STEPHENVILLE CURRICULUM DOCUMENT
SOCIAL STUDIES
GRADE: 12TH
COURSE: UNITED STATES GOVERNMENT
BUNDLE (UNIT) 6
EST. NUMBER OF DAYS: 11
Unit 6 Name
Guarantees
Unit Overview Narrative
Unit will focus on guarantees of personal liberties and freedoms in the United States gained through the Constitution, changes in
society and Supreme Court decisions.
Generalizations/Enduring Understandings
Concepts
Guiding/Essential Questions
Learning Targets
Formative Assessments
Summative Assessments
TEKS (Grade Level) / Specifications
TEKS
(7) Government. The student understands the
American beliefs and principles reflected in the U.S.
Constitution and why these are significant. The student
is expected to:
(D) evaluate constitutional provisions for
limiting the role of government, including
republicanism, checks and balances, federalism,
separation of powers, popular sovereignty, and
individual rights
(G) examine the reasons the Founding Fathers
protected religious freedom in America and
guaranteed its free exercise by saying that
"Congress shall make no law respecting an
establishment of religion, or prohibiting the free
exercise thereof," and compare and contrast this
to the phrase, "separation of church and state."
Specifications
Terms:
Republicanism
Checks and balances
Federalism
Separation of powers
Popular sovereignty
Individual rights
Terms:
Non establishment clause: govt will not create a national church
Free exercise clause: person may practice religious beliefs
Amendments/Acts:
st
1 Amendment: freedom of religion
Individuals:
Jefferson: wall of separation
Supreme Court Cases Free Exercise:
Minersville School District v. Gobitis (1940)
West Virginia State Board of Education v. Barnette (1943)
Wisconsin v. Yoder (1972)
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Bob Jones University v. United States (1983)
Church of the Lukumi Babalu Aye v. City of Hialeah (1993)
Supreme Court Cases Establishment
Lynch v. Donnelly (1984)
County of Allegheny v. ACLU Greater Pittsburgh Chapter (1989)
Engel v. Vitale (1962)
Abington Township School District v. Schempp (1963)
Epperson v. Arkansas (1968)
Everson v. Board of Education (1947)
Lee v. Weisman (1992)
(9) Government. The student understands the concept
of federalism. The student is expected to:
(D) understand the limits on the national and
state governments in the U.S. federal system of
government
(13) Citizenship. The student understands rights
guaranteed by the U.S. Constitution. The student is
expected to:
(A) understand the roles of limited government
and the rule of law in the protection of
individual rights
(B) identify and define the unalienable rights;
(C) identify the freedoms and rights guaranteed
by each amendment in the Bill of Rights
st
1 Amendment: SPARP
nd
2 Amendment: Bear Arms
rd
3 Amendment
th
4 Amendment
th
5 Amendment
th
6 Amendment
th
7 Amendment
th
8 Amendment
th
9 Amendment
th
10 Amendment
http://www.uen.org/Lessonplan/preview.cgi?LPid=533
http://www.educationworld.com/a_tsl/archives/04-1/lesson012.shtml
Escobedo v. Illinois (1964)
Facts of the Case:
Danny Escobedo was arrested and taken to a police station for
questioning. Over several hours, the police refused his repeated requests
to see his lawyer. Escobedo's lawyer sought unsuccessfully to consult
with his client. Escobedo subsequently confessed to murder.
Question:
Was Escobedo denied the right to counsel as guaranteed by the Sixth
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(D) analyze U.S. Supreme Court interpretations
of rights guaranteed by the U.S. Constitution in
selected cases, including Engel v. Vitale, Schenck
v. United States, Texas v. Johnson, Miranda v.
Arizona, Gideon v. Wainwright, Mapp v. Ohio,
and Roe v. Wade;
(F) recall the conditions that produced the 14th
Amendment and describe subsequent efforts to
selectively extend some of the Bill of Rights to
the states including the Blaine Amendment and
the US Supreme Court Rulings
(16) Citizenship. The student understands the
importance of the expression of different points of view
in a constitutional republic. The student is expected to:
(B) analyze the importance of the First
Amendment rights of petition, assembly,
speech, and press and the Second Amendment
right to keep and bear arms.
(F) recall the conditions that produced the 14th
Amendment and describe subsequent efforts to
selectively extend some of the Bill of Rights to
the states, including the Blaine Amendment and
U.S. Supreme Court rulings, and analyze the
impact on the scope of fundamental rights and
federalism
(17) Culture. The student understands the relationship
Amendment?
