ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: U.S. Government II
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 II
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Level Two:
Holt American Government, by Steven
Kelman, Holt, Rinehart and Winston
(2003)
Perspectives on American Politics, by
William Lasser, Third Edition, HoughtonMifflin Company (2000)
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:
Additionally, instructor may utilize a
variety of other level appropriate
materials, resources, and technological
opportunities, including but not limited
to…
Dionne, E.J. The War Against Public
Life: Why Americans Hate Politics
(Simon and Schuster, 1991)
Greider, William Who Will Tell the
People: The Betrayal of American
Democracy (Simon and Schuster, 1992)
Along with these text resources,
instructors should be aware of a variety of
technological resources. Websites listed
under Level One, corresponding to each
essential question, can in many cases be
used by Level Two and Three students.
Additionally, the textbook (Holt American
Government) offers a wealth of
technology supplements, both for students
and for the teacher. The website, at
go.hrw.com, offers links and supplements
throughout the text. The Annotated
Teachers’ Edition has these connections
all highlighted in the margin, with specific
keywords and passwords for teachers to
access the information. The website also
offers a host of information and resources
for students—these offerings are
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
- -
Updated July 29, 2002
1
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 II
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
highlighted throughout the student text.
Teachers and students can also access
CNNfyi.com, for current affairs resources,
links to homework help, and lesson plans.
Also available is a “One-Stop Planner CDROM with Test Generator.” This disc
contains teaching resources to supplement
the text, editable lesson plans, a test
generator, previews of video resources,
primary sources, and even animated
lecture notes. This contains PowerPoint
presentations that include lecture notes
and animated graphic organizers for each
chapter and section of the text. Holt also
offers online homework help and test
preparation resources for students, all at
the go.hrw.com website.
Page 2
- -
Updated July 29, 2002
2
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 II
Page 3
- -
Updated July 29, 2002
3
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 II
Aligned Materials/
Resources/Technology
Level Two:
Holt American Government, by Steven
Kelman, Holt, Rinehart and Winston
(2003)
Perspectives on American Politics, by
William Lasser, Third Edition, HoughtonMifflin Company (2000)
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
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
Additionally, instructor may utilize a
variety of other level appropriate
materials, resources, and technological
opportunities, including but not limited
to…
Dionne, E.J. The War Against Public
Life: Why Americans Hate Politics
(Simon and Schuster, 1991)
Greider, William Who Will Tell the
People: The Betrayal of American
Democracy (Simon and Schuster, 1992)
Along with these text resources,
instructors should be aware of a variety of
technological resources. Websites listed
under Level One, corresponding to each
essential question, can in many cases be
used by Level Two and Three students.
Additionally, the textbook (Holt American
Government) offers a wealth of
technology supplements, both for students
and for the teacher. The website, at
go.hrw.com, offers links and supplements
throughout the text. The Annotated
Teachers’ Edition has these connections
all highlighted in the margin, with specific
keywords and passwords for teachers to
access the information. The website also
offers a host of information and resources
for students—these offerings are
highlighted throughout the student text.
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
- -
Updated July 29, 2002
4
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 II
Assessment
Aligned Materials/
Resources/Technology
Teachers and students can also access
CNNfyi.com, for current affairs resources,
links to homework help, and lesson plans.
Also available is a “One-Stop Planner CDROM with Test Generator.” This disc
contains teaching resources to supplement
the text, editable lesson plans, a test
generator, previews of video resources,
primary sources, and even animated
lecture notes. This contains PowerPoint
presentations that include lecture notes
and animated graphic organizers for each
chapter and section of the text. Holt also
offers online homework help and test
preparation resources for students, all at
the go.hrw.com website.
Page 5
Instructional Strategies
- -
Updated July 29, 2002
5
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 II
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.
