HSS Framework for Grade 12, Ch. 17, "Principles of American Democracy" pp. 435-436

1998 History-Social Science Content Standards, grade 12 pp. 54-59

California Common Core State Standards

• Why do we need a government?

• How much power should government have over its citizens?

• What do the terms liberty and equality mean and how do they relate to each other?

• What are the dangers of a democratic system?

• What are the trade-offs between majority rule and individual rights?

CCSS Outcomes: Students will be able to:

• Cite specific textual evidence to support analysis of primary and secondary sources

• Determine the central ideas of a primary or secondary source

• Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

• Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

• Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

• Answer and discuss guiding questions about how Enlightenment thinking shaped the American government

Documents:

• Declaration of Independence, the Federalist Papers and the anti-Federalist response, the Constitution, and the Bill of Rights, students analyze the tension and balance between promotion of the public good and the protection of individual liberties.

• The Federalist Papers explicate major constitutional concepts such as separation of powers, checks and balances, and enumerated powers as well as the Framers’ understanding of human nature and the political process.

• Federalist Paper Number 10 explains the role of organized interest, Federalist Paper Number 51 outlines the rationale for checks and balances and separation of powers, and Federalist Paper Number 78 centers on the role of the judiciary. Students should understand how these ideas shaped the American constitutional system and democratic behavior

First Amendment (link to the lesson)

From: C3 Teachers: College, Career, and Civic Life, http://www.c3teachers.org/inquiries/first-amendment/

History-Social Science Standard 12.1.1

Essential Question: Are Students Protected by the First Amendment?

Purpose: Students will learn about the influence of Enlightenment thinkers on American government by contextualizing sources from the Enlightenment period and answering guiding questions.

CCSS Outcomes: Students will be able to:

• Cite specific textual evidence to support analysis of primary and secondary sources

• Determine the central ideas of a primary or secondary source

CCSS Outcomes: Students will be able to:

• Cite specific textual evidence to support analysis of primary and secondary sources

• Determine the central ideas or information of a primary or secondary source

• Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

• Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence

• Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

• Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

• Write arguments focused on discipline-specific content.

• Civil Liberties, Model Lesson: “How did disabled Americans expand their civil rights to more fully participate in our society and economy? Why was the participation of disabled Americans in the leadership of this movement imperative for its success?”

• Free Speech, Source Set (Citizens United): “What do the terms liberty and equality mean and how do they relate to each other? Are corporations individuals with the same rights as live citizens?”

Students might participate in mock ratification debates; construct writings or classroom presentations articulating arguments, claims, and evidence from multiple sources; or make classroom presentations.