PLEASANT VALLEY SCHOOL DISTRICT



PLEASANT VALLEY SCHOOL DISTRICT

PLANNED COURSE CURRICULUM GUIDE

Class: Current Issues

Grades: 9-12

I. COURSE DESCRIPTION AND INTENT: The purpose of this course is to provide students with knowledge of contemporary issues that impact the United States and the world. Students receive the background knowledge and information necessary to make reasoned judgments about important social, economic, and political issues. Due to the dynamic nature of subject matter, this course is characterized by a flexible and general set of learning objectives. The materials utilized are current media sources (i.e. - newspapers, magazines, video media, etc.). To insure broad-based continuity, there are four areas of concentration: International, National, State, and local issues.

II. INSTRUCTIONAL TIME:

Class Periods: Six (6) per six (6) day cycle

Length of Class Periods (minutes): Fifty-six (56)

Length of Course: Nine (9) Weeks

Unit of Credit: .25

|COURSE: |GRADE(S): |

|STRAND: Reading |TIMEFRAME: |

|PDE Standard Area: | |

|1.2 Reading, Analyzing and Interpreting Text | |

|PA ACADEMIC STANDARDS |

|1.2.11.A: Evaluate and critique text organization and content to determine the author’s purpose and effectiveness according to the |

|author’s theses, accuracy, thoroughness, logic, and reasoning. |

|1.2.11.B: Distinguish among facts and opinions, evidence, and inference across a variety of texts by using complete and accurate |

|information, coherent arguments and points of view. |

|1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, |

|and/or the author’s argument or defense of a claim as related to essential and non-essential information. |

|1.2.11.D: Analyze inferences and draw conclusions based on and related to an author’s implicit and explicit assumptions and beliefs|

|about a subject. |

|1.2.11.E: Examine and respond to essential content of text and documents in all academic areas. |

|ASSESSMENT ANCHORS |

|N/A |

|RESOURCES |

|PVHS Library Handbook |

|PVHS Library Controversial Issues Planner |

|Text/articles/novels |

|Teacher created materials |

|Student selected materials |

|History Moodle Webpages |

|Pleasant Valley High School Library Webpage |

|PV Research and Assessment Handbook |

|OBJECTIVES |

|PDE Big Idea(s): |

|Comprehension requires and enhances critical thinking is constructed through the intentional interaction between reader and text |

|Core Objectives: |

|Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific |

|details to an understanding of the text as a whole (CC.8.5.11-12.A) |

|Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the |

|relationships among the key details and ideas. (CC.8.5.11-12.B) |

|Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, |

|acknowledging where the text leaves matters uncertain. (CC.8.5.11-12.C) |

|Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the |

|text contribute to the whole. (CC.8.5.11-12.E) |

|Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as |

|well as in words) in order to address a question or solve a problem. (CC.8.5.11-12.G) |

|Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting |

|discrepancies among sources. (CC.8.5.11-12.I) |

|ESSENTIAL CONTENT |

|PDE Essential Question(s): |

|How does interaction with text provoke thinking and response? |

| |

|Core Content: |

|Use of graphs and data representations |

|Reading of primary sources from various locations |

|Reading of the secondary sources from various locations |

|Use maps and charts as visual representations of data |

|INSTRUCTIONAL STRATEGIES |

|Teacher modeling |

|Think- Pair- Share |

|Usage of Reading Apprenticeship strategies |

|Usage of Best Classroom Practices |

|ASSESSMENTS |

|Teacher and peer evaluation. |

|Teacher and peer response on written work. |

|Rubrics/PV Research and Assessment Handbook |

|CORRECTIVES / EXTENSIONS |

|Explicit modeling followed by systematic guided practice of each skill |

|Work in pairs to provide peer evaluation |

|Use technological support |

|COURSE: |GRADE(S): |

|STRAND: Writing |TIMEFRAME: |

|PDE Standard Area: | |

|1.4 Types of Writing | |

|1.5 Quality of Writing | |

|PA ACADEMIC STANDARDS |

|1.4.12.B: Write complex informational pieces (e.g. research papers, literary analytical essays, evaluations) |

|Make and support inferences with relevant and substantial evidence and well-chosen details. |

|Identify and assess the impact of perceived ambiguities, nuances, and complexities within text. |

|1.4.12.C: Write persuasive pieces. |

|Use rhetorical strategies (e.g., exposition, narration, description, argumentation, or some combination thereof) to support the |

|main argument or position. |

|Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of |

|commonly accepted beliefs, and logical reasoning. |

|1.5.12.A: Write with a clear focus, identifying topic, task, and audience. |

|1.5.12.B: Develop content appropriate for the topic. |

|Gather, organize, and determine validity and reliability of information. |

|Employ the most effective format for purpose and audience. |

|Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus. |

|1.5.12.C: Write with controlled and/or subtle organization. |

|Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.|

|1.5.12.D: Write with an understanding of style using a variety of sentence structures and descriptive word choices. |

