Process Standards: The student will demonstrate process skills in social studies.
Identify, analyze, and interpret primary and secondary sources and artifacts.
Distinguish between fact and opinion in examining documentary sources
Recognize and explain how different points of view have been influenced by social, political, economic, historic and geographic changes.
Construct timelines of key events, periods, and historically significant individuals.
Explain the relationships between geography and the historical developments by using maps, graphs, charts, visual images, and computer-based technologies.
Develop discussion, debate, and persuasive writing and speaking skills, focusing on enduring issues and demonstrating how divergent viewpoints have been and continue to be addressed and reconciled.
Exploring Constitutional Conflicts District Social Studies Power Point Website Power Point Palooza Oyez
Use a variety of information delivery strategies as listed in the Common Correlation Chart and the District’s Skills for Success booklet.
Primary Source Documents
Foundations of Democracyseries from Center for Civic Education
We the Peoplehigh school series from Center for Civic Education
Websites
The Founders of the Constitution 100 Milestone Documents The Annenberg Learner for History and Social Studies The Online Library of Liberty The American Presidency Project Hippo Campus—Teaching with Digital Media PBS—The American Experience Ellis Island Immigration Case Briefs Landmark Supreme Court Cases We the People - EDSITEment American History--Gilder Lehrman Chronology of US Historical Documents--OU College of Law Primary Source Documents--Yale Law Archiving Early America: Primary Source Documents Primary Documents in American History -- Library of Congress Constitution Center National Archives CongressLink The Constitution Power Points The Historyteacher.net Digital History Oklahoma Bar Association The Bill of Rights Institute
Throughout each unit of study, teachers should make use of current events/topics so as to make connections with the content of the course (i.e. legislation, court cases, executive orders, etc).
Many of these suggested activities relate directly to History/Social Studies 11-12 R.2/4/6 and W.HST.2/2a/2b/10
5.1 Distinguish between civic life and private life by defining civic virtue and explaining the individual’s duty and responsibility to participate in civic life by voting, serving on juries, volunteering within the community, running for office, serving on a political campaign, paying taxes for governmental services, and respecting lawful authority.
1.3 Summarize and explain how the American system is a representative republic in which the citizenry is sovereign.
3.1. Explain the concept of popular sovereignty as exercised by the nation’s people who possess the ultimate source of authority.
3.6 Evaluate the importance of the rule of law and on the sources, purposed, and functions of government, and explain how the rule of law provides for the protection of individual liberties, public order, management of conflict, and assurance of domestic and national security.
3.7 Analyze the United States government’s responsibility to protect minority rights while legitimizing majority rule including the rights of due process and equality under the law.
5.2 Analyze how the structures of government provide citizens opportunities to monitor and influence the actions of the government and hold elected officials accountable.
3.8 Cite specific textual and visual evidence and compare points of view regarding the shared values and ideals of American political culture as set forth in basic documents and speeches including the Declaration of Sentiments, Abraham Lincoln’s Gettysburg Address, Franklin Roosevelt’s Four Freedoms speech, and Dr. Martin Luther King, Jr.’s Letter From Birmingham Jail.
