ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: U.S. Government I
GRADE LEVEL: 11/12, 1 semester
CREATION DATE: July 2002
Essential Question, Concept or Theme: 1. What is political ‘power’ and how is it acquired and used in America?
PA Standards: 5.1.12.A, B, E, I, L; 5.2.12.D, E; 5.3.12.A, B, E, F, H, K
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
 support a point of view with specific
U.S. Government I
Aligned Materials/
Resources/Technology
Assessment
Instructor will utilize the level-appropriate
textbook and supplemental reader (if
applicable); to wit,
Level One:
American Government: the Essentials, by
James Q. Wilson and John J. DiIulio, Jr.,
Eighth Edition, Houghton-Mifflin
Company (2001)
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Highly Recommended:
Required notebook
Homework assignments
Quizzes-- announced and/or unannounced
Class presentations—individual and/or
group
Multimedia presentations
Current Events journal
Optional:
Debates
Cooperative learning activities
Role-playing/simulations
Film reviews
Document-based Questions
Election coverage
Approx. Time Allotment:
Perspectives on American Politics, by
William Lasser, Third Edition, HoughtonMifflin Company (2000)
Additionally, instructor may utilize a
variety of other level-appropriate
materials, resources, and technological
opportunities, including but not limited
to…
Level One:
For question 1:
Banfield, Edward C. Political Influence
(New York: Free Press, 1961)
Crick, Bernard The American Science of
Politics (London: Routledge and Kegan
Paul, 1959)
Marx, Karl, and Friedrich Engels “The
Manifesto of the Communist Party” In the
Marx-Engels Reader, 2nd ed., edited by
Robert C. Tucker (New York: Norton,
1978) pp. 469-500. Also see Engels,
“Socialism: Utopian and Scientific” pp.
683-717
Mills, C. Wright The Power Elite (New
York: Oxford University Press, 1956)
Schumpeter, Joseph A. Capitalism,
Socialism, and Democracy, 3rd ed. (New
York: Harper Torchbooks, 1950, chs. 2023)
Page 1
Instructional Strategies
Students will participate in many of the
following learning activities…
Class discussions
Simulations, debates, role-playing
activities
Cooperative learning activities (jigsaw
reading, peer review, group research
presentations, e.g.)
Individual student presentations
Primary source analysis
Secondary source analysis
Multimedia presentations
Election coverage—predictions, polling
analysis, results analysis
Field trips
Internet research
Computer assisted learning
Distance learning
Use of the library, computer labs, and
laptop carts
Reading newspaper/watching TV
news/accessing news websites
Instructor may choose from among the
following instructional strategies…
Teacher-generated lectures
Class discussions
Simulations/role playing activities
Multimedia presentations
Guest speakers/community resources
Field trips
“Virtual” field trips
Teacher-moderated debates
Reading assignments
Skills lessons with reinforcing activities
Current events analysis
- -
July 2002
Essential Question, Concept or Theme: 1. What is political ‘power’ and how is it acquired and used in America?
PA Standards: 5.1.12.A, B, E, I, L; 5.2.12.D, E; 5.3.12.A, B, E, F, H, K
Benchmark/Skills
evidence
practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers

U.S. Government I
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
Along with these specific resources,
instructors should be aware of the
supplemental materials that are available
in conjunction with the textbook. The
“Instructor’s Resource Manual” provides
help with course planning, lecture content,
and discussion questions. There is a
“Transparency Package” with full-color
transparencies, and the same images are
also available as downloadable
PowerPoint slides—available at the
“Instructor’s Resource Page”
(www.college.hmco.com). NOTE:
Teachers will need to obtain a password
from the Houghton Mifflin sales
representative in order to access this
material.
Students should be made aware of several
technology opportunities. Each copy of
the textbook came with a “Real Deal
UpGrade CD-ROM.” This contains
chapter outlines, study skills tips, selftests, primary source documents, web
links, video clips, and footage from nine
key campaign advertisements. NOTE:
Teachers need to make sure to keep
careful track of these CDs so they are
available for all students in subsequent
years. There is also an American
Government, Eighth Edition Web Site,
accessible through the Houghton Mifflin
College Division web site, at
www.college.hmco.com. This site
provides study aids, chapter outlines, selfquizzes, “What Would You Do?”
simulations, and chapter-specific web
links.
Page 2
- -
July 2002
Essential Question, Concept or Theme: 1. What is political ‘power’ and how is it acquired and used in America?
PA Standards: 5.1.12.A, B, E, I, L; 5.2.12.D, E; 5.3.12.A, B, E, F, H, K
Adaptations/Inclusion
Enrichment Strategies
Remediation Strategies
Techniques
Approx. Time Allotment:
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Multicultural/Interdisciplinary
Connection
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
There are many multicultural strands
woven throughout the fabric of the course,
most obviously:
With Question 1, attention can be paid to
how much political power is held or has
ever been held by various different social
or ethnic groups in America.
U.S. Government I
Page 3
- -
July 2002
Essential Question, Concept or Theme: 2. How is power divided between the national government and the states under the Constitution?
Approx. Time Allotment:
PA Standards: 5.1.12.F, H; 5.2.12.A, B; 5.3.12.A, B, C
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
 support a point of view with specific
evidence
U.S. Government I
Aligned Materials/
Resources/Technology
Instructor will utilize the level-appropriate
textbook and supplemental reader (if
applicable); to wit,
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Level One:
American Government: the Essentials, by
James Q. Wilson and John J. DiIulio, Jr.,
Eighth Edition, Houghton-Mifflin
Company (2001)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Highly Recommended:
Required notebook
Homework assignments
Quizzes-- announced and/or unannounced
Class presentations—individual and/or
group
Multimedia presentations
Current Events journal
Optional:
Debates
Cooperative learning activities
Role-playing/simulations
Film reviews
Document-based Questions
Election coverage
Perspectives on American Politics, by
William Lasser, Third Edition, HoughtonMifflin Company (2000)
Additionally, instructor may utilize a
variety of other level-appropriate
materials, resources, and technological
opportunities, including but not limited
to…
Level One:
For question 1:
Banfield, Edward C. Political Influence
(New York: Free Press, 1961)
Crick, Bernard The American Science of
Politics (London: Routledge and Kegan
Paul, 1959)
Marx, Karl, and Friedrich Engels “The
Manifesto of the Communist Party” In the
Marx-Engels Reader, 2nd ed., edited by
Robert C. Tucker (New York: Norton,
1978) pp. 469-500. Also see Engels,
“Socialism: Utopian and Scientific” pp.
