DRIVER’S EDUCATION

Grade 11
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 Course Description
The eleventh grade course is designated Driver Education Theory, and as such is designed to help students become safe,
knowledgeable drivers. The safe and proper operation of a motor vehicle is perhaps one of the most important skills to be
mastered in contemporary society. Students will also learn about the basic traffic laws and rules of the road that apply to
common everyday driving situations. Students will receive the state mandated 30 hours of theory instruction. At conclusion
of the course, students will take the written portion of the New Jersey Driver Test. 80% passing score is required for a driver
permit but not inclusive.

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 Pacing Chart
Unit 1 NJ Driver License System 1 - 2 Weeks

Unit 2 Driver Safety, Rules, and Responsibilities 1 - 2 Weeks

Unit 3 Defensive Driving and Driver Penalties 1 - 2 Weeks

Unit 4 Vehicle Information, Maps, and Signs 1 - 2 Weeks

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 Core Instructional Materials
● New Jersey Motor Vehicle Commission - http://www.state.nj.us/mvc/pdf/license/drivermanual.pdf

Effective Pedagogical Routines/Instructional Strategies

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 Scaffolding Diagrams, Charts, Tables, and Graphs

Small Group and Whole Class Discussions Cues

Checking for Understanding: Turn and Talk; Think, Pair, Share; Thumbs
Modeling
Up/Down

Collaborative Problem Solving Word Wall

Inquiry-Oriented and Exploratory Approach Teacher Feedback

Convergent Discovery Peer Feedback

Divergent Discovery Self Feedback

Debriefing Techniques Cross-Disciplinary Connections

Student Teams-Achievement Divisions (STAD) Multiple Intelligences

Team Games Tournament (TGT)

Educational Technology
Standards

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 Note: Insert additional educational technology standards that align with the specific CTE standards for this course

8.1.8.A.1, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.E.1, 8.1.8.F.1

➢ Technology Operations and Concepts

• Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word
processing program.

➢ Creativity and Innovation

• Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

➢ Communication and Collaboration

• Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or
issue, and propose possible solutions.

➢ Digital Citizenship

• Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

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 ➢ Research and Information Literacy

• Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world
problem.

➢ Critical Thinking, Problem Solving, Decision Making

• Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of
other cultures about a current event or contemporary figure.

21st Century Life & Career Skills

Standards:

9.1.8.A.1, 9.1.8.A.2, 9.1.8.B.1, 9.1.8.C.1, 9.1.8.C.2, 9.1.8.C.3, 9.1.8.D.2, 9.1.8.D.3, 9.3.8.B.3

Learning and Innovation Skills:

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 ➢ Creativity and Innovation

• Use multiple points of view to create alternative solutions.

➢ Critical Thinking and Problem Solving

• Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.

• Implement problem-solving strategies to solve a problem in school or the community.

➢ Communication and Collaboration Skills

• Determine an individual’s responsibility for personal actions and contributions to group activities.

• Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and
projects.

• Model leadership skills during classroom and extra-curricular activities.

➢ Cross-Cultural Understanding and Interpersonal Communication

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 • Demonstrate the ability to understand inferences.

• Use effective communication skills in face-to-face and online interactions with peers and adults from home and from diverse cultures.

➢ Career Exploration

• Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career selection.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are
practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career
exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of
study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this
understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the
environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to
the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and
in participating in activities that serve the greater good.
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CRP2. Apply appropriate academic and technical skills.
Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They
make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the
use of an academic skill in a workplace situation.

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that
understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to
contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute
more fully to their own career success.

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They
communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they
master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting
with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their
communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate
negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures,
materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability
of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and
productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or
problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of
sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an
organization.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use

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reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external
information or practices in their workplace situation.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the
problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause
of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow
through to ensure the problem is solved, whether through their own actions or the actions of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to
positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use
a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change
others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on
productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals.
They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them
and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step
in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek
counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve
workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications.
They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid
barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and

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facilitate effective team meetings.

