experience the world. shape the future. · principles of american democracy sampler chapter 1...

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Online Language Learners Teaching Guide Sampler mhecalifornia.com CALIFORNIA SOCIAL STUDIES Experience the World. Shape the Future. Principles of American Democracy Sampler CHAPTER 1 Foundations of Government The full Language Learners Teaching Guide is available online! Go to mhecalifornia.com

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Online Language Learners Teaching Guide Samplermhecalifornia .com

CALIFORNIA

SOCIAL STUDIES

Experience the World. Shape the Future.

Principles of American Democracy Sampler

CHAPTER 1 Foundations of Government

The full Language Learners Teaching Guide is available online! Go to mhecalifornia.com

LLTG_SamplerCover_G12Gov.indd 1 7/20/2017 4:26:31 PM

Welcome to

Language Learners Teaching Guide

Program: LLTG Component: Teacher GuidePass-1

Vendor: SPi-Global Grade: HS

LL1_LL18_LL_CA_T_USG_FM_675562.indd 3 30/06/17 9:14 pm

Language Learners Teaching GuideThe California IMPACT Social Studies Language Learners Teaching Guide provides a focused language study designed to support language learners and help them gain content knowledge in the complex literacy-based History-Social Science discipline. The instructional model respects knowledge development as a process focused on growth, not mastery.

His

tory

/Soc

ial S

tudies

E

nglish Language Arts Sciences

Mathematics Arts

Te

chnic

al Su

bjec

ts

Interpreting complex

informational and literary

text

Taking a stand and supporting

it with evidence

Valuing multilingualism

and cultural diversity

Engaging in collaborative discussions

about content

Developing language awareness and using academic language

The How: Processes

The Why: Purposes

The What: Resources

California ELD Standards

Using English Purposefully for:Describing, explaining, persuading, informing, justifying, negotiating, entertaining, retelling, etc.

Interacting in Meaningful Ways:• Collaborating with others• Interpreting meaning• Producing meaningful messages

Understanding How English Works:• Structuring cohesive texts• Expanding and enriching ideas• Combining and condensing

ideas

Program: LLTG Component: Teacher GuidePass-1

Vendor: SPi-Global Grade: HS

LL4 Language Learners Teaching Guide

LL1_LL18_LL_CA_T_USG_FM_675562.indd 4 30/06/17 9:14 pm

Material included in this sampler

Chapter included in this sampler

Table of ContentsMcGraw-Hill Education’s Guiding Principles for Supporting English Learners � � � � � � � � � � � � � � � � � LL12

Cultivate Meaning and Support Language � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � LL14

Language Proficiency Level Descriptors � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � LL16

Collaborative Conversations� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � LL17

Strategies for Classroom Discussion � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � LL18

Reference Section

Language Transfers Handbook � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � LH1

California English Language Development Standards � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �CA25

CHAPTER 1

Foundations of Government

CHAPTER 1 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1

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CHAPTER 2

Origins of American Government

CHAPTER 2 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �9

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CHAPTER 3

The Constitution

CHAPTER 3 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 19

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Language Learners Teaching Guide  LL5

Program: LLTG Component: Teacher GuidePass-1

Vendor: SPi-Global Grade: HS

LL1_LL18_LL_CA_T_USG_FM_675562.indd 5 07/07/17 2:51 pm

CHAPTER 4

Federalism

CHAPTER 4 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �29

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Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �33

Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �35

Lesson 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �37

CHAPTER 5

The Structure of Congress

CHAPTER 5 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �39

Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 40

Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 41

Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �43

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Lesson 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �47

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CHAPTER 6

Congressional Powers

CHAPTER 6 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 51

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CHAPTER 7

Congress at Work

CHAPTER 7 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �59

Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 60

Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �61

Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �63

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LL6 Language Learners Teaching Guide

Program: LLTG Component: Teacher GuidePass-1

Vendor: SPi-Global Grade: HS

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CHAPTER 8

State and Local Legislative Branches

CHAPTER 8 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 69

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The Presidency

CHAPTER 9 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �77

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CHAPTER 10

Choosing the President

CHAPTER 10 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �87

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CHAPTER 11

Structure of the Executive Branch

CHAPTER 11 OPENER� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �95

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Language Learners Teaching Guide  LL7