- -
Updated July 29, 2002
6
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
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will…
Instructor will assign and assess
Level Two:
1. Master relevant terms from each chapter appropriate student products,
Holt American Government, by Steven
(see appendix)
Kelman, Holt, Rinehart and Winston
performances, and assessments from
(2003)
among the following…
 keep a notebook with key terms
Perspectives on American Politics, by
definitions for each chapter
William Lasser, Third Edition, Houghton demonstrate mastery of terms through Required:
Final Exam (Departmental)
Mifflin Company (2000)
use in class discussion, in essays, and
Two “Benchmark” Assessments
on tests
Research Component
Additionally, instructor may utilize a
2. Experience a variety of essay writing
Teacher-generated chapter/unit tests
variety of other level appropriate
techniques
materials, resources, and technological
 write essays on every chapter test
opportunities, including but not limited
Highly Recommended:
 write a research paper
to…
Required notebook
3. Develop note-taking and study skills
Homework
assignments
 take notes on a daily basis; notebooks
Quizzes-- announced and/or unannounced Dionne, E.J. The War Against Public
should be checked periodically
Life: Why Americans Hate Politics
Class presentations—individual and/or
 be introduced to Cornell note-taking
(Simon and Schuster, 1991)
group
method
Greider, William Who Will Tell the
Multimedia
presentations
 be taught a variety of study strategies
People: The Betrayal of American
Current Events journal
throughout the year
Democracy (Simon and Schuster, 1992)
 have access to on-line test preparation
Optional:
materials
Along with these text resources,
Debates
4. Utilize charts, graphs, and tables to
instructors should be aware of a variety of
Cooperative
learning
activities
enhance the understanding of statistical
technological resources. Websites listed
Role-playing/simulations
materials
under Level One, corresponding to each
Film
reviews
5. Interpret political cartoons
essential question, can in many cases be
Document-based Questions
6. Locate information using appropriate
used by Level Two and Three students.
Election coverage
sources and strategies
Additionally, the textbook (Holt American
 use online research techniques
Government) offers a wealth of
 select appropriate sources from
technology supplements, both for students
among books, journals, databases, and
and for the teacher. The website, at
the Internet
go.hrw.com, offers links and supplements
 locate information efficiently through
throughout the text. The Annotated
use of table of contents, indices,
Teachers’ Edition has these connections
glossaries, and appendices
all highlighted in the margin, with specific
7. Refine oral communication skills
keywords and passwords for teachers to
 develop persuasive speaking skills
access the information. The website also
through class discussions
offers a host of information and resources
U.S. Government II
Page 7
Approx. Time Allotment:
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
- -
Updated July 29, 2002
7
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
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
for students—these offerings are
 support a point of view with specific
highlighted throughout the student text.
evidence
Teachers and students can also access
 practice public speaking through
CNNfyi.com, for current affairs resources,
individual and group presentations
links to homework help, and lesson plans.
8. Synthesize information from a variety
Also available is a “One-Stop Planner CDof sources
ROM with Test Generator.” This disc
 read both primary and secondary
contains teaching resources to supplement
source materials
the text, editable lesson plans, a test
 compare information from their
generator, previews of video resources,
textbook to other sources
primary sources, and even animated
 regularly read the newspaper and
lecture notes. This contains PowerPoint
watch TV news programs
presentations that include lecture notes
 access Internet sites dealing with
and animated graphic organizers for each
political/governmental issues
chapter and section of the text. Holt also
9. Recognize bias in source materials
offers online homework help and test
 understand distinctions between
preparation resources for students, all at
“conservative,” “moderate,” and
the go.hrw.com website.
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government II
Page 8
Approx. Time Allotment:
Instructional Strategies
- -
Updated July 29, 2002
8
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 II
Page 9
- -
Updated July 29, 2002
9
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
 support a point of view with specific
U.S. Government II
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
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:
Level Two:
Holt American Government, by Steven
Kelman, Holt, Rinehart and Winston
(2003)
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…
Dionne, E.J. The War Against Public
Life: Why Americans Hate Politics
(Simon and Schuster, 1991)
Greider, William Who Will Tell the
People: The Betrayal of American
Democracy (Simon and Schuster, 1992)
Along with these text resources,
instructors should be aware of a variety of
technological resources. Websites listed
under Level One, corresponding to each
essential question, can in many cases be
used by Level Two and Three students.
Additionally, the textbook (Holt American
Government) offers a wealth of
technology supplements, both for students
and for the teacher. The website, at
go.hrw.com, offers links and supplements
throughout the text. The Annotated
Teachers’ Edition has these connections
all highlighted in the margin, with specific
keywords and passwords for teachers to
access the information. The website also
offers a host of information and resources
for students—these offerings are
Page 10
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
- -
Updated July 29, 2002
10
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
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 II
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
highlighted throughout the student text.
