COURSE OF STUDY U P G FOR US G P - fusionschools.com · FRQ questions . NJSLS for ELA in ......

COURSE OF STUDY UNIT PLANNING GUIDE FOR:

AP US GOVERNMENT AND POLITICS

5 CREDITS GRADE LEVEL 12 1 FULL YEAR

PREPARED BY: ANDY HOFFMAN CAROL MCDONOUGH, SUPERVISOR ENGLISH AND SOCIAL STUDIES

JULY 2017

DUMONT HIGH SCHOOL DUMONT, NEW JERSEY

ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 24, 2017

AP United States Government & Politics - Grade 12 - 5 Credits (Weighted Course, Prerequisite: Meets admissions criteria) AP United States Government & Politics is an analytical perspective on government and politics in the United States. This course involves both The study of general concepts used to interpret U.S. politics and the analysis of specific case studies. It also requires familiarity with the various institutions, groups, beliefs and ideas that constitute U.S. political reality. Students will be expected to maintain a high level of academic interest, read and write extensively and demonstrate an advanced level of critical thinking while meeting or exceeding state and College Board standards. In addition, students will be prepared to respond to all aspects of the AP U.S. Government and Politics exam. COURSE REQUIREMENTS AND EXPECTATIONS A student will receive 5 credits for successfully completing course work. A grade of "D" or higher must be achieved in order to pass the course. The following criteria are used to determine the grade for the course:

A. Homework -10% of the grade Homework will be evaluated for completeness, neatness, and accuracy.

B. Quizzes -15% of the grade Quizzes (announced and unannounced) based on reading, class lessons, or homework assignments will be given frequently to test understanding of individual concepts. These may include alternative assessments that will count as quizzes.

C. Writing -15% of the grade Writing pieces of different lengths will be evaluated for completeness, organization, accuracy, and effectiveness.

D. Cumulative AP Tests - 20% of the grade A Cumulative AP style exam will be given each marking period and will include all AP US Government and Politics content covered up through that point. The purpose of this exam is to assess the overall level of understanding of content in preparation for College Board AP US Government and Politics exam.

E. Tests -40% of the grade

Tests will be given periodically. These may include alternative assessments that will count as tests.

F. Final Examination Final examinations will count as follows: Full-Year Courses Weighting Semester Courses Weighting Quarter 1 22.5% of final grade Quarter 1 45% of final grade Quarter 2 22.5% of final grade Quarter 2 45% of final grade Quarter 3 22.5% of final grade Final Exam 10% of final grade Quarter 4 22.5% of final grade Final 10% of final grade

D.H.S. SS Class Participation & Class Work Rubric

*Score of Zero Results from Limited or No Response to Class Participation/Class Work

1(50) Inadequate

2(60) Limited

3(70) Partial

4(80) Adequate

5(90) Strong

6(100) Superior

Attendance

-Struggles with attendance/tardy policies -Never makes up work in timely fashion -Always disruptive when tardy

-Struggles with attendance/tardy policies -Rarely makes up work in timely fashion -Usually disruptive when tardy

-Struggles with attendance/tardy policies -Sometimes makes up work in timely fashion -Sometimes disruptive when tardy

-Generally present and punctual -Generally makes up work in timely fashion -Not disruptive when tardy

-Usually present and punctual -Usually makes up work in timely fashion -Not disruptive when tardy

-Always present and punctual -Always makes up work in a timely fashion

Preparedness

-Almost never has pencil, books, notebooks, ID -Almost never completes assignments on time

-Rarely has pencil, books, notebooks, ID -Rarely completes assignments on time

-Sometimes has pencil, books, notebooks, ID -Sometimes completes assignments on time

-Generally has pencil, books, notebooks, ID -Generally completes assignments on time

-Usually has pencil, books, notebooks, ID -Usually completes assignments on time

-Always has pencil, books, notebooks, ID -Always completes assignments on time

Oral

Participation

-Almost never asks & answers questions without prompting -Almost never asks clarifying questions

-Rarely asks & answers questions without prompting -Rarely asks clarifying questions

-Sometimes asks & answers questions without prompting -Sometimes asks clarifying questions

-Generally asks & answers questions without prompting -Generally asks clarifying questions