WIDA Performance Definitions – Speaking and Writing Grades K-12

Within sociocultural contexts for language use...
Discourse Dimension Sentence Dimension Word/Phrase Dimension
Linguistic Complexity Language Forms and Conventions Vocabulary Usage
Level 6 - Reaching
English language learners will use a range of grade-appropriate language for a variety of academic purposes and audiences. Agility in academic language use is
reflected in oral fluency and automaticity in response, flexibility in adjusting to different registers and skillfulness in interpersonal interaction. English language
learners' strategic competence in academic language use facilitates their ability to relate information and ideas with precision and sophistication for each content
area.
At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will produce...
• Multiple, complex sentences • A variety of complex grammatical • Technical and abstract content-area
• Organized, cohesive, and coherent structures matched to purpose language, including content-specific
Level 5 expression of ideas characteristic of • A broad range of sentence patterns collocations
Bridging particular content areas characteristic of particular content
• Words and expressions with precise
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 areas meaning across content areas
• Short, expanded, and some complex • Compound and complex • Specific and some technical content-
sentences grammatical structures area language
Leve • Organized expression of ideas with • Sentence patterns characteristic of • Words and expressions with
l4 emerging cohesion characteristic of
particular content areas expressive meaning through use of
Expandin particular content areas
collocations and idioms across
g content areas
• Short and some expanded sentences with • Simple and compound grammatical • Specific content language, including
Lev emerging complexity structures with occasional variation cognates and expressions
el 3 • Expanded expression of one idea or • Sentence patterns across content areas • Words or expressions with multiple
Developin emerging expression of multiple related meanings used across content areas
g ideas across content areas
• Phrases or short sentences • Formulaic grammatical structures • General content words and expressions
Level 2 • Emerging expression of ideas • Repetitive phrasal and sentence patterns • Social and instructional words and
Emergi across content areas expressions across content areas
ng
• Words, phrases, or chunks of language • Phrase-level grammatical structures • General content-related words
Level 1 • Single words used to represent ideas • Phrasal patterns associated with familiar • Everyday social and instructional words
Entering social and instructional situations and expressions

WIDA Performance Definitions- Listening and Reading Grades K-12

Within sociocultural contexts for processing language...
Discourse Dimension Sentence Dimension Word/Phrase Dimension
Linguistic Complexity Language Forms and Conventions Vocabulary Usage
Level 6 - Reaching
English language learners will process a range of grade-appropriate oral or written language for a variety of academic purposes and audiences. Automaticity in language
processing is reflected in the ability to identify and act on significant information from a variety of genres and registers. English language learners' strategic competence
in processing academic language facilitates their access to content area concepts and ideas.

At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will process...
Level 5 • Rich descriptive discourse with • A variety of complex grammatical • Technical and abstract content-area
Bridging complex sentences structures language
• Sentence patterns characteristic of • Words and expressions with shades of
• Cohesive and organized, related
ideas across content areas particular content areas meaning across content areas

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 Level 4 • Connected discourse with a variety • Complex grammatical structures • Specific and some technical content-area
Expanding of sentences • A broad range of sentence patterns language
• Expanded related ideas characteristic characteristic of particular content • Words or expressions with multiple meanings
of particular content areas areas across content areas

Level 3 • Discourse with a series of • Compound and some complex • Specific content-area language and expressions
Developing extended sentences grammatical constructions • Words and expressions with common
• Sentence patterns across content areas collocations and idioms across content areas
• Related ideas specific to
particular content areas
Level 2 • Multiple related simple sentences • Compound grammatical structures • General content words and expressions,
Emerging • Repetitive phrasal and sentence patterns including cognates
• An idea with details
across content areas • Social and instructional words and expressions
across content areas
Level 1 • Single statements or questions • Simple grammatical constructions • General content-related words
Entering (e.g., commands, Wh- questions,
• An idea within words, phrases, or • Everyday social, instructional and some
declaratives)
chunks of language content-related words and phrases
• Common social and instructional forms
and patterns

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 Differentiated Instruction
Links to District Resources for Differentiation (please click the links below)

➔ Options for Accommodations and Modifications

➔ Matrix of Accommodations and Modifications by Student Group

Time/General Processing Comprehension Recall

● Extra time for assigned tasks ● Extra Response time ● Precise step-by-step directions ● Teacher-made checklist

● Adjust length of assignment ● Have students verbalize steps ● Short manageable tasks ● Use visual graphic organizers

● Timeline with due dates for

● Repeat, clarify or reword ● Brief and concrete directions ● Reference resources to
reports and projects
directions promote independence
● Communication system ● Provide immediate feedback
● Mini-breaks between tasks ● Visual and verbal reminders
between home and school
● Small group instruction
● Provide lecture notes/outline ● Provide a warning for ● Graphic organizers
transitions ● Emphasize multi-sensory
learning
● Reading partners

Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization

● Computer/whiteboard ● Extended time ● Consistent daily structured ● Individual daily planner

routine
● Tape recorder ● Study guides ● Display a written agenda

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● Spell-checker ● Shortened tests ● Simple and clear classroom ● Note-taking assistance
rules
● Audio-taped books ● Read directions aloud ● Color code materials
● Frequent feedback

