curriculum guide - bridgeton.k12.nj.us

Bridgeton Public School District Grade: 11th & 12th

Content: Advanced Placement U.S. Government and Politics Date: August 2019

Part I

Curriculum Guide Part 1 is a guide to the curriculum. It serves as an overview of the standards, pacing, assessments and resources for the entire course. Additionally, the guide outlines the modifications necessary to

ensure all learners are academically successful.

Semester 1:

Semester 2:

Pacin

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Unit 1: Constitutional Underpinnings/Civil Liberties and Civil Rights Unit 2: Political Beliefs, Behaviors and Public Policy Mid Term Exam

Unit 3: Political Parties, Interest Groups and Mass Media Unit 4: Institutions of National Government Final Exam



Stand

ards

Unit 1:

6.1.12.A.1.a

Explain how British North American colonies adapted the British

governance structure to fit their ideas of individual rights, economic

growth, and participatory government.

6.1.12.A.1.b Analyze how gender, property ownership, religion, and legal

status affected political rights.

6.1.12.A.2.a

Assess the importance of the intellectual origins of the Foundational

Documents (i.e., Declaration of Independence, the Constitution, and Bill of

Rights) and assess their importance on the spread of democracy around

the world.

6.1.12.A.2.b

Compare and contrast state constitutions, including New Jersey’s 1776

constitution, with the United States Constitution, and determine their

impact on the development of American constitutional government.

6.1.12.A.2.c

Compare and contrast the arguments of Federalists and Anti-Federalists

during the ratification debates, and assess their continuing relevance.

6.1.12.A.2.e

Examine the emergence of early political parties and their views on

centralized government and foreign affairs, and compare these positions

with those of today’s political parties.

6.1.12.D.2.b

Explain why American ideals put forth in the Constitution (i.e., due process,

rule of law, and individual rights) have been denied to different groups of

people throughout time.

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. 8.1.2.F.1

Use geographic mapping tools to plan and solve problems.

Unit 3: 6.1.12.A.2.c Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification debates, and assess their continuing relevance. 6.1.12.A.2.e Examine the emergence of early political parties and their views on centralized government and foreign affairs, and compare these positions with those of today’s political parties. 6.1.12.A.3.c Assess the role of geopolitics in the development of American foreign relations during this period. 6.1.12.A.3.g Determine the extent to which state and local issues, the press, the rise of interest group politics, and the rise of party politics impacted the development of democratic institutions and practices. 6.1.12.A.14.c Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups. 6.1.12.A.14.d Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms. 6.1.12.A.14.e Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern. 6.1.12.A.14.f Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy. 6.1.12.A.14.g Analyze the impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools). 6.1.12.A.15.c Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations. 6.1.12.A.16.a Examine the impact of media and technology on political and social issues in a global society.



Unit 2:

6.1.12.A.2.e

Examine the emergence of early political parties and their views on

centralized government and foreign affairs, and compare these positions

with those of today’s political parties.

6.1.12.D.2.b

Explain why American ideals put forth in the Constitution (i.e., due process,

rule of law, and individual rights) have been denied to different groups of

people throughout time.

6.1.12.A.3.b

Determine the extent to which America’s foreign policy (i.e., Tripoli pirates,

the Louisiana Purchase, the War of 1812, the Monroe Doctrine, the War

with Mexico, and Native American removal) was influenced by perceived

national interest.

6.1.12.A.3.c

Assess the role of geopolitics in the development of American foreign

relations during this period.

6.1.12.A.6.a

Evaluate the effectiveness of Progressive reforms in preventing unfair

business practices and political corruption and in promoting social justice.

6.1.12.A.6.b

Evaluate the ways in which women organized to promote government

policies (i.e., abolition, women’s suffrage, and the temperance movement)

designed to address injustice, inequality, workplace safety, and immorality.

6.1.12.A.6.c

Relate the creation of African American advocacy organizations (i.e., the

National Association for the Advancement of Colored People) to United

States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and

local governmental policies.

6.2.12.A.2.a Compare the principle ideas of the Enlightenment in Europe (e.g., political, social, gender, education) with similar ideas in Asia and the Muslim empires of the Middle East and North Africa.