-Usually asks & answers questions without prompting -Usually asks clarifying questions

-Always asks & answers questions without prompting (daily) -Always asks clarifying questions

Written

Participation

-Almost never takes notes -Almost never makes corrections on assignments

-Rarely takes notes -Rarely makes corrections on assignments

-Sometimes takes notes -Sometimes makes corrections on assignments

-Generally takes notes -Generally makes corrections on assignments

-Usually takes notes -Usually makes corrections on assignments

-Always takes notes -Always makes corrections on assignments

Cooperative

Learning

-Almost never provides meaningful input -Almost never focused on the assignment -Almost never manages time effectively -Almost never executes established roles -Almost never provides reflections -Almost never uses procedures to effectively create and manage your own learning teams

-Rarely provides meaningful input -Rarely focused on the assignment -Rarely manages time effectively -Rarely executes established roles -Rarely provides reflections -Rarely uses procedures to effectively create and manage your own learning teams

-Sometimes provides meaningful input -Sometimes focused on the assignment -Sometimes manages time effectively -Sometimes executes established roles -Always provides reflections -Sometimes uses procedures to effectively create and manage your own learning teams

-Generally provides meaningful input -Generally focused on the assignment -Generally manages time effectively -Generally executes established roles -Generally provides reflections -Generally uses procedures to effectively create and manage your own learning teams

-Usually provides meaningful input -Usually focused on the assignment -Usually manages time effectively -Usually executes established roles -Usually provides reflections -Usually uses procedures to effectively create and manage your own learning teams

-Always provides meaningful input -Always focused on the assignment -Always manages time effectively -Always executes established roles -Always provides reflections -Always uses procedures to effectively create and manage your own learning teams

General Behavior

-Almost never shows respect for peers and teacher -Almost never remains focused on assignments -Almost never abides by all class & school rules -ALMOST NEVER FOLLOWS SCHOOL CELL PHONE POLICY

-Rarely shows respect for peers and teacher -Rarely remains focused on assignments -Rarely abides by all class & school rules -RARELY FOLLOWS SCHOOL CELL PHONE POLICY

-Sometimes shows respect for peers and teacher -Sometimes remains focused on assignments -Sometimes abides by all class & school rules -SOMETIMES FOLLOWS SCHOOL CELL PHONE POLICY

-Generally shows respect for peers and teacher -Generally remains focused on assignments -Generally abides by all class & school rules -GENERALLY FOLLOWS SCHOOL CELL PHONE POLICY

-Usually shows respect for peers and teacher -Usually remains focused on assignments -Usually abides by all class & school rules -USUALLY FOLLOWS SCHOOL CELL PHONE POLICY

-Always shows respect for peers and teacher -Always remains focused on assignments -Always abides by all class & school rules -ALWAYS FOLLOWS SCHOOL CELL PHONE POLICY

UNIT 1 UNIT TITLE: CONSTITUTIONAL UNDERPINNINGS & FEDERALISM CHAPTERS COVERED: 2,3 UNIT LENGTH: 15 Days (MP1)

Performance Indicators (Standards and Objectives)

Essential Questions

Activities (Approximate Time Frame)

Vocabulary

Resources

6.1.12.A.4.b: Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all. 6.1.12.A.2.c: Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification debates, and assess their continuing relevance. 6.1.12.A.14.a: Evaluate the effectiveness of the checks and balances system in preventing one branch of national government from usurping too much power during contemporary times. 6.1.12.C.14.b: Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy.

Explain the historical development of the US Constitution from a unitary and confederate style to a federal style government. Describe how the Constitutional principles limit the power of the government and the mob. Describe the original role of federalism and how and why it has changed throughout our history.