Program: LLTG Component: Teacher GuidePass-1

Vendor: SPi-Global Grade: HS

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CHAPTER 12

State and Local Executive Branches

CHAPTER 12 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �105

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CHAPTER 13

Federal and State Court Systems

CHAPTER 13 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 113

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CHAPTER 14

The Supreme Court of the United States

CHAPTER 14 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 121

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Constitutional Freedoms

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LL8 Language Learners Teaching Guide

Program: LLTG Component: Teacher GuidePass-1

Vendor: SPi-Global Grade: HS

LL1_LL18_LL_CA_T_USG_FM_675562.indd 8 30/06/17 9:14 pm

CHAPTER 16

Constitutional Right to Fair Trial

CHAPTER 16 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �145

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Political Parties

CHAPTER 17 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �153

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Voting and Elections

CHAPTER 18 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 161

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CHAPTER 19

Public Opinion and Interest Groups

CHAPTER 19 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 171

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Language Learners Teaching Guide  LL9

Program: LLTG Component: Teacher GuidePass-1

Vendor: SPi-Global Grade: HS

LL1_LL18_LL_CA_T_USG_FM_675562.indd 9 30/06/17 9:14 pm

CHAPTER 20

Mass Media in the Digital Age

CHAPTER 20 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 181

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CHAPTER 21

Financing Government

CHAPTER 21 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �189

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CHAPTER 18

Making Social and Domestic Policy

CHAPTER 22 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �199

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CHAPTER 23

Making Foreign and Defense Policy

CHAPTER 23 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 211

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LL10 Language Learners Teaching Guide

Program: LLTG Component: Teacher GuidePass-1

Vendor: SPi-Global Grade: HS

LL1_LL18_LL_CA_T_USG_FM_675562.indd 10 30/06/17 9:14 pm

CHAPTER 24

Comparing Political and Economic Systems

CHAPTER 24 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 221

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Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 223

Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 225

Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 227

Lesson 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 229

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McGraw-Hill Education’s Guiding Principles for Supporting English Learners

McGraw-Hill Education is committed to providing English Learners appropriate support as they simultaneously learn content and language. As an organization, we recognize that the United States is a culturally and linguistically diverse country. Moreover, this diversity continues to increase, with corresponding growth in the number of English Learners (ELs). In 2012-2013, an estimated 4.85 million ELs were enrolled in U.S. schools; this subgroup now makes up nearly 10% of the total public school enrollment (Ruiz-Soto, Hooker, and Batalova, 2015). In fact, ELs are the fastest growing student population in the country, growing 60% in the last decade, compared with only 7% growth of the general student population (Grantmakers for Education, 2013). Perhaps most interesting of all, the vast majority of ELs – 85% of prekindergarten through fifth grade ELs – and 62% of hig school ELS – were born in the United States (Zong & Batalova, 2015). These U.S.-born ELs may be first-, second-, or third-generatio students with strong ties to their cultural roots. A great many ELs come to school with a variety of linguistic and cultural backgrounds from Spanish-speaking countries in South and Central America. In addition, schools experience native speakers from numeous other backgrounds and languages - the most common other languages being Cantonese, Hmong, Korean, Vietnamese, and Haitian Creole. While over 70% of ELs come to school speaking Spanish as their native language, as a group, ELs speak nearly 150 languages (Baird, 2015). The experiences and identities acquired in the context of ELs’ home and communities can transform the simplest classroom into a unique cultural and linguistic microcosm.

English Learners’ success in learning a second language is influenced by a variet of factors besides the instructional method itself, including individual, family, and classroom characteristics; school and community contexts; the attributes of the assessment used to measure progress; and whether the language acquired is a national or foreign language (August & Shanahan, 2006; Genesee, Lindholm-Leary, Saunders, & Christian, 2006). For instance, children’s initial levels of proficienc in their home language(s), along with English, influence new language acquisition ( ugust, Shanahan, Escamilla, K., 2009) as does the quality of school support (Niehaus & Adelson, 2014) and the characteristics of the language learners’ first and second languages (Dressler Kamil, 2006). Given these factors, there is a pressing need for fundamental principles that guide the support of ELs as they acquire content and develop language. Drawing upon extensive research in the field, McGraw-Hill Educatio has developed nine guiding principles for supporting English Learners at all grade levels and in all disciplines.

