ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: U.S. Government, Level III
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 III
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Level Three:
Holt American Government, by Steven
Kelman, Holt, Rinehart, and Winston
(2003)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Additionally, instructor may utilize a
variety of other level-appropriate
materials, resources, and technological
opportunities, including but not limited to
those listed under Level Two. The reader
Perspectives on American Government,
edited by William Lasser, which is used in
Level One and Two, is not assigned to
Level Three, but on occasion the
instructor may wish to supplement the
Holt textbook with selections form this
resource. Information about
technological support available with the
Holt textbook, listed under Level Two, is
also pertinent to Level Three. In all three
levels, a current events component
(assigned reading of the newspaper) is
appropriate-this would be especially
useful with Level Three in terms of making
the course relevant.
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:
Page 1
Instructional Strategies
Students will participate in many of the
following learning activities…
Class discussions
Simulations, debates, role-playing
activities
Cooperative learning activities (jigsaw
reading, peer review, group research
presentations, e.g.)
Individual student presentations
Primary source analysis
Secondary source analysis
Multimedia presentations
Election coverage—predictions, polling
analysis, results analysis
Field trips
Internet research
Computer assisted learning
Distance learning
Use of the library, computer labs, and
laptop carts
Reading newspaper/watching TV
news/accessing news websites
Instructor may choose from among the
following instructional strategies…
Teacher-generated lectures
Class discussions
Simulations/role playing activities
Multimedia presentations
Guest speakers/community resources
Field trips
“Virtual” field trips
Teacher-moderated debates
Reading assignments
Skills lessons with reinforcing activities
Current events analysis
- -
July 2002
Essential Question, Concept or Theme: 1. What is political ‘power’ and how is it acquired and used in America?
PA Standards: 5.1.12.A, B, E, I, L; 5.2.12.D, E; 5.3.12.A, B, E, F, H, K
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
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 III
Page 2
- -
July 2002
Essential Question, Concept or Theme: 1. What is political ‘power’ and how is it acquired and used in America?
PA Standards: 5.1.12.A, B, E, I, L; 5.2.12.D, E; 5.3.12.A, B, E, F, H, K
Adaptations/Inclusion
Enrichment Strategies
Remediation Strategies
Techniques
Approx. Time Allotment:
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Multicultural/Interdisciplinary
Connection
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
There are many multicultural strands
woven throughout the fabric of the course,
most obviously:
With Question 1, attention can be paid to
how much political power is held or has
ever been held by various different social
or ethnic groups in America.
U.S. Government III
Page 3
- -
July 2002
Essential Question, Concept or Theme: 2. How is power divided between the national government and the states under the Constitution?
Approx. Time Allotment:
PA Standards: 5.1.12.F, H; 5.2.12.A, B; 5.3.12.A, B, C
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
 support a point of view with specific
evidence
U.S. Government III
Aligned Materials/
Resources/Technology
Level Three:
Holt American Government, by Steven
Kelman, Holt, Rinehart, and Winston
(2003)
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
those listed under Level Two. The reader
Perspectives on American Government,
edited by William Lasser, which is used in
Level One and Two, is not assigned to
Level Three, but on occasion the
instructor may wish to supplement the
Holt textbook with selections form this
resource. Information about
technological support available with the
Holt textbook, listed under Level Two, is
also pertinent to Level Three. In all three
levels, a current events component
(assigned reading of the newspaper) is
appropriate-this would be especially
useful with Level Three in terms of making
the course relevant.
Page 4
Instructional Strategies
Students will participate in many of the
following learning activities…
Class discussions
Simulations, debates, role-playing
activities
Cooperative learning activities (jigsaw
reading, peer review, group research
presentations, e.g.)
Individual student presentations
Primary source analysis
Secondary source analysis
Multimedia presentations
Election coverage—predictions, polling
analysis, results analysis
Field trips
Internet research
Computer assisted learning
Distance learning
Use of the library, computer labs, and
laptop carts
Reading newspaper/watching TV
news/accessing news websites
Instructor may choose from among the
following instructional strategies…
Teacher-generated lectures
Class discussions
Simulations/role playing activities
Multimedia presentations
Guest speakers/community resources
Field trips
“Virtual” field trips
Teacher-moderated debates
Reading assignments
Skills lessons with reinforcing activities
Current events analysis
- -
July 2002
Essential Question, Concept or Theme: 2. How is power divided between the national government and the states under the Constitution?