683-717
Mills, C. Wright The Power Elite (New
York: Oxford University Press, 1956)
Schumpeter, Joseph A. Capitalism,
Socialism, and Democracy, 3rd ed. (New
York: Harper Torchbooks, 1950, chs. 2023)
Page 4
Instructional Strategies
Students will participate in many of the
following learning activities…
Class discussions
Simulations, debates, role-playing
activities
Cooperative learning activities (jigsaw
reading, peer review, group research
presentations, e.g.)
Individual student presentations
Primary source analysis
Secondary source analysis
Multimedia presentations
Election coverage—predictions, polling
analysis, results analysis
Field trips
Internet research
Computer assisted learning
Distance learning
Use of the library, computer labs, and
laptop carts
Reading newspaper/watching TV
news/accessing news websites
Instructor may choose from among the
following instructional strategies…
Teacher-generated lectures
Class discussions
Simulations/role playing activities
Multimedia presentations
Guest speakers/community resources
Field trips
“Virtual” field trips
Teacher-moderated debates
Reading assignments
Skills lessons with reinforcing activities
Current events analysis
- -
July 2002
Essential Question, Concept or Theme: 2. How is power divided between the national government and the states under the Constitution?
Approx. Time Allotment:
PA Standards: 5.1.12.F, H; 5.2.12.A, B; 5.3.12.A, B, C
Benchmark/Skills

practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government I
Assessment
Aligned Materials/
Resources/Technology
Along with these specific resources,
instructors should be aware of the
supplemental materials that are available
in conjunction with the textbook. The
“Instructor’s Resource Manual” provides
help with course planning, lecture content,
and discussion questions. There is a
“Transparency Package” with full-color
transparencies, and the same images are
also available as downloadable
PowerPoint slides—available at the
“Instructor’s Resource Page”
(www.college.hmco.com). NOTE:
Teachers will need to obtain a password
from the Houghton Mifflin sales
representative in order to access this
material.
Instructional Strategies
Students should be made aware of several
technology opportunities. Each copy of
the textbook came with a “Real Deal
UpGrade CD-ROM.” This contains
chapter outlines, study skills tips, selftests, primary source documents, web
links, video clips, and footage from nine
key campaign advertisements. NOTE:
Teachers need to make sure to keep
careful track of these CDs so they are
available for all students in subsequent
years. There is also an American
Government, Eighth Edition Web Site,
accessible through the Houghton Mifflin
College Division web site, at
www.college.hmco.com. This site
provides study aids, chapter outlines, selfquizzes, “What Would You Do?”
simulations, and chapter-specific web
links.
Page 5
- -
July 2002
Essential Question, Concept or Theme: 2. How is power divided between the national government and the states under the
Constitution?
PA Standards: 5.1.12.F, H; 5.2.12.A, B; 5.3.12.A, B, C
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
U.S. Government I
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Page 6
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
- -
July 2002
Essential Question, Concept or Theme: 3.What distinctive set of beliefs is fundamental to how most Americans, past and present,
Approx. Time Allotment:
think about politics and government?
PA Standards: 5.1.12.A, B, C, D, E, F, H, I, L, M; 5.2.12.A, B, D, E, F, G; 5.3.12.J, K; 5.4.12.C
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
Students will…
Instructor will utilize the level-appropriate
Instructor will assign and assess
Students will participate in many of
1. Master relevant terms from each chapter appropriate student products,
textbook and supplemental reader (if
the following learning activities…
(see appendix)
applicable); to wit,
Class discussions
performances, and assessments from
Simulations, debates, role-playing
among the following…
 keep a notebook with key terms
activities
Level One:
definitions for each chapter
American Government: the Essentials, by
Cooperative learning activities (jigsaw
 demonstrate mastery of terms through Required:
Final Exam (Departmental)
James Q. Wilson and John J. DiIulio, Jr.,
reading, peer review, group research
use in class discussion, in essays, and
Two “Benchmark” Assessments
Eighth Edition, Houghton-Mifflin Company
presentations, e.g.)
on tests
Research Component
(2001)
Individual student presentations
2. Experience a variety of essay writing
Teacher-generated chapter/unit tests
Primary source analysis
techniques
Perspectives
on
American
Politics,
by
Secondary source analysis
 write essays on every chapter test
William
Lasser,
Third
Edition,
HoughtonMultimedia presentations
Highly Recommended:
 write a research paper
Mifflin
Company
(2000)
Election coverage—predictions, polling
Required notebook
3. Develop note-taking and study skills
analysis, results analysis
Homework
assignments
 take notes on a daily basis; notebooks
Additionally,
instructor
may
utilize
a
variety
Field trips
Quizzes-announced
and/or
unannounced
should be checked periodically
of
other
level-appropriate
materials,
Internet research
Class
presentations—individual
and/or
 be introduced to Cornell note-taking
resources,
and
technological
opportunities,
Computer assisted learning
group
method
including but not limited to…
Distance learning
Multimedia
presentations
 be taught a variety of study strategies
Use of the library, computer labs, and
Current Events journal
throughout the year
laptop carts
Level One:
 have access to on-line test preparation
For
question
1:
Reading
newspaper/watching TV
Optional:
materials
Banfield, Edward C. Political Influence
news/accessing news websites
Debates
4. Utilize charts, graphs, and tables to
(New York: Free Press, 1961)
Cooperative learning activities
enhance the understanding of statistical
Crick, Bernard The American Science of
Role-playing/simulations
Instructor may choose from among
materials
Politics (London: Routledge and Kegan
Film
reviews
the following instructional
5. Interpret political cartoons
Paul, 1959)
Document-based
Questions
strategies…
6. Locate information using appropriate
Marx, Karl, and Friedrich Engels “The
Election
coverage
Teacher-generated lectures
sources and strategies
Manifesto of the Communist Party” In the
Class discussions
 use online research techniques
Marx-Engels Reader, 2nd ed., edited by
Simulations/role playing activities
 select appropriate sources from
Robert C. Tucker (New York: Norton,
Multimedia presentations
among books, journals, databases, and
1978) pp. 469-500. Also see Engels,
Guest speakers/community resources
the Internet
“Socialism: Utopian and Scientific” pp. 683- Field trips
 locate information efficiently through
717
“Virtual” field trips
use of table of contents, indices,
Mills, C. Wright The Power Elite (New
Teacher-moderated debates
glossaries, and appendices
York: Oxford University Press, 1956)
Reading assignments
7. Refine oral communication skills
Schumpeter, Joseph A. Capitalism,
Skills lessons with reinforcing activities
 develop persuasive speaking skills
Socialism, and Democracy, 3rd ed. (New
Current events analysis
through class discussions
York: Harper Torchbooks, 1950, chs. 20-23)
U.S. Government I
Page 7
- -
July 2002
Essential Question, Concept or Theme: 3.What distinctive set of beliefs is fundamental to how most Americans, past and present,
Approx. Time Allotment:
think about politics and government?
