Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather) Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. (Ex: obvious, expose, establish and verify.) Content Vocabulary (Tier 3) - Words are used in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Ex: lynching, abolitionist, slavery) Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction. Teaching Vocabulary for Mastery… Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers. Provide a student-friendly definition of the word. Suggest synonyms or antonyms for the word. Put the new word into a context or connect it to a known concept, morpheme, or root. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing). Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with the written word on the wall. Use the new words in context of the lesson. Ask questions that contain the new word; so, students must process its meaning in multiple ways. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept. Expect pairs of students to construct semantic word maps for new vocabulary. Give students extra credit points for hearing or seeing content vocabulary in other contexts. McEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press. U.S. Government and Civics Pacing Guide
GC.4 Explain how the Constitution reflects a balance between the promotion of the public good and the protection of individual rights. GC.5 Summarize with supporting evidence why the Founding Fathers established a constitutional system that limited the power of government. GC.6 Describe the systems of enumerated and shared powers, the role of organized interests (Federalist Number 10), checks and balances (Federalist Number 51), the importance of an GC.5 What balances did our founding fathers believe must be achieved for successful government? C.6 What is the importance of independent judiciary? GC.6 What are the descriptors of the systems of enumerated and shared powers? GC.6 What are the roles of organized interests and checks and balances? GC.6 Why are implied powers, rule of law, federalism, popular sovereignty, and civilian control of the military of importance? GC.7 What evidence supports that the Bill of Rights limits the powers of the federal government and state governments? C.6 After reading pages 30-34 in the textbook, students will write a summary that describes the systems of enumerated and shared powers, the role of organized interests (Federalist Number 10), checks and balances (Federalist Number 51), the importance of an independent judiciary (Federalist Number 78), implied powers, rule of law, federalism, popular sovereignty, and civilian control of the military. Literacy RH.11-12.3, W.11.12.1.A,B GC.7 Textbook p.791-794 - Read Federalist Papers #10. Discuss why factions can be dangerous to democracy, the authors’ solutions for this problem, and have students evaluate the merits of these ideas. Literacy RH.11-12.1, W.11-12.2.2 GC.8 Textbook pp.794-796 - Read Federalist Papers #51. Ask students to relate these ideas back to their enlightenment readings. They should make references to “The Spirit of the Laws” in regards to separation of powers. Students should reflect on the purpose of separation of powers, and the dangers of a government without
Resources Bill of Rights Mnemonic Tennessee State Constitution What Government Does in Tennessee Functions of Tennessee Government Database of Local, State, and National Representatives Information on Tennessee Government Services Venn Diagram Generator Flowchart Generator iCivics State and Local Government U.S. Constitution iCivics Rights Unit iCivics Voting Rights Timeline: History of the Voting Rights Act History.com Voting Rights Act Tennessee Voting Requirements Department of Justice Congress Protects The to Vote Lesson Plan 1848 Seneca Falls Convention begins Directory of Political Parties The Behind Elections 10 Reasons Why the Electoral College is a Problem How Does the Electoral College Work?