ● Engage in socratic seminar about the Citizens, Society & State (China) ● Watch CBS 60 Minutes: China’s Housing Bubble & Ghost Towns and pair share at key segments in the

documentary



● Complete Post Test on Communist Regimes

Required Resources:

● Graphic Chart of Russia’s Government Structures ● Graphic Chart of Great Britain’s Government Structures ● PowerPoint presentation on The Modern Russian State ● Commanding Heights BBC Video on Russia ● Russian Constitution http://www.departments.bucknell.edu/russian/const/constit.html ● The Russian Constitution Graphic Organizer ● PowerPoint on Institutions within Russia ● PowerPoint on the Citizens, Society & State of Russia ● AP Comparative Government & Politics: An Essential Coursebook ● PowerPoint presentation on The Modern Chinese State ● http://www.cbsnews.com/news/china-real-estate-bubble-lesley-stahl-60-minutes/

Suggested Activities: ● Watch Communists, Nationalists, and China’s Revolutions: Crash Course World History # 37 ● Watch A Tale of Two Political Systems Ted Talk then write a one page report on your findings.


● https://www.youtube.com/watch?v=UUCEeC4f6ts ● https://www.ted.com/talks/eric_x_li_a_tale_of_two_political_systems/up-next?language=en



● Inquiry-Based Learning ● Project-Based Learning ● Use of videos (Auditory) ● Diagrams/pictures (Visual) ● Voice & Choice ● Oral Presentations ● Computer-Based Research ● Written Assessments ● Small Group Instruction ● Self-Directed Learning ● Goal Setting ● Debate ● Student Interests


http://www.departments.bucknell.edu/russian/const/constit.html

http://www.cbsnews.com/news/china-real-estate-bubble-lesley-stahl-60-minutes/

https://www.youtube.com/watch?v=UUCEeC4f6ts

https://www.ted.com/talks/eric_x_li_a_tale_of_two_political_systems/up-next?language=en


Unit 4 Unit #4: Newly Industrializing and Less Developed Countries


Subject/Topic: Mexico, Iran, Nigeria

DESIRED RESULTS

Established Goals: ● 6.2.12.A.3.b Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution

● 6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies.

● 6.2.12.A.3.c Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of parliamentary government

● 6.2.12.B.5.c Determine the impact of migration on the way of life (e.g., social, economic, and political structures) in countries of origin and in adopted countries.

● 6.2.12.B.5.e Assess the role of boundary disputes and limited natural resources as sources of conflict. ● 6.2.12.C.1.d Determine the effects of increased global trade and the importation of gold and silver from

the New World on inflation in Europe, Southwest Asia, and Africa. ● 6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and

evaluate the potential impact of these trends on the economy, political stability, and use of resources. ● 6.2.12.D.3.b Explain how industrialization and urbanization affected class structure, family life, the daily

lives of men, women, and children, and the environment. ● 6.2.12.D.3.e Analyze the impact of the policies of different European colonizers on indigenous societies,

and explain the responses of these societies to imperialistic rule. ● 6.3.12.D.2 Analyze a current foreign policy issue by considering current and historical perspectives,

examining strategies, and presenting possible actions.


Students will understand: ● The factors that lead a country to industrialize over time. ● The effects of a less developed country on its society and citizens.



● The role of political parties and interest groups in shaping public policy. ● The major differences between developing countries and other forms of government. ● The effects of corruption on sovereignty, authority and power in developing nations.

Essential Questions: ● Why are some countries more developed than others? ● How do institutions function in developing nations? ● How are the citizens of a nation affected by its social and economic development?

Critical Vocabulary Industrialized, Developing, Authoritarianism, Populism, Colonization, Poverty, Revolutions, Democratization, Fundamentalism, Corruption, African Union, Religion, Islam, Christianity


● Explain the major characteristics of a newly industrialized nations. ● Analyze and explain how citizens live and function in developing nations. ● Utilize the comparative method to analyze the differences and similarities between newly industrialized

nations and developing nations. ● Assess the role and function of sovereignty, authority and power in developing nations. ● Evaluate the sources, nature and consequences of political change in a newly industrialized nations.