Gifted/Enrichment
Accommodate Based on Students individual Needs: Strategies

Adaption of Material and Requirements

●

Evaluate Vocabulary
●

Elevated Text Complexity

●

Additional Projects
●

Independent Student Options

●

Projects completed individual or with Partners

●

Self Selection of Research

●

Tiered/Multilevel Activities
●

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 Learning Centers
●

Individual Response Board

●

Independent Book Studies

●

Open-ended activities
●

Community/Subject expert mentorships

●

Benchmark Assessments
Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

●

Unit Assessments, Chapter Assessments

●

DBQ, Essays, Short Answer

●

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
●

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 Projects, Portfolio, Presentations, Prezi, Gallery Walks
●

Homework
●

Concept Mapping
●

Primary and Secondary Source analysis

●

Photo, Video, Political Cartoon, Radio, Song Analysis

●

Create an Original Song, Film, or Poem

●

Glogster to make Electronic Posters

●

Tumblr to create a Blog

●

Interdisciplinary Connections

● Mathematics (N-Q, A-REI, S-MD)

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 The students will learn the equivalence of beer, wine, and liquor.

● Science (HS-LS2-7, HS-LS2-8)

The students will understand how a driver’s abilities are affected by the use of drugs and/or alcohol.

The students will understand the concepts of being an organ donor.

The students will analyze the statistics related to distracted driving accidents.

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Grade: 11th Unit/Module: NJ Driver License System Topic: Drivers Education

Power Standards (NJSLS) Taught in This Unit:

2.1.12.D.3 Analyze the relationship between alcohol and drug use and the incidence of motor vehicle crashes.

2.1.12.D.4 Develop a rationale to persuade peers to comply with traffic safety laws and avoid driving distractors.

2.1.12.D.5 Summarize New Jersey motor vehicle laws and regulations and determine their impact on health and safety

(e.g., organ/tissue donation, seatbelt use, and the use of hand-held devices).

2.2.12.A.3 Analyze the impact of technology on interpersonal communication in supporting wellness and a healthy lifestyle.

2.2.12.D.1 Plan and implement an advocacy strategy to stimulate action on a state, national, or global health issue, including but not limited to, organ/tissue donation.

2.3.12.C.3 Analyze the societal impact of substance abuse on the individual, family, and community.

NJ SLS Focus Questions Skills Resources Sample Activities

1. 2.1.12.D.5 Summarize New How does one acquire a driver’s Knowledge NJ Driver’s Manual Process to acquire a permit and
Jersey motor vehicle laws license? skills that are assessed on the
and regulations and Comprehension road test
determine their impact on
Life Skills
health and safety
Responsibility

2. 2.1.12.D.5 Summarize New What are the GDL laws and how Knowledge NJ Driver’s Manual Compare the following:
Jersey motor vehicle laws do they differ depending on age?
and regulations and
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 determine their impact on
Comprehension Early Bird Road, Young Adult
health and safety Road, and Adult Road
Understanding

Comparison

Analyzing

3. 2.2.12.A.3 Analyze the What are the means that drivers Knowledge NJ Driver’s Manual Demonstration of hand signals
impact of technology on should use when communicating
interpersonal with other drivers? Comprehension Lights, horns, turn signals
communication in
Understanding
supporting wellness and a
healthy lifestyle. Comparison

Analyzing

Communication

Safety

4. 2.2.12.A.3 Analyze the How has technology impacted Knowledge NJ Driver’s Manual Use of cell phones and GPS vs.
impact of technology on safety on the road? safety features (blind spot
interpersonal Comprehension monitoring, backup cameras,
communication in etc.)
Understanding
supporting wellness and a
Debate
healthy lifestyle. Comparison
TeacherTube
Analyzing
YouTube
Critical Thinking

Safety

5. 2.1.12.D.5 Summarize New What types of credentials meet Knowledge NJ Driver’s Manual Review identification checklist
Jersey motor vehicle laws the criteria for 6 points of
and regulations and identification? Comprehension
determine their impact on
Understanding
health and safety
Comparison
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 Analyzing

6. 2.2.12.D.1 Plan and How does a licensed driver Knowledge NJ Driver’s Manual What is an organ donor?
implement an advocacy become an organ donor?
strategy to stimulate action Comprehension What organs can be donated?
on a state, national, or
Understanding Myths vs. Facts
global health issue,
including but not limited to, Analyzing
organ/tissue donation.
Empathy

Decision Making

Grade: 11th Unit/Module: Driver Safety, Rules, and Topic: Drivers Education
Responsibilities

Power Standards (NJSLS) Taught in This Unit:

2.1.12.D.3 Analyze the relationship between alcohol and drug use and the incidence of motor vehicle crashes.
2.1.12.D.4 Develop a rationale to persuade peers to comply with traffic safety laws and avoid driving distractors.
2.1.12.D.5 Summarize New Jersey motor vehicle laws and regulations and determine their impact on health and safety
(e.g., organ/tissue donation, seatbelt use, and the use of hand-held devices).
2.2.12.A.3 Analyze the impact of technology on interpersonal communication in supporting wellness and a healthy lifestyle.
2.2.12.D.1 Plan and implement an advocacy strategy to stimulate action on a state, national, or global health issue, including but not limited to, organ/tissue donation.
2.3.12.C.3 Analyze the societal impact of substance abuse on the individual, family, and community.