PA Standards: 5.1.12.A, B, C, D, E, F, H, I, L, M; 5.2.12.A, B, D, E, F, G; 5.3.12.J, K; 5.4.12.C
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
Along with these specific resources,
 support a point of view with specific
instructors should be aware of the
evidence
supplemental materials that are available in
 practice public speaking through
conjunction with the textbook. The
individual and group presentations
“Instructor’s Resource Manual” provides
8. Synthesize information from a variety
help with course planning, lecture content,
of sources
and discussion questions. There is a
 read both primary and secondary
“Transparency Package” with full-color
source materials
transparencies, and the same images are also
 compare information from their
available as downloadable PowerPoint
textbook to other sources
slides—available at the “Instructor’s
 regularly read the newspaper and
Resource Page” (www.college.hmco.com).
watch TV news programs
NOTE: Teachers will need to obtain a
 access Internet sites dealing with
password from the Houghton Mifflin sales
political/governmental issues
representative in order to access this
9. Recognize bias in source materials
material.
 understand distinctions between
“conservative,” “moderate,” and
Students should be made aware of several
“liberal” viewpoints
technology opportunities. Each copy of the
 utilize knowledge of political parties
textbook came with a “Real Deal UpGrade
to assess points of view of
CD-ROM.” This contains chapter outlines,
authors/speakers
study skills tips, self-tests, primary source
documents, web links, video clips, and
footage from nine key campaign
advertisements. NOTE: Teachers need to
make sure to keep careful track of these CDs
so they are available for all students in
subsequent years. There is also an American
Government, Eighth Edition Web Site,
accessible through the Houghton Mifflin
College Division web site, at
www.college.hmco.com. This site provides
study aids, chapter outlines, self-quizzes,
“What Would You Do?” simulations, and
chapter-specific web links.
U.S. Government I
Page 8
- -
July 2002
Essential Question, Concept or Theme: 3.What distinctive set of beliefs is fundamental to how most Americans, past and present,
think about politics and government?
PA Standards: 5.1.12.A, B, C, D, E, F, H, I, L, M; 5.2.12.A, B, D, E, F, G; 5.3.12.J, K; 5.4.12.C
Adaptations/Inclusion Techniques
Enrichment Strategies
Remediation Strategies
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
There are many multicultural strands
woven throughout the fabric of the course,
most obviously:
With Question 3, an inquiry can be made
into whether there are different views held
by different social/ethnic groups towards
politicians and government. Also, this
question lends itself to a study of why and
when different groups of people have
gotten involved in the political process.
U.S. Government I
Page 9
- -
July 2002
Essential Question, Concept or Theme: 4. How responsive is contemporary American government to the opinion of persistent
popular majorities, and how, if at all, do differences in political participation affect what government actually does?
PA Standards: 5.1.12.F, G, J, L, M; 5.2.12.B, C, D, E, F, G; 5.3.12.A, E, H, J
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
U.S. Government I
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Instructional Strategies
Instructor will utilize the level-appropriate
textbook and supplemental reader (if
applicable); to wit,
Students will participate in many of
the following learning activities…
Class discussions
Simulations, debates, role-playing
activities
Cooperative learning activities (jigsaw
reading, peer review, group research
presentations, e.g.)
Individual student presentations
Primary source analysis
Secondary source analysis
Multimedia presentations
Election coverage—predictions, polling
analysis, results analysis
Field trips
Internet research
Computer assisted learning
Distance learning
Use of the library, computer labs, and
laptop carts
Reading newspaper/watching TV
news/accessing news websites
Level One:
American Government: the Essentials, by
James Q. Wilson and John J. DiIulio, Jr.,
Eighth Edition, Houghton-Mifflin Company
(2001)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Highly Recommended:
Required notebook
Homework assignments
Quizzes-- announced and/or unannounced
Class presentations—individual and/or
group
Multimedia presentations
Current Events journal
Optional:
Debates
Cooperative learning activities
Role-playing/simulations
Film reviews
Document-based Questions
Election coverage
Approx. Time Allotment:
Perspectives on American Politics, by
William Lasser, Third Edition, HoughtonMifflin Company (2000)
Additionally, instructor may utilize a variety
of other level-appropriate materials,
resources, and technological opportunities,
including but not limited to…
Level One:
For question 1:
Banfield, Edward C. Political Influence
(New York: Free Press, 1961)
Crick, Bernard The American Science of
Politics (London: Routledge and Kegan
Paul, 1959)
Marx, Karl, and Friedrich Engels “The
Manifesto of the Communist Party” In the
Marx-Engels Reader, 2nd ed., edited by
Robert C. Tucker (New York: Norton,
1978) pp. 469-500. Also see Engels,
“Socialism: Utopian and Scientific” pp. 683717
Mills, C. Wright The Power Elite (New
York: Oxford University Press, 1956)
Schumpeter, Joseph A. Capitalism,
Socialism, and Democracy, 3rd ed. (New
York: Harper Torchbooks, 1950, chs. 20-23)
Page 10
-
Instructor may choose from among
the following instructional
strategies…
Teacher-generated lectures
Class discussions
Simulations/role playing activities
Multimedia presentations
Guest speakers/community resources
Field trips
“Virtual” field trips
Teacher-moderated debates
Reading assignments
Skills lessons with reinforcing activities
Current events analysis
-
July 2002
Essential Question, Concept or Theme: 4. How responsive is contemporary American government to the opinion of persistent
popular majorities, and how, if at all, do differences in political participation affect what government actually does?
PA Standards: 5.1.12.F, G, J, L, M; 5.2.12.B, C, D, E, F, G; 5.3.12.A, E, H, J
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies

support a point of view with specific
evidence
 practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government I
Along with these specific resources,
instructors should be aware of the
supplemental materials that are available in
conjunction with the textbook. The
“Instructor’s Resource Manual” provides
help with course planning, lecture content,
and discussion questions. There is a
“Transparency Package” with full-color
transparencies, and the same images are also
available as downloadable PowerPoint
slides—available at the “Instructor’s
Resource Page” (www.college.hmco.com).
NOTE: Teachers will need to obtain a
password from the Houghton Mifflin sales
representative in order to access this
material.