Approx. Time Allotment:
PA Standards: 5.1.12.F, H; 5.2.12.A, B; 5.3.12.A, B, C
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies

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 III
Page 5
- -
July 2002
Essential Question, Concept or Theme: 2. How is power divided between the national government and the states under the
Constitution?
PA Standards: 5.1.12.F, H; 5.2.12.A, B; 5.3.12.A, B, C
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
U.S. Government III
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Page 6
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
- -
July 2002
Essential Question, Concept or Theme: 3.What distinctive set of beliefs is fundamental to how most Americans, past and present,
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 Three:
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
definitions for each chapter
Additionally, instructor may utilize a
 demonstrate mastery of terms through Required:
Final Exam (Departmental)
variety of other level-appropriate
use in class discussion, in essays, and
Two “Benchmark” Assessments
materials, resources, and technological
on tests
Research Component
opportunities, including but not limited to
2. Experience a variety of essay writing
Teacher-generated chapter/unit tests
those listed under Level Two. The reader
techniques
Perspectives on American Government,
 write essays on every chapter test
edited by William Lasser, which is used in
Highly Recommended:
 write a research paper
Level One and Two, is not assigned to
Required notebook
3. Develop note-taking and study skills
Level Three, but on occasion the
Homework
assignments
 take notes on a daily basis; notebooks
instructor may wish to supplement the
Quizzes-announced
and/or
unannounced
should be checked periodically
Holt textbook with selections form this
Class
presentations—individual
and/or
 be introduced to Cornell note-taking
resource. Information about
group
method
technological support available with the
Multimedia
presentations
 be taught a variety of study strategies
Holt textbook, listed under Level Two, is
Current Events journal
throughout the year
also pertinent to Level Three. In all three
 have access to on-line test preparation
levels, a current events component
Optional:
materials
(assigned reading of the newspaper) is
Debates
4. Utilize charts, graphs, and tables to
appropriate-this would be especially
Cooperative
learning
activities
enhance the understanding of statistical
useful with Level Three in terms of making
Role-playing/simulations
materials
the course relevant.
Film
reviews
5. Interpret political cartoons
Document-based Questions
6. Locate information using appropriate
Election coverage
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 III
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
- -
July 2002
Essential Question, Concept or Theme: 3.What distinctive set of beliefs is fundamental to how most Americans, past and present,
think about politics and government?
PA Standards: 5.1.12.A, B, C, D, E, F, H, I, L, M; 5.2.12.A, B, D, E, F, G; 5.3.12.J, K; 5.4.12.C
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
 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 III
Page 8
Approx. Time Allotment:
Instructional Strategies
- -
July 2002
Essential Question, Concept or Theme: 3.What distinctive set of beliefs is fundamental to how most Americans, past and present,
think about politics and government?
PA Standards: 5.1.12.A, B, C, D, E, F, H, I, L, M; 5.2.12.A, B, D, E, F, G; 5.3.12.J, K; 5.4.12.C
Adaptations/Inclusion Techniques
Enrichment Strategies
Remediation Strategies
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
There are many multicultural strands
woven throughout the fabric of the course,
most obviously:
With Question 3, an inquiry can be made
into whether there are different views held
by different social/ethnic groups towards
politicians and government. Also, this
question lends itself to a study of why and
when different groups of people have
gotten involved in the political process.
U.S. Government III
Page 9
- -
July 2002
Essential Question, Concept or Theme: 4. How responsive is contemporary American government to the opinion of persistent
popular majorities, and how, if at all, do differences in political participation affect what government actually does?
PA Standards: 5.1.12.F, G, J, L, M; 5.2.12.B, C, D, E, F, G; 5.3.12.A, E, H, J
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
 support a point of view with specific
U.S. Government III
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Level Three:
Holt American Government, by Steven
Kelman, Holt, Rinehart, and Winston
(2003)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Additionally, instructor may utilize a
variety of other level-appropriate
materials, resources, and technological
opportunities, including but not limited to
those listed under Level Two. The reader
Perspectives on American Government,
edited by William Lasser, which is used in
Level One and Two, is not assigned to
Level Three, but on occasion the
instructor may wish to supplement the
Holt textbook with selections form this
resource. Information about
technological support available with the
Holt textbook, listed under Level Two, is
also pertinent to Level Three. In all three
levels, a current events component
(assigned reading of the newspaper) is
appropriate-this would be especially
useful with Level Three in terms of making
the course relevant.