6.1.12.A.16.c Assess from various perspectives the effectiveness with which the United States government addresses economic issues that affect individuals, business, and/or other countries. 6.1.12.D.16.a Analyze the impact of American culture on other world cultures from multiple perspectives. 8.1.12.E.1



Unit 4: 6.1.12.A.2.a Assess the importance of the intellectual origins of the Foundational Documents (i.e., Declaration of Independence, the Constitution, and Bill of Rights) and assess their importance on the spread of democracy around the world. 6.1.12.A.2.b Compare and contrast state constitutions, including New Jersey’s 1776 constitution, with the United States Constitution, and determine their impact on the development of American constitutional government. 6.1.12.A.3.c Assess the role of geopolitics in the development of American foreign relations during this period. 6.1.12.A.14.a Evaluate the effectiveness of the checks and balances system in preventing one branch of national government from usurping too much power during contemporary times. 6.1.12.A.14.c Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups. 6.1.12.A.14.d Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms.



6.2.12.A.3.a Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, nationalism) became driving forces for reforms and revolutions, their influence on Latin American independence movements, and evaluate their impact on government, society, and economic opportunities. 6.2.12.A.4.a Explain the differences between socialism, communism, and fascism and explain the reasons for their spread in Europe and Asia. 6.2.12.A.5.a Explain how and why differences in ideologies and policies between the United States and the USSR resulted in a cold war, the formation of new alliances (e.g., NATO, SEATO, Warsaw Pact), and periodic military clashes (e.g., Korean War, conflicts in the Middle East). 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.c Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies. 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.A.2 Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal. 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.

6.1.12.A.14.e Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern. 6.1.12.A.14.f Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy. 6.1.12.A.14.g Analyze the impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools). 6.1.12.A.14.h Assess the effectiveness of government policies in balancing the rights of the individual against the need for national security. 6.2.12.A.2.a Compare the principle ideas of the Enlightenment in Europe (e.g., political, social, gender, education) with similar ideas in Asia and the Muslim empires of the Middle East and North Africa. 6.2.12.A.3.a Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, nationalism) became driving forces for reforms and revolutions, their influence on Latin American independence movements, and evaluate their impact on government, society, and economic opportunities. 6.2.12.A.4.a Explain the differences between socialism, communism, and fascism and explain the reasons for their spread in Europe and Asia. 6.2.12.A.5.a Explain how and why differences in ideologies and policies between the United States and the USSR resulted in a cold war, the formation of new alliances (e.g., NATO, SEATO, Warsaw Pact), and periodic military clashes (e.g., Korean War, conflicts in the Middle East). 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.



8.1.12.E.1



NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RH.11-12.3. Evaluate various perspectives for actions or events; determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA.W2.

6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies. 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.A.2 Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal. 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. 8.1.12.E.1



NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RH.11-12.3.

http://www.corestandards.org/ELA-Literacy/RH/11-12/5/

http://www.corestandards.org/ELA-Literacy/RST/11-12/7/



Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing products in response to ongoing feedback, including new arguments or information. WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.

Evaluate various perspectives for actions or events; determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

http://www.corestandards.org/ELA-Literacy/WHST/11-12/4/



http://www.corestandards.org/ELA-Literacy/RH/11-12/5/

http://www.corestandards.org/ELA-Literacy/RST/11-12/7/




WHST.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing products in response to ongoing feedback, including new arguments or information. WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.

Be

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Assessm

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Unit 1 Test: Constitutional Underpinnings/ Civil Liberties and Rights Unit 2 Test: Political Beliefs, Behaviors and Policy Mid Term Exam

Unit 3 Test: Political Parties, Interest Groups and the Mass Media Unit 4 Test: Institutions of National Government Final Exam

District

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American Government Institutions and Policies, Sixteenth

Editions, AP Edition 2019--James Q. Wilson, John J. Dilulio,

Jr., Meena Bose, Matthew Levendusky


Editions, AP Edition 2019--James Q. Wilson, John J. Dilulio,

Jr., Meena Bose, Matthew Levendusky





Mo

dificatio

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r At-R

isk Stu

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Modify activities/assignments/projects/assessments

