Post on 03-Apr-2018
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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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 9 | P a g e
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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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 13 | P a g e
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
common good, and the essential element of
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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US GOVERNMENT CULTURALLY RELEVANT AFRICAN AMERICAN VIEWPOINT: GRADE 12
CURRICULUM NOT ADOPTED
TUCSON UNIFIED SCHOOL DISTRICT 15 | P a g e
PO 3. Examine the basic political, social
responsibilities of citizenship:
c. connections between self-interest, the
common good, and the essential element of
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.