You are being sent by the think-tank for field work abroad in a less developed, industrializing and modernizing country. As a political scientist, you are being tasked to measure the level of freedom in different countries. Of course, one country’s definition of “freedom” is often different than another country’s definition. Therefore, in the study of comparative politics, scholars analyze why countries vary in the way they view and define freedom. You are tasked before your trip with conducting research on the varying levels of freedom in Iran, Mexico and Nigeria. For each country, find 3 articles that speak to the level of freedom in these countries. Then, create a 15-minute presentation comparing the levels of freedom in Mexico, Nigeria and Iran. Here are two websites that will help you begin your research: www.freedomhouse.org https://www.transparency.org


Congratulations! You returned from your trip abroad and are now becoming an expert in the field. Collaborate with other experts in teams of 3 and create a work of visual art (i.e. collage) using images and text. Then,


http://www.freedomhouse.org/

https://www.transparency.org/


everyone conducts a gallery walk to view the images and scores them according to a rubric.




Rubrics Exit Cards Presentations Reading Assessments (Oral, etc.) Pre-Assessments Portfolios Journals Checklists Peer Review Informal Observations/Dialogues Think Alouds Examinations of Student Work Self-Assessment /Reflection

LEARNING PLAN

Required Activities: The Students will be asked to: Part 1



● Complete the Pre-Test on Mexico ● Read chapter 4: Government and Politics in Mexico (AP Coursebook) ● Complete Study Guide of possible Free Response Questions for Mexico. ● Complete weekly quizzes on vocabulary terms from the readings. ● Participate in a presentation on the Making of the Mexican Modern State. ● Engage in an active discussion on the Institutions Mexico ● Participate in a socratic seminar about the Citizens, Society & State of Mexico ● Conduct research comparing Mexico and Russia’s Electoral Results ● Complete the Unit Test on Mexico

Part 2

● Complete Pretest on Iran ● Read chapter 5: Government and Politics in Iran (AP Coursebook) ● Complete Study Guide of possible Free Response Questions for Iran ● Complete weekly quizzes on vocabulary terms from the readings ● Read the New York Times article, Iran: An Overview ● Participate in a visual presentation on the Making of the Modern Iran ● Complete a research project titled “How is Iran Ruled?” ● Watch the Iran and the West Documentary and discuss its themes as a class ● Evaluate the Political Institutions of Iran via a presentation and class discussion ● Engage in socratic seminar about the Citizens, Society & State (Iran) ● Complete Post Test on Iran

Part 3 ● Complete Pretest on Nigeria ● Read chapter 5: Government and Politics in Nigeria (AP Coursebook) ● Complete weekly quizzes on vocabulary terms from the readings ● Participate in a visual presentation on the Making of the Modern Nigerian State ● Evaluate the Political Institutions of Nigeria via a presentation and class discussion ● Engage in socratic seminar about the Citizens, Society & State (Nigeria) ● Complete Free Response Questions for Nigeria ● Complete Guided Reading Assignment on Nigeria ● Read article titled “Africa’s Giant is Waking up but it Still Looks Unsteady on its Feet”, then pair-share

about your findings ● Complete Post Test on Nigeria

Required ● AP Comparative Government & Politics: An Essential Coursebook



Resources: ● Free Response Study Guides (Nigeria, Mexico, Iran) ● Pre/Post Test (Nigeria, Mexico, Iran) ● Powerpoint presentation on the Making of the Modern Mexican State ● Powerpoint presentation on Institutions in Mexico ● Powerpoint presentation on Citizens, Society & the State (Mexico) ● Electoral Results Data (Russia & Mexico) ● Iranian Revolution Article ● Iran: An Overview New York Times Article ● How Iran is Ruled Chart ● Documentary title Iran & the West with Discussion Questions ● PowerPoint presentation on Institutions in Iran ● PowerPoint presentation on Citizens, Society & the State (Iran) ● Article titled “Africa’s giant is waking up, but it still looks unsteady on its feet”

Suggested Activities: ● Read the article titled “The Supreme Leader” by Karim Sadjadpour then write a one page summary of this reading.

● Read Ethel Wood’s introduction to Newly Industrializing and Less Developed Countries and complete both parts of the assigned reading guide.

