OUSD | De Tocqueville's Ghost : American History Project

Resources > Curriculum Standards History > OUSD History Standards > Grade 12 Model Lesson 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 \| Grade 12 : OUSD Sample Assignments \| Grade 12 OUSD Model Unit Grade 10 Topics \| Grade 10 : OUSD Sample Assignments \| Grade 10 OUSD Model Unit Grade 11 Topics \| Grade 11 : OUSD Sample Assignments \| Grade 11 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.