American Studies Pacing Calendar 2014-2015

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Suggested Resources and Literacy Connection

  • Read and analyze an Oklahoma case, studying it up through the U.S. Supreme Court decision (i.e. Thompson v. Oklahoma)

  • Chart and graph the differences between state and federal courts.

  • Watch videotapes of the Civil and Criminal trials of OJ Simpson and make conclusions comparing civil v. criminal cases.

  • Role play the President and pick a Supreme Court member

  • Bill of Rights: President and the Constitution

Volume Two: Military v. Civilian courts, pg. 58+

  • Clip of “60 Minutes” episode featuring the relationship between Justices Scalia and Ginsberg –disagree on policy and constitutional interpretation but are the best of friends – discussion on constitutional originalist v. living document

  • Bill of Rights: Supreme Court DBQs

Marbury v. Madison, pg5+

  • Supreme Court

  • Oyez

Fourth Quarter

March 23 – May 27

Topic: Civil Rights—Civil Liberties

Instructional Time:

15 Days

Cur. pgs. 26-28

OC³ and Essential Questions


Suggested Resources and Activities

5.3A Evaluate historic and contemporary examples of American citizens who have attempted to make the values and principles of the United States Constitution a reality.
4.2G Identify the issues behind and explain the changes resulting from landmark United States Supreme Court decisions including Plessy v. Ferguson (1896), Brown v. Board of Education of Topeka, Kansas (1954), Mapp v. Ohio (1961), Engel v. Vitale (1962), Miranda v. Arizona (1966), Furman v. Georgia (1972), Roe v. Wade (1973).
Essential Questions

1. Of what importance are landmark Supreme Court cases? Explain why.

2. Are rights relative or absolute in a democracy?

3. What connection do rights have to a successful democracy?

4. How does our Constitution protect rights?

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.
5.3.A. Analyze the rights and liberties guaranteed to all citizens in and protected by the Bill of Rights, how they are applied and protected within the states through the 14th Amendment, and sustained through the actions of individual citizens.
5.3.B. Explain the impact on American politics, both historically and presently, of the racial, religious, socioeconomic, and ethnic diversity of American society including the importance of adhering to constitutional values in managing conflicts over diversity.

  1. Application of the Bill of Rights by the 14th Amendment 5.3A

  2. Incorporation of the Bill of Rights by the 14th Amendment

  3. Legal Precedent 4.2G

  • Plessy v. Ferguson, 1896

  • Brown v. Board of Education, 1954

4. Civil Rights and Liberties

  • Landmark Cases Expanding Civil Rights

  • Mapp v. Ohio, 1962

  • Engel v. Vitale, 1962

  • Miranda v. Arizona, 1966

  • Furman v. Georgia, 1972

  • Roe v. Wade, 1973

Affirmative Action:

  • Board of Regents for University of California v. Bakke, 1978 and current cases 5.3B

  • Oyez

5. Optional Cases

  • Dred Scott v. Sanford, 1857

  • Gideon v. Wainwright, 1963

  • Abington School District v. Schempp, 1963

  • Tinker v. Des Moines, 1969

  • Gregg v. Georgia, 1976

  • New Jersey v. T.L.O., 1985

  • Hazelwood School District v. Kuhlmeier, 1988

  • Texas v. Johnson, 1989

  • Santa Fe School District v. Doe, 1999

  • Board of Education v. Earls , 2001

  • Oyez

6. Civil Rights Acts of 1964 and 1968 3.7

  1. Voting Rights Act of 1965

  1. Americans with Disabilities Act, 1990

  1. Current interpretation of civil rights and civil liberties 5.3A

10. Explain the impact of these cases on American Society 5.3B

Chapter 19

Activity: Life without the Bill of Rights
Chapter 20 & Chapter 21

Chapter 20 & Chapter 21


Activity: Civil Rights, Civil Liberties: Affirmative Action

  • Graphic organizer on definition and examples of “civil rights” vs. “civil liberties”