|Create tone and voice through the use of precise language. |

|1.5.12.E: Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of|

|purpose, audience, and genre have been addressed. |

|1.5.12.F. Use grade appropriate conventions of language when writing and editing. |

|Spell all words correctly |

|Use capital letters correctly |

|Punctuate correctly |

|Use correct grammar and sentence and formation |

|ASSESSMENT ANCHORS |

|N/A |

|RESOURCES |

|PVHS Library Handbook |

|PVHS Library Controversial Issues Planner |

|Text/articles/novels |

|Teacher created materials |

|Student selected materials |

|History Moodle Webpages |

|Pleasant Valley High School Library Webpage |

|PV Research and Assessment Handbook |

|OBJECTIVES |

|PDE Big Idea(s): |

|Purpose, topic and audience guide types of writing |

|Writing is a recursive process that conveys ideas, thoughts and feelings |

|Writing is a means of documenting thinking |

|Core Objectives: |

|Write arguments focused on discipline-specific content. (CC.8.6.11-12.A) |

|Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical |

|processes. (CC.8.6.11-12.B) |

|Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to |

|ongoing feedback, including new arguments or information. (CC.8.6.11-12.E) |

|Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the |

|strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text |

|selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format |

|for citation. (CC.8.6.11-12.G) |

|Draw evidence from informational texts to support analysis, reflection, and research. (CC.8.6.11-12.H) |

|ESSENTIAL CONTENT |

|PDE Essential Question(s): |

|To what extent does the writing process contribute to the quality of writing |

|How do we develop into effective writers? |

|What role does writing play in our lives? |

|Core Content: |

|Develop essays with an introduction, 3 body paragraphs, and conclusion. |

|Write clear, concise paragraphs using correct grammar, spelling, punctuation, usage, and mechanics. |

|Use writing techniques to experiment and develop a personal writing style. |

|Write creative and critically in response to literature-based assignments. |

| Explore different styles and forms in poetry. |

| Practice writing the four modes. |

|Incorporate self-reflection into writing. |

| Assign writing with several stages. |

|Revise and edit. |

|INSTRUCTIONAL STRATEGIES |

|Teach grammar units in areas that require special emphasis as reflected in students’ papers. |

|Employ a variety of writing techniques such as brainstorming, discussion, modeling, free-writing, and examining writing models. |

|Examine and re-evaluate past assignments. |

|Incorporate Reading Apprentice techniques. |

|ASSESSMENTS |

|Teacher and peer evaluation. |

|Teacher and peer response on written work. |

|Rubrics/PV Research and Assessment Handbook |

|CORRECTIVES / EXTENSIONS |

|Explicit modeling followed by systematic guided practice of each skill |

|Work in pairs to provide peer edit. |

|Use model writing. |

|Use technological support |

|COURSE: |GRADE(S): |

|STRAND: Research |TIMEFRAME: |

|PDE Standard Area: | |

|1.8 Research | |

|1.9 Information, Communication, and Technology Literacy | |

|PA ACADEMIC STANDARDS |

|1.8.12.A: Formulate a clear research question and design a methodology for gathering and evaluating information on the chosen |

|topic. |

|1.8.12.B: Conduct inquiry and research on self-selected or assigned topics, issues, or problems using a wide variety of appropriate|

|media sources and strategies. |

|Demonstrate that sources have been evaluated for accuracy, bias, and credibility. |

|Synthesize information gathered from a variety of sources, including technology and one’s own research, and evaluate information |

|for its relevance to the research question. |

|Demonstrate the distinction between one’s own ideas from the ideas of others, and includes a reference page. |

|1.8.12.C: Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates |

|inference and conclusions drawn from research. |

|1.9.12.A: Use media and technology resources for research, information, analysis, problem solving, and decision making in content |

|learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium. |

|1.9.12.B: Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness, importance, and |

|social and cultural context. |

|ASSESSMENT ANCHORS |

|N/A |

|RESOURCES |

|PV Research and Assessment Handbook |

|MLA Handbook |

|Chicago(Turabian) Handbook |

|PVHS Library web pages and links |

|Library Research Planner |

|Student selected materials |

|OBJECTIVES |

|PDE Big Idea(s): |

|Information to gain or expand knowledge can be acquired through a variety of sources |

|Core Objectives: |

|Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and |

|between texts with focus on textual evidence. |

|Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and|

|appropriate content |

|Students summarize, represent, interpret data on tables and graphs |

|ESSENTIAL CONTENT |

|PDE Essential Question(s): |

|How can our knowledge and use of the research process promote lifelong learning? |

|How do we use information gained through research to expand knowledge? |

|Core Content: |

|Follow the MLA or Turabian process for conducting research of: evaluating sources, taking notes, outlining, and writing drafts |

