us govt - multicultural viewpoint_grade 12

7/28/2019 US Govt - Multicultural Viewpoint_Grade 12

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US GOVERNMENT – MULTICULTURAL 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 of knowledge. 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






Concept 4: Rights, Responsibilities, and

Roles of Citizenship

The rights, responsibilities and practices

of United States citizenship are founded in

the Constitution and the nation’s history.

Standards:

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

people’s unspecified rights

d. civil rights in the Thirteenth and

Fourteenth Amendments

e. voting rights in the Fifteenth,

Nineteenth, Twenty-third, Twenty-fourth,

and Twenty-sixth Amendments; NativeAmerican 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

Through the lens created by the case above students

will appraise the historic and present-day impact of these landmark Supreme Court decisions on the

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

United States’ historically underserved groups:1. Marbury v. Madison

2. McCulloch v. Maryland

3. Cherokee v. Georgia

4. Dred Scott v. Sanford

5. Plessy v. Ferguson (Holmes’ dissent)

4. Hernández vs. Texas

5. Romo v. Laird

6.

Westminster v. Mendez 7. Miranda v. Arizona

8. Tinker v. Des Moines

9. Brown v. Board of Education

10. Serrano v. Priest

11. Lemon Grove Incident

12. Roe v. Wade

13. Fisher v. Mendoza

14. Hopwood v. Texas

15. Salvatierra v. ISD16. Milliken v. Bradley

17. University of Michigan

a. Gratz v. Bollinger

b. Grutter v. Bollinger

c. Lochner v. New York

18. Regents of the University of California v.

Bakke

writing products in response to ongoing feedback,

including new arguments or information.

11-12.RH.8. Evaluate an author’s premises, claims, and

evidence by corroborating or challenging them with other

information.

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

to support analysis, reflection, and research.






the Constitution and the nation’s 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 Washington’s

Farewell 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.

9. Transformative In tell ectualism

Enduring Understanding: As a civic virtue, transformative intellectualism and its disruption of the status quo is critical to the betterment of any society.

Enduring Understanding: The identification and naming of socio-political and ecological challenges in the lives of students provides them with the opportunity to

construct a just perspective in order to create a world filled with equity and justice.

Standards:

Concept 3: Functions of Government

Laws and policies are developed to

govern, protect, and promote the well-

being of the people.

Explanation and Examples:

Students will research and evaluate the organic and

traditional intellectual.iii

Students will create a research paper on the history and

meaning of organic intellectualism as it connects to the

Common Core:

11-12.RH.4. Determine the meaning of words and

phrases as they are used in a text, including analyzing

how an author uses and refines the meaning of a key term

over the course of a text.






Washington’s Farewell Speech),

volunteerism

d. obligations of upholding the

Constitution (Lincoln’s 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

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.

i Ukpokodu, 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.)iii Traditional intellectuals consider themselves as “freefloating thinkers, but are in fact “the dominant group’s ‘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.

us govt - multicultural viewpoint_grade 12

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