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Guiding Principles

Provide Specialized Instruction

Cultivate Meaning

Teach Structure and Form

Develop Language in Context

Scaffold to Support Acces

Foster Interaction

Create Affirming Cultural Spac

Engage Home to Enrich Instruction

Promote Multilingualism

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The California IMPACT Language Learners Teaching Guide provides the designated support designed for use outside of the mainstream classroom. The Language Learners Teaching Guide provides instruction at three language proficiency levels with• Language and content objectives in every lesson• Core content is the vehicle to learning how English works • Gradual release of responsibility to the students accelerate progress• Frequent opportunities for English learners to collaborate, integrate ideas,

and produce language. The key is engagement. Research shows that children learn best when they are engaged with whatever it is they are learning about. Making activities relevant to children’s daily lives is important, too, as is activating what they might already know from their life experiences thus far.

The Designated activities are:• language-focused — to enable ELs to access language and concepts that

prevent them from comprehending the core history-social science core content. They must also develop register awareness so that they understand how and when to use different types of English (everyday vs. academic, formal vs.informal; oral vs. written).

• challenging — students are encouraged to think critically about and analyze information themselves

• productive — ELs are asked to produce English (write or speak), as well as receive it (read or listen)

• collaborative — with lots of opportunities to work in pairs or small groups (with students of different proficiency levels), practicing all four skills

• engaging — activities are student-friendly to engage ELs in the topic or activity presented in the student texts, make them curious to find out more, and enable them to express their creativity. ALL the research shows that children learn best when they are engaged with whatever it is they are learning about (true for adults too!). Making activities relevant to students’ daily lives is important, too, as is connecting to what they might already know in their life experience thus far.

Research shows that ELs are more motivated to learn English when they are integrated in the classroom, interacting with their English-speaking teachers and classmates, and receiving and producing English during their regular classes. ELs greatly benefit from the opportunity to regularly hear and speak English with thei teachers and classmates. ELs learn faster in intellectually challenging classes with meaningful content, engaging activities, and quality instruction. However, research also shows that integrated instruction by itself is not always sufficient, and therefo designated support separate from mainstream classroom instruction is often necessary.

California IMPACT Language Learners Teaching Guide

Cultivate Meaning and Support Language

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CALIFORNIA SOCIAL STUDIES

AUTHOR

Teacher’s Edition

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PRINCIPLES OF AMERICAN DEMOCRACY

CHAPTER 1 XXXXXX

CHAPTER 2 XXXXXX

CHAPTER 3 XXXXXX

CHAPTER 4 XXXXXX

CHAPTER 5 XXXXXX

CHAPTER 6 XXXXXX

CHAPTER 7 XXXXXX

CHAPTER 8 XXXXXX

CHAPTER 9 XXXXXX

CHAPTER 10 XXXXXX

CHAPTER 11 XXXXXX

PRINCIPLES OF AMERICAN DEMOCRACY

connect2.mheducation.com

PRINCIPLES OF AMERICAN DEMOCRACY

CALIFORNIA SOCIAL STUDIES

Accelerate English language development by building content knowledge and supporting domain-specific languag , tied to the core History-Social Science curriculum. • Ensure equity of access to core content• Collaborate through speaking, listening,

reading, and writing

Student Edition

Teacher Edition

The purpose of the English Learners Scaffold in the eacher Edition is to “unlock” language or concepts that prevent ELs from comprehending text and participating in classroom discussions and activities. ELs must learn to use and practice English in meaningful and authentic ways, and develop register awareness so that they understand how and when to use different types of English (formal vs informal; oral vs. written).

The Integrated activities are:• leveled — according to the three proficiency levels:

emerging, expanding, and bridging • focused — on one aspect in the student text spread that presents

a specific challenge to ELs due to academic language or a challenging concept

• productive — students are urged to produce English, either written or oral, rather than simply receive it

• collaborative — with abundant opportunities for students of various proficiency levels to work in pairs or small group

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Research shows that English Learners at all proficiency levels are capable o high-level thinking and can engage in complex, cognitively demanding social and academic activities requiring language, as long as they are provided appropriate linguistic support and scaffolding The three levels of English language proficiency i California IMPACT Social Studies are:

EMERGINGThese students might be newcomers with little knowledge of or exposure to English beyond answering simple questions. They will have varying degrees of proficiency in their native languag . They need a HIGH level of support. Some may be able to write a few words; others may be unfamiliar with Western script. They might lack sufficient vocabulary a oral comprehension to be able to follow directions or classroom activities. However, they typically progress very quickly, learning to use English for immediate needs as well as beginning to understand and use academic language.