Breakdown activities/assignments/projects/assessments into manageable units

Additional time to complete activities/assignments/projects/assessments

Provide an option for alternative activities/assignments/projects/assessments

Modify Content

Modify Amount

Adjust Pacing of Content

Small Group Intervention/Remediation

Individual Intervention/Remediation

Additional Support Materials

Lower-Level Text

Guided Notes Graphic Organizers

Mo

dificatio

ns

for G

ifted

Stud

ents

Modify activities/assignments/projects/assessments

Provide an option for alternative activities/assignments/projects/assessments

Modify Content

Adjust Pacing of Content

Small Group Enrichment

Individual Enrichment

Higher-Level Text

Mo

dificatio

ns

for En

glish

Learn

ers

All WIDA Can Do Descriptors can be found at this link: https://www.wida.us/standards/CAN_DOs/ Grade appropriate WIDA Can Do Descriptors:

Listening

Speaking

Reading

Writing

Oral Language

https://www.wida.us/standards/CAN_DOs/



Mo

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r Spe

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● Modify activities/assignments/projects/assessments ● Breakdown activities/assignments/projects/assessments into manageable units ● Additional time to complete activities/assignments/projects/assessments ● Provide an option for alternative activities/assignments/projects/assessments ● Modify Content ● Modify Amount ● Adjust Pacing of Content ● Small Group Intervention/Remediation ● Individual Intervention/Remediation ● Additional Support Materia ● Lower-Level Text ● Guided Notes ● Graphic Organizers ● Other Modifications for Special Education as indicated by the IEP

21

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The

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➢ Global Awareness ➢ Financial, Economic, Business and Entrepreneurial Literacy ➢ Civic Literacy ➢ Health Literacy

➢ Environmental



Required 21st Century Life and Careers Standards

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 global competence.



9.1.12.A.1 Differentiate among the types of taxes and employee benefits. 9.1.12.A.2 Differentiate between taxable and nontaxable income. 9.1.12.A.3 Analyze the relationship between various careers and personal earning goals. 9.1.12.A.4 Identify a career goal and develop a plan and timetable for achieving it, including educational/training requirements, costs, and possible debt. 9.1.12.A.5 Analyze how the economic, social, and political conditions of a time period can affect the labor market. 9.1.12.A.6 Summarize the financial risks and benefits of entrepreneurship as a career choice. 9.1.12.A.7 Analyze and critique various sources of income and available resources (e.g., financial assets, property, and transfer payments) and how they may substitute for earned income. 9.1.12.A.8 Analyze different forms of currency and how currency is used to exchange goods and services. 9.1.12.A.9 Analyze how personal and cultural values impact spending and other financial decisions. 9.1.12.A.10 Demonstrate how exemptions and deductions can reduce taxable income. 9.1.12.A.11 Explain the relationship between government programs and services and taxation. 9.1.12.A.12 Explain how compulsory government programs (e.g., Social Security, Medicare) provide insurance against some loss of income and benefits to eligible recipients. 9.1.12.A.13 Analyze the impact of the collective bargaining process on benefits, income, and fair labor practice

9.2.12.C.1 Review career goals and determine steps necessary for attainment. 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals. 9.2.12.C.3 Identify transferable career skills and design alternate career plans. 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education. 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures. 9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and resources required for owning and managing a business. 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace. 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices. 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability

Interdisciplinary Connections

Technology, Language Arts, Mathematics, Social Studies



Pa

rt II

Instructional Planning Guide Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and

should be utilized when writing individual, classroom lesson plans.

Unit 1: Constitutional Underpinnings/Civil Liberties and Civil Rights

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Understanding of the need for a stronger national government

Explore the compromises that took place at the Constitutional Convention and the battle for ratification of the Constitution

Understand the reasons and application of the principles of the Constitution

Recognize the differences between civil liberties and civil rights

Essential Q

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stion

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What were the weaknesses of the Articles of Confederation?

What compromises took place at the Constitutional Convention?

Why were there arguments for and against ratification of the Constitution?

What are principles of the Constitution?

How is power divided between the national government and state governments?

How has American Federalism evolved from the founding to the present?

Why was the Bill of Rights adopted so soon after the ratification of the Constitution?

How should the courts play a role in deciding what our civil liberties should be?

What forms of expression are protected by the Constitution?

How have American political institutions and public opinion expanded civil rights?



Component/Rationale/Recommended Resources Lesson Plans: Content and Language Objectives Rationale

Language objectives are essential to support the linguistic development of students.

They should be based on the four domains in language: Speaking, Listening, Reading and Writing

Recommended Resources:

Please refer to WIDA Can Do Descriptors https://www.wida.us/standards/CAN_DOs/ The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level bands (K, 1, 2–3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for ELLs 2.0. Within each grade-level band, the descriptors are organized by Key Use (Recount, Explain, Argue and Discuss) and within each Key Use, there are example descriptors for WIDA’s six levels of language proficiency (ELP Levels 1–6).