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:
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
- -
July 2002
Essential Question, Concept or Theme: 4. How responsive is contemporary American government to the opinion of persistent
popular majorities, and how, if at all, do differences in political participation affect what government actually does?
PA Standards: 5.1.12.F, G, J, L, M; 5.2.12.B, C, D, E, F, G; 5.3.12.A, E, H, J
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
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 III
Page 11
- -
July 2002
Essential Question, Concept or Theme: 4. How responsive is contemporary American government to the opinion of persistent
popular majorities, and how, if at all, do differences in political participation affect what government actually does?
PA Standards: 5.1.12.F, G, J, L, M; 5.2.12.B, C, D, E, F, G; 5.3.12.A, E, H, J
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
There are many multicultural strands
woven throughout the fabric of the course,
most obviously:
Question 4 allows for an inquiry into
“special interest groups,” and how the
political process and government responds
to pressure from various different social or
ethnic groups in America.
U.S. Government III
Page 12
- -
July 2002
Essential Question, Concept or Theme: 5. How has America’s two-party system evolved over the past century and a half, how
does it differ from the party systems of other representative democracies, and how secure is its future?
PA Standards: 5.2.12.A, D; 5.3.12.A, E, F, K
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
U.S. Government III
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Level Three:
Holt American Government, by Steven
Kelman, Holt, Rinehart, and Winston
(2003)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Additionally, instructor may utilize a
variety of other level-appropriate
materials, resources, and technological
opportunities, including but not limited to
those listed under Level Two. The reader
Perspectives on American Government,
edited by William Lasser, which is used in
Level One and Two, is not assigned to
Level Three, but on occasion the
instructor may wish to supplement the
Holt textbook with selections form this
resource. Information about
technological support available with the
Holt textbook, listed under Level Two, is
also pertinent to Level Three. In all three
levels, a current events component
(assigned reading of the newspaper) is
appropriate-this would be especially
useful with Level Three in terms of making
the course relevant.
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:
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
- -
July 2002
Essential Question, Concept or Theme: 5. How has America’s two-party system evolved over the past century and a half, how
does it differ from the party systems of other representative democracies, and how secure is its future?
PA Standards: 5.2.12.A, D; 5.3.12.A, E, F, K
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies

support a point of view with specific
evidence
 practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government III
Page 14
- -
July 2002
Essential Question, Concept or Theme: 5. How has America’s two-party system evolved over the past century and a half, how does
it differ from the party systems of other representative democracies, and how secure is its future?
PA Standards: 5.2.12.A, D; 5.3.12.A, E, F, K
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
U.S. Government III
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Page 15
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
- -
July 2002
Essential Question, Concept or Theme: 6. How have primaries and general election campaigns changed over the past century and a
half, and what matters most in who wins presidential and congressional elections?
PA Standards: 5.2.12.B; 5.3.12.E, F, H, J
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
U.S. Government III
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Level Three:
Holt American Government, by Steven
Kelman, Holt, Rinehart, and Winston
(2003)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Additionally, instructor may utilize a
variety of other level-appropriate
materials, resources, and technological
opportunities, including but not limited to
those listed under Level Two. The reader
Perspectives on American Government,
edited by William Lasser, which is used in
Level One and Two, is not assigned to
Level Three, but on occasion the
instructor may wish to supplement the
Holt textbook with selections form this
resource. Information about
technological support available with the
Holt textbook, listed under Level Two, is
also pertinent to Level Three. In all three
levels, a current events component
(assigned reading of the newspaper) is
appropriate-this would be especially
useful with Level Three in terms of making
the course relevant.
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:
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
- -
July 2002
Essential Question, Concept or Theme: 6. How have primaries and general election campaigns changed over the past century and a
half, and what matters most in who wins presidential and congressional elections?