NJ SLS Focus Questions Skills Resources Sample Activities

1. 2.1.12.D.5 Summarize New What are the responsibilities of Knowledge NJ Driver’s Manual 3 required documents
Jersey motor vehicle laws the driver of a vehicle?
and regulations and Comprehension Age for registering a vehicle
determine their impact on
Understanding Insurance requirements/penalties
health and safety

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 Comparison Types of licenses

Analyzing

Responsibility

2. 2.1.12.D.4 Develop a What are the laws for speed Knowledge NJ Driver’s Manual Compare/contrast speed limits in
rationale to persuade peers limits in different areas? different areas.
to comply with traffic Comprehension
safety laws and avoid Safe following distance
Understanding
driving distractors.
EdPuzzle
Comparison
TeacherTube
Analyzing
YouTube
Safety
Kahoot
Self Awareness

Decision Making

Responsibility

3. 2.1.12.D.5 Summarize New What are the parking restrictions Knowledge NJ Driver’s Manual Parking distances within the
Jersey motor vehicle laws in certain areas? following areas:
and regulations and Comprehension
Railroad crossings
determine their impact on
Understanding Crosswalks
health and safety
(e.g., organ/tissue Comparison Intersections
donation, seatbelt use, and
the use of hand-held Analyzing Fire hydrants
devices).
Critical Thinking

Safety

4. 2.1.12.D.5 Summarize New When must a driver use their Knowledge NJ Driver’s Manual Times of day/night
Jersey motor vehicle laws headlights?
Comprehension Visibility
and regulations and
determine their impact on High beams
health and safety
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 (e.g., organ/tissue donation,
Understanding Low beams
seatbelt use, and the use of
hand-held devices). Comparison

Analyzing

Critical Thinking

Safety

5. 2.1.12.D.5 Summarize New What situations have required Knowledge NJ Driver’s Manual School busses
Jersey motor vehicle laws stopping distances?
Comprehension Railroad crossings
and regulations and
determine their impact on Pedestrians
Understanding
health and safety Flashing red lights
Comparison
(e.g., organ/tissue donation,
seatbelt use, and the use of Analyzing
hand-held devices).
Critical Thinking

Safety

Grade: 11th Unit/Module: Defensive Driving and Driver Topic: Drivers Education
Penalties

Power Standards (NJSLS) Taught in This Unit:

2.1.12.D.3 Analyze the relationship between alcohol and drug use and the incidence of motor vehicle crashes.
2.1.12.D.4 Develop a rationale to persuade peers to comply with traffic safety laws and avoid driving distractors.
2.1.12.D.5 Summarize New Jersey motor vehicle laws and regulations and determine their impact on health and safety
(e.g., organ/tissue donation, seatbelt use, and the use of hand-held devices).

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2.2.12.A.3 Analyze the impact of technology on interpersonal communication in supporting wellness and a healthy lifestyle.
2.2.12.D.1 Plan and implement an advocacy strategy to stimulate action on a state, national, or global health issue, including but not limited to, organ/tissue donation.
2.3.12.C.3 Analyze the societal impact of substance abuse on the individual, family, and community.

NJ SLS Focus Questions Skills Resources Sample Activities

1. 2.1.12.D.3 Analyze the What are the laws and Knowledge NJ Driver’s Manual Understand the following: BAC,
relationship between consequences regarding drug and legal limits, under the influence,
alcohol and drug use and alcohol use while operating a Comprehension effects of drugs and alcohol
the incidence of motor motor vehicle?
Understanding
vehicle crashes.
Comparison

Analyzing

2. 2.1.12.D.4 Develop a What are the laws for cell phone Knowledge NJ Driver’s Manual Cell phone use in emergency
rationale to persuade peers usage, texting, and handheld situations (5)
to comply with traffic devices? Comprehension
safety laws and avoid Create a poster - Hang Up and
Understanding Drive
driving distractors.
Analyzing Create a commercial

Safety TeacherTube

Self Awareness

Decision Making

3. 2.1.12.D.4 Develop a What are driving distractions? Knowledge NJ Driver’s Manual Cell phones
rationale to persuade peers GPS
to comply with traffic Comprehension
safety laws and avoid Eating
Understanding
driving distractors. Drinking
Analyzing