3 days – Course introduction, benchmark, summer assignment assessment 1 day - 6.1.12.A.4.b 1 day - 6.1.12.A.2.d 5 days - 6.1.12.A.14.a NJSLS for ELA in History RH.11-12.1; RH.11-12.2; RH.11-12.6; WHST.11-12.1.A; WHST.11-12.1.B; WHST.11-12.2.B 3 days - 6.1.12.C.14.b 2 Days – Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Pair Share

Natural rights Social contract Articles of Confederation Shays’ Rebellion Writ of Habeas corpus Bills of attainder Virginia Plan NJ Plan Great Compromise Republic Judicial review Federalism Checks and balances Enumerated powers Concurrent powers Reserved powers 10th Amendment Separation of Powers Federalists Antifederalists Ex post facto laws Bill of Rights Block grants Categorical grants Devolution Unitary Confederate Dual federalism Cooperative federalism Fiscal federalism Necessary and proper Commerce clause Supremacy clause Mandate

Textbook: American Government AP Government & Politics FRQ questions

NJSLS for ELA in History: RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of primary and secondary sources, connecting insights gained from specific details to develop an understanding of the text as a whole. RH.11-12.2. Determine the theme, central ideas, information and/or perspective(s) presented in a primary or secondary source; provide an accurate summary of how key events, ideas and/or author’s perspective(s) develop over the course of the text. RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

WHST.11-12.1.A. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that

logically sequences the claim(s), counterclaims, reasons, and evidence.

WHST.11-12.1.B. Develop claim(s) and counterclaims using sound reasoning and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

WHST.11-12.2.B. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

UNIT 2 UNIT TITLE: POLITICAL CULTURE, PARTICIPATION, & IDEOLOGY CHAPTERS COVERED: 1,4,7,8 UNIT LENGTH: 14 Days (MP1)


Essential Questions


Vocabulary

Resources

6.1.12.A.14.c – Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups. 6.1.12.A.14.d – Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms. 6.1.12.A.14.e – Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern. 6.1.12.B.14.h – Assess the effectiveness of government policies in balancing the rights of the individual against the need for national security. 6.1.12.C.14.b – Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy. 6.1.12.D.14.d – Evaluate the extent to which women, minorities, individuals with

Explain the difference in philosophy between liberal, conservative, libertarian, and authoritarian ideologies and apply philosophies to varying issues. Apply demographic traits to political ideology and voting trends. Compare varying forms of political participation and their effects based on the civil rights movement. Discuss reasons for poor US voter turnout. Describe the expansion of suffrage throughout American history.

6 Days - 6.1.12.A.14.c-d; 6.1.12.B.14.h; 6.1.12.C.14.b; 6.1.12.D.14.d; 6.1.12.D.14.e, 6.1.12.A.13.b; NJSLS for ELA in History RH.11-12.1; RH.11-12.2; RH.11-12.6; WHST.11-12.1.A; WHST.11-12.1.B; WHST.11-12.2.B 5 days - 6.1.12.A.14.e; 6.1.12.A.14.g 2 days – Review and Test 1 Day – Cumulative Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Pair Share

Demographic Political ideology Conservative Liberal Libertarian Authoritarian Political Socialization Conventional Participation Unconventional Participation Motor Voter Law Entitlement Fiscal Policy Monetary Policy Progressive taxation Efficacy Apathy 15th Amendment 17th Amendment 19th Amendment 23rd Amendment 24th Amendment 26th Amendment Initiative Referendum Recall Direct Primary Moderate Civil rights Regents of California v. Bakke Brown v. Board of Education Plessy v. Ferguson Civil Rights Act of 1964


gender preferences, and individuals with disabilities have met their goals of equality in the workplace, politics, and society. 6.1.12.D.14.e – Evaluate the role of religion on cultural and social mores, public opinion, and political decision. 6.1.12.A.14.g: Analyze the impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools). 6.1.12.A.13.b: Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities. NJSLS for ELA in History:

RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of primary and secondary sources, connecting insights

Voting Rights Act of 165 Dred Scott

gained from specific details to develop an understanding of the text as a whole.

RH.11-12.2. Determine the theme, central ideas, information and/or perspective(s) presented in a primary or secondary source; provide an accurate summary of how key events, ideas and/or author’s perspective(s) develop over the course of the text.

RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

WHST.11-12.1.A. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

WHST.11-12.1.B. Develop claim(s) and counterclaims using sound reasoning and thoroughly, supplying the most relevant data and evidence for each while

pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.