Add Language Objectives

Teaching Academic Vocabulary: Cognates Rationale

The explicit instruction of academic vocabulary, specifically cognates, is key to improve comprehension in English.

Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. While English may share very few cognates with a language like Chinese, approximately 50% of the academic vocabulary in English have a related word in Spanish.

Recommended Resources

When teaching vocabulary in an explicit manner, teachers must choose 5 to 10 Tier II words that students will need to have a solid grasp of key terms, which they will use to understand content in multiple areas of their learning. Teachers must use visuals, semantic, and mnemonic strategies. Explicit instruction must take place, three times per week, for a period of fifteen minutes per day.

The majority of Tier III words are cognates. However, Tier III words are content specific, and therefore, they should be taught "in the moment" because they need a quick explanation with heavy context. They should be taught naturally, without a separate instructional section.

Multiple links to list of cognates will be provided soon, but for now, please refer to the following link for a sample list: http://www.esdict.com/English-Spanish-Cognates.html#.Wvezm4WcGS4

Identity Vision Individual Values Needs Wants Decision Financial Planning Passions Goals

Applicable Tier 2 and Tier 3 Vocabulary available at:

http://www.wagnerhigh.net/pdf/Tier_2%20AND%20Tier%203_Common%20Core_Volcabulary_Terms.pdf


http://www.esdict.com/English-Spanish-Cognates.html#.Wvezm4WcGS4






Background Knowledge Rationale

Background knowledge is essential to become an expert in a subject. However, such back knowledge becomes useless if language or culture makes it impossible to link knowledge to a task.


Concepts should be directly linked to students’ background experience. This experience can be personal, cultural or academic.

Links should be explicitly made between past learning and new concepts

Key vocabulary is emphasized. New vocabulary is presented in context. The number of vocabulary items is limited.

List necessary prerequisite knowledge Discuss misconceptions This section applies to all learners

Resources: Scaffolds, Charts Diagrams and Technology

Rationale

Students learn by using scaffolds and strategies that lower the language complexity of the content they experience in the classroom, but keeping the rigor and the integrity of the material.

Students need to learn to use complex language, but to do so they need scaffolds and support. As English Learners transition through the various stages of the language acquisition process, scaffolds should gradually diminish. Eventually students become proficient and independent, and consequently, able to utilize scaffolds on their own.


The NJDOE Curricular Framework offers charts, and other resources aligned to the New Jersey Learning Standards. http://www.state.nj.us/education/cccs/frameworks/

At the moment, the NJDOE has not finalized the specific English Learners scaffolding section for each unit of the New Jersey Learning Standards. However, the archives of the Model Curriculum are still available. They offer scaffolds associated to specific standards, as well as ELA exemplar units for English Learners. Please refer to the following sample links:

http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/2u2.pdf http://www.state.nj.us/education/modelcurriculum/ela/exemplars/

How will the instruction be differentiated for all learners? Differentiated instruction for all learners will be provided via several of the following possible modalities: Achieve 3000 Visual and Graphic organizers Guided notes Collaborative Learning Strategies Rubric-based Research papers Primary Source analyses PowerPoint presentations Letter writing Essay writing (persuasive, research) Role-playing In-class debate Film analyses Group discussion/activities Open ended responses (verbal and written) Alternative assessments Music performance Film creation Visual/Graphic presentations

http://www.state.nj.us/education/cccs/frameworks/

http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/2u2.pdf

http://www.state.nj.us/education/modelcurriculum/ela/exemplars/



Lessons

Standard/Objective Materials Instructional Strategies

SWBAT: explain how evolving debates about liberty led from the Revolutionary War to the Constitutional Convention

SWBAT: explain the compromises and ratification arguments over the U.S. Constitution

SWBAT: explain and interpret the principles of the Constitution

SWBAT: explain why the Bill of Rights was adopted soon after the ratification of the Constitution

SWBAT: debate why the framers agreed on the idea of a separation of powers

SWBAT: identify the difference between a democracy and a republic

SWBAT: analyze how Thomas Hobbes and John Locke differed about democracy

SWBAT: discern whose freedoms the Constitution protects

SWBAT: debate the pros and cons of federalism in the U.S.


