Resources > OUSD History Standards > Grade 12

OUSD K-12 History / Social Studies Standards
MODEl UNlT FOR GRADE 12 CONSTITUTION & THE BILL OF RIGHTS
Sample Question: Bill of Rights Individual rights vs society's needs
Where do you draw the line?

Grade 12 Topics

I. GOVERNEMENT : CONSTITUTION & THE BILL OF RIGHTS

" Demonstrate an understanding of the Constitution's principles and concepts.

VI.. ECONOMICS : FUNDIMENTAL ECONOMIC CONCEPTS

" Understand the basic economic concept of scarcity and the resulting choices that societies must make.

II. GOVERNEMENT : THE COURTS

" Describe the role of the courts as a major element in the governmental process.

VII. ECONOMICS : COMPARATIVE ECONOMIC SYSTEMS

" Identify alternatives to the market system and understand how these systems differ.

III. GOVERNEMENT : LEGISLATURE & EXECUTIVE BRANCHES

" Describe the respective powers, roles, and workings of the legislative and executive branches.

" Explain the election process and voting behavior.

VIII ECONOMICS: MICROECONOMICS

" Understand how supply and demand affect markets.

IV. GOVERNEMENT : FEDERALISM

" Demonstrate an understanding of the principles of federalism (division of power among federal, state, and local governments) and key issues related to them.

IX. ECONOMICS : MACROECONOMICS

" Understand the fiscal policy of the government including taxation and budget.
" Understand monetary policy particularly the role of the Federal Reserve.

V. GOVERNEMENT : CONTEMPORARY ISSUES

" Demonstrate an understanding of the responsibilities of citizenship and the importance of the individual as the basis for civil society in a constitutional republic. Analyze a contemporary world issue, relate it to local, state or national affairs, and discuss it from different viewpoints.
X. ECONOMICS : INTERNATIONAL ECONOMIC CONCEPTS

" Understand international trade, including issues about balance of trade, tariffs, and quotas.
Twelfth Grade Skills Based on Standardized Tests

" Understand and interpret opinion polls and campaign ads.
" Read supply and demand curves.
" Read the stock market page.
" Analyze economic data.

 

OUSD K-12 History / Social Studies Standards
HISTORICAL THINKING: SAMPLE ASSIGNMENTS GRADE 12

Grade 12 : OUSD Sample Assignments

1.
Spatial / Chronological Thinking

" Read a newspaper article and underline the sources of information. See if these sources are attributable to an individual or if they are vague (e.g. "a high government official").

" Examine statistics on voter registration.

" Examine political ads to find common components (e.g., short, dramatic, etc.).

" Track five common economic indicators over month's period.

v Follow a stock over a month's period.

" Analyze ads to see what audiences are targeted by the producers of the product.

" Collect newspaper articles on the disparity of income distribution as it affects health and education.

" Read accounts of Pul]man Porters to see how unions organize.

 

2.
Examining Evidence

" Debate any bill pending in Congress from different political perspectives.

" Investigate a variety of interest groups' opinions on welfare reform and write a position paper stating your own view.

" Hold a Congressional hearing on NAFTA or most-favored-nation status and represent different points of view at the hearing.

" Simulate a labor negotiation.

" Stage a debate between Karl Marx and Adam Smith on the topic, "Is Profit a Good Idea?

" Read newspaper accounts and speeches of both sides of the bilingual education debate.

" Study pro/con ballot arguments on Indian casino gambling.

" Debate whether the Constitution should be changed to give the President the power to declare war.

 

3.
Diversity : Multiple Perspectives

" Read a court opinion and decide if it is an example of judicial activism or judicial restraint.

" Read a court case on the 14th Amendment and write your own interpretation of the Constitution in regard to the case.

" Act out the role of a City Council member and make a decision on requests for. permits in your city (for example, a request for a Nazi demonstration or a request for a rock concert late at night). Justify your decision on the basis of the 1st Amendment.

" Put former President Nixon or Johnson on trial for abuse of executive power.

" Look at a series of graphs and charts of socioeconomic indicators (health care, education, unemployment, cost of housing, per-capita income) and write an interpretation of what these statistics mean for a family of four.

 

4.
Historical Interpretation

" Write an essay on the meaning and significance of "equal protection under the law".

" Explain how Brown v.. Board of Education impacted American society.

" Write an essay stating which President between 1932 and today had the greatest impact on the United States

" Have a roundtable discussion answering the. question, "How significant are political parties today?"

" Read three accounts of an economic event (e.g., the Great Depression) and compare similarities and differences.

" Research the ruling on Lau v. Nichols and write an essay discussing its impact American education.

" Do research on the political and economic impact of the changing population of California between 1975 and today.

 

5
Determining Historical/ Geographical Significance

" Develop a plan to increase voter registration.

" Volunteer for a local candidate.

" Participate in a mock trial, a moot court or a "We the people" competition.

" Learn how to fill out a voter registration form.

" Track an issue in the media and make a class presentation.

" Write a letter to your Congresswoman.

" Attend a school board meeting.

" Volunteer with a community agency to improve literacy in Oakland.

" Write a personal response to president Kennedy's statement," Ask not what your country can do for you; ask what you can do for your country."

 

 

OUSD K-12 History / Social Studies Standards
MODEl UNlT FOR GRADE 12 CONSTITUTION & THE BILL OF RIGHTS
Sample Question: Bill of Rights Individual rights vs society's needs
Where do you draw the line?

 Grade 12 OUSD Model Unit

Historical Thinking Standard
Assignments / Activities
To show evidence of standards, students might:

Examining Evidence

" Examining primary sources (such as photos, artifacts, and documents)

" Relationship between primary sources and historical/ geographical context

" Author's intentions / perspective

" Read the Bill of Rights (including the 14th amendment) and make a list of individual liberties that are protected.

" Categorize the rights (freedom of expression, rights of accused, equality).

" Read cases such as Edwards v. South Carolina, Tinker v. Des Moines, Terry v. Ohio, Furman v. Georgia, etc. Have students summarize the issues

Diversity / Multiple Perspectives

" Influences (such as location, race, gender, class, age, sexual orientation)

" Empathy

" Listen to speakers from the ACLU and the District Attorney's office for differing views on the Bill of Rights.

"
Read opposing briefs of different court cases and compare their arguments.

"
Listen to a debate between police officers and public defenders on the exclusionary rule.

Interpretation

" Constructing historical accounts

" Comparing historical accounts

" Moral judgment

" In pairs, debate a court case, explaining your interpretation of the amendment under
discusslon.

"
Read opinions from court cases connected to the First Amendment and write an essay explaining the differing interpretations.

Determining Historical
Geographical Significance

" Connect past and present

" Causation

" Evaluation

" Location

" Place yourself on a scale of 1-10 (one being complete individual liberty and 10 being totalitarian government). Write an essay explaining this placement using your response to court cases studies in this unit.

" From the Bill of Rights and the 14th Amendment, select two amendments that had the greatest impact on civil liberties and life today. Give a speech justifying your decision.

"
Pick one of the following individuals or cases and evaluate their impact on the advancement of civil liberties: Martin Luther King, Jr., Malcolm X Korematsu v. U.S., Lau v. Nichols, Dennis v. U.S., Griswald v. Connecticut, Miranda v. Arizona.

Participation

" Application

" Involvement

 

" Observe or attend a demonstration, rally, or political speech.

" Taking into account the tension between the individual and societies' rights, write a Bill of Rights for your school.