EXPANDINGThese students are typically comfortable responding orally in the classroom, despite frequent errors and incorrect word usage. They need a MEDIUM level of support, and will exhibit growing confidence in thei ability to comprehend and respond in English. Students at this level are challenged to increase their English skills in more contexts and learn a greater variety of vocabulary and linguistic structures, applying their growing language skills in more sophisticated ways that are appropriate to their age and grade level.

BRIDGINGStudents at this level continue to learn and apply a range of high-level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts. They require a LOW level of support. The “bridge” alluded to is the transition to full engagement in grade-level academic tasks and activities in a variety of content areas without the need for specialized ELD instruction.

Language Proficiency Level Descriptors

2

3

1

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Students engage in whole-class, small-group, and partner discussions during every lesson. The chart below provides prompt frames and response frames that will help students at different language proficiency levels interact with each other in meaningful way

You may wish to post these frames in the classroom for student reference.

Elaborate and Ask Questions

Can you tell me more about it?

Can you give me some details?

Can you be more specifi ?

What do you mean by…?

How or why is it important?

I think it means that…

In other words…

It’s important because…

It’s similar to when…

Support Ideas with Evidence

Can you give any examples from the text?

What are some examples from other texts?

What evidence do you see for that?

How can you justify that idea?

Can you show me where the text says that?

The text says that…

An example from another text is…

According to…

Some evidence that supports that is…

Build On or Challenge Partner’s Ideas

What do you think of the idea that…?

Can we add to this idea?

Do you agree?

What are other ideas/ points of view?

What else do we need to think about?

How does that connect to the idea…?

I would add that…

I want to follow up on your idea…

Another way to look at it is…

What you said made me think of…

Paraphrase What do we know so far?

To recap, I think that…

I’m not sure that was clear.

How can we relate what I said to the topic/ question?

So, you are saying that…

Let me see if I understand you…

Do you mean that…?

In other words…

It sounds like you are saying that…

Determine the Main Idea and Key Details

What have we discussed so far?

How can we summarize what we have talked about?

What can we agree upon?

What are main points or ideas we can share?

What relevant details support the main points or ideas?

What key ideas can we take away?

We can say that…

The main idea seems to be…

As a result of this conversation, we think that we should…

The evidence suggests that…

CORE SKILL PROMPT FRAMES RESPONSE FRAMES

Collaborative Conversations

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Providing multiple opportunities to speak in the classroom and welcoming all levels of participation will motivate English learners to take part in class discussions and build oral proficienc . These basic teaching strategies will encourage whole class and small group discussions for all language proficiency levels of English learners

WAIT TIME/DIFFERENT RESPONSE

• Be sure to give students enough time to answer the question. They may need more time to process their ideas.

• Let them know that they can respond in different ways depending on theirlevels of proficienc . Students can:

» Answer in their native language; then you can rephrase in English

» Ask a more proficient EL spea er to repeat the answer in English

» Answer with nonverbal cues.

ELABORATE

• If students give a one-word answer or a nonverbal clue, elaborate on the answer to model fluent speaking andgrammatical patterns.

• Provide more examples or repeat the answer using proper academic language.

ELICIT

• Prompt students to give a more comprehensive response by asking additional questions or guiding them to get an answer, such as can you tell me more?

• This strategy is very effective whenstudents are analyzing Primary Sources.

ASKING ABOUT MEANING

• Repeating an answer offers anopportunity to clarify the meaning of a response.

• Repeating answer allows you to model the proper form for a response. You can model how to answer in full sentences and use academic language.

• When you repeat the answer, correct any grammar or pronunciation errors.

EMERGING 

• What is ________?

•  What does ________ mean?

• ________ is _________.

•  ________ means ________.

EXPANDING 

•  Could you tell me what ____ means?

• ____ is similar to ____.

• ____ is another way of saying ____________.

BRIDGING 

• Could you give me a definition o ______________?

•  Can you point to the evidence from the text?

• What is the best answer? Why?

Strategies for Classroom Discussion

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TALK ABOUT LEVEL OF UNDERSTANDING

EMERGING  • I understand. / I got it.

• I don’t understand this word / sentence.

EXPANDING  • Could you tell me what ____ means?

• ____ is another way of saying ____.

BRIDGING  • I think I understand most of it.

• I’m not sure I understand this completely.

STATE YOUR OPINION

EMERGING  • I think ____.