Editions, AP Edition 2019--James Q. Wilson, John J. Dilulio, Jr.,

Meena Bose, Matthew Levendusky

Internet Resources:

www.TeachingAmericanHistory.com

www.constitutioncenter.org

http://thomas.loc.gov/home/thomas.php

Court cases: www.law.cornell.edu/supct

state news: www.stateline.org

Council of State Governments: www.csg.org

National Governors Association: www.nga.org

Supreme Court decisions:

www.findlaw.com/casecode/supreme.html

Civil Rights Division of the Department of Justice:

www.usdoj.gov

American Civil Liberties Union: www.aclu.org

Sample AP multiple choice questions

Lead discussion

Whole group instruction

Guided notes

Create and monitor group activities

Analyze historical documents

Debate

Power points

Critical thinking and writing

Real world application

Technology based learning

Free response writing:

http://www.teachingamericanhistory.com/

http://www.constitutioncenter.org/


http://www.law.cornell.edu/supct

http://www.stateline.org/

http://www.csg.org/

http://www.nga.org/

http://www.findlaw.com/casecode/supreme.html

http://www.usdoj.gov/

http://www.aclu.org/



SWBAT: trace the evolution of federalism from the Founding to the present

SWBAT: examine landmark cases involving Federal/state relations

SWBAT: summarize how the Constitution protects religious freedom

SWBAT: examine the role of the courts in deciding what our civil liberties should be

SWBAT: evaluate Supreme court cases concerning civil liberties and civil rights

SWBAT: explain how Supreme Court rulings and federal legislation have attempted to end racial discrimination in the United States

SWBAT: discuss how court doctrine and public opinion has changed in the 21st century

American Center for Law and Justice: www.aclu.org

Summative Assessments

Exemplar Lessons

Unit 1 Test: Constitutional Underpinnings/Civil Liberties and Civil Rights

N/A




Pa

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Unit 2: Political Beliefs, Behaviors and Public Policy

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Examine political culture in the United States compared to other countries

Understand the shaping of public opinion, policy and ideology and political participation

Recognize the challenge of political leadership and examine how it has changed

Essential

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How does political culture differ from political ideology?

Does the United States have a unique culture to other advanced industrialized democracies?

What is “public opinion” and how do we measure it?

What is “political ideology” and how does it matter for what elites and the mass public believe?

How did the Framers of the Constitution think average citizens should participate in America’s representative democracy?

How has the challenge of political leadership changed since the days of the Constitutional Convention?



Lesson Plans: Content and Language Objectives Rationale













Resume References Cover Letter Interview Process Job Career


















Rationale













Lessons


SWBAT: identify the key sources of political culture in the United States

SWBAT: compare and contrast the ideology of the American people

SWBAT: Evaluate how American political culture affects public confidence in government and tolerance of different political views

SWBAT: Define what is public opinion and how it is measured

SWBAT: Discuss what are the major factors that shape public opinion

SWBAT: Summarize the argument for and against the claim that low levels of political knowledge among ordinary voters impact American democracy

SWBAT: analyze how voter turnout compares to other industrialized democracies

SWBAT: describe the historical expansion of suffrage in America and how this affected voter participation

SWBAT: itemize things that for many years kept the agenda of the federal government short




Internet Resources:


www.constitutioncenter.org


Court cases: www.law.cornell.edu/supct

state news: www.stateline.org

Council of State Governments: www.csg.org

National Governors Association: www.nga.org

Polling organizations: www.ropercenter.uconn.edu

www.gallup.com

U.S. Census Bureau: www.census.gov

Information for voters:

Congress.org: www.congress.org

League of Women Voters: www.lwv.org/


Lead discussion


Guided notes



Current events

Power points




Free response writing


http://www.constitutioncenter.org/


http://www.law.cornell.edu/supct

http://www.stateline.org/

http://www.csg.org/

http://www.nga.org/

http://www.ropercenter.uconn.edu/

http://www.gallup.com/

http://www.census.gov/

http://www.congress.org/

http://www.lwv.org/



SWBAT: discuss things that have expanded the agenda of the federal government

SWBAT: contrast features of the Old System versus the New System of American government

SWBAT: analyze how the challenge of political leadership has changed since the days of the Constitutional Convention