PA Standards: 5.2.12.B; 5.3.12.E, F, H, J
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies

support a point of view with specific
evidence
 practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government III
Page 17
- -
July 2002
Essential Question, Concept or Theme: 6. How have primaries and general election campaigns changed over the past century and a
half, and what matters most in who wins presidential and congressional elections?
PA Standards: 5.2.12.B; 5.3.12.E, F, H, J
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
U.S. Government III
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Page 18
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
- -
July 2002
Essential Question, Concept or Theme: 7. To what extent are the members of Congress truly representative of the American
people?
PA Standards: 5.2.12.D, E, G; 5.3.12.A, B, C; 5.4.12.D
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
U.S. Government III
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Level Three:
Holt American Government, by Steven
Kelman, Holt, Rinehart, and Winston
(2003)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Additionally, instructor may utilize a
variety of other level-appropriate
materials, resources, and technological
opportunities, including but not limited to
those listed under Level Two. The reader
Perspectives on American Government,
edited by William Lasser, which is used in
Level One and Two, is not assigned to
Level Three, but on occasion the
instructor may wish to supplement the
Holt textbook with selections form this
resource. Information about
technological support available with the
Holt textbook, listed under Level Two, is
also pertinent to Level Three. In all three
levels, a current events component
(assigned reading of the newspaper) is
appropriate-this would be especially
useful with Level Three in terms of making
the course relevant.
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:
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
- -
July 2002
Essential Question, Concept or Theme: 7. To what extent are the members of Congress truly representative of the American
people?
PA Standards: 5.2.12.D, E, G; 5.3.12.A, B, C; 5.4.12.D
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies

support a point of view with specific
evidence
 practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government III
Page 20
- -
July 2002
Essential Question, Concept or Theme: 7. To what extent are the members of Congress truly representative of the American
people?
PA Standards: 5.2.12.D, E, G; 5.3.12.A, B, C; 5.4.12.D
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
U.S. Government III
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
There are many multicultural strands
woven throughout the fabric of the course,
most obviously:
Question 7 lends itself to biographical
inquiries into various different
politicians/judges who represent different
social and ethnic groups in America.
Page 21
- -
July 2002
Essential Question, Concept or Theme: 8. How powerful is the president, and how can we get the best people to run for the
presidency?
PA Standards: 5.2.12.A, B, D, E, G; 5.3.12.A, B, E, F
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
U.S. Government III
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Level Three:
Holt American Government, by Steven
Kelman, Holt, Rinehart, and Winston
(2003)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Additionally, instructor may utilize a
variety of other level-appropriate
materials, resources, and technological
opportunities, including but not limited to
those listed under Level Two. The reader
Perspectives on American Government,
edited by William Lasser, which is used in
Level One and Two, is not assigned to
Level Three, but on occasion the
instructor may wish to supplement the
Holt textbook with selections form this
resource. Information about
technological support available with the
Holt textbook, listed under Level Two, is
also pertinent to Level Three. In all three
levels, a current events component
(assigned reading of the newspaper) is
appropriate-this would be especially
useful with Level Three in terms of making
the course relevant.
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:
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
- -
July 2002
Essential Question, Concept or Theme: 8. How powerful is the president, and how can we get the best people to run for the
presidency?
PA Standards: 5.2.12.A, B, D, E, G; 5.3.12.A, B, E, F
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies

support a point of view with specific
evidence
 practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government III
Page 23
- -
July 2002
Essential Question, Concept or Theme: 8. How powerful is the president, and how can we get the best people to run for the
presidency?
PA Standards: 5.2.12.A, B, D, E, G; 5.3.12.A, B, E, F
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
U.S. Government III
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
There are many multicultural strands
woven throughout the fabric of the course,
most obviously:
Question 8 lends itself to biographical
inquiries into various different
politicians/judges who represent different
social and ethnic groups in America.
Page 24
- -
July 2002
Essential Question, Concept or Theme: 9. What role to judges play in shaping public policy, and how has the judicial branch of the
federal government become so powerful?