  • Research, then prepare a power point presentation over landmark Supreme Court cases

  • Create a simulation game of daily life without rights

  • Divide into groups. Each group will be given an amendment to research and present court cases dealing with that amendment

  • Debate issues involving rights and the roles of government and the protection of those rights

  • Interpret quotes from philosophers and writers regarding responsibilities and determine if these are necessary responsibilities for life in a democracy

  • Bill of Rights: Presidents and the Constitution Volume One: Dred Scott, pg 72+

  • Journal Entry: Under what conditions would you lose rights and/or protections without the 14th Amendment?

  • Bill of Rights: Supreme Court DBQs

First Amendment: Freedom of the Press

Direction: Read the following quotes and documents concerning the publics’ right and responsibility to be informed, and then answer the question at the bottom.

First Amendment to the Constitution: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; …

Quote: Let the eye of vigilance never be closed. - Thomas Jefferson to Spencer Roane, 1821 concerning the addition of the First Amendment to the Constitution.

Freedom of Information Act (1966)

The Freedom of Information Act (P.L. 89-554, 80 Stat. 383) asserts the public's right to know about the activities of government. That right to know is the foundation of accountability in a democracy and in fact preserves democratic government. The First Amendment right of free speech draws power from the availability of information, because knowledge enables people to identify government misconduct or incompetence and challenge government actions. Lacking access to information about government weakens the right to speak and the right to associate with others to advocate for change. Criticism without information is less powerful; ignorance dulls outrage and reduces the incentives to organize for democratic change.

Robert G. Vaughn, Professor of Law,

Washington College of Law, American University

Pentagon Papers

The Pentagon Papers was a government study of U.S. involvement in Southeast Asia. Commissioned by Secretary of Defense Robert S. McNamara in June, 1967, the 47-volume, top secret study covered the period from World War II to May, 1968. It was written by a team of analysts who had access to classified documents, and was completed in Jan., 1969. The study revealed a considerable degree of miscalculation, bureaucratic arrogance, and deception on the part of U.S. policymakers. In particular, it found that the U.S. government had continually resisted full disclosure of increasing military involvement in Southeast Asia—air strikes over Laos, raids along the coast of North Vietnam, and offensive actions by U.S. marines had taken place long before the American public was informed. On June 13, 1971, the New York Times began publishing a series of articles based on the study. The Justice Dept. obtained a court injunction against further publication on national security grounds, but the Supreme Court ruled (June 30) that constitutional guarantees of a free press overrode other considerations, and allowed further publication. The government indicted (1971) Daniel Ellsberg, a former government employee who made the Pentagon Papers available to the New York Times, and Anthony J. Russo on charges of espionage, theft, and conspiracy. On May 11, 1973, a federal court judge dismissed all charges against them

Question: Why is access to information from the government essential to maintaining a democracy? Cite evidence to support your opinion using the 2 quotes and 2 documents above.

Fourth Quarter

March 23 – May 27

Topic: State and Local Government

Instructional Time:

5 Days

Cur. pgs. 29-30

OC³ and Essential Questions


Suggested Resources and Activities

4.2.E. Compare and contrast the structure of the national branches of government to Oklahoma’s state government.
Essential Questions

  1. How does the structure of State branches of government compare to that of the national government?

  2. What is the difference between civil and criminal court cases?

  3. In what ways are state judges selected?

  4. Why do we need state and local government?

  5. How do they meet the needs of the people?

  6. What are the roles of the different levels of state government?

  7. How do local governments serve the people?

  8. What are block grants and revenue sharing?

  9. What are the limitations on states’ taxing powers?

  1. State Constitutions

  • Federalism

  • Similarities and differences to the U.S. Constitution

2. State Legislature

  • Size and structure

  • Qualifications, Elections

  • Powers

  • Historical perspective: Progressive reform in State

  • Government, La Follette, i.e., Initiative Petition, Referendum, Recall

3. State Executive: Governor and Administrative Branch

  • Qualifications, elections

  • Powers: Executive, Legislative, Judicial

  • Other State level offices: Lt. Governor, Attorney General, Treasurer, Corporation Commission