Students should be made aware of several
technology opportunities. Each copy of the
textbook came with a “Real Deal UpGrade
CD-ROM.” This contains chapter outlines,
study skills tips, self-tests, primary source
documents, web links, video clips, and
footage from nine key campaign
advertisements. NOTE: Teachers need to
make sure to keep careful track of these CDs
so they are available for all students in
subsequent years. There is also an American
Government, Eighth Edition Web Site,
accessible through the Houghton Mifflin
College Division web site, at
www.college.hmco.com. This site provides
study aids, chapter outlines, self-quizzes,
“What Would You Do?” simulations, and
chapter-specific web links.
Page 11
- -
July 2002
Essential Question, Concept or Theme: 4. How responsive is contemporary American government to the opinion of persistent
popular majorities, and how, if at all, do differences in political participation affect what government actually does?
PA Standards: 5.1.12.F, G, J, L, M; 5.2.12.B, C, D, E, F, G; 5.3.12.A, E, H, J
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
There are many multicultural strands
woven throughout the fabric of the course,
most obviously:
Question 4 allows for an inquiry into
“special interest groups,” and how the
political process and government responds
to pressure from various different social or
ethnic groups in America.
U.S. Government I
Page 12
- -
July 2002
Essential Question, Concept or Theme: 5. How has America’s two-party system evolved over the past century and a half, how does it
differ from the party systems of other representative democracies, and how secure is its future?
PA Standards: 5.2.12.A, D; 5.3.12.A, E, F, K
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
U.S. Government I
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Instructional Strategies
Instructor will utilize the level-appropriate
textbook and supplemental reader (if
applicable); to wit,
Students will participate in many of
the following learning activities…
Class discussions
Simulations, debates, role-playing
activities
Cooperative learning activities (jigsaw
reading, peer review, group research
presentations, e.g.)
Individual student presentations
Primary source analysis
Secondary source analysis
Multimedia presentations
Election coverage—predictions, polling
analysis, results analysis
Field trips
Internet research
Computer assisted learning
Distance learning
Use of the library, computer labs, and
laptop carts
Reading newspaper/watching TV
news/accessing news websites
Level One:
American Government: the Essentials, by
James Q. Wilson and John J. DiIulio, Jr.,
Eighth Edition, Houghton-Mifflin Company
(2001)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Highly Recommended:
Required notebook
Homework assignments
Quizzes-- announced and/or unannounced
Class presentations—individual and/or
group
Multimedia presentations
Current Events journal
Optional:
Debates
Cooperative learning activities
Role-playing/simulations
Film reviews
Document-based Questions
Election coverage
Approx. Time Allotment:
Perspectives on American Politics, by
William Lasser, Third Edition, HoughtonMifflin Company (2000)
Additionally, instructor may utilize a variety
of other level-appropriate materials,
resources, and technological opportunities,
including but not limited to…
Level One:
For question 1:
Banfield, Edward C. Political Influence
(New York: Free Press, 1961)
Crick, Bernard The American Science of
Politics (London: Routledge and Kegan
Paul, 1959)
Marx, Karl, and Friedrich Engels “The
Manifesto of the Communist Party” In the
Marx-Engels Reader, 2nd ed., edited by
Robert C. Tucker (New York: Norton,
1978) pp. 469-500. Also see Engels,
“Socialism: Utopian and Scientific” pp. 683717
Mills, C. Wright The Power Elite (New
York: Oxford University Press, 1956)
Schumpeter, Joseph A. Capitalism,
Socialism, and Democracy, 3rd ed. (New
York: Harper Torchbooks, 1950, chs. 20-23)
Page 13
-
Instructor may choose from among
the following instructional
strategies…
Teacher-generated lectures
Class discussions
Simulations/role playing activities
Multimedia presentations
Guest speakers/community resources
Field trips
“Virtual” field trips
Teacher-moderated debates
Reading assignments
Skills lessons with reinforcing activities
Current events analysis
-
July 2002
Essential Question, Concept or Theme: 5. How has America’s two-party system evolved over the past century and a half, how does it
differ from the party systems of other representative democracies, and how secure is its future?
PA Standards: 5.2.12.A, D; 5.3.12.A, E, F, K
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies

support a point of view with specific
evidence
 practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government I
Along with these specific resources,
instructors should be aware of the
supplemental materials that are available in
conjunction with the textbook. The
“Instructor’s Resource Manual” provides
help with course planning, lecture content,
and discussion questions. There is a
“Transparency Package” with full-color
transparencies, and the same images are also
available as downloadable PowerPoint
slides—available at the “Instructor’s
Resource Page” (www.college.hmco.com).
NOTE: Teachers will need to obtain a
password from the Houghton Mifflin sales
representative in order to access this
material.
Students should be made aware of several
technology opportunities. Each copy of the
textbook came with a “Real Deal UpGrade
CD-ROM.” This contains chapter outlines,
study skills tips, self-tests, primary source
documents, web links, video clips, and
footage from nine key campaign
advertisements. NOTE: Teachers need to
make sure to keep careful track of these CDs
so they are available for all students in
subsequent years. There is also an American
Government, Eighth Edition Web Site,
accessible through the Houghton Mifflin
College Division web site, at
www.college.hmco.com. This site provides
study aids, chapter outlines, self-quizzes,
“What Would You Do?” simulations, and
chapter-specific web links.
Page 14
- -
July 2002
Essential Question, Concept or Theme: 5. How has America’s two-party system evolved over the past century and a half, how does
it differ from the party systems of other representative democracies, and how secure is its future?
PA Standards: 5.2.12.A, D; 5.3.12.A, E, F, K
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
U.S. Government I
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Page 15
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
- -
July 2002
Essential Question, Concept or Theme: 6. How have primaries and general election campaigns changed over the past century and a
half, and what matters most in who wins presidential and congressional elections?
PA Standards: 5.2.12.B; 5.3.12.E, F, H, J
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
U.S. Government I
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Instructor will utilize the level-appropriate
textbook and supplemental reader (if
applicable); to wit,
Level One:
American Government: the Essentials, by
James Q. Wilson and John J. DiIulio, Jr.,
Eighth Edition, Houghton-Mifflin Company
(2001)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Highly Recommended:
Required notebook
Homework assignments
Quizzes-- announced and/or unannounced
Class presentations—individual and/or
group
Multimedia presentations
Current Events journal
Optional:
Debates
Cooperative learning activities
Role-playing/simulations
Film reviews
Document-based Questions
Election coverage
Approx. Time Allotment:
Perspectives on American Politics, by William
Lasser, Third Edition, Houghton-Mifflin
Company (2000)
Additionally, instructor may utilize a variety
of other level-appropriate materials,
resources, and technological opportunities,
including but not limited to…
Instructional Strategies
Students will participate in many of
the following learning activities…
Class discussions
Simulations, debates, role-playing
activities
Cooperative learning activities (jigsaw
reading, peer review, group research
presentations, e.g.)