Voter Information Services: www.vis.org/

Voting Guide: www.vote411.org/

National Mail Voter Registration Form:

www.fec.gov/votregis/vr.shtml

Voter turnout statistics:

www.census.gov/compendia/statab/cats/elections/voting-

age_population_and_voter_particpation.html

Summative Assessments Exemplar Lessons

Unit 2 Test: Political Beliefs, Behaviors and Public Policy N/A

http://www.vis.org/

http://www.vote411.org/

http://www.fec.gov/votregis/vr.shtml

http://www.census.gov/compendia/statab/cats/elections/voting-age_population_and_voter_particpation.html

http://www.census.gov/compendia/statab/cats/elections/voting-age_population_and_voter_particpation.html



Pa

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Unit 3: Political Parties, Interest Groups and the Mass Media

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Evaluate political parties and the two-party system

Examine campaigns today and the effects of elections on policy

Discuss the role of interests groups, social movements, and the mass media on politics



Essential Q

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stion

s

What is a political party, and why were the framers of the Constitution concerned about the influence of political parties?

Why does America have a two-party system?

How has America’s two-party system changed and how does it differ from the party systems of other representative democracies?

What are the key differences between presidential and congressional elections?

How do voters typically decide on a candidate?

What are the various ways interest groups try to influence the policymaking process?

Why do people join interest groups?

What are the main political functions of the media in America?

How much power do the media have?

















Financial Aid Student Loans FAFSA Common Application Recommendations Scholarship Grants SAT/ACT
















Rationale













Lessons


SWBAT: Describe the roles of political parties and how they differ from parties in other countries.

SWBAT: Summarize the historical evolution of the party system in America.

SWBAT: Define partisan identification, and explain how it shapes the political behavior of ordinary Americans.

SWBAT: Describe the factors that influence the presidential elections.

SWBAT: Identify the key differences between presidential and congressional elections.

SWBAT: summarize the history of campaign finance reform efforts, and explain finance reform.

SWBAT: explain what an interest group is, and identify the main factors that led to their rise in America.

SWBAT: analyze the ways interest groups relate to social movements.

SWBAT: discuss how interest groups attempt to influence public policy and how does government regulate interest group activities.

SWBAT: detail the various types of people who join interest groups and PACS.




Internet Resources:


Democratic National Committee: www.democrats.org

Republican National Committee: www.rnc.org

Green party: www.greens.org

Libertarian party: www.lp.org

Reform party: www.reformparty.org

Conservative interest groups:

American Conservative Union: www.conservative.com

Christian Coalition: http://www.cc.org

Liberal Interest groups:


Americans for Democratic Action: www.adaction.org

Environmental groups:


Lead discussion


Guided notes



Current events

Power points






http://www.democrats.org/

http://www.rnc.org/

http://www.greens.org/

http://www.lp.org/

http://www.reformparty.org/

http://www.conservative.com/

http://www.cc.org/


http://www.adaction.org/



SWBAT: trace the evolution of the press in America, explaining how media coverage of politics has changed over time.

SWBAT: explain the main political functions of the media in America, and discuss how the media both enhance and detract from American democracy.

SWBAT: discuss the reasons behind lower levels of media trust today, and summarize the arguments for and against media bias.

Environmental Defense: www.environmneataldefense.org

National Resources Defense Council: www.nrdc.org

Civil rights groups:

NAACP: www.naacp.org

Center for Equal Opportunity: www.ceousa.org

Feminist group: National Organization for Women:

www.now.org

To get analysis of the press:

Nonpartisan view: www.cmpa.com

Liberal view: www.fair.org

Conservative view: www.mrc.org

Public opinion about the press:

Pew Research Center: www.people-press.org

National media:

The New York Times: www.nytimes.com

The Wall Street Journal: www.wsj.com

The Washington Post: www.washintonpost.com

Compilation of major new sources: www.realclearpolitics.com

http://www.environmneataldefense.org/

http://www.nrdc.org/

http://www.naacp.org/

http://www.ceousa.org/

http://www.now.org/

http://www.cmpa.com/

http://www.fair.org/

http://www.mrc.org/

http://www.people-press.org/

http://www.nytimes.com/

http://www.wsj.com/

http://www.washintonpost.com/

http://www.realclearpolitics.com/




Unit 3 Test: Political Parties, Interest Groups and the Mass Media N/A



Pa

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Instructional Planning Guide Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and should

be utilized when writing individual, classroom lesson plans.

