US Govt - Culturally Relevant African American Viewpoint_Grade 12

7/28/2019 US Govt - Culturally Relevant African American Viewpoint_Grade 12

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US GOVERNMENT CULTURALLY RELEVANT AFRICAN AMERICAN VIEWPOINT: GRADE 12

CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT 1 | P a g e

Course Description: This one semester course is designed to provide students with a practical knowledge and critical understanding of the American government

and its direct connection to them. Students will be able to apply knowledge of the US Constitution and demonstrate their understanding of how the American

system of government functions as well as how it impacts individual citizens. This course encourages students to view themselves as holders and creators ofknowledge. It emphasizes and nurtures an appreciation for diversity. Students are presented with opportunity to examine and critique the progressive elements and

the inequities embedded in the United States structures and systems. Lastly, students will research an issue that exist in their community, and they will recommend

potential remedies to this problem.

The nine enduring understandings in this curriculum are intended to raise the students critical consciousness about governmental policies and law and how they

have been shaped by the traditional perspectives, philosophies, and practices. They challenge students to examine and pursue the actions that promote policies and

laws that advance social equity all for people (Ukpokodu, 2003).i


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PO 1. Analyze basic individual rights and

freedoms guaranteed by Amendments and laws:

a. freedom of religion, speech, press, assembly,

and petition in the First Amendment

b. right to bear arms in the Second Amendment

c. Ninth Amendment and guarantee of peoples

unspecified rights

d. civil rights in the Thirteenth and FourteenthAmendments

e. voting rights in the Fifteenth, Nineteenth,

Twenty-third, Twenty-fourth, and Twenty-sixth

Amendments; Native American citizenship

1924 and voting rights (Arizona, 1948); Voting

Rights Act of 1965 press, and between majority

rule and individual rights)

g. right to work laws

PO 2. Define citizenship according to the

Fourteenth Amendment.

Standards:

PO 3. Examine the basic political, socialresponsibilities of citizenship:

a. connections between self-interest, the

common good, and the essential element of

civic virtue (e.g., George Washingtons

Farewell Speech), volunteerism

b. obligations of upholding the Constitution

PO 4. Demonstrate the skills and knowledge

historically underserved populations in the United

States

Explanation and Examples:

Through the same lens student will predict the

future implications of the following landmark

cases on African Americans and the United

States historically underserved groups:

1. Marbury v. Madison2. McCulloch v. Maryland3. Cherokee v. Georgia4. Dred Scott v. Sanford5. Plessy v. Ferguson (Holmes dissent)4. Hernndez vs. Texas5. Romo v. Laird6. Westminster v. Mendez7. Miranda v. Arizona8. Tinker v. Des Moines9.

Brown v. Board of Education10.Serrano v. Priest

11.Lemon Grove Incident12.Roe v. Wade13.Fisher v. Mendoza14.Hopwood v. Texas15.Salvatierra v. ISD16.Milliken v. Bradley17.University of Michigan

a. Gratz v. Bollingerb. Grutter v. Bollingerc. Lochner v. New York

18.Regents of the University of California v.Bakke

Explanation and Examples:

Through the analysis of amendments andSupreme Court decisions Students will map out

11-12.WHST.9. Draw evidence from informational texts

to support analysis, reflection, and research.


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PO 2. Examine how the Constitution

guarantees due process of law through

Constitutional mandates and Amendments.

b. Constitutional mandates (e.g., the right of

habeas corpus, no bill of attainder, and the

prohibition of ex post facto laws)

c Protection provided by the Fourteenth

Amendment

Concept 4: Rights, Responsibilities, and Roles

of Citizenship

The rights, responsibilities and practices of

United States citizenship are founded in the

Constitution and the nations history

PO 3. Examine the basic political, social

responsibilities of citizenship:

a. connections between self-interest, the


civic virtue (e.g., George WashingtonsFarewell Speech), volunteerism.

b. obligations of upholding the Constitution.

PO 4. Demonstrate the skills and knowledge(e.g., group problem solving, public speaking,

petitioning and protesting) needed to

accomplish public purposes.

Students will construct an argument for the U.S.

Supreme Court articulating how the Declaration

of Independence and the 14th Amendment should

be used as fundamental lenses through which all

of their decisions should be made.

b. Develop claim(s) and counterclaims fairly and

thoroughly, supplying the most relevant data and evidence

for each while pointing out the strengths and limitations of

both claim(s) and counterclaims in a discipline-

appropriate form that anticipates the audiences

knowledge level, concerns, values, and possible biases.

11-12.WHST.4 . Produce clear and coherent writing in

which the development, organization, and style are

appropriate to task, purpose, and audience.

9. Tr ansformative In tell ectualism


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PO 3. Examine the basic political, social

responsibilities of citizenship:

c. connections between self-interest, the


civic virtue (e.g., George Washingtons

Farewell Speech), volunteerism

d. obligations of upholding the Constitution

(Lincolns second inaugural)

PO 4. Demonstrate the skills and knowledge

(e.g., group problem solving, public speaking,

petitioning and protesting, and community

organizing) needed to accomplish public

purposes

the inquiry when appropriate; synthesize multiple sources on

the subject, demonstrating understanding of the subject

under investigation.

11-12.WHST.8. Gather relevant information from multiple

authoritative print and digital sources, using advanced

searches effectively; assess the strengths and limitations of

each source in terms of the specific task, purpose, and

audience; integrate information into the text selectively to

maintain the flow of ideas, avoiding plagiarism and

overreliance on any one source and following a standard

format for citation.

11-12.WHST.9. Draw evidence from informational texts to

support analysis, reflection, and research.

iUkpokodu, O. N. (2003). Teaching multicultural education from a critical perspective: Challenges and dilemmas. Multicultural Perspectives, 5(4), 17-23.

iiIt is not simply action based on reflection. It is action which embodies certain qualities. These include a commitment to human well being and the search for truth, and respect for

others. It is the action of people who are free, who are able to act for themselves. (Carr, W. and Kemmis, S. (1986.) Becoming Critical: Education, Knowledge and Action Research.

Basingstoke: Falmer Press.)

iiiTraditional intellectuals consider themselves as freefloating thinkers, but are in fact the dominant groups deputies exercising the subaltern functions of social hegemony and

political government. The organic intellectual, in contrast, is situated within a certain structure and can help from within by turning attention to the relations of dominationin a

society (Berling, T. & Bueger, C. (2013). Practical Reflexivity and Political Science: Strategies for Relating Scholarship and Political Practice. Political Science & Politics 46(01),

115-119.

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US Govt - Culturally Relevant African American Viewpoint_Grade 12