EXPANDING  • In my opinion, ____.

BRIDGING  • My opinion is that ____.

AGREEING WITH SOMEONE’S OPINION

EMERGING  • I agree with your opinion or point.

EXPANDING  • I agree that ____.

BRIDGING  • I have the same opinion as ____. I think that ____.

DISAGREEING WITH SOMEONE’S OPINION

EMERGING  • I don’t agree with your opinion or point.

EXPANDING  • I don’t agree that ____.

BRIDGING  • I can see your point. However, I think that ____.

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ONLINE LANGUAGE LEARNERS TEACHING GUIDEGRADE 12 SAMPLERCHAPTER 1: FOUNDATIONS OF GOVERNMENT

The full Language Learners Teaching Guide is available online! Go to mhecalifornia.com to access IMPACT: California Social Studies online.

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LEVELED SUPPORTInclude students of all English Language proficiency levels in the discussions outlined on this page.

EMERGING  Encourage students to participate with words or phrases as they are able.

EXPANDING  Support students in using simple sentences to participate in the discussions.

BRIDGING  Have students use more complex sentences to participate in the discussions.

Introduce the ChapterBuild Background Explain to students that in the context of the Chapter title, foundations are “ideas, principles, or facts that provide support for something,” in this case, government. Discuss with students the foundations of your school—the ideas and values the school culture is built upon. Invite them to share how they think these foundations affect them as students, and what might happen if these values and ideas did not exist.

Turn to the Essential Questions. Ensure students’ understanding of the meanings of purposes, principles, guide, role, and economic systems. Discuss with students the roles they play in their lives. Encourage students to share a guiding principle they follow in these roles. If students struggle, provide examples: work hard, play hard; treat others as you want to be treated; preparation is the foundation of success; etc.

Support students in comprehending the meaning of the Lesson titles, discussing key words, phrases, and concepts. Invite students to share examples from the news media, TV shows, movies, and/or previous Social Studies passages. Discuss with students how each lesson title relates to the Chapter title and Essential Questions and make predictions about the Lesson’s content and vocabulary accordingly.

Lesson 1: Ensure comprehension of the word origins, and elicit from students what they already know about the purposes of government.

Lesson 2: Discuss types, inviting students to share the types of classes they take, the types of music they like, or the types of after-school activities they are involved in. Determine if students know of different types of government.

Lesson 3: Guide students in understanding the meaning of economic systems. Differentiate economic systems from types of government.

Invite students to think about your discussions above as they read about the foundations of government and how and why governments are created.

LESSON 1 Purposes and Origins of Government

LESSON 2 Types of Government

LESSON 3 The Role of Government in Economic Systems

ESSENTIAL QUESTIONWhat are the purposes of government? What principles guide different types of government? What is the role of government in different types of economic systems?

Foundations of GovernmentCHAPTER

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The State of NatureA. Build Meaning: Treatise Work with students in understanding what is meant by “the state of nature.” Explain to students that a treatise is a book that discusses an issue or subject thoroughly. Check that students know what a philosopher is and explain that Thomas Hobbes was an influential British political thinker.

Read aloud the treatise excerpt to students with a formal tone, emphasizing the “if . . ., then” sort of structure of the segment to help students grasp its overall purpose.

Explain to students that consequent (relate it to consequences) means “happening as a result of certain conditions or actions.” Guide students in determining the conditions and consequences named in each phrase.

B. Build Meaning: Novel Begin by ensuring students know what a novel is and encourage them to share their favorite novel.

Read aloud the novel excerpt to students slowly and with conviction.

Discuss the meaning of difficult vocabulary including: moral, invention, mankind, disenfranchisement, and subverts and elicit synonymous phrases for each.

C. Build Meaning: Novel Determine if any students have read Lord of the Flies and invite students to share their reactions to the novel. Ensure students understand the premise of the story and the meaning of marooned. (stranded)

Read aloud the novel excerpt to students in a dramatic tone and with increasing suspense.

Discuss with students the literal and figurative masks we wear, and how these masks influence our behavior. Ask students: What did Jack’s mask lead him to do that he might not have done if he had not been wearing the mask?

D. Build Meaning: Film Begin by asking students what their favorite film (or movie) is.

Read aloud the excerpt from the film to students in a horrified apocalyptic tone.

