This unit was created by educators in Great Crossing High School, as part of the 2021 cohort of The 1619 Project Education Network. It is designed for facilitation across approximately four 50-minute periods.
Objectives
Students will be able to...
- Describe the concept of school curriculum
- Describe how laws and regulations impact school curriculum
- Evaluate arguments surrounding curriculum materials
- Construct an argument in response to the compelling question using evidence
Compelling Question
Should the government mandate school curriculum?
Supporting Questions
- What do laws currently say about [standards] and curriculum?
- Why are curricular resources controversial?
- What is the role of student voice in curriculum?
Unit Overview
This inquiry-based unit leads students through an investigation of school curriculum and the role the government plays in curricular decisions. Ideally, this unit should be taught after students have an understanding of federalism and the three branches of government. The compelling and supporting questions engage students through relevant discussions and source work to apply their knowledge of government.
Taking Informed Action:
This unit leverages the Inquiry Design Model from the College, Career, and Civic Life Framework for Social Studies State Standards, students will…
- Understand: Embedded in the daily lessons
- Assess: Deliberate on the impact of curriculum bans
- Act: Write an OpEd for your local or school paper OR a letter to your state representative where you discuss your evidence-based argument about government influence on curriculum
Performance Task
Construct an Argument: Students will take civic action by crafting an argumentative letter addressed to a state or federal legislator (e.g., detailed outline, poster, essay) in response to the compelling question: Should the government mandate school curriculum? Students should be sure to:
- Use specific claims and relevant evidence from historical and contemporary sources
- Acknowledge competing views
4-day unit plan for teachers, including pacing, texts and multimedia resources, rubrics, and performance tasks for the unit. Download below, or scroll down to read the complete unit plan.
Unit Resources
College, Career and Civics C3 Framework for Social Studies Standards
D2.Civ.12.9-12. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences.
Kentucky Academic Standards for Social Studies
HS.C.KGO.3 Describe how active citizens can affect change in their communities and Kentucky.
HS.C.CP.2 Analyze legislative, executive and judicial branch decisions in terms of constitutionality and impact on citizens and states.
HS.C.RR.2 Explain how active citizens can affect the lawmaking process locally, nationally and internationally.
Performance Task: Construct an Argument
Students will take civic action by crafting an argumentative letter addressed to a state or federal legislator (e.g., detailed outline, poster, essay) in response to the compelling question: Should the government mandate school curriculum?
Students should be sure to:
- Use specific claims and relevant evidence from historical and contemporary sources
- Acknowledge competing views