Safety

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 Self Awareness

Decision Making

4. 2.1.12.D.5 Summarize New What changes should a driver Knowledge NJ Driver’s Manual 3 seconds plus rule
Jersey motor vehicle laws make during different weather
Comprehension Wet roads
and regulations and conditions?
determine their impact on Snow
Understanding
health and safety Ice
(e.g., organ/tissue Analyzing
donation, seatbelt use, and
the use of hand-held Safety
devices).
Self Awareness

Decision Making

5. 2.1.12.D.5 Summarize New What steps should a driver follow Knowledge NJ Driver’s Manual Hydroplaning
Jersey motor vehicle laws while driving during a vehicle
Comprehension Skidding
and regulations and failure?
determine their impact on Running off the pavement
Understanding
health and safety Stalling on railroad tracks
(e.g., organ/tissue Analyzing
donation, seatbelt use, and Brake failure
the use of hand-held Safety Tire blowout
devices).
Self Awareness Gas pedal failure

Decision Making

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Grade: 11th Unit/Module: Vehicle Information, Maps, and Topic: Drivers Education
Signs

Power Standards (NJSLS) Taught in This Unit:

2.1.12.D.3 Analyze the relationship between alcohol and drug use and the incidence of motor vehicle crashes.
2.1.12.D.4 Develop a rationale to persuade peers to comply with traffic safety laws and avoid driving distractors.
2.1.12.D.5 Summarize New Jersey motor vehicle laws and regulations and determine their impact on health and safety
(e.g., organ/tissue donation, seatbelt use, and the use of hand-held devices).
2.2.12.A.3 Analyze the impact of technology on interpersonal communication in supporting wellness and a healthy lifestyle.
2.2.12.D.1 Plan and implement an advocacy strategy to stimulate action on a state, national, or global health issue, including but not limited to, organ/tissue donation.
2.3.12.C.3 Analyze the societal impact of substance abuse on the individual, family, and community.

NJ SLS Focus Questions Skills Resources Sample Activities

1. 2.1.12.D.5 Summarize New What are the required credentials Knowledge NJ Driver’s Manual License
Jersey motor vehicle laws for the owner and operator of a
Comprehension Registration
and regulations and vehicle?
determine their impact on Insurance
Understanding
health and safety (e.g.,
organ/tissue donation, Analyzing
seatbelt use, and the use of
hand-held devices). Safety

Self Awareness

Decision Making

2. 2.1.12.D.5 Summarize New What are the 3 types of signs on Knowledge NJ Driver’s Manual Warning
Jersey motor vehicle laws roadways?
Comprehension Regulatory
and regulations and
determine their impact on Guidance
Understanding
health and safety
(e.g., organ/tissue donation, Analyzing
seatbelt use, and the use of
hand-held devices). Safety

Self Awareness

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 Decision Making

3. 2.1.12.D.5 Summarize New Who else do drivers share the Knowledge NJ Driver’s Manual People
Jersey motor vehicle laws roadways with?
Comprehension Vehicles
and regulations and
determine their impact on Animals
Understanding
health and safety
(e.g., organ/tissue donation, Analyzing
seatbelt use, and the use of
hand-held devices). Safety

Self Awareness

Decision Making

4. 2.1.12.D.5 Summarize New What is the minimal type of Knowledge NJ Driver’s Manual Liability insurance
Jersey motor vehicle laws driving insurance that is required
Comprehension Deductible
and regulations and and penalties for driving without
determine their impact on insurance? Penalties
Understanding
health and safety
(e.g., organ/tissue donation, Analyzing
seatbelt use, and the use of
hand-held devices). Safety

Self Awareness

Decision Making

5. 2.1.12.D.5 Summarize New What do different roadway Knowledge NJ Driver’s Manual Dashed
Jersey motor vehicle laws markings mean?
Comprehension Solid
and regulations and
determine their impact on
Understanding
health and safety
(e.g., organ/tissue donation, Analyzing
seatbelt use, and the use of
hand-held devices). Safety

Self Awareness

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 Decision Making

Vocabulary
acceleration lane disc brake graduated licensing

adverse conditions driver inattention green light

advisory speed limit driver responsibility guide sign

aggressive driving driving as a privilege gravity

air gauge driving at the command speed head check

air quality driving conditions hand over hand steering

alert driving task hand position

alignment drum brake highway hypnosis

alternator DUI highway transportation system

anti-lock braking system DWI hydroplaning

balancing engine failure IDRC

basic speed law emergency implied consent

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battery emotion information sign

blind spot engine starting procedure insurance

blood alcohol concentration (bac) entrance ramp insurance responsibility act intersection

blue book evasive action steering intoxication

braking distance fatigue Jack

carbon monoxide feet per second a vehicle travels joining traffic

catalytic converter field of vision judgement/reasoning

center of gravity financial responsibility law lane change

central vision flash flood ventilation and air conditioning lateral maneuver

collision flashing yellow light liability insurance

collision insurance flashing red light line of sight (LOS)

common speed flashing signal litter

comprehensive insurance compromise (space following distance (interval) loading considerations

cushion)
force of impact low water crossing
controlled intersection
freeway maintenance checks
deceleration lane
friction median
defensive driving
gap merging area
depth perception
glare minimize a hazard
dipstick
good samaritan law minimum speed limit