Discuss how governmental and societal collapse relates to the state of nature. (there is no rule of law protecting people, they must fend for themselves)

E. Build Meaning: Letter to the Editor Show students the “Letters to the Editor” section of a newspaper and compare a letter to the editor with a news article to help them see the difference. Ensure students understand that this part of a newspaper gives citizens the opportunity to share their opinions and ideas on issues important to them.

Read aloud the letter excerpt to students with anguish.

Ensure comprehension of anonymity and invite students to share their opinions and experiences with anonymity and the web.

F. Build Meaning: Graph Look closely at the graph with students. Ensure comprehension of the term cyberbullying. Guide students in interpreting each bar on the graph.

Then, discuss with students how cyberbullying relates to the state of nature.

ANALYZING PRIMARY SOURCESCHAPTER 1STUDENT EDITION, pages 4–5

LEVELED SUPPORT EMERGING  Provide students with supporting sentence frames, such as: If there is no government, people may act like ___.”

EXPANDING  Support students in using simple sentences to discuss what can happen if there is no government.

BRIDGING  Encourage students to use more complex sentences to talk about what can happen if there is no government.

EXTENDSupport students in discussing how they believe people would act in “the state of nature.” Guide the discussion to get at the underlying question of whether people are inherently good or evil. Encourage students to justify their arguments.

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2 Chapter 1

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LEVELED SUPPORT EMERGING  Encourage students to participate with phrases.

EXPANDING  Support students in producing complete sentences.

BRIDGING  Have students participate with more complex sentences.

SPANISH COGNATESfunciónlegítimo/ainstituciónautoridadservirpromover

Point out to students that these words can all be used to state that something provides a necessary need or function. Discuss these words in the context of a school essay.

Your essay nicely fulfills the requirements.Your introductory paragraph serves its purpose but could use a hook to engage the reader.You provide clear examples to demonstrate your points.Your thesis statement promotes the main argument of your essay.

Provide context for discussing these words with students.

What are the main functions of government? What makes a government legitimate?

How are governmental institutions formed? What gives a government authority?

Academic Vocabulary Introduce academic words found in the lesson. Explain that these words are used in many academic texts and settings.

ESSENTIAL QUESTION

What are the purposes of government?

Purposes and Origins of Government

CULTIVATE MEANING and SUPPORT LANGUAGELESSON 1STUDENT EDITION, pages 6–12

LANGUAGE OBJECTIVES• Explore the meanings of key content and academic words.• Identify main idea and details.• Describe with an adjective who clause.• Summarize information in your own words.

Introduce the LessonBuild Background Preview the lesson with students, discussing with them the lesson title, passage titles, subtitles, and other text features. Offer vocabulary support as needed.

Content Vocabulary Preview with students key content words from the lesson.

function noun purpose; job something or someone does

legitimate adjective real, official, permitted by law

institution noun large organization with particular purpose

authority noun power to order people or things

Word Part of Speech Definition

fulfill verb do or provide what’s needed

serve verb be useful for a particular purpose

provide verb give or make available

promote verb help something develop or grow

Word Part of Speech Definition

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Lesson 1 3

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The Functions of GovernmentGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the word functions.

Text Structure: Main Idea and Details Turn students’ attention to the first two paragraphs of the section. Read them aloud. Ask: What is the main idea of this section? (People form governments to create order and protect people, or sentence 4). How do you know?

(The sentence states the topic of the text and the key point(s) about the topic to be discussed,).

Go on to elicit from students that the second paragraph tells how government fulfills three functions. Guide students in categorizing the details presented into Important and Unimportant Details. Point out that important details tie directly to and support the main idea, while unimportant details are not essential to understanding the main idea. Read the rest of the section with students, pausing after each sub-section to ask students to identify the main idea and important details.

Nation, State, and CountryGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the words nation, state, and country.

Describe with Adjective Clauses In the first paragraph, point out how the adjective clause who believe themselves united by common bonds . . . . . tells us more about the people of a nation. Explain that who clauses can tell us more about a person or people.

Continue the analysis with the other who clauses in the Lesson. Point out that by using adjective clauses with who, the writer adds detail about people in the text and helps the reader understand these people better.

Support students in writing some noun phrases of their own using who clauses to describe the senior student body at school. Use the following sentence frame:

Seniors are students who ___.

Origins of the StateGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the word created.

Summarize Information Explain to students that a theory is an idea that is meant to explain something (in this case, why governments formed). Read the section closely with students, guiding them in summarizing each theory. Close by asking students which theory they find most convincing, or to share a theory of their own.