Teachers and students can also access
CNNfyi.com, for current affairs resources,
links to homework help, and lesson plans.
Also available is a “One-Stop Planner CDROM with Test Generator.” This disc
contains teaching resources to supplement
the text, editable lesson plans, a test
generator, previews of video resources,
primary sources, and even animated
lecture notes. This contains PowerPoint
presentations that include lecture notes
and animated graphic organizers for each
chapter and section of the text. Holt also
offers online homework help and test
preparation resources for students, all at
the go.hrw.com website.
Page 11
- -
Updated July 29, 2002
11
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 II
Page 12
- -
Updated July 29, 2002
12
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 II
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
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:
Level Two:
Holt American Government, by Steven
Kelman, Holt, Rinehart and Winston
(2003)
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…
Dionne, E.J. The War Against Public
Life: Why Americans Hate Politics
(Simon and Schuster, 1991)
Greider, William Who Will Tell the
People: The Betrayal of American
Democracy (Simon and Schuster, 1992)
Along with these text resources,
instructors should be aware of a variety of
technological resources. Websites listed
under Level One, corresponding to each
essential question, can in many cases be
used by Level Two and Three students.
Additionally, the textbook (Holt American
Government) offers a wealth of
technology supplements, both for students
and for the teacher. The website, at
go.hrw.com, offers links and supplements
throughout the text. The Annotated
Teachers’ Edition has these connections
all highlighted in the margin, with specific
keywords and passwords for teachers to
access the information. The website also
offers a host of information and resources
Page 13
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
- -
Updated July 29, 2002
13
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

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 II
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
for students—these offerings are
highlighted throughout the student text.
Teachers and students can also access
CNNfyi.com, for current affairs resources,
links to homework help, and lesson plans.
Also available is a “One-Stop Planner CDROM with Test Generator.” This disc
contains teaching resources to supplement
the text, editable lesson plans, a test
generator, previews of video resources,
primary sources, and even animated
lecture notes. This contains PowerPoint
presentations that include lecture notes
and animated graphic organizers for each
chapter and section of the text. Holt also
offers online homework help and test
preparation resources for students, all at
the go.hrw.com website.
Page 14
- -
Updated July 29, 2002
14
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 II
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.
- -
Updated July 29, 2002
15
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 II
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
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:
Level Two:
Holt American Government, by Steven
Kelman, Holt, Rinehart and Winston
(2003)
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…
Dionne, E.J. The War Against Public
Life: Why Americans Hate Politics
(Simon and Schuster, 1991)
Greider, William Who Will Tell the
People: The Betrayal of American
Democracy (Simon and Schuster, 1992)
Along with these text resources,
instructors should be aware of a variety of
technological resources. Websites listed
under Level One, corresponding to each
essential question, can in many cases be
used by Level Two and Three students.
Additionally, the textbook (Holt American
Government) offers a wealth of
technology supplements, both for students
and for the teacher. The website, at
go.hrw.com, offers links and supplements
throughout the text. The Annotated
Teachers’ Edition has these connections
all highlighted in the margin, with specific
keywords and passwords for teachers to
access the information. The website also
offers a host of information and resources
Page 16
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
- -
Updated July 29, 2002
16
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

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 II
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
for students—these offerings are
highlighted throughout the student text.
Teachers and students can also access
CNNfyi.com, for current affairs resources,
links to homework help, and lesson plans.
Also available is a “One-Stop Planner CDROM with Test Generator.” This disc
contains teaching resources to supplement
the text, editable lesson plans, a test
generator, previews of video resources,
primary sources, and even animated
lecture notes. This contains PowerPoint
presentations that include lecture notes
and animated graphic organizers for each
chapter and section of the text. Holt also
offers online homework help and test
preparation resources for students, all at
the go.hrw.com website.
Page 17
- -
Updated July 29, 2002
17
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 II
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.
- -
Updated July 29, 2002
18
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 II
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
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:
Level Two:
Holt American Government, by Steven
Kelman, Holt, Rinehart and Winston
(2003)
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…
Along with these text resources,
instructors should be aware of a variety of
technological resources. Websites listed
under Level One, corresponding to each
essential question, can in many cases be
used by Level Two and Three students.
