Bridgeton Public School District Grade: 11 th & 12 th 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: Pacing Guide 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
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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
g Gu
ide
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
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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.
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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
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 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.
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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.
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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.
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
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.
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.
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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.
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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
nch
mark
Assessm
en
ts
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
Re
qu
ired
Re
sou
rces
American Government Institutions and Policies, Sixteenth
Editions, AP Edition 2019--James Q. Wilson, John J. Dilulio,
Jr., Meena Bose, Matthew Levendusky
American Government Institutions and Policies, Sixteenth
Editions, AP Edition 2019--James Q. Wilson, John J. Dilulio,
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
Mo
dificatio
ns fo
r Spe
cial Ed
ucatio
n
● 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
st C
en
tury
The
mes
➢ Global Awareness ➢ Financial, Economic, Business and Entrepreneurial Literacy ➢ Civic Literacy ➢ Health Literacy
➢ Environmental
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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.
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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
End
urin
g U
nd
erstan
din
gs
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
ue
stion
s
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?
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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.
Recommended Resources
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.
Recommended Resources
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:
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
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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 2: Political Beliefs, Behaviors and Public Policy
End
urin
g U
nd
erstan
din
gs
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
Qu
estio
ns
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?
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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
Resume References Cover Letter Interview Process Job Career
Applicable Tier 2 and Tier 3 Vocabulary available at:
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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.
Recommended Resources
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.
Recommended Resources
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:
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
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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 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
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
Essential Q
ue
stion
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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?
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).
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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
Financial Aid Student Loans FAFSA Common Application Recommendations Scholarship Grants SAT/ACT
Applicable Tier 2 and Tier 3 Vocabulary available at:
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.
Recommended Resources
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
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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.
Recommended Resources
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:
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
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
Summative Assessments Exemplar Lessons
Unit 3 Test: Political Parties, Interest Groups and the Mass Media N/A
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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 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?
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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
Sacrifices Gratification Life-Learner Fear Anxiety Accountability Responsibility Commitments
Applicable Tier 2 and Tier 3 Vocabulary available at:
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.
Recommended Resources
Concepts should be directly linked to students’ background experience. This experience can be personal, cultural or academic.
List necessary prerequisite knowledge Discuss misconceptions This section applies to all learners
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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.
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.
Recommended Resources
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:
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
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
Summative Assessments Exemplar Lessons
Unit 4 Test: Institutions of the National Government N/A
Bridgeton Public School District Grade: 11th & 12th
Content: Advanced Placement U.S. Government and Politics Date: August 2019
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.