Individual student presentations
Primary source analysis
Secondary source analysis
Multimedia presentations
Election coverage—predictions,
polling analysis, results analysis
Field trips
Internet research
Computer assisted learning
Distance learning
Use of the library, computer labs, and
laptop carts
Reading newspaper/watching TV
news/accessing news websites
Level One:
For question 1:
Banfield, Edward C. Political Influence (New
York: Free Press, 1961)
Crick, Bernard The American Science of
Instructor may choose from among
Politics (London: Routledge and Kegan Paul, the following instructional
1959)
strategies…
Marx, Karl, and Friedrich Engels “The
Teacher-generated lectures
Manifesto of the Communist Party” In the
Class discussions
Marx-Engels Reader, 2nd ed., edited by Robert Simulations/role playing activities
C. Tucker (New York: Norton, 1978) pp.
Multimedia presentations
469-500. Also see Engels,
Guest speakers/community resources
“Socialism: Utopian and Scientific” pp. 683Field trips
717
“Virtual” field trips
Mills, C. Wright The Power Elite (New
Teacher-moderated debates
York: Oxford University Press, 1956)
Reading assignments
Schumpeter, Joseph A. Capitalism,
Skills lessons with reinforcing
Socialism, and Democracy, 3rd ed. (New
activities
York: Harper Torchbooks, 1950, chs. 20-23)
Current events analysis
Page 16
- July 2002
Essential Question, Concept or Theme: 6. How have primaries and general election campaigns changed over the past century and a
half, and what matters most in who wins presidential and congressional elections?
PA Standards: 5.2.12.B; 5.3.12.E, F, H, J
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies

support a point of view with specific
evidence
 practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government I
Along with these specific resources,
instructors should be aware of the
supplemental materials that are available in
conjunction with the textbook. The
“Instructor’s Resource Manual” provides help
with course planning, lecture content, and
discussion questions. There is a
“Transparency Package” with full-color
transparencies, and the same images are also
available as downloadable PowerPoint
slides—available at the “Instructor’s Resource
Page” (www.college.hmco.com). NOTE:
Teachers will need to obtain a password from
the Houghton Mifflin sales representative in
order to access this material.
Students should be made aware of several
technology opportunities. Each copy of the
textbook came with a “Real Deal UpGrade
CD-ROM.” This contains chapter outlines,
study skills tips, self-tests, primary source
documents, web links, video clips, and
footage from nine key campaign
advertisements. NOTE: Teachers need to
make sure to keep careful track of these CDs
so they are available for all students in
subsequent years. There is also an American
Government, Eighth Edition Web Site,
accessible through the Houghton Mifflin
College Division web site, at
www.college.hmco.com. This site provides
study aids, chapter outlines, self-quizzes,
“What Would You Do?” simulations, and
chapter-specific web links.
Page 17
- -
July 2002
Essential Question, Concept or Theme: 6. How have primaries and general election campaigns changed over the past century and a
half, and what matters most in who wins presidential and congressional elections?
PA Standards: 5.2.12.B; 5.3.12.E, F, H, J
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
U.S. Government I
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Page 18
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
- -
July 2002
Essential Question, Concept or Theme: 7. To what extent are the members of Congress truly representative of the American
people?
PA Standards: 5.2.12.D, E, G; 5.3.12.A, B, C; 5.4.12.D
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
U.S. Government I
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Instructional Strategies
Instructor will utilize the level-appropriate
textbook and supplemental reader (if
applicable); to wit,
Students will participate in many of
the following learning activities…
Class discussions
Simulations, debates, role-playing
activities
Cooperative learning activities (jigsaw
reading, peer review, group research
presentations, e.g.)
Individual student presentations
Primary source analysis
Secondary source analysis
Multimedia presentations
Election coverage—predictions, polling
analysis, results analysis
Field trips
Internet research
Computer assisted learning
Distance learning
Use of the library, computer labs, and
laptop carts
Reading newspaper/watching TV
news/accessing news websites
Level One:
American Government: the Essentials, by
James Q. Wilson and John J. DiIulio, Jr.,
Eighth Edition, Houghton-Mifflin Company
(2001)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Highly Recommended:
Required notebook
Homework assignments
Quizzes-- announced and/or unannounced
Class presentations—individual and/or
group
Multimedia presentations
Current Events journal
Optional:
Debates
Cooperative learning activities
Role-playing/simulations
Film reviews
Document-based Questions
Election coverage
Approx. Time Allotment:
Perspectives on American Politics, by
William Lasser, Third Edition, HoughtonMifflin Company (2000)
Additionally, instructor may utilize a variety
of other level-appropriate materials,
resources, and technological opportunities,
including but not limited to…
Level One:
For question 1:
Banfield, Edward C. Political Influence
(New York: Free Press, 1961)
Crick, Bernard The American Science of
Politics (London: Routledge and Kegan
Paul, 1959)
Marx, Karl, and Friedrich Engels “The
Manifesto of the Communist Party” In the
Marx-Engels Reader, 2nd ed., edited by
Robert C. Tucker (New York: Norton,
1978) pp. 469-500. Also see Engels,
“Socialism: Utopian and Scientific” pp. 683717
Mills, C. Wright The Power Elite (New
York: Oxford University Press, 1956)
Schumpeter, Joseph A. Capitalism,
Socialism, and Democracy, 3rd ed. (New
York: Harper Torchbooks, 1950, chs. 20-23)
Page 19
-
Instructor may choose from among
the following instructional
strategies…
Teacher-generated lectures
Class discussions
Simulations/role playing activities
Multimedia presentations
Guest speakers/community resources
Field trips
“Virtual” field trips
Teacher-moderated debates
Reading assignments
Skills lessons with reinforcing activities
Current events analysis
-
July 2002
Essential Question, Concept or Theme: 7. To what extent are the members of Congress truly representative of the American
people?
PA Standards: 5.2.12.D, E, G; 5.3.12.A, B, C; 5.4.12.D
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies

support a point of view with specific
evidence
 practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government I
Along with these specific resources,
instructors should be aware of the
supplemental materials that are available in
conjunction with the textbook. The
“Instructor’s Resource Manual” provides
help with course planning, lecture content,
and discussion questions. There is a
“Transparency Package” with full-color
transparencies, and the same images are also
available as downloadable PowerPoint
slides—available at the “Instructor’s
Resource Page” (www.college.hmco.com).
NOTE: Teachers will need to obtain a
password from the Houghton Mifflin sales
representative in order to access this
material.