Additionally, the textbook (Holt American
Government) offers a wealth of
technology supplements, both for students
and for the teacher. The website, at
go.hrw.com, offers links and supplements
throughout the text. The Annotated
Teachers’ Edition has these connections
all highlighted in the margin, with specific
keywords and passwords for teachers to
access the information. The website also
offers a host of information and resources
for students—these offerings are
highlighted throughout the student text.
Teachers and students can also access
CNNfyi.com, for current affairs resources,
links to homework help, and lesson plans.
Page 19
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
- -
Updated July 29, 2002
19
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

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 II
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
Also available is a “One-Stop Planner CDROM with Test Generator.” This disc
contains teaching resources to supplement
the text, editable lesson plans, a test
generator, previews of video resources,
primary sources, and even animated
lecture notes. This contains PowerPoint
presentations that include lecture notes
and animated graphic organizers for each
chapter and section of the text. Holt also
offers online homework help and test
preparation resources for students, all at
the go.hrw.com website.
Page 20
- -
Updated July 29, 2002
20
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 II
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
- -
Updated July 29, 2002
21
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 II
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
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:
Level Two:
Holt American Government, by Steven
Kelman, Holt, Rinehart and Winston
(2003)
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…
Flexner, James. George Washington and
the New Nation, 1783-1793. (Little,
Brown Publishing, 1970)
Hersman, Rebecca K.C. Friends and Foes:
How Congress and the President Really
Make Foreign Policy. (Brookings
Institution Press, 2000)
Kernell, Samuel. Going Public: New
Strategies of Presidential Leadership.
(Congressional Quarterly, 1993).
Wilson, Robert A., ed. Power and the
Presidency. (Public Affairs, 1999).
Along with these text resources,
instructors should be aware of a variety of
technological resources. Websites listed
under Level One, corresponding to each
essential question, can in many cases be
used by Level Two and Three students.
Additionally, the textbook (Holt American
Government) offers a wealth of
technology supplements, both for students
and for the teacher. The website, at
go.hrw.com, offers links and supplements
Page 22
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
- -
Updated July 29, 2002
22
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 II
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
throughout the text. The Annotated
Teachers’ Edition has these connections
all highlighted in the margin, with specific
keywords and passwords for teachers to
access the information. The website also
offers a host of information and resources
for students—these offerings are
highlighted throughout the student text.
Teachers and students can also access
CNNfyi.com, for current affairs resources,
links to homework help, and lesson plans.
Also available is a “One-Stop Planner CDROM with Test Generator.” This disc
contains teaching resources to supplement
the text, editable lesson plans, a test
generator, previews of video resources,
primary sources, and even animated
lecture notes. This contains PowerPoint
presentations that include lecture notes
and animated graphic organizers for each
chapter and section of the text. Holt also
offers online homework help and test
preparation resources for students, all at
the go.hrw.com website.
Page 23
- -
Updated July 29, 2002
23
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 II
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
- -
Updated July 29, 2002
24
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 II
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
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:
Level Two:
Holt American Government, by Steven
Kelman, Holt, Rinehart and Winston
(2003)
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…
Baum, Lawrence. The Supreme Court.
(Congressional Quarterly Press, 1995)
Garraty, John, ed. Quarrels That Have
Shaped the Constitution. (Harper & Row,
1987).
Johnson, John W., ed. Historic U.S. Cases:
An Encyclopedia. (Rutledge Press, 2001).
Along with these text resources,
instructors should be aware of a variety of
technological resources. Websites listed
under Level One, corresponding to each
essential question, can in many cases be
used by Level Two and Three students.
Additionally, the textbook (Holt American
Government) offers a wealth of
technology supplements, both for students
and for the teacher. The website, at
go.hrw.com, offers links and supplements
throughout the text. The Annotated
Teachers’ Edition has these connections
all highlighted in the margin, with specific
keywords and passwords for teachers to
Page 25
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
- -
Updated July 29, 2002
25
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 II
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
access the information. The website also
offers a host of information and resources
for students—these offerings are
highlighted throughout the student text.
Teachers and students can also access
CNNfyi.com, for current affairs resources,
links to homework help, and lesson plans.
