Fall Workshop November 2020
Document Type
Article
Creation Date
11-7-2020
Keywords
Historias Americanas, Civil Rights, Adela Sloss Vento, Cynthia Orozco, U.S. Constitution and Bill of Rights, League of United Latin American Citizens LULAC, National Association for the Advancement of Colored People NAACP, National Rifle Association (NRA), U.S. Supreme Court case of Hernandez v. Texas, TEKS
Description
TEKS (Texas Essential Knowledge and Skills): 113.41 c (12) Citizenship. The student understands the rights that are protected and secured by the U.S. Constitution and Bill of Rights. The student is expected to: (A) explain the roles of limited government and the rule of law in the protection of individual rights. (B) identify and define the unalienable rights. c (15) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to: (A) analyze different points of view of political parties and interest groups such as the League of United Latin American Citizens (LULAC), the National Rifle Association (NRA), and the National Association for the Advancement of Colored People (NAACP) on important contemporary issues; and (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. c (16) Culture. The student understands the relationship 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.
Lesson objective(s): 1. The Learner will (TLW) explain the roles of limited government and the rule of law in the protection of individual rights; identify and define the unalienable rights. 2. TLW analyze different points of view of interest groups such as the League of United Latin American Citizens (LULAC) and the National Association for the Advancement of Colored People (NAACP) on important contemporary issues and the advancements of people of Mexican-descent in the Rio Grande Valley such as Adela Sloss-Vento and Aurora Orozco for civil rights and women. 3. TLW analyze the important of the First Amendment rights of petition, assembly, speech, and press. 4. TLW will 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 case of Hernandez v. Texas.
Differentiation strategies to meet diverse learner needs: Provide any accommodations account to student Impact Assessment and Planning (IAP) or modification in their Individualized Educational Plan (IEP). Provide a variety method for students to understand and show what they learned. Use a student learning menu: students create appetizers, entrees, side dishes, and desserts related to content. https://teachinghistory.org/best-practices/teaching-with-textbooks/25584 Teacher can use Problem Based Learning (PBL) in order to engage students, provide real-world relevance for learning, promote retention of learning and applications to new situations and more: https://my.pblworks.org/resources https://my.pblworks.org/project/marking-history-making-history Student can create poster or PowerPoint project over deeper research of Place-based learning.
Dimensions
.PDF, 5 Pages
Recommended Citation
Quiroz, David, "Lesson Plan, U.S. Government, 12th Grade" (2020). Fall Workshop November 2020. 11.
https://scholarworks.utrgv.edu/histamnov2020/11