Students should be made aware of several
technology opportunities. Each copy of the
textbook came with a “Real Deal UpGrade
CD-ROM.” This contains chapter outlines,
study skills tips, self-tests, primary source
documents, web links, video clips, and
footage from nine key campaign
advertisements. NOTE: Teachers need to
make sure to keep careful track of these CDs
so they are available for all students in
subsequent years. There is also an American
Government, Eighth Edition Web Site,
accessible through the Houghton Mifflin
College Division web site, at
www.college.hmco.com. This site provides
study aids, chapter outlines, self-quizzes,
“What Would You Do?” simulations, and
chapter-specific web links.
Page 20
- -
July 2002
Essential Question, Concept or Theme: 7. To what extent are the members of Congress truly representative of the American
people?
PA Standards: 5.2.12.D, E, G; 5.3.12.A, B, C; 5.4.12.D
Adaptations/Inclusion Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such as
but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide, as
needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
U.S. Government I
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students
any of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
There are many multicultural strands
woven throughout the fabric of the course,
most obviously:
Question 7 lends itself to biographical
inquiries into various different
politicians/judges who represent different
social and ethnic groups in America.
Page 21
- -
July 2002
Essential Question, Concept or Theme: 8. How powerful is the president, and how can we get the best people to run for the presidency?
PA Standards: 5.2.12.A, B, D, E, G; 5.3.12.A, B, E, F
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
U.S. Government I
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Highly Recommended:
Required notebook
Homework assignments
Quizzes-- announced and/or
unannounced
Class presentations—individual and/or
group
Multimedia presentations
Current Events journal
Optional:
Debates
Cooperative learning activities
Role-playing/simulations
Film reviews
Document-based Questions
Election coverage
Instructional Strategies
Instructor will utilize the level-appropriate
textbook and supplemental reader (if
applicable); to wit,
Level One:
American Government: the Essentials, by
James Q. Wilson and John J. DiIulio, Jr.,
Eighth Edition, Houghton-Mifflin Company
(2001)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Approx. Time Allotment:
Perspectives on American Politics, by William
Lasser, Third Edition, Houghton-Mifflin
Company (2000)
Additionally, instructor may utilize a variety of
other level-appropriate materials, resources,
and technological opportunities, including but
not limited to…
Students will participate in many of
the following learning activities…
Class discussions
Simulations, debates, role-playing
activities
Cooperative learning activities (jigsaw
reading, peer review, group research
presentations, e.g.)
Individual student presentations
Primary source analysis
Secondary source analysis
Multimedia presentations
Election coverage—predictions,
polling analysis, results analysis
Field trips
Internet research
Computer assisted learning
Distance learning
Use of the library, computer labs, and
laptop carts
Reading newspaper/watching TV
news/accessing news websites
Level One:
For Question 8:
Barber, James David. The Presidential
Character. 3rd ed. (Englewood Cliffs, N.J.:
Prentice-Hall, 1985).
Instructor may choose from among
Corwin, Edward S. The President: Offices and
the following instructional
Powers. 5th ed. (New York: New York
strategies…
University Press, 1985).
Teacher-generated lectures
Jones, Charles O. Passage to the Presidency.
Class discussions
(Washington D.C.: Brookings Institution,
Simulations/role playing activities
1998).
Multimedia presentations
Neustadt, Richard E. Presidential Power: The
Guest speakers/community resources
Politics of Leadership. Rev. ed. (New York:
Field trips
Wiley, 1976).
“Virtual” field trips
Peterson, Mark A. Legislating Together: The
Teacher-moderated debates
White House and Congress from Eisenhower to Reading assignments
Reagan. (Cambridge: Harvard University
Skills lessons with reinforcing
Press, 1990).
activities
World Wide Web Resources:
Current events analysis
Page 22
- -
July 2002
Essential Question, Concept or Theme: 8. How powerful is the president, and how can we get the best people to run for the presidency?
PA Standards: 5.2.12.A, B, D, E, G; 5.3.12.A, B, E, F
Benchmark/Skills

support a point of view with specific
evidence
 practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government I
Aligned Materials/
Resources/Technology
Assessment
Approx. Time Allotment:
Instructional Strategies
www.whitehouse.gov
www.ipl.org/ref/POTUS
www.interlink-café.com/uspresidents
Along with these specific resources, instructors
should be aware of the supplemental materials
that are available in conjunction with the
textbook. The “Instructor’s Resource Manual”
provides help with course planning, lecture
content, and discussion questions. There is a
“Transparency Package” with full-color
transparencies, and the same images are also
available as downloadable PowerPoint slides—
available at the “Instructor’s Resource Page”
(www.college.hmco.com). NOTE: Teachers
will need to obtain a password from the
Houghton Mifflin sales representative in order
to access this material.
Students should be made aware of several
technology opportunities. Each copy of the
textbook came with a “Real Deal UpGrade CDROM.” This contains chapter outlines, study
skills tips, self-tests, primary source
documents, web links, video clips, and footage
from nine key campaign advertisements.
NOTE: Teachers need to make sure to keep
careful track of these CDs so they are available
for all students in subsequent years. There is
also an American Government, Eighth Edition
Web Site, accessible through the Houghton
Mifflin College Division web site, at
www.college.hmco.com. This site provides
study aids, chapter outlines, self-quizzes,
“What Would You Do?” simulations, and
chapter-specific web links.
Page 23
- -
July 2002
Essential Question, Concept or Theme: 8. How powerful is the president, and how can we get the best people to run for the
presidency?
PA Standards: 5.2.12.A, B, D, E, G; 5.3.12.A, B, E, F
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
U.S. Government I
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
There are many multicultural strands
woven throughout the fabric of the course,
most obviously:
Question 8 lends itself to biographical
inquiries into various different
politicians/judges who represent different
social and ethnic groups in America.
Page 24
- -
July 2002
Essential Question, Concept or Theme: 9. What role to judges play in shaping public policy, and how has the judicial branch of the
federal government become so powerful?
PA Standards: 5.1.12.B, E, I, L; 5.3.12.A, B
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
U.S. Government I
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Instructional Strategies
Instructor will utilize the level-appropriate
textbook and supplemental reader (if
applicable); to wit,
Students will participate in many of
the following learning activities…
Class discussions
Simulations, debates, role-playing
activities
Cooperative learning activities (jigsaw
reading, peer review, group research
presentations, e.g.)