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Mirrors roadway unleaded gas

moving vehicle roadway marking unpaved road

moving forward roadway users unprotected left turn

MPG seating position urban district

night driving signaling vehicle

night time skid vehicle maintenance

no-zones slow moving vehicle visual lead distance

obligation of a driver slow moving vehicle visual search

overdriving headlights space cushion driving warning sign

oversteer space management weather conditions

overtaking speed yellow light

owner's manual speed limits yield

parallel parking stopping distance (position) yield sign

path of travel stop sign zero-tolerance law

pavement marking surface street

pedestrian tailgate

peer pressure target

peripheral vision threshold braking

point of no return tire footprint

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possession tire rotation

radiator total stopping distance

reaction distance traction

reaction time traffic

reckless driving traffic control devices

red traffic light traffic flow

regulatory sign traffic laws

responsibility of a driver traffic sign shapes

right-of-way traffic signal

right-turn-on-red transmission

risk tunnel vision

risk reduction turnabout

risk reduction techniques uncontrolled intersection

risk-taking understeer
road rage
uninsured

Unit Project (Suggested)

● S.A.D.D. Poster
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 ● Technological Advances in Motor Vehicles

● Simulators

● Distracted Drivers Awareness/Prevention

● Seat Belts

● Vehicle Purchase Project - Costs

● Create a Game - Incorporate questions with terminology, fines, point system, etc.

● Create a PSA

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Rubric(s)

GROUP COLLABORATION
Below Expectation Needs Improvement Meets Expectation Exceeds Expectation

Clearly communicate own

ideas

Respect others' ideas

Does fair share of the work

ORAL PRESENTATION

Below Expectation Needs Improvement Satisfactory Exceeds Expectations

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Organization No apparent organization. There is some organization, The presentation has a The presentation is
Evidence is not used to but the speaker focus and provides some carefully organized and
support assertions. occasionally goes off topic. reasonable evidence to provides convincing
Evidence used to support support conclusions. evidence to support
conclusions is weak. conclusions.

Content The content is inaccurate The content is sometimes The content is generally The content is accurate and
or overly general. Listeners inaccurate or incomplete. accurate and reasonably comprehensive. Listeners
are unlikely to learn Listeners may learn some complete. Listeners may are likely to gain new
anything or may be misled. isolated facts, but they are develop a few insights insights about the topic.
unlikely to gain new about the topic.
insights about the topic.

Delivery The speaker appears The speaker occasionally The speaker is generally The speaker is professional,
anxious and uncomfortable appears anxious or relaxed and comfortable. relaxed, and comfortable
and reads notes, rather uncomfortable, and may Listeners are generally and interacts effectively
than speaks. Listeners are occasionally read notes, recognized and understood. with listeners.
ignored. rather than speak.
Listeners are often ignored
or misunderstood.

RESEARCH PAPER

Below Basic Basic Proficient Advanced

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 Ideas Shows minimal engagement with the Shows some engagement with the Demonstrates engagement with the Demonstrates engagement with the topic,
topic, failing to recognize multiple topic without elaboration; offers topic, recognizing multiple recognizing multiple dimensions and/or
dimensions/ perspectives; lacking basic observations but rarely dimensions and/or perspectives; perspectives with elaboration and depth;
even basic observations original insight offers some insight offers considerable insight

Focus and Thesis Paper lacks focus and/or a Some intelligible ideas, but thesis is Identifiable thesis representing Clear, narrow thesis representing full
discernible thesis. weak, unclear, or too broad. adequate understanding of the understanding of the assignment; every word
assigned topic; minimal irrelevant counts
material

Evidence Little to no evidence Some evidence but not enough to Evidence accurate, well Evidence is relevant, accurate, complete, well
develop argument in unified way. documented, and relevant, but not integrated, well documented, and appropriate
Evidence may be inaccurate, complete, well integrated, and/or for the purpose of the essay.
irrelevant, or inappropriate for the appropriate for the purpose of the
purpose of the essay essay

Organization Organization is missing both overall Organization, overall and/or within Few organizational problems on Organization is logical and appropriate to
and within paragraphs. paragraphs, is formulaic or any of the 3 levels (overall, assignment; paragraphs are well-developed
Introduction and conclusion may be occasionally lacking in coherence; paragraph, transitions). and appropriately divided; ideas linked with
lacking or illogical. few evident transitions. Introduction and conclusion are smooth and effective transitions. Introduction
Introduction and conclusion may effectively related to the whole. and conclusion are effectively related to the
lack logic. whole.

