Professional Documents
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Enduring Understanding: The United States Constitution is one of the most significant documents in United States and world history. It has helped establish the foundation of the United States by outlining all of our rights as citizens, protecting us from each other and most importantly from the government. The Constitution maintains its relevance because of its ability to remain a living document that has the capacity to embody the present-day conditions regardless of the era or the time. State Standards: Concept 2: Structure of Government The United States structure of government is characterized by the separation and balance of powers. PO 2. Analyze the creation of United States Constitution: Concept 3: Functions of Government Laws and policies are developed to govern, protect, and promote the wellbeing of the people. PO 2. Examine how the Constitution guarantees due process of law through Constitutional mandates and Amendments.
a. Constitutional mandates (e.g., the
Explanation and Examples: Students will study, label and evaluate the four key components of the U.S. Constitution: The Preamble, The Articles, the Bill of Rights, and the Amendments. Students evaluate and interpret the purposes of government as articulated within the Preamble of the U.S. Constitution.
Common Core: 11-12.RH.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 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. 11-12.RH.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 11-12.RH.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 11-12.RH.8. Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. 11-12.WHST.4 . Produce clear and coherent writing in
Students will assess and evaluate the level of Preamble realization that has been experienced by their families, by their peers, their community and themselves as well as by Americas historically underserved groups. Students will create a plan to ensure greater realization of the Preambles tenets for those who have been historically excluded. Students will create a legal brief articulating the history of, the legal precedent(s) established in, and the modern and future implications of Marbury v. Madison. Students will analyze and evaluate how the different
right of habeas corpus, no bill of attainder, and the prohibition of ex post facto laws)
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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.
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Students will formulate a position articulating the historical and present-day impact of the separation of powers on the lives of Americas historically underserved populations in the United States. Students will debate whether the separation of powers is merely idealistic or a realistically effective construct. Given the current social and political climate, students will design a plan that promotes greater social and political justice today and in the future through the separations of power doctrine.
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Explanation and Examples: Students will compare, contrast and articulate the similarities and differences that exist within the U.S. Bill of Rights and Amendments and their augmented Bill of Rights and Amendments. Students will develop an argument explaining how their augmentations facilitate greater levels of economic, political, racial, gender, and social justice for all Americans, particularly those who have been historically underserved in the United States. Given the history of the Supreme Court and its lower courts, students will construct a case that illuminates the essence of Law v. Justice, and how this understanding has either hindered or promoted the economic, political and social advancement of the historically underserved in the United States.
e. Provide a concluding statement or section that follows from or supports the argument presented. Common Core: 11-12.WHST.6. Use technology, including the Internet, to produce, publish, and update individual or shared
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Standards: 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 Washingtons 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.
Students will draft a revised Constitution, Bill of Rights, Amendments and propose new Amendments that have been augmented in order to better facilitate a greater level of economic, political, racial, and gender justice for Americas historically underserved, and all Americans in general.
6. Presidency Enduring Understanding: The presidency of the United States is uniquely critical given its symbolic power as the face of the people and the head of government, its responsibility for implementing the laws that are created by the legislative branch (the Senate and House of Representatives); its role as the Commander-inChief of the Armed Forces; its power to appoint the different heads of the executive departments; and its power to nominate federal judges including members of U.S. Courts of Appeals and the U.S. Supreme Court. Standards: Concept 2: Structure of Government The United States structure of government is characterized by the separation and balance of powers. Explanation and Examples: Students will evaluate and analyze the structure, powers, and roles of the executive branch of the United States government. Common Core: 11-12.RH.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the
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7. Comparative Politics Enduring Understanding: The study of comparative politics is critical because it provides students with the opportunity to understand how different types of governments work. Being more knowledgeable about other political systems will helps students better understand the strengths and weakness of the U.S. system and allow them to be more active citizens and more aware of our systems complex interactions with other nations. . Standards: Concept 5: Government Systems of the World Different governmental systems exist throughout the world. The United States Explanation and Examples: Students will analyze, evaluate and create an argument that articulates the role of the Declaration of Independence in the construction of U.S. Foreign Policy. Common Core: 11-12.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
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Explanation and Examples: Students will analyze and evaluate the impact of epic U.S. Supreme Court decisions on historically underserved populations e.g. Dred Scott v. Sanford; Plessy v. Ferguson; Bradwell v. The State of Illinois; Korematsu v. United States; Roe v. Wade; Bowers v. Hardwick, Students will create a position regarding the impact of the Declaration of Independence on the legal precedents established by the U.S. Supreme Court and how the lives of historically underserved populations in the United States and all American overall have been, are and will be impacted by this view. 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.
11-12.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12.WHST.1Write arguments focused on disciplinespecific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. 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.
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
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9. Transformative Intellectualism 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 wellbeing 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.
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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.7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden 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
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Ukpokodu, O. N. (2003). Teaching multicultural education from a critical perspective: Challenges and dilemmas. Multicultural Perspectives, 5(4), 17-23.
It 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.)
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Traditional 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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