● Research the History, Geography or Constitution of Nigeria and then write a 2-3 page paper on your findings.


● Article titled “The Supreme Leader by Karim Sadjapour ● Reading Guide for Newly Industrializing and Lesson Developed Countries ● Analyzing Nigerian Choice Activity



● Inquiry-Based Learning ● Project-Based Learning ● Use of videos (Auditory) ● Diagrams/pictures (Visual) ● Voice & Choice ● Oral Presentations ● Computer-Based Research ● Written Assessments ● Small Group Instruction



● Self-Directed Learning ● Goal Setting ● Debate ● Student Interests ● Organizational options

Unit 5 Unit #5: Studies in Comparative Government: United Nations Simulation

Timeframe: 44/Weeks/35 Hours Expected Instruction

Subject/Topic: International Relations & Comparative Politics

DESIRED RESULTS

Established Goals: ● 6.2.12.A.5.b Analyze the structure and goals of the United Nations and evaluate the organization’s ability to solve or mediate international conflicts.

● 6.2.12.A.5.e Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights.

● 6.2.12.A.6.b Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.

● 6.3.12.A.1 Develop a plan for public accountability and transparency in government related to a particular issue(s) and share the plan with appropriate government officials.

● 6.3.12.B.1 Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, and present those solutions to relevant national and international governmental and/or nongovernmental organizations.

● 6.3.12.C.1 Participate in a simulated meeting (e.g., President's Council, World Bank, International Monetary Fund (IMF)), research evidence from multiple sources about an economic problem, (e.g., inflation, unemployment, deficit), and develop a plan of action.


● The origin and purpose of the United Nations. ● The reasons why nations around collaborate on certain policy issues. ● The distribution of sovereignty, authority and power in international organizations.



● The role of diplomats in the development of international law. ● The organizational structure of the United Nations.

Essential Questions: ● Why is the United Nations such an important institution? ● Why is it important for countries to work together? ● How do nations interact in international organizations? ● Why do certain countries have more power and authority than other countries?

Critical Vocabulary United Nations, Human Rights, Security Council, Non-Governmental Organizations, Human Rights Council, Robert’s Rules of Order


● Explain the main organization structures within the United Nations. ● Analyze and explain how the diplomats of various nations interact. ● Utilize the comparative method to analyze the differences and similarities the role of nations within

international organizations. ● Assess the role and function of sovereignty, authority and power within the United Nations ● Evaluate the effectiveness of the United Nations in developing international laws and policies.





With a great resume, you left the Washington DC think-tank for a job at the United Nations as a foreign diplomat representing a specific country. As a diplomat, you need to be well versed in the political agenda of the country that you are serving. Therefore, write a policy position paper that articulates your country’s position regarding a specific policy and its resolutions. Research the following questions using the government and academic sources explored this year : Opening Statement

● Why is this topic important for the committee to address? ● Why does your country care about this topic in general? ● What is your country’s policy on this topic?

National Actions ● Is the topic an issue in your country? ● What actions has your country done to address the issue on a national level?

International Actions ● How has your country addressed the issue on an international level? ● What actions has your country taken on the issues on an international level? ● What conventions, treaties and/or resolutions has your country supported on this issue? ● What organizations that address this issue is your country a member? ● Do you have quotes from government officials on this issue?

Recommendation for Action ● What recommendation would your country like to see the international community take to address the

problem? ● What role would your country like to see the international community take to address the problem?


Following the great reception of your position paper, you were just asked to participate in a United Nations Simulation of a committee. The goal of this committee meeting will be to write a UN Resolution on a topic that you all will formally debate and choose by voting. For the debate, we will use Robert’s Rules of Order and you will work in small groups to draft parts of a resolution. In your group, it will be your job to make sure that your country’s position is accurately included in the resolution drafts. At the end of the simulation, all groups will combine their work to develop one class resolution which includes the following components: (Sponsors, Signatories, Topic & Clauses). This resolution must include at least 7 clauses and accurately represent the nations that sign it. Any nation(s) that refuses to sign the resolution will write a 2-page rebuttal explaining why it’s country could not to be a signatory.