Style and Multiple and serious errors of Sentences show errors of structure Effective and varied sentences; Each sentence structured effectively,
sentence structure; frequent errors and little or no variety; many errors some errors in sentence powerfully; rich, well-chosen variety of
Mechanics in spelling and capitalization; of punctuation, spelling and/or construction; only occasional sentence styles and length; virtually free of
intrusive and/or inaccurate capitalization. Errors interfere with punctuation, spelling and/or punctuation, spelling, capitalization errors.
punctuation such that meaning in places. Careful capitalization errors.
communication is hindered. proofreading not evident.
Proofreading not evident.

Field Trip Ideas

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 ● DMV

● Simulators

● Police Station

● Defensive Driving

● IDRC

● Driving Course

● Car Dealership

New Jersey Legislative Statutes Summary

· Accident and Fire Prevention (N.J.S.A. 18A:6-2) requires instruction in accident and fire prevention.
Regular courses of instruction in accident prevention and fire prevention shall be given in every public and private school in this state.
Instruction shall be adapted to the understanding of students at different grade levels.
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· Breast Self-Examination (N.J.S.A. 18A:35-5.4) requires instruction on breast self-examination.
Each board of education which operates an educational program for students in grades 7 through 12 shall offer instruction in breast self-
examination. The instruction shall take place as part of the district’s implementation of the Core Curriculum Content Standards in
Comprehensive Health and Physical Education, and the comprehensive health and physical education curriculum framework shall provide
school districts with sample activities that may be used to support implementation of the instructional requirement.

· Bullying Prevention Programs (N.J.S.A. 18A:37- 17) requires the establishment of bullying prevention programs.
Schools and school districts are encouraged to establish bullying prevention programs and other initiatives involving school staff, students,
administrators, volunteers, parents, law enforcement, and community members. To the extent funds are appropriated for these purposes, a
school district shall: (1) provide training on the school district’s harassment, intimidation, or bullying policies to school employees and
volunteers who have significant contact with students; and (2) develop a process for discussing the district’s harassment, intimidation, or
bullying policy with students. Information regarding the school district policy against harassment, intimidation, or bullying shall be
incorporated into a school’s employee training program.

· Cancer Awareness (N.J.S.A. 18A:40-33) requires the development of a school program on cancer awareness.
The Commissioner of Education, in consultation with the State school boards, shall develop a cancer awareness program appropriate for
school-aged children.

· Dating Violence Education (N.J.S.A. 18A: 35-4.23a) requires instruction regarding dating violence in grades 7-12.
Each school district shall incorporate dating violence education that is age appropriate into the health education curriculum as part

of the district’s implementation of the Core Curriculum Content Standards in Comprehensive Health and Physical Education for students
in grades 7 through 12. The dating violence education shall include, but not be limited to, information on the definition of dating violence,
recognizing dating violence warning signs, and the characteristics of healthy relationships.

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· Domestic Violence Education (N.J.S.A. 18A:35-4.23) allows instruction on problems related to domestic violence and child abuse.
A board of education may include instruction on the problems of domestic violence and child abuse in an appropriate place in the
curriculum of elementary school, middle school, and high school pupils. The instruction shall enable pupils to understand the psychology
and dynamics of family violence, dating violence, and child abuse; the relationship of alcohol and drug use to such violence and abuse; and
the relationship of animal cruelty to such violence and abuse; and to learn methods of nonviolent problem-solving.

· Gang Violence Prevention (18A:35-4.26) requires instruction in gang violence prevention for elementary school students.
Each board of education that operates an educational program for elementary school students shall offer instruction in gang violence
prevention and in ways to avoid membership in gangs. The instruction shall take place as part of the district’s implementation of the Core
Curriculum Content Standards in Comprehensive Health and Physical Education, and the comprehensive health and physical education
curriculum framework shall provide school districts with sample materials that may be used to support implementation of the instructional
requirement.

· Health, Safety, and Physical Education (N.J.S.A.18A:35) requires that all students in grades 1 through 12 participate in at least two and
one-half hours of health, safety, and physical education in each school week.