UNIT 3 UNIT TITLE: POLITICAL PARTIES AND ELECTIONS CHAPTERS COVERED: 8,9,10 UNIT LENGTH: 16 Days (MP2)


Essential Questions


Vocabulary

Resources

6.1.12.A.14.f: Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy. 6.1.12.A.3.g: Analyze the impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools). 6.1.12.C.10.b: Compare and contrast the economic ideologies of the two major political parties regarding the role of government during the New Deal and today. NJSLS for ELA in History:

RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of primary and secondary sources, connecting insights gained

Explain the impact and function of factions (especially political parties) on the American political landscape. Analyze the presidential election system, including the primary and general election seasons.

14 days - 6.1.12.A.14.f; 6.1.12.A.3.g; 6.1.12.C.10.b; NJSLS for ELA in History RH.11-12.1; RH.11-12.2; RH.11-12.6; WHST.11-12.1.A; WHST.11-12.1.B; WHST.11-12.2.B 2 days - Review and test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activity, Pair Share

Faction Political party Two-party system Ideological party Factional party Single issue party Protest party Single member district Party Machine Linkage Institution Political Agenda Critical Election Party Realignment Dealignment Plurality Election Winner Take All System Proportional Elections Primary Elections Delegates Open Primary Closed Primary Caucus Frontloading Swing state Electoral College McCain-Feingold Campaign Finance Reform Act


from specific details to develop an understanding of the text as a whole.




WHST.11-12.1.B. Develop claim(s) and counterclaims using sound reasoning and thoroughly, supplying the most relevant data and evidence for each while

pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.


UNIT 4 UNIT TITLE: INTEREST GROUPS & MEDIA CHAPTERS COVERED: 11,12 UNIT LENGTH: 13 Days (MP2)


Essential Questions


Vocabulary

Resources

6.1.12.A.14.f: Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy. NJSLS for ELA in History:

RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of primary and secondary sources, connecting insights gained from specific details to develop an understanding of the text as a whole.


Describe the tactics special interest groups use to attempt to influence policy in the US government. Explain the role of the media in connecting the American public to government institutions.

10 Days - 6.1.12.A.14.f; NJSLS for ELA in History RH.11-12.1; RH.11-12.2; RH.11-12.6; WHST.11-12.1.A; WHST.11-12.1.B; WHST.11-12.2.B 2 Days – Review and Test 1 Day – Cumulative Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Pair Share

Special interest group Linkage institution PAC Litigation Electioneering Direct lobbying Lobbyist Free rider AARP NEA ACLU Greenpeace NAACP NARAL NOW Sierra Club Agenda Setter Watchdog Scorekeeper FCC Sound bite





WHST.11-12.2.B. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations,

or other information and examples appropriate to the audience’s knowledge of the topic.

UNIT 5 UNIT TITLE: CONGRESS CHAPTERS COVERED: 13 UNIT LENGTH: 17 days (MP3)


Essential Questions


Vocabulary

Resources

6.1.12.A.2.b: Evaluate the importance of the Declaration of Independence, the Constitution, and the bill of Rights to the spread of democracy around the world 6.1.12.A.14.f: Determine the extent to which nongovernmental organizations, special interest groups, third party political groups and the media affect public policy. 6.1.12.A.14.d: Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms. 6.1.12.A.14.a: Evaluate the effectiveness of the checks and balances system in preventing one branch of national government from usurping too much power during contemporary times. NJSLS for ELA in History:

RH.11-12.1. Accurately cite strong and thorough textual

Describe the varying roles of Congress. Describe the modern day makeup of Congress and the relevance of the incumbency advantage. Describe the legislative process, including the differences between the House and Senate. Analyze the influence of constituents, the president, interest groups, political parties, and the media on the legislative process. Compare the constitutional powers of the House and Senate

4 days - 6.1.12.A.2.b 4 days - 6.1.12.A.14.f; 6.1.12.A.14.d 6 days - 6.1.12.A.14.a; NJSLS for ELA in History RH.11-12.1; RH.11-12.2; RH.11-12.6; WHST.11-12.1.A; WHST.11-12.1.B; WHST.11-12.2.B 2 days - Review and Test 1 day – cumulative assessment Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Pair Share

Logrolling Pork barrel legislation Apportionment Reapportionment Redistricting Gerrymandering Census Casework Franking privilege Incumbent Constituent Delegate theory Trustee theory Rules committee Filibuster Standing committee Ways and Means Committee Select committee Joint committee Conference committee Cloture Veto Rider Appropriations Oversight Speaker of the house Majority/minority leader Majority/minority whip


evidence, (e.g., via discussion, written response, etc.), to support analysis of primary and secondary sources, connecting insights gained from specific details to develop an understanding of the text as a whole.