PA Standards: 5.1.12.B, E, I, L; 5.3.12.A, B
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
U.S. Government III
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Level Three:
Holt American Government, by Steven
Kelman, Holt, Rinehart, and Winston
(2003)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Additionally, instructor may utilize a
variety of other level-appropriate
materials, resources, and technological
opportunities, including but not limited to
those listed under Level Two. The reader
Perspectives on American Government,
edited by William Lasser, which is used in
Level One and Two, is not assigned to
Level Three, but on occasion the
instructor may wish to supplement the
Holt textbook with selections form this
resource. Information about
technological support available with the
Holt textbook, listed under Level Two, is
also pertinent to Level Three. In all three
levels, a current events component
(assigned reading of the newspaper) is
appropriate-this would be especially
useful with Level Three in terms of making
the course relevant.
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:
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
- -
July 2002
Essential Question, Concept or Theme: 9. What role to judges play in shaping public policy, and how has the judicial branch of the
federal government become so powerful?
PA Standards: 5.1.12.B, E, I, L; 5.3.12.A, B
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies

support a point of view with specific
evidence
 practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government III
Page 26
- -
July 2002
Essential Question, Concept or Theme: 9. What role do judges play in shaping public policy, and how has the judicial branch of the
federal government become so powerful?
PA Standards: 5.1.12.B, E, I, L; 5.3.12.A, B
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
U.S. Government III
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
There are many multicultural strands
woven throughout the fabric of the course,
most obviously:
Question 9 lends itself to biographical
inquiries into various different
politicians/judges who represent different
social and ethnic groups in America.
Page 27
- -
July 2002
Essential Question, Concept or Theme: 10. How do we strike a balance between national security and personal expression?
PA Standards: 5.1.12.A, F, G, J, L, M; 5.2.12.A, B, C, D, F, G; 5.3.12.G; 5.4.12.A, B, C, D
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
 support a point of view with specific
U.S. Government III
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Level Three:
Holt American Government, by Steven
Kelman, Holt, Rinehart, and Winston
(2003)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Additionally, instructor may utilize a
variety of other level-appropriate
materials, resources, and technological
opportunities, including but not limited to
those listed under Level Two. The reader
Perspectives on American Government,
edited by William Lasser, which is used in
Level One and Two, is not assigned to
Level Three, but on occasion the
instructor may wish to supplement the
Holt textbook with selections form this
resource. Information about
technological support available with the
Holt textbook, listed under Level Two, is
also pertinent to Level Three. In all three
levels, a current events component
(assigned reading of the newspaper) is
appropriate-this would be especially
useful with Level Three in terms of making
the course relevant.
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:
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
- -
July 2002
Essential Question, Concept or Theme: 10. How do we strike a balance between national security and personal expression?
PA Standards: 5.1.12.A, F, G, J, L, M; 5.2.12.A, B, C, D, F, G; 5.3.12.G; 5.4.12.A, B, C, D
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
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 III
Page 29
- -
July 2002
Essential Question, Concept or Theme: 10. How do we strike a balance between national security and personal expression?
PA Standards: 5.1.12.A, F, G, J, L, M; 5.2.12.A, B, C, D, F, G; 5.3.12.G; 5.4.12.A, B, C, D
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
U.S. Government III
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
- -
July 2002
Essential Question, Concept or Theme: 11. How far should our ‘representative’ government go to protect civil rights in the face of
adverse public opinion?