Every pupil, except kindergarten pupils, attending the public schools, insofar as he or she is physically fit and capable of doing so, as
determined by the medical inspector, shall take such courses, which shall be a part of the curriculum prescribed for the several grades, and
the conduct and attainment of the pupils shall be marked as in other courses or subjects, and the standing of the pupil in connection
therewith shall form a part of the requirements for promotion or graduation. The time devoted to such courses shall aggregate at least two
and one-half hours in each school week, or proportionately less when holidays fall within the week.

· Drugs, Alcohol, Tobacco, Controlled Dangerous Substances, and Anabolic Steroids (N.J.S.A. 18A:40A-1) requires instructional programs
on drugs, alcohol, anabolic steroids, tobacco, and controlled dangerous substances and the development of curriculum guidelines.

Instructional programs on the nature of drugs, alcohol, anabolic steroids, tobacco, and controlled dangerous substances, as defined in
section 2 of P.L.1970, c.226 (C.24:21-2), and their physiological, psychological, sociological, and legal effects on the individual, the family,
and society shall be taught in each public school and in each grade from kindergarten through 12 in a manner adapted to the age and
understanding of the pupils. The programs shall be based upon the curriculum guidelines established by the Commissioner of Education
and shall be included in the curriculum for each grade in such a manner as to provide a thorough and comprehensive treatment of the
subject.
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· Lyme Disease Prevention (N.J.S.A. 18A:35-5.1) requires the development of Lyme disease curriculum guidelines.
The guidelines shall emphasize disease prevention and sensitivity for victims of the disease. The Commissioner of Education shall
periodically review and update the guidelines to insure that the curriculum reflects the most current information available.

· Organ Donation (N.J.S.A. 18A:7F-4.3) requires information relative to organ donation to be given to students in grades 9 through 12.
The goals of the instruction shall be to:

o Emphasize the benefits of organ and tissue donation to the health and well-being of society generally and to individuals whose
lives are saved by organ and tissue donations, so that students will be motivated to make an affirmative decision to register as
donors when they become adults.

o Fully address myths and misunderstandings regarding organ and tissue donation.

o Explain the options available to adults, including the option of designating a decision-maker to make the donation decision on
one’s behalf.

o Instill an understanding of the consequences when an individual does not make a decision to become an organ donor and does
not register or otherwise record a designated decision-maker.

The instruction shall inform students that, beginning five years from the date of enactment of P.L.2008, c.48 (C.26:6-66 et al.), the New
Jersey Motor Vehicle Commission will not issue or renew a New Jersey driver’s license or personal identification card unless a prospective
or renewing licensee or card holder makes an acknowledgement regarding the donor decision pursuant to section 8 of P.L.2008, c.48
(C.39:3-12.4). The Commissioner of Education, through the non-public school liaison in the Department of Education, shall make any
related instructional materials available to private schools educating students in grades 9 through 12, or any combination thereof. Such
schools are encouraged to use the instructional materials at the school; however, nothing in this subsection shall be construed to require such
schools to use the materials.

· Sexual Assault Prevention (N.J.S.A. 18A:35-4.3) requires the development of a sexual assault prevention education program.
The Department of Education in consultation with the advisory committee shall develop and establish guidelines for the teaching of sexual
assault prevention techniques for utilization by local school districts in the establishment of a sexual assault prevention education program.

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Such program shall be adapted to the age and understanding of the pupils and shall be emphasized in appropriate places of the curriculum
sufficiently for a full and adequate treatment of the subject.

· Stress Abstinence (N.J.S.A. 18A:35-4.19-20), also known as the “AIDS Prevention Act of 1999,” requires sex education programs to stress
abstinence.

Any sex education that is given as part of any planned course, curriculum, or other instructional program and that is intended to impart
information or promote discussion or understanding in regard to human sexual behavior, sexual feelings and sexual values, human sexuality
and reproduction, pregnancy avoidance or termination, HIV infection or sexually transmitted diseases, regardless of whether such
instruction is described as, or incorporated into, a description of “sex education,” “family life education,” “family health education,” “health
education,” “family living,” “health,” “self esteem,” or any other course, curriculum program, or goal of education, and any materials
including, but not limited, to handouts, speakers, notes, or audiovisuals presented on school property concerning methods for the prevention
of acquired immune deficiency syndrome (HIV/AIDS), other sexually transmitted diseases, and of avoiding pregnancy, shall stress that
abstinence from sexual activity is the only completely reliable means of eliminating the sexual transmission of HIV/AIDS and other sexually
transmitted diseases and of avoiding pregnancy.

· Suicide Prevention (N.J.S.A. 18A: 6-111) requires instruction in suicide prevention in public schools.
Instruction in suicide prevention shall be provided as part of any continuing education that public school teaching staff members must
complete to maintain their certification; and inclusion of suicide prevention awareness shall be included in the Core Curriculum Content
Standards in Comprehensive Health and Physical Education.

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