UNIT 6 UNIT TITLE: PRESIDENT & BUREAUCRACY CHAPTERS COVERED: 14,15 UNIT LENGTH: 18 days (MP3)


Essential Questions


Vocabulary

Resources

6.1.12.A.14.a: Evaluate the effectiveness of the checks and balances system in preventing one branch of national government from usurping too much power during contemporary times. 6.1.12.A.14.d: Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms. 6.1.12.A.14.f: Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy. NJSLS for ELA in History:

RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of primary and secondary sources, connecting insights gained from specific details to

Describe the formal and informal president powers and how those powers have expanded in modern U.S. history. Identify varying checks that Congress and the Supreme Court possess over the Executive Branch. Describe the characteristics, purpose, problems, and types of bureaucratic departments and agencies in the U.S. government. Describe the varying influencers on bureaucratic agencies.

5 days - 6.1.12.A.2.b 4 days - 6.1.12.A.14.f; 6.1.12.A.14.d 7 days - 6.1.12.A.14.a; NJSLS for ELA in History RH.11-12.1; RH.11-12.2; RH.11-12.6; WHST.11-12.1.A; WHST.11-12.1.B; WHST.11-12.2.B 2 days - Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Pair Share

Natural rights Social contract Articles of Confederation Shays’ Rebellion Writ of Habeas corpus Bills of attainder Virginia Plan NJ Plan Great Compromise Republic Judicial review Federalism Checks and balances Enumerated powers Concurrent powers Reserved powers 10th Amendment Separation of Powers Federalists Antifederalists Ex post facto laws Bill of Rights Block grants Categorical grants Devolution Unitary Confederate Dual federalism Cooperative federalism Fiscal federalism Necessary and proper Commerce clause Supremacy clause Mandate


develop an understanding of the text as a whole.




WHST.11-12.1.B. Develop claim(s) and counterclaims using sound reasoning and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths

and limitations of both claim(s) and counterclaims in a discipline appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.


UNIT 7 UNIT TITLE: SUPREME COURT & CIVIL LIBERTIES CHAPTERS COVERED: 5,6,16 UNIT LENGTH: 14 Days (MP4)


Essential Questions


Vocabulary

Resources

6.1.12.A.2.d: Explain how judicial review made the Supreme Court an influential branch of government, and assess the continuing impact of the Supreme Court today. 6.1.12.A.3.d: Describe how the Supreme Court increased the power of the national government and promoted national economic growth during this era. 6.1.12.A.13.b Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities. 6.1.12.A.14.b: Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies.

Describe the powers of the U.S. court system today and throughout our history and how the other branches can check its power. Describe the role of the Supreme Court throughout U.S. history in promoting civil liberties and civil rights.

12 days - 6.1.12.A.14.b; 6.1.12.A.2.d, 6.1.12.A.3.d; NJSLS for ELA in History RH.11-12.1; RH.11-12.2; RH.11-12.6; WHST.11-12.1.A; WHST.11-12.1.B; WHST.11-12.2.B 2 days – Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Pair Share

Appellate v. original jurisdiction Class action suits Concurring opinion Majority opinion Dissenting opinion Judicial activism v. restraint Rule of 4 Senatorial courtesy Stare decisis Per curium Writ of certiorari Precedent Bills of attainder Ex post facto Writ of habeas corpus Self-incrimination Double jeopardy Incorporation Selective incorporation Symbolic speech Establishment clause Free exercise clause Equal protection of law clause Prior restraint Affirmative action Exclusionary rule Civil liberties Due process Right to privacy Marbury v. Madison Texas v. Johnson Mapp v. Ohio Gitlow v. NY


NJSLS for ELA in History:




WHST.11-12.1.A. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or

DeJonge v. Oregon NY Times v. US NY Times v. Sullivan US v. Schenck Gideon v. Wainwright Escobedo v. Illinois

opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.