Individual student presentations
Primary source analysis
Secondary source analysis
Multimedia presentations
Election coverage—predictions, polling
analysis, results analysis
Field trips
Internet research
Computer assisted learning
Distance learning
Use of the library, computer labs, and
laptop carts
Reading newspaper/watching TV
news/accessing news websites
Level One:
American Government: the Essentials, by
James Q. Wilson and John J. DiIulio, Jr.,
Eighth Edition, Houghton-Mifflin Company
(2001)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Highly Recommended:
Required notebook
Homework assignments
Quizzes-- announced and/or unannounced
Class presentations—individual and/or
group
Multimedia presentations
Current Events journal
Optional:
Debates
Cooperative learning activities
Role-playing/simulations
Film reviews
Document-based Questions
Election coverage
Approx. Time Allotment:
Perspectives on American Politics, by
William Lasser, Third Edition, HoughtonMifflin Company (2000)
Additionally, instructor may utilize a variety
of other level-appropriate materials,
resources, and technological opportunities,
including but not limited to…
Level One:
For question 9:
Hall, Kermit L. ed. The Oxford Companion
to the Supreme Court of the United States.
(New York: Oxford University Press, 1992).
Lasser, William. The Limits of Judicial
Power. (Chapel Hill: University of North
Carolina Press, 1988).
McCloskey, Robert G. The American
Supreme Court. (Chicago: University of
Chicago Press, 1994)
Wolfe, Christopher. The Rise of Modern
Judicial Review. (New York: Basic Books,
1989).
Instructor may choose from among
the following instructional
strategies…
Teacher-generated lectures
Class discussions
Simulations/role playing activities
Multimedia presentations
Guest speakers/community resources
Field trips
“Virtual” field trips
Teacher-moderated debates
Reading assignments
Skills lessons with reinforcing activities
Current events analysis
World Wide Web Resources:
Federal Judicial Center: www.fjc.gov
Federal Courts: www.uscourts.gov
Supreme Court Decisions:
Page 25
- -
July 2002
Essential Question, Concept or Theme: 9. What role to judges play in shaping public policy, and how has the judicial branch of the
federal government become so powerful?
PA Standards: 5.1.12.B, E, I, L; 5.3.12.A, B
Benchmark/Skills

support a point of view with specific
evidence
 practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government I
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
www.law.cornell.edu
Finding laws and reports: www.findlaw.com
Along with these specific resources,
instructors should be aware of the
supplemental materials that are available in
conjunction with the textbook. The
“Instructor’s Resource Manual” provides
help with course planning, lecture content,
and discussion questions. There is a
“Transparency Package” with full-color
transparencies, and the same images are also
available as downloadable PowerPoint
slides—available at the “Instructor’s
Resource Page” (www.college.hmco.com).
NOTE: Teachers will need to obtain a
password from the Houghton Mifflin sales
representative in order to access this
material.
Students should be made aware of several
technology opportunities. Each copy of the
textbook came with a “Real Deal UpGrade
CD-ROM.” This contains chapter outlines,
study skills tips, self-tests, primary source
documents, web links, video clips, and
footage from nine key campaign
advertisements. NOTE: Teachers need to
make sure to keep careful track of these CDs
so they are available for all students in
subsequent years. There is also an American
Government, Eighth Edition Web Site,
accessible through the Houghton Mifflin
College Division web site, at
www.college.hmco.com. This site provides
study aids, chapter outlines, self-quizzes,
“What Would You Do?” simulations, and
chapter-specific web links.
Page 26
- -
July 2002
Essential Question, Concept or Theme: 9. What role do judges play in shaping public policy, and how has the judicial branch of the
federal government become so powerful?
PA Standards: 5.1.12.B, E, I, L; 5.3.12.A, B
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
U.S. Government I
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
There are many multicultural strands
woven throughout the fabric of the course,
most obviously:
Question 9 lends itself to biographical
inquiries into various different
politicians/judges who represent different
social and ethnic groups in America.
Page 27
- -
July 2002
Essential Question, Concept or Theme: 10. How do we strike a balance between national security and personal expression?
PA Standards: 5.1.12.A, F, G, J, L, M; 5.2.12.A, B, C, D, F, G; 5.3.12.G; 5.4.12.A, B, C, D
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
 support a point of view with specific
U.S. Government I
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Instructional Strategies
Instructor will utilize the level-appropriate
textbook and supplemental reader (if
applicable); to wit,
Level One:
American Government: the Essentials, by
James Q. Wilson and John J. DiIulio, Jr.,
Eighth Edition, Houghton-Mifflin Company
(2001)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Highly Recommended:
Required notebook
Homework assignments
Quizzes-- announced and/or unannounced
Class presentations—individual and/or
group
Multimedia presentations
Current Events journal
Optional:
Debates
Cooperative learning activities
Role-playing/simulations
Film reviews
Document-based Questions
Election coverage
Approx. Time Allotment:
Perspectives on American Politics, by William
Lasser, Third Edition, Houghton-Mifflin
Company (2000)
Additionally, instructor may utilize a variety
of other level-appropriate materials,
resources, and technological opportunities,
including but not limited to…
Level One:
For question 10:
Amar, Akhil Reed. The Constitution and
Criminal Procedure: First Principles. (New
Haven: Yale University Press, 1997).
Berns, Walter. The First Amendment and the
Future of American Democracy. (New York:
Basic Books, 1976)
Levy, Leonard W. Legacy of Suppression:
Freedom of Speech and Press in Early
American History. Rev. ed. (New York:
Oxford University Press, 1985).
World Wide Web Resources:
Civil Rights Division of the Department of
Justice: www.usdoj.gov
American Civil Liberties Union:
www.aclu.org
Along with these specific resources,
Page 28
- -
Students will participate in many of
the following learning activities…
Class discussions
Simulations, debates, role-playing
activities
Cooperative learning activities (jigsaw
reading, peer review, group research
presentations, e.g.)
Individual student presentations
Primary source analysis
Secondary source analysis
Multimedia presentations
Election coverage—predictions,
polling analysis, results analysis
Field trips
Internet research
Computer assisted learning
Distance learning
Use of the library, computer labs, and
laptop carts
Reading newspaper/watching TV
news/accessing news websites
Instructor may choose from among
the following instructional
strategies…
Teacher-generated lectures
Class discussions
Simulations/role playing activities
Multimedia presentations
Guest speakers/community resources
Field trips
“Virtual” field trips
Teacher-moderated debates
Reading assignments
Skills lessons with reinforcing
activities
Current events analysis
July 2002
Essential Question, Concept or Theme: 10. How do we strike a balance between national security and personal expression?
PA Standards: 5.1.12.A, F, G, J, L, M; 5.2.12.A, B, C, D, F, G; 5.3.12.G; 5.4.12.A, B, C, D
Benchmark/Skills
evidence
 practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government I
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
instructors should be aware of the
supplemental materials that are available in
conjunction with the textbook. The
“Instructor’s Resource Manual” provides help
with course planning, lecture content, and
discussion questions. There is a
“Transparency Package” with full-color
transparencies, and the same images are also
available as downloadable PowerPoint
slides—available at the “Instructor’s Resource
Page” (www.college.hmco.com). NOTE:
Teachers will need to obtain a password from
the Houghton Mifflin sales representative in
order to access this material.