Conclusion:
Yes. Justice Goldberg, in his majority opinion, spoke for the first time of
"an absolute right to remain silent." Escobedo had not been adequately
informed of his consitutitonal right to remain silent rather than to be
forced to incriminate himself. The case has lost authority as precedent, as
the arguments in police interrogation and confession cases have shifted
from the Sixth Amendment to the Fifth Amendment, emphasizing
whether the appropriate warnings have been given and given correctly,
and whether the right to remain silent has been waived.
Citation
The Oyez Project, Escobedo v. Illinois, 378 U.S. 478 (1964) available at:
(http://oyez.org/cases/1960-1969/1963/1963_615)
Mapp v Ohio http://www.billofrightsinstitute.org/page.aspx?pid=673
Gideon v Wainwright
http://www.billofrightsinstitute.org/page.aspx?pid=699
Miranda v Arizona
http://www.billofrightsinstitute.org/page.aspx?pid=622
Roe v Wade http://www.billofrightsinstitute.org/page.aspx?pid=703
Amendments/Acts:
st
1 Amendment: speech, press, assembly, petition
Texas v Johnson http://www.billofrightsinstitute.org/page.aspx?pid=813
Near v Minn. http://www.billofrightsinstitute.org/page.aspx?pid=636
Edwards v South Carolina
http://www.billofrightsinstitute.org/page.aspx?pid=652
Skoie & Brandenberg
http://www.billofrightsinstitute.org/page.aspx?pid=644
Tinker v Des Moines
http://www.billofrightsinstitute.org/page.aspx?pid=626
Blaine Amendment:
Civil Rights Act of 1964
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between government policies and the culture of the
United States. The student is expected to:
(A) evaluate a U.S. government policy or court
decision that has affected a particular racial,
ethnic, or religious group such as the Civil Rights
Act of 1964 and the U.S. Supreme Court cases of
Hernandez v. Texas and Grutter v. Bollinger
(2) History. The student understands the roles played
by individuals, political parties, interest groups, and the
media in the U.S. political system, past and present. The
student is expected to:
(B) analyze the impact of political changes
brought about by individuals, political parties,
interest groups, or the media, past and present.
(17) Culture. The student understands the relationship
between government policies and the culture of the
United States. The student is expected to:
B) explain changes in American culture brought about by
government policies such as voting rights, the
Servicemen's Readjustment Act of 1944 (GI Bill of Rights),
the Immigration and Nationality Act of 1965, the
Immigration Reform and Control Act of 1986, affirmative
action, and racial integration
Processes and Skills
http://www.sonoma.edu/tah/lessons/protest/civilmenu.html
Hernandez v Texas
http://www.billofrightsinstitute.org/page.aspx?pid=703
Grutter v Bollinger
http://academickids.com/encyclopedia/index.php/Grutter_v._Bollinger
Terms:
GI
Immigration
Affirmative Action
Integration
Segregation
http://www.learningtogive.org/lessons/unit4/lesson3.html
th
th
Voting Rights: 15 Amendment, 19 Amendment, 26 Amendment
GI Bill: http://www.gibill.va.gov/GI_Bill_Info/history.htm
Immigration and Nationality Act of 1965
In 1965, President Lyndon Johnson signed a bill that has dramatically
changed the method by which immigrants are admitted to America. This
bill is the Immigration Act of 1965. This act, also known as the Hart-Cellar
Act [1], not only allows more individuals from third world countries to
enter the US (including Asians, who have traditionally been hindered
from entering America), but also entails a separate quota for refugees. [2]
Under the Act, 170,000 immigrants from the Eastern Hemisphere are
granted residency, with no more than 20,000 per country. One hundred
twenty thousand immigrants from the Western Hemisphere, with no
“national limitations,” are also to be admitted. [3] The significance of this
bill was that future immigrants were to be welcomed because of their
skills/professions, and not for their countries of origin.
Immigration Reform and Control Act of 1986:
The law criminalized the act of knowingly hiring an illegal immigrant and
established financial and other penalties for those employing illegal aliens
(21) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected
to:
(A) use social studies terminology correctly;
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(B) use standard grammar, spelling, sentence
structure, and punctuation
Topics
Language of Instruction
Constitution
Secular
Religious
First Amendment
Free Exercise Clause
Non Establishment Clause
Thomas Jefferson
Separation of church and state
Limited government
Rule of law
Rights
Liberties
Unalienable
Bill of Rights
Petition
Assembly
Second Amendment
Supreme Court
Checks and Balances
Civil Liberties
Civil Rights
Engel v Vital
Schenck v US
Gideon v Wainwright
Miranda v Arizona
Roe v Wade
Mapp v Ohio
Texas v Johnson
Blaine Amendment
Civil Rights Act of 1964
Hernandez vs Texas
Grutter vs Bollinger
State Assessment Connections
National Assessment Connections
Resources
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