GRAPHIC ORGANIZERProvide students with a chart to note the main idea and important details of the text passage.

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STUDENT EDITION, pages 13–25

Explain to students that we naturally organize and classify all sorts of things in order to better understand and make meaning of the world around us. Explain that classifying something by its advantages and disadvantages is one way to organize the information. Refer to your discussion at the start of the chapter, and support students in classifying the advantages and disadvantages of anonymity on the web.

Explain the words in context by reading the following phrases from the text:

gives all key powers to the central governmentthere is less power given to localitiesa loose union of independent and sovereign statesthe national and state or provincial government

Academic Vocabulary Introduce academic words found in the lesson. Explain that these words are used in many academic texts and settings.

Introduce the LessonBuild Background Preview the lesson with students, discussing with them the lesson title, passage titles, subtitles, and other text features. Offer vocabulary support as needed.

Content Vocabulary Preview with students key content words from the lesson.

Types of Government

ESSENTIAL QUESTION

What principles guide different types of government?

LANGUAGE OBJECTIVES• Explore the meanings of key content and academic words.• Classify information as advantages and disadvantages.• Identify supporting details in a section of text.• Compare and contrast classes or systems.• Summarize information in your own words.

CULTIVATE MEANING and SUPPORT LANGUAGELESSON 2

LEVELED SUPPORT EMERGING  Encourage students to participate with phrases.

EXPANDING  Support students in producing complete sentences.

BRIDGING  Have students participate with more complex sentences.

central adjective the controlling part of a system

locality noun a small place in a city or country

sovereign adjective self-governing, independent

provincial adjective relating to a province or part of a country far from the capital

Word Part of Speech Definition

organize verb arrange in an orderly or sensible way

classify verb put in groups by type

advantage noun something that helps one do better than others

disadvantage noun something that does not help one to succeed or that causes problems

Word Part of Speech Definition

SPANISH COGNATEScentrallocalidadprovincialorganizarclasificar

Program: CA LLTG Component: Teacher GuidePDF Pass

Vendor: SPi-Global Grade: HS

Lesson 2 5

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Systems of GovernmentGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the words federal, system, different, unitary, and confederate.

Classify Information Remind students that this section is about types of governing systems. Tell students that as they read, they are going to gather information about each type and classify it or sort in into its correct group. Guide students in closely reading the section, supporting them in understanding the features of the unitary, confederate, and federal systems. Then read out advantages and disadvantages at random and elicit the system for each.

Constitutional GovernmentsGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the words constitutional and constitution.

Text Structure: Supporting Details Before reading, point out to students that this section explains what qualifies a government as a constitutional government. Support students in reading the section and determining what factors make a government constitutional. (has a constitution which is usually written; the constitution has authority to place limits on government; the government operates according to the principles of the constitution)

Major Types of GovernmentGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the words authoritarian and democratic.

Text Structure: Compare and Contrast Begin by explaining to students that a comparison presents information that explains how two or more things, in this case types or classes of government, are alike and contrasting explains how they are different.

Provide students with a t-chart. Read with students the sub-sections “Authoritarian Governments” and “Monarchy,” and support students in listing key features of an authoritarian government on one side of their t-chart and key features of a monarchy on the other side. Then say: Now let’s compare authoritarian governments and monarchies. Have students describe similarities and differences. Then continue the comparison with democratic governments.

Principles of DemocracyGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the words principles, central, and democracies.

Summarize Information Extending the discussion of democratic governments, read aloud this section with students. Pause after each sub-section and support students in summarizing the central democratic principle explained in that paragraph. Close by asking students which principle they think is most important in maintaining democracy.

EXTENDSupport students in analyzing the current state of our democracy using the central principles described in the text. Ask students to score each principle on a scale of 1-5, where 1 indicates that the principle is not being carried out, and where 5 indicates that the principle is fully supporting a truly democratic state. Support students in justifying their scores.

LEVELED SUPPORT EMERGING  Encourage students to state their comparisons with simple phrases.

EXPANDING  Support students in producing complete sentences to state their comparisons.

BRIDGING  Have students state their comparisons in more complex sentences and provide reasons.