4. State Judicial

  • State Supreme Court

  • Court of Criminal Appeals

  • Municipal Court

5. Local Geographical Division

  • County, Parish, Borough

6. Local Offices

  • Sheriff, District Attorney, Judge, Assessor, County Commissioners

7. Local Political Divisions

  • Towns, Cities, School Districts

  1. Local Administrative Function

  1. Local Budgets and Revenues

  • Provide services

  • Financing State and local government

Chapter 24-Section 1

Chapter 24-Section 2

Activity: State and Local Government: Current Issues
Chapter 24- Section 3
Chapter 24-Sections 4,5

Chapter 25

Suggested Resources and Literacy Connection

  • Oklahoma Bar Association reading: “You are 18 and It’s Your Responsibility”

  • Research a local problem and address how state and local government can propose solutions to this problem

  • Interview local business leaders who explain the impact local laws have on their businesses

  • Examine the previous year’s budget and prioritize where the expenditures should be made

  • Give students a copy of recent state-wide budget. Tell them that there is X% less money predicted for next year. Have students defend in writing where they would make budgetary cuts

  • Have students create a city model (drawn out or built in 3-D). Over multiple class days give students new criteria that will impact zoning issues for the future or their city (population boom, natural disaster, etc)

  • Research your current local government leadership (state House, state Senate, city council, mayor, school board, etc.) and write a letter addressing an issue of concern to your community.

  • Attend a local school board meeting, city council meeting

Fourth Quarter

March 23 – May 27

Topic: Economics

Instructional Time:

5 Days

OC³ and Essential Questions


Suggested Resources and Activities

1.5 Compare and contrast the property and due process rights in the United States free-market economy which are protected by the United States Constitution to the restricted property and due process rights existing/non-existing under command economic systems.
4.5.B. Determine how the government influences economic growth by using the tools of fiscal and monetary policy.

4.4.B. Analyze significant policy issues and how they reflect the nation’s interests and principles including entitlements and environmental concerns.

4.5.C. Explain how legislation, executive departments, and regulatory agencies affect both economic sectors and individual citizens.

Essential Questions

  1. What are the basic characteristics of free market, command and mixed economies?

  2. What is government’s role in protecting our economic freedoms?

  3. What are the four factors of production and how are they interdependent?

  4. How does supply and demand interact to determine price?

1. Comparative Systems 1.5

  • Capitalism: Economic goals, Role of government, Allocation of resources, Audits, Impact of productivity

  • Socialism

  • Communism: Role of economic and political freedom

2. Monetary and Fiscal Policies 4.5.B

  • Two major instruments for influencing economic activity

  • Gross National Product (GNP)

  • Gross Domestic Product (GDP)

3. Role of Government in the economies 4.4.B 4.5.C

  • Protecting the environment

  • Property rights of an individual are relative and limited

  • Contracts are legally binding

  • Creates laws and agencies to regulate production and exchange activities, conduct research, and establish guidelines for consumer rights and safety 4.5.C

  • Intervenes in labor-management relations and can regulate competition on the marketplace activity.

Chapter 23—Sections 1, 2, 3

Chapter 16, Section 4


  • Read three newspaper or magazine articles concerning economies. Write two to four paragraphs summarizing the articles, indicating whether or not you agree with the articles and why.

  • Research current economic indicators and write an editorial on the economic state of the union

  • Supply and Demand debate: Are baseball players paid too much? Using information and opinions from both sides, prepare a chart or graph to indicate how player’s pay is a product of supply and demand

  • Describe the Federal Reserve Chairperson’s approach to using the powers of “the Fed” Reserve to influence the nation’s economy

  • Chart the ways government protects: the environment, property rights, consumer rights and regulates marketplace competition

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page

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