Unit 4: Institutions of the National Government

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Trace the evolution and organization of Congress, the Presidency and the growth of bureaucracy

Examine presidential transitions and the federal bureaucracy today

Understand the development and structure of the federal courts

Evaluate the Supreme Court in action and the principle of judicial review

Essential Q

ue

stion

s

In what respect is Congress “the first branch” of American National government?

How has the legislative productivity of the U.S. Congress varied over time?

Does Congress normally do what most citizens want it to do?

How have the constitutional and political powers of the presidency evolved from the founding of the U.S. to the present?

How do Presidents make policy?

What is “bureaucracy” and in what ways is the American bureaucracy distinctive?

What happened to make the bureaucracy a “fourth branch” of American national government?

What is judicial review?

Should federal judges serve for life?
















Sacrifices Gratification Life-Learner Fear Anxiety Accountability Responsibility Commitments

















Rationale













Lessons


SWBAT: discuss who serves in Congress and what influences their votes

SWBAT: summarize the organizations of Congress

SWBAT: discuss the possibilities for congressional reform

SWBAT: identify the main differences between a congress and a parliament

SWBAT: examine how closely do members of Congress mirror the American people in terms of gender, race, and other demographic characteristics?

SWBAT: explain how presidents differ from prime ministers and the rise of divided government

SWBAT: discuss why presidential character and organization matter for policymaking

SWBAT: trace the evolution of the presidency and the rice of the federal bureaucracy

SWBAT: summarize how the constitutional and political powers of the presidency evolved from the founding of the U.S. to the present

SWBAT: define bureaucracy and discuss in what ways is the American bureaucracy distinctive

SWBAT: define “discretionary authority” and why do some bureaucrats have lots of it




Internet Resources:


Democratic National Committee: www.democrats.org

Republican National Committee: www.rnc.org

Green party: www.greens.org

Libertarian party: www.lp.org

Reform party: www.reformparty.org

Conservative interest groups:

American Conservative Union: www.conservative.com

Christian Coalition: http://www.cc.org

Liberal Interest groups:


Americans for Democratic Action: www.adaction.org

Environmental groups:


Lead discussion


Guided notes



Current events

Power points






http://www.democrats.org/

http://www.rnc.org/

http://www.greens.org/

http://www.lp.org/

http://www.reformparty.org/

http://www.conservative.com/

http://www.cc.org/


http://www.adaction.org/



SWBAT: examine Congress ability to exert control over the bureaucracy

SWBAT: identify what happened to make the bureaucracy a “fourth branch” of American national government

SWBAT: trace the development of the federal courts

SWBAT: discuss the structure, jurisdiction, and operation of the federal courts

SWBAT: explain how federal courts exercise power and the checks on judicial review

SWBAT: debate if federal judges should only interpret existing laws or should they be able to create new laws

Environmental Defense: www.environmneataldefense.org

National Resources Defense Council: www.nrdc.org

Civil rights groups:

NAACP: www.naacp.org

Center for Equal Opportunity: www.ceousa.org

Feminist group: National Organization for Women:

www.now.org

To get analysis of the press:

Nonpartisan view: www.cmpa.com

Liberal view: www.fair.org

Conservative view: www.mrc.org

Public opinion about the press:

Pew Research Center: www.people-press.org

National media:

The New York Times: www.nytimes.com

The Wall Street Journal: www.wsj.com

The Washington Post: www.washintonpost.com

Compilation of major new sources: www.realclearpolitics.com

http://www.environmneataldefense.org/

http://www.nrdc.org/

http://www.naacp.org/

http://www.ceousa.org/

http://www.now.org/

http://www.cmpa.com/

http://www.fair.org/

http://www.mrc.org/

http://www.people-press.org/

http://www.nytimes.com/

http://www.wsj.com/

http://www.washintonpost.com/

http://www.realclearpolitics.com/




Unit 4 Test: Institutions of the National Government N/A



PA

RT III

Lesson Plans Part III consists of the lesson plans developed by the classroom teacher. When developing

lesson plans, teachers are to consider the unique needs of learners within their classroom. Lesson plans should consist of instructional strategies that are engaging, include high order thinking, promote student discussion, and provide support for all students. The recommended template for lesson planning is the Gradual Release of

Responsibility. http://www.acpsk12.org/pl/coachs-cuts/gradual-release-model/ Lesson Plans must be uploaded to Genesis.