|Develop, with teacher guidance, an essential question |

|Answer the essential question to formulate a thesis statement that addresses purpose and audience |

|During the research process, submit a working annotated bibliography for the purpose of review by teacher and possible revision by |

|student |

|Differentiate between summarizing, paraphrasing, direct quoting, and using one’s own idea to prevent intentional and unintentional |

|plagiarism |

|Use a variety of tools to produce an individual critical research paper on a selected social issue with a minimum of five sources |

|and one to five pages. |

|INSTRUCTIONAL STRATEGIES |

|The classroom teacher and librarians will collaborate and co-teach throughout the process of planning, conducting, and documenting |

|research |

|Model various forms of note taking |

|Peer review |

|Reference individual research planner checklists for classroom and library activities |

|ASSESSMENTS |

|Teacher and peer evaluation |

|The final paper |

|Pre-research activities |

|Rubrics/PV Research and Assessment Handbook |

|CORRECTIVES / EXTENSIONS |

|Correctives: |

|Explicit modeling followed by systematic, guided practice of each skill |

|Extensions: |

|Provide opportunity for further inquiry |

|Convert research paper into technology-enhanced research presentation |

|Apply research to authentic, real-world scenarios |

|COURSE: Current Issues |GRADE(S): 9-12 |

|STRAND: (Domestic Issues) 5.1 Principles and Documents of Government, |TIME FRAME: Quarter Year |

|8.3 United States History | |

|PA ACADEMIC STANDARDS |

|5.1.12.C: Evaluate the application of the principles and ideals in contemporary civic life. |

|Liberty / Freedom |

|Democracy |

|Justice |

|Equality |

| |

|8.3.12.D: Evaluate how conflict and cooperation among groups and organizations in the U.S. have influenced the growth and |

|development of the world. |

|Ethnicity and race |

|Working conditions |

|Immigration |

|Military conflict |

|Economic stability |

|ASSESSMENT ANCHORS |

| |

|RESOURCES |

|PVHS Library Handbook |

|PVHS Library Controversial Issues Planner |

|Text/articles/novels |

|Teacher created materials |

|Student selected materials |

|History Moodle Webpages |

|Pleasant Valley High School Library Webpage |

|PV Research and Assessment Handbook |

|Newspapers |

|Internet based literature |

|News Media |

|OBJECTIVES |

|Political and economic ideas motivate societies to new behaviors. |

|Engaged citizens understand the workings of government and use historic precedents in shaping thought and action. |

|ESSENTIAL CONTENT |

|How can an individual safeguard the sanctity of human rights? |

|What is the impact of popular media on the practice of civil discourse? |

|INSTRUCTIONAL STRATEGIES |

|• Teacher modeling |

|• Think- Pair- Share |

|• Usage of Reading Apprenticeship strategies |

|• Usage of Best Classroom Practices |

|ASSESSMENTS |

|• Teacher and peer evaluation. |

|• Teacher and peer response on written work. |

|• Rubrics/PV Research and Assessment Handbook |

|CORRECTIVES/EXTENSIONS |

|• Explicit modeling followed by systematic guided practice of each skill |

|• Work in pairs to provide peer evaluation |

|• Use technological support |

|COURSE: Current Issues |GRADE(S): 9-12 |

|STRAND: (International Affairs) 5.4 How International Relationships |TIME FRAME: Quarter Year |

|Function | |

|PA ACADEMIC STANDARDS |

|5.4.12.B: Evaluate the effectiveness of foreign policy tools in various current issues confronting the United States (e.g., |

|diplomacy, economic aid, military aid, sanctions, treaties). |

|5.4.12.D: Evaluate the role of mass media in world politics. |

|ASSESSMENT ANCHORS |

| |

|RESOURCES |

|PVHS Library Handbook |

|PVHS Library Controversial Issues Planner |

|Text/articles/novels |

|Teacher created materials |

|Student selected materials |

|History Moodle Webpages |

|Pleasant Valley High School Library Webpage |

|PV Research and Assessment Handbook |

|Newspapers |

|Internet based literature |

|News Media |

|OBJECTIVES |

|Political and economic ideas motivate societies to new behaviors. |

|ESSENTIAL CONTENT |

|How can an individual safeguard the sanctity of human rights? |

|INSTRUCTIONAL STRATEGIES |

|• Teacher modeling |

|• Think- Pair- Share |

|• Usage of Reading Apprenticeship strategies |

|• Usage of Best Classroom Practices |

|ASSESSMENTS |

|• Teacher and peer evaluation. |

|• Teacher and peer response on written work. |

|• Rubrics/PV Research and Assessment Handbook |

|CORRECTIVES/EXTENSIONS |

|• Explicit modeling followed by systematic guided practice of each skill |

|• Work in pairs to provide peer evaluation |

|• Use technological support |

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