Also available is a “One-Stop Planner CDROM with Test Generator.” This disc
contains teaching resources to supplement
the text, editable lesson plans, a test
generator, previews of video resources,
primary sources, and even animated
lecture notes. This contains PowerPoint
presentations that include lecture notes
and animated graphic organizers for each
chapter and section of the text. Holt also
offers online homework help and test
preparation resources for students, all at
the go.hrw.com website.
Page 26
- -
Updated July 29, 2002
26
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 II
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
- -
Updated July 29, 2002
27
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 II
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
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:
Level Two:
Holt American Government, by Steven
Kelman, Holt, Rinehart and Winston
(2003)
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…
Baker, Liva. Miranda: The Crime, the
Law, the Politics (Atheneum, 1983).
Leahy, James E. The First Amendment,
1791-1991: Two Hundred Years of
Freedom. (McFarland and Co., 1991)
Linfield, Michael. Freedom Under Fire:
U.S. Civil Liberties in Times of War.
(South End Press, 1990).
Marcus, Laurence. Fighting Words: The
Politics of Hateful Speech. (Praeger,
1996).
Along with these text resources,
instructors should be aware of a variety of
technological resources. Websites listed
under Level One, corresponding to each
essential question, can in many cases be
used by Level Two and Three students.
Additionally, the textbook (Holt American
Government) offers a wealth of
technology supplements, both for students
and for the teacher. The website, at
go.hrw.com, offers links and supplements
throughout the text. The Annotated
Teachers’ Edition has these connections
Page 28
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
- -
Updated July 29, 2002
28
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 II
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
all highlighted in the margin, with specific
keywords and passwords for teachers to
access the information. The website also
offers a host of information and resources
for students—these offerings are
highlighted throughout the student text.
Teachers and students can also access
CNNfyi.com, for current affairs resources,
links to homework help, and lesson plans.
Also available is a “One-Stop Planner CDROM with Test Generator.” This disc
contains teaching resources to supplement
the text, editable lesson plans, a test
generator, previews of video resources,
primary sources, and even animated
lecture notes. This contains PowerPoint
presentations that include lecture notes
and animated graphic organizers for each
chapter and section of the text. Holt also
offers online homework help and test
preparation resources for students, all at
the go.hrw.com website.
Page 29
- -
Updated July 29, 2002
29
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 II
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
- -
Updated July 29, 2002
30
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 II
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
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:
Level Two:
Holt American Government, by Steven
Kelman, Holt, Rinehart and Winston
(2003)
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…
Branch, Taylor. Pillar of Fire: America in
the King Years, 1963-65. (Simon and
Schuster, 1998)
Flexner, Eleanor. Century of Struggle:
The Women’s Rights Movement in the
United States. (Harvard University Press,
1975).
Jackson, Donald. Even the Children of
Strangers: Equality Under the U.S.
Constitution. (University Press of Kansas,
1992).
Roof, Judith, and Robyn Wiegman, eds.
Who Can Speak? Authority and Critical
Identity. (University of Illinois Press,
1995).
Along with these text resources,
instructors should be aware of a variety of
technological resources. Websites listed
under Level One, corresponding to each
essential question, can in many cases be
used by Level Two and Three students.
Additionally, the textbook (Holt American
Government) offers a wealth of
Page 31
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
- -
Updated July 29, 2002
31
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 II
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
technology supplements, both for students
and for the teacher. The website, at
go.hrw.com, offers links and supplements
throughout the text. The Annotated
Teachers’ Edition has these connections
all highlighted in the margin, with specific
keywords and passwords for teachers to
access the information. The website also
offers a host of information and resources
for students—these offerings are
highlighted throughout the student text.
Teachers and students can also access
CNNfyi.com, for current affairs resources,
links to homework help, and lesson plans.
Also available is a “One-Stop Planner CDROM with Test Generator.” This disc
contains teaching resources to supplement
the text, editable lesson plans, a test
generator, previews of video resources,
primary sources, and even animated
lecture notes. This contains PowerPoint
presentations that include lecture notes
and animated graphic organizers for each
chapter and section of the text. Holt also
offers online homework help and test
preparation resources for students, all at
the go.hrw.com website.
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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 II
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