Program: CA LLTG Component: Teacher GuidePDF Pass

Vendor: SPi-Global Grade: HS

6 Chapter 1

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STUDENT EDITION, pages 26–34

SPANISH COGNATESrecursomercado

Discuss the difference between needs and wants with students. Support students in brainstorming a divided list of their needs and their wants. Ask students to justify or explain why each need is truly a need and not actually a strong desire (or want). Ask students to explain the desire behind each want (or why they want it).

Needs → Justification Wants → Explanation

Discuss these words with students in the context of a country’s economic system. Read the example sentence with students. Then, support students in rewriting the sentence in their own words.

In a free market or free enterprise system, resources are allocated based on supply and demand.

Academic Vocabulary Introduce academic words found in the lesson. Explain that these words are used in many academic texts and settings.

Introduce the LessonBuild Background Preview the lesson with students, discussing with them the lesson title, passage titles, subtitles, and other text features. Offer vocabulary support as needed.

Content Vocabulary Preview with students key content words from the lesson.

The Role of Government in Economic Systems

ESSENTIAL QUESTION

What is the role of government in different types of economic systems?

LANGUAGE OBJECTIVES• Explore the meanings of key content and academic words.• Use for example to illustrate definitions.• Define with noun + be.• Identify text order with sequencing.• Recognize opinions on an issue.

CULTIVATE MEANING and SUPPORT LANGUAGELESSON 3

resource noun something a country uses to increase its wealth

market noun the economic activity of buying and selling

enterprise noun the starting and running of a business

allocate verb distribute; give something to be used for a particular purpose

Word Part of Speech Definition

need noun something required to exist or live a normal life

want noun something desired but not necessary

Word Part of Speech Definition LEVELED SUPPORT EMERGING  Encourage students to participate with phrases.

EXPANDING  Support students in producing complete sentences.

BRIDGING  Have students participate with more complex sentences.

Program: CA LLTG Component: Teacher GuidePDF Pass

Vendor: SPi-Global Grade: HS

Lesson 3 7

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Fundamentals of EconomicsGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the words basic and factors.

Build Meaning Bring students’ attention to the list of defined factors of production in this section. Discuss the meaning of each factor with students and help them understand that these are factors of all economic systems. Then, help students think of types of people who would fill each role in our capitalist system. Explain that such examples help illustrate or define the factors. Ask: Who are consumers? Elicit short answers from students having them begin with For example, . . . . If needed, point out to students that each time we buy something we are a consumer and thus shoppers and buyers are consumers. Then ask about other factors of production.

CapitalismGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the word goals.

Define with noun + be Explain to students that in this section the author fully defines capitalism by listing its characteristics and providing examples. Point out that this section includes a variety of definitions using noun + be. Check that students recall that a noun is a naming word. Explain that the noun in a definition often represents a thing or idea. In the first paragraph of this section, point out the phrase Capitalism is in the first sentence. Ask: What does this sentence define? (capitalism) and elicit the definition that follows. Then direct students to the third paragraph and repeat the procedure for Laissez-faire. Continue by supporting students in reading the section, listing the characteristics of capitalism, and noting definitions with noun + be. Tell students that they can use this strategy in their reading of all social studies texts.

Mixed EconomiesGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the word mixed.

Text Structure: Sequence Explain to students that one of the ways an author can order the discussion of a topic is by listing points in a sequence. Tell students that one common way to signal sequence is with ordinal numbers: first, second, third, etc. Ask students to highlight the ordinal numbers used as signal words in this section. Read aloud the section with students and support them in identifying the points that are being presented.

SocialismGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Offer vocabulary support as needed.

Recognize Opinions As students read the section, help them understand the issue of socialism by distinguishing the opinions for and against it as expressed in the text. In the third and fourth paragraphs under “Early Socialism,” point out the use of believe and say to express the opposing opinions of reformers and opponents of socialism.

LEVELED WRITING SUPPORTHave students use their notes to independently rewrite definitions of economic terms with noun + be. EMERGING  Have students work as a group to rewrite definitions of capitalism.

EXPANDING  Have students work with a partner to rewrite definitions of capitalism and laissez faire.

BRIDGING  Have students work with a partner to rewrite definitions of three economic terms using noun + be and one other method of defining with be + call(ed).

Program: CA LLTG Component: Teacher GuidePDF Pass

Vendor: SPi-Global Grade: HS

8 Chapter 1

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CALIFORNIA SOCIAL STUDIES

The full Language Learners Teaching Guide is available online! Go to mhecalifornia.com to access IMPACT: California Social Studies online.

LE.1017586

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