UNIT 8 UNIT TITLE: AP GOVERNMENT & POLITICS REVIEW CHAPTERS COVERED: All UNIT LENGTH: 22 days (MP4)


Essential Questions


Vocabulary

Resources

NJSLS for ELA in History:




Explain varying political and government events using your understanding of US Government and Politics.

1 Day – Cumulative Test 6 Days - AP Exam Review 1 Day – AP Exam 1 Day – AP Exam Debrief 11 Days – Political debates and assignments NJSLS for ELA in History RH.11-12.1; RH.11-12.2; RH.11-12.6; WHST.11-12.1.A; WHST.11-12.1.B; WHST.11-12.2.B 2 Days – Final Exam Review Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Pair Share

Select Review Words/Terms


Modifications/Strategies for Student Populations: MS/HS ELA & SS

*Interdisciplinary **21st Century Themes and Skills

21st Century Themes & Skills**

Special Education/Gifted

ELL

At Risk of School Failure

Benchmarking

Career Skills 1. Guest Speakers* 2. Multimedia/Videos 3. Interviews* 4. Resumes* 5. Letters 6. Public Speaking 7. Naviance

Communication

1. Presentations w/Visuals 2. Debates* 3. Speeches* 4. Dramatic Readings 5. Socratic Seminar 6. Rhetoric & Figurative

Language 7. Think-Pair-Share

Collaboration 1. Cooperative Projects 2. Peer Editing 3. Jig Saw 4. Reading Groups 5. Socratic Seminar

Creativity

1. Visual Interpretations 2. Dramatic Readings 3. Creative Writing

a. Modernized

Special Education 1. Providing

Notes/Modified Notes a. PowerPoints b. Text with

Annotations 2. Providing Anchor

Copies with Rubrics 3. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

4. Audio Books 5. Enhanced Digital Texts 6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephrase 10. Manipulatives/Visuals 11. Realia 12. Graphic Organizers 13. Study Guides 14. Portfolios 15. Modified Texts 16. Conferencing

a. Student b. Parent c. Guidance d. Administration

1. Word to Word Dictionaries

2. Bilingual Dictionaries 3. Total Physical

Response 4. Native/Non-Native

Speaker Groupings 5. Providing

Notes/Modified Notes a. PowerPoints b. Text with





8. Audio Books 9. Enhanced Digital

Texts 10. Modeling 11. Chunking 12. Scaffolding 13. Repeat/Rephrase 14. Manipulatives/

Visuals 15. Realia 16. Graphic Organizers

1. Providing Notes/ Modified Notes

a. PowerPoints b. Text with





4. Audio Books 5. Enhanced Digital Texts 6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephrase 10. Manipulatives/Visuals 11. Realia 12. Graphic Organizers 13. Study Guides 14. Portfolios 15. Modified Texts 16. Priority Seating 17. Checking Assignments

Pads 18. Conferencing

a. Student b. Parent

1. Pre and Post SGO Assessments

2. Study Island

Versions of Text b. Narratives c. Poems d. Drama

Critical Thinking

1. DBQs* a. SS in ELA* b. ELA in SS*

2. Text Analysis a. SS in ELA* b. ELA in SS*

3. Peer Review 4. Reading & Writing

a. Evaluate b. Compare c. Contrast d. Analyze e. Synthesize f. Create

Technology

1. PARCC Practice 2. SMART Board 3. iPads 4. SMART Response

Technology 5. Text to Speech 6. Podcasts 7. Virtual Field Trips 8. Quizlet 9. Socrative 10. Kahoot 11. Flubaroo 12. Wikis 13. Google Drive 14. Turnitin 15. Study Island 16. Virtual High School (HS Only)

e. CST 17. Tutoring/Extra Help

Gifted

1. Self-Directed Learning Independent Research*

2. Individualized Pacing 3. Supplemental Texts

(Higher Lexile Levels)* 4. Virtual High School (HS

Only)

17. Study Guides 18. Portfolios 19. Modified Texts 20. Conferencing

a. Student b. Parent c. Guidance d. Administration e. CST

21. Tutoring/Extra Help

c. Guidance d. Administration e. CST

19. Tutoring/Extra Help

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