Rubrics Debates Policy Memos Speeches Exit Cards Presentations Reading Assessments (Oral, etc.) Pre-Assessments Portfolios Journals Checklists Peer Review Informal Observations/Dialogues Think Alouds Examinations of Student Work Self-Assessment /Reflection

LEARNING PLAN



Required Activities: ● Actively engage in The United Nations Working for Us all Presentation ● Complete the Learning About the United Nations Reading Activity ● Watch Video titled “How does the United Nations Works? Discuss the structures as a class. ● Research assigned country using the Country Profile Chart ● Participate in a class discussion on Understanding Human Rights: Concepts & Debates ● Watch Video titled “The United Nations Year in Review” Record a list of issues the world is facing ● Write an essay that explains how art media and photography can work as a tool to protect human rights ● Presentation on Culture and Human Rights: The French Headscarves Ban ● Practice public speaking skills and strategies debating policy issues ● Participate in a class debate about the United Nations Convention on the Rights of Children ● Write a policy memo advocating for Universal Education in the world ● Watch a video explanation of R2P (Right to Protect) ● Practice negotiation tactics by debating who is responsible to protect people’s human rights around the

world ● Watch a documentary on the Crisis in Darfur and discuss the implication of genocide with a pair share

activity ● Participate in a presentation and discussion on non-governmental organizations ● Practice writing a United Nations Resolution in small groups ● Read an article in small groups on the work of Human Rights Council ● Debate the Freedom of Expression Controversy as a class ● Actively Participate in a lesson on Robert’s Rules of Order

Required Resources:

● The United Nations Working for Us All PowerPoint ● https://www.una.org.uk/sites/default/files/Teacher%27s%20Handbook.pdf ● How the United Nations works? Link - https://www.youtube.com/watch?v=QoIafzc0k74 ● Understanding Human Rights PowerPoint ● http://www.un.org/en/year-in-review/ ● www.hrw.org ● www.amnesty.org ● www.humanrightsfirst.org ● PowerPoint: Culture and Human Rights: The French Headscarves Ban ● Public Speaking & Debating PowerPoint ● United Nations Convention on the Rights of Children PowerPoint ● Write a policy memo advocating for Universal Education in the world ● R2P (Right to Protect) Video


https://www.una.org.uk/sites/default/files/Teacher%27s%20Handbook.pdf

https://www.youtube.com/watch?v=QoIafzc0k74

http://www.un.org/en/year-in-review/

http://www.hrw.org/

http://www.amnesty.org/

http://www.humanrightsfirst.org/


● Negotiation Tactics for Model UN PowerPoint. ● Documentary on Darfur Crisis ● Non-Governmental Organizations PowerPoint ● United Nations Resolutions http://www.un.org/en/sc/documents/resolutions/ ● Human Rights Council Article http://www.ohchr.org/en/hrbodies/hrc/pages/hrcindex.aspx ● Freedom of Expression Controversy PowerPoint ● http://www.pbs.org/ralphbunche/education/edu_model.html ● http://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/resolutions/

sample-resolution

Suggested Activities: Students will be asked to:

Activity 1 Examine role of bureaucracies in United Nations and compare/contrast to the bureaucracies in the European Union.

Activity 2 Watch 5 hours of BBC News over the course of this unit to compare/contrast advanced democracies, developing nations, communist/post communist countries and less developed nations. Record your finding in the graphic organizer provided.


● http://www.un.org/en/sections/resources/students/ ● https://europa.eu/european-union/index_en ● http://www.bbc.com/news/world_radio_and_tv



● Inquiry-Based Learning ● Project-Based Learning ● Use of videos (Auditory) ● Diagrams/pictures (Visual) ● Voice & Choice ● Oral Presentations ● Computer-Based Research ● Written Assessments ● Small Group Instruction


http://www.un.org/en/sc/documents/resolutions/

http://www.ohchr.org/en/hrbodies/hrc/pages/hrcindex.aspx

http://www.pbs.org/ralphbunche/education/edu_model.html

http://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/resolutions/sample-resolution

http://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/resolutions/sample-resolution

http://www.un.org/en/sections/resources/students/


http://www.bbc.com/news/world_radio_and_tv


● Self-Directed Learning ● Goal Setting ● Debate ● Student Interests ● Organizational options


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