PA Standards: 5.1.12.A, E, F, G, J, L; 5.2.12.A, B, C, F; 5.3.12.B, G
Benchmark/Skills
Students will…
1. Master relevant terms from each chapter
(see appendix)
 keep a notebook with key terms
definitions for each chapter
 demonstrate mastery of terms through
use in class discussion, in essays, and
on tests
2. Experience a variety of essay writing
techniques
 write essays on every chapter test
 write a research paper
3. Develop note-taking and study skills
 take notes on a daily basis; notebooks
should be checked periodically
 be introduced to Cornell note-taking
method
 be taught a variety of study strategies
throughout the year
 have access to on-line test preparation
materials
4. Utilize charts, graphs, and tables to
enhance the understanding of statistical
materials
5. Interpret political cartoons
6. Locate information using appropriate
sources and strategies
 use online research techniques
 select appropriate sources from
among books, journals, databases, and
the Internet
 locate information efficiently through
use of table of contents, indices,
glossaries, and appendices
7. Refine oral communication skills
 develop persuasive speaking skills
through class discussions
U.S. Government III
Aligned Materials/
Resources/Technology
Assessment
Instructor will assign and assess
appropriate student products,
performances, and assessments from
among the following…
Level Three:
Holt American Government, by Steven
Kelman, Holt, Rinehart, and Winston
(2003)
Required:
Final Exam (Departmental)
Two “Benchmark” Assessments
Research Component
Teacher-generated chapter/unit tests
Additionally, instructor may utilize a
variety of other level-appropriate
materials, resources, and technological
opportunities, including but not limited to
those listed under Level Two. The reader
Perspectives on American Government,
edited by William Lasser, which is used in
Level One and Two, is not assigned to
Level Three, but on occasion the
instructor may wish to supplement the
Holt textbook with selections form this
resource. Information about
technological support available with the
Holt textbook, listed under Level Two, is
also pertinent to Level Three. In all three
levels, a current events component
(assigned reading of the newspaper) is
appropriate-this would be especially
useful with Level Three in terms of making
the course relevant.
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:
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
- -
July 2002
Essential Question, Concept or Theme: 11. How far should our ‘representative’ government go to protect civil rights in the face of
adverse public opinion?
PA Standards: 5.1.12.A, E, F, G, J, L; 5.2.12.A, B, C, F; 5.3.12.B, G
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies

support a point of view with specific
evidence
 practice public speaking through
individual and group presentations
8. Synthesize information from a variety
of sources
 read both primary and secondary
source materials
 compare information from their
textbook to other sources
 regularly read the newspaper and
watch TV news programs
 access Internet sites dealing with
political/governmental issues
9. Recognize bias in source materials
 understand distinctions between
“conservative,” “moderate,” and
“liberal” viewpoints
 utilize knowledge of political parties
to assess points of view of
authors/speakers
U.S. Government III
Page 32
- -
July 2002
Essential Question, Concept or Theme: 11. How far should our ‘representative’ government go to protect civil rights in the face of
adverse public opinion?
PA Standards: 5.1.12.A, E, F, G, J, L; 5.2.12.A, B, C, F; 5.3.12.B, G
Adaptations/Inclusion
Techniques
Instructor may utilize appropriate
adaptations and inclusion techniques such
as but not limited to…
Special adaptations as specified in student
IEP or Service Agreement
Large print books
Audio taped books
Extended time on
assignments/tests/examinations
Alternative assessments
Provision of individual or classroom aide,
as needed
Peer notetaker
Peer tutoring
Peer partnering
Extended wait time during class
discussion
Extra help sessions conducted by the
instructor
Preferential seating
Index cards to assist in rote memorization
tasks
Adapted reading assignments
Take-home/open-note assessments
Enrichment Strategies
Remediation Strategies
Instructor may offer gifted students any
of the following enrichment
opportunities…
Independent study
Supplemental readings
Guest speakers
Acceleration
Tiered assignments
Enrichment video sessions
Independent field trips
Primary source analysis
Outside lectures (colleges, etc.)
Internships with local/state politicians
Extra help
Peer tutoring
Adult tutoring
Mentorships
Audio tapes
Supplemental materials
Study strategy sessions
Study guides
Advance planners
Graphic organizers
Computer for word processing
On-line test preparation materials from
Houghton-Mifflin
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The instructor may make interdisciplinary
connections with colleagues in other
departments, most obviously:
The research and writing process can be
coordinated with the instruction of the
Language Arts Department. Oral
presentations, persuasive speaking, and
debate can be coordinated with the
instruction of Oral Communication.
Statistical analysis can be coordinated
with the Math Department. The use of
World Wide Web resources can be
coordinated with the Technology
Department. Distance Learning
opportunities are a natural fit with many of
the units of this course; these need to be
arranged with the Distance Learning
coordinator.
There are many multicultural strands
woven throughout the fabric of the course,
most obviously:
Question 11 encourages the study of the
women’s rights movement of the 19th and
early 20th centuries, the African American
Civil Rights movement of the 1950s and
1960s, Native American activism, the
struggle for gay rights, antiwar protestors
during the Vietnam War, and the
controversy over racial profiling.
U.S. Government III
Page 33
- -
July 2002