Students should be made aware of several
technology opportunities. Each copy of the
textbook came with a “Real Deal UpGrade
CD-ROM.” This contains chapter outlines,
study skills tips, self-tests, primary source
documents, web links, video clips, and
footage from nine key campaign
advertisements. NOTE: Teachers need to
make sure to keep careful track of these CDs
so they are available for all students in
subsequent years. There is also an American
Government, Eighth Edition Web Site,
accessible through the Houghton Mifflin
College Division web site, at
www.college.hmco.com. This site provides
study aids, chapter outlines, self-quizzes,
“What Would You Do?” simulations, and
chapter-specific web links.
Page 29
- -
July 2002
Essential Question, Concept or Theme: 10. How do we strike a balance between national security and personal expression?
PA Standards: 5.1.12.A, F, G, J, L, M; 5.2.12.A, B, C, D, F, G; 5.3.12.G; 5.4.12.A, B, C, D
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
U.S. Government I
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
There are many multicultural strands
woven throughout the fabric of the course,
most obviously:
Question 10 speaks to the experiences of
various different minority groups and how
they have been treated during times of
national crisis-foreigners during John
Adams’ presidency, Chinese immigrants
during the 1880s and 1890s, Japanese
Americans during World War II, and Arab
Americans today.
Page 30
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July 2002
Essential Question, Concept or Theme: 11. How far should our ‘representative’ government go to protect civil rights in the face of
adverse public opinion?
PA Standards: 5.1.12.A, E, F, G, J, L; 5.2.12.A, B, C, F; 5.3.12.B, G
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
U.S. Government I
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Instructional Strategies
Instructor will utilize the level-appropriate textbook
and supplemental reader (if applicable); to wit,
Level One:
American Government: the Essentials, by James Q.
Wilson and John J. DiIulio, Jr., Eighth Edition,
Houghton-Mifflin Company (2001)
Perspectives on American Politics, by William
Lasser, Third Edition, Houghton-Mifflin Company
(2000)
Highly Recommended:
Required notebook
Homework assignments
Quizzes-- announced and/or unannounced
Class presentations—individual and/or
group
Multimedia presentations
Current Events journal
Optional:
Debates
Cooperative learning activities
Role-playing/simulations
Film reviews
Document-based Questions
Election coverage
Approx. Time Allotment:
Additionally, instructor may utilize a variety of
other level-appropriate materials, resources, and
technological opportunities, including but not
limited to…
Students will participate in
many of the following learning
activities…
Class discussions
Simulations, debates, roleplaying activities
Cooperative learning activities
(jigsaw reading, peer review,
group research presentations,
e.g.)
Individual student presentations
Primary source analysis
Secondary source analysis
Multimedia presentations
Election coverage—predictions,
polling analysis, results analysis
Field trips
Internet research
Computer assisted learning
Distance learning
Use of the library, computer
labs, and laptop carts
Reading newspaper/watching TV
news/accessing news websites
Level One:
For question 11:
Branch, Taylor. Parting the Waters: America in the
King Years. (New York: Simon and Schuster,
1988).
Flexner, Eleanor. Century of Struggle: The
Women’s Rights Movement in the United States.
Rev. ed. (Cambridge: Harvard University Press,
1975).
Instructor may choose from
Kluger, Richard. Simple Justice. (New York:
among the following
Random House/Vintage Books, 1977)
instructional strategies…
Wilhoit, Francis M. The Politics of Massive
Teacher-generated lectures
Resistance. (New York: George Braziller, 1973).
Class discussions
Woodward, C. Vann. The Strange Career of Jim
Simulations/role playing
Crow. (New York: Oxford University Press, 1957). activities
World Wide Web Resources:
Multimedia presentations
Civil Rights OrganizationsGuest speakers/community
National Association for the Advancement of
resources
Colored People: www.naacp.org
Field trips
National Association for Women: www.now.org
“Virtual” field trips
National Gay and Lesbian Task Force:
Teacher-moderated debates
Page 31
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July 2002
Essential Question, Concept or Theme: 11. How far should our ‘representative’ government go to protect civil rights in the face of
adverse public opinion?
PA Standards: 5.1.12.A, E, F, G, J, L; 5.2.12.A, B, C, F; 5.3.12.B, G
Benchmark/Skills

support a point of view with specific
evidence
 practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government I
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
www.ngltf.org
National Council of La Raza: www.nclr.org
American Arab Anti-Discrimination Committee:
www.adc.org
Anti-Defamation League: www.adl.org
Reading assignments
Skills lessons with reinforcing
activities
Current events analysis
Along with these specific resources, instructors
should be aware of the supplemental materials that
are available in conjunction with the textbook. The
“Instructor’s Resource Manual” provides help with
course planning, lecture content, and discussion
questions. There is a “Transparency Package” with
full-color transparencies, and the same images are
also available as downloadable PowerPoint slides—
available at the “Instructor’s Resource Page”
(www.college.hmco.com). NOTE: Teachers will
need to obtain a password from the Houghton
Mifflin sales representative in order to access this
material.
Students should be made aware of several
technology opportunities. Each copy of the
textbook came with a “Real Deal UpGrade CDROM.” This contains chapter outlines, study skills
tips, self-tests, primary source documents, web
links, video clips, and footage from nine key
campaign advertisements. NOTE: Teachers need
to make sure to keep careful track of these CDs so
they are available for all students in subsequent
years. There is also an American Government,
Eighth Edition Web Site, accessible through the
Houghton Mifflin College Division web site, at
www.college.hmco.com. This site provides study
aids, chapter outlines, self-quizzes, “What Would
You Do?” simulations, and chapter-specific web
links.
Page 32
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July 2002
Essential Question, Concept or Theme: 11. How far should our ‘representative’ government go to protect civil rights in the face of
adverse public opinion?
PA Standards: 5.1.12.A, E, F, G, J, L; 5.2.12.A, B, C, F; 5.3.12.B, G
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
There are many multicultural strands
woven throughout the fabric of the course,
most obviously:
Question 11 encourages the study of the
women’s rights movement of the 19th and
early 20th centuries, the African American
Civil Rights movement of the 1950s and
1960s, Native American activism, the
struggle for gay rights, antiwar protestors
during the Vietnam War, and the
controversy over racial profiling.
U.S. Government I
Page 33
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July 2002